Telearn Thesaurus THESAURUS2 http://www.tel-thesaurus.net/wiki/index.php/The_TEL_Thesaurus_and_Dictionary_meta-project MediaWiki 1.24.0 first-letter Media Special Talk User User talk Telearn Thesaurus Telearn Thesaurus talk File File talk MediaWiki MediaWiki talk Template Template talk Help Help talk Category Category talk 0 112 1081 1080 2013-02-14T21:02:52Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Marcus Specht, Open Universiteit Nederland '''Contributors''': …/… ====Definition==== Adaptive Learning Environments are environments personalizing the instructional process on different instructional parameters as: sequence of tasks and task difficulty, time and type of feedback, pace of learning speed, reinforcement plan and others. ====Comments on the history==== Personalization of feedback and instruction has often been considered as a key feature in learning support. The adaptations of the instructional process to the individual and its different aspects have been investigated from different research perspectives as learner modelling, intelligent tutoring systems, adaptive hypermedia, adaptive instructional designs and others. From the area of adaptive instruction and the psychology of learning adaptive methods and techniques in learning machines have been introduced and evaluated since 1950’s.These adaptive methods have been empirically evaluated and showed to increase learning speed and help students for better understanding through individualized instruction. Research in Intelligent Tutoring Systems (ITS) discussed such topics as acquiring information about the learning process, building cognitively adequate learner models, inferring information about learners, and developing effective recommendation and guidance strategies for personalized learning paths. In order to provide individualized feedback and support the development of problem solving competence in the target domains, ITSs are basically built on expert models of the problem domain. (Anderson, Conrad, & Corbett, 1989). From early 90’s educational adaptive hypermedia systems (Brusilovsky, 1996) have been using mostly simpler models of learner knowledge and preferences to adapt presentation of hypermedia content, annotation of hyperlinks, sequencing of learning contents, or content recommendation. Early works taking into account social information for giving instructional guidance also came from the field of adaptive hypermedia as for example using information about the usage of learning content by other members of a learning community or peer group members. In the last ten years the technology available and used by learners has dramatically changed. From simply taking into account the learner knowledge, preferences, goals, and other characteristics of the learner, the social context of learning has become much more important. Today adaptive learning environments start to make use of sensor information and other contextual information for supporting adaptation to the learners and their context of use. Furthermore social media have changed the availability of user information dramatically and using learning information for personalized reflection is a new development linked to research in Learning Analytics. ====Related terms==== Adaptive Systems, User Modeling, Adaptive Instruction, Adaptive Hypermedia ====Translation issues==== …/… ====Disciplinary issues==== Research issues about the design and the evaluation of adaptive learning environments are strongly multidisciplinary, bringing together research from computer science and engineering, psychology and psychotherapy, cybernetics and system dynamics, instructional design and empirical research on technology enhanced learning. While Computer Science perspectives mostly focus on the development of better user models, and development of intelligent adaptation and media systems and algorithms, educational sciences mostly focus on the development, acceptance and evaluation of adaptive instruction algorithms. Furthermore Aptitude Treatment Interaction studies explored the effects of adapting instructional parameters to different characteristics of the learner (Tennyson & Christensen, 1988) as task performance, personality characteristics, or cognitive abilities. The complexity which is raised by the convergence or possible conflicts between disciplines involved in research on adaptivity could be structured along methodological questions distinguishing means, target, goal and strategy (Specht 1998): * ''Adaptation Mean'': What information about the user is known, and what information can be used for adaptation? * ''Adaptation Target'': What aspect of the instructional system is adapted to the given information about the user? * ''Adaptation Goal'': Why does the system adapt to this information? Mostly, adaptive systems adapt to their user for ergonomic or pedagogical reasons. * ''Adaptation Strategy'': What steps are taken to adapt the system to the user, and how active or reactive are the user and the system in the adaptation process? ====Key references==== [http://csjarchive.cogsci.rpi.edu/1989v13/i04/p0467p0505/MAIN.PDF] Anderson, J. R., Conrad, F. G., & Corbett, A. T. (1989). Skill acquisition and the LISP tutor. Cognitive Science, 13, 467-505. [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.16.7794&rep=rep1&type=pdf] Brusilovsky, B. (1996). Methods and Techniques of Adaptive Hypermedia. User Modeling and User-Adapted Interaction, 6(2-3), 87-129. Specht, M. (1998). Adaptive Methoden in computerbasierten Lehr/Lernsystemen (Dissertation). Trier: University of Trier. Tennyson, R. D., & Christensen, D. L. (1988). MAIS: An intelligent learning System. In D. H. Jonassen (Ed.), Instructional Designs for microcomputer courseware. Hillsdale: N.J.:Erlbaum. 1080 1008 2013-02-14T20:59:49Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Marcus Specht, Open Universiteit Nederland '''Contributors''': …/… ====Definition==== Adaptive Learning Environments are environments personalizing the instructional process on different instructional parameters as: sequence of tasks and task difficulty, time and type of feedback, pace of learning speed, reinforcement plan and others. ====Comments on the history==== Personalization of feedback and instruction has often been considered as a key feature in learning support. The adaptations of the instructional process to the individual and its different aspects have been investigated from different research perspectives as learner modelling, intelligent tutoring systems, adaptive hypermedia, adaptive instructional designs and others. From the area of adaptive instruction and the psychology of learning adaptive methods and techniques in learning machines have been introduced and evaluated since 1950’s.These adaptive methods have been empirically evaluated and showed to increase learning speed and help students for better understanding through individualized instruction. Research in Intelligent Tutoring Systems (ITS) discussed such topics as acquiring information about the learning process, building cognitively adequate learner models, inferring information about learners, and developing effective recommendation and guidance strategies for personalized learning paths. In order to provide individualized feedback and support the development of problem solving competence in the target domains, ITSs are basically built on expert models of the problem domain. (Anderson, Conrad, & Corbett, 1989). From early 90’s educational adaptive hypermedia systems (Brusilovsky, 1996) have been using mostly simpler models of learner knowledge and preferences to adapt presentation of hypermedia content, annotation of hyperlinks, sequencing of learning contents, or content recommendation. Early works taking into account social information for giving instructional guidance also came from the field of adaptive hypermedia as for example using information about the usage of learning content by other members of a learning community or peer group members. In the last ten years the technology available and used by learners has dramatically changed. From simply taking into account the learner knowledge, preferences, goals, and other characteristics of the learner, the social context of learning has become much more important. Today adaptive learning environments start to make use of sensor information and other contextual information for supporting adaptation to the learners and their context of use. Furthermore social media have changed the availability of user information dramatically and using learning information for personalized reflection is a new development linked to research in Learning Analytics. ====Related terms==== Adaptive Systems, User Modeling, Adaptive Instruction, Adaptive Hypermedia ====Translation issues==== …/… ====Disciplinary issues==== Research issues about the design and the evaluation of adaptive learning environments are strongly multidisciplinary, bringing together research from computer science and engineering, psychology and psychotherapy, cybernetics and system dynamics, instructional design and empirical research on technology enhanced learning. While Computer Science perspectives mostly focus on the development of better user models, and development of intelligent adaptation and media systems and algorithms, educational sciences mostly focus on the development, acceptance and evaluation of adaptive instruction algorithms. Furthermore Aptitude Treatment Interaction studies explored the effects of adapting instructional parameters to different characteristics of the learner (Tennyson & Christensen, 1988) as task performance, personality characteristics, or cognitive abilities. The complexity which is raised by the convergence or possible conflicts between disciplines involved in research on adaptivity could be structured along methodological questions distinguishing means, target, goal and strategy (Specht 1998): * ''Adaptation Mean'': What information about the user is known, and what information can be used for adaptation? * ''Adaptation Target'': What aspect of the instructional system is adapted to the given information about the user? * ''Adaptation Goal'': Why does the system adapt to this information? Mostly, adaptive systems adapt to their user for ergonomic or pedagogical reasons. * ''Adaptation Strategy'': What steps are taken to adapt the system to the user, and how active or reactive are the user and the system in the adaptation process? ====Key references==== [http://csjarchive.cogsci.rpi.edu/1989v13/i04/p0467p0505/MAIN.PDF] Anderson, J. R., Conrad, F. G., & Corbett, A. T. (1989). Skill acquisition and the LISP tutor. Cognitive Science, 13, 467-505. Brusilovsky, B. (1996). Methods and Techniques of Adaptive Hypermedia. User Modeling and User-Adapted Interaction, 6(2-3), 87-129. Specht, M. (1998). Adaptive Methoden in computerbasierten Lehr/Lernsystemen (Dissertation). Trier: University of Trier. Tennyson, R. D., & Christensen, D. L. (1988). MAIS: An intelligent learning System. In D. H. Jonassen (Ed.), Instructional Designs for microcomputer courseware. Hillsdale: N.J.:Erlbaum. 1008 861 2012-11-14T17:51:20Z Balacheff 4 /* Comments on the history */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Marcus Specht, Open Universiteit Nederland '''Contributors''': …/… ====Definition==== Adaptive Learning Environments are environments personalizing the instructional process on different instructional parameters as: sequence of tasks and task difficulty, time and type of feedback, pace of learning speed, reinforcement plan and others. ====Comments on the history==== Personalization of feedback and instruction has often been considered as a key feature in learning support. The adaptations of the instructional process to the individual and its different aspects have been investigated from different research perspectives as learner modelling, intelligent tutoring systems, adaptive hypermedia, adaptive instructional designs and others. From the area of adaptive instruction and the psychology of learning adaptive methods and techniques in learning machines have been introduced and evaluated since 1950’s.These adaptive methods have been empirically evaluated and showed to increase learning speed and help students for better understanding through individualized instruction. Research in Intelligent Tutoring Systems (ITS) discussed such topics as acquiring information about the learning process, building cognitively adequate learner models, inferring information about learners, and developing effective recommendation and guidance strategies for personalized learning paths. In order to provide individualized feedback and support the development of problem solving competence in the target domains, ITSs are basically built on expert models of the problem domain. (Anderson, Conrad, & Corbett, 1989). From early 90’s educational adaptive hypermedia systems (Brusilovsky, 1996) have been using mostly simpler models of learner knowledge and preferences to adapt presentation of hypermedia content, annotation of hyperlinks, sequencing of learning contents, or content recommendation. Early works taking into account social information for giving instructional guidance also came from the field of adaptive hypermedia as for example using information about the usage of learning content by other members of a learning community or peer group members. In the last ten years the technology available and used by learners has dramatically changed. From simply taking into account the learner knowledge, preferences, goals, and other characteristics of the learner, the social context of learning has become much more important. Today adaptive learning environments start to make use of sensor information and other contextual information for supporting adaptation to the learners and their context of use. Furthermore social media have changed the availability of user information dramatically and using learning information for personalized reflection is a new development linked to research in Learning Analytics. ====Related terms==== Adaptive Systems, User Modeling, Adaptive Instruction, Adaptive Hypermedia ====Translation issues==== …/… ====Disciplinary issues==== Research issues about the design and the evaluation of adaptive learning environments are strongly multidisciplinary, bringing together research from computer science and engineering, psychology and psychotherapy, cybernetics and system dynamics, instructional design and empirical research on technology enhanced learning. While Computer Science perspectives mostly focus on the development of better user models, and development of intelligent adaptation and media systems and algorithms, educational sciences mostly focus on the development, acceptance and evaluation of adaptive instruction algorithms. Furthermore Aptitude Treatment Interaction studies explored the effects of adapting instructional parameters to different characteristics of the learner (Tennyson & Christensen, 1988) as task performance, personality characteristics, or cognitive abilities. The complexity which is raised by the convergence or possible conflicts between disciplines involved in research on adaptivity could be structured along methodological questions distinguishing means, target, goal and strategy (Specht 1998): * ''Adaptation Mean'': What information about the user is known, and what information can be used for adaptation? * ''Adaptation Target'': What aspect of the instructional system is adapted to the given information about the user? * ''Adaptation Goal'': Why does the system adapt to this information? Mostly, adaptive systems adapt to their user for ergonomic or pedagogical reasons. * ''Adaptation Strategy'': What steps are taken to adapt the system to the user, and how active or reactive are the user and the system in the adaptation process? ====Key references==== Anderson, J. R., Conrad, F. G., & Corbett, A. T. (1989). Skill acquisition and the LISP tutor. Cognitive Science, 13, 467-505. Brusilovsky, B. (1996). Methods and Techniques of Adaptive Hypermedia. User Modeling and User-Adapted Interaction, 6(2-3), 87-129. Specht, M. (1998). Adaptive Methoden in computerbasierten Lehr/Lernsystemen (Dissertation). Trier: University of Trier. Tennyson, R. D., & Christensen, D. L. (1988). MAIS: An intelligent learning System. In D. H. Jonassen (Ed.), Instructional Designs for microcomputer courseware. Hillsdale: N.J.:Erlbaum. 861 860 2012-05-04T14:20:26Z Balacheff 4 /* Disciplinary issues */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Marcus Specht, Open Universiteit Nederland '''Contributors''': …/… ====Definition==== Adaptive Learning Environments are environments personalizing the instructional process on different instructional parameters as: sequence of tasks and task difficulty, time and type of feedback, pace of learning speed, reinforcement plan and others. ====Comments on the history==== Personalization of feedback and instruction has often been considered as a key feature in learning support. The adaptations of the instructional process to the individual and its different aspects have been investigated from different research perspectives as learner modelling, intelligent tutoring systems, adaptive hypermedia, adaptive instructional designs and others. From the area of adaptive instruction and the psychology of learning adaptive methods and techniques in learning machines have been introduced and evaluated since 1950’s.These adaptive methods have been empirically evaluated and showed to increase learning speed and help students for better understanding through individualized instruction. Research in Intelligent Tutoring Systems (ITS) discussed such topics as acquiring information about the learning process, building cognitively adequate learner models, inferring information about learners, and developing effective recommendation and guidance strategies for personalized learning paths. In order to provide individualized feedback and support the development of problem solving competence in the target domains, ITSs are basically built on expert models of the problem domain. (Anderson, Conrad, & Corbett, 1989). From early 90’s educational adaptive hypermedia systems (Brusilovsky, 1996) have been using mostly simpler models of learner knowledge and preferences to adapt presentation of hypermedia content, annotation of hyperlinks, sequencing of learning contents, or content recommendation. Early works taking into account social information for giving instructional guidance also came from the field of adaptive hypermedia as for example using information about the usage of learning content by other members of a learning community or peer group members. In the last ten years the technology available and used by learners has dramatically changed. From simply taking into account the learner knowledge, preferences, goals, and other characteristics of the learner, the social context of learning has become much more important. Today adaptive learning environments start to make use of sensor information and other contextual information for supporting adaptation to the learners and her context of use. Furthermore social media have changed the availability of user information dramatically and using learning information for personalized reflection is a new development linked to research in Learning Analytics. ====Related terms==== Adaptive Systems, User Modeling, Adaptive Instruction, Adaptive Hypermedia ====Translation issues==== …/… ====Disciplinary issues==== Research issues about the design and the evaluation of adaptive learning environments are strongly multidisciplinary, bringing together research from computer science and engineering, psychology and psychotherapy, cybernetics and system dynamics, instructional design and empirical research on technology enhanced learning. While Computer Science perspectives mostly focus on the development of better user models, and development of intelligent adaptation and media systems and algorithms, educational sciences mostly focus on the development, acceptance and evaluation of adaptive instruction algorithms. Furthermore Aptitude Treatment Interaction studies explored the effects of adapting instructional parameters to different characteristics of the learner (Tennyson & Christensen, 1988) as task performance, personality characteristics, or cognitive abilities. The complexity which is raised by the convergence or possible conflicts between disciplines involved in research on adaptivity could be structured along methodological questions distinguishing means, target, goal and strategy (Specht 1998): * ''Adaptation Mean'': What information about the user is known, and what information can be used for adaptation? * ''Adaptation Target'': What aspect of the instructional system is adapted to the given information about the user? * ''Adaptation Goal'': Why does the system adapt to this information? Mostly, adaptive systems adapt to their user for ergonomic or pedagogical reasons. * ''Adaptation Strategy'': What steps are taken to adapt the system to the user, and how active or reactive are the user and the system in the adaptation process? ====Key references==== Anderson, J. R., Conrad, F. G., & Corbett, A. T. (1989). Skill acquisition and the LISP tutor. Cognitive Science, 13, 467-505. Brusilovsky, B. (1996). Methods and Techniques of Adaptive Hypermedia. User Modeling and User-Adapted Interaction, 6(2-3), 87-129. Specht, M. (1998). Adaptive Methoden in computerbasierten Lehr/Lernsystemen (Dissertation). Trier: University of Trier. Tennyson, R. D., & Christensen, D. L. (1988). MAIS: An intelligent learning System. In D. H. Jonassen (Ed.), Instructional Designs for microcomputer courseware. Hillsdale: N.J.:Erlbaum. 860 847 2012-05-04T14:19:13Z Balacheff 4 /* Definition */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Marcus Specht, Open Universiteit Nederland '''Contributors''': …/… ====Definition==== Adaptive Learning Environments are environments personalizing the instructional process on different instructional parameters as: sequence of tasks and task difficulty, time and type of feedback, pace of learning speed, reinforcement plan and others. ====Comments on the history==== Personalization of feedback and instruction has often been considered as a key feature in learning support. The adaptations of the instructional process to the individual and its different aspects have been investigated from different research perspectives as learner modelling, intelligent tutoring systems, adaptive hypermedia, adaptive instructional designs and others. From the area of adaptive instruction and the psychology of learning adaptive methods and techniques in learning machines have been introduced and evaluated since 1950’s.These adaptive methods have been empirically evaluated and showed to increase learning speed and help students for better understanding through individualized instruction. Research in Intelligent Tutoring Systems (ITS) discussed such topics as acquiring information about the learning process, building cognitively adequate learner models, inferring information about learners, and developing effective recommendation and guidance strategies for personalized learning paths. In order to provide individualized feedback and support the development of problem solving competence in the target domains, ITSs are basically built on expert models of the problem domain. (Anderson, Conrad, & Corbett, 1989). From early 90’s educational adaptive hypermedia systems (Brusilovsky, 1996) have been using mostly simpler models of learner knowledge and preferences to adapt presentation of hypermedia content, annotation of hyperlinks, sequencing of learning contents, or content recommendation. Early works taking into account social information for giving instructional guidance also came from the field of adaptive hypermedia as for example using information about the usage of learning content by other members of a learning community or peer group members. In the last ten years the technology available and used by learners has dramatically changed. From simply taking into account the learner knowledge, preferences, goals, and other characteristics of the learner, the social context of learning has become much more important. Today adaptive learning environments start to make use of sensor information and other contextual information for supporting adaptation to the learners and her context of use. Furthermore social media have changed the availability of user information dramatically and using learning information for personalized reflection is a new development linked to research in Learning Analytics. ====Related terms==== Adaptive Systems, User Modeling, Adaptive Instruction, Adaptive Hypermedia ====Translation issues==== …/… ====Disciplinary issues==== Research issues about the design and the evaluation of adaptive learning environments are strongly multidisciplinary, bringing together research from computer science and engineering, psychology and psychotherapy, cybernetics and system dynamics, instructional design and empirical research on technology enhanced learning. While Computer Science perspectives mostly focus on the development of better user models, and development of intelligent adaptation and media systems, educational sciences mostly focus on the development and evaluation of adaptive instruction algorithms. Furthermore Aptitude Treatment Interaction studies explored the effects of adapting instructional parameters to different characteristics of the learner (Tennyson & Christensen, 1988) as task performance, personality characteristics, or cognitive abilities. The complexity which is raised by the convergence or possible conflicts between disciplines involved in research on adaptivity could be structured along methodological questions distinguishing means, target, goal and strategy (Specht 1998): * ''Adaptation Mean'': What information about the user is known, and what information can be used for adaptation? * ''Adaptation Target'': What aspect of the instructional system is adapted to the given information about the user? * ''Adaptation Goal'': Why does the system adapt to this information? Mostly, adaptive systems adapt to their user for ergonomic or pedagogical reasons. * ''Adaptation Strategy'': What steps are taken to adapt the system to the user, and how active or reactive are the user and the system in the adaptation process? ====Key references==== Anderson, J. R., Conrad, F. G., & Corbett, A. T. (1989). Skill acquisition and the LISP tutor. Cognitive Science, 13, 467-505. Brusilovsky, B. (1996). Methods and Techniques of Adaptive Hypermedia. User Modeling and User-Adapted Interaction, 6(2-3), 87-129. Specht, M. (1998). Adaptive Methoden in computerbasierten Lehr/Lernsystemen (Dissertation). Trier: University of Trier. Tennyson, R. D., & Christensen, D. L. (1988). MAIS: An intelligent learning System. In D. H. Jonassen (Ed.), Instructional Designs for microcomputer courseware. Hillsdale: N.J.:Erlbaum. 847 846 2012-05-04T09:06:08Z Zeiliger 2 /* Key references= */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Marcus Specht, Open Universiteit Nederland '''Contributors''': …/… ====Definition==== Adaptive Learning Environments are environments personalizing the instructional process on different instructional parameters as: sequence and size of task difficulty, time of feedback, pace of learning speed, reinforcement plan and others. ====Comments on the history==== Personalization of feedback and instruction has often been considered as a key feature in learning support. The adaptations of the instructional process to the individual and its different aspects have been investigated from different research perspectives as learner modelling, intelligent tutoring systems, adaptive hypermedia, adaptive instructional designs and others. From the area of adaptive instruction and the psychology of learning adaptive methods and techniques in learning machines have been introduced and evaluated since 1950’s.These adaptive methods have been empirically evaluated and showed to increase learning speed and help students for better understanding through individualized instruction. Research in Intelligent Tutoring Systems (ITS) discussed such topics as acquiring information about the learning process, building cognitively adequate learner models, inferring information about learners, and developing effective recommendation and guidance strategies for personalized learning paths. In order to provide individualized feedback and support the development of problem solving competence in the target domains, ITSs are basically built on expert models of the problem domain. (Anderson, Conrad, & Corbett, 1989). From early 90’s educational adaptive hypermedia systems (Brusilovsky, 1996) have been using mostly simpler models of learner knowledge and preferences to adapt presentation of hypermedia content, annotation of hyperlinks, sequencing of learning contents, or content recommendation. Early works taking into account social information for giving instructional guidance also came from the field of adaptive hypermedia as for example using information about the usage of learning content by other members of a learning community or peer group members. In the last ten years the technology available and used by learners has dramatically changed. From simply taking into account the learner knowledge, preferences, goals, and other characteristics of the learner, the social context of learning has become much more important. Today adaptive learning environments start to make use of sensor information and other contextual information for supporting adaptation to the learners and her context of use. Furthermore social media have changed the availability of user information dramatically and using learning information for personalized reflection is a new development linked to research in Learning Analytics. ====Related terms==== Adaptive Systems, User Modeling, Adaptive Instruction, Adaptive Hypermedia ====Translation issues==== …/… ====Disciplinary issues==== Research issues about the design and the evaluation of adaptive learning environments are strongly multidisciplinary, bringing together research from computer science and engineering, psychology and psychotherapy, cybernetics and system dynamics, instructional design and empirical research on technology enhanced learning. While Computer Science perspectives mostly focus on the development of better user models, and development of intelligent adaptation and media systems, educational sciences mostly focus on the development and evaluation of adaptive instruction algorithms. Furthermore Aptitude Treatment Interaction studies explored the effects of adapting instructional parameters to different characteristics of the learner (Tennyson & Christensen, 1988) as task performance, personality characteristics, or cognitive abilities. The complexity which is raised by the convergence or possible conflicts between disciplines involved in research on adaptivity could be structured along methodological questions distinguishing means, target, goal and strategy (Specht 1998): * ''Adaptation Mean'': What information about the user is known, and what information can be used for adaptation? * ''Adaptation Target'': What aspect of the instructional system is adapted to the given information about the user? * ''Adaptation Goal'': Why does the system adapt to this information? Mostly, adaptive systems adapt to their user for ergonomic or pedagogical reasons. * ''Adaptation Strategy'': What steps are taken to adapt the system to the user, and how active or reactive are the user and the system in the adaptation process? ====Key references==== Anderson, J. R., Conrad, F. G., & Corbett, A. T. (1989). Skill acquisition and the LISP tutor. Cognitive Science, 13, 467-505. Brusilovsky, B. (1996). Methods and Techniques of Adaptive Hypermedia. User Modeling and User-Adapted Interaction, 6(2-3), 87-129. Specht, M. (1998). Adaptive Methoden in computerbasierten Lehr/Lernsystemen (Dissertation). Trier: University of Trier. Tennyson, R. D., & Christensen, D. L. (1988). MAIS: An intelligent learning System. In D. H. Jonassen (Ed.), Instructional Designs for microcomputer courseware. Hillsdale: N.J.:Erlbaum. 846 2012-05-04T09:05:35Z Zeiliger 2 Created page with "<u>Draft 1</u> '''Editor''': Marcus Specht, Open Universiteit Nederland '''Contributors''': …/… ====Definition==== Adaptive Learning Environments are environments persona..." wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Marcus Specht, Open Universiteit Nederland '''Contributors''': …/… ====Definition==== Adaptive Learning Environments are environments personalizing the instructional process on different instructional parameters as: sequence and size of task difficulty, time of feedback, pace of learning speed, reinforcement plan and others. ====Comments on the history==== Personalization of feedback and instruction has often been considered as a key feature in learning support. The adaptations of the instructional process to the individual and its different aspects have been investigated from different research perspectives as learner modelling, intelligent tutoring systems, adaptive hypermedia, adaptive instructional designs and others. From the area of adaptive instruction and the psychology of learning adaptive methods and techniques in learning machines have been introduced and evaluated since 1950’s.These adaptive methods have been empirically evaluated and showed to increase learning speed and help students for better understanding through individualized instruction. Research in Intelligent Tutoring Systems (ITS) discussed such topics as acquiring information about the learning process, building cognitively adequate learner models, inferring information about learners, and developing effective recommendation and guidance strategies for personalized learning paths. In order to provide individualized feedback and support the development of problem solving competence in the target domains, ITSs are basically built on expert models of the problem domain. (Anderson, Conrad, & Corbett, 1989). From early 90’s educational adaptive hypermedia systems (Brusilovsky, 1996) have been using mostly simpler models of learner knowledge and preferences to adapt presentation of hypermedia content, annotation of hyperlinks, sequencing of learning contents, or content recommendation. Early works taking into account social information for giving instructional guidance also came from the field of adaptive hypermedia as for example using information about the usage of learning content by other members of a learning community or peer group members. In the last ten years the technology available and used by learners has dramatically changed. From simply taking into account the learner knowledge, preferences, goals, and other characteristics of the learner, the social context of learning has become much more important. Today adaptive learning environments start to make use of sensor information and other contextual information for supporting adaptation to the learners and her context of use. Furthermore social media have changed the availability of user information dramatically and using learning information for personalized reflection is a new development linked to research in Learning Analytics. ====Related terms==== Adaptive Systems, User Modeling, Adaptive Instruction, Adaptive Hypermedia ====Translation issues==== …/… ====Disciplinary issues==== Research issues about the design and the evaluation of adaptive learning environments are strongly multidisciplinary, bringing together research from computer science and engineering, psychology and psychotherapy, cybernetics and system dynamics, instructional design and empirical research on technology enhanced learning. While Computer Science perspectives mostly focus on the development of better user models, and development of intelligent adaptation and media systems, educational sciences mostly focus on the development and evaluation of adaptive instruction algorithms. Furthermore Aptitude Treatment Interaction studies explored the effects of adapting instructional parameters to different characteristics of the learner (Tennyson & Christensen, 1988) as task performance, personality characteristics, or cognitive abilities. The complexity which is raised by the convergence or possible conflicts between disciplines involved in research on adaptivity could be structured along methodological questions distinguishing means, target, goal and strategy (Specht 1998): * ''Adaptation Mean'': What information about the user is known, and what information can be used for adaptation? * ''Adaptation Target'': What aspect of the instructional system is adapted to the given information about the user? * ''Adaptation Goal'': Why does the system adapt to this information? Mostly, adaptive systems adapt to their user for ergonomic or pedagogical reasons. * ''Adaptation Strategy'': What steps are taken to adapt the system to the user, and how active or reactive are the user and the system in the adaptation process? ====Key references===== Anderson, J. R., Conrad, F. G., & Corbett, A. T. (1989). Skill acquisition and the LISP tutor. Cognitive Science, 13, 467-505. Brusilovsky, B. (1996). Methods and Techniques of Adaptive Hypermedia. User Modeling and User-Adapted Interaction, 6(2-3), 87-129. Specht, M. (1998). Adaptive Methoden in computerbasierten Lehr/Lernsystemen (Dissertation). Trier: University of Trier. Tennyson, R. D., & Christensen, D. L. (1988). MAIS: An intelligent learning System. In D. H. Jonassen (Ed.), Instructional Designs for microcomputer courseware. Hillsdale: N.J.:Erlbaum. 0 134 1248 1247 2013-03-11T10:53:54Z Vdimitrova 15 /* Предметна проблематика */ wikitext text/x-wiki <h1>Адаптивна учебна среда</h1> <u>раб. версия 1</u> '''Editor''': Marcus Specht, Open Universiteit Nederland '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Адаптивната учебна среда е среда на учене, в която процесът на обучение е индивидуализиран спрямо различни параметри: избор на последователност и сложност на учебните задачи, време и вид на обратна информация, скорост на усвояване на учебния материал, затвърждаване на наученото и т.н. ====Сродни термини==== -/- ====Коментар по развитието на термина==== Индивидуализацията на процеса на обучение и изграждането на обратна връзка често биват определяни като ключови елементи в изграждането на дизайн в подкрепа на учебния процес. Нагаждането на процеса на обучение към учащия и неговите харктеристики е изучавано от различни гледни точки, сред които моделиране на учащия, интелигентни системи за обучение, адаптивна хипермедия, адаптивен дизайн на обучение и др. В областта на адаптивното обучение и педагогическата психология адаптивните методи и техники на учещите машини са въведени и са подложени на оценка още от петдесетте години на 20-ти век. На базата на емпирични оценки методите на адаптавно обучение показват, че водят до повишение на скоростта на усвояване и спомагат за постигане на по-добро разбиране чрез индивидуализацията на обучението. Изследвания в областта на Интелигентните системи за обучение (ИСО) засягат теми като усвояването на информация чрез процеси на учене, адекватно изграждане на когнитивни модели на учащия, синтезиране на информация за учащия и изграждането на ефективни препоръки и насоки за индивидуализирани стъпки на учене. За да бъде създадена индивидуализирана обратна връзка и за да се изгради основа за решаването на сложни когнитивни проблеми в целевите сфери, ИСО са изградени на основата на модели на експерти от самите тези сфери (Anderson, Conrad, & Corbett, 1989). От началото на 90-те години на 20-ти век адаптивните хипермедийни системи (Brusilovsky, 1996) използват основно по-прости модели на декларативно познание и предпочитания на учащите по отношение на учебния процес за изграждане на химермедийното съдържание, анотацията на хиперлинковете, последователността на учебното съдържание или препоръките по съдържанието. Ранни разработки, които отчитат ролята на социално генерираното ръководство за обучение, също произхождат от сферата на адаптивната хипермедия, като например употребата на информация за приложението на учебно съдържание от другите членове на учебната общност или на хората, които принадлежат към дадена група. През последните десет години технологиите, достъпни и използвани от учащите, се променят драматично. От простото съобразяване със знанията, уменията, предпочитанията, целите и останалите характеристики на учащия, социалният контекст на учене придобива по-значимо място. Сега адаптивните среди на учене използват сензорна и друга контекстуална информация в помощ на процеса на нагаждане към учащите и тяхната среда. Освен това социалните медии променят наличието на информация за потребителите драстично и употребата на информация за обучение при индивидуализиран процес на осмисляне на материала е нова насока на развитие, свързана с изследването на методите за анализ на ученето. ====Проблематика на превода==== -/- ==== Предметна проблематика ==== Изследователската проблематика, отнасяща се до дизайна и оцеката на адаптивните среди за учене, е подчертано интердисциплинарна, съчетавайки по този начин въпроси от компютърните науки и инженерството, психологията и психотерапията, кибернетиката и системната динамика, дизайна на обучение и емпиричните изследвания върху технологично подпомогнато обучение. Докато компютърните науки основно са съсредоточени върху развитието на по-добри потребителски модели и развитието на интелигентно адаптиране, медиийни системи и алгоритми, науките, свързани с образованието, са основно съсредоточени върху развитието, възприемането и оценката на адаптивните алгоритми за обучение. В допълнение, проучванията върху взамодействието за корекция на наклонностите (Aptitude Treatment Interaction) изследват ефектите от настройването на параметрите на обучение към различните характеристики на учащия (Tennyson &amp; Christensen, 1988), като изпълнение на задачите, личностни характеристики или когнитивни умения. Сложността, която се поражда от доближаването на дисциплините или възможните противиречия между тях, включени в изследването на адаптивността, могат да бъдат систематизирани според методологичните въпроси, разграничени по начин, целеполагане, предназначение и стратегия (Specht, 1998): *''Адаптационен начин'': Каква информация за потребителя е известна и каква информация може да бъде използвана за адаптиране? *''Адаптационно целеполагане'': Кой аспект от системата за обучение се отнася към коя информация за потребителя? *''Адаптационно предназначение'': Защо системата са нагажда към тази информация? По-съществената част от адаптивните системи се пригаждат към техните потребители по ергономични и педагогически причини. *''Адаптационна стратегия'': Какви стъпки са били направени, така че системата да се нагоди към потребителя и колко активни или реактивни са потребителят и системата в процеса на нагаждане? ====Основна литература==== [http://csjarchive.cogsci.rpi.edu/1989v13/i04/p0467p0505/MAIN.PDF] Anderson, J. R., Conrad, F. G., &amp; Corbett, A. T. (1989). Skill acquisition and the LISP tutor. Cognitive Science, 13, 467-505. [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.16.7794&rep=rep1&type=pdf] Brusilovsky, B. (1996). Methods and Techniques of Adaptive Hypermedia. User Modeling and User-Adapted Interaction, 6(2-3), 87-129. Specht, M. (1998). Adaptive Methoden in computerbasierten Lehr/Lernsystemen (Dissertation). Trier: University of Trier. Tennyson, R. D., & Christensen, D. L. (1988). MAIS: An intelligent learning System. In D. H. Jonassen (Ed.), Instructional Designs for microcomputer courseware. Hillsdale: N.J.:Erlbaum. 1247 1246 2013-03-11T10:51:48Z Vdimitrova 15 /* Предметна проблематика */ wikitext text/x-wiki <h1>Адаптивна учебна среда</h1> <u>раб. версия 1</u> '''Editor''': Marcus Specht, Open Universiteit Nederland '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Адаптивната учебна среда е среда на учене, в която процесът на обучение е индивидуализиран спрямо различни параметри: избор на последователност и сложност на учебните задачи, време и вид на обратна информация, скорост на усвояване на учебния материал, затвърждаване на наученото и т.н. ====Сродни термини==== -/- ====Коментар по развитието на термина==== Индивидуализацията на процеса на обучение и изграждането на обратна връзка често биват определяни като ключови елементи в изграждането на дизайн в подкрепа на учебния процес. Нагаждането на процеса на обучение към учащия и неговите харктеристики е изучавано от различни гледни точки, сред които моделиране на учащия, интелигентни системи за обучение, адаптивна хипермедия, адаптивен дизайн на обучение и др. В областта на адаптивното обучение и педагогическата психология адаптивните методи и техники на учещите машини са въведени и са подложени на оценка още от петдесетте години на 20-ти век. На базата на емпирични оценки методите на адаптавно обучение показват, че водят до повишение на скоростта на усвояване и спомагат за постигане на по-добро разбиране чрез индивидуализацията на обучението. Изследвания в областта на Интелигентните системи за обучение (ИСО) засягат теми като усвояването на информация чрез процеси на учене, адекватно изграждане на когнитивни модели на учащия, синтезиране на информация за учащия и изграждането на ефективни препоръки и насоки за индивидуализирани стъпки на учене. За да бъде създадена индивидуализирана обратна връзка и за да се изгради основа за решаването на сложни когнитивни проблеми в целевите сфери, ИСО са изградени на основата на модели на експерти от самите тези сфери (Anderson, Conrad, & Corbett, 1989). От началото на 90-те години на 20-ти век адаптивните хипермедийни системи (Brusilovsky, 1996) използват основно по-прости модели на декларативно познание и предпочитания на учащите по отношение на учебния процес за изграждане на химермедийното съдържание, анотацията на хиперлинковете, последователността на учебното съдържание или препоръките по съдържанието. Ранни разработки, които отчитат ролята на социално генерираното ръководство за обучение, също произхождат от сферата на адаптивната хипермедия, като например употребата на информация за приложението на учебно съдържание от другите членове на учебната общност или на хората, които принадлежат към дадена група. През последните десет години технологиите, достъпни и използвани от учащите, се променят драматично. От простото съобразяване със знанията, уменията, предпочитанията, целите и останалите характеристики на учащия, социалният контекст на учене придобива по-значимо място. Сега адаптивните среди на учене използват сензорна и друга контекстуална информация в помощ на процеса на нагаждане към учащите и тяхната среда. Освен това социалните медии променят наличието на информация за потребителите драстично и употребата на информация за обучение при индивидуализиран процес на осмисляне на материала е нова насока на развитие, свързана с изследването на методите за анализ на ученето. ====Проблематика на превода==== -/- ==== Предметна проблематика ==== Изследователската проблематика, отнасяща се до дизайна и оцеката на адаптивните среди за учене, е подчертано интердисциплинарна, съчетавайки по този начин въпроси от компютърните науки и инженерството, психологията и психотерапията, кибернетиката и системната динамика, дизайна на обучение и емпиричните изследвания върху технологично подпомогнато обучение. Докато компютърните науки основно са съсредоточени върху развитието на по-добри потребителски модели и развитието на интелигентно адаптиране, медиийни системи и алгоритми, науките, свързани с образованието, са основно съсредоточени върху развитието, възприемането и оценката на адаптивните алгоритми за обучение. В допълнение, проучванията върху взамодействието за корекция на наклонностите (Aptitude Treatment Interaction) изследват ефектите от настройването на параметрите на обучение към различните характеристики на учащия (Tennyson &amp; Christensen, 1988), като изпълнение на задачите, личностни характеристики или когнитивни умения. Сложността, която се поражда от доближаването на дисциплините или възможните противиречия между тях, включени в изследването на адаптивността, могат да бъдат систематизирани според методологичните въпроси, разграничени по начин, целеполагане, предназначение и стратегия (Specht, 1998): *Адаптационен начин: Каква информация за потребителя е известна и каква информация може да бъде използвана за адаптиране? *Адаптационно целеполагане: Кой аспект от системата за обучение се отнася към коя информация за потребителя? *Адаптационно предназначение: Защо системата са нагажда към тази информация? По-съществената част от адаптивните системи се пригаждат към техните потребители по ергономични и педагогически причини. *Адаптационна стратегия: Какви стъпки са били направени, така че системата да се нагоди към потребителя и колко активни или реактивни са потребителят и системата в процеса на нагаждане? ====Основна литература==== [http://csjarchive.cogsci.rpi.edu/1989v13/i04/p0467p0505/MAIN.PDF] Anderson, J. R., Conrad, F. G., &amp; Corbett, A. T. (1989). Skill acquisition and the LISP tutor. Cognitive Science, 13, 467-505. [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.16.7794&rep=rep1&type=pdf] Brusilovsky, B. (1996). Methods and Techniques of Adaptive Hypermedia. User Modeling and User-Adapted Interaction, 6(2-3), 87-129. Specht, M. (1998). Adaptive Methoden in computerbasierten Lehr/Lernsystemen (Dissertation). Trier: University of Trier. Tennyson, R. D., & Christensen, D. L. (1988). MAIS: An intelligent learning System. In D. H. Jonassen (Ed.), Instructional Designs for microcomputer courseware. Hillsdale: N.J.:Erlbaum. 1246 1245 2013-03-11T10:46:04Z Vdimitrova 15 /* Коментар по развитието на термина */ wikitext text/x-wiki <h1>Адаптивна учебна среда</h1> <u>раб. версия 1</u> '''Editor''': Marcus Specht, Open Universiteit Nederland '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Адаптивната учебна среда е среда на учене, в която процесът на обучение е индивидуализиран спрямо различни параметри: избор на последователност и сложност на учебните задачи, време и вид на обратна информация, скорост на усвояване на учебния материал, затвърждаване на наученото и т.н. ====Сродни термини==== -/- ====Коментар по развитието на термина==== Индивидуализацията на процеса на обучение и изграждането на обратна връзка често биват определяни като ключови елементи в изграждането на дизайн в подкрепа на учебния процес. Нагаждането на процеса на обучение към учащия и неговите харктеристики е изучавано от различни гледни точки, сред които моделиране на учащия, интелигентни системи за обучение, адаптивна хипермедия, адаптивен дизайн на обучение и др. В областта на адаптивното обучение и педагогическата психология адаптивните методи и техники на учещите машини са въведени и са подложени на оценка още от петдесетте години на 20-ти век. На базата на емпирични оценки методите на адаптавно обучение показват, че водят до повишение на скоростта на усвояване и спомагат за постигане на по-добро разбиране чрез индивидуализацията на обучението. Изследвания в областта на Интелигентните системи за обучение (ИСО) засягат теми като усвояването на информация чрез процеси на учене, адекватно изграждане на когнитивни модели на учащия, синтезиране на информация за учащия и изграждането на ефективни препоръки и насоки за индивидуализирани стъпки на учене. За да бъде създадена индивидуализирана обратна връзка и за да се изгради основа за решаването на сложни когнитивни проблеми в целевите сфери, ИСО са изградени на основата на модели на експерти от самите тези сфери (Anderson, Conrad, & Corbett, 1989). От началото на 90-те години на 20-ти век адаптивните хипермедийни системи (Brusilovsky, 1996) използват основно по-прости модели на декларативно познание и предпочитания на учащите по отношение на учебния процес за изграждане на химермедийното съдържание, анотацията на хиперлинковете, последователността на учебното съдържание или препоръките по съдържанието. Ранни разработки, които отчитат ролята на социално генерираното ръководство за обучение, също произхождат от сферата на адаптивната хипермедия, като например употребата на информация за приложението на учебно съдържание от другите членове на учебната общност или на хората, които принадлежат към дадена група. През последните десет години технологиите, достъпни и използвани от учащите, се променят драматично. От простото съобразяване със знанията, уменията, предпочитанията, целите и останалите характеристики на учащия, социалният контекст на учене придобива по-значимо място. Сега адаптивните среди на учене използват сензорна и друга контекстуална информация в помощ на процеса на нагаждане към учащите и тяхната среда. Освен това социалните медии променят наличието на информация за потребителите драстично и употребата на информация за обучение при индивидуализиран процес на осмисляне на материала е нова насока на развитие, свързана с изследването на методите за анализ на ученето. ====Проблематика на превода==== -/- ==== Предметна проблематика ==== Изследователската проблематика, отнасяща се до дизайна и оцеката на адаптивните среди за учене, е подчертано интердисциплинарна, свързвайки по този начин въпроси от компютърните науки и инженерството, психологията и психотерапията, кибернетиката и системната динамика, дизайна на обучение и емпиричните изследвания върху технологично подпомогнато обучение. Докато компютърните науки основно са съсредоточнени върху развитието на по-добри потребителски модели и развитието на интелигнетно адаптиране, медиийни системи и алгоритми, науките, свързани с образоваето, са основно съсредоточени върху развитието, възприемането и оценката на адаптивните алгоритми за обучение. В допълнение, проучванията върху взамодействието за корекция на наклонностите (Aptitude Treatment Interaction) изследват ефектите от настройването на параметрите на обучение към различните характеристики на учащия (Tennyson &amp; Christensen, 1988), като изпълнение на задачите, личностни характеристики или когнитивни умения. Сложността, която се поражда от доближаването на дисциплините или възможните противиречия между тях, включени в изследването на адаптивността, могат да бъдат систематизирани според методологичните въпроси, разграничени по начин, целеполагане, предназначение и стратегия (Specht, 1998): *Адаптационен начин: Каква информация за потребителя е известна и каква информация може да бъде използвана за адаптиране? *Адаптационно целеполагане: Кой аспект от системата за обучение се отнася към коя информация за потребителя? *Адаптационно предназначение: Защо системата са нагажда към тази информация? По-съществената част от адаптивните системи се пригаждат към техните потребители по ергономични и педагогически причини. *Адаптационна стратегия: Какви стъпки са били направени, така че системата да се нагоди към потребителя и колко активни или реактивни са потребителят и системата в процеса на нагаждане? ====Основна литература==== [http://csjarchive.cogsci.rpi.edu/1989v13/i04/p0467p0505/MAIN.PDF] Anderson, J. R., Conrad, F. G., &amp; Corbett, A. T. (1989). Skill acquisition and the LISP tutor. Cognitive Science, 13, 467-505. [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.16.7794&rep=rep1&type=pdf] Brusilovsky, B. (1996). Methods and Techniques of Adaptive Hypermedia. User Modeling and User-Adapted Interaction, 6(2-3), 87-129. Specht, M. (1998). Adaptive Methoden in computerbasierten Lehr/Lernsystemen (Dissertation). Trier: University of Trier. Tennyson, R. D., & Christensen, D. L. (1988). MAIS: An intelligent learning System. In D. H. Jonassen (Ed.), Instructional Designs for microcomputer courseware. Hillsdale: N.J.:Erlbaum. 1245 1091 2013-03-11T09:42:19Z Vdimitrova 15 /* Определение */ wikitext text/x-wiki <h1>Адаптивна учебна среда</h1> <u>раб. версия 1</u> '''Editor''': Marcus Specht, Open Universiteit Nederland '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Адаптивната учебна среда е среда на учене, в която процесът на обучение е индивидуализиран спрямо различни параметри: избор на последователност и сложност на учебните задачи, време и вид на обратна информация, скорост на усвояване на учебния материал, затвърждаване на наученото и т.н. ====Сродни термини==== -/- ====Коментар по развитието на термина==== Индивидуализацията на процеса на обучение и изграждането на обратна връзка често биват определяни като ключови елементи в изграждането на дизайн за подкрепа на учебния процес. Нагаждането на процеса на обучение към учащия и неговите харктеристики е изучавано от различни гледни точки, сред които моделиране на учащия, интелигентни системи за обучение, адаптивна хипермедия, адаптивен дизайн на обучение и др. В областта на адаптивното обучение и педагогическата психология адаптивните методи и техники на учещите машини са въведени и са подлагани на оценка още от петдесетте години на 20-ти век. На базата на емпирични оценки методите на адаптавно обучение показват, че водят до повишение на скоростта на усвояване и спомагат за постигане на по-добро разбиране чрез индивидуализация на обучението. Изследвания в областта на Интелигентните системи за обучение (ИСО) засягат теми като усвояването на информация чрез процеси на учене, адекватно изграждане на когнитивни модели на учащия, синтензиране на информация за учащия и изграждането на ефективни препоръки и насоки за индивидуализирани стъпки на учене. За да бъде създадена индивидуализирана обратна връзка и за да се изгради основа за решаването на сложни когнитивни проблеми в целевите сфери, ИСО са изградени на основата на модели на експерти от самите тези сфери (Anderson, Conrad, & Corbett, 1989). От началото на 90-те години на 20-ти век адаптивните хипермедийни системи (Brusilovsky, 1996) използват основно по-прости модели на декларативно познание и предпочитания на учащите за изграждане на химермедийното съдржание, анотацията на хиперлинковете, последователността на учбеното съдържание или препоръките по съдържанието. Ранни разработки, които отчитат ролята на социално генерираното ръководство за обучение, също произхождат от сферата на адапривната хипермедия, като например употребата на информация за приложението на учебно съдържание от другите членове на учебната общност или на хората, които принадежат към същата група. През последните десет години технологиите, достъпни и използвани от учащите, се промениха драматично. От простото съобразяване със знанията, уменията, предпочитанията, целите и осталите характеристики на учащия, социалният контекст на учене придоби по-значимо място. Сега адаптивните среди на учене използват сензорна информация и друга контекстуална информация в помощ на процеса на нагаждане към учащите и тяхната среда. Освен това социалните медии променят наличието на информация за потребителите драстично и употребата на информация за обучение при индивидуализиран процес на осмисляне на материала е нова насока на развитие, свързана с изследването на методите за анализиране на ученето. ====Проблематика на превода==== -/- ==== Предметна проблематика ==== Изследователската проблематика, отнасяща се до дизайна и оцеката на адаптивните среди за учене, е подчертано интердисциплинарна, свързвайки по този начин въпроси от компютърните науки и инженерството, психологията и психотерапията, кибернетиката и системната динамика, дизайна на обучение и емпиричните изследвания върху технологично подпомогнато обучение. Докато компютърните науки основно са съсредоточнени върху развитието на по-добри потребителски модели и развитието на интелигнетно адаптиране, медиийни системи и алгоритми, науките, свързани с образоваето, са основно съсредоточени върху развитието, възприемането и оценката на адаптивните алгоритми за обучение. В допълнение, проучванията върху взамодействието за корекция на наклонностите (Aptitude Treatment Interaction) изследват ефектите от настройването на параметрите на обучение към различните характеристики на учащия (Tennyson &amp; Christensen, 1988), като изпълнение на задачите, личностни характеристики или когнитивни умения. Сложността, която се поражда от доближаването на дисциплините или възможните противиречия между тях, включени в изследването на адаптивността, могат да бъдат систематизирани според методологичните въпроси, разграничени по начин, целеполагане, предназначение и стратегия (Specht, 1998): *Адаптационен начин: Каква информация за потребителя е известна и каква информация може да бъде използвана за адаптиране? *Адаптационно целеполагане: Кой аспект от системата за обучение се отнася към коя информация за потребителя? *Адаптационно предназначение: Защо системата са нагажда към тази информация? По-съществената част от адаптивните системи се пригаждат към техните потребители по ергономични и педагогически причини. *Адаптационна стратегия: Какви стъпки са били направени, така че системата да се нагоди към потребителя и колко активни или реактивни са потребителят и системата в процеса на нагаждане? ====Основна литература==== [http://csjarchive.cogsci.rpi.edu/1989v13/i04/p0467p0505/MAIN.PDF] Anderson, J. R., Conrad, F. G., &amp; Corbett, A. T. (1989). Skill acquisition and the LISP tutor. Cognitive Science, 13, 467-505. [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.16.7794&rep=rep1&type=pdf] Brusilovsky, B. (1996). Methods and Techniques of Adaptive Hypermedia. User Modeling and User-Adapted Interaction, 6(2-3), 87-129. Specht, M. (1998). Adaptive Methoden in computerbasierten Lehr/Lernsystemen (Dissertation). Trier: University of Trier. Tennyson, R. D., & Christensen, D. L. (1988). MAIS: An intelligent learning System. In D. H. Jonassen (Ed.), Instructional Designs for microcomputer courseware. Hillsdale: N.J.:Erlbaum. 1091 1083 2013-02-20T14:05:55Z Balacheff 4 wikitext text/x-wiki <h1>Адаптивна учебна среда</h1> <u>раб. версия 1</u> '''Editor''': Marcus Specht, Open Universiteit Nederland '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Адаптивната учебна среда е среда на учене, в която процесът на обучение е индивидуализиран спрямо различни параметри: избор на последователност и сложност на учебните задачи, време и вид на обратна информация, скорост на усвояване на учебния материал, затвърждаване на наученето и т.н. ====Сродни термини==== -/- ====Коментар по развитието на термина==== Индивидуализацията на процеса на обучение и изграждането на обратна връзка често биват определяни като ключови елементи в изграждането на дизайн за подкрепа на учебния процес. Нагаждането на процеса на обучение към учащия и неговите харктеристики е изучавано от различни гледни точки, сред които моделиране на учащия, интелигентни системи за обучение, адаптивна хипермедия, адаптивен дизайн на обучение и др. В областта на адаптивното обучение и педагогическата психология адаптивните методи и техники на учещите машини са въведени и са подлагани на оценка още от петдесетте години на 20-ти век. На базата на емпирични оценки методите на адаптавно обучение показват, че водят до повишение на скоростта на усвояване и спомагат за постигане на по-добро разбиране чрез индивидуализация на обучението. Изследвания в областта на Интелигентните системи за обучение (ИСО) засягат теми като усвояването на информация чрез процеси на учене, адекватно изграждане на когнитивни модели на учащия, синтензиране на информация за учащия и изграждането на ефективни препоръки и насоки за индивидуализирани стъпки на учене. За да бъде създадена индивидуализирана обратна връзка и за да се изгради основа за решаването на сложни когнитивни проблеми в целевите сфери, ИСО са изградени на основата на модели на експерти от самите тези сфери (Anderson, Conrad, & Corbett, 1989). От началото на 90-те години на 20-ти век адаптивните хипермедийни системи (Brusilovsky, 1996) използват основно по-прости модели на декларативно познание и предпочитания на учащите за изграждане на химермедийното съдржание, анотацията на хиперлинковете, последователността на учбеното съдържание или препоръките по съдържанието. Ранни разработки, които отчитат ролята на социално генерираното ръководство за обучение, също произхождат от сферата на адапривната хипермедия, като например употребата на информация за приложението на учебно съдържание от другите членове на учебната общност или на хората, които принадежат към същата група. През последните десет години технологиите, достъпни и използвани от учащите, се промениха драматично. От простото съобразяване със знанията, уменията, предпочитанията, целите и осталите характеристики на учащия, социалният контекст на учене придоби по-значимо място. Сега адаптивните среди на учене използват сензорна информация и друга контекстуална информация в помощ на процеса на нагаждане към учащите и тяхната среда. Освен това социалните медии променят наличието на информация за потребителите драстично и употребата на информация за обучение при индивидуализиран процес на осмисляне на материала е нова насока на развитие, свързана с изследването на методите за анализиране на ученето. ====Проблематика на превода==== -/- ==== Предметна проблематика ==== Изследователската проблематика, отнасяща се до дизайна и оцеката на адаптивните среди за учене, е подчертано интердисциплинарна, свързвайки по този начин въпроси от компютърните науки и инженерството, психологията и психотерапията, кибернетиката и системната динамика, дизайна на обучение и емпиричните изследвания върху технологично подпомогнато обучение. Докато компютърните науки основно са съсредоточнени върху развитието на по-добри потребителски модели и развитието на интелигнетно адаптиране, медиийни системи и алгоритми, науките, свързани с образоваето, са основно съсредоточени върху развитието, възприемането и оценката на адаптивните алгоритми за обучение. В допълнение, проучванията върху взамодействието за корекция на наклонностите (Aptitude Treatment Interaction) изследват ефектите от настройването на параметрите на обучение към различните характеристики на учащия (Tennyson &amp; Christensen, 1988), като изпълнение на задачите, личностни характеристики или когнитивни умения. Сложността, която се поражда от доближаването на дисциплините или възможните противиречия между тях, включени в изследването на адаптивността, могат да бъдат систематизирани според методологичните въпроси, разграничени по начин, целеполагане, предназначение и стратегия (Specht, 1998): *Адаптационен начин: Каква информация за потребителя е известна и каква информация може да бъде използвана за адаптиране? *Адаптационно целеполагане: Кой аспект от системата за обучение се отнася към коя информация за потребителя? *Адаптационно предназначение: Защо системата са нагажда към тази информация? По-съществената част от адаптивните системи се пригаждат към техните потребители по ергономични и педагогически причини. *Адаптационна стратегия: Какви стъпки са били направени, така че системата да се нагоди към потребителя и колко активни или реактивни са потребителят и системата в процеса на нагаждане? ====Основна литература==== [http://csjarchive.cogsci.rpi.edu/1989v13/i04/p0467p0505/MAIN.PDF] Anderson, J. R., Conrad, F. G., &amp; Corbett, A. T. (1989). Skill acquisition and the LISP tutor. Cognitive Science, 13, 467-505. [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.16.7794&rep=rep1&type=pdf] Brusilovsky, B. (1996). Methods and Techniques of Adaptive Hypermedia. User Modeling and User-Adapted Interaction, 6(2-3), 87-129. Specht, M. (1998). Adaptive Methoden in computerbasierten Lehr/Lernsystemen (Dissertation). Trier: University of Trier. Tennyson, R. D., & Christensen, D. L. (1988). MAIS: An intelligent learning System. In D. H. Jonassen (Ed.), Instructional Designs for microcomputer courseware. Hillsdale: N.J.:Erlbaum. 1083 1082 2013-02-14T21:09:33Z Balacheff 4 /* Основна литература */ wikitext text/x-wiki <h1>Адаптивна учебна среда</h1> <u>version 1</u> '''Editor''': Marcus Specht, Open Universiteit Nederland '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Адаптивната учебна среда е среда на учене, в която процесът на обучение е индивидуализиран спрямо различни параметри: избор на последователност и сложност на учебните задачи, време и вид на обратна информация, скорост на усвояване на учебния материал, затвърждаване на наученето и т.н. ====Сродни термини==== -/- ====Коментар по развитието на термина==== Индивидуализацията на процеса на обучение и изграждането на обратна връзка често биват определяни като ключови елементи в изграждането на дизайн за подкрепа на учебния процес. Нагаждането на процеса на обучение към учащия и неговите харктеристики е изучавано от различни гледни точки, сред които моделиране на учащия, интелигентни системи за обучение, адаптивна хипермедия, адаптивен дизайн на обучение и др. В областта на адаптивното обучение и педагогическата психология адаптивните методи и техники на учещите машини са въведени и са подлагани на оценка още от петдесетте години на 20-ти век. На базата на емпирични оценки методите на адаптавно обучение показват, че водят до повишение на скоростта на усвояване и спомагат за постигане на по-добро разбиране чрез индивидуализация на обучението. Изследвания в областта на Интелигентните системи за обучение (ИСО) засягат теми като усвояването на информация чрез процеси на учене, адекватно изграждане на когнитивни модели на учащия, синтензиране на информация за учащия и изграждането на ефективни препоръки и насоки за индивидуализирани стъпки на учене. За да бъде създадена индивидуализирана обратна връзка и за да се изгради основа за решаването на сложни когнитивни проблеми в целевите сфери, ИСО са изградени на основата на модели на експерти от самите тези сфери (Anderson, Conrad, & Corbett, 1989). От началото на 90-те години на 20-ти век адаптивните хипермедийни системи (Brusilovsky, 1996) използват основно по-прости модели на декларативно познание и предпочитания на учащите за изграждане на химермедийното съдржание, анотацията на хиперлинковете, последователността на учбеното съдържание или препоръките по съдържанието. Ранни разработки, които отчитат ролята на социално генерираното ръководство за обучение, също произхождат от сферата на адапривната хипермедия, като например употребата на информация за приложението на учебно съдържание от другите членове на учебната общност или на хората, които принадежат към същата група. През последните десет години технологиите, достъпни и използвани от учащите, се промениха драматично. От простото съобразяване със знанията, уменията, предпочитанията, целите и осталите характеристики на учащия, социалният контекст на учене придоби по-значимо място. Сега адаптивните среди на учене използват сензорна информация и друга контекстуална информация в помощ на процеса на нагаждане към учащите и тяхната среда. Освен това социалните медии променят наличието на информация за потребителите драстично и употребата на информация за обучение при индивидуализиран процес на осмисляне на материала е нова насока на развитие, свързана с изследването на методите за анализиране на ученето. ====Проблематика на превода==== -/- ==== Предметна проблематика ==== Изследователската проблематика, отнасяща се до дизайна и оцеката на адаптивните среди за учене, е подчертано интердисциплинарна, свързвайки по този начин въпроси от компютърните науки и инженерството, психологията и психотерапията, кибернетиката и системната динамика, дизайна на обучение и емпиричните изследвания върху технологично подпомогнато обучение. Докато компютърните науки основно са съсредоточнени върху развитието на по-добри потребителски модели и развитието на интелигнетно адаптиране, медиийни системи и алгоритми, науките, свързани с образоваето, са основно съсредоточени върху развитието, възприемането и оценката на адаптивните алгоритми за обучение. В допълнение, проучванията върху взамодействието за корекция на наклонностите (Aptitude Treatment Interaction) изследват ефектите от настройването на параметрите на обучение към различните характеристики на учащия (Tennyson &amp; Christensen, 1988), като изпълнение на задачите, личностни характеристики или когнитивни умения. Сложността, която се поражда от доближаването на дисциплините или възможните противиречия между тях, включени в изследването на адаптивността, могат да бъдат систематизирани според методологичните въпроси, разграничени по начин, целеполагане, предназначение и стратегия (Specht, 1998): *Адаптационен начин: Каква информация за потребителя е известна и каква информация може да бъде използвана за адаптиране? *Адаптационно целеполагане: Кой аспект от системата за обучение се отнася към коя информация за потребителя? *Адаптационно предназначение: Защо системата са нагажда към тази информация? По-съществената част от адаптивните системи се пригаждат към техните потребители по ергономични и педагогически причини. *Адаптационна стратегия: Какви стъпки са били направени, така че системата да се нагоди към потребителя и колко активни или реактивни са потребителят и системата в процеса на нагаждане? ====Основна литература==== [http://csjarchive.cogsci.rpi.edu/1989v13/i04/p0467p0505/MAIN.PDF] Anderson, J. R., Conrad, F. G., &amp; Corbett, A. T. (1989). Skill acquisition and the LISP tutor. Cognitive Science, 13, 467-505. [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.16.7794&rep=rep1&type=pdf] Brusilovsky, B. (1996). Methods and Techniques of Adaptive Hypermedia. User Modeling and User-Adapted Interaction, 6(2-3), 87-129. Specht, M. (1998). Adaptive Methoden in computerbasierten Lehr/Lernsystemen (Dissertation). Trier: University of Trier. Tennyson, R. D., & Christensen, D. L. (1988). MAIS: An intelligent learning System. In D. H. Jonassen (Ed.), Instructional Designs for microcomputer courseware. Hillsdale: N.J.:Erlbaum. 1082 1079 2013-02-14T21:08:50Z Balacheff 4 /* Предметна проблематика */ wikitext text/x-wiki <h1>Адаптивна учебна среда</h1> <u>version 1</u> '''Editor''': Marcus Specht, Open Universiteit Nederland '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Адаптивната учебна среда е среда на учене, в която процесът на обучение е индивидуализиран спрямо различни параметри: избор на последователност и сложност на учебните задачи, време и вид на обратна информация, скорост на усвояване на учебния материал, затвърждаване на наученето и т.н. ====Сродни термини==== -/- ====Коментар по развитието на термина==== Индивидуализацията на процеса на обучение и изграждането на обратна връзка често биват определяни като ключови елементи в изграждането на дизайн за подкрепа на учебния процес. Нагаждането на процеса на обучение към учащия и неговите харктеристики е изучавано от различни гледни точки, сред които моделиране на учащия, интелигентни системи за обучение, адаптивна хипермедия, адаптивен дизайн на обучение и др. В областта на адаптивното обучение и педагогическата психология адаптивните методи и техники на учещите машини са въведени и са подлагани на оценка още от петдесетте години на 20-ти век. На базата на емпирични оценки методите на адаптавно обучение показват, че водят до повишение на скоростта на усвояване и спомагат за постигане на по-добро разбиране чрез индивидуализация на обучението. Изследвания в областта на Интелигентните системи за обучение (ИСО) засягат теми като усвояването на информация чрез процеси на учене, адекватно изграждане на когнитивни модели на учащия, синтензиране на информация за учащия и изграждането на ефективни препоръки и насоки за индивидуализирани стъпки на учене. За да бъде създадена индивидуализирана обратна връзка и за да се изгради основа за решаването на сложни когнитивни проблеми в целевите сфери, ИСО са изградени на основата на модели на експерти от самите тези сфери (Anderson, Conrad, & Corbett, 1989). От началото на 90-те години на 20-ти век адаптивните хипермедийни системи (Brusilovsky, 1996) използват основно по-прости модели на декларативно познание и предпочитания на учащите за изграждане на химермедийното съдржание, анотацията на хиперлинковете, последователността на учбеното съдържание или препоръките по съдържанието. Ранни разработки, които отчитат ролята на социално генерираното ръководство за обучение, също произхождат от сферата на адапривната хипермедия, като например употребата на информация за приложението на учебно съдържание от другите членове на учебната общност или на хората, които принадежат към същата група. През последните десет години технологиите, достъпни и използвани от учащите, се промениха драматично. От простото съобразяване със знанията, уменията, предпочитанията, целите и осталите характеристики на учащия, социалният контекст на учене придоби по-значимо място. Сега адаптивните среди на учене използват сензорна информация и друга контекстуална информация в помощ на процеса на нагаждане към учащите и тяхната среда. Освен това социалните медии променят наличието на информация за потребителите драстично и употребата на информация за обучение при индивидуализиран процес на осмисляне на материала е нова насока на развитие, свързана с изследването на методите за анализиране на ученето. ====Проблематика на превода==== -/- ==== Предметна проблематика ==== Изследователската проблематика, отнасяща се до дизайна и оцеката на адаптивните среди за учене, е подчертано интердисциплинарна, свързвайки по този начин въпроси от компютърните науки и инженерството, психологията и психотерапията, кибернетиката и системната динамика, дизайна на обучение и емпиричните изследвания върху технологично подпомогнато обучение. Докато компютърните науки основно са съсредоточнени върху развитието на по-добри потребителски модели и развитието на интелигнетно адаптиране, медиийни системи и алгоритми, науките, свързани с образоваето, са основно съсредоточени върху развитието, възприемането и оценката на адаптивните алгоритми за обучение. В допълнение, проучванията върху взамодействието за корекция на наклонностите (Aptitude Treatment Interaction) изследват ефектите от настройването на параметрите на обучение към различните характеристики на учащия (Tennyson &amp; Christensen, 1988), като изпълнение на задачите, личностни характеристики или когнитивни умения. Сложността, която се поражда от доближаването на дисциплините или възможните противиречия между тях, включени в изследването на адаптивността, могат да бъдат систематизирани според методологичните въпроси, разграничени по начин, целеполагане, предназначение и стратегия (Specht, 1998): *Адаптационен начин: Каква информация за потребителя е известна и каква информация може да бъде използвана за адаптиране? *Адаптационно целеполагане: Кой аспект от системата за обучение се отнася към коя информация за потребителя? *Адаптационно предназначение: Защо системата са нагажда към тази информация? По-съществената част от адаптивните системи се пригаждат към техните потребители по ергономични и педагогически причини. *Адаптационна стратегия: Какви стъпки са били направени, така че системата да се нагоди към потребителя и колко активни или реактивни са потребителят и системата в процеса на нагаждане? ====Основна литература==== Anderson, J. R., Conrad, F. G., & Corbett, A. T. (1989). Skill acquisition and the LISP tutor. Cognitive Science, 13, 467-505. Brusilovsky, B. (1996). Methods and Techniques of Adaptive Hypermedia. User Modeling and User-Adapted Interaction, 6(2-3), 87-129. Specht, M. (1998). Adaptive Methoden in computerbasierten Lehr/Lernsystemen (Dissertation). Trier: University of Trier. Tennyson, R. D., & Christensen, D. L. (1988). MAIS: An intelligent learning System. In D. H. Jonassen (Ed.), Instructional Designs for microcomputer courseware. Hillsdale: N.J.:Erlbaum. 1079 1078 2013-02-14T20:56:09Z Balacheff 4 /* Основна литература */ wikitext text/x-wiki <h1>Адаптивна учебна среда</h1> <u>version 1</u> '''Editor''': Marcus Specht, Open Universiteit Nederland '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Адаптивната учебна среда е среда на учене, в която процесът на обучение е индивидуализиран спрямо различни параметри: избор на последователност и сложност на учебните задачи, време и вид на обратна информация, скорост на усвояване на учебния материал, затвърждаване на наученето и т.н. ====Сродни термини==== -/- ====Коментар по развитието на термина==== Индивидуализацията на процеса на обучение и изграждането на обратна връзка често биват определяни като ключови елементи в изграждането на дизайн за подкрепа на учебния процес. Нагаждането на процеса на обучение към учащия и неговите харктеристики е изучавано от различни гледни точки, сред които моделиране на учащия, интелигентни системи за обучение, адаптивна хипермедия, адаптивен дизайн на обучение и др. В областта на адаптивното обучение и педагогическата психология адаптивните методи и техники на учещите машини са въведени и са подлагани на оценка още от петдесетте години на 20-ти век. На базата на емпирични оценки методите на адаптавно обучение показват, че водят до повишение на скоростта на усвояване и спомагат за постигане на по-добро разбиране чрез индивидуализация на обучението. Изследвания в областта на Интелигентните системи за обучение (ИСО) засягат теми като усвояването на информация чрез процеси на учене, адекватно изграждане на когнитивни модели на учащия, синтензиране на информация за учащия и изграждането на ефективни препоръки и насоки за индивидуализирани стъпки на учене. За да бъде създадена индивидуализирана обратна връзка и за да се изгради основа за решаването на сложни когнитивни проблеми в целевите сфери, ИСО са изградени на основата на модели на експерти от самите тези сфери (Anderson, Conrad, & Corbett, 1989). От началото на 90-те години на 20-ти век адаптивните хипермедийни системи (Brusilovsky, 1996) използват основно по-прости модели на декларативно познание и предпочитания на учащите за изграждане на химермедийното съдржание, анотацията на хиперлинковете, последователността на учбеното съдържание или препоръките по съдържанието. Ранни разработки, които отчитат ролята на социално генерираното ръководство за обучение, също произхождат от сферата на адапривната хипермедия, като например употребата на информация за приложението на учебно съдържание от другите членове на учебната общност или на хората, които принадежат към същата група. През последните десет години технологиите, достъпни и използвани от учащите, се промениха драматично. От простото съобразяване със знанията, уменията, предпочитанията, целите и осталите характеристики на учащия, социалният контекст на учене придоби по-значимо място. Сега адаптивните среди на учене използват сензорна информация и друга контекстуална информация в помощ на процеса на нагаждане към учащите и тяхната среда. Освен това социалните медии променят наличието на информация за потребителите драстично и употребата на информация за обучение при индивидуализиран процес на осмисляне на материала е нова насока на развитие, свързана с изследването на методите за анализиране на ученето. ====Проблематика на превода==== -/- ====Предметна проблематика==== Изследователската проблематика, отнасяща се до дизайна и оцеката на адаптивните среди за учене, е подчертано интердисциплинарна, свързвайки по този начин въпроси от компютърните науки и инженерството, психологията и психотерапията, кибернетиката и системната динамика, дизайна на обучение и емпиричните изследвания върху технологично подпомогнато обучение. Докато компютърните науки основно са съсредоточнени върху развитието на по-добри потребителски модели и развитието на интелигнетно адаптиране, медиийни системи и алгоритми, науките, свързани с образоваето, са основно съсредоточени върху развитието, възприемането и оценката на адаптивните алгоритми за обучение. В допълнение, проучванията върху взамодействието за корекция на наклонностите (Aptitude Treatment Interaction) изследват ефектите от настройването на параметрите на обучение към различните характеристики на учащия (Tennyson & Christensen, 1988), като изпълнение на задачите, личностни характеристики или когнитивни умения. Сложността, която се поражда от доближаването на дисциплините или възможните противиречия между тях, включени в изследването на адаптивността, могат да бъдат систематизирани според методологичните въпроси, разграничени по начин, целеполагане, предназначение и стратегия (Specht, 1998):  Адаптационен начин: Каква информация за потребителя е известна и каква информация може да бъде използвана за адаптиране?  Адаптационно целеполагане: Кой аспект от системата за обучение се отнася към коя информация за потребителя?  Адаптационно предназначение: Защо системата са нагажда към тази информация? По-съществената част от адаптивните системи се пригаждат към техните потребители по ергономични и педагогически причини.  Адаптационна стратегия: Какви стъпки са били направени, така че системата да се нагоди към потребителя и колко активни или реактивни са потребителят и системата в процеса на нагаждане? ====Основна литература==== Anderson, J. R., Conrad, F. G., & Corbett, A. T. (1989). Skill acquisition and the LISP tutor. Cognitive Science, 13, 467-505. Brusilovsky, B. (1996). Methods and Techniques of Adaptive Hypermedia. User Modeling and User-Adapted Interaction, 6(2-3), 87-129. Specht, M. (1998). Adaptive Methoden in computerbasierten Lehr/Lernsystemen (Dissertation). Trier: University of Trier. Tennyson, R. D., & Christensen, D. L. (1988). MAIS: An intelligent learning System. In D. H. Jonassen (Ed.), Instructional Designs for microcomputer courseware. Hillsdale: N.J.:Erlbaum. 1078 1077 2013-02-14T20:54:07Z Balacheff 4 wikitext text/x-wiki <h1>Адаптивна учебна среда</h1> <u>version 1</u> '''Editor''': Marcus Specht, Open Universiteit Nederland '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Адаптивната учебна среда е среда на учене, в която процесът на обучение е индивидуализиран спрямо различни параметри: избор на последователност и сложност на учебните задачи, време и вид на обратна информация, скорост на усвояване на учебния материал, затвърждаване на наученето и т.н. ====Сродни термини==== -/- ====Коментар по развитието на термина==== Индивидуализацията на процеса на обучение и изграждането на обратна връзка често биват определяни като ключови елементи в изграждането на дизайн за подкрепа на учебния процес. Нагаждането на процеса на обучение към учащия и неговите харктеристики е изучавано от различни гледни точки, сред които моделиране на учащия, интелигентни системи за обучение, адаптивна хипермедия, адаптивен дизайн на обучение и др. В областта на адаптивното обучение и педагогическата психология адаптивните методи и техники на учещите машини са въведени и са подлагани на оценка още от петдесетте години на 20-ти век. На базата на емпирични оценки методите на адаптавно обучение показват, че водят до повишение на скоростта на усвояване и спомагат за постигане на по-добро разбиране чрез индивидуализация на обучението. Изследвания в областта на Интелигентните системи за обучение (ИСО) засягат теми като усвояването на информация чрез процеси на учене, адекватно изграждане на когнитивни модели на учащия, синтензиране на информация за учащия и изграждането на ефективни препоръки и насоки за индивидуализирани стъпки на учене. За да бъде създадена индивидуализирана обратна връзка и за да се изгради основа за решаването на сложни когнитивни проблеми в целевите сфери, ИСО са изградени на основата на модели на експерти от самите тези сфери (Anderson, Conrad, & Corbett, 1989). От началото на 90-те години на 20-ти век адаптивните хипермедийни системи (Brusilovsky, 1996) използват основно по-прости модели на декларативно познание и предпочитания на учащите за изграждане на химермедийното съдржание, анотацията на хиперлинковете, последователността на учбеното съдържание или препоръките по съдържанието. Ранни разработки, които отчитат ролята на социално генерираното ръководство за обучение, също произхождат от сферата на адапривната хипермедия, като например употребата на информация за приложението на учебно съдържание от другите членове на учебната общност или на хората, които принадежат към същата група. През последните десет години технологиите, достъпни и използвани от учащите, се промениха драматично. От простото съобразяване със знанията, уменията, предпочитанията, целите и осталите характеристики на учащия, социалният контекст на учене придоби по-значимо място. Сега адаптивните среди на учене използват сензорна информация и друга контекстуална информация в помощ на процеса на нагаждане към учащите и тяхната среда. Освен това социалните медии променят наличието на информация за потребителите драстично и употребата на информация за обучение при индивидуализиран процес на осмисляне на материала е нова насока на развитие, свързана с изследването на методите за анализиране на ученето. ====Проблематика на превода==== -/- ====Предметна проблематика==== Изследователската проблематика, отнасяща се до дизайна и оцеката на адаптивните среди за учене, е подчертано интердисциплинарна, свързвайки по този начин въпроси от компютърните науки и инженерството, психологията и психотерапията, кибернетиката и системната динамика, дизайна на обучение и емпиричните изследвания върху технологично подпомогнато обучение. Докато компютърните науки основно са съсредоточнени върху развитието на по-добри потребителски модели и развитието на интелигнетно адаптиране, медиийни системи и алгоритми, науките, свързани с образоваето, са основно съсредоточени върху развитието, възприемането и оценката на адаптивните алгоритми за обучение. В допълнение, проучванията върху взамодействието за корекция на наклонностите (Aptitude Treatment Interaction) изследват ефектите от настройването на параметрите на обучение към различните характеристики на учащия (Tennyson & Christensen, 1988), като изпълнение на задачите, личностни характеристики или когнитивни умения. Сложността, която се поражда от доближаването на дисциплините или възможните противиречия между тях, включени в изследването на адаптивността, могат да бъдат систематизирани според методологичните въпроси, разграничени по начин, целеполагане, предназначение и стратегия (Specht, 1998):  Адаптационен начин: Каква информация за потребителя е известна и каква информация може да бъде използвана за адаптиране?  Адаптационно целеполагане: Кой аспект от системата за обучение се отнася към коя информация за потребителя?  Адаптационно предназначение: Защо системата са нагажда към тази информация? По-съществената част от адаптивните системи се пригаждат към техните потребители по ергономични и педагогически причини.  Адаптационна стратегия: Какви стъпки са били направени, така че системата да се нагоди към потребителя и колко активни или реактивни са потребителят и системата в процеса на нагаждане? ====Основна литература==== 1077 2013-02-14T20:52:45Z Balacheff 4 Created page with "<h1>Adaptive learning environment</h1> <u>version 1</u> '''Editor''': Marcus Specht, Open Universiteit Nederland '''Contributors''': …/… '''Adaptation''': Vyara Dimitrov..." wikitext text/x-wiki <h1>Adaptive learning environment</h1> <u>version 1</u> '''Editor''': Marcus Specht, Open Universiteit Nederland '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Адаптивната учебна среда е среда на учене, в която процесът на обучение е индивидуализиран спрямо различни параметри: избор на последователност и сложност на учебните задачи, време и вид на обратна информация, скорост на усвояване на учебния материал, затвърждаване на наученето и т.н. ====Сродни термини==== -/- ====Коментар по развитието на термина==== Индивидуализацията на процеса на обучение и изграждането на обратна връзка често биват определяни като ключови елементи в изграждането на дизайн за подкрепа на учебния процес. Нагаждането на процеса на обучение към учащия и неговите харктеристики е изучавано от различни гледни точки, сред които моделиране на учащия, интелигентни системи за обучение, адаптивна хипермедия, адаптивен дизайн на обучение и др. В областта на адаптивното обучение и педагогическата психология адаптивните методи и техники на учещите машини са въведени и са подлагани на оценка още от петдесетте години на 20-ти век. На базата на емпирични оценки методите на адаптавно обучение показват, че водят до повишение на скоростта на усвояване и спомагат за постигане на по-добро разбиране чрез индивидуализация на обучението. Изследвания в областта на Интелигентните системи за обучение (ИСО) засягат теми като усвояването на информация чрез процеси на учене, адекватно изграждане на когнитивни модели на учащия, синтензиране на информация за учащия и изграждането на ефективни препоръки и насоки за индивидуализирани стъпки на учене. За да бъде създадена индивидуализирана обратна връзка и за да се изгради основа за решаването на сложни когнитивни проблеми в целевите сфери, ИСО са изградени на основата на модели на експерти от самите тези сфери (Anderson, Conrad, & Corbett, 1989). От началото на 90-те години на 20-ти век адаптивните хипермедийни системи (Brusilovsky, 1996) използват основно по-прости модели на декларативно познание и предпочитания на учащите за изграждане на химермедийното съдржание, анотацията на хиперлинковете, последователността на учбеното съдържание или препоръките по съдържанието. Ранни разработки, които отчитат ролята на социално генерираното ръководство за обучение, също произхождат от сферата на адапривната хипермедия, като например употребата на информация за приложението на учебно съдържание от другите членове на учебната общност или на хората, които принадежат към същата група. През последните десет години технологиите, достъпни и използвани от учащите, се промениха драматично. От простото съобразяване със знанията, уменията, предпочитанията, целите и осталите характеристики на учащия, социалният контекст на учене придоби по-значимо място. Сега адаптивните среди на учене използват сензорна информация и друга контекстуална информация в помощ на процеса на нагаждане към учащите и тяхната среда. Освен това социалните медии променят наличието на информация за потребителите драстично и употребата на информация за обучение при индивидуализиран процес на осмисляне на материала е нова насока на развитие, свързана с изследването на методите за анализиране на ученето. ====Проблематика на превода==== -/- ====Предметна проблематика==== Изследователската проблематика, отнасяща се до дизайна и оцеката на адаптивните среди за учене, е подчертано интердисциплинарна, свързвайки по този начин въпроси от компютърните науки и инженерството, психологията и психотерапията, кибернетиката и системната динамика, дизайна на обучение и емпиричните изследвания върху технологично подпомогнато обучение. Докато компютърните науки основно са съсредоточнени върху развитието на по-добри потребителски модели и развитието на интелигнетно адаптиране, медиийни системи и алгоритми, науките, свързани с образоваето, са основно съсредоточени върху развитието, възприемането и оценката на адаптивните алгоритми за обучение. В допълнение, проучванията върху взамодействието за корекция на наклонностите (Aptitude Treatment Interaction) изследват ефектите от настройването на параметрите на обучение към различните характеристики на учащия (Tennyson & Christensen, 1988), като изпълнение на задачите, личностни характеристики или когнитивни умения. Сложността, която се поражда от доближаването на дисциплините или възможните противиречия между тях, включени в изследването на адаптивността, могат да бъдат систематизирани според методологичните въпроси, разграничени по начин, целеполагане, предназначение и стратегия (Specht, 1998):  Адаптационен начин: Каква информация за потребителя е известна и каква информация може да бъде използвана за адаптиране?  Адаптационно целеполагане: Кой аспект от системата за обучение се отнася към коя информация за потребителя?  Адаптационно предназначение: Защо системата са нагажда към тази информация? По-съществената част от адаптивните системи се пригаждат към техните потребители по ергономични и педагогически причини.  Адаптационна стратегия: Какви стъпки са били направени, така че системата да се нагоди към потребителя и колко активни или реактивни са потребителят и системата в процеса на нагаждане? ====Основна литература==== 0 108 815 812 2012-03-08T15:06:17Z Zeiliger 2 wikitext text/x-wiki {{languages}} ====Alternative words in Danish ==== Tilpasningsdygtigt læringsmiljø, Fleksibelt læringsmiljø, selvjusterende læringsmiljø ====Definition==== Fra den nedenfor angivne kilde: <br> ”Fleksibilitet går her både på den indholdsmæssige og den administrativt-organisatoriske dimension.” <br> ”Som væsentlig strukturerende faktor for web 2.0-læringsaktiviteter står brugercentreringen og fokus på brug og genbrug af materiale på tværs af sammenhænge. Det betyder, at der tages udgangspunkt i indhold produceret af brugeren (…).” (p. 25) ====Translation issues==== Citatet ovenfor om de strukturerende faktorer for web 2.0, herunder tanken med brugercentreringen, går i spænd med den måde hvorpå den engelske term defineres.<br> Ikke muligt at finde en dansk kilde hvor termen anvendes direkte. ====Key references==== Bonderup Dohn & Johnsen: E-læring på Web 2.0. p. 24-26 812 2012-03-08T14:31:23Z Zeiliger 2 Created page with "====Alternative words in Danish ==== Tilpasningsdygtigt læringsmiljø, Fleksibelt læringsmiljø, selvjusterende læringsmiljø ====Definition==== Fra den nedenfor angivne ..." wikitext text/x-wiki ====Alternative words in Danish ==== Tilpasningsdygtigt læringsmiljø, Fleksibelt læringsmiljø, selvjusterende læringsmiljø ====Definition==== Fra den nedenfor angivne kilde: <br> ”Fleksibilitet går her både på den indholdsmæssige og den administrativt-organisatoriske dimension.” <br> ”Som væsentlig strukturerende faktor for web 2.0-læringsaktiviteter står brugercentreringen og fokus på brug og genbrug af materiale på tværs af sammenhænge. Det betyder, at der tages udgangspunkt i indhold produceret af brugeren (…).” (p. 25) ====Translation issues==== Citatet ovenfor om de strukturerende faktorer for web 2.0, herunder tanken med brugercentreringen, går i spænd med den måde hvorpå den engelske term defineres.<br> Ikke muligt at finde en dansk kilde hvor termen anvendes direkte. ====Key references==== Bonderup Dohn & Johnsen: E-læring på Web 2.0. p. 24-26 0 132 1068 1067 2013-02-07T10:56:53Z Balacheff 4 /* Disciplinary issues */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Jan van der Meij, ELAN. Institute for Teacher Education and Science Communication, University of Twente '''Contributors''': Wouter van Joolingen, ELAN. Institute for Teacher Education and Science Communication, University of Twente ====Definition==== An authoring system is a computer-based system which allows creating (educational) software without the need for programming. Usually the author creates a learning environment by combining several available building blocks, each providing a template to specify its behavior. ==== Comments on the history ==== The term Authoring system is used for many different software tools. It is unclear who coined the term and when it was first used. We believe the first authoring systems were developed in the early eighties of the 20th century when the microcomputer became popular in education. By then, non-programmers (mainly teachers) wanted to be able to develop their own educational software without the need for programming. Guide (Hardman, Jones, & Winder, 1988) and Taiga (Pilot, 1988) are examples of the first authoring systems for Microsoft DOS based computers. Course of Action (the predecessor of AuthorWare, e.g., (Wolfe, 1992)) and HyperCard (Atkinson, 1987) are examples of the first authoring systems for Apple Macintosh computers. Around 1990 most authoring systems focused on the development of intelligent tutoring systems (ITS), like simulation-based learning environments and educational games. Examples are [http://www.simquest.nl/ SimQuest] (de Jong, van Joolingen, Veermans, &amp; Van der Meij, 2005) and [http://www.yoyogames.com/gamemaker/studio Game Maker] (Habgood &amp; Overmars, 2006). ====Related terms==== Authoring environment, Authoring tool, Authoring language ====Translation issues==== …/… ==== Disciplinary issues ==== With the advent of the web, dedicated authoring systems are becoming less important. General web-based programming languages like Java, Java Script, and HTML5 are beginning to take over or already have. Authors can be supported by content management systems such as [http://www.plone.org/ Plone], [http://www.joomla.org/ Joomla] or [http://www.drupal.org/ Drupal], as well as specific course management systems such as [https://moodle.org/ Moodle] or [http://www.blackboard.com/ BlackBoard]. ==== Key references ==== Atkinson, W. (1987). HyperCard. In Software for Macintosh Computers. Apple Computer Co, Cupertino. [http://books.google.fr/books?id=IoJtlj_gJiQC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] de Jong, T., van Joolingen, W. R., Veermans, K., &amp; Van der Meij, J. (2005). Authoring discovery learning environments: In search for reusable components. In J. M. Spector &amp; D. A. Wiley (Eds.), Innovations in Instructional Technology: Essays in Honor of M. David Merrill (pp. 11–28). Mahwah, NJ: Erlbaum. [http://books.google.fr/books?id=CEbnqI0u9vIC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Habgood, J., &amp; Overmars, M. (2006). The Game Maker's Apprentice: Game Development for Beginners. New York: Apress. [http://www.narcis.nl/publication/RecordID/oai:cwi.nl:11369] Hardman, H. L., Jones, D. M., &amp; Winder, R. (1988). Hypertext Tips: Experiences in Developing a Hypertext Tutorial. [http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED301172] Pilot, A. (1988). TAIGA: Twente Advanced Interactive Graphic Authoring System. A New Concept in Computer Assisted Learning (CAL) and Educational Research. Doc 88-18. [http://link.springer.com/article/10.3758%2FBF03203507?LI=true] Wolfe, C. R. (1992). Using Authorware Professional for developing courseware. Behavior Research Methods, 24(2), 273–276. 1067 1064 2013-02-07T10:55:57Z Balacheff 4 /* Comments on the history */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Jan van der Meij, ELAN. Institute for Teacher Education and Science Communication, University of Twente '''Contributors''': Wouter van Joolingen, ELAN. Institute for Teacher Education and Science Communication, University of Twente ====Definition==== An authoring system is a computer-based system which allows creating (educational) software without the need for programming. Usually the author creates a learning environment by combining several available building blocks, each providing a template to specify its behavior. ==== Comments on the history ==== The term Authoring system is used for many different software tools. It is unclear who coined the term and when it was first used. We believe the first authoring systems were developed in the early eighties of the 20th century when the microcomputer became popular in education. By then, non-programmers (mainly teachers) wanted to be able to develop their own educational software without the need for programming. Guide (Hardman, Jones, & Winder, 1988) and Taiga (Pilot, 1988) are examples of the first authoring systems for Microsoft DOS based computers. Course of Action (the predecessor of AuthorWare, e.g., (Wolfe, 1992)) and HyperCard (Atkinson, 1987) are examples of the first authoring systems for Apple Macintosh computers. Around 1990 most authoring systems focused on the development of intelligent tutoring systems (ITS), like simulation-based learning environments and educational games. Examples are [http://www.simquest.nl/ SimQuest] (de Jong, van Joolingen, Veermans, &amp; Van der Meij, 2005) and [http://www.yoyogames.com/gamemaker/studio Game Maker] (Habgood &amp; Overmars, 2006). ====Related terms==== Authoring environment, Authoring tool, Authoring language ====Translation issues==== …/… ==== Disciplinary issues ==== With the advent of the web, dedicated authoring systems are becoming less important. General web-based programming languages like Java, Java Script, and HTML5 are beginning to take over or already have. Authors can be supported by content management systems such as [http://www.plone.org/ Plone], [http://www.joomla.org/ Joombla] or [http://www.drupal.org/ Drupal], as well as specific course management systems such as [https://moodle.org/ Moodle] or [http://www.blackboard.com/ BlackBoard]. ==== Key references ==== Atkinson, W. (1987). HyperCard. In Software for Macintosh Computers. Apple Computer Co, Cupertino. [http://books.google.fr/books?id=IoJtlj_gJiQC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] de Jong, T., van Joolingen, W. R., Veermans, K., &amp; Van der Meij, J. (2005). Authoring discovery learning environments: In search for reusable components. In J. M. Spector &amp; D. A. Wiley (Eds.), Innovations in Instructional Technology: Essays in Honor of M. David Merrill (pp. 11–28). Mahwah, NJ: Erlbaum. [http://books.google.fr/books?id=CEbnqI0u9vIC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Habgood, J., &amp; Overmars, M. (2006). The Game Maker's Apprentice: Game Development for Beginners. New York: Apress. [http://www.narcis.nl/publication/RecordID/oai:cwi.nl:11369] Hardman, H. L., Jones, D. M., &amp; Winder, R. (1988). Hypertext Tips: Experiences in Developing a Hypertext Tutorial. [http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED301172] Pilot, A. (1988). TAIGA: Twente Advanced Interactive Graphic Authoring System. A New Concept in Computer Assisted Learning (CAL) and Educational Research. Doc 88-18. [http://link.springer.com/article/10.3758%2FBF03203507?LI=true] Wolfe, C. R. (1992). Using Authorware Professional for developing courseware. Behavior Research Methods, 24(2), 273–276. 1064 1063 2013-01-26T16:44:17Z Balacheff 4 wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Jan van der Meij, ELAN. Institute for Teacher Education and Science Communication, University of Twente '''Contributors''': Wouter van Joolingen, ELAN. Institute for Teacher Education and Science Communication, University of Twente ====Definition==== An authoring system is a computer-based system which allows creating (educational) software without the need for programming. Usually the author creates a learning environment by combining several available building blocks, each providing a template to specify its behavior. ==== Comments on the history ==== The term Authoring system is used for many different software tools. It is unclear who coined the term and when it was first used. We believe the first authoring systems were developed in the early eighties of the 20th century when the microcomputer became popular in education. By then, non-programmers (mainly teachers) wanted to be able to develop their own educational software without the need for programming. Examples of the first systems are Guide (Hardman, Jones, &amp; Winder, 1988) and Taiga (Pilot, 1988) for DOS computers and Course of Action (the predecessor of AuthorWare, e.g., (Wolfe, 1992) and HyperCard (Atkinson, 1987) for Macintosh computers. Around 1990 most authoring systems focused on the development of intelligent tutoring systems (ITS), like simulation-based learning environments and educational games. Examples are [http://www.simquest.nl/ SimQuest] (de Jong, van Joolingen, Veermans, &amp; Van der Meij, 2005) and [http://www.yoyogames.com/gamemaker/studio Game Maker] (Habgood &amp; Overmars, 2006). ====Related terms==== Authoring environment, Authoring tool, Authoring language ====Translation issues==== …/… ==== Disciplinary issues ==== With the advent of the web, dedicated authoring systems are becoming less important. General web-based programming languages like Java, Java Script, and HTML5 are beginning to take over or already have. Authors can be supported by content management systems such as [http://www.plone.org/ Plone], [http://www.joomla.org/ Joombla] or [http://www.drupal.org/ Drupal], as well as specific course management systems such as [https://moodle.org/ Moodle] or [http://www.blackboard.com/ BlackBoard]. ==== Key references ==== Atkinson, W. (1987). HyperCard. In Software for Macintosh Computers. Apple Computer Co, Cupertino. [http://books.google.fr/books?id=IoJtlj_gJiQC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] de Jong, T., van Joolingen, W. R., Veermans, K., &amp; Van der Meij, J. (2005). Authoring discovery learning environments: In search for reusable components. In J. M. Spector &amp; D. A. Wiley (Eds.), Innovations in Instructional Technology: Essays in Honor of M. David Merrill (pp. 11–28). Mahwah, NJ: Erlbaum. [http://books.google.fr/books?id=CEbnqI0u9vIC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Habgood, J., &amp; Overmars, M. (2006). The Game Maker's Apprentice: Game Development for Beginners. New York: Apress. [http://www.narcis.nl/publication/RecordID/oai:cwi.nl:11369] Hardman, H. L., Jones, D. M., &amp; Winder, R. (1988). Hypertext Tips: Experiences in Developing a Hypertext Tutorial. [http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED301172] Pilot, A. (1988). TAIGA: Twente Advanced Interactive Graphic Authoring System. A New Concept in Computer Assisted Learning (CAL) and Educational Research. Doc 88-18. [http://link.springer.com/article/10.3758%2FBF03203507?LI=true] Wolfe, C. R. (1992). Using Authorware Professional for developing courseware. Behavior Research Methods, 24(2), 273–276. 1063 1062 2013-01-26T16:28:32Z Balacheff 4 wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Jan van der Meij, ELAN. Institute for Teacher Education and Science Communication, University of Twente '''Contributors''': Wouter van Joolingen, ELAN. Institute for Teacher Education and Science Communication, University of Twente ====Definition==== An authoring system is a computer-based system which allows creating (educational) software without the need for programming. Usually the author creates a learning environment by combining several available building blocks, each providing a template to specify its behavior. ==== Comments on the history ==== The term Authoring system is used for many different software tools. It is unclear who coined the term and when it was first used. We believe the first authoring systems were developed in the early eighties of the 20th century when the microcomputer became popular in education. By then, non-programmers (mainly teachers) wanted to be able to develop their own educational software without the need for programming. Examples of the first systems are Guide (Hardman, Jones, &amp; Winder, 1988) and Taiga (Pilot, 1988) for DOS computers and Course of Action (the predecessor of AuthorWare, e.g., (Wolfe, 1992) and HyperCard (Atkinson, 1987) for Macintosh computers. Around 1990 most authoring systems focused on the development of intelligent tutoring systems (ITS), like simulation-based learning environments and educational games. Examples are [http://www.simquest.nl/ SimQuest] (de Jong, van Joolingen, Veermans, &amp; Van der Meij, 2005) and [http://www.yoyogames.com/gamemaker/studio Game Maker] (Habgood &amp; Overmars, 2006). ====Related terms==== Authoring environment, Authoring tool, Authoring language ====Translation issues==== …/… ==== Disciplinary issues ==== With the advent of the web, dedicated authoring systems are becoming less important. General web-based programming languages like Java, Java Script, and HTML5 are beginning to take over or already have. Authors can be supported by content management systems such as [http://www.plone.org/ Plone], [http://www.joomla.org/ Joombla] or [http://www.drupal.org/ Drupal], as well as specific course management systems such as [https://moodle.org/ Moodle] or [http://www.blackboard.com/ BlackBoard]. ====Key references==== Atkinson, W. (1987). HyperCard. In Software for Macintosh Computers. Apple Computer Co, Cupertino. de Jong, T., van Joolingen, W. R., Veermans, K., & Van der Meij, J. (2005). Authoring discovery learning environments: In search for reusable components. In J. M. Spector & D. A. Wiley (Eds.), Innovations in Instructional Technology: Essays in Honor of M. David Merrill (pp. 11–28). Mahwah, NJ: Erlbaum. Habgood, J., & Overmars, M. (2006). The Game Maker's Apprentice: Game Development for Beginners. New York: Apress. [http://www.narcis.nl/publication/RecordID/oai:cwi.nl:11369] Hardman, H. L., Jones, D. M., & Winder, R. (1988). Hypertext Tips: Experiences in Developing a Hypertext Tutorial. Pilot, A. (1988). TAIGA: Twente Advanced Interactive Graphic Authoring System. A New Concept in Computer Assisted Learning (CAL) and Educational Research. Doc 88-18. Wolfe, C. R. (1992). Using Authorware Professional for developing courseware. Behavior Research Methods, 24(2), 273–276. 1062 1061 2013-01-26T16:25:07Z Balacheff 4 /* Comments on the history */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Jan van der Meij, ELAN. Institute for Teacher Education and Science Communication, University of Twente '''Contributors''': Wouter van Joolingen, ELAN. Institute for Teacher Education and Science Communication, University of Twente ====Definition==== An authoring system is a computer-based system which allows creating (educational) software without the need for programming. Usually the author creates a learning environment by combining several available building blocks, each providing a template to specify its behavior. ==== Comments on the history ==== The term Authoring system is used for many different software tools. It is unclear who coined the term and when it was first used. We believe the first authoring systems were developed in the early eighties of the 20th century when the microcomputer became popular in education. By then, non-programmers (mainly teachers) wanted to be able to develop their own educational software without the need for programming. Examples of the first systems are Guide (Hardman, Jones, &amp; Winder, 1988) and Taiga (Pilot, 1988) for DOS computers and Course of Action (the predecessor of AuthorWare, e.g., (Wolfe, 1992) and HyperCard (Atkinson, 1987) for Macintosh computers. Around 1990 most authoring systems focused on the development of intelligent tutoring systems (ITS), like simulation-based learning environments and educational games. Examples are [http://www.simquest.nl/ SimQuest] (de Jong, van Joolingen, Veermans, &amp; Van der Meij, 2005) and [http://www.yoyogames.com/gamemaker/studio Game Maker] (Habgood &amp; Overmars, 2006). ====Related terms==== Authoring environment, Authoring tool, Authoring language ====Translation issues==== …/… ====Disciplinary issues==== With the advent of the web, dedicated authoring systems are becoming less important. General web-based programming languages like Java, Java Script, and HTML5 are beginning to take over or already have. Authors can be supported by content management systems such as Plone, Joombla or Drupal, as well as specific course management systems such as Moodle or BlackBoard. ====Key references==== Atkinson, W. (1987). HyperCard. In Software for Macintosh Computers. Apple Computer Co, Cupertino. de Jong, T., van Joolingen, W. R., Veermans, K., & Van der Meij, J. (2005). Authoring discovery learning environments: In search for reusable components. In J. M. Spector & D. A. Wiley (Eds.), Innovations in Instructional Technology: Essays in Honor of M. David Merrill (pp. 11–28). Mahwah, NJ: Erlbaum. Habgood, J., & Overmars, M. (2006). The Game Maker's Apprentice: Game Development for Beginners. New York: Apress. [http://www.narcis.nl/publication/RecordID/oai:cwi.nl:11369] Hardman, H. L., Jones, D. M., & Winder, R. (1988). Hypertext Tips: Experiences in Developing a Hypertext Tutorial. Pilot, A. (1988). TAIGA: Twente Advanced Interactive Graphic Authoring System. A New Concept in Computer Assisted Learning (CAL) and Educational Research. Doc 88-18. Wolfe, C. R. (1992). Using Authorware Professional for developing courseware. Behavior Research Methods, 24(2), 273–276. 1061 1060 2013-01-26T16:23:25Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Jan van der Meij, ELAN. Institute for Teacher Education and Science Communication, University of Twente '''Contributors''': Wouter van Joolingen, ELAN. Institute for Teacher Education and Science Communication, University of Twente ====Definition==== An authoring system is a computer-based system which allows creating (educational) software without the need for programming. Usually the author creates a learning environment by combining several available building blocks, each providing a template to specify its behavior. ====Comments on the history==== The term Authoring system is used for many different software tools. It is unclear who coined the term and when it was first used. We believe the first authoring systems were developed in the early eighties of the 20th century when the microcomputer became popular in education. By then, non-programmers (mainly teachers) wanted to be able to develop their own educational software without the need for programming. Examples of the first systems are Guide (Hardman, Jones, & Winder, 1988) and Taiga (Pilot, 1988) for DOS computers and Course of Action (the predecessor of AuthorWare, e.g., (Wolfe, 1992) and HyperCard (Atkinson, 1987) for Macintosh computers. Around 1990 most authoring systems focused on the development of intelligent tutoring systems (ITS), like simulation-based learning environments and educational games. Examples are SimQuest (de Jong, van Joolingen, Veermans, & Van der Meij, 2005) and Game Maker (Habgood & Overmars, 2006). ====Related terms==== Authoring environment, Authoring tool, Authoring language ====Translation issues==== …/… ====Disciplinary issues==== With the advent of the web, dedicated authoring systems are becoming less important. General web-based programming languages like Java, Java Script, and HTML5 are beginning to take over or already have. Authors can be supported by content management systems such as Plone, Joombla or Drupal, as well as specific course management systems such as Moodle or BlackBoard. ====Key references==== Atkinson, W. (1987). HyperCard. In Software for Macintosh Computers. Apple Computer Co, Cupertino. de Jong, T., van Joolingen, W. R., Veermans, K., & Van der Meij, J. (2005). Authoring discovery learning environments: In search for reusable components. In J. M. Spector & D. A. Wiley (Eds.), Innovations in Instructional Technology: Essays in Honor of M. David Merrill (pp. 11–28). Mahwah, NJ: Erlbaum. Habgood, J., & Overmars, M. (2006). The Game Maker's Apprentice: Game Development for Beginners. New York: Apress. [http://www.narcis.nl/publication/RecordID/oai:cwi.nl:11369] Hardman, H. L., Jones, D. M., & Winder, R. (1988). Hypertext Tips: Experiences in Developing a Hypertext Tutorial. Pilot, A. (1988). TAIGA: Twente Advanced Interactive Graphic Authoring System. A New Concept in Computer Assisted Learning (CAL) and Educational Research. Doc 88-18. Wolfe, C. R. (1992). Using Authorware Professional for developing courseware. Behavior Research Methods, 24(2), 273–276. 1060 2013-01-26T16:23:01Z Balacheff 4 Created page with "<u>Draft 1</u> '''Editor''': Jan van der Meij, ELAN. Institute for Teacher Education and Science Communication, University of Twente '''Contributors''': Wouter van Joolingen, E..." wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Jan van der Meij, ELAN. Institute for Teacher Education and Science Communication, University of Twente '''Contributors''': Wouter van Joolingen, ELAN. Institute for Teacher Education and Science Communication, University of Twente ====Definition==== An authoring system is a computer-based system which allows creating (educational) software without the need for programming. Usually the author creates a learning environment by combining several available building blocks, each providing a template to specify its behavior. ====Comments on the history==== The term Authoring system is used for many different software tools. It is unclear who coined the term and when it was first used. We believe the first authoring systems were developed in the early eighties of the 20th century when the microcomputer became popular in education. By then, non-programmers (mainly teachers) wanted to be able to develop their own educational software without the need for programming. Examples of the first systems are Guide (Hardman, Jones, & Winder, 1988) and Taiga (Pilot, 1988) for DOS computers and Course of Action (the predecessor of AuthorWare, e.g., (Wolfe, 1992) and HyperCard (Atkinson, 1987) for Macintosh computers. Around 1990 most authoring systems focused on the development of intelligent tutoring systems (ITS), like simulation-based learning environments and educational games. Examples are SimQuest (de Jong, van Joolingen, Veermans, & Van der Meij, 2005) and Game Maker (Habgood & Overmars, 2006). ====Related terms==== Authoring environment, Authoring tool, Authoring language ====Translation issues==== …/… ====Disciplinary issues==== With the advent of the web, dedicated authoring systems are becoming less important. General web-based programming languages like Java, Java Script, and HTML5 are beginning to take over or already have. Authors can be supported by content management systems such as Plone, Joombla or Drupal, as well as specific course management systems such as Moodle or BlackBoard. ====Key references==== Atkinson, W. (1987). HyperCard. In Software for Macintosh Computers. Apple Computer Co, Cupertino. de Jong, T., van Joolingen, W. R., Veermans, K., & Van der Meij, J. (2005). Authoring discovery learning environments: In search for reusable components. In J. M. Spector & D. A. Wiley (Eds.), Innovations in Instructional Technology: Essays in Honor of M. David Merrill (pp. 11–28). Mahwah, NJ: Erlbaum. Habgood, J., & Overmars, M. (2006). The Game Maker's Apprentice: Game Development for Beginners. New York: Apress. [http://www.narcis.nl/publication/RecordID/oai:cwi.nl:11369]Hardman, H. L., Jones, D. M., & Winder, R. (1988). Hypertext Tips: Experiences in Developing a Hypertext Tutorial. Pilot, A. (1988). TAIGA: Twente Advanced Interactive Graphic Authoring System. A New Concept in Computer Assisted Learning (CAL) and Educational Research. Doc 88-18. Wolfe, C. R. (1992). Using Authorware Professional for developing courseware. Behavior Research Methods, 24(2), 273–276. 0 151 1270 1269 2013-03-13T09:55:44Z Vdimitrova 15 /* Сродни термини */ wikitext text/x-wiki <h1>Авторски системи</h1> <u>раб. версия 1</u> '''Editor''': Jan van der Meij, ELAN. Institute for Teacher Education and Science Communication, University of Twente '''Contributors''': Wouter van Joolingen, ELAN. Institute for Teacher Education and Science Communication, University of Twente '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Авторските системи са компютърно-базирани системи, които позволяват да бъде създаван (образователен) софтуер без нуждата от това да се програмира. Обичайно авторът изгражда учебна среда посредством комбинацията на няколко налични градивни блока, всеки от които задава модел за конкретно поведение. ====Коментар по развитието на термина==== Терминът авторски системи се използва за много различни софтуерни инструменти. Не може да се каже кой точно го е въвел и кога той е бил използван за първи път. Ние смятаме, че първите авторски системи са разработени в началото на 80-те години на 20-ти век, когато микрокомпютърът става популярен в образованието. До този момент непрограмисти (основно учители) вече проявяват желание да могат сами да развиват техен собствен образователен софтуер без нуждата от това да програмират. Примери за първи системи за Майкрософт компютри с DOS са Guide (Hardman, Jones, & Winder, 1988) и Тaiga (Pilot, 1988), а Course of Action (предшественик на AuthorWar например (Wolfe, 1992)) и HyperCard (Atkinson, 1987) са примери за първите авторски системи за Епъл Макинтош компютри. Около 1990 повечето авторски системи се съсредоточават върху разработката на интелигентни системи за индивидулано обучение, като например базирани на симулация учебни пространства и образователни игри. Конкретни примери за такива са SimQuest (de Jong, van Joolingen, Veermans, & Van der Meij, 2005) и Game Maker (Habgood & Overmars, 2006). ====Проблематика на превода==== -/- ====Предметна проблематика==== С появата на електронната мрежа значението на авторските състеми с типично характерните за самите тях функции намалява. Общи уеб-базирани езици за програмиране като Java, Java Script и HTML5 са в процес на изземване на тези функции и в някои случаи дори вече напълно са ги поели. Авторите могат да бъдат подпомогнати от системи за управление на съдържание като Plone, Joomla или Drupal, както и от конкретни системи за управление на курсове като Moodle или BlackBoard. ====Сродни термини==== Авторска среда (Authoring environment), Авторски инструменти (Authoring tool), Авторски език (Authoring language) ====Основна литература==== Atkinson, W. (1987). HyperCard. In Software for Macintosh Computers. Apple Computer Co, Cupertino. [http://books.google.fr/books?id=IoJtlj_gJiQC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] de Jong, T., van Joolingen, W. R., Veermans, K., &amp; Van der Meij, J. (2005). Authoring discovery learning environments: In search for reusable components. In J. M. Spector &amp; D. A. Wiley (Eds.), Innovations in Instructional Technology: Essays in Honor of M. David Merrill (pp. 11–28). Mahwah, NJ: Erlbaum. [http://books.google.fr/books?id=CEbnqI0u9vIC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Habgood, J., &amp; Overmars, M. (2006). The Game Maker's Apprentice: Game Development for Beginners. New York: Apress. [http://www.narcis.nl/publication/RecordID/oai:cwi.nl:11369] Hardman, H. L., Jones, D. M., &amp; Winder, R. (1988). Hypertext Tips: Experiences in Developing a Hypertext Tutorial. [http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED301172] Pilot, A. (1988). TAIGA: Twente Advanced Interactive Graphic Authoring System. A New Concept in Computer Assisted Learning (CAL) and Educational Research. Doc 88-18. [http://link.springer.com/article/10.3758%2FBF03203507?LI=true] Wolfe, C. R. (1992). Using Authorware Professional for developing courseware. Behavior Research Methods, 24(2), 273–276. 1269 1268 2013-03-13T09:55:10Z Vdimitrova 15 /* Предметна проблематика */ wikitext text/x-wiki <h1>Авторски системи</h1> <u>раб. версия 1</u> '''Editor''': Jan van der Meij, ELAN. Institute for Teacher Education and Science Communication, University of Twente '''Contributors''': Wouter van Joolingen, ELAN. Institute for Teacher Education and Science Communication, University of Twente '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Авторските системи са компютърно-базирани системи, които позволяват да бъде създаван (образователен) софтуер без нуждата от това да се програмира. Обичайно авторът изгражда учебна среда посредством комбинацията на няколко налични градивни блока, всеки от които задава модел за конкретно поведение. ====Коментар по развитието на термина==== Терминът авторски системи се използва за много различни софтуерни инструменти. Не може да се каже кой точно го е въвел и кога той е бил използван за първи път. Ние смятаме, че първите авторски системи са разработени в началото на 80-те години на 20-ти век, когато микрокомпютърът става популярен в образованието. До този момент непрограмисти (основно учители) вече проявяват желание да могат сами да развиват техен собствен образователен софтуер без нуждата от това да програмират. Примери за първи системи за Майкрософт компютри с DOS са Guide (Hardman, Jones, & Winder, 1988) и Тaiga (Pilot, 1988), а Course of Action (предшественик на AuthorWar например (Wolfe, 1992)) и HyperCard (Atkinson, 1987) са примери за първите авторски системи за Епъл Макинтош компютри. Около 1990 повечето авторски системи се съсредоточават върху разработката на интелигентни системи за индивидулано обучение, като например базирани на симулация учебни пространства и образователни игри. Конкретни примери за такива са SimQuest (de Jong, van Joolingen, Veermans, & Van der Meij, 2005) и Game Maker (Habgood & Overmars, 2006). ====Проблематика на превода==== -/- ====Предметна проблематика==== С появата на електронната мрежа значението на авторските състеми с типично характерните за самите тях функции намалява. Общи уеб-базирани езици за програмиране като Java, Java Script и HTML5 са в процес на изземване на тези функции и в някои случаи дори вече напълно са ги поели. Авторите могат да бъдат подпомогнати от системи за управление на съдържание като Plone, Joomla или Drupal, както и от конкретни системи за управление на курсове като Moodle или BlackBoard. ====Сродни термини==== Авторска среда, Авторски инструменти, Авторски език ====Основна литература==== Atkinson, W. (1987). HyperCard. In Software for Macintosh Computers. Apple Computer Co, Cupertino. [http://books.google.fr/books?id=IoJtlj_gJiQC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] de Jong, T., van Joolingen, W. R., Veermans, K., &amp; Van der Meij, J. (2005). Authoring discovery learning environments: In search for reusable components. In J. M. Spector &amp; D. A. Wiley (Eds.), Innovations in Instructional Technology: Essays in Honor of M. David Merrill (pp. 11–28). Mahwah, NJ: Erlbaum. [http://books.google.fr/books?id=CEbnqI0u9vIC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Habgood, J., &amp; Overmars, M. (2006). The Game Maker's Apprentice: Game Development for Beginners. New York: Apress. [http://www.narcis.nl/publication/RecordID/oai:cwi.nl:11369] Hardman, H. L., Jones, D. M., &amp; Winder, R. (1988). Hypertext Tips: Experiences in Developing a Hypertext Tutorial. [http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED301172] Pilot, A. (1988). TAIGA: Twente Advanced Interactive Graphic Authoring System. A New Concept in Computer Assisted Learning (CAL) and Educational Research. Doc 88-18. [http://link.springer.com/article/10.3758%2FBF03203507?LI=true] Wolfe, C. R. (1992). Using Authorware Professional for developing courseware. Behavior Research Methods, 24(2), 273–276. 1268 1218 2013-03-13T09:53:53Z Vdimitrova 15 /* Коментар по развитието на термина */ wikitext text/x-wiki <h1>Авторски системи</h1> <u>раб. версия 1</u> '''Editor''': Jan van der Meij, ELAN. Institute for Teacher Education and Science Communication, University of Twente '''Contributors''': Wouter van Joolingen, ELAN. Institute for Teacher Education and Science Communication, University of Twente '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Авторските системи са компютърно-базирани системи, които позволяват да бъде създаван (образователен) софтуер без нуждата от това да се програмира. Обичайно авторът изгражда учебна среда посредством комбинацията на няколко налични градивни блока, всеки от които задава модел за конкретно поведение. ====Коментар по развитието на термина==== Терминът авторски системи се използва за много различни софтуерни инструменти. Не може да се каже кой точно го е въвел и кога той е бил използван за първи път. Ние смятаме, че първите авторски системи са разработени в началото на 80-те години на 20-ти век, когато микрокомпютърът става популярен в образованието. До този момент непрограмисти (основно учители) вече проявяват желание да могат сами да развиват техен собствен образователен софтуер без нуждата от това да програмират. Примери за първи системи за Майкрософт компютри с DOS са Guide (Hardman, Jones, & Winder, 1988) и Тaiga (Pilot, 1988), а Course of Action (предшественик на AuthorWar например (Wolfe, 1992)) и HyperCard (Atkinson, 1987) са примери за първите авторски системи за Епъл Макинтош компютри. Около 1990 повечето авторски системи се съсредоточават върху разработката на интелигентни системи за индивидулано обучение, като например базирани на симулация учебни пространства и образователни игри. Конкретни примери за такива са SimQuest (de Jong, van Joolingen, Veermans, & Van der Meij, 2005) и Game Maker (Habgood & Overmars, 2006). ====Проблематика на превода==== -/- ====Предметна проблематика==== С появата на елетронната мрежа значението на авторските състеми с типично характерните за самите тях функции намалява. Общи уеб-базирани езици за програмиране като Java, Java Script и HTML5 са в процес на изземване на тези функции и в някои случаи дори вече напълно са ги поели. Авторите могат да бъдат подпомогнати от системи за управление на съдържание като Plone, Joomla or Drupal, както и от конкретни системи за управление на курсове като Moodle or BlackBoard. ====Сродни термини==== Авторска среда, Авторски инструменти, Авторски език ====Основна литература==== Atkinson, W. (1987). HyperCard. In Software for Macintosh Computers. Apple Computer Co, Cupertino. [http://books.google.fr/books?id=IoJtlj_gJiQC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] de Jong, T., van Joolingen, W. R., Veermans, K., &amp; Van der Meij, J. (2005). Authoring discovery learning environments: In search for reusable components. In J. M. Spector &amp; D. A. Wiley (Eds.), Innovations in Instructional Technology: Essays in Honor of M. David Merrill (pp. 11–28). Mahwah, NJ: Erlbaum. [http://books.google.fr/books?id=CEbnqI0u9vIC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Habgood, J., &amp; Overmars, M. (2006). The Game Maker's Apprentice: Game Development for Beginners. New York: Apress. [http://www.narcis.nl/publication/RecordID/oai:cwi.nl:11369] Hardman, H. L., Jones, D. M., &amp; Winder, R. (1988). Hypertext Tips: Experiences in Developing a Hypertext Tutorial. [http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED301172] Pilot, A. (1988). TAIGA: Twente Advanced Interactive Graphic Authoring System. A New Concept in Computer Assisted Learning (CAL) and Educational Research. Doc 88-18. [http://link.springer.com/article/10.3758%2FBF03203507?LI=true] Wolfe, C. R. (1992). Using Authorware Professional for developing courseware. Behavior Research Methods, 24(2), 273–276. 1218 1217 2013-03-05T11:05:19Z Balacheff 4 /* Коментар по развитието на термина */ wikitext text/x-wiki <h1>Авторски системи</h1> <u>раб. версия 1</u> '''Editor''': Jan van der Meij, ELAN. Institute for Teacher Education and Science Communication, University of Twente '''Contributors''': Wouter van Joolingen, ELAN. Institute for Teacher Education and Science Communication, University of Twente '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Авторските системи са компютърно-базирани системи, които позволяват да бъде създаван (образователен) софтуер без нуждата от това да се програмира. Обичайно авторът изгражда учебна среда посредством комбинацията на няколко налични градивни блока, всеки от които задава модел за конкретно поведение. ====Коментар по развитието на термина==== Терминът авторски системи се използва за много различни софтуерни инструменти. Не може да се каже кой точно е въвел термина и кога той е бил използван за първи път. Ние смятаме, че първите авторски системи са разработени в началото на 80-те години на 20-ти век, когато микрокомпютърът става популярен в образованието. До този момент непрограмисти (основно учители) вече проявяват желание да могат сами да развиват техен собствен образователен софтуер без нуждата от това да програмират. Примери за първи системи са Guide (Hardman, Jones, & Winder, 1988) и Тaiga (Pilot, 1988) за Майкрософт компютри с DOS. Course of Action (предшественик на AuthorWar например (Wolfe, 1992)) и HyperCard (Atkinson, 1987) са примери за първите авторски системи за Епъл Макинтош компютри. Около 1990 повечето авторски системи се съсредоточават върху разработката на интелигентни системи за индивидулано обучение, като например базирани на симулация учебни пространства и образователни игри. Конкретни примери за такива са SimQuest (de Jong, van Joolingen, Veermans, & Van der Meij, 2005) и Game Maker (Habgood & Overmars, 2006). ====Проблематика на превода==== -/- ====Предметна проблематика==== С появата на елетронната мрежа значението на авторските състеми с типично характерните за самите тях функции намалява. Общи уеб-базирани езици за програмиране като Java, Java Script и HTML5 са в процес на изземване на тези функции и в някои случаи дори вече напълно са ги поели. Авторите могат да бъдат подпомогнати от системи за управление на съдържание като Plone, Joomla or Drupal, както и от конкретни системи за управление на курсове като Moodle or BlackBoard. ====Сродни термини==== Авторска среда, Авторски инструменти, Авторски език ====Основна литература==== Atkinson, W. (1987). HyperCard. In Software for Macintosh Computers. Apple Computer Co, Cupertino. [http://books.google.fr/books?id=IoJtlj_gJiQC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] de Jong, T., van Joolingen, W. R., Veermans, K., &amp; Van der Meij, J. (2005). Authoring discovery learning environments: In search for reusable components. In J. M. Spector &amp; D. A. Wiley (Eds.), Innovations in Instructional Technology: Essays in Honor of M. David Merrill (pp. 11–28). Mahwah, NJ: Erlbaum. [http://books.google.fr/books?id=CEbnqI0u9vIC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Habgood, J., &amp; Overmars, M. (2006). The Game Maker's Apprentice: Game Development for Beginners. New York: Apress. [http://www.narcis.nl/publication/RecordID/oai:cwi.nl:11369] Hardman, H. L., Jones, D. M., &amp; Winder, R. (1988). Hypertext Tips: Experiences in Developing a Hypertext Tutorial. [http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED301172] Pilot, A. (1988). TAIGA: Twente Advanced Interactive Graphic Authoring System. A New Concept in Computer Assisted Learning (CAL) and Educational Research. Doc 88-18. [http://link.springer.com/article/10.3758%2FBF03203507?LI=true] Wolfe, C. R. (1992). Using Authorware Professional for developing courseware. Behavior Research Methods, 24(2), 273–276. 1217 1216 2013-03-05T11:04:18Z Balacheff 4 /* Основна литература */ wikitext text/x-wiki <h1>Авторски системи</h1> <u>раб. версия 1</u> '''Editor''': Jan van der Meij, ELAN. Institute for Teacher Education and Science Communication, University of Twente '''Contributors''': Wouter van Joolingen, ELAN. Institute for Teacher Education and Science Communication, University of Twente '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Авторските системи са компютърно-базирани системи, които позволяват да бъде създаван (образователен) софтуер без нуждата от това да се програмира. Обичайно авторът изгражда учебна среда посредством комбинацията на няколко налични градивни блока, всеки от които задава модел за конкретно поведение. ====Коментар по развитието на термина==== Терминът авторски системи се използва за много различни софтуерни инструменти. Не може да се каже кой точно е въвел термина и кога той е бил използван за първи път. Ние смятаме, че първите авторски системи са разработени в началото на 80-те години на 20-ти век, когато микрокомпютърът става популярен в образованието. До този момент непрограмисти (основно учители) вече проявяват желание да могат сами да развиват техен собствен образователен софтуер без нуждата от това да програмират. Примери за първи системи са Guide (Hardman, Jones, & Winder, 1988) и Тaiga (Pilot, 1988) за Майкрософт компютри с DOS. Course of Action (предшественик на AuthorWar например (Wolfe, 1992))и HyperCard (Atkinson, 1987) са примери за първите авторски системи за Епъл Макинтош компютри. Около 1990 повечето авторски системи се съсредоточават върху разработката на интелигентни системи за индивидулано обучение, като например базирани на симулация учебни пространства и образователни игри. Конкретни примери за такива са SimQuest (de Jong, van Joolingen, Veermans, & Van der Meij, 2005) и Game Maker (Habgood & Overmars, 2006). ====Проблематика на превода==== -/- ====Предметна проблематика==== С появата на елетронната мрежа значението на авторските състеми с типично характерните за самите тях функции намалява. Общи уеб-базирани езици за програмиране като Java, Java Script и HTML5 са в процес на изземване на тези функции и в някои случаи дори вече напълно са ги поели. Авторите могат да бъдат подпомогнати от системи за управление на съдържание като Plone, Joomla or Drupal, както и от конкретни системи за управление на курсове като Moodle or BlackBoard. ====Сродни термини==== Авторска среда, Авторски инструменти, Авторски език ====Основна литература==== Atkinson, W. (1987). HyperCard. In Software for Macintosh Computers. Apple Computer Co, Cupertino. [http://books.google.fr/books?id=IoJtlj_gJiQC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] de Jong, T., van Joolingen, W. R., Veermans, K., &amp; Van der Meij, J. (2005). Authoring discovery learning environments: In search for reusable components. In J. M. Spector &amp; D. A. Wiley (Eds.), Innovations in Instructional Technology: Essays in Honor of M. David Merrill (pp. 11–28). Mahwah, NJ: Erlbaum. [http://books.google.fr/books?id=CEbnqI0u9vIC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Habgood, J., &amp; Overmars, M. (2006). The Game Maker's Apprentice: Game Development for Beginners. New York: Apress. [http://www.narcis.nl/publication/RecordID/oai:cwi.nl:11369] Hardman, H. L., Jones, D. M., &amp; Winder, R. (1988). Hypertext Tips: Experiences in Developing a Hypertext Tutorial. [http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED301172] Pilot, A. (1988). TAIGA: Twente Advanced Interactive Graphic Authoring System. A New Concept in Computer Assisted Learning (CAL) and Educational Research. Doc 88-18. [http://link.springer.com/article/10.3758%2FBF03203507?LI=true] Wolfe, C. R. (1992). Using Authorware Professional for developing courseware. Behavior Research Methods, 24(2), 273–276. 1216 2013-03-05T11:03:07Z Balacheff 4 Created page with "<h1>Авторски системи</h1> <u>раб. версия 1</u> '''Editor''': Jan van der Meij, ELAN. Institute for Teacher Education and Science Communication, Universi..." wikitext text/x-wiki <h1>Авторски системи</h1> <u>раб. версия 1</u> '''Editor''': Jan van der Meij, ELAN. Institute for Teacher Education and Science Communication, University of Twente '''Contributors''': Wouter van Joolingen, ELAN. Institute for Teacher Education and Science Communication, University of Twente '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Авторските системи са компютърно-базирани системи, които позволяват да бъде създаван (образователен) софтуер без нуждата от това да се програмира. Обичайно авторът изгражда учебна среда посредством комбинацията на няколко налични градивни блока, всеки от които задава модел за конкретно поведение. ====Коментар по развитието на термина==== Терминът авторски системи се използва за много различни софтуерни инструменти. Не може да се каже кой точно е въвел термина и кога той е бил използван за първи път. Ние смятаме, че първите авторски системи са разработени в началото на 80-те години на 20-ти век, когато микрокомпютърът става популярен в образованието. До този момент непрограмисти (основно учители) вече проявяват желание да могат сами да развиват техен собствен образователен софтуер без нуждата от това да програмират. Примери за първи системи са Guide (Hardman, Jones, & Winder, 1988) и Тaiga (Pilot, 1988) за Майкрософт компютри с DOS. Course of Action (предшественик на AuthorWar например (Wolfe, 1992))и HyperCard (Atkinson, 1987) са примери за първите авторски системи за Епъл Макинтош компютри. Около 1990 повечето авторски системи се съсредоточават върху разработката на интелигентни системи за индивидулано обучение, като например базирани на симулация учебни пространства и образователни игри. Конкретни примери за такива са SimQuest (de Jong, van Joolingen, Veermans, & Van der Meij, 2005) и Game Maker (Habgood & Overmars, 2006). ====Проблематика на превода==== -/- ====Предметна проблематика==== С появата на елетронната мрежа значението на авторските състеми с типично характерните за самите тях функции намалява. Общи уеб-базирани езици за програмиране като Java, Java Script и HTML5 са в процес на изземване на тези функции и в някои случаи дори вече напълно са ги поели. Авторите могат да бъдат подпомогнати от системи за управление на съдържание като Plone, Joomla or Drupal, както и от конкретни системи за управление на курсове като Moodle or BlackBoard. ====Сродни термини==== Авторска среда, Авторски инструменти, Авторски език ====Основна литература==== 0 98 955 729 2012-09-26T05:23:23Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributors''': Jacqueline Bourdeau, Télé-université, Montréal (Québec)<br> Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Definition==== A cognitive tutor is an intelligent tutoring system which “possesses a computational model capable of solving the problems that are given to students in the ways students are expected to solve the problems" (Anderson et al. 1996 p.3) ====Comments on the history==== The expression "cognitive tutor" was coined in the context of the Advanced Computer Tutoring Project at Carnegie Mellon University in the mid1980’s. The objective was to design tutors based on "a cognitive model of the competence that the student is being asked to learn" (Anderson et al. p.3). The design of cognitive tutors inherited and is grounded in more than a decade of research on ACT* theory of an architecture of cognition (Anderson 1983). It left the approach based on models informed by human teaching, for models informed by a learning theory so that the environment is able to take actions that facilitate learning because it uses a cognitive model of where the student is in a task (ibid. p.47). Koedinger and Corbett (2006), later with Aleven (2010), experimented innovative methods to produce and evaluate the Cognitive tutors (Koedinger and Corbett p.62). They also provided a research platform for a series of projects on cognitive tutors. Since 2011, Cognitive Tutor™ is a trade mark owned by Carnegie Learning Inc. , the publisher of these tutors (Blessing, 2011). ====Related terms==== Intelligent tutoring system, intelligent tutor, tutoring system, model tracing, knowledge tracing, cognitive fidelity, learner model, cognitive science, Cognitive Tutor™ ====Translation issues==== …/… ====Disciplinary issues==== The design of “cognitive tutors” is grounded on the three postulates of the ACT* theory: procedural-declarative distinction, knowledge compilation, strengthening with practice. It complies with the eight following principles (Anderson et al. 1996 pp.14 sqq): (1) represent student competence as a production set, (2) communicate the goal structure underlying the problem-solving, (3) provide instruction in the problem solving context, (4) promote an abstract understanding of the problem-solving knowledge, (5) minimize working memory load, (6) provide immediate feedback on errors, (7) adjust the grain size of instruction with learning, (8) facilitate successive approximations to the target skill. The design of cognitive tutors faces two major challenges (Aleven 2010 p.57): flexibility to adapt to students’ actual solutions, and cognitive fidelity to accurately correspond to the knowledge components students are actually learning. The naming of cognitive tutors too is problematic, since intelligent tutoring systems can be grounded in cognitive science and not be called cognitive tutors. ====Key references==== [http://www.telearn.org/open-archive/browse?resource=7108_v1] Aleven V. (2010) Rule-based cognitive modeling for intelligent tutoring systems. In: Nkambou R., Bourdeau J., Mizoguchi R. (eds.) Advances in Intelligent Tutoring Systems (pp.33-62). Berlin: Springer verlag. [http://www.telearn.org/open-archive/browse?resource=7109_v1] Anderson J. R. (1983) The Architecture of Cognition. Cambridge, MA: Harvard University Press. [http://www.telearn.org/open-archive/browse?resource=7110_v1] Anderson J. R., Corbett A. T., Koedinger K. R., Pelletier R. (1996) Cognitive Tutors: Lessons Learned. ARI Research Note 96-66. United States Army, Research Institute for the Behavioral and Social Sciences. [http://www.telearn.org/open-archive/browse?resource=7111_v1] Blessing, S. (2011) The Cognitive Tutor™: Successful Application of Cognitive Science. [http://www.telearn.org/open-archive/browse?resource=7112_v1] Koedinger K. & Corbett A. (2006), Cognitive Tutors, in Sawyer, L., Ed., The Cambridge Handbook of the Learning Sciences (pp. 61-77) Cambridge University Press. 729 681 2012-02-10T09:37:47Z Zeiliger 2 wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributors''': Jacqueline Bourdeau, Télé-université, Montréal (Québec)<br> Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Definition==== A cognitive tutor is an intelligent tutoring system which “possesses a computational model capable of solving the problems that are given to students in the ways students are expected to solve the problems" (Anderson et al. 1996 p.3) ====Comments on the history==== The expression "cognitive tutor" was coined in the context of the Advanced Computer Tutoring Project at Carnegie Mellon University in the mid1980’s. The objective was to design tutors based on "a cognitive model of the competence that the student is being asked to learn" (Anderson et al. p.3). The design of cognitive tutors inherited and is grounded in more than a decade of research on ACT* theory of an architecture of cognition (Anderson 1983). It left the approach based on models informed by human teaching, for models informed by a learning theory so that the environment is able to take actions that facilitate learning because it uses a cognitive model of where the student is in a task (ibid. p.47). Koedinger and Corbett (2006), later with Aleven (2010), experimented innovative methods to produce and evaluate the Cognitive tutors (Koedinger and Corbett p.62). They also provided a research platform for a series of projects on cognitive tutors. Since 2011, Cognitive Tutor™ is a trade mark owned by Carnegie Learning Inc. , the publisher of these tutors (Blessing, 2011). ====Related terms==== Intelligent tutoring system, intelligent tutor, tutoring system, model tracing, knowledge tracing, cognitive fidelity, learner model, cognitive science, Cognitive Tutor™ ====Translation issues==== …/… ====Disciplinary issues==== The design of “cognitive tutors” is grounded on the three postulates of the ACT* theory: procedural-declarative distinction, knowledge compilation, strengthening with practice. It complies with the eight following principles (Anderson et al. 1996 pp.14 sqq): (1) represent student competence as a production set, (2) communicate the goal structure underlying the problem-solving, (3) provide instruction in the problem solving context, (4) promote an abstract understanding of the problem-solving knowledge, (5) minimize working memory load, (6) provide immediate feedback on errors, (7) adjust the grain size of instruction with learning, (8) facilitate successive approximations to the target skill. The design of cognitive tutors faces two major challenges (Aleven 2010 p.57): flexibility to adapt to students’ actual solutions, and cognitive fidelity to accurately correspond to the knowledge components students are actually learning. The naming of cognitive tutors too is problematic, since intelligent tutoring systems can be grounded in cognitive science and not be called cognitive tutors. ====Key references==== Aleven V. [http://www.telearn.org/open-archive/browse?resource=7108_v1] (2010) Rule-based cognitive modeling for intelligent tutoring systems. In: Nkambou R., Bourdeau J., Mizoguchi R. (eds.) Advances in Intelligent Tutoring Systems (pp.33-62). Berlin: Springer verlag. Anderson J. R. [http://www.telearn.org/open-archive/browse?resource=7109_v1] (1983) The Architecture of Cognition. Cambridge, MA: Harvard University Press. Anderson J. R., Corbett A. T., Koedinger K. R., Pelletier R [http://www.telearn.org/open-archive/browse?resource=7110_v1] (1996) Cognitive Tutors: Lessons Learned. ARI Research Note 96-66. United States Army, Research Institute for the Behavioral and Social Sciences. Blessing, S. [http://www.telearn.org/open-archive/browse?resource=7111_v1] (2011) The Cognitive Tutor™: Successful Application of Cognitive Science. Koedinger K. & Corbett A. [http://www.telearn.org/open-archive/browse?resource=7112_v1] (2006), Cognitive Tutors, in Sawyer, L., Ed., The Cambridge Handbook of the Learning Sciences (pp. 61-77) Cambridge University Press. 681 680 2012-02-01T16:04:06Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributor'''s: Jacqueline Bourdeau, Télé-université, Montréal (Québec)<br> Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Definition==== A cognitive tutor is an intelligent tutoring system which “possesses a computational model capable of solving the problems that are given to students in the ways students are expected to solve the problems" (Anderson et al. 1996 p.3) ====Comments on the history==== The expression "cognitive tutor" was coined in the context of the Advanced Computer Tutoring Project at Carnegie Mellon University in the mid1980’s. The objective was to design tutors based on "a cognitive model of the competence that the student is being asked to learn" (Anderson et al. p.3). The design of cognitive tutors inherited and is grounded in more than a decade of research on ACT* theory of an architecture of cognition (Anderson 1983). It left the approach based on models informed by human teaching, for models informed by a learning theory so that the environment is able to take actions that facilitate learning because it uses a cognitive model of where the student is in a task (ibid. p.47). Koedinger and Corbett (2006), later with Aleven (2010), experimented innovative methods to produce and evaluate the Cognitive tutors (Koedinger and Corbett p.62). They also provided a research platform for a series of projects on cognitive tutors. Since 2011, Cognitive Tutor™ is a trade mark owned by Carnegie Learning Inc. , the publisher of these tutors (Blessing, 2011). ====Related terms==== Intelligent tutoring system, intelligent tutor, tutoring system, model tracing, knowledge tracing, cognitive fidelity, learner model, cognitive science, Cognitive Tutor™ ====Translation issues==== …/… ====Disciplinary issues==== The design of “cognitive tutors” is grounded on the three postulates of the ACT* theory: procedural-declarative distinction, knowledge compilation, strengthening with practice. It complies with the eight following principles (Anderson et al. 1996 pp.14 sqq): (1) represent student competence as a production set, (2) communicate the goal structure underlying the problem-solving, (3) provide instruction in the problem solving context, (4) promote an abstract understanding of the problem-solving knowledge, (5) minimize working memory load, (6) provide immediate feedback on errors, (7) adjust the grain size of instruction with learning, (8) facilitate successive approximations to the target skill. The design of cognitive tutors faces two major challenges (Aleven 2010 p.57): flexibility to adapt to students’ actual solutions, and cognitive fidelity to accurately correspond to the knowledge components students are actually learning. The naming of cognitive tutors too is problematic, since intelligent tutoring systems can be grounded in cognitive science and not be called cognitive tutors. ====Key references==== Aleven V. [http://www.telearn.org/open-archive/browse?resource=7108_v1] (2010) Rule-based cognitive modeling for intelligent tutoring systems. In: Nkambou R., Bourdeau J., Mizoguchi R. (eds.) Advances in Intelligent Tutoring Systems (pp.33-62). Berlin: Springer verlag. Anderson J. R. [http://www.telearn.org/open-archive/browse?resource=7109_v1] (1983) The Architecture of Cognition. Cambridge, MA: Harvard University Press. Anderson J. R., Corbett A. T., Koedinger K. R., Pelletier R [http://www.telearn.org/open-archive/browse?resource=7110_v1] (1996) Cognitive Tutors: Lessons Learned. ARI Research Note 96-66. United States Army, Research Institute for the Behavioral and Social Sciences. Blessing, S. [http://www.telearn.org/open-archive/browse?resource=7111_v1] (2011) The Cognitive Tutor™: Successful Application of Cognitive Science. Koedinger K. & Corbett A. [http://www.telearn.org/open-archive/browse?resource=7112_v1] (2006), Cognitive Tutors, in Sawyer, L., Ed., The Cambridge Handbook of the Learning Sciences (pp. 61-77) Cambridge University Press. 680 679 2012-02-01T15:19:16Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributor'''s: Jacqueline Bourdeau, Télé-université, Montréal (Québec)<br> Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Definition==== A cognitive tutor is an intelligent tutoring system which “possesses a computational model capable of solving the problems that are given to students in the ways students are expected to solve the problems" (Anderson et al. 1996 p.3) ====Comments on the history==== The expression "cognitive tutor" was coined in the context of the Advanced Computer Tutoring Project at Carnegie Mellon University in the mid1980’s. The objective was to design tutors based on "a cognitive model of the competence that the student is being asked to learn" (Anderson et al. p.3). The design of cognitive tutors inherited and is grounded in more than a decade of research on ACT* theory of an architecture of cognition (Anderson 1983). It left the approach based on models informed by human teaching, for models informed by a learning theory so that the environment is able to take actions that facilitate learning because it uses a cognitive model of where the student is in a task (ibid. p.47). Koedinger and Corbett (2006), later with Aleven (2010), experimented innovative methods to produce and evaluate the Cognitive tutors (Koedinger and Corbett p.62). They also provided a research platform for a series of projects on cognitive tutors. Since 2011, Cognitive Tutor™ is a trade mark owned by Carnegie Learning Inc. , the publisher of these tutors (Blessing, 2011). ====Related terms==== Intelligent tutoring system, intelligent tutor, tutoring system, model tracing, knowledge tracing, cognitive fidelity, learner model, cognitive science, Cognitive Tutor™ ====Translation issues==== …/… ====Disciplinary issues==== The design of “cognitive tutors” is grounded on the three postulates of the ACT* theory: procedural-declarative distinction, knowledge compilation, strengthening with practice. It complies with the eight following principles (Anderson et al. 1996 pp.14 sqq): (1) represent student competence as a production set, (2) communicate the goal structure underlying the problem-solving, (3) provide instruction in the problem solving context, (4) promote an abstract understanding of the problem-solving knowledge, (5) minimize working memory load, (6) provide immediate feedback on errors, (7) adjust the grain size of instruction with learning, (8) facilitate successive approximations to the target skill. The design of cognitive tutors faces two major challenges (Aleven 2010 p.57): flexibility to adapt to students’ actual solutions, and cognitive fidelity to accurately correspond to the knowledge components students are actually learning. The naming of cognitive tutors too is problematic, since intelligent tutoring systems can be grounded in cognitive science and not be called cognitive tutors. ====Key references==== Aleven V. [http://www.telearn.org/open-archive/browse?resource=7108_v1] (2010) Rule-based cognitive modeling for intelligent tutoring systems. In: Nkambou R., Bourdeau J., Mizoguchi R. (eds.) Advances in Intelligent Tutoring Systems (pp.33-62). Berlin: Springer verlag. Anderson J. R. [http://www.telearn.org/open-archive/browse?resource=7109_v1] (1983) The Architecture of Cognition. Cambridge, MA: Harvard University Press. Anderson J. R., Corbett A. T., Koedinger K. R., Pelletier R [http://www.telearn.org/open-archive/browse?resource=7110_v1] (1996) Cognitive Tutors: Lessons Learned. ARI Research Note 96-66. United States Army, Research Institute for the Behavioral and Social Sciences. Blessing, S. [http://www.telearn.org/open-archive/browse?resource=7111_v1] (2011) The Cognitive Tutor™: Successful Application of Cognitive Science. Koedinger K. & Corbett A. (2006), Cognitive Tutors, in Sawyer, L., Ed., The Cambridge Handbook of the Learning Sciences (pp. 61-77) Cambridge University Press. 679 678 2012-02-01T14:55:13Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributor'''s: Jacqueline Bourdeau, Télé-université, Montréal (Québec)<br> Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Definition==== A cognitive tutor is an intelligent tutoring system which “possesses a computational model capable of solving the problems that are given to students in the ways students are expected to solve the problems" (Anderson et al. 1996 p.3) ====Comments on the history==== The expression "cognitive tutor" was coined in the context of the Advanced Computer Tutoring Project at Carnegie Mellon University in the mid1980’s. The objective was to design tutors based on "a cognitive model of the competence that the student is being asked to learn" (Anderson et al. p.3). The design of cognitive tutors inherited and is grounded in more than a decade of research on ACT* theory of an architecture of cognition (Anderson 1983). It left the approach based on models informed by human teaching, for models informed by a learning theory so that the environment is able to take actions that facilitate learning because it uses a cognitive model of where the student is in a task (ibid. p.47). Koedinger and Corbett (2006), later with Aleven (2010), experimented innovative methods to produce and evaluate the Cognitive tutors (Koedinger and Corbett p.62). They also provided a research platform for a series of projects on cognitive tutors. Since 2011, Cognitive Tutor™ is a trade mark owned by Carnegie Learning Inc. , the publisher of these tutors (Blessing, 2011). ====Related terms==== Intelligent tutoring system, intelligent tutor, tutoring system, model tracing, knowledge tracing, cognitive fidelity, learner model, cognitive science, Cognitive Tutor™ ====Translation issues==== …/… ====Disciplinary issues==== The design of “cognitive tutors” is grounded on the three postulates of the ACT* theory: procedural-declarative distinction, knowledge compilation, strengthening with practice. It complies with the eight following principles (Anderson et al. 1996 pp.14 sqq): (1) represent student competence as a production set, (2) communicate the goal structure underlying the problem-solving, (3) provide instruction in the problem solving context, (4) promote an abstract understanding of the problem-solving knowledge, (5) minimize working memory load, (6) provide immediate feedback on errors, (7) adjust the grain size of instruction with learning, (8) facilitate successive approximations to the target skill. The design of cognitive tutors faces two major challenges (Aleven 2010 p.57): flexibility to adapt to students’ actual solutions, and cognitive fidelity to accurately correspond to the knowledge components students are actually learning. The naming of cognitive tutors too is problematic, since intelligent tutoring systems can be grounded in cognitive science and not be called cognitive tutors. ====Key references==== Aleven V. [http://www.telearn.org/open-archive/browse?resource=7108_v1] (2010) Rule-based cognitive modeling for intelligent tutoring systems. In: Nkambou R., Bourdeau J., Mizoguchi R. (eds.) Advances in Intelligent Tutoring Systems (pp.33-62). Berlin: Springer verlag. Anderson J. R. [http://www.telearn.org/open-archive/browse?resource=7109_v1] (1983) The Architecture of Cognition. Cambridge, MA: Harvard University Press. Anderson J. R., Corbett A. T., Koedinger K. R., Pelletier R [http://www.telearn.org/open-archive/browse?resource=7110_v1] (1996) Cognitive Tutors: Lessons Learned. ARI Research Note 96-66. United States Army, Research Institute for the Behavioral and Social Sciences. Blessing, S. [http://www.carnegielearning.com/whitepapers/7/] (2011) The Cognitive Tutor™: Successful Application of Cognitive Science. Koedinger K. & Corbett A. (2006), Cognitive Tutors, in Sawyer, L., Ed., The Cambridge Handbook of the Learning Sciences (pp. 61-77) Cambridge University Press. 678 677 2012-02-01T14:37:00Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributor'''s: Jacqueline Bourdeau, Télé-université, Montréal (Québec)<br> Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Definition==== A cognitive tutor is an intelligent tutoring system which “possesses a computational model capable of solving the problems that are given to students in the ways students are expected to solve the problems" (Anderson et al. 1996 p.3) ====Comments on the history==== The expression "cognitive tutor" was coined in the context of the Advanced Computer Tutoring Project at Carnegie Mellon University in the mid1980’s. The objective was to design tutors based on "a cognitive model of the competence that the student is being asked to learn" (Anderson et al. p.3). The design of cognitive tutors inherited and is grounded in more than a decade of research on ACT* theory of an architecture of cognition (Anderson 1983). It left the approach based on models informed by human teaching, for models informed by a learning theory so that the environment is able to take actions that facilitate learning because it uses a cognitive model of where the student is in a task (ibid. p.47). Koedinger and Corbett (2006), later with Aleven (2010), experimented innovative methods to produce and evaluate the Cognitive tutors (Koedinger and Corbett p.62). They also provided a research platform for a series of projects on cognitive tutors. Since 2011, Cognitive Tutor™ is a trade mark owned by Carnegie Learning Inc. , the publisher of these tutors (Blessing, 2011). ====Related terms==== Intelligent tutoring system, intelligent tutor, tutoring system, model tracing, knowledge tracing, cognitive fidelity, learner model, cognitive science, Cognitive Tutor™ ====Translation issues==== …/… ====Disciplinary issues==== The design of “cognitive tutors” is grounded on the three postulates of the ACT* theory: procedural-declarative distinction, knowledge compilation, strengthening with practice. It complies with the eight following principles (Anderson et al. 1996 pp.14 sqq): (1) represent student competence as a production set, (2) communicate the goal structure underlying the problem-solving, (3) provide instruction in the problem solving context, (4) promote an abstract understanding of the problem-solving knowledge, (5) minimize working memory load, (6) provide immediate feedback on errors, (7) adjust the grain size of instruction with learning, (8) facilitate successive approximations to the target skill. The design of cognitive tutors faces two major challenges (Aleven 2010 p.57): flexibility to adapt to students’ actual solutions, and cognitive fidelity to accurately correspond to the knowledge components students are actually learning. The naming of cognitive tutors too is problematic, since intelligent tutoring systems can be grounded in cognitive science and not be called cognitive tutors. ====Key references==== Aleven V. [http://www.telearn.org/open-archive/browse?resource=7108_v1] (2010) Rule-based cognitive modeling for intelligent tutoring systems. In: Nkambou R., Bourdeau J., Mizoguchi R. (eds.) Advances in Intelligent Tutoring Systems (pp.33-62). Berlin: Springer verlag. Anderson J. R. [http://www.telearn.org/open-archive/browse?resource=7109_v1] (1983) The Architecture of Cognition. Cambridge, MA: Harvard University Press. Anderson J. R., Corbett A. T., Koedinger K. R., Pelletier R [http://www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA312246] (1996) Cognitive Tutors: Lessons Learned. ARI Research Note 96-66. United States Army, Research Institute for the Behavioral and Social Sciences. Blessing, S. [http://www.carnegielearning.com/whitepapers/7/] (2011) The Cognitive Tutor™: Successful Application of Cognitive Science. Koedinger K. & Corbett A. (2006), Cognitive Tutors, in Sawyer, L., Ed., The Cambridge Handbook of the Learning Sciences (pp. 61-77) Cambridge University Press. 677 621 2012-02-01T08:49:08Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributor'''s: Jacqueline Bourdeau, Télé-université, Montréal (Québec)<br> Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Definition==== A cognitive tutor is an intelligent tutoring system which “possesses a computational model capable of solving the problems that are given to students in the ways students are expected to solve the problems" (Anderson et al. 1996 p.3) ====Comments on the history==== The expression "cognitive tutor" was coined in the context of the Advanced Computer Tutoring Project at Carnegie Mellon University in the mid1980’s. The objective was to design tutors based on "a cognitive model of the competence that the student is being asked to learn" (Anderson et al. p.3). The design of cognitive tutors inherited and is grounded in more than a decade of research on ACT* theory of an architecture of cognition (Anderson 1983). It left the approach based on models informed by human teaching, for models informed by a learning theory so that the environment is able to take actions that facilitate learning because it uses a cognitive model of where the student is in a task (ibid. p.47). Koedinger and Corbett (2006), later with Aleven (2010), experimented innovative methods to produce and evaluate the Cognitive tutors (Koedinger and Corbett p.62). They also provided a research platform for a series of projects on cognitive tutors. Since 2011, Cognitive Tutor™ is a trade mark owned by Carnegie Learning Inc. , the publisher of these tutors (Blessing, 2011). ====Related terms==== Intelligent tutoring system, intelligent tutor, tutoring system, model tracing, knowledge tracing, cognitive fidelity, learner model, cognitive science, Cognitive Tutor™ ====Translation issues==== …/… ====Disciplinary issues==== The design of “cognitive tutors” is grounded on the three postulates of the ACT* theory: procedural-declarative distinction, knowledge compilation, strengthening with practice. It complies with the eight following principles (Anderson et al. 1996 pp.14 sqq): (1) represent student competence as a production set, (2) communicate the goal structure underlying the problem-solving, (3) provide instruction in the problem solving context, (4) promote an abstract understanding of the problem-solving knowledge, (5) minimize working memory load, (6) provide immediate feedback on errors, (7) adjust the grain size of instruction with learning, (8) facilitate successive approximations to the target skill. The design of cognitive tutors faces two major challenges (Aleven 2010 p.57): flexibility to adapt to students’ actual solutions, and cognitive fidelity to accurately correspond to the knowledge components students are actually learning. The naming of cognitive tutors too is problematic, since intelligent tutoring systems can be grounded in cognitive science and not be called cognitive tutors. ====Key references==== Aleven V. [http://www.telearn.org/open-archive/browse?resource=7108_v1] (2010) Rule-based cognitive modeling for intelligent tutoring systems. In: Nkambou R., Bourdeau J., Mizoguchi R. (eds.) Advances in Intelligent Tutoring Systems (pp.33-62). Berlin: Springer verlag. Anderson J. R. (1983) The Architecture of Cognition. Cambridge, MA: Harvard University Press. Anderson J. R., Corbett A. T., Koedinger K. R., Pelletier R [http://www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA312246] (1996) Cognitive Tutors: Lessons Learned. ARI Research Note 96-66. United States Army, Research Institute for the Behavioral and Social Sciences. Blessing, S. [http://www.carnegielearning.com/whitepapers/7/] (2011) The Cognitive Tutor™: Successful Application of Cognitive Science. Koedinger K. & Corbett A. (2006), Cognitive Tutors, in Sawyer, L., Ed., The Cambridge Handbook of the Learning Sciences (pp. 61-77) Cambridge University Press. 621 620 2012-01-16T19:22:51Z Balacheff 4 wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributor'''s: Jacqueline Bourdeau, Télé-université, Montréal (Québec)<br> Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Definition==== A cognitive tutor is an intelligent tutoring system which “possesses a computational model capable of solving the problems that are given to students in the ways students are expected to solve the problems" (Anderson et al. 1996 p.3) ====Comments on the history==== The expression "cognitive tutor" was coined in the context of the Advanced Computer Tutoring Project at Carnegie Mellon University in the mid1980’s. The objective was to design tutors based on "a cognitive model of the competence that the student is being asked to learn" (Anderson et al. p.3). The design of cognitive tutors inherited and is grounded in more than a decade of research on ACT* theory of an architecture of cognition (Anderson 1983). It left the approach based on models informed by human teaching, for models informed by a learning theory so that the environment is able to take actions that facilitate learning because it uses a cognitive model of where the student is in a task (ibid. p.47). Koedinger and Corbett (2006), later with Aleven (2010), experimented innovative methods to produce and evaluate the Cognitive tutors (Koedinger and Corbett p.62). They also provided a research platform for a series of projects on cognitive tutors. Since 2011, Cognitive Tutor™ is a trade mark owned by Carnegie Learning Inc. , the publisher of these tutors (Blessing, 2011). ====Related terms==== Intelligent tutoring system, intelligent tutor, tutoring system, model tracing, knowledge tracing, cognitive fidelity, learner model, cognitive science, Cognitive Tutor™ ====Translation issues==== …/… ====Disciplinary issues==== The design of “cognitive tutors” is grounded on the three postulates of the ACT* theory: procedural-declarative distinction, knowledge compilation, strengthening with practice. It complies with the eight following principles (Anderson et al. 1996 pp.14 sqq): (1) represent student competence as a production set, (2) communicate the goal structure underlying the problem-solving, (3) provide instruction in the problem solving context, (4) promote an abstract understanding of the problem-solving knowledge, (5) minimize working memory load, (6) provide immediate feedback on errors, (7) adjust the grain size of instruction with learning, (8) facilitate successive approximations to the target skill. The design of cognitive tutors faces two major challenges (Aleven 2010 p.57): flexibility to adapt to students’ actual solutions, and cognitive fidelity to accurately correspond to the knowledge components students are actually learning. The naming of cognitive tutors too is problematic, since intelligent tutoring systems can be grounded in cognitive science and not be called cognitive tutors. ====Key references==== Aleven V. (2010) Rule-based cognitive modeling for intelligent tutoring systems. In: Nkambou R., Bourdeau J., Mizoguchi R. (eds.) Advances in Intelligent Tutoring Systems (pp.33-62). Berlin: Springer verlag. Anderson J. R. (1983) The Architecture of Cognition. Cambridge, MA: Harvard University Press. Anderson J. R., Corbett A. T., Koedinger K. R., Pelletier R [http://www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA312246] (1996) Cognitive Tutors: Lessons Learned. ARI Research Note 96-66. United States Army, Research Institute for the Behavioral and Social Sciences. Blessing, S. [http://www.carnegielearning.com/whitepapers/7/] (2011) The Cognitive Tutor™: Successful Application of Cognitive Science. Koedinger K. & Corbett A. (2006), Cognitive Tutors, in Sawyer, L., Ed., The Cambridge Handbook of the Learning Sciences (pp. 61-77) Cambridge University Press. 620 619 2012-01-16T17:31:57Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributor'''s: Jacqueline Bourdeau, Télé-université, UQAM, Montréal (Québec)<br> Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Definition==== A cognitive tutor is an intelligent tutoring system which “possesses a computational model capable of solving the problems that are given to students in the ways students are expected to solve the problems" (Anderson et al. 1996 p.3) ====Comments on the history==== The expression "cognitive tutor" was coined in the context of the Advanced Computer Tutoring Project at Carnegie Mellon University in the mid1980’s. The objective was to design tutors based on "a cognitive model of the competence that the student is being asked to learn" (Anderson et al. p.3). The design of cognitive tutors inherited and is grounded in more than a decade of research on ACT* theory of an architecture of cognition (Anderson 1983). It left the approach based on models informed by human teaching, for models informed by a learning theory so that the environment is able to take actions that facilitate learning because it uses a cognitive model of where the student is in a task (ibid. p.47). Koedinger and Corbett (2006), later with Aleven (2010), experimented innovative methods to produce and evaluate the Cognitive tutors (Koedinger and Corbett p.62). They also provided a research platform for a series of projects on cognitive tutors. Since 2011, Cognitive Tutor™ is a trade mark owned by Carnegie Learning Inc. , the publisher of these tutors (Blessing, 2011). ====Related terms==== Intelligent tutoring system, intelligent tutor, tutoring system, model tracing, knowledge tracing, cognitive fidelity, learner model, cognitive science, Cognitive Tutor™ ====Translation issues==== …/… ====Disciplinary issues==== The design of “cognitive tutors” is grounded on the three postulates of the ACT* theory: procedural-declarative distinction, knowledge compilation, strengthening with practice. It complies with the eight following principles (Anderson et al. 1996 pp.14 sqq): (1) represent student competence as a production set, (2) communicate the goal structure underlying the problem-solving, (3) provide instruction in the problem solving context, (4) promote an abstract understanding of the problem-solving knowledge, (5) minimize working memory load, (6) provide immediate feedback on errors, (7) adjust the grain size of instruction with learning, (8) facilitate successive approximations to the target skill. The design of cognitive tutors faces two major challenges (Aleven 2010 p.57): flexibility to adapt to students’ actual solutions, and cognitive fidelity to accurately correspond to the knowledge components students are actually learning. The naming of cognitive tutors too is problematic, since intelligent tutoring systems can be grounded in cognitive science and not be called cognitive tutors. ====Key references==== Aleven V. (2010) Rule-based cognitive modeling for intelligent tutoring systems. In: Nkambou R., Bourdeau J., Mizoguchi R. (eds.) Advances in Intelligent Tutoring Systems (pp.33-62). Berlin: Springer verlag. Anderson J. R. (1983) The Architecture of Cognition. Cambridge, MA: Harvard University Press. Anderson J. R., Corbett A. T., Koedinger K. R., Pelletier R [http://www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA312246] (1996) Cognitive Tutors: Lessons Learned. ARI Research Note 96-66. United States Army, Research Institute for the Behavioral and Social Sciences. Blessing, S. [http://www.carnegielearning.com/whitepapers/7/] (2011) The Cognitive Tutor™: Successful Application of Cognitive Science. Koedinger K. & Corbett A. (2006), Cognitive Tutors, in Sawyer, L., Ed., The Cambridge Handbook of the Learning Sciences (pp. 61-77) Cambridge University Press. 619 618 2012-01-16T16:05:50Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributor'''s: Jacqueline Bourdeau, Télé-université, UQAM, Montréal (Québec)<br> Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Definition==== A cognitive tutor is an intelligent tutoring system which “possesses a computational model capable of solving the problems that are given to students in the ways students are expected to solve the problems" (Anderson et al. 1996 p.3) ====Comments on the history==== The expression "cognitive tutor" was coined in the context of the Advanced Computer Tutoring Project at Carnegie Mellon University in the mid1980’s. The objective was to design tutors based on "a cognitive model of the competence that the student is being asked to learn" (Anderson et al. p.3). The design of cognitive tutors inherited and is grounded in more than a decade of research on ACT* theory of an architecture of cognition (Anderson 1983). It left the approach based on models informed by human teaching, for models informed by a learning theory so that the environment is able to take actions that facilitate learning because it uses a cognitive model of where the student is in a task (ibid. p.47). Koedinger and Corbett (2006), later with Aleven (2010), experimented innovative methods to produce and evaluate the Cognitive tutors (Koedinger and Corbett p.62). They also provided a research platform for a series of projects on cognitive tutors. Since 2011, Cognitive Tutor™ is a trade mark owned by Carnegie Learning Inc. , the publisher of these tutors (Blessing, 2011). ====Related terms==== Intelligent tutoring system, intelligent tutor, tutoring system, model tracing, knowledge tracing, cognitive fidelity, learner model, cognitive science, Cognitive Tutor™ ====Translation issues==== …/… ====Disciplinary issues==== The design of “cognitive tutors” is grounded on the three postulates of the ACT* theory: procedural-declarative distinction, knowledge compilation, strengthening with practice. It complies with the eight following principles (Anderson et al. 1996 pp.14 sqq): (1) represent student competence as a production set, (2) communicate the goal structure underlying the problem-solving, (3) provide instruction in the problem solving context, (4) promote an abstract understanding of the problem-solving knowledge, (5) minimize working memory load, (6) provide immediate feedback on errors, (7) adjust the grain size of instruction with learning, (8) facilitate successive approximations to the target skill. The design of cognitive tutors faces two major challenges (Aleven 2010 p.57): flexibility to adapt to students’ actual solutions, and cognitive fidelity to accurately correspond to the knowledge components students are actually learning. The naming of cognitive tutors too is problematic, since intelligent tutoring systems can be grounded in cognitive science and not be called cognitive tutors. ====Key references==== Aleven V. (2010) Rule-based cognitive modeling for intelligent tutoring systems. In: Nkambou R., Bourdeau J., Mizoguchi R. (eds.) Advances in Intelligent Tutoring Systems (pp.33-62). Berlin: Springer verlag. Anderson J. R. (1983) The Architecture of Cognition. Cambridge, MA: Harvard University Press. Anderson J. R., Corbett A. T., Koedinger K. R., Pelletier R (1996) Cognitive Tutors: Lessons Learned. ARI Research Note 96-66. United States Army, Research Institute for the Behavioral and Social Sciences. [http://www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA312246] Blessing, S. (2011) The Cognitive Tutor™: Successful Application of Cognitive Science. [http://www.carnegielearning.com/whitepapers/7/] Koedinger K. & Corbett A. (2006), Cognitive Tutors, in Sawyer, L., Ed., The Cambridge Handbook of the Learning Sciences (pp. 61-77) Cambridge University Press. 618 606 2012-01-16T16:04:07Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributor'''s: Jacqueline Bourdeau, Télé-université, UQAM, Montréal (Québec)<br> Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Definition==== A cognitive tutor is an intelligent tutoring system which “possesses a computational model capable of solving the problems that are given to students in the ways students are expected to solve the problems" (Anderson et al. 1996 p.3) ====Comments on the history==== The expression "cognitive tutor" was coined in the context of the Advanced Computer Tutoring Project at Carnegie Mellon University in the mid1980’s. The objective was to design tutors based on "a cognitive model of the competence that the student is being asked to learn" (Anderson et al. p.3). The design of cognitive tutors inherited and is grounded in more than a decade of research on ACT* theory of an architecture of cognition (Anderson 1983). It left the approach based on models informed by human teaching, for models informed by a learning theory so that the environment is able to take actions that facilitate learning because it uses a cognitive model of where the student is in a task (ibid. p.47). Koedinger and Corbett (2006), later with Aleven (2010), experimented innovative methods to produce and evaluate the Cognitive tutors (Koedinger and Corbett p.62). They also provided a research platform for a series of projects on cognitive tutors. Since 2011, Cognitive Tutor™ is a trade mark owned by Carnegie Learning Inc. , the publisher of these tutors (Blessing, 2011). ====Related terms==== Intelligent tutoring system, intelligent tutor, tutoring system, model tracing, knowledge tracing, cognitive fidelity, learner model, cognitive science, Cognitive Tutor™ ====Translation issues==== …/… ====Disciplinary issues==== The design of “cognitive tutors” is grounded on the three postulates of the ACT* theory: procedural-declarative distinction, knowledge compilation, strengthening with practice. It complies with the eight following principles (Anderson et al. 1996 pp.14 sqq): (1) represent student competence as a production set, (2) communicate the goal structure underlying the problem-solving, (3) provide instruction in the problem solving context, (4) promote an abstract understanding of the problem-solving knowledge, (5) minimize working memory load, (6) provide immediate feedback on errors, (7) adjust the grain size of instruction with learning, (8) facilitate successive approximations to the target skill. The design of cognitive tutors faces two major challenges (Aleven 2010 p.57): flexibility to adapt to students’ actual solutions, and cognitive fidelity to accurately correspond to the knowledge components students are actually learning. The naming of cognitive tutors too is problematic, since intelligent tutoring systems can be grounded in cognitive science and not be called cognitive tutors. ====Key references==== Aleven V. (2010) Rule-based cognitive modeling for intelligent tutoring systems. In: Nkambou R., Bourdeau J., Mizoguchi R. (eds.) Advances in Intelligent Tutoring Systems (pp.33-62). Berlin: Springer verlag. Anderson J. R. (1983) The Architecture of Cognition. Cambridge, MA: Harvard University Press. Anderson J. R., Corbett A. T., Koedinger K. R., Pelletier R (1996) Cognitive Tutors: Lessons Learned. ARI Research Note 96-66. United States Army, Research Institute for the Behavioral and Social Sciences. [http://www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA312246] Blessing, S. (2011) The Cognitive Tutor™: Successful Application of Cognitive Science, [http://www.carnegielearning.com/whitepapers/7/] Koedinger K. & Corbett A. (2006), Cognitive Tutors, in Sawyer, L., Ed., The Cambridge Handbook of the Learning Sciences (pp. 61-77) Cambridge University Press. 606 2012-01-16T14:54:37Z Zeiliger 2 Created page with "<u>Draft 1</u> '''Editor''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributor'''s: Jacqueline Bourdeau, Télé-université, UQAM, Montréal (Québec)<..." wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributor'''s: Jacqueline Bourdeau, Télé-université, UQAM, Montréal (Québec)<br> Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Definition==== A cognitive tutor is an intelligent tutoring system which “possesses a computational model capable of solving the problems that are given to students in the ways students are expected to solve the problems" (Anderson et al. 1996 p.3) ====Comments on the history==== The expression "cognitive tutor" was coined in the context of the Advanced Computer Tutoring Project at Carnegie Mellon University in the mid1980’s. The objective was to design tutors based on "a cognitive model of the competence that the student is being asked to learn" (Anderson et al. p.3). The design of cognitive tutors inherited and is grounded in more than a decade of research on ACT* theory of an architecture of cognition (Anderson 1983). It left the approach based on models informed by human teaching, for models informed by a learning theory so that the environment is able to take actions that facilitate learning because it uses a cognitive model of where the student is in a task (ibid. p.47). Koedinger and Corbett (2006), later with Aleven (2010), experimented innovative methods to produce and evaluate the Cognitive tutors (Koedinger and Corbett p.62). They also provided a research platform for a series of projects on cognitive tutors. Since 2011, Cognitive Tutor™ is a trade mark owned by Carnegie Learning Inc. , the publisher of these tutors (Blessing, 2011). ====Related terms==== Intelligent tutoring system, intelligent tutor, tutoring system, model tracing, knowledge tracing, cognitive fidelity, learner model, cognitive science, Cognitive Tutor™ ====Translation issues==== …/… ====Disciplinary issues==== The design of “cognitive tutors” is grounded on the three postulates of the ACT* theory: procedural-declarative distinction, knowledge compilation, strengthening with practice. It complies with the eight following principles (Anderson et al. 1996 pp.14 sqq): (1) represent student competence as a production set, (2) communicate the goal structure underlying the problem-solving, (3) provide instruction in the problem solving context, (4) promote an abstract understanding of the problem-solving knowledge, (5) minimize working memory load, (6) provide immediate feedback on errors, (7) adjust the grain size of instruction with learning, (8) facilitate successive approximations to the target skill. The design of cognitive tutors faces two major challenges (Aleven 2010 p.57): flexibility to adapt to students’ actual solutions, and cognitive fidelity to accurately correspond to the knowledge components students are actually learning. The naming of cognitive tutors too is problematic, since intelligent tutoring systems can be grounded in cognitive science and not be called cognitive tutors. ====Key references==== Aleven V. (2010) Rule-based cognitive modeling for intelligent tutoring systems. In: Nkambou R., Bourdeau J., Mizoguchi R. (eds.) Advances in Intelligent Tutoring Systems (pp.33-62). Berlin: Springer verlag. Anderson J. R. (1983) The Architecture of Cognition. Cambridge, MA: Harvard University Press. Anderson J. R., Corbett A. T., Koedinger K. R., Pelletier R (1996) Cognitive Tutors: Lessons Learned. ARI Research Note 96-66. United States Army, Research Institute for the Behavioral and Social Sciences. [http://www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA312246] Blessing, S. (2011) The Cognitive Tutor™: Successful Application of Cognitive Science, [http://www.carnegielearning.com/whitepapers/7/] Koedinger K. & Corbett A. (2006), Cognitive Tutors, in Sawyer, L., Ed., The Cambridge Handbook of the Learning Sciences, Cambridge University Press, p. 61-77. 0 135 1251 1250 2013-03-11T11:12:16Z Vdimitrova 15 /* Сродни термини */ wikitext text/x-wiki <h1>Когнитивен персонален учител</h1> <u>раб. версия 1</u> '''Editor''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributors''': Jacqueline Bourdeau, Télé-université, Montréal (Québec); Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Когнитивният персонален учител е интелигентна система за обучение, която „притежава изчислителен модел, който е в състояние да решава сложни когнитивни проблеми, зададени на учащите по начин, по който учащите се предполага, че решават тези проблеми” (Anderson et al. 1996 p.3). ====Сродни термини==== Интелигентни системи за индивидуално обучение (Intelligent tutoring system), интелигентни индивидуални учители (intelligent tutor), системи за индивидуално обучение (tutoring system), проследяване на стъпки по решаване на сложни когнитивни проблеми от учащия (model tracing), проследяване на знание (knowledge tracing), когнитивна надеждност (cognitive fidelity), модел на учащия (learner model), когнитивни науки (cognitive science), Персонален когнитивен учител™ (Cognitive Tutor™) ====Коментар по развитието на термина==== Изразът ‘когнитивен учител’ е въведен в контекста на Проекта за индивидуално обучение с помощта на високи компютърни технологии в университета „Карнеги Мелън” в средата на 80-те години на 20-ти век. Целта е била да бъдат създадени учители за индивидуално обучение и обучение в малки групи, базирани на „когнитивен модел на нивото на компетентност, което се иска да постигне даден учащ” (Anderson et al. p.3). Проектирането на когнитивните индивидуални учители е изградено въз основа на повече от едно десетилетие изследователска работа върху теорията за когнитивната архитектура, наречена адаптивен характер на мисълта (АХМ; Anderson 1983). Тази теория предава в наследство подход, който е базиран на модели на преподаване, които от своя страна черпят от теорията за ученето. Тъй като учебната среда използва модели на самите учащи по време на изпълнението на дадена задача, тя е в състояние да предприеме действия, които да улеснят ученето(ibid. p.47). Koedinger и Corbett (2006), по-късно в съдействие с Aleven (2010), експериментират с иновативни методи за изработване и тестване на персонални когнитивни учители (Koedinger and Corbett p.62). Те също създават изследователска платформа за серия от проекти за такива учители. От 2011 насам Персонален когнитивен учител™ е регистрирана търговска марка със собственик Корпорацията за учене „Карнеги”, която е издател на когнитивните учители (Blessing, 2011). ====Проблематика на превода==== -/- ====Предметна проблематика==== Проектирането на индивидуалните когнитивни учители е базирано на три принципа на теорията за АХМ: разграничение между декларативно и процедурно знание, компилация на знанието и затвържаване в практиката. То също така отговаря на следните осем принципа (Anderson et al. 1996 pp.14 sqq): (1) представяне на нивото на компетентност на учащия като група от правила за предприемане на действие, (2) показване на структурата на целеполагане по време на решаване на сложни когнитивни проблеми, (3) осигуряване на инструкция в контекста на решаването на проблема, (4) стимулиране на абстрактно разбиране на познанията за решаване на проблема, (5) минимизиране на натоварването на работната памет, (6) даване на внезапна обратна информация за допуснати грешки, (7) настройване на количеството учебен материал спрямо реалния процес на учене, (8) подпомагане на успешно приближаване до целевите умения. Изграждането на индивидуални когнитивни учители се сблъсква с две основни предизвикателства (Aleven 2010 p.57): 1.) гъвкавост за нагаждане към реалните решения на учащите и 2.) когнитивна недежност, която да отговаря точно на учебните единици, изучавани от учащите. Самото название на индивидуалните когнитивни учители е също проблематично, тъй като интелигентните системи за индивидуално обучение също могат да бъдат базирани на когнитивната наука и същевременно да не се наричат индивидуални когнитивни учители. ====Основна литература==== [http://www.telearn.org/open-archive/browse?resource=7108_v1] Aleven V. (2010) Rule-based cognitive modeling for intelligent tutoring systems. In: Nkambou R., Bourdeau J., Mizoguchi R. (eds.) Advances in Intelligent Tutoring Systems (pp.33-62). Berlin: Springer verlag. [http://www.telearn.org/open-archive/browse?resource=7109_v1] Anderson J. R. (1983) The Architecture of Cognition. Cambridge, MA: Harvard University Press. [http://www.telearn.org/open-archive/browse?resource=7110_v1] Anderson J. R., Corbett A. T., Koedinger K. R., Pelletier R. (1996) Cognitive Tutors: Lessons Learned. ARI Research Note 96-66. United States Army, Research Institute for the Behavioral and Social Sciences. [http://www.telearn.org/open-archive/browse?resource=7111_v1] Blessing, S. (2011) The Cognitive Tutor™: Successful Application of Cognitive Science. [http://www.telearn.org/open-archive/browse?resource=7112_v1] Koedinger K. & Corbett A. (2006), Cognitive Tutors, in Sawyer, L., Ed., The Cambridge Handbook of the Learning Sciences (pp. 61-77) Cambridge University Press. 1250 1249 2013-03-11T11:10:58Z Vdimitrova 15 /* Коментар по развитието на термина */ wikitext text/x-wiki <h1>Когнитивен персонален учител</h1> <u>раб. версия 1</u> '''Editor''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributors''': Jacqueline Bourdeau, Télé-université, Montréal (Québec); Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Когнитивният персонален учител е интелигентна система за обучение, която „притежава изчислителен модел, който е в състояние да решава сложни когнитивни проблеми, зададени на учащите по начин, по който учащите се предполага, че решават тези проблеми” (Anderson et al. 1996 p.3). ====Сродни термини==== Интелигентни системи за индивидуално обучение (Intelligent tutoring system), интелигентни индивидуални учители (intelligent tutor), системи за индивидуално обучение (tutoring system), проследяване на стъпи по решаване на сложни когнитивни проблеми от учащия (model tracing), проследяване на знание (knowledge tracing), когнитивна надеждност (cognitive fidelity), модел на учащия (learner model), когнитивни науки (cognitive science), Персонален когнитивен учител™ (Cognitive Tutor™) ====Коментар по развитието на термина==== Изразът ‘когнитивен учител’ е въведен в контекста на Проекта за индивидуално обучение с помощта на високи компютърни технологии в университета „Карнеги Мелън” в средата на 80-те години на 20-ти век. Целта е била да бъдат създадени учители за индивидуално обучение и обучение в малки групи, базирани на „когнитивен модел на нивото на компетентност, което се иска да постигне даден учащ” (Anderson et al. p.3). Проектирането на когнитивните индивидуални учители е изградено въз основа на повече от едно десетилетие изследователска работа върху теорията за когнитивната архитектура, наречена адаптивен характер на мисълта (АХМ; Anderson 1983). Тази теория предава в наследство подход, който е базиран на модели на преподаване, които от своя страна черпят от теорията за ученето. Тъй като учебната среда използва модели на самите учащи по време на изпълнението на дадена задача, тя е в състояние да предприеме действия, които да улеснят ученето(ibid. p.47). Koedinger и Corbett (2006), по-късно в съдействие с Aleven (2010), експериментират с иновативни методи за изработване и тестване на персонални когнитивни учители (Koedinger and Corbett p.62). Те също създават изследователска платформа за серия от проекти за такива учители. От 2011 насам Персонален когнитивен учител™ е регистрирана търговска марка със собственик Корпорацията за учене „Карнеги”, която е издател на когнитивните учители (Blessing, 2011). ====Проблематика на превода==== -/- ====Предметна проблематика==== Проектирането на индивидуалните когнитивни учители е базирано на три принципа на теорията за АХМ: разграничение между декларативно и процедурно знание, компилация на знанието и затвържаване в практиката. То също така отговаря на следните осем принципа (Anderson et al. 1996 pp.14 sqq): (1) представяне на нивото на компетентност на учащия като група от правила за предприемане на действие, (2) показване на структурата на целеполагане по време на решаване на сложни когнитивни проблеми, (3) осигуряване на инструкция в контекста на решаването на проблема, (4) стимулиране на абстрактно разбиране на познанията за решаване на проблема, (5) минимизиране на натоварването на работната памет, (6) даване на внезапна обратна информация за допуснати грешки, (7) настройване на количеството учебен материал спрямо реалния процес на учене, (8) подпомагане на успешно приближаване до целевите умения. Изграждането на индивидуални когнитивни учители се сблъсква с две основни предизвикателства (Aleven 2010 p.57): 1.) гъвкавост за нагаждане към реалните решения на учащите и 2.) когнитивна недежност, която да отговаря точно на учебните единици, изучавани от учащите. Самото название на индивидуалните когнитивни учители е също проблематично, тъй като интелигентните системи за индивидуално обучение също могат да бъдат базирани на когнитивната наука и същевременно да не се наричат индивидуални когнитивни учители. ====Основна литература==== [http://www.telearn.org/open-archive/browse?resource=7108_v1] Aleven V. (2010) Rule-based cognitive modeling for intelligent tutoring systems. In: Nkambou R., Bourdeau J., Mizoguchi R. (eds.) Advances in Intelligent Tutoring Systems (pp.33-62). Berlin: Springer verlag. [http://www.telearn.org/open-archive/browse?resource=7109_v1] Anderson J. R. (1983) The Architecture of Cognition. Cambridge, MA: Harvard University Press. [http://www.telearn.org/open-archive/browse?resource=7110_v1] Anderson J. R., Corbett A. T., Koedinger K. R., Pelletier R. (1996) Cognitive Tutors: Lessons Learned. ARI Research Note 96-66. United States Army, Research Institute for the Behavioral and Social Sciences. [http://www.telearn.org/open-archive/browse?resource=7111_v1] Blessing, S. (2011) The Cognitive Tutor™: Successful Application of Cognitive Science. [http://www.telearn.org/open-archive/browse?resource=7112_v1] Koedinger K. & Corbett A. (2006), Cognitive Tutors, in Sawyer, L., Ed., The Cambridge Handbook of the Learning Sciences (pp. 61-77) Cambridge University Press. 1249 1090 2013-03-11T10:57:52Z Vdimitrova 15 /* Сродни термини */ wikitext text/x-wiki <h1>Когнитивен персонален учител</h1> <u>раб. версия 1</u> '''Editor''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributors''': Jacqueline Bourdeau, Télé-université, Montréal (Québec); Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Когнитивният персонален учител е интелигентна система за обучение, която „притежава изчислителен модел, който е в състояние да решава сложни когнитивни проблеми, зададени на учащите по начин, по който учащите се предполага, че решават тези проблеми” (Anderson et al. 1996 p.3). ====Сродни термини==== Интелигентни системи за индивидуално обучение (Intelligent tutoring system), интелигентни индивидуални учители (intelligent tutor), системи за индивидуално обучение (tutoring system), проследяване на стъпи по решаване на сложни когнитивни проблеми от учащия (model tracing), проследяване на знание (knowledge tracing), когнитивна надеждност (cognitive fidelity), модел на учащия (learner model), когнитивни науки (cognitive science), Персонален когнитивен учител™ (Cognitive Tutor™) ====Коментар по развитието на термина==== Изразът ‘ когнитивен учител’ е въведен в контекста на Проекта за развито компютърно обучение в университета „Карнеги Мелън” в средата на 80-те години на 20-ти век. Целта е била да бъдат създадени учители за индивидуално обучение и обучение в малки групи, базирани на „ когнитивен модел на нивото на компетентност, което даден учащ се иска да постигне” (Anderson et al. p.3). Проектирането на когнитивните индивидуални учители е изградено върху основата на повече от едно десетилетие изследователска работа върху теорията за когнитивната архитектура, наречена адаптивен характер на мисълта (АХМ; Anderson 1983). Тази теория предава в наследство подход, който е базиран на модели на преподаване, които от своя страна черпят от теорията за ученето. По този начин учебната средата е в състояние да предприеме действия, които да улеснят ученето, тъй като използва модели на учещите по време на изпълнението на дадена задача (ibid. p.47). Koedinger и Corbett (2006), по-късно в съдействие с Aleven (2010), експериментират с иновативни методи за изработка и тестване на когнитивни индивидуални учители (Koedinger and Corbett p.62). Те също създават изследователска платформа за серия от проекти за когнитивни индивидуални учители. От 2011 насам Когнитивен индивидуален учител™ е регистрирана търговска марка със собственик Корпорацията за учене „Карнеги”, която е издател на когнитивните учители (Blessing, 2011). ====Проблематика на превода==== -/- ====Предметна проблематика==== Проектирането на индивидуалните когнитивни учители е базирано на три принципа на теорията за АХМ: разграничение между декларативно и процедурно знание, компилация на знанието и затвържаване в практиката. То също така отговаря на следните осем принципа (Anderson et al. 1996 pp.14 sqq): (1) представяне на нивото на компетентност на учащия като група от правила за предприемане на действие, (2) показване на структурата на целеполагане по време на решаване на сложни когнитивни проблеми, (3) осигуряване на инструкция в контекста на решаването на проблема, (4) стимулиране на абстрактно разбиране на познанията за решаване на проблема, (5) минимизиране на натоварването на работната памет, (6) даване на внезапна обратна информация за допуснати грешки, (7) настройване на количеството учебен материал спрямо реалния процес на учене, (8) подпомагане на успешно приближаване до целевите умения. Изграждането на индивидуални когнитивни учители се сблъсква с две основни предизвикателства (Aleven 2010 p.57): 1.) гъвкавост за нагаждане към реалните решения на учащите и 2.) когнитивна недежност, която да отговаря точно на учебните единици, изучавани от учащите. Самото название на индивидуалните когнитивни учители е също проблематично, тъй като интелигентните системи за индивидуално обучение също могат да бъдат базирани на когнитивната наука и същевременно да не се наричат индивидуални когнитивни учители. ====Основна литература==== [http://www.telearn.org/open-archive/browse?resource=7108_v1] Aleven V. (2010) Rule-based cognitive modeling for intelligent tutoring systems. In: Nkambou R., Bourdeau J., Mizoguchi R. (eds.) Advances in Intelligent Tutoring Systems (pp.33-62). Berlin: Springer verlag. [http://www.telearn.org/open-archive/browse?resource=7109_v1] Anderson J. R. (1983) The Architecture of Cognition. Cambridge, MA: Harvard University Press. [http://www.telearn.org/open-archive/browse?resource=7110_v1] Anderson J. R., Corbett A. T., Koedinger K. R., Pelletier R. (1996) Cognitive Tutors: Lessons Learned. ARI Research Note 96-66. United States Army, Research Institute for the Behavioral and Social Sciences. [http://www.telearn.org/open-archive/browse?resource=7111_v1] Blessing, S. (2011) The Cognitive Tutor™: Successful Application of Cognitive Science. [http://www.telearn.org/open-archive/browse?resource=7112_v1] Koedinger K. & Corbett A. (2006), Cognitive Tutors, in Sawyer, L., Ed., The Cambridge Handbook of the Learning Sciences (pp. 61-77) Cambridge University Press. 1090 1089 2013-02-20T14:03:39Z Balacheff 4 /* Основна литература */ wikitext text/x-wiki <h1>Когнитивен персонален учител</h1> <u>раб. версия 1</u> '''Editor''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributors''': Jacqueline Bourdeau, Télé-université, Montréal (Québec); Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Когнитивният персонален учител е интелигентна система за обучение, която „притежава изчислителен модел, който е в състояние да решава сложни когнитивни проблеми, зададени на учащите по начин, по който учащите се предполага, че решават тези проблеми” (Anderson et al. 1996 p.3). ====Сродни термини==== Интелигентни системи за индивидуално обучение, интелигентни индивидуалани учители, системи за индивидуално обучение, търсене на модели, търсене на знание, когнитивна надеждност, модел на учащия, когнитивни науки, Когнитивен Учител за Индивидуално Обучение™ ====Коментар по развитието на термина==== Изразът ‘ когнитивен учител’ е въведен в контекста на Проекта за развито компютърно обучение в университета „Карнеги Мелън” в средата на 80-те години на 20-ти век. Целта е била да бъдат създадени учители за индивидуално обучение и обучение в малки групи, базирани на „ когнитивен модел на нивото на компетентност, което даден учащ се иска да постигне” (Anderson et al. p.3). Проектирането на когнитивните индивидуални учители е изградено върху основата на повече от едно десетилетие изследователска работа върху теорията за когнитивната архитектура, наречена адаптивен характер на мисълта (АХМ; Anderson 1983). Тази теория предава в наследство подход, който е базиран на модели на преподаване, които от своя страна черпят от теорията за ученето. По този начин учебната средата е в състояние да предприеме действия, които да улеснят ученето, тъй като използва модели на учещите по време на изпълнението на дадена задача (ibid. p.47). Koedinger и Corbett (2006), по-късно в съдействие с Aleven (2010), експериментират с иновативни методи за изработка и тестване на когнитивни индивидуални учители (Koedinger and Corbett p.62). Те също създават изследователска платформа за серия от проекти за когнитивни индивидуални учители. От 2011 насам Когнитивен индивидуален учител™ е регистрирана търговска марка със собственик Корпорацията за учене „Карнеги”, която е издател на когнитивните учители (Blessing, 2011). ====Проблематика на превода==== -/- ====Предметна проблематика==== Проектирането на индивидуалните когнитивни учители е базирано на три принципа на теорията за АХМ: разграничение между декларативно и процедурно знание, компилация на знанието и затвържаване в практиката. То също така отговаря на следните осем принципа (Anderson et al. 1996 pp.14 sqq): (1) представяне на нивото на компетентност на учащия като група от правила за предприемане на действие, (2) показване на структурата на целеполагане по време на решаване на сложни когнитивни проблеми, (3) осигуряване на инструкция в контекста на решаването на проблема, (4) стимулиране на абстрактно разбиране на познанията за решаване на проблема, (5) минимизиране на натоварването на работната памет, (6) даване на внезапна обратна информация за допуснати грешки, (7) настройване на количеството учебен материал спрямо реалния процес на учене, (8) подпомагане на успешно приближаване до целевите умения. Изграждането на индивидуални когнитивни учители се сблъсква с две основни предизвикателства (Aleven 2010 p.57): 1.) гъвкавост за нагаждане към реалните решения на учащите и 2.) когнитивна недежност, която да отговаря точно на учебните единици, изучавани от учащите. Самото название на индивидуалните когнитивни учители е също проблематично, тъй като интелигентните системи за индивидуално обучение също могат да бъдат базирани на когнитивната наука и същевременно да не се наричат индивидуални когнитивни учители. ====Основна литература==== [http://www.telearn.org/open-archive/browse?resource=7108_v1] Aleven V. (2010) Rule-based cognitive modeling for intelligent tutoring systems. In: Nkambou R., Bourdeau J., Mizoguchi R. (eds.) Advances in Intelligent Tutoring Systems (pp.33-62). Berlin: Springer verlag. [http://www.telearn.org/open-archive/browse?resource=7109_v1] Anderson J. R. (1983) The Architecture of Cognition. Cambridge, MA: Harvard University Press. [http://www.telearn.org/open-archive/browse?resource=7110_v1] Anderson J. R., Corbett A. T., Koedinger K. R., Pelletier R. (1996) Cognitive Tutors: Lessons Learned. ARI Research Note 96-66. United States Army, Research Institute for the Behavioral and Social Sciences. [http://www.telearn.org/open-archive/browse?resource=7111_v1] Blessing, S. (2011) The Cognitive Tutor™: Successful Application of Cognitive Science. [http://www.telearn.org/open-archive/browse?resource=7112_v1] Koedinger K. & Corbett A. (2006), Cognitive Tutors, in Sawyer, L., Ed., The Cambridge Handbook of the Learning Sciences (pp. 61-77) Cambridge University Press. 1089 1088 2013-02-20T14:03:07Z Balacheff 4 wikitext text/x-wiki <h1>Когнитивен персонален учител</h1> <u>раб. версия 1</u> '''Editor''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributors''': Jacqueline Bourdeau, Télé-université, Montréal (Québec); Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Когнитивният персонален учител е интелигентна система за обучение, която „притежава изчислителен модел, който е в състояние да решава сложни когнитивни проблеми, зададени на учащите по начин, по който учащите се предполага, че решават тези проблеми” (Anderson et al. 1996 p.3). ====Сродни термини==== Интелигентни системи за индивидуално обучение, интелигентни индивидуалани учители, системи за индивидуално обучение, търсене на модели, търсене на знание, когнитивна надеждност, модел на учащия, когнитивни науки, Когнитивен Учител за Индивидуално Обучение™ ====Коментар по развитието на термина==== Изразът ‘ когнитивен учител’ е въведен в контекста на Проекта за развито компютърно обучение в университета „Карнеги Мелън” в средата на 80-те години на 20-ти век. Целта е била да бъдат създадени учители за индивидуално обучение и обучение в малки групи, базирани на „ когнитивен модел на нивото на компетентност, което даден учащ се иска да постигне” (Anderson et al. p.3). Проектирането на когнитивните индивидуални учители е изградено върху основата на повече от едно десетилетие изследователска работа върху теорията за когнитивната архитектура, наречена адаптивен характер на мисълта (АХМ; Anderson 1983). Тази теория предава в наследство подход, който е базиран на модели на преподаване, които от своя страна черпят от теорията за ученето. По този начин учебната средата е в състояние да предприеме действия, които да улеснят ученето, тъй като използва модели на учещите по време на изпълнението на дадена задача (ibid. p.47). Koedinger и Corbett (2006), по-късно в съдействие с Aleven (2010), експериментират с иновативни методи за изработка и тестване на когнитивни индивидуални учители (Koedinger and Corbett p.62). Те също създават изследователска платформа за серия от проекти за когнитивни индивидуални учители. От 2011 насам Когнитивен индивидуален учител™ е регистрирана търговска марка със собственик Корпорацията за учене „Карнеги”, която е издател на когнитивните учители (Blessing, 2011). ====Проблематика на превода==== -/- ====Предметна проблематика==== Проектирането на индивидуалните когнитивни учители е базирано на три принципа на теорията за АХМ: разграничение между декларативно и процедурно знание, компилация на знанието и затвържаване в практиката. То също така отговаря на следните осем принципа (Anderson et al. 1996 pp.14 sqq): (1) представяне на нивото на компетентност на учащия като група от правила за предприемане на действие, (2) показване на структурата на целеполагане по време на решаване на сложни когнитивни проблеми, (3) осигуряване на инструкция в контекста на решаването на проблема, (4) стимулиране на абстрактно разбиране на познанията за решаване на проблема, (5) минимизиране на натоварването на работната памет, (6) даване на внезапна обратна информация за допуснати грешки, (7) настройване на количеството учебен материал спрямо реалния процес на учене, (8) подпомагане на успешно приближаване до целевите умения. Изграждането на индивидуални когнитивни учители се сблъсква с две основни предизвикателства (Aleven 2010 p.57): 1.) гъвкавост за нагаждане към реалните решения на учащите и 2.) когнитивна недежност, която да отговаря точно на учебните единици, изучавани от учащите. Самото название на индивидуалните когнитивни учители е също проблематично, тъй като интелигентните системи за индивидуално обучение също могат да бъдат базирани на когнитивната наука и същевременно да не се наричат индивидуални когнитивни учители. ====Основна литература==== Aleven V. (2010) Rule-based cognitive modeling for intelligent tutoring systems. In: Nkambou R., Bourdeau J., Mizoguchi R. (eds.) Advances in Intelligent Tutoring Systems (pp.33-62). Berlin: Springer verlag. Anderson J. R. (1983) The Architecture of Cognition. Cambridge, MA: Harvard University Press. Anderson J. R., Corbett A. T., Koedinger K. R., Pelletier R. (1996) Cognitive Tutors: Lessons Learned. ARI Research Note 96-66. United States Army, Research Institute for the Behavioral and Social Sciences. Blessing, S. (2011) The Cognitive Tutor™: Successful Application of Cognitive Science. Koedinger K. & Corbett A. (2006), Cognitive Tutors, in Sawyer, L., Ed., The Cambridge Handbook of the Learning Sciences (pp. 61-77) Cambridge University Press. 1088 1087 2013-02-20T14:00:54Z Balacheff 4 wikitext text/x-wiki <h1>Когнитивен персонален учител</h1> <u>раб. версия 1</u> '''Editor''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributors''': Jacqueline Bourdeau, Télé-université, Montréal (Québec) Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Когнитивният персонален учител е интелигентна система за обучение, която „притежава изчислителен модел, който е в състояние да решава сложни когнитивни проблеми, зададени на учащите по начин, по който учащите се предполага, че решават тези проблеми” (Anderson et al. 1996 p.3). ====Сродни термини==== Интелигентни системи за индивидуално обучение, интелигентни индивидуалани учители, системи за индивидуално обучение, търсене на модели, търсене на знание, когнитивна надеждност, модел на учащия, когнитивни науки, Когнитивен Учител за Индивидуално Обучение™ ====Коментар по развитието на термина==== Изразът ‘ когнитивен учител’ е въведен в контекста на Проекта за развито компютърно обучение в университета „Карнеги Мелън” в средата на 80-те години на 20-ти век. Целта е била да бъдат създадени учители за индивидуално обучение и обучение в малки групи, базирани на „ когнитивен модел на нивото на компетентност, което даден учащ се иска да постигне” (Anderson et al. p.3). Проектирането на когнитивните индивидуални учители е изградено върху основата на повече от едно десетилетие изследователска работа върху теорията за когнитивната архитектура, наречена адаптивен характер на мисълта (АХМ; Anderson 1983). Тази теория предава в наследство подход, който е базиран на модели на преподаване, които от своя страна черпят от теорията за ученето. По този начин учебната средата е в състояние да предприеме действия, които да улеснят ученето, тъй като използва модели на учещите по време на изпълнението на дадена задача (ibid. p.47). Koedinger и Corbett (2006), по-късно в съдействие с Aleven (2010), експериментират с иновативни методи за изработка и тестване на когнитивни индивидуални учители (Koedinger and Corbett p.62). Те също създават изследователска платформа за серия от проекти за когнитивни индивидуални учители. От 2011 насам Когнитивен индивидуален учител™ е регистрирана търговска марка със собственик Корпорацията за учене „Карнеги”, която е издател на когнитивните учители (Blessing, 2011). ====Проблематика на превода==== -/- ====Предметна проблематика==== Проектирането на индивидуалните когнитивни учители е базирано на три принципа на теорията за АХМ: разграничение между декларативно и процедурно знание, компилация на знанието и затвържаване в практиката. То също така отговаря на следните осем принципа (Anderson et al. 1996 pp.14 sqq): (1) представяне на нивото на компетентност на учащия като група от правила за предприемане на действие, (2) показване на структурата на целеполагане по време на решаване на сложни когнитивни проблеми, (3) осигуряване на инструкция в контекста на решаването на проблема, (4) стимулиране на абстрактно разбиране на познанията за решаване на проблема, (5) минимизиране на натоварването на работната памет, (6) даване на внезапна обратна информация за допуснати грешки, (7) настройване на количеството учебен материал спрямо реалния процес на учене, (8) подпомагане на успешно приближаване до целевите умения. Изграждането на индивидуални когнитивни учители се сблъсква с две основни предизвикателства (Aleven 2010 p.57): 1.) гъвкавост за нагаждане към реалните решения на учащите и 2.) когнитивна недежност, която да отговаря точно на учебните единици, изучавани от учащите. Самото название на индивидуалните когнитивни учители е също проблематично, тъй като интелигентните системи за индивидуално обучение също могат да бъдат базирани на когнитивната наука и същевременно да не се наричат индивидуални когнитивни учители. ====Основна литература==== Aleven V. (2010) Rule-based cognitive modeling for intelligent tutoring systems. In: Nkambou R., Bourdeau J., Mizoguchi R. (eds.) Advances in Intelligent Tutoring Systems (pp.33-62). Berlin: Springer verlag. Anderson J. R. (1983) The Architecture of Cognition. Cambridge, MA: Harvard University Press. Anderson J. R., Corbett A. T., Koedinger K. R., Pelletier R. (1996) Cognitive Tutors: Lessons Learned. ARI Research Note 96-66. United States Army, Research Institute for the Behavioral and Social Sciences. Blessing, S. (2011) The Cognitive Tutor™: Successful Application of Cognitive Science. Koedinger K. & Corbett A. (2006), Cognitive Tutors, in Sawyer, L., Ed., The Cambridge Handbook of the Learning Sciences (pp. 61-77) Cambridge University Press. 1087 2013-02-20T13:58:13Z Balacheff 4 Created page with "Editor: Nicolas Balacheff, Laboratoire d’informatique de Grenoble Contributors: Jacqueline Bourdeau, Télé-université, Montréal (Québec) Paul A. Kirschner, Centre for Lea..." wikitext text/x-wiki Editor: Nicolas Balacheff, Laboratoire d’informatique de Grenoble Contributors: Jacqueline Bourdeau, Télé-université, Montréal (Québec) Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands Adaptation: Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Когнитивният персонален учител е интелигентна система за обучение, която „притежава изчислителен модел, който е в състояние да решава сложни когнитивни проблеми, зададени на учащите по начин, по който учащите се предполага, че решават тези проблеми” (Anderson et al. 1996 p.3). ====Сродни термини==== Интелигентни системи за индивидуално обучение, интелигентни индивидуалани учители, системи за индивидуално обучение, търсене на модели, търсене на знание, когнитивна надеждност, модел на учащия, когнитивни науки, Когнитивен Учител за Индивидуално Обучение™ ====Коментар по развитието на термина==== Изразът ‘ когнитивен учител’ е въведен в контекста на Проекта за развито компютърно обучение в университета „Карнеги Мелън” в средата на 80-те години на 20-ти век. Целта е била да бъдат създадени учители за индивидуално обучение и обучение в малки групи, базирани на „ когнитивен модел на нивото на компетентност, което даден учащ се иска да постигне” (Anderson et al. p.3). Проектирането на когнитивните индивидуални учители е изградено върху основата на повече от едно десетилетие изследователска работа върху теорията за когнитивната архитектура, наречена адаптивен характер на мисълта (АХМ; Anderson 1983). Тази теория предава в наследство подход, който е базиран на модели на преподаване, които от своя страна черпят от теорията за ученето. По този начин учебната средата е в състояние да предприеме действия, които да улеснят ученето, тъй като използва модели на учещите по време на изпълнението на дадена задача (ibid. p.47). Koedinger и Corbett (2006), по-късно в съдействие с Aleven (2010), експериментират с иновативни методи за изработка и тестване на когнитивни индивидуални учители (Koedinger and Corbett p.62). Те също създават изследователска платформа за серия от проекти за когнитивни индивидуални учители. От 2011 насам Когнитивен индивидуален учител™ е регистрирана търговска марка със собственик Корпорацията за учене „Карнеги”, която е издател на когнитивните учители (Blessing, 2011). ====Проблематика на превода==== -/- ====Предметна проблематика==== Проектирането на индивидуалните когнитивни учители е базирано на три принципа на теорията за АХМ: разграничение между декларативно и процедурно знание, компилация на знанието и затвържаване в практиката. То също така отговаря на следните осем принципа (Anderson et al. 1996 pp.14 sqq): (1) представяне на нивото на компетентност на учащия като група от правила за предприемане на действие, (2) показване на структурата на целеполагане по време на решаване на сложни когнитивни проблеми, (3) осигуряване на инструкция в контекста на решаването на проблема, (4) стимулиране на абстрактно разбиране на познанията за решаване на проблема, (5) минимизиране на натоварването на работната памет, (6) даване на внезапна обратна информация за допуснати грешки, (7) настройване на количеството учебен материал спрямо реалния процес на учене, (8) подпомагане на успешно приближаване до целевите умения. Изграждането на индивидуални когнитивни учители се сблъсква с две основни предизвикателства (Aleven 2010 p.57): 1.) гъвкавост за нагаждане към реалните решения на учащите и 2.) когнитивна недежност, която да отговаря точно на учебните единици, изучавани от учащите. Самото название на индивидуалните когнитивни учители е също проблематично, тъй като интелигентните системи за индивидуално обучение също могат да бъдат базирани на когнитивната наука и същевременно да не се наричат индивидуални когнитивни учители. ====Основна литература==== Aleven V. (2010) Rule-based cognitive modeling for intelligent tutoring systems. In: Nkambou R., Bourdeau J., Mizoguchi R. (eds.) Advances in Intelligent Tutoring Systems (pp.33-62). Berlin: Springer verlag. Anderson J. R. (1983) The Architecture of Cognition. Cambridge, MA: Harvard University Press. Anderson J. R., Corbett A. T., Koedinger K. R., Pelletier R. (1996) Cognitive Tutors: Lessons Learned. ARI Research Note 96-66. United States Army, Research Institute for the Behavioral and Social Sciences. Blessing, S. (2011) The Cognitive Tutor™: Successful Application of Cognitive Science. Koedinger K. & Corbett A. (2006), Cognitive Tutors, in Sawyer, L., Ed., The Cambridge Handbook of the Learning Sciences (pp. 61-77) Cambridge University Press. 0 109 835 833 2012-04-13T17:06:09Z Balacheff 4 wikitext text/x-wiki <h1>Tuteur cognitif</h1> <u>version 1</u> '''Rédacteur''' : Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributeurs''' : Jacqueline Bourdeau, Télé-université, Montréal (Québec) ; Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ''' Traducteur''' : Nicolas Balacheff ====Définition==== Un tuteur cognitif est un système tuteur intelligent qui dispose d’un modèle computationnel capable de résoudre les problèmes qui sont posés à l’apprenant d’une manière analogue à celle qu’ils mettraient eux-mêmes en œuvre (Anderson et al. 1996 p.3). ====Jalons historiques==== L’expression “tuteur cognitif” a été forgée au milieu des années 80, à l’université Carnegie Mellon (USA), dans le contexte du projet « Advanced Computer Tutoring ». L’objectif était de concevoir des tuteurs fondés sur un modèle cognitif de la compétence dont l’acquisition est visée par les étudiants (Anderson et al. 1996 p.3). La conception des tuteurs cognitifs est fondé depuis plus de dix ans sur les recherches conduites dans le cadre de la ACT*, théorie pour une architecture de la cognition (Anderson 1983). Cette théorie abandonne les modèles inspirés par l’enseignant, pour des modèles construits sur des théories de l’apprentissage pour que les environnements soient capables d’actions qui facilitent cet apprentissage parce qu’ils utilisent un modèle cognitif d’où se trouve l’apprenant dans la tâche (ibid. p.47). Koedinger et Corbett (2006), plus tard avec Aleven (2010), ont expérimenté des méthodes innovantes pour produire et évaluer les tuteurs cognitifs (Koedinger and Corbett p.62). Ils ont aussi mis en place une plateforme de recherche pour un ensemble de projets sur les tuteurs cognitifs. Depuis 2011, Cognitive Tutor™ est une marque déposée propriété de Carnegie Learning Inc, éditeur de ces tuteurs (Blessing, 2011). ====Termes et expressions associés==== Système tuteur intelligent, tuteur intelligent, système tuteur, model tracing, knowledge tracing, fidélité cognitive, modèle de l’apprenant, sciences cognitives, Cognitive Tutor™ ====Traductions==== …/… ====Remarques disciplinaires==== La conception des « tuteurs cognitifs » est fondée sur trois postulats de la théorie ACT* : la distinction entre déclaratif et procédural, compilation de la connaissance, renforcement par la pratique. Elle respecte les huit principes suivants (Anderson et al. 1996 pp.14 sqq) : (1) représenter la compétence de l’apprenant comme un ensemble de productions, (2) communiquer la structure de but sous-tendant la résolution de problème, (3) enseigner dans un contexte de résolution de problème, (4) promouvoir une compréhension abstraite de la connaissance en résolution de problème, (5) minimiser la charge de la mémoire de travail, (6) produire des feedback immédiats sur les erreurs, (7) ajuster la finesse du grain de l’enseignement à l’apprentissage, (8) faciliter les approximations successives pour approcher la compétence cible. La conception des tuteurs cognitifs fait face à deux défis majeurs (Aleven 2010 p.57) : l’adaptation flexible aux solutions effectives de l’apprenant, et la fidélité cognitive pour correspondre précisément aux éléments de connaissance que les apprenants apprennent effectivement. L’expression « tuteur cognitif » est problématique dans la mesure où des systèmes tuteurs intelligents peuvent être fondés sur des modèles cognitifs et ne pas recevoir ce label qui est une marque déposée. ====Principales références==== Aleven V. (2010) Rule-based cognitive modeling for intelligent tutoring systems. In: Nkambou R., Bourdeau J., Mizoguchi R. (eds.) Advances in Intelligent Tutoring Systems (pp.33-62). Berlin: Springer verlag. Anderson J. R. (1983) The Architecture of Cognition. Cambridge, MA: Harvard University Press. Anderson J. R., Corbett A. T., Koedinger K. R., Pelletier R (1996) Cognitive Tutors: Lessons Learned. ARI Research Note 96-66. United States Army, Research Institute for the Behavioral and Social Sciences. [http://www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA312246] Blessing, S. (2011) The Cognitive Tutor™: Successful Application of Cognitive Science, http://www.carnegielearning.com/whitepapers/7/ Koedinger K. & Corbett A. (2006), Cognitive Tutors, in Sawyer, L., Ed., The Cambridge Handbook of the Learning Sciences, Cambridge University Press, p. 61-77. 833 832 2012-04-13T09:33:39Z Zeiliger 2 wikitext text/x-wiki <h1>Tuteur cognitif</h1> <u>version 1</u> '''Rédacteur''' : Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributeurs''' : Jacqueline Bourdeau, Télé-université, Montréal (Québec) ; Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Définition==== Un tuteur cognitif est un système tuteur intelligent qui dispose d’un modèle computationnel capable de résoudre les problèmes qui sont posés à l’apprenant d’une manière analogue à celle qu’ils mettraient eux-mêmes en œuvre (Anderson et al. 1996 p.3). ====Jalons historiques==== L’expression “tuteur cognitif” a été forgée au milieu des années 80, à l’université Carnegie Mellon (USA), dans le contexte du projet « Advanced Computer Tutoring ». L’objectif était de concevoir des tuteurs fondés sur un modèle cognitif de la compétence dont l’acquisition est visée par les étudiants (Anderson et al. 1996 p.3). La conception des tuteurs cognitifs est fondé depuis plus de dix ans sur les recherches conduites dans le cadre de la ACT*, théorie pour une architecture de la cognition (Anderson 1983). Cette théorie abandonne les modèles inspirés par l’enseignant, pour des modèles construits sur des théories de l’apprentissage pour que les environnements soient capables d’actions qui facilitent cet apprentissage parce qu’ils utilisent un modèle cognitif d’où se trouve l’apprenant dans la tâche (ibid. p.47). Koedinger et Corbett (2006), plus tard avec Aleven (2010), ont expérimenté des méthodes innovantes pour produire et évaluer les tuteurs cognitifs (Koedinger and Corbett p.62). Ils ont aussi mis en place une plateforme de recherche pour un ensemble de projets sur les tuteurs cognitifs. Depuis 2011, Cognitive Tutor™ est une marque déposée propriété de Carnegie Learning Inc, éditeur de ces tuteurs (Blessing, 2011). ====Termes et expressions associés==== Système tuteur intelligent, tuteur intelligent, système tuteur, model tracing, knowledge tracing, fidélité cognitive, modèle de l’apprenant, sciences cognitives, Cognitive Tutor™ ====Traductions==== …/… ====Remarques disciplinaires==== La conception des « tuteurs cognitifs » est fondée sur trois postulats de la théorie ACT* : la distinction entre déclaratif et procédural, compilation de la connaissance, renforcement par la pratique. Elle respecte les huit principes suivants (Anderson et al. 1996 pp.14 sqq) : (1) représenter la compétence de l’apprenant comme un ensemble de productions, (2) communiquer la structure de but sous-tendant la résolution de problème, (3) enseigner dans un contexte de résolution de problème, (4) promouvoir une compréhension abstraite de la connaissance en résolution de problème, (5) minimiser la charge de la mémoire de travail, (6) produire des feedback immédiats sur les erreurs, (7) ajuster la finesse du grain de l’enseignement à l’apprentissage, (8) faciliter les approximations successives pour approcher la compétence cible. La conception des tuteurs cognitifs fait face à deux défis majeurs (Aleven 2010 p.57) : l’adaptation flexible aux solutions effectives de l’apprenant, et la fidélité cognitive pour correspondre précisément aux éléments de connaissance que les apprenants apprennent effectivement. L’expression « tuteur cognitif » est problématique dans la mesure où des systèmes tuteurs intelligents peuvent être fondés sur des modèles cognitifs et ne pas recevoir ce label qui est une marque déposée. ====Principales références==== Aleven V. (2010) Rule-based cognitive modeling for intelligent tutoring systems. In: Nkambou R., Bourdeau J., Mizoguchi R. (eds.) Advances in Intelligent Tutoring Systems (pp.33-62). Berlin: Springer verlag. Anderson J. R. (1983) The Architecture of Cognition. Cambridge, MA: Harvard University Press. Anderson J. R., Corbett A. T., Koedinger K. R., Pelletier R (1996) Cognitive Tutors: Lessons Learned. ARI Research Note 96-66. United States Army, Research Institute for the Behavioral and Social Sciences. [http://www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA312246] Blessing, S. (2011) The Cognitive Tutor™: Successful Application of Cognitive Science, http://www.carnegielearning.com/whitepapers/7/ Koedinger K. & Corbett A. (2006), Cognitive Tutors, in Sawyer, L., Ed., The Cambridge Handbook of the Learning Sciences, Cambridge University Press, p. 61-77. 832 831 2012-04-13T09:32:42Z Zeiliger 2 wikitext text/x-wiki =Tuteur cognitif= <u>version 1</u> '''Rédacteur''' : Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributeurs''' : Jacqueline Bourdeau, Télé-université, Montréal (Québec) ; Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Définition==== Un tuteur cognitif est un système tuteur intelligent qui dispose d’un modèle computationnel capable de résoudre les problèmes qui sont posés à l’apprenant d’une manière analogue à celle qu’ils mettraient eux-mêmes en œuvre (Anderson et al. 1996 p.3). ====Jalons historiques==== L’expression “tuteur cognitif” a été forgée au milieu des années 80, à l’université Carnegie Mellon (USA), dans le contexte du projet « Advanced Computer Tutoring ». L’objectif était de concevoir des tuteurs fondés sur un modèle cognitif de la compétence dont l’acquisition est visée par les étudiants (Anderson et al. 1996 p.3). La conception des tuteurs cognitifs est fondé depuis plus de dix ans sur les recherches conduites dans le cadre de la ACT*, théorie pour une architecture de la cognition (Anderson 1983). Cette théorie abandonne les modèles inspirés par l’enseignant, pour des modèles construits sur des théories de l’apprentissage pour que les environnements soient capables d’actions qui facilitent cet apprentissage parce qu’ils utilisent un modèle cognitif d’où se trouve l’apprenant dans la tâche (ibid. p.47). Koedinger et Corbett (2006), plus tard avec Aleven (2010), ont expérimenté des méthodes innovantes pour produire et évaluer les tuteurs cognitifs (Koedinger and Corbett p.62). Ils ont aussi mis en place une plateforme de recherche pour un ensemble de projets sur les tuteurs cognitifs. Depuis 2011, Cognitive Tutor™ est une marque déposée propriété de Carnegie Learning Inc, éditeur de ces tuteurs (Blessing, 2011). ====Termes et expressions associés==== Système tuteur intelligent, tuteur intelligent, système tuteur, model tracing, knowledge tracing, fidélité cognitive, modèle de l’apprenant, sciences cognitives, Cognitive Tutor™ ====Traductions==== …/… ====Remarques disciplinaires==== La conception des « tuteurs cognitifs » est fondée sur trois postulats de la théorie ACT* : la distinction entre déclaratif et procédural, compilation de la connaissance, renforcement par la pratique. Elle respecte les huit principes suivants (Anderson et al. 1996 pp.14 sqq) : (1) représenter la compétence de l’apprenant comme un ensemble de productions, (2) communiquer la structure de but sous-tendant la résolution de problème, (3) enseigner dans un contexte de résolution de problème, (4) promouvoir une compréhension abstraite de la connaissance en résolution de problème, (5) minimiser la charge de la mémoire de travail, (6) produire des feedback immédiats sur les erreurs, (7) ajuster la finesse du grain de l’enseignement à l’apprentissage, (8) faciliter les approximations successives pour approcher la compétence cible. La conception des tuteurs cognitifs fait face à deux défis majeurs (Aleven 2010 p.57) : l’adaptation flexible aux solutions effectives de l’apprenant, et la fidélité cognitive pour correspondre précisément aux éléments de connaissance que les apprenants apprennent effectivement. L’expression « tuteur cognitif » est problématique dans la mesure où des systèmes tuteurs intelligents peuvent être fondés sur des modèles cognitifs et ne pas recevoir ce label qui est une marque déposée. ====Principales références==== Aleven V. (2010) Rule-based cognitive modeling for intelligent tutoring systems. In: Nkambou R., Bourdeau J., Mizoguchi R. (eds.) Advances in Intelligent Tutoring Systems (pp.33-62). Berlin: Springer verlag. Anderson J. R. (1983) The Architecture of Cognition. Cambridge, MA: Harvard University Press. Anderson J. R., Corbett A. T., Koedinger K. R., Pelletier R (1996) Cognitive Tutors: Lessons Learned. ARI Research Note 96-66. United States Army, Research Institute for the Behavioral and Social Sciences. [http://www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA312246] Blessing, S. (2011) The Cognitive Tutor™: Successful Application of Cognitive Science, http://www.carnegielearning.com/whitepapers/7/ Koedinger K. & Corbett A. (2006), Cognitive Tutors, in Sawyer, L., Ed., The Cambridge Handbook of the Learning Sciences, Cambridge University Press, p. 61-77. 831 2012-04-13T08:49:09Z Admin 1 Created page with "<u>version 1</u> '''Rédacteur''' : Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributeurs''' : Jacqueline Bourdeau, Télé-université, Montréal (Québe..." wikitext text/x-wiki <u>version 1</u> '''Rédacteur''' : Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributeurs''' : Jacqueline Bourdeau, Télé-université, Montréal (Québec) ; Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Définition==== Un tuteur cognitif est un système tuteur intelligent qui dispose d’un modèle computationnel capable de résoudre les problèmes qui sont posés à l’apprenant d’une manière analogue à celle qu’ils mettraient eux-mêmes en œuvre (Anderson et al. 1996 p.3). ====Jalons historiques==== L’expression “tuteur cognitif” a été forgée au milieu des années 80, à l’université Carnegie Mellon (USA), dans le contexte du projet « Advanced Computer Tutoring ». L’objectif était de concevoir des tuteurs fondés sur un modèle cognitif de la compétence dont l’acquisition est visée par les étudiants (Anderson et al. 1996 p.3). La conception des tuteurs cognitifs est fondé depuis plus de dix ans sur les recherches conduites dans le cadre de la ACT*, théorie pour une architecture de la cognition (Anderson 1983). Cette théorie abandonne les modèles inspirés par l’enseignant, pour des modèles construits sur des théories de l’apprentissage pour que les environnements soient capables d’actions qui facilitent cet apprentissage parce qu’ils utilisent un modèle cognitif d’où se trouve l’apprenant dans la tâche (ibid. p.47). Koedinger et Corbett (2006), plus tard avec Aleven (2010), ont expérimenté des méthodes innovantes pour produire et évaluer les tuteurs cognitifs (Koedinger and Corbett p.62). Ils ont aussi mis en place une plateforme de recherche pour un ensemble de projets sur les tuteurs cognitifs. Depuis 2011, Cognitive Tutor™ est une marque déposée propriété de Carnegie Learning Inc, éditeur de ces tuteurs (Blessing, 2011). ====Termes et expressions associés==== Système tuteur intelligent, tuteur intelligent, système tuteur, model tracing, knowledge tracing, fidélité cognitive, modèle de l’apprenant, sciences cognitives, Cognitive Tutor™ ====Traductions==== …/… ====Remarques disciplinaires==== La conception des « tuteurs cognitifs » est fondée sur trois postulats de la théorie ACT* : la distinction entre déclaratif et procédural, compilation de la connaissance, renforcement par la pratique. Elle respecte les huit principes suivants (Anderson et al. 1996 pp.14 sqq) : (1) représenter la compétence de l’apprenant comme un ensemble de productions, (2) communiquer la structure de but sous-tendant la résolution de problème, (3) enseigner dans un contexte de résolution de problème, (4) promouvoir une compréhension abstraite de la connaissance en résolution de problème, (5) minimiser la charge de la mémoire de travail, (6) produire des feedback immédiats sur les erreurs, (7) ajuster la finesse du grain de l’enseignement à l’apprentissage, (8) faciliter les approximations successives pour approcher la compétence cible. La conception des tuteurs cognitifs fait face à deux défis majeurs (Aleven 2010 p.57) : l’adaptation flexible aux solutions effectives de l’apprenant, et la fidélité cognitive pour correspondre précisément aux éléments de connaissance que les apprenants apprennent effectivement. L’expression « tuteur cognitif » est problématique dans la mesure où des systèmes tuteurs intelligents peuvent être fondés sur des modèles cognitifs et ne pas recevoir ce label qui est une marque déposée. ====Principales références==== Aleven V. (2010) Rule-based cognitive modeling for intelligent tutoring systems. In: Nkambou R., Bourdeau J., Mizoguchi R. (eds.) Advances in Intelligent Tutoring Systems (pp.33-62). Berlin: Springer verlag. Anderson J. R. (1983) The Architecture of Cognition. Cambridge, MA: Harvard University Press. Anderson J. R., Corbett A. T., Koedinger K. R., Pelletier R (1996) Cognitive Tutors: Lessons Learned. ARI Research Note 96-66. United States Army, Research Institute for the Behavioral and Social Sciences. [http://www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA312246] Blessing, S. (2011) The Cognitive Tutor™: Successful Application of Cognitive Science, http://www.carnegielearning.com/whitepapers/7/ Koedinger K. & Corbett A. (2006), Cognitive Tutors, in Sawyer, L., Ed., The Cambridge Handbook of the Learning Sciences, Cambridge University Press, p. 61-77. 0 52 1102 1101 2013-02-20T14:51:39Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contributor''': Frank Fischer, Department of Psychology, University of Munich ==== Definition ==== A collaboration script is a set of instructions designed for structuring collaborative learning. Scripting collaborations is a pedagogical method which instead of leaving team members completely free, prescribes the organization of the task and the organization of the collaborative process. More specifically, collaboration scripts specify team composition, roles differentiation, activity steps and modes of communication. ==== Comments on the history ==== The word ‘script’ was inspired by Schank’s notion of script, developed in artificial intelligence: “a structure that describes appropriate sequences of events in a particular context. A script is made up of slots and requirements about what can fill those slots. The structure is an integrated whole, and what is in one slot affect what can be in another.” (Schank and Abelson 1977, p.41). The notion of “collaboration script” emerged from the observation that collaborative learning is not always effective and that there is a need to design teamwork in such a way that productive interactions emerge such as explanations, argumentation and mutual regulation. This expression has been used to designate scaffolds structuring face-to-face collaboration (O’Donnell and Dansereau 1992) and computer supported collaboration (Dillenbourg 2002). ==== Related terms ==== Macro-script, micro-script, Internal collaboration script, external collaboration script, integrated script, overscripting, pedagogical scenario, lesson plan, classroom script. Computer-supported collaborative learning (CSCL) ==== Translation issues ==== …/… ==== Disciplinary issues ==== Although it has been inspired by AI research, the term “script” as used in this definition does not relate to the term “script” used in programming (eg. ‘PERL script’). The term “script” is used in cognitive psychology where it refers to “highly specific memory structures that remain relatively fixed in situation in which the script is activated” (Kollar et al. 2006). In AI as well, “a script is a predetermined, stereotyped sequence of actions that defines a well-known situation.” (Schank and Abelson 1975, p.41). In contrast, collaboration scripts can vary in the degrees of freedom they attribute to learners to structure their collaboration (Kollar et al. 2006). A series of term have been coined to differentiate several characteristics or features of collaboration scripts: :- “''Macro-script''” prescribes collaboration in a coarse grain, i.e. as a sequence of activities. The best-known example is the JIGSAW script developed by Aronson et al. (1978). :- “''Micro-script''” prescribes the way learners interact with each other: for instance, if John proposes and argument, Suzanne should next proposes a counter-argument. Micro-scripts are somehow dialogue models – many of them argumentation models- that team members are expected to internalize through their practice. :- “''Integrated script''” refers to macro-scripts that not only include collaborative activities, but also individual activities (reading, summarizing …) as well as whole-class activities (lecturing, debriefing). With this extension, the concept gets very close to the general notion of pedagogical scenario, lesson plan or classroom script. :- “''Internal collaboration script''” refers to the knowledge an individual has about a recurring collaborative situations. Internal collaboration scripts are seen as guiding an individual’s understanding of and acting in these situations. Internal collaboration scripts may interact in complex ways with external collaboration scripts (i.e., instructional guidance for collaboration) (Kollar et al., 2006). :- “''Overscripting''” refers to the risk that a high level of script rigidity may spoil the natural richness of collaboration. ==== Key references ==== [http://telearn.archives-ouvertes.fr/index.php?halsid=ttmmj9cfmv5c770b5oshce2vq4&view_this_doc=hal-00777116&version=1] Aronson E., Blaney N., Sikes J., Stephan C., Snapp M. (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publication. [http://telearn.archives-ouvertes.fr/index.php?halsid=ttmmj9cfmv5c770b5oshce2vq4&view_this_doc=hal-00190230&version=1] Dillenbourg P. (2002) Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In: Kirschner P. A. (ed.) Three worlds of CSCL. Can we support CSCL (pp.61-91). Heerlen: Open Universiteit. [http://link.springer.com/article/10.1007%2Fs11412-007-9033-1?LI=true] Dillenbourg P., Hong F. (2008) The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning. 3 (1) 5-23 [http://hal.archives-ouvertes.fr/hal-00692017/] Fischer F., Mandl H., Haake J. M., Kollar I. (eds.) (2007) Scripting computer-supported collaborative learning – cognitive, computational, and educational perspectives. New York: Springer. [http://telearn.archives-ouvertes.fr/docs/00/19/06/42/PDF/Kollar-Ingo-2006.pdf] Kollar I., Fischer F., Hesse F. W. (2006) Collaboration scripts - a conceptual analysis. Educational Psychology Review. 18(2) 159-185 [http://books.google.fr/books?id=3nnBETM5lnEC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false]O'Donnell A. M., Dansereau D. F. (1992) Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz and N. Miller (eds.) Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). London: Cambridge University Press. [http://books.google.fr/books?id=YZ99AAAAMAAJ&dq=editions:ISBN0470990333&hl=fr] Schank R.C., Abelson R. (1977) Scripts, Plans, Goals, and Understanding&nbsp;: An Inquiry into Human Knowledge Structures. Hillsdale, N.J.&nbsp;: Lawrence Erlbaum Associates. 256 pages.<br> 1101 1098 2013-02-20T14:50:19Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contributor''': Frank Fischer, Department of Psychology, University of Munich ==== Definition ==== A collaboration script is a set of instructions designed for structuring collaborative learning. Scripting collaborations is a pedagogical method which instead of leaving team members completely free, prescribes the organization of the task and the organization of the collaborative process. More specifically, collaboration scripts specify team composition, roles differentiation, activity steps and modes of communication. ==== Comments on the history ==== The word ‘script’ was inspired by Schank’s notion of script, developed in artificial intelligence: “a structure that describes appropriate sequences of events in a particular context. A script is made up of slots and requirements about what can fill those slots. The structure is an integrated whole, and what is in one slot affect what can be in another.” (Schank and Abelson 1977, p.41). The notion of “collaboration script” emerged from the observation that collaborative learning is not always effective and that there is a need to design teamwork in such a way that productive interactions emerge such as explanations, argumentation and mutual regulation. This expression has been used to designate scaffolds structuring face-to-face collaboration (O’Donnell and Dansereau 1992) and computer supported collaboration (Dillenbourg 2002). ==== Related terms ==== Macro-script, micro-script, Internal collaboration script, external collaboration script, integrated script, overscripting, pedagogical scenario, lesson plan, classroom script. Computer-supported collaborative learning (CSCL) ==== Translation issues ==== …/… ==== Disciplinary issues ==== Although it has been inspired by AI research, the term “script” as used in this definition does not relate to the term “script” used in programming (eg. ‘PERL script’). The term “script” is used in cognitive psychology where it refers to “highly specific memory structures that remain relatively fixed in situation in which the script is activated” (Kollar et al. 2006). In AI as well, “a script is a predetermined, stereotyped sequence of actions that defines a well-known situation.” (Schank and Abelson 1975, p.41). In contrast, collaboration scripts can vary in the degrees of freedom they attribute to learners to structure their collaboration (Kollar et al. 2006). A series of term have been coined to differentiate several characteristics or features of collaboration scripts: :- “''Macro-script''” prescribes collaboration in a coarse grain, i.e. as a sequence of activities. The best-known example is the JIGSAW script developed by Aronson et al. (1978). :- “''Micro-script''” prescribes the way learners interact with each other: for instance, if John proposes and argument, Suzanne should next proposes a counter-argument. Micro-scripts are somehow dialogue models – many of them argumentation models- that team members are expected to internalize through their practice. :- “''Integrated script''” refers to macro-scripts that not only include collaborative activities, but also individual activities (reading, summarizing …) as well as whole-class activities (lecturing, debriefing). With this extension, the concept gets very close to the general notion of pedagogical scenario, lesson plan or classroom script. :- “''Internal collaboration script''” refers to the knowledge an individual has about a recurring collaborative situations. Internal collaboration scripts are seen as guiding an individual’s understanding of and acting in these situations. Internal collaboration scripts may interact in complex ways with external collaboration scripts (i.e., instructional guidance for collaboration) (Kollar et al., 2006). :- “''Overscripting''” refers to the risk that a high level of script rigidity may spoil the natural richness of collaboration. ==== Key references ==== [http://telearn.archives-ouvertes.fr/index.php?halsid=ttmmj9cfmv5c770b5oshce2vq4&view_this_doc=hal-00777116&version=1] Aronson E., Blaney N., Sikes J., Stephan C., Snapp M. (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publication. [http://telearn.archives-ouvertes.fr/index.php?halsid=ttmmj9cfmv5c770b5oshce2vq4&view_this_doc=hal-00190230&version=1] Dillenbourg P. (2002) Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In: Kirschner P. A. (ed.) Three worlds of CSCL. Can we support CSCL (pp.61-91). Heerlen: Open Universiteit. [http://link.springer.com/article/10.1007%2Fs11412-007-9033-1?LI=true] Dillenbourg P., Hong F. (2008) The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning. 3 (1) 5-23 [http://hal.archives-ouvertes.fr/hal-00692017/] Fischer F., Mandl H., Haake J. M., Kollar I. (eds.) (2007) Scripting computer-supported collaborative learning – cognitive, computational, and educational perspectives. New York: Springer. [http://telearn.archives-ouvertes.fr/docs/00/19/06/42/PDF/Kollar-Ingo-2006.pdf] Kollar I., Fischer F., Hesse F. W. (2006) Collaboration scripts - a conceptual analysis. Educational Psychology Review. 18(2) 159-185 [http://books.google.fr/books?id=3nnBETM5lnEC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false]O'Donnell A. M., Dansereau D. F. (1992) Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz and N. Miller (eds.) Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). London: Cambridge University Press. [ISBN0470990333] Schank R.C., Abelson R. (1977) Scripts, Plans, Goals, and Understanding&nbsp;: An Inquiry into Human Knowledge Structures. Hillsdale, N.J.&nbsp;: Lawrence Erlbaum Associates. 256 pages.<br> 1098 1097 2013-02-20T14:31:47Z Balacheff 4 /* Related documents */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contributor''': Frank Fischer, Department of Psychology, University of Munich ==== Definition ==== A collaboration script is a set of instructions designed for structuring collaborative learning. Scripting collaborations is a pedagogical method which instead of leaving team members completely free, prescribes the organization of the task and the organization of the collaborative process. More specifically, collaboration scripts specify team composition, roles differentiation, activity steps and modes of communication. ==== Comments on the history ==== The word ‘script’ was inspired by Schank’s notion of script, developed in artificial intelligence: “a structure that describes appropriate sequences of events in a particular context. A script is made up of slots and requirements about what can fill those slots. The structure is an integrated whole, and what is in one slot affect what can be in another.” (Schank and Abelson 1977, p.41). The notion of “collaboration script” emerged from the observation that collaborative learning is not always effective and that there is a need to design teamwork in such a way that productive interactions emerge such as explanations, argumentation and mutual regulation. This expression has been used to designate scaffolds structuring face-to-face collaboration (O’Donnell and Dansereau 1992) and computer supported collaboration (Dillenbourg 2002). ==== Related terms ==== Macro-script, micro-script, Internal collaboration script, external collaboration script, integrated script, overscripting, pedagogical scenario, lesson plan, classroom script. Computer-supported collaborative learning (CSCL) ==== Translation issues ==== …/… ==== Disciplinary issues ==== Although it has been inspired by AI research, the term “script” as used in this definition does not relate to the term “script” used in programming (eg. ‘PERL script’). The term “script” is used in cognitive psychology where it refers to “highly specific memory structures that remain relatively fixed in situation in which the script is activated” (Kollar et al. 2006). In AI as well, “a script is a predetermined, stereotyped sequence of actions that defines a well-known situation.” (Schank and Abelson 1975, p.41). In contrast, collaboration scripts can vary in the degrees of freedom they attribute to learners to structure their collaboration (Kollar et al. 2006). A series of term have been coined to differentiate several characteristics or features of collaboration scripts: :- “''Macro-script''” prescribes collaboration in a coarse grain, i.e. as a sequence of activities. The best-known example is the JIGSAW script developed by Aronson et al. (1978). :- “''Micro-script''” prescribes the way learners interact with each other: for instance, if John proposes and argument, Suzanne should next proposes a counter-argument. Micro-scripts are somehow dialogue models – many of them argumentation models- that team members are expected to internalize through their practice. :- “''Integrated script''” refers to macro-scripts that not only include collaborative activities, but also individual activities (reading, summarizing …) as well as whole-class activities (lecturing, debriefing). With this extension, the concept gets very close to the general notion of pedagogical scenario, lesson plan or classroom script. :- “''Internal collaboration script''” refers to the knowledge an individual has about a recurring collaborative situations. Internal collaboration scripts are seen as guiding an individual’s understanding of and acting in these situations. Internal collaboration scripts may interact in complex ways with external collaboration scripts (i.e., instructional guidance for collaboration) (Kollar et al., 2006). :- “''Overscripting''” refers to the risk that a high level of script rigidity may spoil the natural richness of collaboration. ==== Key references ==== [http://www.telearn.org/open-archive/browse?resource=6719] Aronson E., Blaney N., Sikes J., Stephan C., Snapp M. (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publication. [http://www.telearn.org/warehouse/Dillenbourg-Pierre-2002.pdf] Dillenbourg P. (2002) Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In: Kirschner P. A. (ed.) Three worlds of CSCL. Can we support CSCL (pp.61-91). Heerlen: Open Universiteit. [http://www.telearn.org/open-archive/browse?resource=6761] Dillenbourg P., Hong F. (2008) The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning. 3 (1) 5-23 [http://www.telearn.org/open-archive/browse?resource=6774_v1] Fischer F., Mandl H., Haake J. M., Kollar I. (eds.) (2007) Scripting computer-supported collaborative learning – cognitive, computational, and educational perspectives. New York: Springer. [http://www.telearn.org/open-archive/search?resource=958] Kollar I., Fischer F., Hesse F. W. (2006) Collaboration scripts - a conceptual analysis. Educational Psychology Review. 18(2) 159-185 [http://www.telearn.org/open-archive/browse?resource=6775_v1]O'Donnell A. M., Dansereau D. F. (1992) Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz and N. Miller (eds.) Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). London: Cambridge University Press. [http://www.telearn.org/open-archive/browse?resource=6804_v1] Schank R.C., Abelson R. (1977) Scripts, Plans, Goals, and Understanding&nbsp;: An Inquiry into Human Knowledge Structures. Hillsdale, N.J.&nbsp;: Lawrence Erlbaum Associates. 256 pages.<br> 1097 328 2013-02-20T14:31:05Z Balacheff 4 wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contributor''': Frank Fischer, Department of Psychology, University of Munich ==== Definition ==== A collaboration script is a set of instructions designed for structuring collaborative learning. Scripting collaborations is a pedagogical method which instead of leaving team members completely free, prescribes the organization of the task and the organization of the collaborative process. More specifically, collaboration scripts specify team composition, roles differentiation, activity steps and modes of communication. ==== Comments on the history ==== The word ‘script’ was inspired by Schank’s notion of script, developed in artificial intelligence: “a structure that describes appropriate sequences of events in a particular context. A script is made up of slots and requirements about what can fill those slots. The structure is an integrated whole, and what is in one slot affect what can be in another.” (Schank and Abelson 1977, p.41). The notion of “collaboration script” emerged from the observation that collaborative learning is not always effective and that there is a need to design teamwork in such a way that productive interactions emerge such as explanations, argumentation and mutual regulation. This expression has been used to designate scaffolds structuring face-to-face collaboration (O’Donnell and Dansereau 1992) and computer supported collaboration (Dillenbourg 2002). ==== Related terms ==== Macro-script, micro-script, Internal collaboration script, external collaboration script, integrated script, overscripting, pedagogical scenario, lesson plan, classroom script. Computer-supported collaborative learning (CSCL) ==== Translation issues ==== …/… ==== Disciplinary issues ==== Although it has been inspired by AI research, the term “script” as used in this definition does not relate to the term “script” used in programming (eg. ‘PERL script’). The term “script” is used in cognitive psychology where it refers to “highly specific memory structures that remain relatively fixed in situation in which the script is activated” (Kollar et al. 2006). In AI as well, “a script is a predetermined, stereotyped sequence of actions that defines a well-known situation.” (Schank and Abelson 1975, p.41). In contrast, collaboration scripts can vary in the degrees of freedom they attribute to learners to structure their collaboration (Kollar et al. 2006). A series of term have been coined to differentiate several characteristics or features of collaboration scripts: :- “''Macro-script''” prescribes collaboration in a coarse grain, i.e. as a sequence of activities. The best-known example is the JIGSAW script developed by Aronson et al. (1978). :- “''Micro-script''” prescribes the way learners interact with each other: for instance, if John proposes and argument, Suzanne should next proposes a counter-argument. Micro-scripts are somehow dialogue models – many of them argumentation models- that team members are expected to internalize through their practice. :- “''Integrated script''” refers to macro-scripts that not only include collaborative activities, but also individual activities (reading, summarizing …) as well as whole-class activities (lecturing, debriefing). With this extension, the concept gets very close to the general notion of pedagogical scenario, lesson plan or classroom script. :- “''Internal collaboration script''” refers to the knowledge an individual has about a recurring collaborative situations. Internal collaboration scripts are seen as guiding an individual’s understanding of and acting in these situations. Internal collaboration scripts may interact in complex ways with external collaboration scripts (i.e., instructional guidance for collaboration) (Kollar et al., 2006). :- “''Overscripting''” refers to the risk that a high level of script rigidity may spoil the natural richness of collaboration. ==== Key references ==== [http://www.telearn.org/open-archive/browse?resource=6719] Aronson E., Blaney N., Sikes J., Stephan C., Snapp M. (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publication. [http://www.telearn.org/warehouse/Dillenbourg-Pierre-2002.pdf] Dillenbourg P. (2002) Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In: Kirschner P. A. (ed.) Three worlds of CSCL. Can we support CSCL (pp.61-91). Heerlen: Open Universiteit. [http://www.telearn.org/open-archive/browse?resource=6761] Dillenbourg P., Hong F. (2008) The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning. 3 (1) 5-23 [http://www.telearn.org/open-archive/browse?resource=6774_v1] Fischer F., Mandl H., Haake J. M., Kollar I. (eds.) (2007) Scripting computer-supported collaborative learning – cognitive, computational, and educational perspectives. New York: Springer. [http://www.telearn.org/open-archive/search?resource=958] Kollar I., Fischer F., Hesse F. W. (2006) Collaboration scripts - a conceptual analysis. Educational Psychology Review. 18(2) 159-185 [http://www.telearn.org/open-archive/browse?resource=6775_v1]O'Donnell A. M., Dansereau D. F. (1992) Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz and N. Miller (eds.) Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). London: Cambridge University Press. [http://www.telearn.org/open-archive/browse?resource=6804_v1] Schank R.C., Abelson R. (1977) Scripts, Plans, Goals, and Understanding&nbsp;: An Inquiry into Human Knowledge Structures. Hillsdale, N.J.&nbsp;: Lawrence Erlbaum Associates. 256 pages.<br> ==== Related documents ==== …/… <br> 328 327 2011-08-29T14:44:27Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contributor''': Frank Fischer, Department of Psychology, University of Munich ==== Definition ==== A collaboration script is a set of instructions designed for structuring collaborative learning. Scripting collaborations is a pedagogical method which instead of leaving team members completely free, prescribes the organization of the task and the organization of the collaborative process. More specifically, collaboration scripts specify team composition, roles differentiation, activity steps and modes of communication. ==== Comments on the history ==== The word ‘script’ was inspired by Schank’s notion of script, developed in artificial intelligence: “a structure that describes appropriate sequences of events in a particular context. A script is made up of slots and requirements about what can fill those slots. The structure is an integrated whole, and what is in one slot affect what can be in another.” (Schank and Abelson 1977, p.41). The notion of “collaboration script” emerged from the observation that collaborative learning is not always effective and that there is a need to design teamwork in such a way that productive interactions emerge such as explanations, argumentation and mutual regulation. This expression has been used to designate scaffolds structuring face-to-face collaboration (O’Donnell and Dansereau 1992) and computer supported collaboration (Dillenbourg 2002). ==== Related terms ==== Macro-script, micro-script, Internal collaboration script, external collaboration script, integrated script, overscripting, pedagogical scenario, lesson plan, classroom script. Computer-supported collaborative learning (CSCL) ==== Translation issues ==== …/… ==== Disciplinary issues ==== Although it has been inspired by AI research, the term “script” as used in this definition does not relate to the term “script” used in programming (eg. ‘PERL script’). The term “script” is used in cognitive psychology where it refers to “highly specific memory structures that remain relatively fixed in situation in which the script is activated” (Kollar et al. 2006). In AI as well, “a script is a predetermined, stereotyped sequence of actions that defines a well-known situation.” (Schank and Abelson 1975, p.41). In contrast, collaboration scripts can vary in the degrees of freedom they attribute to learners to structure their collaboration (Kollar et al. 2006). A series of term have been coined to differentiate several characteristics or features of collaboration scripts: :- “''Macro-script''” prescribes collaboration in a coarse grain, i.e. as a sequence of activities. The best-known example is the JIGSAW script developed by Aronson et al. (1978). :- “''Micro-script''” prescribes the way learners interact with each other: for instance, if John proposes and argument, Suzanne should next proposes a counter-argument. Micro-scripts are somehow dialogue models – many of them argumentation models- that team members are expected to internalize through their practice. :- “''Integrated script''” refers to macro-scripts that not only include collaborative activities, but also individual activities (reading, summarizing …) as well as whole-class activities (lecturing, debriefing). With this extension, the concept gets very close to the general notion of pedagogical scenario, lesson plan or classroom script. :- “''Internal collaboration script''” refers to the knowledge an individual has about a recurring collaborative situations. Internal collaboration scripts are seen as guiding an individual’s understanding of and acting in these situations. Internal collaboration scripts may interact in complex ways with external collaboration scripts (i.e., instructional guidance for collaboration) (Kollar et al., 2006). :- “''Overscripting''” refers to the risk that a high level of script rigidity may spoil the natural richness of collaboration. ==== Key references ==== Aronson E., Blaney N., Sikes J., Stephan C., Snapp M. [http://www.telearn.org/open-archive/browse?resource=6719] (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publication. Dillenbourg P. [http://www.telearn.org/warehouse/Dillenbourg-Pierre-2002.pdf] (2002) Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In: Kirschner P. A. (ed.) Three worlds of CSCL. Can we support CSCL (pp.61-91). Heerlen: Open Universiteit. Dillenbourg P., Hong F. [http://www.telearn.org/open-archive/browse?resource=6761] (2008) The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning. 3 (1) 5-23 Fischer F., Mandl H., Haake J. M., Kollar I. (eds.) [http://www.telearn.org/open-archive/browse?resource=6774_v1] (2007) Scripting computer-supported collaborative learning – cognitive, computational, and educational perspectives. New York: Springer. Kollar I., Fischer F., Hesse F. W. [http://www.telearn.org/open-archive/search?resource=958] (2006) Collaboration scripts - a conceptual analysis. Educational Psychology Review. 18(2) 159-185 O'Donnell A. M., Dansereau D. F. [http://www.telearn.org/open-archive/browse?resource=6775_v1] (1992) Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz and N. Miller (eds.) Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). London: Cambridge University Press. Schank R.C., Abelson R. [http://www.telearn.org/open-archive/browse?resource=6804_v1] (1977) Scripts, Plans, Goals, and Understanding : An Inquiry into Human Knowledge Structures. Hillsdale, N.J. : Lawrence Erlbaum Associates. 256 pages.<br> ==== Related documents ==== …/… <br> 327 326 2011-08-29T14:44:02Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contributor''': Frank Fischer, Department of Psychology, University of Munich ==== Definition ==== A collaboration script is a set of instructions designed for structuring collaborative learning. Scripting collaborations is a pedagogical method which instead of leaving team members completely free, prescribes the organization of the task and the organization of the collaborative process. More specifically, collaboration scripts specify team composition, roles differentiation, activity steps and modes of communication. ==== Comments on the history ==== The word ‘script’ was inspired by Schank’s notion of script, developed in artificial intelligence: “a structure that describes appropriate sequences of events in a particular context. A script is made up of slots and requirements about what can fill those slots. The structure is an integrated whole, and what is in one slot affect what can be in another.” (Schank and Abelson 1977, p.41). The notion of “collaboration script” emerged from the observation that collaborative learning is not always effective and that there is a need to design teamwork in such a way that productive interactions emerge such as explanations, argumentation and mutual regulation. This expression has been used to designate scaffolds structuring face-to-face collaboration (O’Donnell and Dansereau 1992) and computer supported collaboration (Dillenbourg 2002). ==== Related terms ==== Macro-script, micro-script, Internal collaboration script, external collaboration script, integrated script, overscripting, pedagogical scenario, lesson plan, classroom script. Computer-supported collaborative learning (CSCL) ==== Translation issues ==== …/… ==== Disciplinary issues ==== Although it has been inspired by AI research, the term “script” as used in this definition does not relate to the term “script” used in programming (eg. ‘PERL script’). The term “script” is used in cognitive psychology where it refers to “highly specific memory structures that remain relatively fixed in situation in which the script is activated” (Kollar et al. 2006). In AI as well, “a script is a predetermined, stereotyped sequence of actions that defines a well-known situation.” (Schank and Abelson 1975, p.41). In contrast, collaboration scripts can vary in the degrees of freedom they attribute to learners to structure their collaboration (Kollar et al. 2006). A series of term have been coined to differentiate several characteristics or features of collaboration scripts: :- “''Macro-script''” prescribes collaboration in a coarse grain, i.e. as a sequence of activities. The best-known example is the JIGSAW script developed by Aronson et al. (1978). :- “''Micro-script''” prescribes the way learners interact with each other: for instance, if John proposes and argument, Suzanne should next proposes a counter-argument. Micro-scripts are somehow dialogue models – many of them argumentation models- that team members are expected to internalize through their practice. :- “''Integrated script''” refers to macro-scripts that not only include collaborative activities, but also individual activities (reading, summarizing …) as well as whole-class activities (lecturing, debriefing). With this extension, the concept gets very close to the general notion of pedagogical scenario, lesson plan or classroom script. :- “''Internal collaboration script''” refers to the knowledge an individual has about a recurring collaborative situations. Internal collaboration scripts are seen as guiding an individual’s understanding of and acting in these situations. Internal collaboration scripts may interact in complex ways with external collaboration scripts (i.e., instructional guidance for collaboration) (Kollar et al., 2006). :- “''Overscripting''” refers to the risk that a high level of script rigidity may spoil the natural richness of collaboration. ==== Key references ==== Aronson E., Blaney N., Sikes J., Stephan C., Snapp M. [http://www.telearn.org/open-archive/browse?resource=6719] (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publication. Dillenbourg P. [http://www.telearn.org/warehouse/Dillenbourg-Pierre-2002.pdf] (2002) Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In: Kirschner P. A. (ed.) Three worlds of CSCL. Can we support CSCL (pp.61-91). Heerlen: Open Universiteit. Dillenbourg P., Hong F. [http://www.telearn.org/open-archive/browse?resource=6761] (2008) The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning. 3 (1) 5-23 Fischer F., Mandl H., Haake J. M., Kollar I. (eds.) [http://www.telearn.org/open-archive/browse?resource=6774_v1] (2007) Scripting computer-supported collaborative learning – cognitive, computational, and educational perspectives. New York: Springer. Kollar I., Fischer F., Hesse F. W. [http://www.telearn.org/open-archive/search?resource=958] (2006) Collaboration scripts - a conceptual analysis. Educational Psychology Review. 18(2) 159-185 O'Donnell A. M., Dansereau D. F. [http://www.telearn.org/open-archive/browse?resource=6775_v1] (1992) Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz and N. Miller (eds.) Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). London: Cambridge University Press. Schank R.C., Abelson R. [http://www.telearn.org/open-archive/browse?resource=6804_v1] (1977) Scripts, Plans, Goals, and Understanding. Hillsdale, N.J. : Lawrence Erlbaum Associates. 256 pages.<br> ==== Related documents ==== …/… <br> 326 325 2011-08-29T14:39:37Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contributor''': Frank Fischer, Department of Psychology, University of Munich ==== Definition ==== A collaboration script is a set of instructions designed for structuring collaborative learning. Scripting collaborations is a pedagogical method which instead of leaving team members completely free, prescribes the organization of the task and the organization of the collaborative process. More specifically, collaboration scripts specify team composition, roles differentiation, activity steps and modes of communication. ==== Comments on the history ==== The word ‘script’ was inspired by Schank’s notion of script, developed in artificial intelligence: “a structure that describes appropriate sequences of events in a particular context. A script is made up of slots and requirements about what can fill those slots. The structure is an integrated whole, and what is in one slot affect what can be in another.” (Schank and Abelson 1977, p.41). The notion of “collaboration script” emerged from the observation that collaborative learning is not always effective and that there is a need to design teamwork in such a way that productive interactions emerge such as explanations, argumentation and mutual regulation. This expression has been used to designate scaffolds structuring face-to-face collaboration (O’Donnell and Dansereau 1992) and computer supported collaboration (Dillenbourg 2002). ==== Related terms ==== Macro-script, micro-script, Internal collaboration script, external collaboration script, integrated script, overscripting, pedagogical scenario, lesson plan, classroom script. Computer-supported collaborative learning (CSCL) ==== Translation issues ==== …/… ==== Disciplinary issues ==== Although it has been inspired by AI research, the term “script” as used in this definition does not relate to the term “script” used in programming (eg. ‘PERL script’). The term “script” is used in cognitive psychology where it refers to “highly specific memory structures that remain relatively fixed in situation in which the script is activated” (Kollar et al. 2006). In AI as well, “a script is a predetermined, stereotyped sequence of actions that defines a well-known situation.” (Schank and Abelson 1975, p.41). In contrast, collaboration scripts can vary in the degrees of freedom they attribute to learners to structure their collaboration (Kollar et al. 2006). A series of term have been coined to differentiate several characteristics or features of collaboration scripts: :- “''Macro-script''” prescribes collaboration in a coarse grain, i.e. as a sequence of activities. The best-known example is the JIGSAW script developed by Aronson et al. (1978). :- “''Micro-script''” prescribes the way learners interact with each other: for instance, if John proposes and argument, Suzanne should next proposes a counter-argument. Micro-scripts are somehow dialogue models – many of them argumentation models- that team members are expected to internalize through their practice. :- “''Integrated script''” refers to macro-scripts that not only include collaborative activities, but also individual activities (reading, summarizing …) as well as whole-class activities (lecturing, debriefing). With this extension, the concept gets very close to the general notion of pedagogical scenario, lesson plan or classroom script. :- “''Internal collaboration script''” refers to the knowledge an individual has about a recurring collaborative situations. Internal collaboration scripts are seen as guiding an individual’s understanding of and acting in these situations. Internal collaboration scripts may interact in complex ways with external collaboration scripts (i.e., instructional guidance for collaboration) (Kollar et al., 2006). :- “''Overscripting''” refers to the risk that a high level of script rigidity may spoil the natural richness of collaboration. ==== Key references ==== Aronson E., Blaney N., Sikes J., Stephan C., Snapp M. [http://www.telearn.org/open-archive/browse?resource=6719] (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publication. Dillenbourg P. [http://www.telearn.org/warehouse/Dillenbourg-Pierre-2002.pdf] (2002) Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In: Kirschner P. A. (ed.) Three worlds of CSCL. Can we support CSCL (pp.61-91). Heerlen: Open Universiteit. Dillenbourg P., Hong F. [http://www.telearn.org/open-archive/browse?resource=6761] (2008) The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning. 3 (1) 5-23 Fischer F., Mandl H., Haake J. M., Kollar I. (eds.) [http://www.telearn.org/open-archive/browse?resource=6774_v1] (2007) Scripting computer-supported collaborative learning – cognitive, computational, and educational perspectives. New York: Springer. Kollar I., Fischer F., Hesse F. W. [http://www.telearn.org/open-archive/search?resource=958] (2006) Collaboration scripts - a conceptual analysis. Educational Psychology Review. 18(2) 159-185 O'Donnell A. M., Dansereau D. F. [http://www.telearn.org/open-archive/browse?resource=6775_v1] (1992) Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz and N. Miller (eds.) Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). London: Cambridge University Press. Schank R.C., Abelson R. [http://www.telearn.org/open-archive/browse?resource=6804_v1] (1977) Scripts, Plans, Goals, and Understanding. Hillsdale, NJ: Erlbaum Assoc.<br> ==== Related documents ==== …/… <br> 325 276 2011-08-29T14:26:23Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contributor''': Frank Fischer, Department of Psychology, University of Munich ==== Definition ==== A collaboration script is a set of instructions designed for structuring collaborative learning. Scripting collaborations is a pedagogical method which instead of leaving team members completely free, prescribes the organization of the task and the organization of the collaborative process. More specifically, collaboration scripts specify team composition, roles differentiation, activity steps and modes of communication. ==== Comments on the history ==== The word ‘script’ was inspired by Schank’s notion of script, developed in artificial intelligence: “a structure that describes appropriate sequences of events in a particular context. A script is made up of slots and requirements about what can fill those slots. The structure is an integrated whole, and what is in one slot affect what can be in another.” (Schank and Abelson 1977, p.41). The notion of “collaboration script” emerged from the observation that collaborative learning is not always effective and that there is a need to design teamwork in such a way that productive interactions emerge such as explanations, argumentation and mutual regulation. This expression has been used to designate scaffolds structuring face-to-face collaboration (O’Donnell and Dansereau 1992) and computer supported collaboration (Dillenbourg 2002). ==== Related terms ==== Macro-script, micro-script, Internal collaboration script, external collaboration script, integrated script, overscripting, pedagogical scenario, lesson plan, classroom script. Computer-supported collaborative learning (CSCL) ==== Translation issues ==== …/… ==== Disciplinary issues ==== Although it has been inspired by AI research, the term “script” as used in this definition does not relate to the term “script” used in programming (eg. ‘PERL script’). The term “script” is used in cognitive psychology where it refers to “highly specific memory structures that remain relatively fixed in situation in which the script is activated” (Kollar et al. 2006). In AI as well, “a script is a predetermined, stereotyped sequence of actions that defines a well-known situation.” (Schank and Abelson 1975, p.41). In contrast, collaboration scripts can vary in the degrees of freedom they attribute to learners to structure their collaboration (Kollar et al. 2006). A series of term have been coined to differentiate several characteristics or features of collaboration scripts: :- “''Macro-script''” prescribes collaboration in a coarse grain, i.e. as a sequence of activities. The best-known example is the JIGSAW script developed by Aronson et al. (1978). :- “''Micro-script''” prescribes the way learners interact with each other: for instance, if John proposes and argument, Suzanne should next proposes a counter-argument. Micro-scripts are somehow dialogue models – many of them argumentation models- that team members are expected to internalize through their practice. :- “''Integrated script''” refers to macro-scripts that not only include collaborative activities, but also individual activities (reading, summarizing …) as well as whole-class activities (lecturing, debriefing). With this extension, the concept gets very close to the general notion of pedagogical scenario, lesson plan or classroom script. :- “''Internal collaboration script''” refers to the knowledge an individual has about a recurring collaborative situations. Internal collaboration scripts are seen as guiding an individual’s understanding of and acting in these situations. Internal collaboration scripts may interact in complex ways with external collaboration scripts (i.e., instructional guidance for collaboration) (Kollar et al., 2006). :- “''Overscripting''” refers to the risk that a high level of script rigidity may spoil the natural richness of collaboration. ==== Key references ==== Aronson E., Blaney N., Sikes J., Stephan C., Snapp M. [http://www.telearn.org/open-archive/browse?resource=6719] (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publication. Dillenbourg P. [http://www.telearn.org/warehouse/Dillenbourg-Pierre-2002.pdf] (2002) Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In: Kirschner P. A. (ed.) Three worlds of CSCL. Can we support CSCL (pp.61-91). Heerlen: Open Universiteit. Dillenbourg P., Hong F. [http://www.telearn.org/open-archive/browse?resource=6761] (2008) The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning. 3 (1) 5-23 Fischer F., Mandl H., Haake J. M., Kollar I. (eds.) [http://www.telearn.org/open-archive/browse?resource=6774_v1] (2007) Scripting computer-supported collaborative learning – cognitive, computational, and educational perspectives. New York: Springer. Kollar I., Fischer F., Hesse F. W. [http://www.telearn.org/open-archive/search?resource=958] (2006) Collaboration scripts - a conceptual analysis. Educational Psychology Review. 18(2) 159-185 O'Donnell A. M., Dansereau D. F. [http://www.telearn.org/open-archive/browse?resource=6775_v1] (1992) Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz and N. Miller (eds.) Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). London: Cambridge University Press. Schank R.C., Abelson R. (1977) Scripts, Plans, Goals, and Understanding. Hillsdale, NJ: Erlbaum Assoc.<br> ==== Related documents ==== …/… <br> 276 275 2011-07-25T12:38:29Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contributor''': Frank Fischer, Department of Psychology, University of Munich ==== Definition ==== A collaboration script is a set of instructions designed for structuring collaborative learning. Scripting collaborations is a pedagogical method which instead of leaving team members completely free, prescribes the organization of the task and the organization of the collaborative process. More specifically, collaboration scripts specify team composition, roles differentiation, activity steps and modes of communication. ==== Comments on the history ==== The word ‘script’ was inspired by Schank’s notion of script, developed in artificial intelligence: “a structure that describes appropriate sequences of events in a particular context. A script is made up of slots and requirements about what can fill those slots. The structure is an integrated whole, and what is in one slot affect what can be in another.” (Schank and Abelson 1977, p.41). The notion of “collaboration script” emerged from the observation that collaborative learning is not always effective and that there is a need to design teamwork in such a way that productive interactions emerge such as explanations, argumentation and mutual regulation. This expression has been used to designate scaffolds structuring face-to-face collaboration (O’Donnell and Dansereau 1992) and computer supported collaboration (Dillenbourg 2002). ==== Related terms ==== Macro-script, micro-script, Internal collaboration script, external collaboration script, integrated script, overscripting, pedagogical scenario, lesson plan, classroom script. Computer-supported collaborative learning (CSCL) ==== Translation issues ==== …/… ==== Disciplinary issues ==== Although it has been inspired by AI research, the term “script” as used in this definition does not relate to the term “script” used in programming (eg. ‘PERL script’). The term “script” is used in cognitive psychology where it refers to “highly specific memory structures that remain relatively fixed in situation in which the script is activated” (Kollar et al. 2006). In AI as well, “a script is a predetermined, stereotyped sequence of actions that defines a well-known situation.” (Schank and Abelson 1975, p.41). In contrast, collaboration scripts can vary in the degrees of freedom they attribute to learners to structure their collaboration (Kollar et al. 2006). A series of term have been coined to differentiate several characteristics or features of collaboration scripts: :- “''Macro-script''” prescribes collaboration in a coarse grain, i.e. as a sequence of activities. The best-known example is the JIGSAW script developed by Aronson et al. (1978). :- “''Micro-script''” prescribes the way learners interact with each other: for instance, if John proposes and argument, Suzanne should next proposes a counter-argument. Micro-scripts are somehow dialogue models – many of them argumentation models- that team members are expected to internalize through their practice. :- “''Integrated script''” refers to macro-scripts that not only include collaborative activities, but also individual activities (reading, summarizing …) as well as whole-class activities (lecturing, debriefing). With this extension, the concept gets very close to the general notion of pedagogical scenario, lesson plan or classroom script. :- “''Internal collaboration script''” refers to the knowledge an individual has about a recurring collaborative situations. Internal collaboration scripts are seen as guiding an individual’s understanding of and acting in these situations. Internal collaboration scripts may interact in complex ways with external collaboration scripts (i.e., instructional guidance for collaboration) (Kollar et al., 2006). :- “''Overscripting''” refers to the risk that a high level of script rigidity may spoil the natural richness of collaboration. ==== Key references ==== Aronson E., Blaney N., Sikes J., Stephan C., Snapp M. [http://www.telearn.org/open-archive/browse?resource=6719] (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publication. Dillenbourg P. [http://www.telearn.org/warehouse/Dillenbourg-Pierre-2002.pdf] (2002) Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In: Kirschner P. A. (ed.) Three worlds of CSCL. Can we support CSCL (pp.61-91). Heerlen: Open Universiteit. Dillenbourg P., Hong F. [http://www.telearn.org/open-archive/browse?resource=6761] (2008) The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning. 3 (1) 5-23 Fischer F., Mandl H., Haake J. M., Kollar I. (eds.) [http://www.telearn.org/open-archive/browse?resource=6774_v1] (2007) Scripting computer-supported collaborative learning – cognitive, computational, and educational perspectives. New York: Springer. Kollar I., Fischer F., Hesse F. W. [http://www.telearn.org/open-archive/search?resource=958] (2006) Collaboration scripts - a conceptual analysis. Educational Psychology Review. 18(2) 159-185 O'Donnell A. M., Dansereau D. F. (1992) Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz and N. Miller (eds.) Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). London: Cambridge University Press. Schank R.C., Abelson R. (1977) Scripts, Plans, Goals, and Understanding. Hillsdale, NJ: Erlbaum Assoc.<br> ==== Related documents ==== …/… <br> 275 274 2011-07-25T12:33:39Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contributor''': Frank Fischer, Department of Psychology, University of Munich ==== Definition ==== A collaboration script is a set of instructions designed for structuring collaborative learning. Scripting collaborations is a pedagogical method which instead of leaving team members completely free, prescribes the organization of the task and the organization of the collaborative process. More specifically, collaboration scripts specify team composition, roles differentiation, activity steps and modes of communication. ==== Comments on the history ==== The word ‘script’ was inspired by Schank’s notion of script, developed in artificial intelligence: “a structure that describes appropriate sequences of events in a particular context. A script is made up of slots and requirements about what can fill those slots. The structure is an integrated whole, and what is in one slot affect what can be in another.” (Schank and Abelson 1977, p.41). The notion of “collaboration script” emerged from the observation that collaborative learning is not always effective and that there is a need to design teamwork in such a way that productive interactions emerge such as explanations, argumentation and mutual regulation. This expression has been used to designate scaffolds structuring face-to-face collaboration (O’Donnell and Dansereau 1992) and computer supported collaboration (Dillenbourg 2002). ==== Related terms ==== Macro-script, micro-script, Internal collaboration script, external collaboration script, integrated script, overscripting, pedagogical scenario, lesson plan, classroom script. Computer-supported collaborative learning (CSCL) ==== Translation issues ==== …/… ==== Disciplinary issues ==== Although it has been inspired by AI research, the term “script” as used in this definition does not relate to the term “script” used in programming (eg. ‘PERL script’). The term “script” is used in cognitive psychology where it refers to “highly specific memory structures that remain relatively fixed in situation in which the script is activated” (Kollar et al. 2006). In AI as well, “a script is a predetermined, stereotyped sequence of actions that defines a well-known situation.” (Schank and Abelson 1975, p.41). In contrast, collaboration scripts can vary in the degrees of freedom they attribute to learners to structure their collaboration (Kollar et al. 2006). A series of term have been coined to differentiate several characteristics or features of collaboration scripts: :- “''Macro-script''” prescribes collaboration in a coarse grain, i.e. as a sequence of activities. The best-known example is the JIGSAW script developed by Aronson et al. (1978). :- “''Micro-script''” prescribes the way learners interact with each other: for instance, if John proposes and argument, Suzanne should next proposes a counter-argument. Micro-scripts are somehow dialogue models – many of them argumentation models- that team members are expected to internalize through their practice. :- “''Integrated script''” refers to macro-scripts that not only include collaborative activities, but also individual activities (reading, summarizing …) as well as whole-class activities (lecturing, debriefing). With this extension, the concept gets very close to the general notion of pedagogical scenario, lesson plan or classroom script. :- “''Internal collaboration script''” refers to the knowledge an individual has about a recurring collaborative situations. Internal collaboration scripts are seen as guiding an individual’s understanding of and acting in these situations. Internal collaboration scripts may interact in complex ways with external collaboration scripts (i.e., instructional guidance for collaboration) (Kollar et al., 2006). :- “''Overscripting''” refers to the risk that a high level of script rigidity may spoil the natural richness of collaboration. ==== Key references ==== Aronson E., Blaney N., Sikes J., Stephan C., Snapp M. [http://www.telearn.org/open-archive/browse?resource=6719] (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publication. Dillenbourg P. [http://www.telearn.org/warehouse/Dillenbourg-Pierre-2002.pdf] (2002) Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In: Kirschner P. A. (ed.) Three worlds of CSCL. Can we support CSCL (pp.61-91). Heerlen: Open Universiteit. Dillenbourg P., Hong F. (2008) The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning. 3 (1) 5-23 Fischer F., Mandl H., Haake J. M., Kollar I. (eds.) [http://www.telearn.org/open-archive/browse?resource=6774_v1] (2007) Scripting computer-supported collaborative learning – cognitive, computational, and educational perspectives. New York: Springer. Kollar I., Fischer F., Hesse F. W. [http://www.telearn.org/open-archive/search?resource=958] (2006) Collaboration scripts - a conceptual analysis. Educational Psychology Review. 18(2) 159-185 O'Donnell A. M., Dansereau D. F. (1992) Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz and N. Miller (eds.) Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). London: Cambridge University Press. Schank R.C., Abelson R. (1977) Scripts, Plans, Goals, and Understanding. Hillsdale, NJ: Erlbaum Assoc.<br> ==== Related documents ==== …/… <br> 274 256 2011-07-25T12:13:54Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contributor''': Frank Fischer, Department of Psychology, University of Munich ==== Definition ==== A collaboration script is a set of instructions designed for structuring collaborative learning. Scripting collaborations is a pedagogical method which instead of leaving team members completely free, prescribes the organization of the task and the organization of the collaborative process. More specifically, collaboration scripts specify team composition, roles differentiation, activity steps and modes of communication. ==== Comments on the history ==== The word ‘script’ was inspired by Schank’s notion of script, developed in artificial intelligence: “a structure that describes appropriate sequences of events in a particular context. A script is made up of slots and requirements about what can fill those slots. The structure is an integrated whole, and what is in one slot affect what can be in another.” (Schank and Abelson 1977, p.41). The notion of “collaboration script” emerged from the observation that collaborative learning is not always effective and that there is a need to design teamwork in such a way that productive interactions emerge such as explanations, argumentation and mutual regulation. This expression has been used to designate scaffolds structuring face-to-face collaboration (O’Donnell and Dansereau 1992) and computer supported collaboration (Dillenbourg 2002). ==== Related terms ==== Macro-script, micro-script, Internal collaboration script, external collaboration script, integrated script, overscripting, pedagogical scenario, lesson plan, classroom script. Computer-supported collaborative learning (CSCL) ==== Translation issues ==== …/… ==== Disciplinary issues ==== Although it has been inspired by AI research, the term “script” as used in this definition does not relate to the term “script” used in programming (eg. ‘PERL script’). The term “script” is used in cognitive psychology where it refers to “highly specific memory structures that remain relatively fixed in situation in which the script is activated” (Kollar et al. 2006). In AI as well, “a script is a predetermined, stereotyped sequence of actions that defines a well-known situation.” (Schank and Abelson 1975, p.41). In contrast, collaboration scripts can vary in the degrees of freedom they attribute to learners to structure their collaboration (Kollar et al. 2006). A series of term have been coined to differentiate several characteristics or features of collaboration scripts: :- “''Macro-script''” prescribes collaboration in a coarse grain, i.e. as a sequence of activities. The best-known example is the JIGSAW script developed by Aronson et al. (1978). :- “''Micro-script''” prescribes the way learners interact with each other: for instance, if John proposes and argument, Suzanne should next proposes a counter-argument. Micro-scripts are somehow dialogue models – many of them argumentation models- that team members are expected to internalize through their practice. :- “''Integrated script''” refers to macro-scripts that not only include collaborative activities, but also individual activities (reading, summarizing …) as well as whole-class activities (lecturing, debriefing). With this extension, the concept gets very close to the general notion of pedagogical scenario, lesson plan or classroom script. :- “''Internal collaboration script''” refers to the knowledge an individual has about a recurring collaborative situations. Internal collaboration scripts are seen as guiding an individual’s understanding of and acting in these situations. Internal collaboration scripts may interact in complex ways with external collaboration scripts (i.e., instructional guidance for collaboration) (Kollar et al., 2006). :- “''Overscripting''” refers to the risk that a high level of script rigidity may spoil the natural richness of collaboration. ==== Key references ==== Aronson E., Blaney N., Sikes J., Stephan C., Snapp M. [http://www.telearn.org/open-archive/browse?resource=6719] (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publication. Dillenbourg P. [http://www.telearn.org/warehouse/Dillenbourg-Pierre-2002.pdf] (2002) Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In: Kirschner P. A. (ed.) Three worlds of CSCL. Can we support CSCL (pp.61-91). Heerlen: Open Universiteit. Dillenbourg P., Hong F. (2008) The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning. 3 (1) 5-23 Fischer F., Mandl H., Haake J. M., Kollar I. (eds.) (2007) Scripting computer-supported collaborative learning – cognitive, computational, and educational perspectives. New York: Springer. Kollar I., Fischer F., Hesse F. W. [http://www.telearn.org/open-archive/search?resource=958] (2006) Collaboration scripts - a conceptual analysis. Educational Psychology Review. 18(2) 159-185 O'Donnell A. M., Dansereau D. F. (1992) Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz and N. Miller (eds.) Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). London: Cambridge University Press. Schank R.C., Abelson R. (1977) Scripts, Plans, Goals, and Understanding. Hillsdale, NJ: Erlbaum Assoc.<br> ==== Related documents ==== …/… <br> 256 254 2011-07-12T15:01:23Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contributor''': Frank Fischer, Department of Psychology, University of Munich ==== Definition ==== A collaboration script is a set of instructions designed for structuring collaborative learning. Scripting collaborations is a pedagogical method which instead of leaving team members completely free, prescribes the organization of the task and the organization of the collaborative process. More specifically, collaboration scripts specify team composition, roles differentiation, activity steps and modes of communication. ==== Comments on the history ==== The word ‘script’ was inspired by Schank’s notion of script, developed in artificial intelligence: “a structure that describes appropriate sequences of events in a particular context. A script is made up of slots and requirements about what can fill those slots. The structure is an integrated whole, and what is in one slot affect what can be in another.” (Schank and Abelson 1977, p.41). The notion of “collaboration script” emerged from the observation that collaborative learning is not always effective and that there is a need to design teamwork in such a way that productive interactions emerge such as explanations, argumentation and mutual regulation. This expression has been used to designate scaffolds structuring face-to-face collaboration (O’Donnell and Dansereau 1992) and computer supported collaboration (Dillenbourg 2002). ==== Related terms ==== Macro-script, micro-script, Internal collaboration script, external collaboration script, integrated script, overscripting, pedagogical scenario, lesson plan, classroom script. Computer-supported collaborative learning (CSCL) ==== Translation issues ==== …/… ==== Disciplinary issues ==== Although it has been inspired by AI research, the term “script” as used in this definition does not relate to the term “script” used in programming (eg. ‘PERL script’). The term “script” is used in cognitive psychology where it refers to “highly specific memory structures that remain relatively fixed in situation in which the script is activated” (Kollar et al. 2006). In AI as well, “a script is a predetermined, stereotyped sequence of actions that defines a well-known situation.” (Schank and Abelson 1975, p.41). In contrast, collaboration scripts can vary in the degrees of freedom they attribute to learners to structure their collaboration (Kollar et al. 2006). A series of term have been coined to differentiate several characteristics or features of collaboration scripts: :- “''Macro-script''” prescribes collaboration in a coarse grain, i.e. as a sequence of activities. The best-known example is the JIGSAW script developed by Aronson et al. (1978). :- “''Micro-script''” prescribes the way learners interact with each other: for instance, if John proposes and argument, Suzanne should next proposes a counter-argument. Micro-scripts are somehow dialogue models – many of them argumentation models- that team members are expected to internalize through their practice. :- “''Integrated script''” refers to macro-scripts that not only include collaborative activities, but also individual activities (reading, summarizing …) as well as whole-class activities (lecturing, debriefing). With this extension, the concept gets very close to the general notion of pedagogical scenario, lesson plan or classroom script. :- “''Internal collaboration script''” refers to the knowledge an individual has about a recurring collaborative situations. Internal collaboration scripts are seen as guiding an individual’s understanding of and acting in these situations. Internal collaboration scripts may interact in complex ways with external collaboration scripts (i.e., instructional guidance for collaboration) (Kollar et al., 2006). :- “''Overscripting''” refers to the risk that a high level of script rigidity may spoil the natural richness of collaboration. ==== Key references ==== Aronson E., Blaney N., Sikes J., Stephan C., Snapp M. [http://www.telearn.org/open-archive/browse?resource=6719] (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publication. Dillenbourg P. [http://www.telearn.org/warehouse/Dillenbourg-Pierre-2002.pdf] (2002) Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In: Kirschner P. A. (ed.) Three worlds of CSCL. Can we support CSCL (pp.61-91). Heerlen: Open Universiteit. Dillenbourg P., Hong F. (2008) The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning. 3 (1) 5-23 Fischer F., Mandl H., Haake J. M., Kollar I. (eds.) (2007) Scripting computer-supported collaborative learning – cognitive, computational, and educational perspectives. New York: Springer. Kollar I., Fischer F., Hesse F. W. (2006) Collaboration scripts - a conceptual analysis. Educational Psychology Review. 18(2) 159-185 O'Donnell A. M., Dansereau D. F. (1992) Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz and N. Miller (eds.) Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). London: Cambridge University Press. Schank R.C., Abelson R. (1977) Scripts, Plans, Goals, and Understanding. Hillsdale, NJ: Erlbaum Assoc.<br> ==== Related documents ==== …/… <br> 254 247 2011-07-12T09:15:35Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contributor''': Frank Fischer, Department of Psychology, University of Munich ==== Definition ==== A collaboration script is a set of instructions designed for structuring collaborative learning. Scripting collaborations is a pedagogical method which instead of leaving team members completely free, prescribes the organization of the task and the organization of the collaborative process. More specifically, collaboration scripts specify team composition, roles differentiation, activity steps and modes of communication. ==== Comments on the history ==== The word ‘script’ was inspired by Schank’s notion of script, developed in artificial intelligence: “a structure that describes appropriate sequences of events in a particular context. A script is made up of slots and requirements about what can fill those slots. The structure is an integrated whole, and what is in one slot affect what can be in another.” (Schank and Abelson 1977, p.41). The notion of “collaboration script” emerged from the observation that collaborative learning is not always effective and that there is a need to design teamwork in such a way that productive interactions emerge such as explanations, argumentation and mutual regulation. This expression has been used to designate scaffolds structuring face-to-face collaboration (O’Donnell and Dansereau 1992) and computer supported collaboration (Dillenbourg 2002). ==== Related terms ==== Macro-script, micro-script, Internal collaboration script, external collaboration script, integrated script, overscripting, pedagogical scenario, lesson plan, classroom script. Computer-supported collaborative learning (CSCL) ==== Translation issues ==== …/… ==== Disciplinary issues ==== Although it has been inspired by AI research, the term “script” as used in this definition does not relate to the term “script” used in programming (eg. ‘PERL script’). The term “script” is used in cognitive psychology where it refers to “highly specific memory structures that remain relatively fixed in situation in which the script is activated” (Kollar et al. 2006). In AI as well, “a script is a predetermined, stereotyped sequence of actions that defines a well-known situation.” (Schank and Abelson 1975, p.41). In contrast, collaboration scripts can vary in the degrees of freedom they attribute to learners to structure their collaboration (Kollar et al. 2006). A series of term have been coined to differentiate several characteristics or features of collaboration scripts: :- “''Macro-script''” prescribes collaboration in a coarse grain, i.e. as a sequence of activities. The best-known example is the JIGSAW script developed by Aronson et al. (1978). :- “''Micro-script''” prescribes the way learners interact with each other: for instance, if John proposes and argument, Suzanne should next proposes a counter-argument. Micro-scripts are somehow dialogue models – many of them argumentation models- that team members are expected to internalize through their practice. :- “''Integrated script''” refers to macro-scripts that not only include collaborative activities, but also individual activities (reading, summarizing …) as well as whole-class activities (lecturing, debriefing). With this extension, the concept gets very close to the general notion of pedagogical scenario, lesson plan or classroom script. :- “''Internal collaboration script''” refers to the knowledge an individual has about a recurring collaborative situations. Internal collaboration scripts are seen as guiding an individual’s understanding of and acting in these situations. Internal collaboration scripts may interact in complex ways with external collaboration scripts (i.e., instructional guidance for collaboration) (Kollar et al., 2006). :- “''Overscripting''” refers to the risk that a high level of script rigidity may spoil the natural richness of collaboration. ==== Key references ==== Aronson E., Blaney N., Sikes J., Stephan C., Snapp M. (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publication. Dillenbourg P. (2002) Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In: Kirschner P. A. (ed.) Three worlds of CSCL. Can we support CSCL (pp.61-91). Heerlen: Open Universiteit. [http://www.telearn.org/warehouse/Dillenbourg-Pierre-2002.pdf Read online] Dillenbourg P., Hong F. (2008) The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning. 3 (1) 5-23 Fischer F., Mandl H., Haake J. M., Kollar I. (eds.) (2007) Scripting computer-supported collaborative learning – cognitive, computational, and educational perspectives. New York: Springer. Kollar I., Fischer F., Hesse F. W. (2006) Collaboration scripts - a conceptual analysis. Educational Psychology Review. 18(2) 159-185 O'Donnell A. M., Dansereau D. F. (1992) Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz and N. Miller (eds.) Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). London: Cambridge University Press. Schank R.C., Abelson R. (1977) Scripts, Plans, Goals, and Understanding. Hillsdale, NJ: Erlbaum Assoc.<br> ==== Related documents ==== …/… <br> 247 189 2011-07-04T15:08:02Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contributor''': Frank Fischer, Department of Psychology, University of Munich ==== Definition ==== A collaboration script is a set of instructions designed for structuring collaborative learning. Scripting collaborations is a pedagogical method which instead of leaving team members completely free, prescribes the organization of the task and the organization of the collaborative process. More specifically, collaboration scripts specify team composition, roles differentiation, activity steps and modes of communication. ==== Comments on the history ==== The word ‘script’ was inspired by Schank’s notion of script, developed in artificial intelligence: “a structure that describes appropriate sequences of events in a particular context. A script is made up of slots and requirements about what can fill those slots. The structure is an integrated whole, and what is in one slot affect what can be in another.” (Schank and Abelson 1977, p.41). The notion of “collaboration script” emerged from the observation that collaborative learning is not always effective and that there is a need to design teamwork in such a way that productive interactions emerge such as explanations, argumentation and mutual regulation. This expression has been used to designate scaffolds structuring face-to-face collaboration (O’Donnell and Dansereau 1992) and computer supported collaboration (Dillenbourg 2002). ==== Related terms ==== Macro-script, micro-script, Internal collaboration script, external collaboration script, integrated script, overscripting, pedagogical scenario, lesson plan, classroom script. Computer-supported collaborative learning (CSCL) ==== Translation issues ==== …/… ==== Disciplinary issues ==== Although it has been inspired by AI research, the term “script” as used in this definition does not relate to the term “script” used in programming (eg. ‘PERL script’). The term “script” is used in cognitive psychology where it refers to “highly specific memory structures that remain relatively fixed in situation in which the script is activated” (Kollar et al. 2006). In AI as well, “a script is a predetermined, stereotyped sequence of actions that defines a well-known situation.” (Schank and Abelson 1975, p.41). In contrast, collaboration scripts can vary in the degrees of freedom they attribute to learners to structure their collaboration (Kollar et al. 2006). A series of term have been coined to differentiate several characteristics or features of collaboration scripts: :- “''Macro-script''” prescribes collaboration in a coarse grain, i.e. as a sequence of activities. The best-known example is the JIGSAW script developed by Aronson et al. (1978). :- “''Micro-script''” prescribes the way learners interact with each other: for instance, if John proposes and argument, Suzanne should next proposes a counter-argument. Micro-scripts are somehow dialogue models – many of them argumentation models- that team members are expected to internalize through their practice. :- “''Integrated script''” refers to macro-scripts that not only include collaborative activities, but also individual activities (reading, summarizing …) as well as whole-class activities (lecturing, debriefing). With this extension, the concept gets very close to the general notion of pedagogical scenario, lesson plan or classroom script. :- “''Internal collaboration script''” refers to the knowledge an individual has about a recurring collaborative situations. Internal collaboration scripts are seen as guiding an individual’s understanding of and acting in these situations. Internal collaboration scripts may interact in complex ways with external collaboration scripts (i.e., instructional guidance for collaboration) (Kollar et al., 2006). :- “''Overscripting''” refers to the risk that a high level of script rigidity may spoil the natural richness of collaboration. ==== Key references ==== Aronson E., Blaney N., Sikes J., Stephan G., Snapp M. (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publication. Dillenbourg P. (2002) Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In: Kirschner P. A. (ed.) Three worlds of CSCL. Can we support CSCL (pp.61-91). Heerlen: Open Universiteit. [http://www.telearn.org/warehouse/Dillenbourg-Pierre-2002.pdf Read online] Dillenbourg P., Hong F. (2008) The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning. 3 (1) 5-23 Fischer F., Mandl H., Haake J. M., Kollar I. (eds.) (2007) Scripting computer-supported collaborative learning – cognitive, computational, and educational perspectives. New York: Springer. Kollar I., Fischer F., Hesse F. W. (2006) Collaboration scripts - a conceptual analysis. Educational Psychology Review. 18(2) 159-185 O'Donnell A. M., Dansereau D. F. (1992) Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz and N. Miller (eds.) Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). London: Cambridge University Press. Schank R.C., Abelson R. (1977) Scripts, Plans, Goals, and Understanding. Hillsdale, NJ: Erlbaum Assoc.<br> ==== Related documents ==== …/… <br> 189 178 2011-05-27T14:29:52Z Balacheff 4 wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contributor''': Frank Fischer, Department of Psychology, University of Munich ==== Definition ==== A collaboration script is a set of instructions designed for structuring collaborative learning. Scripting collaborations is a pedagogical method which instead of leaving team members completely free, prescribes the organization of the task and the organization of the collaborative process. More specifically, collaboration scripts specify team composition, roles differentiation, activity steps and modes of communication. ==== Comments on the history ==== The word ‘script’ was inspired by Schank’s notion of script, developed in artificial intelligence: “a structure that describes appropriate sequences of events in a particular context. A script is made up of slots and requirements about what can fill those slots. The structure is an integrated whole, and what is in one slot affect what can be in another.” (Schank and Abelson 1977, p.41). The notion of “collaboration script” emerged from the observation that collaborative learning is not always effective and that there is a need to design teamwork in such a way that productive interactions emerge such as explanations, argumentation and mutual regulation. This expression has been used to designate scaffolds structuring face-to-face collaboration (O’Donnell and Dansereau 1992) and computer supported collaboration (Dillenbourg 2002). ==== Related terms ==== Macro-script, micro-script, Internal collaboration script, external collaboration script, integrated script, overscripting, pedagogical scenario, lesson plan, classroom script. Computer-supported collaborative learning (CSCL) ==== Translation issues ==== …/… ==== Disciplinary issues ==== Although it has been inspired by AI research, the term “script” as used in this definition does not relate to the term “script” used in programming (eg. ‘PERL script’). The term “script” is used in cognitive psychology where it refers to “highly specific memory structures that remain relatively fixed in situation in which the script is activated” (Kollar et al. 2006). In AI as well, “a script is a predetermined, stereotyped sequence of actions that defines a well-known situation.” (Schank and Abelson 1975, p.41). In contrast, collaboration scripts can vary in the degrees of freedom they attribute to learners to structure their collaboration (Kollar et al. 2006). A series of term have been coined to differentiate several characteristics or features of collaboration scripts: :- “''Macro-script''” prescribes collaboration in a coarse grain, i.e. as a sequence of activities. The best-known example is the JIGSAW script developed by Aronson et al. (1978). :- “''Micro-script''” prescribes the way learners interact with each other: for instance, if John proposes and argument, Suzanne should next proposes a counter-argument. Micro-scripts are somehow dialogue models – many of them argumentation models- that team members are expected to internalize through their practice. :- “''Integrated script''” refers to macro-scripts that not only include collaborative activities, but also individual activities (reading, summarizing …) as well as whole-class activities (lecturing, debriefing). With this extension, the concept gets very close to the general notion of pedagogical scenario, lesson plan or classroom script. :- “''Internal collaboration script''” refers to the knowledge an individual has about a recurring collaborative situations. Internal collaboration scripts are seen as guiding an individual’s understanding of and acting in these situations. Internal collaboration scripts may interact in complex ways with external collaboration scripts (i.e., instructional guidance for collaboration) (Kollar et al., 2006). :- “''Overscripting''” refers to the risk that a high level of script rigidity may spoil the natural richness of collaboration. ==== Key references ==== Aronson E., Blaney N., Sikes J., Stephan G., Snapp M. (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publication. Dillenbourg P. (2002) Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In: Kirschner P. A. (ed.) Three worlds of CSCL. Can we support CSCL (pp.61-91). Heerlen: Open Universiteit Dillenbourg P., Hong F. (2008) The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning. 3 (1) 5-23 Fischer F., Mandl H., Haake J. M., Kollar I. (eds.) (2007) Scripting computer-supported collaborative learning – cognitive, computational, and educational perspectives. New York: Springer. Kollar I., Fischer F., Hesse F. W. (2006) Collaboration scripts - a conceptual analysis. Educational Psychology Review. 18(2) 159-185 O'Donnell A. M., Dansereau D. F. (1992) Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz and N. Miller (eds.) Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). London: Cambridge University Press. Schank R.C., Abelson R. (1977) Scripts, Plans, Goals, and Understanding. Hillsdale, NJ: Erlbaum Assoc.<br> ==== Related documents ==== …/… <br> 178 173 2011-05-27T13:58:30Z Admin 1 wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contributor''': Frank Fischer, Department of Psychology, University of Munich ==== Definition ==== A collaboration script is a set of instructions designed for structuring collaborative learning. Scripting collaborations is a pedagogical method which instead of leaving team members completely free, prescribes the organization of the task and the organization of the collaborative process. More specifically, collaboration scripts specify team composition, roles differentiation, activity steps and modes of communication. ==== Comments on the history ==== The word ‘script’ was inspired by Schank’s notion of script, developed in artificial intelligence: “a structure that describes appropriate sequences of events in a particular context. A script is made up of slots and requirements about what can fill those slots. The structure is an integrated whole, and what is in one slot affect what can be in another.” (Schank and Abelson 1977, p.41). The notion of “collaboration script” emerged from the observation that collaborative learning is not always effective and that there is a need to design teamwork in such a way that productive interactions emerge such as explanations, argumentation and mutual regulation. This expression has been used to designate scaffolds structuring face-to-face collaboration (O’Donnell and Dansereau 1992) and computer supported collaboration (Dillenbourg 2002). ==== Related terms ==== Macro-script, micro-script, Internal collaboration script, external collaboration script, integrated script, overscripting, pedagogical scenario, lesson plan, classroom script. Computer-supported collaborative learning (CSCL) ==== Translation issues ==== …/… ==== Disciplinary issues ==== Although it has been inspired by AI research, the term “script” as used in this definition does not relate to the term “script” used in programming (eg. ‘PERL script’). The term “script” is used in cognitive psychology where it refers to “highly specific memory structures that remain relatively fixed in situation in which the script is activated” (Kollar et al. 2006). In AI as well, “a script is a predetermined, stereotyped sequence of actions that defines a well-known situation.” (Schank and Abelson 1975, p.41). In contrast, collaboration scripts can vary in the degrees of freedom they attribute to learners to structure their collaboration (Kollar et al. 2006). A series of term have been coined to differentiate several characteristics or features of collaboration scripts: :- “''Macro-script''” prescribes collaboration in a coarse grain, i.e. as a sequence of activities. The best-known example is the JIGSAW script developed by Aronson et al. (1978). :- “''Micro-script''” prescribes the way learners interact with each other: for instance, if John proposes and argument, Suzanne should next proposes a counter-argument. Micro-scripts are somehow dialogue models – many of them argumentation models- that team members are expected to internalize through their practice. :- “''Integrated script''” refers to macro-scripts that not only include collaborative activities, but also individual activities (reading, summarizing …) as well as whole-class activities (lecturing, debriefing). With this extension, the concept gets very close to the general notion of pedagogical scenario, lesson plan or classroom script. :- “''Internal collaboration script''” refers to the knowledge an individual has about a recurring collaborative situations. Internal collaboration scripts are seen as guiding an individual’s understanding of and acting in these situations. Internal collaboration scripts may interact in complex ways with external collaboration scripts (i.e., instructional guidance for collaboration) (Kollar et al., 2006). :- “''Overscripting''” refers to the risk that a high level of script rigidity may spoil the natural richness of collaboration. ==== Key references ==== Aronson E., Blaney N., Sikes J., Stephan G., Snapp M. (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publication. Dillenbourg P. (2002) Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In: Kirschner P. A. (ed.) Three worlds of CSCL. Can we support CSCL (pp.61-91). Heerlen: Open Universiteit Dillenbourg P., Hong F. (2008) The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning. 3 (1) 5-23 Fischer F., Mandl H., Haake J. M., Kollar I. (eds.) (2007) Scripting computer-supported collaborative learning – cognitive, computational, and educational perspectives. New York: Springer. Kollar I., Fischer F., Hesse F. W. (2006) Collaboration scripts - a conceptual analysis. Educational Psychology Review. 18(2) 159-185 O'Donnell A. M., Dansereau D. F. (1992) Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz and N. Miller (eds.) Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). London: Cambridge University Press. Schank R.C., Abelson R. (1977) Scripts, Plans, Goals, and Understanding. Hillsdale, NJ: Erlbaum Assoc.<br> ==== Related documents …/… ==== <br> 173 172 2011-05-27T13:49:31Z Admin 1 wikitext text/x-wiki ====== Draft 1 ====== '''Editor''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contributor''': Frank Fischer, Department of Psychology, University of Munich ==== Definition ==== A collaboration script is a set of instructions designed for structuring collaborative learning. Scripting collaborations is a pedagogical method which instead of leaving team members completely free, prescribes the organization of the task and the organization of the collaborative process. More specifically, collaboration scripts specify team composition, roles differentiation, activity steps and modes of communication. ==== Comments on the history ==== The word ‘script’ was inspired by Schank’s notion of script, developed in artificial intelligence: “a structure that describes appropriate sequences of events in a particular context. A script is made up of slots and requirements about what can fill those slots. The structure is an integrated whole, and what is in one slot affect what can be in another.” (Schank and Abelson 1977, p.41). The notion of “collaboration script” emerged from the observation that collaborative learning is not always effective and that there is a need to design teamwork in such a way that productive interactions emerge such as explanations, argumentation and mutual regulation. This expression has been used to designate scaffolds structuring face-to-face collaboration (O’Donnell and Dansereau 1992) and computer supported collaboration (Dillenbourg 2002). ==== Related terms ==== Macro-script, micro-script, Internal collaboration script, external collaboration script, integrated script, overscripting, pedagogical scenario, lesson plan, classroom script. Computer-supported collaborative learning (CSCL) ==== Translation issues ==== …/… ==== Disciplinary issues ==== Although it has been inspired by AI research, the term “script” as used in this definition does not relate to the term “script” used in programming (eg. ‘PERL script’). The term “script” is used in cognitive psychology where it refers to “highly specific memory structures that remain relatively fixed in situation in which the script is activated” (Kollar et al. 2006). In AI as well, “a script is a predetermined, stereotyped sequence of actions that defines a well-known situation.” (Schank and Abelson 1975, p.41). In contrast, collaboration scripts can vary in the degrees of freedom they attribute to learners to structure their collaboration (Kollar et al. 2006). A series of term have been coined to differentiate several characteristics or features of collaboration scripts: :- “''Macro-script''” prescribes collaboration in a coarse grain, i.e. as a sequence of activities. The best-known example is the JIGSAW script developed by Aronson et al. (1978). :- “''Micro-script''” prescribes the way learners interact with each other: for instance, if John proposes and argument, Suzanne should next proposes a counter-argument. Micro-scripts are somehow dialogue models – many of them argumentation models- that team members are expected to internalize through their practice. :- “''Integrated script''” refers to macro-scripts that not only include collaborative activities, but also individual activities (reading, summarizing …) as well as whole-class activities (lecturing, debriefing). With this extension, the concept gets very close to the general notion of pedagogical scenario, lesson plan or classroom script. :- “''Internal collaboration script''” refers to the knowledge an individual has about a recurring collaborative situations. Internal collaboration scripts are seen as guiding an individual’s understanding of and acting in these situations. Internal collaboration scripts may interact in complex ways with external collaboration scripts (i.e., instructional guidance for collaboration) (Kollar et al., 2006). :- “''Overscripting''” refers to the risk that a high level of script rigidity may spoil the natural richness of collaboration. ==== Key references ==== Aronson E., Blaney N., Sikes J., Stephan G., Snapp M. (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publication. Dillenbourg P. (2002) Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In: Kirschner P. A. (ed.) Three worlds of CSCL. Can we support CSCL (pp.61-91). Heerlen: Open Universiteit Dillenbourg P., Hong F. (2008) The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning. 3 (1) 5-23 Fischer F., Mandl H., Haake J. M., Kollar I. (eds.) (2007) Scripting computer-supported collaborative learning – cognitive, computational, and educational perspectives. New York: Springer. Kollar I., Fischer F., Hesse F. W. (2006) Collaboration scripts - a conceptual analysis. Educational Psychology Review. 18(2) 159-185 O'Donnell A. M., Dansereau D. F. (1992) Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz and N. Miller (eds.) Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). London: Cambridge University Press. Schank R.C., Abelson R. (1977) Scripts, Plans, Goals, and Understanding. Hillsdale, NJ: Erlbaum Assoc.<br> ==== Related documents …/… ==== <br> 172 2011-05-27T13:48:18Z Admin 1 Created page with "====== Draft 1 ====== '''Editor''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contributor''': Frank Fischer, Department of Psychology, University of ..." wikitext text/x-wiki ====== Draft 1 ====== '''Editor''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contributor''': Frank Fischer, Department of Psychology, University of Munich ==== Definition ==== A collaboration script is a set of instructions designed for structuring collaborative learning. Scripting collaborations is a pedagogical method which instead of leaving team members completely free, prescribes the organization of the task and the organization of the collaborative process. More specifically, collaboration scripts specify team composition, roles differentiation, activity steps and modes of communication. ==== Comments on the history ==== The word ‘script’ was inspired by Schank’s notion of script, developed in artificial intelligence: “a structure that describes appropriate sequences of events in a particular context. A script is made up of slots and requirements about what can fill those slots. The structure is an integrated whole, and what is in one slot affect what can be in another.” (Schank and Abelson 1977, p.41). The notion of “collaboration script” emerged from the observation that collaborative learning is not always effective and that there is a need to design teamwork in such a way that productive interactions emerge such as explanations, argumentation and mutual regulation. This expression has been used to designate scaffolds structuring face-to-face collaboration (O’Donnell and Dansereau 1992) and computer supported collaboration (Dillenbourg 2002). ==== Related terms ==== Macro-script, micro-script, Internal collaboration script, external collaboration script, integrated script, overscripting, pedagogical scenario, lesson plan, classroom script. Computer-supported collaborative learning (CSCL) ==== Translation issues ==== …/… ==== Disciplinary issues ==== Although it has been inspired by AI research, the term “script” as used in this definition does not relate to the term “script” used in programming (eg. ‘PERL script’). The term “script” is used in cognitive psychology where it refers to “highly specific memory structures that remain relatively fixed in situation in which the script is activated” (Kollar et al. 2006). In AI as well, “a script is a predetermined, stereotyped sequence of actions that defines a well-known situation.” (Schank and Abelson 1975, p.41). In contrast, collaboration scripts can vary in the degrees of freedom they attribute to learners to structure their collaboration (Kollar et al. 2006). A series of term have been coined to differentiate several characteristics or features of collaboration scripts: :- “''Macro-script''” prescribes collaboration in a coarse grain, i.e. as a sequence of activities. The best-known example is the JIGSAW script developed by Aronson et al. (1978). :- “''Micro-script''” prescribes the way learners interact with each other: for instance, if John proposes and argument, Suzanne should next proposes a counter-argument. Micro-scripts are somehow dialogue models – many of them argumentation models- that team members are expected to internalize through their practice. :- “''Integrated script''” refers to macro-scripts that not only include collaborative activities, but also individual activities (reading, summarizing …) as well as whole-class activities (lecturing, debriefing). With this extension, the concept gets very close to the general notion of pedagogical scenario, lesson plan or classroom script. :- “''Internal collaboration script''” refers to the knowledge an individual has about a recurring collaborative situations. Internal collaboration scripts are seen as guiding an individual’s understanding of and acting in these situations. Internal collaboration scripts may interact in complex ways with external collaboration scripts (i.e., instructional guidance for collaboration) (Kollar et al., 2006). :- “''Overscripting''” refers to the risk that a high level of script rigidity may spoil the natural richness of collaboration. ==== Key references ==== Aronson E., Blaney N., Sikes J., Stephan G., Snapp M. (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publication. Dillenbourg P. (2002) Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In: Kirschner P. A. (ed.) Three worlds of CSCL. Can we support CSCL (pp.61-91). Heerlen: Open Universiteit Dillenbourg P., Hong F. (2008) The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning. 3 (1) 5-23 Fischer F., Mandl H., Haake J. M., Kollar I. (eds.) (2007) Scripting computer-supported collaborative learning – cognitive, computational, and educational perspectives. New York: Springer. Kollar I., Fischer F., Hesse F. W. (2006) Collaboration scripts - a conceptual analysis. Educational Psychology Review. 18(2) 159-185 O'Donnell A. M., Dansereau D. F. (1992) Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz and N. Miller (eds.) Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). London: Cambridge University Press. Schank R.C., Abelson R. (1977) Scripts, Plans, Goals, and Understanding. Hillsdale, NJ: Erlbaum Assoc. ==== Related documents …/… ==== <br> 0 136 1255 1254 2013-03-11T11:24:04Z Vdimitrova 15 /* Предметна проблематика */ wikitext text/x-wiki = Адаптивна учебна среда = <u>раб. версия 1</u> '''Editor''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contributors''': Frank Fischer, Department of Psychology, University of Munich '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== Колаборативният скрипт е набор от инструкции, които са проектирани за стуктуриране на колаборативно учене. Изграждането на колаборативен скрипт е педагогически метод, който вместо да оставя учащите в групата да структурират взаимодействията си напълно свободно, предписва как задачата и целият колаборативен процес да бъдат организирани. По-конкретно колаборативният скрипт задава конкретни параметри за това как учебните групи да бъдат стуктурирани; как ролите в тези групи да бъдат разпределени; кои да бъдат стъпките по изпълнението на дадената задача; какъв да бъде режимът на комуникация. ==== Сродни термини ==== -/- ==== Коментар по развитието на термина ==== Думата ‘скрипт’ е взаимствана от идеята на Шанк за скрипт по начина, по който тя е възприета в областта на изкуствения интелект: „структура, която задава необходима последователност от събития в рамките на конкретна ситуация. Един скрипт е съставен от слотове и изисквания за това какво тези слотове могат да съдържат. Структурата представлява едно цяло от интегрирани елементи и това, което един слот съдържа, има отражение върху всички останали слотове” (Schank and Abelson 1977,р.41). ==== Проблематика на превода ==== -/- ==== Предметна проблематика ==== Макар и взаимстван от разработките на изкуствен интелект, терминът „скрипт” в тази му употреба не е свързан с термина „скрипт”, който стандартно бива използван в програмирането (напр. ‘PERL script’). Терминът ‘скрипт’ се използва в когнитивната психология, където той се отнася до „ строго специфични структури в човешката памет, които остават сравнително неизменени в сиуации, в които даденият скрипт се активира” (Kollar et al. 2006). Както и в разработките в сферата на изкуствения интелект, „ скриптът е предварително дефинирана, стереотипна последовтелност от действия, която задава рамките на добре позната ситуация (Schank and Abelson 1975, p.41). За разлика от това разбиране обаче, колаборативният скрипт може да приема различни степени на свобода, която се предписва на учащите чрез структурата, посредством която те си сътрудничат (Kollar et al. 2006). Въведена е група от подтермини, за да могат да бъдат разграничени няколко характеристики или елементи на колаборативния скрипт:<br> *„Макро-скриптът” задава груба рамка на процеса на колаборативна интеракция, като например последователност от дейности. Най-известният пример е т. нар. Джигсо скрипт, разработен от Aronson et al. (1978). *„Микро-скриптът” задава схемата, по която учащите общуват един с друг, като например, ако Джон предложи аргумент, след това Сюзан трябва да го оспори. Микро-скриптите са до известна степен модели на диалози (много от тях модели на дискусии), които участниците се предполага, че ще интернализират чрез практиката. *„Интегрираните скриптове” се отнасят до микро-скриптове, които включват не само колаборативни дейности, но същевременно индивидуални такива (четене, обобщаване...), както и задачи, обхващащи дейности с цели класове от учащи (лекции, отчитане на резултати от извършена работа). С тази добавка концепцията се доближава много до общата представа за педагогически сценарий, урочен план или схема на дейности в класната стая. *„Вътрешен колаборативен скрипт” се отнася до знанията, които индивидуалният учащ има за повтарящи се колаборативни ситуации. Приема се, че вътрешният колаборативен скрипт насочва разбирането на учащия за самата ситуация, както и какви действия е нужно да бъдат предприети в нея. Възможно е вътрешните колаборативни скриптове да си взаимодействат по сложен начин с външните колаборативни скриптове (т.е. дидиктическо упътване за взаимодействие) (Kollar et al., 2006). *Понятието „оувърскриптинг” е свързано с риска от поставяне на прекалено стриктни параметри на взаимодействие, които е възможно да нарушат естествената наситеност на процеса на интеракция. <br> ==== Основна литература ==== ==== Key references ==== [http://telearn.archives-ouvertes.fr/index.php?halsid=ttmmj9cfmv5c770b5oshce2vq4&view_this_doc=hal-00777116&version=1] Aronson E., Blaney N., Sikes J., Stephan C., Snapp M. (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publication. [http://telearn.archives-ouvertes.fr/index.php?halsid=ttmmj9cfmv5c770b5oshce2vq4&view_this_doc=hal-00190230&version=1] Dillenbourg P. (2002) Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In: Kirschner P. A. (ed.) Three worlds of CSCL. Can we support CSCL (pp.61-91). Heerlen: Open Universiteit. [http://link.springer.com/article/10.1007%2Fs11412-007-9033-1?LI=true] Dillenbourg P., Hong F. (2008) The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning. 3 (1) 5-23 [http://hal.archives-ouvertes.fr/hal-00692017/] Fischer F., Mandl H., Haake J. M., Kollar I. (eds.) (2007) Scripting computer-supported collaborative learning – cognitive, computational, and educational perspectives. New York: Springer. [http://telearn.archives-ouvertes.fr/docs/00/19/06/42/PDF/Kollar-Ingo-2006.pdf] Kollar I., Fischer F., Hesse F. W. (2006) Collaboration scripts - a conceptual analysis. Educational Psychology Review. 18(2) 159-185 [http://books.google.fr/books?id=3nnBETM5lnEC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false]O'Donnell A. M., Dansereau D. F. (1992) Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz and N. Miller (eds.) Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). London: Cambridge University Press. [http://books.google.fr/books?id=YZ99AAAAMAAJ&dq=editions:ISBN0470990333&hl=fr] Schank R.C., Abelson R. (1977) Scripts, Plans, Goals, and Understanding&nbsp;: An Inquiry into Human Knowledge Structures. Hillsdale, N.J.&nbsp;: Lawrence Erlbaum Associates. 256 pages.<br> 1254 1253 2013-03-11T11:18:36Z Vdimitrova 15 /* Коментар по развитието на термина */ wikitext text/x-wiki = Адаптивна учебна среда = <u>раб. версия 1</u> '''Editor''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contributors''': Frank Fischer, Department of Psychology, University of Munich '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== Колаборативният скрипт е набор от инструкции, които са проектирани за стуктуриране на колаборативно учене. Изграждането на колаборативен скрипт е педагогически метод, който вместо да оставя учащите в групата да структурират взаимодействията си напълно свободно, предписва как задачата и целият колаборативен процес да бъдат организирани. По-конкретно колаборативният скрипт задава конкретни параметри за това как учебните групи да бъдат стуктурирани; как ролите в тези групи да бъдат разпределени; кои да бъдат стъпките по изпълнението на дадената задача; какъв да бъде режимът на комуникация. ==== Сродни термини ==== -/- ==== Коментар по развитието на термина ==== Думата ‘скрипт’ е взаимствана от идеята на Шанк за скрипт по начина, по който тя е възприета в областта на изкуствения интелект: „структура, която задава необходима последователност от събития в рамките на конкретна ситуация. Един скрипт е съставен от слотове и изисквания за това какво тези слотове могат да съдържат. Структурата представлява едно цяло от интегрирани елементи и това, което един слот съдържа, има отражение върху всички останали слотове” (Schank and Abelson 1977,р.41). ==== Проблематика на превода ==== -/- ==== Предметна проблематика ==== Макар и взаимстван от разработките на изкуствен интелект, терминът „скрипт” в тази му употреба не е свързан с термина „скрипт”, който стандартно бива използван в програмирането (например ‘PERL script’). Терминът ‘скрипт’ се използва в когнитивната психология, където той се отнася до „ строго специфични структури в човешката памет, които остават сравнително неизменени в сиуации, в които даденият скрипт се активира” (Kollar et al. 2006). Както и в разработките на изкуствен интелект, „ скриптът е предварително дефинирана, стереотипна последовтелност от действия, която задава рамките на добре позната ситуация (Schank and Abelson 1975, p.41). За разлика от това разбиране обаче, колаборативният скрипт може да приема различни степени на свобода, която се преписва на учащите чрез структурата, посредством която те си сътрудничат (Kollar et al. 2006). Въведена е серия от подтермини, за да могат да бъдат разграничени няколко характеристики или елементи на колаборативния скрипт:<br> *„Макро-скриптът” задава груба рамка на процеса на колаборативна интеракция, като например последователност от дейности. Най-известният пример е т. нар. Джигсо скрипт, разработен от Aronson et al. (1978). *„Микро-скриптът” задава схемата, по която учащите общуват един с друг, като например, ако Джон предложи аргумент, след това Сюзан трябва да го оспори. Микро-скриптите са до известна степен модели на диалози (много от тях модели на дискусии), които участниците се предполага, че ще интернализират чрез практиката. *„Интегрираните скриптове” се отнасят до микро-скриптове, които включват не само колаборативни дейности, но същевременно индивидуални такива (четене, обобщаване...), както и задачи, обхващащи дейности с цели класове от учащи (лекции, отчитане на резултати от извършена работа). С тази добавка концепцията се доближава много до общата представа за педагогически сценарий, урочен план или схема на дейности в класната стая. *„Вътрешен колаборативен скрипт” се отнася до знанията, които индивидуалният учащ има за повтарящи се колаборативни ситуации. Приема се, че вътрешният колаборативен скрипт насочва разбирането на учащия за самата ситуация, както и какви действия е нужно да бъдат предприети в нея. Възможно е вътрешните колаборативни скриптове да си взаимодействат по сложен начин с външните колаборативни скриптове (т.е. дидиктическо упътване за взаимодействие) (Kollar et al., 2006). *Понятието „оувърскриптинг” е свързано с риска от поставяне на прекалено стриктни параметри на взаимодействие, които е възможно да нарушат естествената наситеност на процеса на интеракция. <br> ==== Основна литература ==== ==== Key references ==== [http://telearn.archives-ouvertes.fr/index.php?halsid=ttmmj9cfmv5c770b5oshce2vq4&view_this_doc=hal-00777116&version=1] Aronson E., Blaney N., Sikes J., Stephan C., Snapp M. (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publication. [http://telearn.archives-ouvertes.fr/index.php?halsid=ttmmj9cfmv5c770b5oshce2vq4&view_this_doc=hal-00190230&version=1] Dillenbourg P. (2002) Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In: Kirschner P. A. (ed.) Three worlds of CSCL. Can we support CSCL (pp.61-91). Heerlen: Open Universiteit. [http://link.springer.com/article/10.1007%2Fs11412-007-9033-1?LI=true] Dillenbourg P., Hong F. (2008) The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning. 3 (1) 5-23 [http://hal.archives-ouvertes.fr/hal-00692017/] Fischer F., Mandl H., Haake J. M., Kollar I. (eds.) (2007) Scripting computer-supported collaborative learning – cognitive, computational, and educational perspectives. New York: Springer. [http://telearn.archives-ouvertes.fr/docs/00/19/06/42/PDF/Kollar-Ingo-2006.pdf] Kollar I., Fischer F., Hesse F. W. (2006) Collaboration scripts - a conceptual analysis. Educational Psychology Review. 18(2) 159-185 [http://books.google.fr/books?id=3nnBETM5lnEC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false]O'Donnell A. M., Dansereau D. F. (1992) Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz and N. Miller (eds.) Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). London: Cambridge University Press. [http://books.google.fr/books?id=YZ99AAAAMAAJ&dq=editions:ISBN0470990333&hl=fr] Schank R.C., Abelson R. (1977) Scripts, Plans, Goals, and Understanding&nbsp;: An Inquiry into Human Knowledge Structures. Hillsdale, N.J.&nbsp;: Lawrence Erlbaum Associates. 256 pages.<br> 1253 1252 2013-03-11T11:18:15Z Vdimitrova 15 /* Коментар по развитието на термина */ wikitext text/x-wiki = Адаптивна учебна среда = <u>раб. версия 1</u> '''Editor''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contributors''': Frank Fischer, Department of Psychology, University of Munich '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== Колаборативният скрипт е набор от инструкции, които са проектирани за стуктуриране на колаборативно учене. Изграждането на колаборативен скрипт е педагогически метод, който вместо да оставя учащите в групата да структурират взаимодействията си напълно свободно, предписва как задачата и целият колаборативен процес да бъдат организирани. По-конкретно колаборативният скрипт задава конкретни параметри за това как учебните групи да бъдат стуктурирани; как ролите в тези групи да бъдат разпределени; кои да бъдат стъпките по изпълнението на дадената задача; какъв да бъде режимът на комуникация. ==== Сродни термини ==== -/- ==== Коментар по развитието на термина ==== Думата ‘скрипт’ е взаимствана от идеята на Шанк за скрипт по начина, по който тя е възприета в областта на изкуствения интелект: „структура, която задава необходима последователност от събития в рамките на конкретна ситуация. Един скрипт е съставен от слотове и изисквания за това какво тези слотове могат да съдържат. Структурата представлява едно цяло от интегрирани елементи и това, което един слот съдържа, има отражение върху всички останали слотове” (Schank and Abelson 1977, стр.41). ==== Проблематика на превода ==== -/- ==== Предметна проблематика ==== Макар и взаимстван от разработките на изкуствен интелект, терминът „скрипт” в тази му употреба не е свързан с термина „скрипт”, който стандартно бива използван в програмирането (например ‘PERL script’). Терминът ‘скрипт’ се използва в когнитивната психология, където той се отнася до „ строго специфични структури в човешката памет, които остават сравнително неизменени в сиуации, в които даденият скрипт се активира” (Kollar et al. 2006). Както и в разработките на изкуствен интелект, „ скриптът е предварително дефинирана, стереотипна последовтелност от действия, която задава рамките на добре позната ситуация (Schank and Abelson 1975, p.41). За разлика от това разбиране обаче, колаборативният скрипт може да приема различни степени на свобода, която се преписва на учащите чрез структурата, посредством която те си сътрудничат (Kollar et al. 2006). Въведена е серия от подтермини, за да могат да бъдат разграничени няколко характеристики или елементи на колаборативния скрипт:<br> *„Макро-скриптът” задава груба рамка на процеса на колаборативна интеракция, като например последователност от дейности. Най-известният пример е т. нар. Джигсо скрипт, разработен от Aronson et al. (1978). *„Микро-скриптът” задава схемата, по която учащите общуват един с друг, като например, ако Джон предложи аргумент, след това Сюзан трябва да го оспори. Микро-скриптите са до известна степен модели на диалози (много от тях модели на дискусии), които участниците се предполага, че ще интернализират чрез практиката. *„Интегрираните скриптове” се отнасят до микро-скриптове, които включват не само колаборативни дейности, но същевременно индивидуални такива (четене, обобщаване...), както и задачи, обхващащи дейности с цели класове от учащи (лекции, отчитане на резултати от извършена работа). С тази добавка концепцията се доближава много до общата представа за педагогически сценарий, урочен план или схема на дейности в класната стая. *„Вътрешен колаборативен скрипт” се отнася до знанията, които индивидуалният учащ има за повтарящи се колаборативни ситуации. Приема се, че вътрешният колаборативен скрипт насочва разбирането на учащия за самата ситуация, както и какви действия е нужно да бъдат предприети в нея. Възможно е вътрешните колаборативни скриптове да си взаимодействат по сложен начин с външните колаборативни скриптове (т.е. дидиктическо упътване за взаимодействие) (Kollar et al., 2006). *Понятието „оувърскриптинг” е свързано с риска от поставяне на прекалено стриктни параметри на взаимодействие, които е възможно да нарушат естествената наситеност на процеса на интеракция. <br> ==== Основна литература ==== ==== Key references ==== [http://telearn.archives-ouvertes.fr/index.php?halsid=ttmmj9cfmv5c770b5oshce2vq4&view_this_doc=hal-00777116&version=1] Aronson E., Blaney N., Sikes J., Stephan C., Snapp M. (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publication. [http://telearn.archives-ouvertes.fr/index.php?halsid=ttmmj9cfmv5c770b5oshce2vq4&view_this_doc=hal-00190230&version=1] Dillenbourg P. (2002) Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In: Kirschner P. A. (ed.) Three worlds of CSCL. Can we support CSCL (pp.61-91). Heerlen: Open Universiteit. [http://link.springer.com/article/10.1007%2Fs11412-007-9033-1?LI=true] Dillenbourg P., Hong F. (2008) The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning. 3 (1) 5-23 [http://hal.archives-ouvertes.fr/hal-00692017/] Fischer F., Mandl H., Haake J. M., Kollar I. (eds.) (2007) Scripting computer-supported collaborative learning – cognitive, computational, and educational perspectives. New York: Springer. [http://telearn.archives-ouvertes.fr/docs/00/19/06/42/PDF/Kollar-Ingo-2006.pdf] Kollar I., Fischer F., Hesse F. W. (2006) Collaboration scripts - a conceptual analysis. Educational Psychology Review. 18(2) 159-185 [http://books.google.fr/books?id=3nnBETM5lnEC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false]O'Donnell A. M., Dansereau D. F. (1992) Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz and N. Miller (eds.) Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). London: Cambridge University Press. [http://books.google.fr/books?id=YZ99AAAAMAAJ&dq=editions:ISBN0470990333&hl=fr] Schank R.C., Abelson R. (1977) Scripts, Plans, Goals, and Understanding&nbsp;: An Inquiry into Human Knowledge Structures. Hillsdale, N.J.&nbsp;: Lawrence Erlbaum Associates. 256 pages.<br> 1252 1104 2013-03-11T11:15:43Z Vdimitrova 15 /* Определение */ wikitext text/x-wiki = Адаптивна учебна среда = <u>раб. версия 1</u> '''Editor''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contributors''': Frank Fischer, Department of Psychology, University of Munich '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== Колаборативният скрипт е набор от инструкции, които са проектирани за стуктуриране на колаборативно учене. Изграждането на колаборативен скрипт е педагогически метод, който вместо да оставя учащите в групата да структурират взаимодействията си напълно свободно, предписва как задачата и целият колаборативен процес да бъдат организирани. По-конкретно колаборативният скрипт задава конкретни параметри за това как учебните групи да бъдат стуктурирани; как ролите в тези групи да бъдат разпределени; кои да бъдат стъпките по изпълнението на дадената задача; какъв да бъде режимът на комуникация. ==== Сродни термини ==== -/- ==== Коментар по развитието на термина ==== Думата ‘скрипт’ е почерпана от идеята на Шанк за скрипт, по начина по който тя е възприета в областта на изкуствения интелект: „ структура, която задава необходима последователност от събития в рамките на конкретна ситуация. Един скрипт е съставен от слотове и изисквания за това какво тези слотове могат да съдържат. Структурата представлява едно цяло от интегрирани елементи и това, което един слот съдържа, има отражение върху всички останали слотове” (Schank and Abelson 1977, стр.41). ==== Проблематика на превода ==== -/- ==== Предметна проблематика ==== Макар и взаимстван от разработките на изкуствен интелект, терминът „скрипт” в тази му употреба не е свързан с термина „скрипт”, който стандартно бива използван в програмирането (например ‘PERL script’). Терминът ‘скрипт’ се използва в когнитивната психология, където той се отнася до „ строго специфични структури в човешката памет, които остават сравнително неизменени в сиуации, в които даденият скрипт се активира” (Kollar et al. 2006). Както и в разработките на изкуствен интелект, „ скриптът е предварително дефинирана, стереотипна последовтелност от действия, която задава рамките на добре позната ситуация (Schank and Abelson 1975, p.41). За разлика от това разбиране обаче, колаборативният скрипт може да приема различни степени на свобода, която се преписва на учащите чрез структурата, посредством която те си сътрудничат (Kollar et al. 2006). Въведена е серия от подтермини, за да могат да бъдат разграничени няколко характеристики или елементи на колаборативния скрипт:<br> *„Макро-скриптът” задава груба рамка на процеса на колаборативна интеракция, като например последователност от дейности. Най-известният пример е т. нар. Джигсо скрипт, разработен от Aronson et al. (1978). *„Микро-скриптът” задава схемата, по която учащите общуват един с друг, като например, ако Джон предложи аргумент, след това Сюзан трябва да го оспори. Микро-скриптите са до известна степен модели на диалози (много от тях модели на дискусии), които участниците се предполага, че ще интернализират чрез практиката. *„Интегрираните скриптове” се отнасят до микро-скриптове, които включват не само колаборативни дейности, но същевременно индивидуални такива (четене, обобщаване...), както и задачи, обхващащи дейности с цели класове от учащи (лекции, отчитане на резултати от извършена работа). С тази добавка концепцията се доближава много до общата представа за педагогически сценарий, урочен план или схема на дейности в класната стая. *„Вътрешен колаборативен скрипт” се отнася до знанията, които индивидуалният учащ има за повтарящи се колаборативни ситуации. Приема се, че вътрешният колаборативен скрипт насочва разбирането на учащия за самата ситуация, както и какви действия е нужно да бъдат предприети в нея. Възможно е вътрешните колаборативни скриптове да си взаимодействат по сложен начин с външните колаборативни скриптове (т.е. дидиктическо упътване за взаимодействие) (Kollar et al., 2006). *Понятието „оувърскриптинг” е свързано с риска от поставяне на прекалено стриктни параметри на взаимодействие, които е възможно да нарушат естествената наситеност на процеса на интеракция. <br> ==== Основна литература ==== ==== Key references ==== [http://telearn.archives-ouvertes.fr/index.php?halsid=ttmmj9cfmv5c770b5oshce2vq4&view_this_doc=hal-00777116&version=1] Aronson E., Blaney N., Sikes J., Stephan C., Snapp M. (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publication. [http://telearn.archives-ouvertes.fr/index.php?halsid=ttmmj9cfmv5c770b5oshce2vq4&view_this_doc=hal-00190230&version=1] Dillenbourg P. (2002) Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In: Kirschner P. A. (ed.) Three worlds of CSCL. Can we support CSCL (pp.61-91). Heerlen: Open Universiteit. [http://link.springer.com/article/10.1007%2Fs11412-007-9033-1?LI=true] Dillenbourg P., Hong F. (2008) The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning. 3 (1) 5-23 [http://hal.archives-ouvertes.fr/hal-00692017/] Fischer F., Mandl H., Haake J. M., Kollar I. (eds.) (2007) Scripting computer-supported collaborative learning – cognitive, computational, and educational perspectives. New York: Springer. [http://telearn.archives-ouvertes.fr/docs/00/19/06/42/PDF/Kollar-Ingo-2006.pdf] Kollar I., Fischer F., Hesse F. W. (2006) Collaboration scripts - a conceptual analysis. Educational Psychology Review. 18(2) 159-185 [http://books.google.fr/books?id=3nnBETM5lnEC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false]O'Donnell A. M., Dansereau D. F. (1992) Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz and N. Miller (eds.) Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). London: Cambridge University Press. [http://books.google.fr/books?id=YZ99AAAAMAAJ&dq=editions:ISBN0470990333&hl=fr] Schank R.C., Abelson R. (1977) Scripts, Plans, Goals, and Understanding&nbsp;: An Inquiry into Human Knowledge Structures. Hillsdale, N.J.&nbsp;: Lawrence Erlbaum Associates. 256 pages.<br> 1104 1100 2013-02-20T14:55:56Z Balacheff 4 /* Key references */ wikitext text/x-wiki = Адаптивна учебна среда = <u>раб. версия 1</u> '''Editor''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contributors''': Frank Fischer, Department of Psychology, University of Munich '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== Колаборативният скрипт е набор от инструкции, които са проектирани за стуктуриране на колаборативно учене. Изграждането на колаборативен скрипт е педагогически метод, който вместо да оставя учащите в групата да структурират взаимодействията си напълно свободно, предписва как задачата и целия колаборативен процес да бъдат организирани. По-конкретно, колаборативният скрипт задава конкретни параметри за това как учебните групи да бъдат стуктурирани; как ролите в тези групи да бъдат разпределени; кои да бъдат стъпките по изпълнението на дадената задача; какъв да бъде режимът на комуникация. ==== Сродни термини ==== -/- ==== Коментар по развитието на термина ==== Думата ‘скрипт’ е почерпана от идеята на Шанк за скрипт, по начина по който тя е възприета в областта на изкуствения интелект: „ структура, която задава необходима последователност от събития в рамките на конкретна ситуация. Един скрипт е съставен от слотове и изисквания за това какво тези слотове могат да съдържат. Структурата представлява едно цяло от интегрирани елементи и това, което един слот съдържа, има отражение върху всички останали слотове” (Schank and Abelson 1977, стр.41). ==== Проблематика на превода ==== -/- ==== Предметна проблематика ==== Макар и взаимстван от разработките на изкуствен интелект, терминът „скрипт” в тази му употреба не е свързан с термина „скрипт”, който стандартно бива използван в програмирането (например ‘PERL script’). Терминът ‘скрипт’ се използва в когнитивната психология, където той се отнася до „ строго специфични структури в човешката памет, които остават сравнително неизменени в сиуации, в които даденият скрипт се активира” (Kollar et al. 2006). Както и в разработките на изкуствен интелект, „ скриптът е предварително дефинирана, стереотипна последовтелност от действия, която задава рамките на добре позната ситуация (Schank and Abelson 1975, p.41). За разлика от това разбиране обаче, колаборативният скрипт може да приема различни степени на свобода, която се преписва на учащите чрез структурата, посредством която те си сътрудничат (Kollar et al. 2006). Въведена е серия от подтермини, за да могат да бъдат разграничени няколко характеристики или елементи на колаборативния скрипт:<br> *„Макро-скриптът” задава груба рамка на процеса на колаборативна интеракция, като например последователност от дейности. Най-известният пример е т. нар. Джигсо скрипт, разработен от Aronson et al. (1978). *„Микро-скриптът” задава схемата, по която учащите общуват един с друг, като например, ако Джон предложи аргумент, след това Сюзан трябва да го оспори. Микро-скриптите са до известна степен модели на диалози (много от тях модели на дискусии), които участниците се предполага, че ще интернализират чрез практиката. *„Интегрираните скриптове” се отнасят до микро-скриптове, които включват не само колаборативни дейности, но същевременно индивидуални такива (четене, обобщаване...), както и задачи, обхващащи дейности с цели класове от учащи (лекции, отчитане на резултати от извършена работа). С тази добавка концепцията се доближава много до общата представа за педагогически сценарий, урочен план или схема на дейности в класната стая. *„Вътрешен колаборативен скрипт” се отнася до знанията, които индивидуалният учащ има за повтарящи се колаборативни ситуации. Приема се, че вътрешният колаборативен скрипт насочва разбирането на учащия за самата ситуация, както и какви действия е нужно да бъдат предприети в нея. Възможно е вътрешните колаборативни скриптове да си взаимодействат по сложен начин с външните колаборативни скриптове (т.е. дидиктическо упътване за взаимодействие) (Kollar et al., 2006). *Понятието „оувърскриптинг” е свързано с риска от поставяне на прекалено стриктни параметри на взаимодействие, които е възможно да нарушат естествената наситеност на процеса на интеракция. <br> ==== Основна литература ==== ==== Key references ==== [http://telearn.archives-ouvertes.fr/index.php?halsid=ttmmj9cfmv5c770b5oshce2vq4&view_this_doc=hal-00777116&version=1] Aronson E., Blaney N., Sikes J., Stephan C., Snapp M. (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publication. [http://telearn.archives-ouvertes.fr/index.php?halsid=ttmmj9cfmv5c770b5oshce2vq4&view_this_doc=hal-00190230&version=1] Dillenbourg P. (2002) Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In: Kirschner P. A. (ed.) Three worlds of CSCL. Can we support CSCL (pp.61-91). Heerlen: Open Universiteit. [http://link.springer.com/article/10.1007%2Fs11412-007-9033-1?LI=true] Dillenbourg P., Hong F. (2008) The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning. 3 (1) 5-23 [http://hal.archives-ouvertes.fr/hal-00692017/] Fischer F., Mandl H., Haake J. M., Kollar I. (eds.) (2007) Scripting computer-supported collaborative learning – cognitive, computational, and educational perspectives. New York: Springer. [http://telearn.archives-ouvertes.fr/docs/00/19/06/42/PDF/Kollar-Ingo-2006.pdf] Kollar I., Fischer F., Hesse F. W. (2006) Collaboration scripts - a conceptual analysis. Educational Psychology Review. 18(2) 159-185 [http://books.google.fr/books?id=3nnBETM5lnEC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false]O'Donnell A. M., Dansereau D. F. (1992) Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz and N. Miller (eds.) Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). London: Cambridge University Press. [http://books.google.fr/books?id=YZ99AAAAMAAJ&dq=editions:ISBN0470990333&hl=fr] Schank R.C., Abelson R. (1977) Scripts, Plans, Goals, and Understanding&nbsp;: An Inquiry into Human Knowledge Structures. Hillsdale, N.J.&nbsp;: Lawrence Erlbaum Associates. 256 pages.<br> 1100 1099 2013-02-20T14:49:45Z Balacheff 4 /* Key references */ wikitext text/x-wiki = Адаптивна учебна среда = <u>раб. версия 1</u> '''Editor''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contributors''': Frank Fischer, Department of Psychology, University of Munich '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== Колаборативният скрипт е набор от инструкции, които са проектирани за стуктуриране на колаборативно учене. Изграждането на колаборативен скрипт е педагогически метод, който вместо да оставя учащите в групата да структурират взаимодействията си напълно свободно, предписва как задачата и целия колаборативен процес да бъдат организирани. По-конкретно, колаборативният скрипт задава конкретни параметри за това как учебните групи да бъдат стуктурирани; как ролите в тези групи да бъдат разпределени; кои да бъдат стъпките по изпълнението на дадената задача; какъв да бъде режимът на комуникация. ==== Сродни термини ==== -/- ==== Коментар по развитието на термина ==== Думата ‘скрипт’ е почерпана от идеята на Шанк за скрипт, по начина по който тя е възприета в областта на изкуствения интелект: „ структура, която задава необходима последователност от събития в рамките на конкретна ситуация. Един скрипт е съставен от слотове и изисквания за това какво тези слотове могат да съдържат. Структурата представлява едно цяло от интегрирани елементи и това, което един слот съдържа, има отражение върху всички останали слотове” (Schank and Abelson 1977, стр.41). ==== Проблематика на превода ==== -/- ==== Предметна проблематика ==== Макар и взаимстван от разработките на изкуствен интелект, терминът „скрипт” в тази му употреба не е свързан с термина „скрипт”, който стандартно бива използван в програмирането (например ‘PERL script’). Терминът ‘скрипт’ се използва в когнитивната психология, където той се отнася до „ строго специфични структури в човешката памет, които остават сравнително неизменени в сиуации, в които даденият скрипт се активира” (Kollar et al. 2006). Както и в разработките на изкуствен интелект, „ скриптът е предварително дефинирана, стереотипна последовтелност от действия, която задава рамките на добре позната ситуация (Schank and Abelson 1975, p.41). За разлика от това разбиране обаче, колаборативният скрипт може да приема различни степени на свобода, която се преписва на учащите чрез структурата, посредством която те си сътрудничат (Kollar et al. 2006). Въведена е серия от подтермини, за да могат да бъдат разграничени няколко характеристики или елементи на колаборативния скрипт:<br> *„Макро-скриптът” задава груба рамка на процеса на колаборативна интеракция, като например последователност от дейности. Най-известният пример е т. нар. Джигсо скрипт, разработен от Aronson et al. (1978). *„Микро-скриптът” задава схемата, по която учащите общуват един с друг, като например, ако Джон предложи аргумент, след това Сюзан трябва да го оспори. Микро-скриптите са до известна степен модели на диалози (много от тях модели на дискусии), които участниците се предполага, че ще интернализират чрез практиката. *„Интегрираните скриптове” се отнасят до микро-скриптове, които включват не само колаборативни дейности, но същевременно индивидуални такива (четене, обобщаване...), както и задачи, обхващащи дейности с цели класове от учащи (лекции, отчитане на резултати от извършена работа). С тази добавка концепцията се доближава много до общата представа за педагогически сценарий, урочен план или схема на дейности в класната стая. *„Вътрешен колаборативен скрипт” се отнася до знанията, които индивидуалният учащ има за повтарящи се колаборативни ситуации. Приема се, че вътрешният колаборативен скрипт насочва разбирането на учащия за самата ситуация, както и какви действия е нужно да бъдат предприети в нея. Възможно е вътрешните колаборативни скриптове да си взаимодействат по сложен начин с външните колаборативни скриптове (т.е. дидиктическо упътване за взаимодействие) (Kollar et al., 2006). *Понятието „оувърскриптинг” е свързано с риска от поставяне на прекалено стриктни параметри на взаимодействие, които е възможно да нарушат естествената наситеност на процеса на интеракция. <br> ==== Основна литература ==== ==== Key references ==== [http://telearn.archives-ouvertes.fr/index.php?halsid=ttmmj9cfmv5c770b5oshce2vq4&view_this_doc=hal-00777116&version=1] Aronson E., Blaney N., Sikes J., Stephan C., Snapp M. (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publication. [http://telearn.archives-ouvertes.fr/index.php?halsid=ttmmj9cfmv5c770b5oshce2vq4&view_this_doc=hal-00190230&version=1] Dillenbourg P. (2002) Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In: Kirschner P. A. (ed.) Three worlds of CSCL. Can we support CSCL (pp.61-91). Heerlen: Open Universiteit. [http://link.springer.com/article/10.1007%2Fs11412-007-9033-1?LI=true] Dillenbourg P., Hong F. (2008) The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning. 3 (1) 5-23 [http://hal.archives-ouvertes.fr/hal-00692017/] Fischer F., Mandl H., Haake J. M., Kollar I. (eds.) (2007) Scripting computer-supported collaborative learning – cognitive, computational, and educational perspectives. New York: Springer. [http://telearn.archives-ouvertes.fr/docs/00/19/06/42/PDF/Kollar-Ingo-2006.pdf] Kollar I., Fischer F., Hesse F. W. (2006) Collaboration scripts - a conceptual analysis. Educational Psychology Review. 18(2) 159-185 [http://books.google.fr/books?id=3nnBETM5lnEC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false]O'Donnell A. M., Dansereau D. F. (1992) Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz and N. Miller (eds.) Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). London: Cambridge University Press. [ISBN0470990333] Schank R.C., Abelson R. (1977) Scripts, Plans, Goals, and Understanding&nbsp;: An Inquiry into Human Knowledge Structures. Hillsdale, N.J.&nbsp;: Lawrence Erlbaum Associates. 256 pages.<br> 1099 1096 2013-02-20T14:32:08Z Balacheff 4 /* Основна литература */ wikitext text/x-wiki = Адаптивна учебна среда = <u>раб. версия 1</u> '''Editor''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contributors''': Frank Fischer, Department of Psychology, University of Munich '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== Колаборативният скрипт е набор от инструкции, които са проектирани за стуктуриране на колаборативно учене. Изграждането на колаборативен скрипт е педагогически метод, който вместо да оставя учащите в групата да структурират взаимодействията си напълно свободно, предписва как задачата и целия колаборативен процес да бъдат организирани. По-конкретно, колаборативният скрипт задава конкретни параметри за това как учебните групи да бъдат стуктурирани; как ролите в тези групи да бъдат разпределени; кои да бъдат стъпките по изпълнението на дадената задача; какъв да бъде режимът на комуникация. ==== Сродни термини ==== -/- ==== Коментар по развитието на термина ==== Думата ‘скрипт’ е почерпана от идеята на Шанк за скрипт, по начина по който тя е възприета в областта на изкуствения интелект: „ структура, която задава необходима последователност от събития в рамките на конкретна ситуация. Един скрипт е съставен от слотове и изисквания за това какво тези слотове могат да съдържат. Структурата представлява едно цяло от интегрирани елементи и това, което един слот съдържа, има отражение върху всички останали слотове” (Schank and Abelson 1977, стр.41). ==== Проблематика на превода ==== -/- ==== Предметна проблематика ==== Макар и взаимстван от разработките на изкуствен интелект, терминът „скрипт” в тази му употреба не е свързан с термина „скрипт”, който стандартно бива използван в програмирането (например ‘PERL script’). Терминът ‘скрипт’ се използва в когнитивната психология, където той се отнася до „ строго специфични структури в човешката памет, които остават сравнително неизменени в сиуации, в които даденият скрипт се активира” (Kollar et al. 2006). Както и в разработките на изкуствен интелект, „ скриптът е предварително дефинирана, стереотипна последовтелност от действия, която задава рамките на добре позната ситуация (Schank and Abelson 1975, p.41). За разлика от това разбиране обаче, колаборативният скрипт може да приема различни степени на свобода, която се преписва на учащите чрез структурата, посредством която те си сътрудничат (Kollar et al. 2006). Въведена е серия от подтермини, за да могат да бъдат разграничени няколко характеристики или елементи на колаборативния скрипт:<br> *„Макро-скриптът” задава груба рамка на процеса на колаборативна интеракция, като например последователност от дейности. Най-известният пример е т. нар. Джигсо скрипт, разработен от Aronson et al. (1978). *„Микро-скриптът” задава схемата, по която учащите общуват един с друг, като например, ако Джон предложи аргумент, след това Сюзан трябва да го оспори. Микро-скриптите са до известна степен модели на диалози (много от тях модели на дискусии), които участниците се предполага, че ще интернализират чрез практиката. *„Интегрираните скриптове” се отнасят до микро-скриптове, които включват не само колаборативни дейности, но същевременно индивидуални такива (четене, обобщаване...), както и задачи, обхващащи дейности с цели класове от учащи (лекции, отчитане на резултати от извършена работа). С тази добавка концепцията се доближава много до общата представа за педагогически сценарий, урочен план или схема на дейности в класната стая. *„Вътрешен колаборативен скрипт” се отнася до знанията, които индивидуалният учащ има за повтарящи се колаборативни ситуации. Приема се, че вътрешният колаборативен скрипт насочва разбирането на учащия за самата ситуация, както и какви действия е нужно да бъдат предприети в нея. Възможно е вътрешните колаборативни скриптове да си взаимодействат по сложен начин с външните колаборативни скриптове (т.е. дидиктическо упътване за взаимодействие) (Kollar et al., 2006). *Понятието „оувърскриптинг” е свързано с риска от поставяне на прекалено стриктни параметри на взаимодействие, които е възможно да нарушат естествената наситеност на процеса на интеракция. <br> ==== Основна литература ==== ==== Key references ==== [http://www.telearn.org/open-archive/browse?resource=6719] Aronson E., Blaney N., Sikes J., Stephan C., Snapp M. (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publication. [http://www.telearn.org/warehouse/Dillenbourg-Pierre-2002.pdf] Dillenbourg P. (2002) Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In: Kirschner P. A. (ed.) Three worlds of CSCL. Can we support CSCL (pp.61-91). Heerlen: Open Universiteit. [http://www.telearn.org/open-archive/browse?resource=6761] Dillenbourg P., Hong F. (2008) The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning. 3 (1) 5-23 [http://www.telearn.org/open-archive/browse?resource=6774_v1] Fischer F., Mandl H., Haake J. M., Kollar I. (eds.) (2007) Scripting computer-supported collaborative learning – cognitive, computational, and educational perspectives. New York: Springer. [http://www.telearn.org/open-archive/search?resource=958] Kollar I., Fischer F., Hesse F. W. (2006) Collaboration scripts - a conceptual analysis. Educational Psychology Review. 18(2) 159-185 [http://www.telearn.org/open-archive/browse?resource=6775_v1]O'Donnell A. M., Dansereau D. F. (1992) Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz and N. Miller (eds.) Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). London: Cambridge University Press. [http://www.telearn.org/open-archive/browse?resource=6804_v1] Schank R.C., Abelson R. (1977) Scripts, Plans, Goals, and Understanding&nbsp;: An Inquiry into Human Knowledge Structures. Hillsdale, N.J.&nbsp;: Lawrence Erlbaum Associates. 256 pages.<br> 1096 1095 2013-02-20T14:28:20Z Balacheff 4 wikitext text/x-wiki = Адаптивна учебна среда = <u>раб. версия 1</u> '''Editor''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contributors''': Frank Fischer, Department of Psychology, University of Munich '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== Колаборативният скрипт е набор от инструкции, които са проектирани за стуктуриране на колаборативно учене. Изграждането на колаборативен скрипт е педагогически метод, който вместо да оставя учащите в групата да структурират взаимодействията си напълно свободно, предписва как задачата и целия колаборативен процес да бъдат организирани. По-конкретно, колаборативният скрипт задава конкретни параметри за това как учебните групи да бъдат стуктурирани; как ролите в тези групи да бъдат разпределени; кои да бъдат стъпките по изпълнението на дадената задача; какъв да бъде режимът на комуникация. ==== Сродни термини ==== -/- ==== Коментар по развитието на термина ==== Думата ‘скрипт’ е почерпана от идеята на Шанк за скрипт, по начина по който тя е възприета в областта на изкуствения интелект: „ структура, която задава необходима последователност от събития в рамките на конкретна ситуация. Един скрипт е съставен от слотове и изисквания за това какво тези слотове могат да съдържат. Структурата представлява едно цяло от интегрирани елементи и това, което един слот съдържа, има отражение върху всички останали слотове” (Schank and Abelson 1977, стр.41). ==== Проблематика на превода ==== -/- ==== Предметна проблематика ==== Макар и взаимстван от разработките на изкуствен интелект, терминът „скрипт” в тази му употреба не е свързан с термина „скрипт”, който стандартно бива използван в програмирането (например ‘PERL script’). Терминът ‘скрипт’ се използва в когнитивната психология, където той се отнася до „ строго специфични структури в човешката памет, които остават сравнително неизменени в сиуации, в които даденият скрипт се активира” (Kollar et al. 2006). Както и в разработките на изкуствен интелект, „ скриптът е предварително дефинирана, стереотипна последовтелност от действия, която задава рамките на добре позната ситуация (Schank and Abelson 1975, p.41). За разлика от това разбиране обаче, колаборативният скрипт може да приема различни степени на свобода, която се преписва на учащите чрез структурата, посредством която те си сътрудничат (Kollar et al. 2006). Въведена е серия от подтермини, за да могат да бъдат разграничени няколко характеристики или елементи на колаборативния скрипт:<br> *„Макро-скриптът” задава груба рамка на процеса на колаборативна интеракция, като например последователност от дейности. Най-известният пример е т. нар. Джигсо скрипт, разработен от Aronson et al. (1978). *„Микро-скриптът” задава схемата, по която учащите общуват един с друг, като например, ако Джон предложи аргумент, след това Сюзан трябва да го оспори. Микро-скриптите са до известна степен модели на диалози (много от тях модели на дискусии), които участниците се предполага, че ще интернализират чрез практиката. *„Интегрираните скриптове” се отнасят до микро-скриптове, които включват не само колаборативни дейности, но същевременно индивидуални такива (четене, обобщаване...), както и задачи, обхващащи дейности с цели класове от учащи (лекции, отчитане на резултати от извършена работа). С тази добавка концепцията се доближава много до общата представа за педагогически сценарий, урочен план или схема на дейности в класната стая. *„Вътрешен колаборативен скрипт” се отнася до знанията, които индивидуалният учащ има за повтарящи се колаборативни ситуации. Приема се, че вътрешният колаборативен скрипт насочва разбирането на учащия за самата ситуация, както и какви действия е нужно да бъдат предприети в нея. Възможно е вътрешните колаборативни скриптове да си взаимодействат по сложен начин с външните колаборативни скриптове (т.е. дидиктическо упътване за взаимодействие) (Kollar et al., 2006). *Понятието „оувърскриптинг” е свързано с риска от поставяне на прекалено стриктни параметри на взаимодействие, които е възможно да нарушат естествената наситеност на процеса на интеракция. <br> ==== Основна литература ==== Aronson E., Blaney N., Sikes J., Stephan C., Snapp M. [1] (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publication. Dillenbourg P. [2] (2002) Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In: Kirschner P. A. (ed.) Three worlds of CSCL. Can we support CSCL (pp.61-91). Heerlen: Open Universiteit. Dillenbourg P., Hong F. [3] (2008) The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning. 3 (1) 5-23 Fischer F., Mandl H., Haake J. M., Kollar I. (eds.) [4] (2007) Scripting computer-supported collaborative learning – cognitive, computational, and educational perspectives. New York: Springer. Kollar I., Fischer F., Hesse F. W. [5] (2006) Collaboration scripts - a conceptual analysis. Educational Psychology Review. 18(2) 159-185. O'Donnell A. M., Dansereau D. F. [6] (1992) Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz and N. Miller (eds.) Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). London: Cambridge University Press. Schank R.C., Abelson R. [7] (1977) Scripts, Plans, Goals, and Understanding&nbsp;: An Inquiry into Human Knowledge Structures. Hillsdale, N.J.&nbsp;: Lawrence Erlbaum Associates. 256 pages. 1095 2013-02-20T14:26:47Z Balacheff 4 Created page with "= Адаптивна учебна среда = <u>раб. версия 1</u> '''Editor''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contributors'''..." wikitext text/x-wiki = Адаптивна учебна среда = <u>раб. версия 1</u> '''Editor''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contributors''': Frank Fischer, Department of Psychology, University of Munich '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== Колаборативният скрипт е набор от инструкции, които са проектирани за стуктуриране на колаборативно учене. Изграждането на колаборативен скрипт е педагогически метод, който вместо да оставя учащите в групата да структурират взаимодействията си напълно свободно, предписва как задачата и целия колаборативен процес да бъдат организирани. По-конкретно, колаборативният скрипт задава конкретни параметри за това как учебните групи да бъдат стуктурирани; как ролите в тези групи да бъдат разпределени; кои да бъдат стъпките по изпълнението на дадената задача; какъв да бъде режимът на комуникация. ==== Сродни термини ==== -/- ==== Коментар по развитието на термина ==== Думата ‘скрипт’ е почерпана от идеята на Шанк за скрипт, по начина по който тя е възприета в областта на изкуствения интелект: „ структура, която задава необходима последователност от събития в рамките на конкретна ситуация. Един скрипт е съставен от слотове и изисквания за това какво тези слотове могат да съдържат. Структурата представлява едно цяло от интегрирани елементи и това, което един слот съдържа, има отражение върху всички останали слотове” (Schank and Abelson 1977, стр.41). ==== Проблематика на превода ==== -/- ==== Предметна проблематика ==== Макар и взаимстван от разработките на изкуствен интелект, терминът „скрипт” в тази му употреба не е свързан с термина „скрипт”, който стандартно бива използван в програмирането (например ‘PERL script’). Терминът ‘скрипт’ се използва в когнитивната психология, където той се отнася до „ строго специфични структури в човешката памет, които остават сравнително неизменени в сиуации, в които даденият скрипт се активира” (Kollar et al. 2006). Както и в разработките на изкуствен интелект, „ скриптът е предварително дефинирана, стереотипна последовтелност от действия, която задава рамките на добре позната ситуация (Schank and Abelson 1975, p.41). За разлика от това разбиране обаче, колаборативният скрипт може да приема различни степени на свобода, която се преписва на учащите чрез структурата, посредством която те си сътрудничат (Kollar et al. 2006). Въведена е серия от подтермини, за да могат да бъдат разграничени няколко характеристики или елементи на колаборативния скрипт: ::„Макро-скриптът” задава груба рамка на процеса на колаборативна интеракция, като например последователност от дейности. Най-известният пример е т. нар. Джигсо скрипт, разработен от Aronson et al. (1978). :„Микро-скриптът” задава схемата, по която учащите общуват един с друг, като например, ако Джон предложи аргумент, след това Сюзан трябва да го оспори. Микро-скриптите са до известна степен модели на диалози (много от тях модели на дискусии), които участниците се предполага, че ще интернализират чрез практиката. :„Интегрираните скриптове” се отнасят до микро-скриптове, които включват не само колаборативни дейности, но същевременно индивидуални такива (четене, обобщаване...), както и задачи, обхващащи дейности с цели класове от учащи (лекции, отчитане на резултати от извършена работа). С тази добавка концепцията се доближава много до общата представа за педагогически сценарий, урочен план или схема на дейности в класната стая. :„Вътрешен колаборативен скрипт” се отнася до знанията, които индивидуалният учащ има за повтарящи се колаборативни ситуации. Приема се, че вътрешният колаборативен скрипт насочва разбирането на учащия за самата ситуация, както и какви действия е нужно да бъдат предприети в нея. Възможно е вътрешните колаборативни скриптове да си взаимодействат по сложен начин с външните колаборативни скриптове (т.е. дидиктическо упътване за взаимодействие) (Kollar et al., 2006). :Понятието „оувърскриптинг” е свързано с риска от поставяне на прекалено стриктни параметри на взаимодействие, които е възможно да нарушат естествената наситеност на процеса на интеракция. ==== Основна литература ==== Aronson E., Blaney N., Sikes J., Stephan C., Snapp M. [1] (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publication. Dillenbourg P. [2] (2002) Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In: Kirschner P. A. (ed.) Three worlds of CSCL. Can we support CSCL (pp.61-91). Heerlen: Open Universiteit. Dillenbourg P., Hong F. [3] (2008) The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning. 3 (1) 5-23 Fischer F., Mandl H., Haake J. M., Kollar I. (eds.) [4] (2007) Scripting computer-supported collaborative learning – cognitive, computational, and educational perspectives. New York: Springer. Kollar I., Fischer F., Hesse F. W. [5] (2006) Collaboration scripts - a conceptual analysis. Educational Psychology Review. 18(2) 159-185. O'Donnell A. M., Dansereau D. F. [6] (1992) Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz and N. Miller (eds.) Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). London: Cambridge University Press. Schank R.C., Abelson R. [7] (1977) Scripts, Plans, Goals, and Understanding&nbsp;: An Inquiry into Human Knowledge Structures. Hillsdale, N.J.&nbsp;: Lawrence Erlbaum Associates. 256 pages. 0 157 1320 1319 2013-03-27T14:33:48Z Balacheff 4 wikitext text/x-wiki <h1>Script de collaboration</h1> <u>version 1</u> '''Rédaction''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contribution''': Frank Fischer, Department of Psychology, University of Munich ====Définition==== Un script de collaboration est un ensemble d’instructions conçu pour structurer l’apprentissage collaboratif : ‘Scripter’ la collaboration est une méthode pédagogique qui, au lieu de laisser les membres d’un groupe complètement libres, détermine l’organisation de la tâche et du processus de collaboration. Plus précisément, les scripts de collaboration spécifient la composition du groupe, les différents rôles, les étapes de l’activité et les modes de communication. ====Jalons historiques==== Le terme ‘script’ apparait dans la recherche en langue de langue anglaise, inspiré par la notion de script de Schank dans le cadre de recherches en intelligence artificielle (IA) : structure qui décrit les séquences appropriées d’événements dans un contexte particulier. Un script est comprend des espaces de liberté libres et de requêtes sur ce qui peut les occuper. La structure est un tout intégré, aussi ce qui est mis dans un espace peut avoir des conséquences sur ce qui est mis dans un autre. (Schank and Abelson 1977, p.41).<p> La notion de script de collaboration est venue du constat de ce que la collaboration entre des apprenants n’est pas toujours productive, et du besoin d’un cadre pour le travail collectif. Ce cadre est conçu de telle façon que des interactions riches apparaissent entre apprenants telles des explications, argumentations ou régulations mutuelles. Cette approche a été utilisée à la fois lorsque la collaboration de fait en classe (O’Donnell and Dansereau 1992), online (Fischer et al, 2007) ou lorsque la collaboration a lieu en classe mais utilise l’informatique (Dillenbourg 2002) ====Termes et expressions associés==== Macro-script, micro-script, script de collaboration interne, script de collaboration externe, integrated script, sur-scriptage (overscripting), scenario pédagogique, plan de leçon, script de classe, apprentissage colloratif assisté par ordinateur (CSCL). ====Traduction==== .../... ==== Questions et problèmes ==== Bien qu’il ait été inspiré par la recherche en IA, le terme “script” tel qu’il est utilisé dans la recherche en EIAH n’a pas de relation avec le terme “script” utilisé en programmation (eg. ‘PERL script’). Le terme “script” est utilisé en psychologie cognitive où il renvoie à des structures de mémorisation très spécifiques qui restent à peu près stables en situation dans lesquelles le script est activé (Kollar et al. 2006). En IA aussi, un “script” est une suite d’actions prédéterminée et stéréotypée qui définit une situation bien connue ou familière (Schank and Abelson 1975, p.41). En revanche, les scripts de collaboration peuvent varier dans le degré de liberté qu’ils laissent aux apprenants (Kollar et al. 2006). Une série de termes a été forgée pour différencier les nombreuses caractéristiques et les nombreux aspects des scripts de collaboration&nbsp;: <blockquote> *“Macro-script” pour décrire une collaboration à un niveau général, c’est-à-dire comme une séquence d’activités. L’exemple le plus connu est le JIGSAW script développé par Aronson et al. (1978). *“Micro-script” pour décrire la façon dont les apprenants interagissent entre eux. Par exemple, si John propose un argument, au tour suivant, Suzanne doit proposer un contre-argument. Les micro-scripts sont en quelque sorte des modèles de dialogue et, souvent, des modèles d’argumentation, dont on espère qu’ils seront intériorisés par les membres d’un groupe grâce à leur pratique. *“Script intégré” ou ‘script de classe’ renvoie aux macro-scripts qui non seulement incluent les activités collaboratives, mais aussi les activités individuelless (lire, résumer, …) ainsi que des activités de la classe entière (cours ex-cathedra, debriefing, …). Ce concept se rapproche beaucoup de celui de scénario pédagogique ou de plan de leçon. *“Script de collaboration interne” renvoie à la connaissance qu’a un individu sur les situations récurrentes de collaboration. Les scripts internes de collaboration sont vus comme des guides de l’individu pour comprendre et agir en situation. Les scripts internes de collaboration peuvent interagir de façon complexe avec les scripts externes de collaboration (i.e. les instruction guidant la collaboration) (Kollar et al., 2006). *“Sur-scriptage” désigne le risque que la rigidité d’un script détruise la richesse naturelle et potentielle de la collaboration. </blockquote> ==== Principales références ==== [http://telearn.archives-ouvertes.fr/index.php?halsid=ttmmj9cfmv5c770b5oshce2vq4&view_this_doc=hal-00777116&version=1] Aronson E., Blaney N., Sikes J., Stephan C., Snapp M. (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publication. [http://telearn.archives-ouvertes.fr/index.php?halsid=ttmmj9cfmv5c770b5oshce2vq4&view_this_doc=hal-00190230&version=1] Dillenbourg P. (2002) Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In: Kirschner P. A. (ed.) Three worlds of CSCL. Can we support CSCL (pp.61-91). Heerlen: Open Universiteit. [http://link.springer.com/article/10.1007%2Fs11412-007-9033-1?LI=true] Dillenbourg P., Hong F. (2008) The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning. 3 (1) 5-23 [http://hal.archives-ouvertes.fr/hal-00692017/] Fischer F., Mandl H., Haake J. M., Kollar I. (eds.) (2007) Scripting computer-supported collaborative learning – cognitive, computational, and educational perspectives. New York: Springer. [http://telearn.archives-ouvertes.fr/docs/00/19/06/42/PDF/Kollar-Ingo-2006.pdf] Kollar I., Fischer F., Hesse F. W. (2006) Collaboration scripts - a conceptual analysis. Educational Psychology Review. 18(2) 159-185 [http://books.google.fr/books?id=3nnBETM5lnEC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false]O'Donnell A. M., Dansereau D. F. (1992) Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz and N. Miller (eds.) Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). London: Cambridge University Press. [http://books.google.fr/books?id=YZ99AAAAMAAJ&dq=editions:ISBN0470990333&hl=fr] Schank R.C., Abelson R. (1977) Scripts, Plans, Goals, and Understanding&nbsp;: An Inquiry into Human Knowledge Structures. Hillsdale, N.J.&nbsp;: Lawrence Erlbaum Associates. 256 pages.<br> 1319 1318 2013-03-27T14:30:09Z Balacheff 4 /* Questions et problèmes */ wikitext text/x-wiki <h1>Script de collaboration</h1> <u>version 1</u> '''Rédaction''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contribution''': Frank Fischer, Department of Psychology, University of Munich ====Définition==== Un script de collaboration est un ensemble d’instructions conçu pour structurer l’apprentissage collaboratif : ‘Scripter’ la collaboration est une méthode pédagogique qui, au lieu de laisser les membres d’un groupe complètement libres, détermine l’organisation de la tâche et du processus de collaboration. Plus précisément, les scripts de collaboration spécifient la composition du groupe, les différents rôles, les étapes de l’activité et les modes de communication. ====Jalons historiques==== Le terme ‘script’ apparait dans la recherche en langue de langue anglaise, inspiré par la notion de script de Schank dans le cadre de recherches en intelligence artificielle (IA) : structure qui décrit les séquences appropriées d’événements dans un contexte particulier. Un script est comprend des espaces de liberté libres et de requêtes sur ce qui peut les occuper. La structure est un tout intégré, aussi ce qui est mis dans un espace peut avoir des conséquences sur ce qui est mis dans un autre. (Schank and Abelson 1977, p.41).<p> La notion de script de collaboration est venue du constat de ce que la collaboration entre des apprenants n’est pas toujours productive, et du besoin d’un cadre pour le travail collectif. Ce cadre est conçu de telle façon que des interactions riches apparaissent entre apprenants telles des explications, argumentations ou régulations mutuelles. Cette approche a été utilisée à la fois lorsque la collaboration de fait en classe (O’Donnell and Dansereau 1992), online (Fischer et al, 2007) ou lorsque la collaboration a lieu en classe mais utilise l’informatique (Dillenbourg 2002) ====Termes et expressions associés==== Macro-script, micro-script, script de collaboration interne, script de collaboration externe, integrated script, sur-scriptage (overscripting), scenario pédagogique, plan de leçon, script de classe, apprentissage colloratif assisté par ordinateur (CSCL). ====Traduction==== .../... ==== Questions et problèmes ==== Bien qu’il ait été inspiré par la recherche en IA, le terme “script” tel qu’il est utilisé dans la recherche en EIAH n’a pas de relation avec le terme “script” utilisé en programmation (eg. ‘PERL script’). Le terme “script” est utilisé en psychologie cognitive où il renvoie à des structures de mémorisation très spécifiques qui restent à peu près stables en situation dans lesquelles le script est activé (Kollar et al. 2006). En IA aussi, un “script” est une suite d’actions prédéterminée et stéréotypée qui définit une situation bien connue ou familière (Schank and Abelson 1975, p.41). En revanche, les scripts de collaboration peuvent varier dans le degré de liberté qu’ils laissent aux apprenants (Kollar et al. 2006). Une série de termes a été forgée pour différencier les nombreuses caractéristiques et les nombreux aspects des scripts de collaboration&nbsp;: <blockquote> *“Macro-script” pour décrire une collaboration à un niveau général, c’est-à-dire comme une séquence d’activités. L’exemple le plus connu est le JIGSAW script développé par Aronson et al. (1978). *“Micro-script” pour décrire la façon dont les apprenants interagissent entre eux. Par exemple, si John propose un argument, au tour suivant, Suzanne doit proposer un contre-argument. Les micro-scripts sont en quelque sorte des modèles de dialogue et, souvent, des modèles d’argumentation, dont on espère qu’ils seront intériorisés par les membres d’un groupe grâce à leur pratique. *“Script intégré” ou ‘script de classe’ renvoie aux macro-scripts qui non seulement incluent les activités collaboratives, mais aussi les activités individuelless (lire, résumer, …) ainsi que des activités de la classe entière (cours ex-cathedra, debriefing, …). Ce concept se rapproche beaucoup de celui de scénario pédagogique ou de plan de leçon. *“Script de collaboration interne” renvoie à la connaissance qu’a un individu sur les situations récurrentes de collaboration. Les scripts internes de collaboration sont vus comme des guides de l’individu pour comprendre et agir en situation. Les scripts internes de collaboration peuvent interagir de façon complexe avec les scripts externes de collaboration (i.e. les instruction guidant la collaboration) (Kollar et al., 2006). *“Sur-scriptage” désigne le risque que la rigidité d’un script détruise la richesse naturelle et potentielle de la collaboration. </blockquote> ====Principales références==== Aronson E., Blaney N., Sikes J., Stephan G., Snapp M. (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publication. / http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED160576 Dillenbourg P. (2002) Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In: Kirschner P. A. (ed.) Three worlds of CSCL. Can we support CSCL (pp.61-91). Heerlen: Open Universiteit / http://hal.archives-ouvertes.fr/docs/00/19/02/30/PDF/Dillenbourg-Pierre-2002.pdf Dillenbourg P., Hong F. (2008) The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning. 3 (1) 5-23 / http://ijcscl.org/download.php?file=dillenbourg_hong_3_1.pdf&path=_preprints/volume3_issue1 Fischer F., Mandl H., Haake J. M., Kollar I. (eds.) (2007) Scripting computer-supported collaborative learning – cognitive, computational, and educational perspectives. New York: Springer. / http://www.springer.com/education+%26+language/learning+%26+instruction/book/978-0-387-36947-1 Kollar I., Fischer F., Hesse F. W. (2006) Collaboration scripts - a conceptual analysis. Educational Psychology Review. 18(2) 159-185 / https://wiki.oulu.fi/download/attachments/28097234/Kollar+et+al.pdf?version=1&modificationDate=1349949847000 O'Donnell A. M., Dansereau D. F. (1992) Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz and N. Miller (eds.) Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). London: Cambridge University Press. / http://books.google.fr/books?id=3nnBETM5lnEC&lpg=PP1&hl=fr&pg=PA120#v=onepage&q=O'Donnel&f=false Schank R.C., Abelson R. (1977) Scripts, Plans, Goals, and Understanding. Hillsdale, NJ: Erlbaum Assoc. / http://www.psypress.com/books/details/9780898591385/ 1318 1317 2013-03-27T14:28:13Z Balacheff 4 /* Jalons historiques */ wikitext text/x-wiki <h1>Script de collaboration</h1> <u>version 1</u> '''Rédaction''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contribution''': Frank Fischer, Department of Psychology, University of Munich ====Définition==== Un script de collaboration est un ensemble d’instructions conçu pour structurer l’apprentissage collaboratif : ‘Scripter’ la collaboration est une méthode pédagogique qui, au lieu de laisser les membres d’un groupe complètement libres, détermine l’organisation de la tâche et du processus de collaboration. Plus précisément, les scripts de collaboration spécifient la composition du groupe, les différents rôles, les étapes de l’activité et les modes de communication. ====Jalons historiques==== Le terme ‘script’ apparait dans la recherche en langue de langue anglaise, inspiré par la notion de script de Schank dans le cadre de recherches en intelligence artificielle (IA) : structure qui décrit les séquences appropriées d’événements dans un contexte particulier. Un script est comprend des espaces de liberté libres et de requêtes sur ce qui peut les occuper. La structure est un tout intégré, aussi ce qui est mis dans un espace peut avoir des conséquences sur ce qui est mis dans un autre. (Schank and Abelson 1977, p.41).<p> La notion de script de collaboration est venue du constat de ce que la collaboration entre des apprenants n’est pas toujours productive, et du besoin d’un cadre pour le travail collectif. Ce cadre est conçu de telle façon que des interactions riches apparaissent entre apprenants telles des explications, argumentations ou régulations mutuelles. Cette approche a été utilisée à la fois lorsque la collaboration de fait en classe (O’Donnell and Dansereau 1992), online (Fischer et al, 2007) ou lorsque la collaboration a lieu en classe mais utilise l’informatique (Dillenbourg 2002) ====Termes et expressions associés==== Macro-script, micro-script, script de collaboration interne, script de collaboration externe, integrated script, sur-scriptage (overscripting), scenario pédagogique, plan de leçon, script de classe, apprentissage colloratif assisté par ordinateur (CSCL). ====Traduction==== .../... ====Questions et problèmes==== Bien qu’il ait été inspiré par la recherche en IA, le terme “script” tel qu’il est utilisé dans la recherche en EIAH n’a pas de relation avec le terme “script” utilisé en programmation (eg. ‘PERL script’). Le terme “script” est utilisé en psychologie cognitive où il renvoie à des structures de mémorisation très spécifiques qui restent à peu près stables en situation dans lesquelles le script est activé (Kollar et al. 2006). En IA aussi, un “script” est une suite d’actions prédéterminée et stéréotypée qui définit une situation bien connue ou familière (Schank and Abelson 1975, p.41). En revanche, les scripts de collaboration peuvent varier dans le degré de liberté qu’ils laissent aux apprenants (Kollar et al. 2006). Une série de termes a été forgée pour différencier les nombreuses caractéristiques et les nombreux aspects des scripts de collaboration : - “Macro-script” pour décrire une collaboration à un niveau général, c’est-à-dire comme une séquence d’activités. L’exemple le plus connu est le JIGSAW script développé par Aronson et al. (1978). - “Micro-script” pour décrire la façon dont les apprenants interagissent entre eux. Par exemple, si John propose un argument, au tour suivant, Suzanne doit proposer un contre-argument. Les micro-scripts sont en quelque sorte des modèles de dialogue et, souvent, des modèles d’argumentation, dont on espère qu’ils seront intériorisés par les membres d’un groupe grâce à leur pratique. - “Script intégré” ou ‘script de classe’ renvoie aux macro-scripts qui non seulement incluent les activités collaboratives, mais aussi les activités individuelless (lire, résumer, …) ainsi que des activités de la classe entière (cours ex-cathedra, debriefing, …). Ce concept se rapproche beaucoup de celui de scénario pédagogique ou de plan de leçon. - “Script de collaboration interne” renvoie à la connaissance qu’a un individu sur les situations récurrentes de collaboration. Les scripts internes de collaboration sont vus comme des guides de l’individu pour comprendre et agir en situation. Les scripts internes de collaboration peuvent interagir de façon complexe avec les scripts externes de collaboration (i.e. les instruction guidant la collaboration) (Kollar et al., 2006). - “Sur-scriptage” désigne le risque que la rigidité d’un script détruise la richesse naturelle et potentielle de la collaboration. ====Principales références==== Aronson E., Blaney N., Sikes J., Stephan G., Snapp M. (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publication. / http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED160576 Dillenbourg P. (2002) Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In: Kirschner P. A. (ed.) Three worlds of CSCL. Can we support CSCL (pp.61-91). Heerlen: Open Universiteit / http://hal.archives-ouvertes.fr/docs/00/19/02/30/PDF/Dillenbourg-Pierre-2002.pdf Dillenbourg P., Hong F. (2008) The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning. 3 (1) 5-23 / http://ijcscl.org/download.php?file=dillenbourg_hong_3_1.pdf&path=_preprints/volume3_issue1 Fischer F., Mandl H., Haake J. M., Kollar I. (eds.) (2007) Scripting computer-supported collaborative learning – cognitive, computational, and educational perspectives. New York: Springer. / http://www.springer.com/education+%26+language/learning+%26+instruction/book/978-0-387-36947-1 Kollar I., Fischer F., Hesse F. W. (2006) Collaboration scripts - a conceptual analysis. Educational Psychology Review. 18(2) 159-185 / https://wiki.oulu.fi/download/attachments/28097234/Kollar+et+al.pdf?version=1&modificationDate=1349949847000 O'Donnell A. M., Dansereau D. F. (1992) Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz and N. Miller (eds.) Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). London: Cambridge University Press. / http://books.google.fr/books?id=3nnBETM5lnEC&lpg=PP1&hl=fr&pg=PA120#v=onepage&q=O'Donnel&f=false Schank R.C., Abelson R. (1977) Scripts, Plans, Goals, and Understanding. Hillsdale, NJ: Erlbaum Assoc. / http://www.psypress.com/books/details/9780898591385/ 1317 1316 2013-03-27T14:27:13Z Balacheff 4 /* Termes et expressions associés */ wikitext text/x-wiki <h1>Script de collaboration</h1> <u>version 1</u> '''Rédaction''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contribution''': Frank Fischer, Department of Psychology, University of Munich ====Définition==== Un script de collaboration est un ensemble d’instructions conçu pour structurer l’apprentissage collaboratif : ‘Scripter’ la collaboration est une méthode pédagogique qui, au lieu de laisser les membres d’un groupe complètement libres, détermine l’organisation de la tâche et du processus de collaboration. Plus précisément, les scripts de collaboration spécifient la composition du groupe, les différents rôles, les étapes de l’activité et les modes de communication. ====Jalons historiques==== Le terme ‘script’ apparait dans la recherche en langue de langue anglaise, inspiré par la notion de script de Schank dans le cadre de recherches en intelligence artificielle (IA) : structure qui décrit les séquences appropriées d’événements dans un contexte particulier. Un script est comprend des espaces de liberté libres et de requêtes sur ce qui peut les occuper. La structure est un tout intégré, aussi ce qui est mis dans un espace peut avoir des conséquences sur ce qui est mis dans un autre. (Schank and Abelson 1977, p.41). La notion de script de collaboration est venue du constat de ce que la collaboration entre des apprenants n’est pas toujours productive, et du besoin d’un cadre pour le travail collectif. Ce cadre est conçu de telle façon que des interactions riches apparaissent entre apprenants telles des explications, argumentations ou régulations mutuelles. Cette approche a été utilisée à la fois lorsque la collaboration de fait en classe (O’Donnell and Dansereau 1992), online (Fischer et al, 2007) ou lorsque la collaboration a lieu en classe mais utilise l’informatique (Dillenbourg 2002) ====Termes et expressions associés==== Macro-script, micro-script, script de collaboration interne, script de collaboration externe, integrated script, sur-scriptage (overscripting), scenario pédagogique, plan de leçon, script de classe, apprentissage colloratif assisté par ordinateur (CSCL). ====Traduction==== .../... ====Questions et problèmes==== Bien qu’il ait été inspiré par la recherche en IA, le terme “script” tel qu’il est utilisé dans la recherche en EIAH n’a pas de relation avec le terme “script” utilisé en programmation (eg. ‘PERL script’). Le terme “script” est utilisé en psychologie cognitive où il renvoie à des structures de mémorisation très spécifiques qui restent à peu près stables en situation dans lesquelles le script est activé (Kollar et al. 2006). En IA aussi, un “script” est une suite d’actions prédéterminée et stéréotypée qui définit une situation bien connue ou familière (Schank and Abelson 1975, p.41). En revanche, les scripts de collaboration peuvent varier dans le degré de liberté qu’ils laissent aux apprenants (Kollar et al. 2006). Une série de termes a été forgée pour différencier les nombreuses caractéristiques et les nombreux aspects des scripts de collaboration : - “Macro-script” pour décrire une collaboration à un niveau général, c’est-à-dire comme une séquence d’activités. L’exemple le plus connu est le JIGSAW script développé par Aronson et al. (1978). - “Micro-script” pour décrire la façon dont les apprenants interagissent entre eux. Par exemple, si John propose un argument, au tour suivant, Suzanne doit proposer un contre-argument. Les micro-scripts sont en quelque sorte des modèles de dialogue et, souvent, des modèles d’argumentation, dont on espère qu’ils seront intériorisés par les membres d’un groupe grâce à leur pratique. - “Script intégré” ou ‘script de classe’ renvoie aux macro-scripts qui non seulement incluent les activités collaboratives, mais aussi les activités individuelless (lire, résumer, …) ainsi que des activités de la classe entière (cours ex-cathedra, debriefing, …). Ce concept se rapproche beaucoup de celui de scénario pédagogique ou de plan de leçon. - “Script de collaboration interne” renvoie à la connaissance qu’a un individu sur les situations récurrentes de collaboration. Les scripts internes de collaboration sont vus comme des guides de l’individu pour comprendre et agir en situation. Les scripts internes de collaboration peuvent interagir de façon complexe avec les scripts externes de collaboration (i.e. les instruction guidant la collaboration) (Kollar et al., 2006). - “Sur-scriptage” désigne le risque que la rigidité d’un script détruise la richesse naturelle et potentielle de la collaboration. ====Principales références==== Aronson E., Blaney N., Sikes J., Stephan G., Snapp M. (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publication. / http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED160576 Dillenbourg P. (2002) Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In: Kirschner P. A. (ed.) Three worlds of CSCL. Can we support CSCL (pp.61-91). Heerlen: Open Universiteit / http://hal.archives-ouvertes.fr/docs/00/19/02/30/PDF/Dillenbourg-Pierre-2002.pdf Dillenbourg P., Hong F. (2008) The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning. 3 (1) 5-23 / http://ijcscl.org/download.php?file=dillenbourg_hong_3_1.pdf&path=_preprints/volume3_issue1 Fischer F., Mandl H., Haake J. M., Kollar I. (eds.) (2007) Scripting computer-supported collaborative learning – cognitive, computational, and educational perspectives. New York: Springer. / http://www.springer.com/education+%26+language/learning+%26+instruction/book/978-0-387-36947-1 Kollar I., Fischer F., Hesse F. W. (2006) Collaboration scripts - a conceptual analysis. Educational Psychology Review. 18(2) 159-185 / https://wiki.oulu.fi/download/attachments/28097234/Kollar+et+al.pdf?version=1&modificationDate=1349949847000 O'Donnell A. M., Dansereau D. F. (1992) Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz and N. Miller (eds.) Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). London: Cambridge University Press. / http://books.google.fr/books?id=3nnBETM5lnEC&lpg=PP1&hl=fr&pg=PA120#v=onepage&q=O'Donnel&f=false Schank R.C., Abelson R. (1977) Scripts, Plans, Goals, and Understanding. Hillsdale, NJ: Erlbaum Assoc. / http://www.psypress.com/books/details/9780898591385/ 1316 2013-03-27T14:26:36Z Balacheff 4 Created page with "<h1>Script de collaboration</h1> <u>version 1</u> '''Rédaction''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contribution''': Frank Fischer, Departm..." wikitext text/x-wiki <h1>Script de collaboration</h1> <u>version 1</u> '''Rédaction''': Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne '''Contribution''': Frank Fischer, Department of Psychology, University of Munich ====Définition==== Un script de collaboration est un ensemble d’instructions conçu pour structurer l’apprentissage collaboratif : ‘Scripter’ la collaboration est une méthode pédagogique qui, au lieu de laisser les membres d’un groupe complètement libres, détermine l’organisation de la tâche et du processus de collaboration. Plus précisément, les scripts de collaboration spécifient la composition du groupe, les différents rôles, les étapes de l’activité et les modes de communication. ====Jalons historiques==== Le terme ‘script’ apparait dans la recherche en langue de langue anglaise, inspiré par la notion de script de Schank dans le cadre de recherches en intelligence artificielle (IA) : structure qui décrit les séquences appropriées d’événements dans un contexte particulier. Un script est comprend des espaces de liberté libres et de requêtes sur ce qui peut les occuper. La structure est un tout intégré, aussi ce qui est mis dans un espace peut avoir des conséquences sur ce qui est mis dans un autre. (Schank and Abelson 1977, p.41). La notion de script de collaboration est venue du constat de ce que la collaboration entre des apprenants n’est pas toujours productive, et du besoin d’un cadre pour le travail collectif. Ce cadre est conçu de telle façon que des interactions riches apparaissent entre apprenants telles des explications, argumentations ou régulations mutuelles. Cette approche a été utilisée à la fois lorsque la collaboration de fait en classe (O’Donnell and Dansereau 1992), online (Fischer et al, 2007) ou lorsque la collaboration a lieu en classe mais utilise l’informatique (Dillenbourg 2002) ====Termes et expressions associés==== Macro-script, micro-script, script de collaboration interne, script de collaboration externe, integrated script, sur-scriptage (overscripting), pedagogical scenario pédagogique, plan de leçon, classroom script de classe, apprentissage colloratif assisté par ordinateur (CSCL). ====Traduction==== .../... ====Questions et problèmes==== Bien qu’il ait été inspiré par la recherche en IA, le terme “script” tel qu’il est utilisé dans la recherche en EIAH n’a pas de relation avec le terme “script” utilisé en programmation (eg. ‘PERL script’). Le terme “script” est utilisé en psychologie cognitive où il renvoie à des structures de mémorisation très spécifiques qui restent à peu près stables en situation dans lesquelles le script est activé (Kollar et al. 2006). En IA aussi, un “script” est une suite d’actions prédéterminée et stéréotypée qui définit une situation bien connue ou familière (Schank and Abelson 1975, p.41). En revanche, les scripts de collaboration peuvent varier dans le degré de liberté qu’ils laissent aux apprenants (Kollar et al. 2006). Une série de termes a été forgée pour différencier les nombreuses caractéristiques et les nombreux aspects des scripts de collaboration : - “Macro-script” pour décrire une collaboration à un niveau général, c’est-à-dire comme une séquence d’activités. L’exemple le plus connu est le JIGSAW script développé par Aronson et al. (1978). - “Micro-script” pour décrire la façon dont les apprenants interagissent entre eux. Par exemple, si John propose un argument, au tour suivant, Suzanne doit proposer un contre-argument. Les micro-scripts sont en quelque sorte des modèles de dialogue et, souvent, des modèles d’argumentation, dont on espère qu’ils seront intériorisés par les membres d’un groupe grâce à leur pratique. - “Script intégré” ou ‘script de classe’ renvoie aux macro-scripts qui non seulement incluent les activités collaboratives, mais aussi les activités individuelless (lire, résumer, …) ainsi que des activités de la classe entière (cours ex-cathedra, debriefing, …). Ce concept se rapproche beaucoup de celui de scénario pédagogique ou de plan de leçon. - “Script de collaboration interne” renvoie à la connaissance qu’a un individu sur les situations récurrentes de collaboration. Les scripts internes de collaboration sont vus comme des guides de l’individu pour comprendre et agir en situation. Les scripts internes de collaboration peuvent interagir de façon complexe avec les scripts externes de collaboration (i.e. les instruction guidant la collaboration) (Kollar et al., 2006). - “Sur-scriptage” désigne le risque que la rigidité d’un script détruise la richesse naturelle et potentielle de la collaboration. ====Principales références==== Aronson E., Blaney N., Sikes J., Stephan G., Snapp M. (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publication. / http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED160576 Dillenbourg P. (2002) Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In: Kirschner P. A. (ed.) Three worlds of CSCL. Can we support CSCL (pp.61-91). Heerlen: Open Universiteit / http://hal.archives-ouvertes.fr/docs/00/19/02/30/PDF/Dillenbourg-Pierre-2002.pdf Dillenbourg P., Hong F. (2008) The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning. 3 (1) 5-23 / http://ijcscl.org/download.php?file=dillenbourg_hong_3_1.pdf&path=_preprints/volume3_issue1 Fischer F., Mandl H., Haake J. M., Kollar I. (eds.) (2007) Scripting computer-supported collaborative learning – cognitive, computational, and educational perspectives. New York: Springer. / http://www.springer.com/education+%26+language/learning+%26+instruction/book/978-0-387-36947-1 Kollar I., Fischer F., Hesse F. W. (2006) Collaboration scripts - a conceptual analysis. Educational Psychology Review. 18(2) 159-185 / https://wiki.oulu.fi/download/attachments/28097234/Kollar+et+al.pdf?version=1&modificationDate=1349949847000 O'Donnell A. M., Dansereau D. F. (1992) Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz and N. Miller (eds.) Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). London: Cambridge University Press. / http://books.google.fr/books?id=3nnBETM5lnEC&lpg=PP1&hl=fr&pg=PA120#v=onepage&q=O'Donnel&f=false Schank R.C., Abelson R. (1977) Scripts, Plans, Goals, and Understanding. Hillsdale, NJ: Erlbaum Assoc. / http://www.psypress.com/books/details/9780898591385/ 0 3 1040 900 2013-01-07T08:01:41Z Balacheff 4 /* Disciplinary issues */ wikitext text/x-wiki <u>Draft 2</u> '''Editor''': Richard Noss, London Knowledge Lab, IOE, University of London '''Contributors''': .../... ==== Definition ==== Constructionism is a theory of learning and construction of meaning by engaging in the making of concrete and public entities, either material objects or tangible representations. ==== Comments on history ==== Seymour Papert launched the idea of constructionism in the mid-nineteen eighties. The central idea is that a powerful way for learners to build knowledge structures in their minds, is to build with external representations, to construct physical or virtual entities that can be shared. While the constructionist project is presented like a pedagogical theory (i.e. constructionism Vs instructionism in Papert and Harel terms, ibid.), it is as much a theory of epistemology as one of pedagogy, seeking to develop knowledge structures in the mind alongside physical or virtual structures external to the mind. Understanding the development of the structure of knowledge is part of and integral to the encouragement of an inclusive and powerful pedagogic theory and practice advocated by Papert. ==== Related terms ==== Constructivism ==== Translation issues ==== .../... ==== Disciplinary issues ==== Defining “constructionism” would be “oxymoronic” following the inventors of this neologism “ since, after all, constructionism boils down to demanding that everything be understood by being constructed.” :“The simplest definition of constructionism evokes the idea of learning-by-making” (Harel & Papert 1991 p.1) :“Constructionism – the N word as opposed to the V word – shares constructivism’s connotation of learning as “building knowledge structures” irrespective of the circumstances of the learning. It then adds the idea that this happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity, whether it’s a sand castle on the beach or a theory of the universe” (Harel & Papert 1991 p.1). Whereas the theoretical concept of constructivism, introduced by Piaget in the mid-twentieth century, captures the psychological substrate on which all learning (irrespective of teaching) is built, the idea of constructionism sought to develop a theory of pedagogy that could foster learning. ==== Key references ==== Harel I., Papert S. (eds.) (1991). Constructionism. Norwood, NJ: Ablex Publishing Corporation [the first chapter is available here http://www.papert.org/articles/SituatingConstructionism.html and http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf <br> ► [[TEL Dictionary entries]] 900 837 2012-05-24T12:38:35Z Balacheff 4 /* Disciplinary issues */ wikitext text/x-wiki <u>Draft 2</u> '''Editor''': Richard Noss, London Knowledge Lab, IOE, University of London '''Contributors''': .../... ==== Definition ==== Constructionism is a theory of learning and construction of meaning by engaging in the making of concrete and public entities, either material objects or tangible representations. ==== Comments on history ==== Seymour Papert launched the idea of constructionism in the mid-nineteen eighties. The central idea is that a powerful way for learners to build knowledge structures in their minds, is to build with external representations, to construct physical or virtual entities that can be shared. While the constructionist project is presented like a pedagogical theory (i.e. constructionism Vs instructionism in Papert and Harel terms, ibid.), it is as much a theory of epistemology as one of pedagogy, seeking to develop knowledge structures in the mind alongside physical or virtual structures external to the mind. Understanding the development of the structure of knowledge is part of and integral to the encouragement of an inclusive and powerful pedagogic theory and practice advocated by Papert. ==== Related terms ==== Constructivism ==== Translation issues ==== .../... ==== Disciplinary issues ==== Defining “constructionism” would be “oxymoronic” following the inventors of this neologism “ since, after all, constructionism boils down to demanding that everything be understood by being constructed.” :“The simplest definition of constructionism evokes the idea of learning-by-making” (Harel & Papert 1991 p.1) :“Constructionism – the N words as opposed to the V words – shares constructivism’s connotation of learning as “building knowledge structures” irrespective of the circumstances of the learning. It then adds the idea that this happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity, whether it’s a sand castle on the beach or a theory of the universe” (Harel & Papert 1991 p.1). Whereas the theoretical concept of constructivism, introduced by Piaget in the mid-twentieth century, captures the psychological substrate on which all learning (irrespective of teaching) is built, the idea of constructionism sought to develop a theory of pedagogy that could foster learning. ==== Key references ==== Harel I., Papert S. (eds.) (1991). Constructionism. Norwood, NJ: Ablex Publishing Corporation [the first chapter is available here http://www.papert.org/articles/SituatingConstructionism.html and http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf <br> ► [[TEL Dictionary entries]] 837 836 2012-04-19T06:34:16Z Balacheff 4 wikitext text/x-wiki <u>Draft 2</u> '''Editor''': Richard Noss, London Knowledge Lab, IOE, University of London '''Contributors''': .../... ==== Definition ==== Constructionism is a theory of learning and construction of meaning by engaging in the making of concrete and public entities, either material objects or tangible representations. ==== Comments on history ==== Seymour Papert launched the idea of constructionism in the mid-nineteen eighties. The central idea is that a powerful way for learners to build knowledge structures in their minds, is to build with external representations, to construct physical or virtual entities that can be shared. While the constructionist project is presented like a pedagogical theory (i.e. constructionism Vs instructionism in Papert and Harel terms, ibid.), it is as much a theory of epistemology as one of pedagogy, seeking to develop knowledge structures in the mind alongside physical or virtual structures external to the mind. Understanding the development of the structure of knowledge is part of and integral to the encouragement of an inclusive and powerful pedagogic theory and practice advocated by Papert. ==== Related terms ==== Constructivism ==== Translation issues ==== .../... ==== Disciplinary issues ==== Defining “constructionism” would be “oxymoronic” following the inventors of this neologism “ since, after all, constructionism boils down to demanding that everything be understood by being constructed.” “The simplest definition of constructionism evokes the idea of learning-by-making” (Harel & Papert 1991 p.1) “Constructionism – the N words as opposed to the V words – shares constructivism’s connotation of learning as “building knowledge structures” irrespective of the circumstances of the learning. It then adds the idea that this happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity, whether it’s a sand castle on the beach or a theory of the universe” (Harel & Papert 1991 p.1). Whereas the theoretical concept of constructivism, introduced by Piaget in the mid-twentieth century, captures the psychological substrate on which all learning (irrespective of teaching) is built, the idea of constructionism sought to develop a theory of pedagogy that could foster learning. ==== Key references ==== Harel I., Papert S. (eds.) (1991). Constructionism. Norwood, NJ: Ablex Publishing Corporation [the first chapter is available here http://www.papert.org/articles/SituatingConstructionism.html and http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf <br> ► [[TEL Dictionary entries]] 836 821 2012-04-19T06:29:08Z Balacheff 4 /* Definition */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Richard Noss, London Knowledge Lab, IOE, University of London '''Contributors''': .../... ==== Definition ==== Constructionism is a theory of learning and construction of meaning by engaging in the making of concrete and public entities, either material objects or tangible representations. ==== Translation issues ==== .../... ==== Disciplinary issues ==== Whereas the theoretical concept of constructivism, introduced by Piaget in the mid-twentieth century, captures the psychological substrate on which all learning (irrespective of teaching) is built, the idea of constructionism sought to develop a theory of pedagogy that could foster learning. ==== Key references ==== Harel I., Papert S. (eds.) [http://www.telearn.org/open-archive/browse?resource=6812_v1] (1991). Constructionism : research reports and essays, 1985-1990. Norwood, NJ: Ablex Publishing Corporation, 518 pages. ==== Related terms ==== Constructivism ==== Related documents ==== The first chapter of Harel &amp; Papert (1991) is available at [http://www.papert.org/articles/SituatingConstructionism.html] and [http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf]<br> <br> ► [[TEL Dictionary entries]] 821 365 2012-03-09T10:10:45Z Balacheff 4 /* Definition */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Richard Noss, London Knowledge Lab, IOE, University of London '''Contributors''': .../... ==== Definition ==== Defining "constructionism" would be "oxymoronic" following the inventors of this neologism "since, after all, constructionism boils down to demanding that everything be understood by being constructed." However: "The simplest definition of constructionism evokes the idea of learning-by-making"<br>(Harel &amp; Papert 1991 p.1) "Constructionism - the N word as opposed to the V word - shares constructivism's connotation of learning as "building knowledge structures" irrespective of the circumstances of the learning. It then adds the idea that this happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity, whether it's a sand castle on the beach or a theory of the universe" (Harel &amp; Papert 1991 p.1, where "N word" stands for ConstructioNism, and "V word" for ConstuctiVism) Seymour Papert launched the idea of constructionism in the mid-nineteen eighties. The central idea is that a powerful way for learners to build knowledge structures in their minds, is to build with external representations, to construct physical or virtual entities that can be shared. While the constructionist project is presented like a pedagogical theory (i.e. constructionism Vs instructionism in Papert and Harel terms, ibid.), it is as much a theory of epistemology as one of pedagogy, seeking to develop knowledge structures in the mind alongside physical or virtual structures external to the mind. Understanding the development of the structure of knowledge is part of and integral to the encouragement of an inclusive and powerful pedagogic theory and practice advocated by Papert. ==== Translation issues ==== .../... ==== Disciplinary issues ==== Whereas the theoretical concept of constructivism, introduced by Piaget in the mid-twentieth century, captures the psychological substrate on which all learning (irrespective of teaching) is built, the idea of constructionism sought to develop a theory of pedagogy that could foster learning. ==== Key references ==== Harel I., Papert S. (eds.) [http://www.telearn.org/open-archive/browse?resource=6812_v1] (1991). Constructionism : research reports and essays, 1985-1990. Norwood, NJ: Ablex Publishing Corporation, 518 pages. ==== Related terms ==== Constructivism ==== Related documents ==== The first chapter of Harel &amp; Papert (1991) is available at [http://www.papert.org/articles/SituatingConstructionism.html] and [http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf]<br> <br> ► [[TEL Dictionary entries]] 365 364 2011-09-05T12:51:22Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Richard Noss, London Knowledge Lab, IOE, University of London '''Contributors''': .../... ==== Definition ==== Defining "constructionism" would be "oxymoronic" following the inventors of this neologism "since, after all, constructionism boils down to demanding that everything be understood by being constructed." However: "The simplest definition of constructionism evokes the idea of learning-by-making"<br>(Harel &amp; Papert 1991 p.1) "Constructionism - the N words as opposed to the V words - shares constructivism's connotation of learning as "building knowledge structures" irrespective of the circumstances of the learning. It then adds the idea that this happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity, whether it's a sand castle on the beach or a theory of the universe" (Harel &amp; Papert 1991 p.1) Seymour Papert launched the idea of constructionism in the mid-nineteen eighties. The central idea is that a powerful way for learners to build knowledge structures in their minds, is to build with external representations, to construct physical or virtual entities that can be shared. While the constructionist project is presented like a pedagogical theory (i.e. constructionism Vs instructionism in Papert and Harel terms, ibid.), it is as much a theory of epistemology as one of pedagogy, seeking to develop knowledge structures in the mind alongside physical or virtual structures external to the mind. Understanding the development of the structure of knowledge is part of and integral to the encouragement of an inclusive and powerful pedagogic theory and practice advocated by Papert. ==== Translation issues ==== .../... ==== Disciplinary issues ==== Whereas the theoretical concept of constructivism, introduced by Piaget in the mid-twentieth century, captures the psychological substrate on which all learning (irrespective of teaching) is built, the idea of constructionism sought to develop a theory of pedagogy that could foster learning. ==== Key references ==== Harel I., Papert S. (eds.) [http://www.telearn.org/open-archive/browse?resource=6812_v1] (1991). Constructionism : research reports and essays, 1985-1990. Norwood, NJ: Ablex Publishing Corporation, 518 pages. ==== Related terms ==== Constructivism ==== Related documents ==== The first chapter of Harel &amp; Papert (1991) is available at [http://www.papert.org/articles/SituatingConstructionism.html] and [http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf]<br> <br> ► [[TEL Dictionary entries]] 364 177 2011-09-05T12:43:43Z Zeiliger 2 Unprotected "[[Constructionism]]" wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Richard Noss, London Knowledge Lab, IOE, University of London '''Contributors''': .../... ==== Definition ==== Defining "constructionism" would be "oxymoronic" following the inventors of this neologism "since, after all, constructionism boils down to demanding that everything be understood by being constructed." However: "The simplest definition of constructionism evokes the idea of learning-by-making"<br>(Harel &amp; Papert 1991 p.1) "Constructionism - the N words as opposed to the V words - shares constructivism's connotation of learning as "building knowledge structures" irrespective of the circumstances of the learning. It then adds the idea that this happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity, whether it's a sand castle on the beach or a theory of the universe" (Harel &amp; Papert 1991 p.1) Seymour Papert launched the idea of constructionism in the mid-nineteen eighties. The central idea is that a powerful way for learners to build knowledge structures in their minds, is to build with external representations, to construct physical or virtual entities that can be shared. While the constructionist project is presented like a pedagogical theory (i.e. constructionism Vs instructionism in Papert and Harel terms, ibid.), it is as much a theory of epistemology as one of pedagogy, seeking to develop knowledge structures in the mind alongside physical or virtual structures external to the mind. Understanding the development of the structure of knowledge is part of and integral to the encouragement of an inclusive and powerful pedagogic theory and practice advocated by Papert. ==== Translation issues ==== .../... ==== Disciplinary issues ==== Whereas the theoretical concept of constructivism, introduced by Piaget in the mid-twentieth century, captures the psychological substrate on which all learning (irrespective of teaching) is built, the idea of constructionism sought to develop a theory of pedagogy that could foster learning. ==== Key references ==== Harel I., Papert S. (eds.) (1991). Constructionism. Norwood, NJ: Ablex Publishing Corporation. ==== Related terms ==== Constructivism ==== Related documents ==== The first chapter of Harel &amp; Papert (1991) is available at [http://www.papert.org/articles/SituatingConstructionism.html] and [http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf]<br> <br> ► [[TEL Dictionary entries]] 177 176 2011-05-27T13:58:03Z Admin 1 Undo revision 176 by [[Special:Contributions/Admin|Admin]] ([[User talk:Admin|talk]]) wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Richard Noss, London Knowledge Lab, IOE, University of London '''Contributors''': .../... ==== Definition ==== Defining "constructionism" would be "oxymoronic" following the inventors of this neologism "since, after all, constructionism boils down to demanding that everything be understood by being constructed." However: "The simplest definition of constructionism evokes the idea of learning-by-making"<br>(Harel &amp; Papert 1991 p.1) "Constructionism - the N words as opposed to the V words - shares constructivism's connotation of learning as "building knowledge structures" irrespective of the circumstances of the learning. It then adds the idea that this happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity, whether it's a sand castle on the beach or a theory of the universe" (Harel &amp; Papert 1991 p.1) Seymour Papert launched the idea of constructionism in the mid-nineteen eighties. The central idea is that a powerful way for learners to build knowledge structures in their minds, is to build with external representations, to construct physical or virtual entities that can be shared. While the constructionist project is presented like a pedagogical theory (i.e. constructionism Vs instructionism in Papert and Harel terms, ibid.), it is as much a theory of epistemology as one of pedagogy, seeking to develop knowledge structures in the mind alongside physical or virtual structures external to the mind. Understanding the development of the structure of knowledge is part of and integral to the encouragement of an inclusive and powerful pedagogic theory and practice advocated by Papert. ==== Translation issues ==== .../... ==== Disciplinary issues ==== Whereas the theoretical concept of constructivism, introduced by Piaget in the mid-twentieth century, captures the psychological substrate on which all learning (irrespective of teaching) is built, the idea of constructionism sought to develop a theory of pedagogy that could foster learning. ==== Key references ==== Harel I., Papert S. (eds.) (1991). Constructionism. Norwood, NJ: Ablex Publishing Corporation. ==== Related terms ==== Constructivism ==== Related documents ==== The first chapter of Harel &amp; Papert (1991) is available at [http://www.papert.org/articles/SituatingConstructionism.html] and [http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf]<br> <br> ► [[TEL Dictionary entries]] 176 175 2011-05-27T13:56:07Z Admin 1 wikitext text/x-wiki <pre>Draft 1</pre> '''Editor''': Richard Noss, London Knowledge Lab, IOE, University of London '''Contributors''': .../... ==== Definition ==== Defining "constructionism" would be "oxymoronic" following the inventors of this neologism "since, after all, constructionism boils down to demanding that everything be understood by being constructed." However: "The simplest definition of constructionism evokes the idea of learning-by-making"<br>(Harel &amp; Papert 1991 p.1) "Constructionism - the N words as opposed to the V words - shares constructivism's connotation of learning as "building knowledge structures" irrespective of the circumstances of the learning. It then adds the idea that this happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity, whether it's a sand castle on the beach or a theory of the universe" (Harel &amp; Papert 1991 p.1) Seymour Papert launched the idea of constructionism in the mid-nineteen eighties. The central idea is that a powerful way for learners to build knowledge structures in their minds, is to build with external representations, to construct physical or virtual entities that can be shared. While the constructionist project is presented like a pedagogical theory (i.e. constructionism Vs instructionism in Papert and Harel terms, ibid.), it is as much a theory of epistemology as one of pedagogy, seeking to develop knowledge structures in the mind alongside physical or virtual structures external to the mind. Understanding the development of the structure of knowledge is part of and integral to the encouragement of an inclusive and powerful pedagogic theory and practice advocated by Papert. ==== Translation issues ==== .../... ==== Disciplinary issues ==== Whereas the theoretical concept of constructivism, introduced by Piaget in the mid-twentieth century, captures the psychological substrate on which all learning (irrespective of teaching) is built, the idea of constructionism sought to develop a theory of pedagogy that could foster learning. ==== Key references ==== Harel I., Papert S. (eds.) (1991). Constructionism. Norwood, NJ: Ablex Publishing Corporation. ==== Related terms ==== Constructivism ==== Related documents ==== The first chapter of Harel &amp; Papert (1991) is available at [http://www.papert.org/articles/SituatingConstructionism.html] and [http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf]<br> <br> ► [[TEL Dictionary entries]] 175 174 2011-05-27T13:55:32Z Admin 1 wikitext text/x-wiki ====== Draft 1 ====== '''Editor''': Richard Noss, London Knowledge Lab, IOE, University of London '''Contributors''': .../... ==== Definition ==== Defining "constructionism" would be "oxymoronic" following the inventors of this neologism "since, after all, constructionism boils down to demanding that everything be understood by being constructed." However: "The simplest definition of constructionism evokes the idea of learning-by-making"<br>(Harel &amp; Papert 1991 p.1) "Constructionism - the N words as opposed to the V words - shares constructivism's connotation of learning as "building knowledge structures" irrespective of the circumstances of the learning. It then adds the idea that this happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity, whether it's a sand castle on the beach or a theory of the universe" (Harel &amp; Papert 1991 p.1) Seymour Papert launched the idea of constructionism in the mid-nineteen eighties. The central idea is that a powerful way for learners to build knowledge structures in their minds, is to build with external representations, to construct physical or virtual entities that can be shared. While the constructionist project is presented like a pedagogical theory (i.e. constructionism Vs instructionism in Papert and Harel terms, ibid.), it is as much a theory of epistemology as one of pedagogy, seeking to develop knowledge structures in the mind alongside physical or virtual structures external to the mind. Understanding the development of the structure of knowledge is part of and integral to the encouragement of an inclusive and powerful pedagogic theory and practice advocated by Papert. ==== Translation issues ==== .../... ==== Disciplinary issues ==== Whereas the theoretical concept of constructivism, introduced by Piaget in the mid-twentieth century, captures the psychological substrate on which all learning (irrespective of teaching) is built, the idea of constructionism sought to develop a theory of pedagogy that could foster learning. ==== Key references ==== Harel I., Papert S. (eds.) (1991). Constructionism. Norwood, NJ: Ablex Publishing Corporation. ==== Related terms ==== Constructivism ==== Related documents ==== The first chapter of Harel &amp; Papert (1991) is available at [http://www.papert.org/articles/SituatingConstructionism.html] and [http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf]<br> <br> ► [[TEL Dictionary entries]] 174 136 2011-05-27T13:55:10Z Admin 1 wikitext text/x-wiki Draft 1 '''Editor''': Richard Noss, London Knowledge Lab, IOE, University of London '''Contributors''': .../... ==== Definition ==== Defining "constructionism" would be "oxymoronic" following the inventors of this neologism "since, after all, constructionism boils down to demanding that everything be understood by being constructed." However: "The simplest definition of constructionism evokes the idea of learning-by-making"<br>(Harel &amp; Papert 1991 p.1) "Constructionism - the N words as opposed to the V words - shares constructivism's connotation of learning as "building knowledge structures" irrespective of the circumstances of the learning. It then adds the idea that this happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity, whether it's a sand castle on the beach or a theory of the universe" (Harel &amp; Papert 1991 p.1) Seymour Papert launched the idea of constructionism in the mid-nineteen eighties. The central idea is that a powerful way for learners to build knowledge structures in their minds, is to build with external representations, to construct physical or virtual entities that can be shared. While the constructionist project is presented like a pedagogical theory (i.e. constructionism Vs instructionism in Papert and Harel terms, ibid.), it is as much a theory of epistemology as one of pedagogy, seeking to develop knowledge structures in the mind alongside physical or virtual structures external to the mind. Understanding the development of the structure of knowledge is part of and integral to the encouragement of an inclusive and powerful pedagogic theory and practice advocated by Papert. ==== Translation issues ==== .../... ==== Disciplinary issues ==== Whereas the theoretical concept of constructivism, introduced by Piaget in the mid-twentieth century, captures the psychological substrate on which all learning (irrespective of teaching) is built, the idea of constructionism sought to develop a theory of pedagogy that could foster learning. ==== Key references ==== Harel I., Papert S. (eds.) (1991). Constructionism. Norwood, NJ: Ablex Publishing Corporation. ==== Related terms ==== Constructivism ==== Related documents ==== The first chapter of Harel &amp; Papert (1991) is available at [http://www.papert.org/articles/SituatingConstructionism.html] and [http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf]<br> <br> ► [[TEL Dictionary entries]] 136 77 2011-05-26T08:13:52Z Admin 1 wikitext text/x-wiki '''Editor''': Richard Noss, London Knowledge Lab, IOE, University of London<br> '''Contributors''': .../... ==== Definition ==== Defining "constructionism" would be "oxymoronic" following the inventors of this neologism "since, after all, constructionism boils down to demanding that everything be understood by being constructed." However: "The simplest definition of constructionism evokes the idea of learning-by-making"<br>(Harel &amp; Papert 1991 p.1) "Constructionism - the N words as opposed to the V words - shares constructivism's connotation of learning as "building knowledge structures" irrespective of the circumstances of the learning. It then adds the idea that this happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity, whether it's a sand castle on the beach or a theory of the universe" (Harel &amp; Papert 1991 p.1) Seymour Papert launched the idea of constructionism in the mid-nineteen eighties. The central idea is that a powerful way for learners to build knowledge structures in their minds, is to build with external representations, to construct physical or virtual entities that can be shared. While the constructionist project is presented like a pedagogical theory (i.e. constructionism Vs instructionism in Papert and Harel terms, ibid.), it is as much a theory of epistemology as one of pedagogy, seeking to develop knowledge structures in the mind alongside physical or virtual structures external to the mind. Understanding the development of the structure of knowledge is part of and integral to the encouragement of an inclusive and powerful pedagogic theory and practice advocated by Papert.<br> ==== Translation issues ==== .../... <br> ==== Disciplinary issues ==== Whereas the theoretical concept of constructivism, introduced by Piaget in the mid-twentieth century, captures the psychological substrate on which all learning (irrespective of teaching) is built, the idea of constructionism sought to develop a theory of pedagogy that could foster learning. <br> ==== Key references ==== Harel I., Papert S. (eds.) (1991). Constructionism. Norwood, NJ: Ablex Publishing Corporation. <br> ==== Related terms ==== Constructivism <br> ==== Related documents ==== The first chapter of Harel &amp; Papert (1991) is available at [http://www.papert.org/articles/SituatingConstructionism.html] and [http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf]<br> <br> ► [[TEL Dictionary entries]] 77 76 2011-05-23T09:05:57Z Admin 1 Undo revision 76 by [[Special:Contributions/Admin|Admin]] ([[User talk:Admin|talk]]) wikitext text/x-wiki {{Languages}} <br> '''Editor''': Richard Noss, London Knowledge Lab, IOE, University of London<br> '''Contributors''': .../... ==== Definition ==== Defining "constructionism" would be "oxymoronic" following the inventors of this neologism "since, after all, constructionism boils down to demanding that everything be understood by being constructed." However: "The simplest definition of constructionism evokes the idea of learning-by-making"<br>(Harel &amp; Papert 1991 p.1) "Constructionism - the N words as opposed to the V words - shares constructivism's connotation of learning as "building knowledge structures" irrespective of the circumstances of the learning. It then adds the idea that this happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity, whether it's a sand castle on the beach or a theory of the universe" (Harel &amp; Papert 1991 p.1) Seymour Papert launched the idea of constructionism in the mid-nineteen eighties. The central idea is that a powerful way for learners to build knowledge structures in their minds, is to build with external representations, to construct physical or virtual entities that can be shared. While the constructionist project is presented like a pedagogical theory (i.e. constructionism Vs instructionism in Papert and Harel terms, ibid.), it is as much a theory of epistemology as one of pedagogy, seeking to develop knowledge structures in the mind alongside physical or virtual structures external to the mind. Understanding the development of the structure of knowledge is part of and integral to the encouragement of an inclusive and powerful pedagogic theory and practice advocated by Papert.<br> ==== Translation issues ==== .../... <br> ==== Disciplinary issues ==== Whereas the theoretical concept of constructivism, introduced by Piaget in the mid-twentieth century, captures the psychological substrate on which all learning (irrespective of teaching) is built, the idea of constructionism sought to develop a theory of pedagogy that could foster learning. <br> ==== Key references ==== Harel I., Papert S. (eds.) (1991). Constructionism. Norwood, NJ: Ablex Publishing Corporation. <br> ==== Related terms ==== Constructivism <br> ==== Related documents ==== The first chapter of Harel &amp; Papert (1991) is available at [http://www.papert.org/articles/SituatingConstructionism.html] and [http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf]<br> <br> ► [[TEL Dictionary entries]] 76 75 2011-05-23T09:04:57Z Admin 1 wikitext text/x-wiki {{Languages}} '''Editor''' '''Contributors''': .../... ==== Definition ==== Defining "constructionism" would be "oxymoronic" following the inventors of this neologism "since, after all, constructionism boils down to demanding that everything be understood by being constructed." However: "The simplest definition of constructionism evokes the idea of learning-by-making"<br>(Harel &amp; Papert 1991 p.1) "Constructionism - the N words as opposed to the V words - shares constructivism's connotation of learning as "building knowledge structures" irrespective of the circumstances of the learning. It then adds the idea that this happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity, whether it's a sand castle on the beach or a theory of the universe" (Harel &amp; Papert 1991 p.1) Seymour Papert launched the idea of constructionism in the mid-nineteen eighties. The central idea is that a powerful way for learners to build knowledge structures in their minds, is to build with external representations, to construct physical or virtual entities that can be shared. While the constructionist project is presented like a pedagogical theory (i.e. constructionism Vs instructionism in Papert and Harel terms, ibid.), it is as much a theory of epistemology as one of pedagogy, seeking to develop knowledge structures in the mind alongside physical or virtual structures external to the mind. Understanding the development of the structure of knowledge is part of and integral to the encouragement of an inclusive and powerful pedagogic theory and practice advocated by Papert.<br> ==== Translation issues ==== .../... <br> ==== Disciplinary issues ==== Whereas the theoretical concept of constructivism, introduced by Piaget in the mid-twentieth century, captures the psychological substrate on which all learning (irrespective of teaching) is built, the idea of constructionism sought to develop a theory of pedagogy that could foster learning. <br> ==== Key references ==== Harel I., Papert S. (eds.) (1991). Constructionism. Norwood, NJ: Ablex Publishing Corporation. <br> ==== Related terms ==== Constructivism <br> ==== Related documents ==== The first chapter of Harel &amp; Papert (1991) is available at [http://www.papert.org/articles/SituatingConstructionism.html] and [http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf]<br> <br> ► [[TEL Dictionary entries]] 75 70 2011-05-23T09:04:37Z Admin 1 wikitext text/x-wiki {{Languages}} '''Editor''': Richard Noss, London Knowledge Lab, IOE, University of London '''Contributors''': .../... ==== Definition ==== Defining "constructionism" would be "oxymoronic" following the inventors of this neologism "since, after all, constructionism boils down to demanding that everything be understood by being constructed." However: "The simplest definition of constructionism evokes the idea of learning-by-making"<br>(Harel &amp; Papert 1991 p.1) "Constructionism - the N words as opposed to the V words - shares constructivism's connotation of learning as "building knowledge structures" irrespective of the circumstances of the learning. It then adds the idea that this happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity, whether it's a sand castle on the beach or a theory of the universe" (Harel &amp; Papert 1991 p.1) Seymour Papert launched the idea of constructionism in the mid-nineteen eighties. The central idea is that a powerful way for learners to build knowledge structures in their minds, is to build with external representations, to construct physical or virtual entities that can be shared. While the constructionist project is presented like a pedagogical theory (i.e. constructionism Vs instructionism in Papert and Harel terms, ibid.), it is as much a theory of epistemology as one of pedagogy, seeking to develop knowledge structures in the mind alongside physical or virtual structures external to the mind. Understanding the development of the structure of knowledge is part of and integral to the encouragement of an inclusive and powerful pedagogic theory and practice advocated by Papert.<br> ==== Translation issues ==== .../... <br> ==== Disciplinary issues ==== Whereas the theoretical concept of constructivism, introduced by Piaget in the mid-twentieth century, captures the psychological substrate on which all learning (irrespective of teaching) is built, the idea of constructionism sought to develop a theory of pedagogy that could foster learning. <br> ==== Key references ==== Harel I., Papert S. (eds.) (1991). Constructionism. Norwood, NJ: Ablex Publishing Corporation. <br> ==== Related terms ==== Constructivism <br> ==== Related documents ==== The first chapter of Harel &amp; Papert (1991) is available at [http://www.papert.org/articles/SituatingConstructionism.html] and [http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf]<br> <br> ► [[TEL Dictionary entries]] 70 61 2011-05-23T08:31:54Z Admin 1 Protected "[[Constructionism]]" ([edit=english] (indefinite) [move=english] (indefinite)) wikitext text/x-wiki {{Languages}} <br> '''Editor''': Richard Noss, London Knowledge Lab, IOE, University of London '''Contributors''': .../... <br> ==== Definition ==== Defining "constructionism" would be "oxymoronic" following the inventors of this neologism "since, after all, constructionism boils down to demanding that everything be understood by being constructed." However: "The simplest definition of constructionism evokes the idea of learning-by-making"<br>(Harel &amp; Papert 1991 p.1) "Constructionism - the N words as opposed to the V words - shares constructivism's connotation of learning as "building knowledge structures" irrespective of the circumstances of the learning. It then adds the idea that this happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity, whether it's a sand castle on the beach or a theory of the universe" (Harel &amp; Papert 1991 p.1) Seymour Papert launched the idea of constructionism in the mid-nineteen eighties. The central idea is that a powerful way for learners to build knowledge structures in their minds, is to build with external representations, to construct physical or virtual entities that can be shared. While the constructionist project is presented like a pedagogical theory (i.e. constructionism Vs instructionism in Papert and Harel terms, ibid.), it is as much a theory of epistemology as one of pedagogy, seeking to develop knowledge structures in the mind alongside physical or virtual structures external to the mind. Understanding the development of the structure of knowledge is part of and integral to the encouragement of an inclusive and powerful pedagogic theory and practice advocated by Papert.<br> ==== Translation issues ==== .../... <br> ==== Disciplinary issues ==== Whereas the theoretical concept of constructivism, introduced by Piaget in the mid-twentieth century, captures the psychological substrate on which all learning (irrespective of teaching) is built, the idea of constructionism sought to develop a theory of pedagogy that could foster learning. <br> ==== Key references ==== Harel I., Papert S. (eds.) (1991). Constructionism. Norwood, NJ: Ablex Publishing Corporation. <br> ==== Related terms ==== Constructivism <br> ==== Related documents ==== The first chapter of Harel &amp; Papert (1991) is available at [http://www.papert.org/articles/SituatingConstructionism.html] and [http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf]<br> <br> ► [[TEL Dictionary entries]] 61 12 2011-05-20T09:37:20Z Admin 1 wikitext text/x-wiki {{Languages}} <br> '''Editor''': Richard Noss, London Knowledge Lab, IOE, University of London '''Contributors''': .../... <br> ==== Definition ==== Defining "constructionism" would be "oxymoronic" following the inventors of this neologism "since, after all, constructionism boils down to demanding that everything be understood by being constructed." However: "The simplest definition of constructionism evokes the idea of learning-by-making"<br>(Harel &amp; Papert 1991 p.1) "Constructionism - the N words as opposed to the V words - shares constructivism's connotation of learning as "building knowledge structures" irrespective of the circumstances of the learning. It then adds the idea that this happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity, whether it's a sand castle on the beach or a theory of the universe" (Harel &amp; Papert 1991 p.1) Seymour Papert launched the idea of constructionism in the mid-nineteen eighties. The central idea is that a powerful way for learners to build knowledge structures in their minds, is to build with external representations, to construct physical or virtual entities that can be shared. While the constructionist project is presented like a pedagogical theory (i.e. constructionism Vs instructionism in Papert and Harel terms, ibid.), it is as much a theory of epistemology as one of pedagogy, seeking to develop knowledge structures in the mind alongside physical or virtual structures external to the mind. Understanding the development of the structure of knowledge is part of and integral to the encouragement of an inclusive and powerful pedagogic theory and practice advocated by Papert.<br> ==== Translation issues ==== .../... <br> ==== Disciplinary issues ==== Whereas the theoretical concept of constructivism, introduced by Piaget in the mid-twentieth century, captures the psychological substrate on which all learning (irrespective of teaching) is built, the idea of constructionism sought to develop a theory of pedagogy that could foster learning. <br> ==== Key references ==== Harel I., Papert S. (eds.) (1991). Constructionism. Norwood, NJ: Ablex Publishing Corporation. <br> ==== Related terms ==== Constructivism <br> ==== Related documents ==== The first chapter of Harel &amp; Papert (1991) is available at [http://www.papert.org/articles/SituatingConstructionism.html] and [http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf]<br> <br> ► [[TEL Dictionary entries]] 12 7 2011-05-16T14:39:09Z Admin 1 wikitext text/x-wiki '''Editor''': Richard Noss, London Knowledge Lab, IOE, University of London<br>'''Contributors''': .../... <br> ==== Definition ==== Defining "constructionism" would be "oxymoronic" following the inventors of this neologism "since, after all, constructionism boils down to demanding that everything be understood by being constructed." However: "The simplest definition of constructionism evokes the idea of learning-by-making"<br>(Harel &amp; Papert 1991 p.1) "Constructionism - the N words as opposed to the V words - shares constructivism's connotation of learning as "building knowledge structures" irrespective of the circumstances of the learning. It then adds the idea that this happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity, whether it's a sand castle on the beach or a theory of the universe" (Harel &amp; Papert 1991 p.1) Seymour Papert launched the idea of constructionism in the mid-nineteen eighties. The central idea is that a powerful way for learners to build knowledge structures in their minds, is to build with external representations, to construct physical or virtual entities that can be shared. While the constructionist project is presented like a pedagogical theory (i.e. constructionism Vs instructionism in Papert and Harel terms, ibid.), it is as much a theory of epistemology as one of pedagogy, seeking to develop knowledge structures in the mind alongside physical or virtual structures external to the mind. Understanding the development of the structure of knowledge is part of and integral to the encouragement of an inclusive and powerful pedagogic theory and practice advocated by Papert.<br> ==== Translation issues ==== .../... ==== Disciplinary issues ==== Whereas the theoretical concept of constructivism, introduced by Piaget in the mid-twentieth century, captures the psychological substrate on which all learning (irrespective of teaching) is built, the idea of constructionism sought to develop a theory of pedagogy that could foster learning. <br> ==== Key references ==== Harel I., Papert S. (eds.) (1991). Constructionism. Norwood, NJ: Ablex Publishing Corporation. ==== Related terms ==== Constructivism ==== Related documents ==== The first chapter of Harel &amp; Papert (1991) is available at [http://www.papert.org/articles/SituatingConstructionism.html] and [http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf]<br> ► [[TEL Dictionary entries]] 7 6 2011-05-16T13:56:06Z 129.88.27.200 0 wikitext text/x-wiki '''Editor''': Richard Noss, London Knowledge Lab, IOE, University of London<br>'''Contributors''': .../... <br> ==== Definition<br> ==== Defining "constructionism" would be "oxymoronic" following the inventors of this neologism "since, after all, constructionism boils down to demanding that everything be understood by being constructed." However: "The simplest definition of constructionism evokes the idea of learning-by-making"<br>(Harel &amp; Papert 1991 p.1) "Constructionism - the N words as opposed to the V words - shares constructivism's connotation of learning as "building knowledge structures" irrespective of the circumstances of the learning. It then adds the idea that this happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity, whether it's a sand castle on the beach or a theory of the universe" (Harel &amp; Papert 1991 p.1) Seymour Papert launched the idea of constructionism in the mid-nineteen eighties. The central idea is that a powerful way for learners to build knowledge structures in their minds, is to build with external representations, to construct physical or virtual entities that can be shared. While the constructionist project is presented like a pedagogical theory (i.e. constructionism Vs instructionism in Papert and Harel terms, ibid.), it is as much a theory of epistemology as one of pedagogy, seeking to develop knowledge structures in the mind alongside physical or virtual structures external to the mind. Understanding the development of the structure of knowledge is part of and integral to the encouragement of an inclusive and powerful pedagogic theory and practice advocated by Papert.<br> ==== Translation issues<br>.../... ==== <br> ==== Disciplinary issues<br> ==== Whereas the theoretical concept of constructivism, introduced by Piaget in the mid-twentieth century, captures the psychological substrate on which all learning (irrespective of teaching) is built, the idea of constructionism sought to develop a theory of pedagogy that could foster learning. <br> ==== <br>Key references<br><br> ==== Harel I., Papert S. (eds.) (1991). Constructionism. Norwood, NJ: Ablex Publishing Corporation. <br> ==== Related terms<br><br> ==== Constructivism <br> ==== Related documents<br> ==== <br>The first chapter of Harel &amp; Papert (1991) is available at [http://www.papert.org/articles/SituatingConstructionism.html] and [http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf]<br> 6 2011-05-16T12:59:01Z Admin 1 Created page with "'''Editor''': Richard Noss, London Knowledge Lab, IOE, University of London<br>'''Contributors''': .../... Related forum entry [here]<br> ==== Definition<br> ==== Defining "co..." wikitext text/x-wiki '''Editor''': Richard Noss, London Knowledge Lab, IOE, University of London<br>'''Contributors''': .../... Related forum entry [here]<br> ==== Definition<br> ==== Defining "constructionism" would be "oxymoronic" following the inventors of this neologism "since, after all, constructionism boils down to demanding that everything be understood by being constructed." However: "The simplest definition of constructionism evokes the idea of learning-by-making"<br>(Harel &amp; Papert 1991 p.1) "Constructionism - the N words as opposed to the V words - shares constructivism's connotation of learning as "building knowledge structures" irrespective of the circumstances of the learning. It then adds the idea that this happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity, whether it's a sand castle on the beach or a theory of the universe" (Harel &amp; Papert 1991 p.1) Seymour Papert launched the idea of constructionism in the mid-nineteen eighties. The central idea is that a powerful way for learners to build knowledge structures in their minds, is to build with external representations, to construct physical or virtual entities that can be shared. While the constructionist project is presented like a pedagogical theory (i.e. constructionism Vs instructionism in Papert and Harel terms, ibid.), it is as much a theory of epistemology as one of pedagogy, seeking to develop knowledge structures in the mind alongside physical or virtual structures external to the mind. Understanding the development of the structure of knowledge is part of and integral to the encouragement of an inclusive and powerful pedagogic theory and practice advocated by Papert.<br> ==== Translation issues<br>.../... ==== <br> ==== Disciplinary issues<br> ==== Whereas the theoretical concept of constructivism, introduced by Piaget in the mid-twentieth century, captures the psychological substrate on which all learning (irrespective of teaching) is built, the idea of constructionism sought to develop a theory of pedagogy that could foster learning. <br> ==== <br>Key references<br><br> ==== Harel I., Papert S. (eds.) (1991). Constructionism. Norwood, NJ: Ablex Publishing Corporation. <br> ==== Related terms<br><br> ==== Constructivism <br> ==== Related documents<br> ==== <br>The first chapter of Harel &amp; Papert (1991) is available at [http://www.papert.org/articles/SituatingConstructionism.html] and [http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf]<br> 0 139 1260 1259 2013-03-11T11:44:07Z Vdimitrova 15 /* Коментар по развитието на термина */ wikitext text/x-wiki <h1>Конструкционизъм</h1> <u>раб. версия 1</u> '''Editor''': Richard Noss, London Knowledge Lab, IOE, University of London '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Конструкционизмът е теория за ученето и изграждането на значение посредством създаването на конкретни и обществени обособени единици, коита са под формата на предмети или предметни изображения. ====Сродни термини==== Конструктивизъм (constructivism) ====Коментар по развитието на термина==== Сеймор Пейпърт дава начало на идеята за конструкционизма в средата на 80-те години на 20-ти в. В основата си тази идея застъпва твърдението, че конструирането на външни изображения e мощен начин за изграждане на знание в съзнанието на учащите, като целта е да бъдат създадени физически или виртуални обекти, които да могат да бъдат споделяни. Докато идеята за конструкционизма бива обичайно представена като педагогическа теория (т.е. констукционизъм срещу инструкционизъм според терминологията на Пейпърт и Харел (Harel & Papert 1991 p.1)), тя същевременно представлява и епистемологична теория, която цели както изграждането на физически и виртуални познавателни конструкции, така и такива в съзнането на учащия. Разбирането за това как се развиват познавателните структури е същностна и неизменна част от подкрепата на Пейпърт за една всеобхватна и мощна педагогическа практика и теория. ====Проблематика на превода==== -/- ==== Предметна проблематика ==== Дефинирането на термина ‘констукционизъм’ би било оксиморонно, ако следваме авторите на този неологизъм „тъй като в крайна сметка констукционизмът може да бъде сведен до твърдението, че всичко може да бъде възприемано като носещо характеристиката да бъде изградено.” <blockquote> „ Най-простото определение на конскрукционизма предизвиква в съзнанието идеята за учене чрез произвеждане” (Harel &amp; Papert 1991 p.1) </blockquote><blockquote> „Констукционизъм – така както думата с N се различава от думата с V (на англ. ез. – constructioNism vs. constructiVism )- поделя духа на конструктивистката идея за ученето като изграждне на познавателните структури незавизимо от обстоятелствата на учене. Същевременно той добавя и условието, че това се случва особено изразително в ситуации, в които учащият е целенасочено ангажиран в изграждането на даден обект в публичното пространство, бил той пясъчен замък или теория за Вселената (Harel &amp; Papert 1991 p.1). </blockquote> Докато теоретичната концепция за конструктивизма, въведена от Пиаже в средата на 20-ти в., обхваща психологическата органика, върху която всяко учене е изградено (независимо от това дали има или няма процес на обучение), целта на констукционизма е да намери начини да изгради педагогическа теория, която би могла да го стимулира. ====Основна литература==== Harel I., Papert S. (eds.) (1991). Constructionism. Norwood, NJ: Ablex Publishing Corporation [the first chapter is available here: http://www.papert.org/articles/SituatingConstructionism.html and http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf 1259 1258 2013-03-11T11:41:52Z Vdimitrova 15 /* Предметна проблематика */ wikitext text/x-wiki <h1>Конструкционизъм</h1> <u>раб. версия 1</u> '''Editor''': Richard Noss, London Knowledge Lab, IOE, University of London '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Конструкционизмът е теория за ученето и изграждането на значение посредством създаването на конкретни и обществени обособени единици, коита са под формата на предмети или предметни изображения. ====Сродни термини==== Конструктивизъм (constructivism) ====Коментар по развитието на термина==== Сеймор Пейпърт дава начало на идеята за конструкционизма в средата на 80-те години на 20-ти в. В основата си тази идея застъпва твърдението, че конструирането на външни изображения e мощен начин за изграждане на знание в съзнанието на учащите, като целта е да бъдат създадени физически или виртуални обекти, които да могат да бъдат споделяни. Докато идеята за конструкционизма бива обичайно представена като педагогическа теория (т.е. констукционизъм срещу инструкционизъм според терминологията на Пейпърт и Харел (Harel & Papert 1991 p.1), тя същевременно представлява и епистемологична теория, която цели както изграждането на физически и виртуални познавателни конструкции, така и такива в съзнането на учащия. Разбирането за това как се развиват познавателните структури е същностна и неизменна част от подкрепата на Пейпърт за една всеобхватна и мощна педагогическа практика и теория. ====Проблематика на превода==== -/- ==== Предметна проблематика ==== Дефинирането на термина ‘констукционизъм’ би било оксиморонно, ако следваме авторите на този неологизъм „тъй като в крайна сметка констукционизмът може да бъде сведен до твърдението, че всичко може да бъде възприемано като носещо характеристиката да бъде изградено.” <blockquote> „ Най-простото определение на конскрукционизма предизвиква в съзнанието идеята за учене чрез произвеждане” (Harel &amp; Papert 1991 p.1) </blockquote><blockquote> „Констукционизъм – така както думата с N се различава от думата с V (на англ. ез. – constructioNism vs. constructiVism )- поделя духа на конструктивистката идея за ученето като изграждне на познавателните структури незавизимо от обстоятелствата на учене. Същевременно той добавя и условието, че това се случва особено изразително в ситуации, в които учащият е целенасочено ангажиран в изграждането на даден обект в публичното пространство, бил той пясъчен замък или теория за Вселената (Harel &amp; Papert 1991 p.1). </blockquote> Докато теоретичната концепция за конструктивизма, въведена от Пиаже в средата на 20-ти в., обхваща психологическата органика, върху която всяко учене е изградено (независимо от това дали има или няма процес на обучение), целта на констукционизма е да намери начини да изгради педагогическа теория, която би могла да го стимулира. ====Основна литература==== Harel I., Papert S. (eds.) (1991). Constructionism. Norwood, NJ: Ablex Publishing Corporation [the first chapter is available here: http://www.papert.org/articles/SituatingConstructionism.html and http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf 1258 1257 2013-03-11T11:35:30Z Vdimitrova 15 /* Коментар по развитието на термина */ wikitext text/x-wiki <h1>Конструкционизъм</h1> <u>раб. версия 1</u> '''Editor''': Richard Noss, London Knowledge Lab, IOE, University of London '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Конструкционизмът е теория за ученето и изграждането на значение посредством създаването на конкретни и обществени обособени единици, коита са под формата на предмети или предметни изображения. ====Сродни термини==== Конструктивизъм (constructivism) ====Коментар по развитието на термина==== Сеймор Пейпърт дава начало на идеята за конструкционизма в средата на 80-те години на 20-ти в. В основата си тази идея застъпва твърдението, че конструирането на външни изображения e мощен начин за изграждане на знание в съзнанието на учащите, като целта е да бъдат създадени физически или виртуални обекти, които да могат да бъдат споделяни. Докато идеята за конструкционизма бива обичайно представена като педагогическа теория (т.е. констукционизъм срещу инструкционизъм според терминологията на Пейпърт и Харел (Harel & Papert 1991 p.1), тя същевременно представлява и епистемологична теория, която цели както изграждането на физически и виртуални познавателни конструкции, така и такива в съзнането на учащия. Разбирането за това как се развиват познавателните структури е същностна и неизменна част от подкрепата на Пейпърт за една всеобхватна и мощна педагогическа практика и теория. ====Проблематика на превода==== -/- ==== Предметна проблематика ==== Дефинирането на термина ‘констукционизъм’ би било оксиморонно, ако следваме авторите на този неологизъм „тъй като в крайна сметка констукционизмът може да бъде сведен то твърдението, че всичко може да бъде възприемано като носещо характеристиката да бъде изградено.” <blockquote> „ Най-простото определение на конскрукционизма предизвиква в съзнанието идеята за учене чрез произвеждане” (Harel &amp; Papert 1991 p.1) </blockquote><blockquote> „Констукционизъм – така както думата с N се раличава от думата с V (Бел. преводача – constructioNism vs. constructiVism )- поделя духа на конструктивистката идея за ученето като изграждне на познавателните стуктури незавизимо от обстоятелствата на учене. Същевременно той добавя и условието, че това се случва особено изразително в ситуации, в които учащият е целенасочено ангажиран в изграждането на даден обект в публичното пространство, било то пясъчен замък или теория за Вселената (Harel &amp; Papert 1991 p.1). </blockquote> Докато теоретичната концепция за конструктивизма, въведена от Пиаже в средата на 20-ти в., обхваща психологическата органика, върху която всяко учене е изградено (независимо от това дали има или няма процес на обучение), целта на констукционизма е да намери начини да изгради педагогическа теория, която би могла да стимулира ученето. ====Основна литература==== Harel I., Papert S. (eds.) (1991). Constructionism. Norwood, NJ: Ablex Publishing Corporation [the first chapter is available here: http://www.papert.org/articles/SituatingConstructionism.html and http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf 1257 1256 2013-03-11T11:31:05Z Vdimitrova 15 /* Сродни термини */ wikitext text/x-wiki <h1>Конструкционизъм</h1> <u>раб. версия 1</u> '''Editor''': Richard Noss, London Knowledge Lab, IOE, University of London '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Конструкционизмът е теория за ученето и изграждането на значение посредством създаването на конкретни и обществени обособени единици, коита са под формата на предмети или предметни изображения. ====Сродни термини==== Конструктивизъм (constructivism) ====Коментар по развитието на термина==== Сеймор Пейпърт дава начало на идеята за конструкционизма в средата на 80-те години на 20-ти в. В основата си тази идея застъпва твърдението, че мощен начин за изграждане на знание в съзнанието на учащите е конструирането на външни изображения, като целта е да бъдат създадени физически или виртуални обекти, които да могат да бъдат споделяни. Докато идеята за конструкционизма бива обичайно представена като педагогическа теория (т.е. констукционизъм срещу инструкционизъм според терминологията на Пейпърт и Харел (Harel & Papert 1991 p.1), тя представлява същевременно и епистемологична теория, която цели както изграждането на физически и виртуални познавателни конструкции, така и такива в съзнането на учащия. Разбирането за това как се развиват познавателните структури е същностна и неизменна част от подкрепата на Пейпърт за една всеобхватна и мощна педагогическа практика и теория. ====Проблематика на превода==== -/- ==== Предметна проблематика ==== Дефинирането на термина ‘констукционизъм’ би било оксиморонно, ако следваме авторите на този неологизъм „тъй като в крайна сметка констукционизмът може да бъде сведен то твърдението, че всичко може да бъде възприемано като носещо характеристиката да бъде изградено.” <blockquote> „ Най-простото определение на конскрукционизма предизвиква в съзнанието идеята за учене чрез произвеждане” (Harel &amp; Papert 1991 p.1) </blockquote><blockquote> „Констукционизъм – така както думата с N се раличава от думата с V (Бел. преводача – constructioNism vs. constructiVism )- поделя духа на конструктивистката идея за ученето като изграждне на познавателните стуктури незавизимо от обстоятелствата на учене. Същевременно той добавя и условието, че това се случва особено изразително в ситуации, в които учащият е целенасочено ангажиран в изграждането на даден обект в публичното пространство, било то пясъчен замък или теория за Вселената (Harel &amp; Papert 1991 p.1). </blockquote> Докато теоретичната концепция за конструктивизма, въведена от Пиаже в средата на 20-ти в., обхваща психологическата органика, върху която всяко учене е изградено (независимо от това дали има или няма процес на обучение), целта на констукционизма е да намери начини да изгради педагогическа теория, която би могла да стимулира ученето. ====Основна литература==== Harel I., Papert S. (eds.) (1991). Constructionism. Norwood, NJ: Ablex Publishing Corporation [the first chapter is available here: http://www.papert.org/articles/SituatingConstructionism.html and http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf 1256 1160 2013-03-11T11:30:04Z Vdimitrova 15 /* Определение */ wikitext text/x-wiki <h1>Конструкционизъм</h1> <u>раб. версия 1</u> '''Editor''': Richard Noss, London Knowledge Lab, IOE, University of London '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Конструкционизмът е теория за ученето и изграждането на значение посредством създаването на конкретни и обществени обособени единици, коита са под формата на предмети или предметни изображения. ====Сродни термини==== Конструктивизъм ====Коментар по развитието на термина==== Сеймор Пейпърт дава начало на идеята за конструкционизма в средата на 80-те години на 20-ти в. В основата си тази идея застъпва твърдението, че мощен начин за изграждане на знание в съзнанието на учащите е конструирането на външни изображения, като целта е да бъдат създадени физически или виртуални обекти, които да могат да бъдат споделяни. Докато идеята за конструкционизма бива обичайно представена като педагогическа теория (т.е. констукционизъм срещу инструкционизъм според терминологията на Пейпърт и Харел (Harel & Papert 1991 p.1), тя представлява същевременно и епистемологична теория, която цели както изграждането на физически и виртуални познавателни конструкции, така и такива в съзнането на учащия. Разбирането за това как се развиват познавателните структури е същностна и неизменна част от подкрепата на Пейпърт за една всеобхватна и мощна педагогическа практика и теория. ====Проблематика на превода==== -/- ==== Предметна проблематика ==== Дефинирането на термина ‘констукционизъм’ би било оксиморонно, ако следваме авторите на този неологизъм „тъй като в крайна сметка констукционизмът може да бъде сведен то твърдението, че всичко може да бъде възприемано като носещо характеристиката да бъде изградено.” <blockquote> „ Най-простото определение на конскрукционизма предизвиква в съзнанието идеята за учене чрез произвеждане” (Harel &amp; Papert 1991 p.1) </blockquote><blockquote> „Констукционизъм – така както думата с N се раличава от думата с V (Бел. преводача – constructioNism vs. constructiVism )- поделя духа на конструктивистката идея за ученето като изграждне на познавателните стуктури незавизимо от обстоятелствата на учене. Същевременно той добавя и условието, че това се случва особено изразително в ситуации, в които учащият е целенасочено ангажиран в изграждането на даден обект в публичното пространство, било то пясъчен замък или теория за Вселената (Harel &amp; Papert 1991 p.1). </blockquote> Докато теоретичната концепция за конструктивизма, въведена от Пиаже в средата на 20-ти в., обхваща психологическата органика, върху която всяко учене е изградено (независимо от това дали има или няма процес на обучение), целта на констукционизма е да намери начини да изгради педагогическа теория, която би могла да стимулира ученето. ====Основна литература==== Harel I., Papert S. (eds.) (1991). Constructionism. Norwood, NJ: Ablex Publishing Corporation [the first chapter is available here: http://www.papert.org/articles/SituatingConstructionism.html and http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf 1160 1127 2013-02-27T11:11:29Z Balacheff 4 /* Предметна проблематика */ wikitext text/x-wiki <h1>Конструкционизъм</h1> <u>раб. версия 1</u> '''Editor''': Richard Noss, London Knowledge Lab, IOE, University of London '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Конструкционизмът е теория за ученето и изграждането на значение посредством създаването на конкретни и обществени обособени единици, коита са под формата на предмети или предметни изображения. ====Сродни термини==== Конструктивизъм ====Коментар по развитието на термина==== Сеймор Пейпърт дава начало на идеята за конструкционизма в средата на 80-те години на 20-ти в. В основата си тази идея застъпва твърдението, че мощен начин за изграждане на знание в съзнанието на учащите е конструирането на външни изображения, като целта е да бъдат създадени физически или виртуални обекти, които да могат да бъдат споделяни. Докато идеята за конструкционизма бива обичайно представена като педагогическа теория (т.е. констукционизъм срещу инструкционизъм според терминологията на Пейпърт и Харел (Harel & Papert 1991 p.1), тя представлява същевременно и епистемологична теория, която цели както изграждането на физически и виртуални познавателни конструкции, така и такива в съзнането на учащия. Разбирането за това как се развиват познавателните структури е същностна и неизменна част от подкрепата на Пейпърт за една всеобхватна и мощна педагогическа практика и теория. ====Проблематика на превода==== -/- ==== Предметна проблематика ==== Дефинирането на термина ‘констукционизъм’ би било оксиморонно, ако следваме авторите на този неологизъм „тъй като в крайна сметка констукционизмът може да бъде сведен то твърдението, че всичко може да бъде възприемано като носещо характеристиката да бъде изградено.” <blockquote> „ Най-простото определение на конскрукционизма предизвиква в съзнанието идеята за учене чрез произвеждане” (Harel &amp; Papert 1991 p.1) </blockquote><blockquote> „Констукционизъм – така както думата с N се раличава от думата с V (Бел. преводача – constructioNism vs. constructiVism )- поделя духа на конструктивистката идея за ученето като изграждне на познавателните стуктури незавизимо от обстоятелствата на учене. Същевременно той добавя и условието, че това се случва особено изразително в ситуации, в които учащият е целенасочено ангажиран в изграждането на даден обект в публичното пространство, било то пясъчен замък или теория за Вселената (Harel &amp; Papert 1991 p.1). </blockquote> Докато теоретичната концепция за конструктивизма, въведена от Пиаже в средата на 20-ти в., обхваща психологическата органика, върху която всяко учене е изградено (независимо от това дали има или няма процес на обучение), целта на констукционизма е да намери начини да изгради педагогическа теория, която би могла да стимулира ученето. ====Основна литература==== Harel I., Papert S. (eds.) (1991). Constructionism. Norwood, NJ: Ablex Publishing Corporation [the first chapter is available here: http://www.papert.org/articles/SituatingConstructionism.html and http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf 1127 1119 2013-02-26T10:11:13Z Balacheff 4 /* Предметна проблематика */ wikitext text/x-wiki <h1>Конструкционизъм</h1> <u>раб. версия 1</u> '''Editor''': Richard Noss, London Knowledge Lab, IOE, University of London '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Конструкционизмът е теория за ученето и изграждането на значение посредством създаването на конкретни и обществени обособени единици, коита са под формата на предмети или предметни изображения. ====Сродни термини==== Конструктивизъм ====Коментар по развитието на термина==== Сеймор Пейпърт дава начало на идеята за конструкционизма в средата на 80-те години на 20-ти в. В основата си тази идея застъпва твърдението, че мощен начин за изграждане на знание в съзнанието на учащите е конструирането на външни изображения, като целта е да бъдат създадени физически или виртуални обекти, които да могат да бъдат споделяни. Докато идеята за конструкционизма бива обичайно представена като педагогическа теория (т.е. констукционизъм срещу инструкционизъм според терминологията на Пейпърт и Харел (Harel & Papert 1991 p.1), тя представлява същевременно и епистемологична теория, която цели както изграждането на физически и виртуални познавателни конструкции, така и такива в съзнането на учащия. Разбирането за това как се развиват познавателните структури е същностна и неизменна част от подкрепата на Пейпърт за една всеобхватна и мощна педагогическа практика и теория. ====Проблематика на превода==== -/- ==== Предметна проблематика ==== Дефинирането на термина ‘констукционизъм’ би било оксиморонно, ако следваме авторите на този неологизъм „тъй като в крайна сметка констукционизмът може да бъде сведен то твърдението, че всичко може да бъде възприемано като носещо характеристиката да бъде изградено.” <blockquote> „ Най-простото определение на конскрукционизма предизвиква в съзнанието идеята за учене чрез произвеждане” (Harel &amp; Papert 1991 p.1) </blockquote><blockquote> „Констукционизъм – така както думата с N се раличава от думата с V - поделя духа на конструктивистката идея за ученето като изграждне на познавателните стуктури незавизимо от обстоятелствата на учене. Същевременно той добавя и условието, че това се случва особено изразително в ситуации, в които учащият е целенасочено ангажиран в изграждането на даден обект в публичното пространство, било то пясъчен замък или теория за Вселената (Harel &amp; Papert 1991 p.1). </blockquote> Докато теоретичната концепция за конструктивизма, въведена от Пиаже в средата на 20-ти в., обхваща психологическата органика, върху която всяко учене е изградено (независимо от това дали има или няма процес на обучение), целта на констукционизма е да намери начини да изгради педагогическа теория, която би могла да стимулира ученето. ====Основна литература==== Harel I., Papert S. (eds.) (1991). Constructionism. Norwood, NJ: Ablex Publishing Corporation [the first chapter is available here: http://www.papert.org/articles/SituatingConstructionism.html and http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf 1119 2013-02-22T09:43:35Z Balacheff 4 Created page with "<h1>Конструкционизъм</h1> <u>раб. версия 1</u> '''Editor''': Richard Noss, London Knowledge Lab, IOE, University of London '''Contributors''': …/..." wikitext text/x-wiki <h1>Конструкционизъм</h1> <u>раб. версия 1</u> '''Editor''': Richard Noss, London Knowledge Lab, IOE, University of London '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Конструкционизмът е теория за ученето и изграждането на значение посредством създаването на конкретни и обществени обособени единици, коита са под формата на предмети или предметни изображения. ====Сродни термини==== Конструктивизъм ====Коментар по развитието на термина==== Сеймор Пейпърт дава начало на идеята за конструкционизма в средата на 80-те години на 20-ти в. В основата си тази идея застъпва твърдението, че мощен начин за изграждане на знание в съзнанието на учащите е конструирането на външни изображения, като целта е да бъдат създадени физически или виртуални обекти, които да могат да бъдат споделяни. Докато идеята за конструкционизма бива обичайно представена като педагогическа теория (т.е. констукционизъм срещу инструкционизъм според терминологията на Пейпърт и Харел (Harel & Papert 1991 p.1), тя представлява същевременно и епистемологична теория, която цели както изграждането на физически и виртуални познавателни конструкции, така и такива в съзнането на учащия. Разбирането за това как се развиват познавателните структури е същностна и неизменна част от подкрепата на Пейпърт за една всеобхватна и мощна педагогическа практика и теория. ====Проблематика на превода==== -/- ====Предметна проблематика==== Дефинирането на термина ‘констукционизъм’ би било оксиморонно, ако следваме авторите на този неологизъм „тъй като в крайна сметка констукционизмът може да бъде сведен то твърдението, че всичко може да бъде възприемано като носещо характеристиката да бъде изградено.” „ Най-простото определение на конскрукционизма предизвиква в съзнанието идеята за учене чрез произвеждане” (Harel & Papert 1991 p.1) „Констукционизъм – така както думата с N се раличава от думата с V - поделя духа на конструктивистката идея за ученето като изграждне на познавателните стуктури незавизимо от обстоятелствата на учене. Същевременно той добавя и условието, че това се случва особено изразително в ситуации, в които учащият е целенасочено ангажиран в изграждането на даден обект в публичното пространство, било то пясъчен замък или теория за Вселената (Harel & Papert 1991 p.1). Докато теоретичната концепция за конструктивизма, въведена от Пиаже в средата на 20-ти в., обхваща психологическата органика, върху която всяко учене е изградено (независимо от това дали има или няма процес на обучение), целта на констукционизма е да намери начини да изгради педагогическа теория, която би могла да стимулира ученето. ====Основна литература==== Harel I., Papert S. (eds.) (1991). Constructionism. Norwood, NJ: Ablex Publishing Corporation [the first chapter is available here: http://www.papert.org/articles/SituatingConstructionism.html and http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf 0 15 81 80 2011-05-23T09:29:46Z Admin 1 wikitext text/x-wiki {{Languages}} == Constructionisme == '''Editeur''': <br>'''Contributeurs''': .../... <br> ==== Définition ==== ==== Questions de traduction ==== .../... <br> ==== Questions disciplinaires ==== ==== Références ==== ==== Termes en rapport ==== Constructivisme <br> ==== Documents en rapport ==== 80 60 2011-05-23T09:28:08Z Admin 1 wikitext text/x-wiki {{Languages}} = Constructionisme = '''Editeur''': <br>'''Contributeurs''': .../... <br> ==== Définition ==== ==== Questions de traduction ==== .../... <br> ==== Questions disciplinaires ==== ==== Références ==== ==== Termes en rapport ==== Constructivisme <br> ==== Documents en rapport ==== 60 59 2011-05-20T09:36:17Z Admin 1 wikitext text/x-wiki {{Languages}} = Constructionisme = '''Editeur''': <br>'''Contributeurs''': .../... <br> ==== Définition ==== ==== Soucis de traduction ==== .../... <br> ==== Soucis disciplinaires ==== ==== Références ==== ==== Termes en rapport ==== Constructivisme <br> ==== Documents en rapport ==== 59 58 2011-05-20T09:29:13Z Admin 1 wikitext text/x-wiki = Constructionisme = '''Editeur''': <br>'''Contributeurs''': .../... <br> ==== Définition ==== ==== Soucis de traduction ==== .../... <br> ==== Soucis disciplinaires ==== ==== Références ==== ==== Termes en rapport ==== Constructivisme <br> ==== Documents en rapport ==== 58 2011-05-20T09:24:05Z Admin 1 Created page with "= Constructionisme =" wikitext text/x-wiki = Constructionisme = 0 78 346 345 2011-09-02T08:23:40Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''Konstrukcionizmus (Constructionism)''' '''Szerkesztő''': Richard Noss, London Knowledge Lab, IOE, University of London ====Definíció==== A konstrukcionizmus meghatározása oximoron lenne ennek az új fogalomnak megalkotói szerint, „mivel, végül is, a konstrukcionizmus lényege, hogy kikötjük azt, hogy minden dolog annak létrehozásán keresztül érthető meg.” Mindazonáltal: "A konstrukcionizmus legegyszerűbb meghatározása ebben a fogalomban jelenik meg: ’létrehozás által történő tanulás’"<br> (Harel & Papert 1991 1.o.) A konstrukcionizmus – nem összetévesztendő a konstruktivizmussal – osztja a konstruktivizmus tanuláshoz rendelt mellékjelentését, az „ismereti struktúrák létrehozását” tekintet nélkül a tanulás körülményeire. Kibővíti azzal az elgondolással, hogy ez különösen hatékonyan történik meg abban a helyzetben, ahol a tanuló tudatosan végzi el valamely dolog, entitás létrehozását, legyen az akár egy tengerparti homokvár, vagy az univerzum teóriája.” (Harel & Papert 1991 1.o.) Seymour Papert a nyolcvanas évek közepén alkotta meg a konstrukcionizmus fogalmát. Az elgondolás lényege az, hogy a tanulók számára az ismereti struktúrák gondolati létrehozásának egy hatékony módja, ha azt külső ábrázolásként építik meg, valódi vagy virtuális entitásokat hozva létre, amelyek megoszthatóak másokkal. Míg a konstrukcionizmus kutatási területe pedagógia elméletként került meghatározásra (azaz a konstrukcionizmus szembeállítása az ’instrukcionalizmussal’ Papert és Harel fogalmai szerint, lásd ugyanott), ugyanannyira ismeretelméleti teória, mint pedagógiai, mivel ismereti struktúrák gondolati kialakítását célozza, és mellette jelennek meg a gondolati síkon kívüli fizikai vagy virtuális szerkezetek. A tudásanyag struktúra kialakításának megértése része a Papert által képviselt teljes körű és hatékony pedagógiai elméletnek, és annak alkalmazásához alapvető. ====Tudományági kérdések==== Míg Piaget által a huszonegyedik század közepén bemutatott konstruktivizmus elméleti fogalma azt az alapvető pszichológiai szintet ragadja meg, melyre minden tanulási tevékenység épül (oktatástól függetlenül), a konstrukcionizmus olyan pedagógiai elmélet kialakítását kereste, amely segíti a tanulást. ====Főbb referenciák==== Harel I., Papert S. (szerk.) (1991). Constructionism. Norwood, NJ: Ablex Publishing Corporation. ====Kapcsolódó kifejezések==== Konstruktivizmus ==== Kapcsolódó dokumentumok ==== Az első fejezet a Harel & Papert (1991) címen érhető el [http://www.papert.org/articles/SituatingConstructionism.html] és [http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf] 345 344 2011-09-02T08:22:29Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''Konstrukcionizmus (Constructionism)''' '''Szerkesztő''': Richard Noss, London Knowledge Lab, IOE, University of London ====Definíció==== A konstrukcionizmus meghatározása oximoron lenne ennek az új fogalomnak megalkotói szerint, „mivel, végül is, a konstrukcionizmus lényege, hogy kikötjük azt, hogy minden dolog annak létrehozásán keresztül érthető meg.” Mindazonáltal: "A konstrukcionizmus legegyszerűbb meghatározása ebben a fogalomban jelenik meg: ’létrehozás által történő tanulás’" (Harel & Papert 1991 1.o.) A konstrukcionizmus – nem összetévesztendő a konstruktivizmussal – osztja a konstruktivizmus tanuláshoz rendelt mellékjelentését, az „ismereti struktúrák létrehozását” tekintet nélkül a tanulás körülményeire. Kibővíti azzal az elgondolással, hogy ez különösen hatékonyan történik meg abban a helyzetben, ahol a tanuló tudatosan végzi el valamely dolog, entitás létrehozását, legyen az akár egy tengerparti homokvár, vagy az univerzum teóriája.” (Harel & Papert 1991 1.o.) Seymour Papert a nyolcvanas évek közepén alkotta meg a konstrukcionizmus fogalmát. Az elgondolás lényege az, hogy a tanulók számára az ismereti struktúrák gondolati létrehozásának egy hatékony módja, ha azt külső ábrázolásként építik meg, valódi vagy virtuális entitásokat hozva létre, amelyek megoszthatóak másokkal. Míg a konstrukcionizmus kutatási területe pedagógia elméletként került meghatározásra (azaz a konstrukcionizmus szembeállítása az ’instrukcionalizmussal’ Papert és Harel fogalmai szerint, lásd ugyanott), ugyanannyira ismeretelméleti teória, mint pedagógiai, mivel ismereti struktúrák gondolati kialakítását célozza, és mellette jelennek meg a gondolati síkon kívüli fizikai vagy virtuális szerkezetek. A tudásanyag struktúra kialakításának megértése része a Papert által képviselt teljes körű és hatékony pedagógiai elméletnek, és annak alkalmazásához alapvető. ====Tudományági kérdések==== Míg Piaget által a huszonegyedik század közepén bemutatott konstruktivizmus elméleti fogalma azt az alapvető pszichológiai szintet ragadja meg, melyre minden tanulási tevékenység épül (oktatástól függetlenül), a konstrukcionizmus olyan pedagógiai elmélet kialakítását kereste, amely segíti a tanulást. ====Főbb referenciák==== Harel I., Papert S. (szerk.) (1991). Constructionism. Norwood, NJ: Ablex Publishing Corporation. ====Kapcsolódó kifejezések==== Konstruktivizmus ==== Kapcsolódó dokumentumok ==== Az első fejezet a Harel & Papert (1991) címen érhető el [http://www.papert.org/articles/SituatingConstructionism.html] és [http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf] 344 343 2011-09-02T08:21:21Z Zeiliger 2 wikitext text/x-wiki {{languages}} ''''Konstrukcionizmus (Constructionism)'''' '''Szerkesztő''': Richard Noss, London Knowledge Lab, IOE, University of London ====Definíció==== A konstrukcionizmus meghatározása oximoron lenne ennek az új fogalomnak megalkotói szerint, „mivel, végül is, a konstrukcionizmus lényege, hogy kikötjük azt, hogy minden dolog annak létrehozásán keresztül érthető meg.” Mindazonáltal: "A konstrukcionizmus legegyszerűbb meghatározása ebben a fogalomban jelenik meg: ’létrehozás által történő tanulás’" (Harel & Papert 1991 1.o.) A konstrukcionizmus – nem összetévesztendő a konstruktivizmussal – osztja a konstruktivizmus tanuláshoz rendelt mellékjelentését, az „ismereti struktúrák létrehozását” tekintet nélkül a tanulás körülményeire. Kibővíti azzal az elgondolással, hogy ez különösen hatékonyan történik meg abban a helyzetben, ahol a tanuló tudatosan végzi el valamely dolog, entitás létrehozását, legyen az akár egy tengerparti homokvár, vagy az univerzum teóriája.” (Harel & Papert 1991 1.o.) Seymour Papert a nyolcvanas évek közepén alkotta meg a konstrukcionizmus fogalmát. Az elgondolás lényege az, hogy a tanulók számára az ismereti struktúrák gondolati létrehozásának egy hatékony módja, ha azt külső ábrázolásként építik meg, valódi vagy virtuális entitásokat hozva létre, amelyek megoszthatóak másokkal. Míg a konstrukcionizmus kutatási területe pedagógia elméletként került meghatározásra (azaz a konstrukcionizmus szembeállítása az ’instrukcionalizmussal’ Papert és Harel fogalmai szerint, lásd ugyanott), ugyanannyira ismeretelméleti teória, mint pedagógiai, mivel ismereti struktúrák gondolati kialakítását célozza, és mellette jelennek meg a gondolati síkon kívüli fizikai vagy virtuális szerkezetek. A tudásanyag struktúra kialakításának megértése része a Papert által képviselt teljes körű és hatékony pedagógiai elméletnek, és annak alkalmazásához alapvető. ====Tudományági kérdések==== Míg Piaget által a huszonegyedik század közepén bemutatott konstruktivizmus elméleti fogalma azt az alapvető pszichológiai szintet ragadja meg, melyre minden tanulási tevékenység épül (oktatástól függetlenül), a konstrukcionizmus olyan pedagógiai elmélet kialakítását kereste, amely segíti a tanulást. ====Főbb referenciák==== Harel I., Papert S. (szerk.) (1991). Constructionism. Norwood, NJ: Ablex Publishing Corporation. ====Kapcsolódó kifejezések==== Konstruktivizmus ==== Kapcsolódó dokumentumok ==== Az első fejezet a Harel & Papert (1991) címen érhető el [http://www.papert.org/articles/SituatingConstructionism.html] és [http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf] 343 342 2011-09-02T08:20:42Z Zeiliger 2 wikitext text/x-wiki {{languages}} ''''Konstrukcionizmus (Constructionism)'''' '''Szerkesztő''': Richard Noss, London Knowledge Lab, IOE, University of London ====Definíció==== A konstrukcionizmus meghatározása oximoron lenne ennek az új fogalomnak megalkotói szerint, „mivel, végül is, a konstrukcionizmus lényege, hogy kikötjük azt, hogy minden dolog annak létrehozásán keresztül érthető meg.” Mindazonáltal: "A konstrukcionizmus legegyszerűbb meghatározása ebben a fogalomban jelenik meg: ’létrehozás által történő tanulás’" (Harel & Papert 1991 1.o.) A konstrukcionizmus – nem összetévesztendő a konstruktivizmussal – osztja a konstruktivizmus tanuláshoz rendelt mellékjelentését, az „ismereti struktúrák létrehozását” tekintet nélkül a tanulás körülményeire. Kibővíti azzal az elgondolással, hogy ez különösen hatékonyan történik meg abban a helyzetben, ahol a tanuló tudatosan végzi el valamely dolog, entitás létrehozását, legyen az akár egy tengerparti homokvár, vagy az univerzum teóriája.” (Harel & Papert 1991 1.o.) Seymour Papert a nyolcvanas évek közepén alkotta meg a konstrukcionizmus fogalmát. Az elgondolás lényege az, hogy a tanulók számára az ismereti struktúrák gondolati létrehozásának egy hatékony módja, ha azt külső ábrázolásként építik meg, valódi vagy virtuális entitásokat hozva létre, amelyek megoszthatóak másokkal. Míg a konstrukcionizmus kutatási területe pedagógia elméletként került meghatározásra (azaz a konstrukcionizmus szembeállítása az ’instrukcionalizmussal’ Papert és Harel fogalmai szerint, lásd ugyanott), ugyanannyira ismeretelméleti teória, mint pedagógiai, mivel ismereti struktúrák gondolati kialakítását célozza, és mellette jelennek meg a gondolati síkon kívüli fizikai vagy virtuális szerkezetek. A tudásanyag struktúra kialakításának megértése része a Papert által képviselt teljes körű és hatékony pedagógiai elméletnek, és annak alkalmazásához alapvető. ====Tudományági kérdések==== Míg Piaget által a huszonegyedik század közepén bemutatott konstruktivizmus elméleti fogalma azt az alapvető pszichológiai szintet ragadja meg, melyre minden tanulási tevékenység épül (oktatástól függetlenül), a konstrukcionizmus olyan pedagógiai elmélet kialakítását kereste, amely segíti a tanulást. ====Főbb referenciák==== Harel I., Papert S. (szerk.) (1991). Constructionism. Norwood, NJ: Ablex Publishing Corporation. ====Kapcsolódó kifejezések==== Konstruktivizmus ==== Kapcsolódó dokumentumok ==== Az első fejezet a Harel & Papert (1991) címen érhető el [http://www.papert.org/articles/SituatingConstructionism.html] és [http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf] 342 2011-09-02T08:19:23Z Zeiliger 2 Created page with "{{languages}} ''''Konstrukcionizmus (Constructionism)'''' '''Szerkesztő''': Richard Noss, London Knowledge Lab, IOE, University of London ====Definíció==== A konstruk..." wikitext text/x-wiki {{languages}} ''''Konstrukcionizmus (Constructionism)'''' '''Szerkesztő''': Richard Noss, London Knowledge Lab, IOE, University of London ====Definíció==== A konstrukcionizmus meghatározása oximoron lenne ennek az új fogalomnak megalkotói szerint, „mivel, végül is, a konstrukcionizmus lényege, hogy kikötjük azt, hogy minden dolog annak létrehozásán keresztül érthető meg.” Mindazonáltal: „A konstrukcionizmus legegyszerűbb meghatározása ebben a fogalomban jelenik meg: ’létrehozás által történő tanulás’” (Harel & Papert 1991 1.o.) A konstrukcionizmus – nem összetévesztendő a konstruktivizmussal – osztja a konstruktivizmus tanuláshoz rendelt mellékjelentését, az „ismereti struktúrák létrehozását” tekintet nélkül a tanulás körülményeire. Kibővíti azzal az elgondolással, hogy ez különösen hatékonyan történik meg abban a helyzetben, ahol a tanuló tudatosan végzi el valamely dolog, entitás létrehozását, legyen az akár egy tengerparti homokvár, vagy az univerzum teóriája.” (Harel & Papert 1991 1.o.) Seymour Papert a nyolcvanas évek közepén alkotta meg a konstrukcionizmus fogalmát. Az elgondolás lényege az, hogy a tanulók számára az ismereti struktúrák gondolati létrehozásának egy hatékony módja, ha azt külső ábrázolásként építik meg, valódi vagy virtuális entitásokat hozva létre, amelyek megoszthatóak másokkal. Míg a konstrukcionizmus kutatási területe pedagógia elméletként került meghatározásra (azaz a konstrukcionizmus szembeállítása az ’instrukcionalizmussal’ Papert és Harel fogalmai szerint, lásd ugyanott), ugyanannyira ismeretelméleti teória, mint pedagógiai, mivel ismereti struktúrák gondolati kialakítását célozza, és mellette jelennek meg a gondolati síkon kívüli fizikai vagy virtuális szerkezetek. A tudásanyag struktúra kialakításának megértése része a Papert által képviselt teljes körű és hatékony pedagógiai elméletnek, és annak alkalmazásához alapvető. ====Tudományági kérdések==== Míg Piaget által a huszonegyedik század közepén bemutatott konstruktivizmus elméleti fogalma azt az alapvető pszichológiai szintet ragadja meg, melyre minden tanulási tevékenység épül (oktatástól függetlenül), a konstrukcionizmus olyan pedagógiai elmélet kialakítását kereste, amely segíti a tanulást. ====Főbb referenciák==== Harel I., Papert S. (szerk.) (1991). Constructionism. Norwood, NJ: Ablex Publishing Corporation. ====Kapcsolódó kifejezések==== Konstruktivizmus ==== Kapcsolódó dokumentumok ==== Az első fejezet a Harel & Papert (1991) címen érhető el [http://www.papert.org/articles/SituatingConstructionism.html] és [http://namodemello.com.br/pdf/tendencias/situatingconstrutivism.pdf] 0 96 1130 694 2013-02-26T11:21:23Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Michèle Artigue, DIDIREM, Université Paris 7. '''Contributors''': …/… ====Definition==== Didactical engineering is the design and experimentation of teaching sequences, adopting an internal mode of validation based on the comparison between a priori and a posteriori analysis within the framework of the theory of didactical situations. It includes four steps: :(i) preliminary analyses investigating the epistemological, cognitive and institutional conditions and constraints; :(ii) design and a priori analysis with particular attention paid to the identification and choice of values for the didactic variables and anticipation of their potential effect on the “students-milieu” interaction; :(iii) experimentation; :(iv) a posteriori analysis and validation of the hypotheses underlying the design ====Comments on the history==== The term Didactical engineering was introduced in mathematics education by French researchers in the early eighties (e.g. Chevallard 1982) for denoting a specific form of didactical design inspired by the theory of didactical situations (Brousseau, 1997). Didactical engineering became then a privileged methodology of research within this community. :“Compared with other types of research based on class experiments, the methodology of didactical engineering is also characterized by the register in which it is placed and the methods of validation used. [...] (It situates) in a case study mode where validation is essentially internal, founded on the confrontation between a priori and a posteriori analysis” (Artigue, 1992, p. 44) The term was progressively used in different scientific cultures and beyond the sole mathematics, for denoting both research and development designs presenting these characteristics. The links of such constructions with the theory of didactical situations are more or less strong, even if globally these designs tend to optimize the mathematical responsibility of students through adidactical interaction with an appropriate “milieu” (Warfield, 2006). Didactical engineering also extended to designs aiming at teacher education. ====Related terms==== Design research, Didactical design, Instructional design, Learning design ====Translation issues==== French: ingénierie Didactique<br> Spanish: ingeniería didáctica ====Disciplinary issues==== In TEL research, didactical engineering has played an essential role for identifying the learning and teaching affordances of technology in school settings as these could not be inferred from naturalistic observations. In such research, the way digital artifacts, considered as elements of the “milieu”, impact learning processes by creating new possibilities of action and interaction with the “milieu” and by changing their economy has been emphasized. ====Key references==== [http://rdm.penseesauvage.com/DIDACTIC-ENGINEERING.html] Artigue M. (1992) Didactic engineering. In: Douady R., Mercier A. (eds.) Research in Didactique of Mathematics. Selected Papers, pp. 41-66. Grenoble : La Pensée Sauvage. (translation of : Artigue M. (1990) Ingénierie didactique. Recherches en Didactique des Mathématiques, vol. 9/3, 281-308). [http://hal.archives-ouvertes.fr/hal-00699775/] Artigue M. (2009). Didactical design in mathematics education. In, C. Winslow (ed.), Nordic Research in Mathematics Education. Proceedings from NORMA08 in Copenhaguen, April 21-April 25, 2008. pp. 7-16. Sense Publishers. [http://books.google.fr/books/about/Theory_of_Didactical_Situations_in_Mathe.html?hl=fr&id=P9T1a_HGBmgC] Brousseau, G. (1997). Theory of didactical situations in mathematics. Kluwer Academic Publishers. [http://yves.chevallard.free.fr/spip/spip/IMG/pdf/Sur_l_ingA_c_nierie_didactique_-_YC_-_1982.pdf] Chevallard Y. (1982), Sur l’ingénierie didactique. Contribution à la préparation de la IIe Ecole d’Eté de Didactique des Mathématiques, Note de travail, IREM d’Aix-Marseille. [http://rdm.penseesauvage.com/En-amont-et-en-aval-des.html] Margolinas, C., Abboud-Blanchard, M., Bueno-Ravel, L., Douek, N., Fluckiger, A., Gibel, P., et al. (Eds.). (2011). En amont et en aval des ingénieries didactiques. Grenoble: La pensée sauvage. [http://69.8.231.237/uploadedFiles/Publications/Journals/Educational_Researcher/3805/329-342_06EDR09.pdf] (Ruthven K., Laborde C., Leach J., Tiberghien A. 2009). Design Tools in Didactical Research: Instrumenting the Epistemological and Cognitive Aspects of the Design of Teaching Sequences, Educational Researcher, Vol. 38, No. 5, pp. 329–342. [http://www.math.washington.edu/~warfield/Inv%20to%20Did66%207-22-06.pdf] Warfield, V. M. (2006). Invitation to Didactique. 694 693 2012-02-08T08:39:34Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Michèle Artigue, DIDIREM, Université Paris 7. '''Contributors''': …/… ====Definition==== Didactical engineering is the design and experimentation of teaching sequences, adopting an internal mode of validation based on the comparison between a priori and a posteriori analysis within the framework of the theory of didactical situations. It includes four steps: :(i) preliminary analyses investigating the epistemological, cognitive and institutional conditions and constraints; :(ii) design and a priori analysis with particular attention paid to the identification and choice of values for the didactic variables and anticipation of their potential effect on the “students-milieu” interaction; :(iii) experimentation; :(iv) a posteriori analysis and validation of the hypotheses underlying the design ====Comments on the history==== The term Didactical engineering was introduced in mathematics education by French researchers in the early eighties (e.g. Chevallard 1982) for denoting a specific form of didactical design inspired by the theory of didactical situations (Brousseau, 1997). Didactical engineering became then a privileged methodology of research within this community. :“Compared with other types of research based on class experiments, the methodology of didactical engineering is also characterized by the register in which it is placed and the methods of validation used. [...] (It situates) in a case study mode where validation is essentially internal, founded on the confrontation between a priori and a posteriori analysis” (Artigue, 1992, p. 44) The term was progressively used in different scientific cultures and beyond the sole mathematics, for denoting both research and development designs presenting these characteristics. The links of such constructions with the theory of didactical situations are more or less strong, even if globally these designs tend to optimize the mathematical responsibility of students through adidactical interaction with an appropriate “milieu” (Warfield, 2006). Didactical engineering also extended to designs aiming at teacher education. ====Related terms==== Design research, Didactical design, Instructional design, Learning design ====Translation issues==== French: ingénierie Didactique<br> Spanish: ingeniería didáctica ====Disciplinary issues==== In TEL research, didactical engineering has played an essential role for identifying the learning and teaching affordances of technology in school settings as these could not be inferred from naturalistic observations. In such research, the way digital artifacts, considered as elements of the “milieu”, impact learning processes by creating new possibilities of action and interaction with the “milieu” and by changing their economy has been emphasized. ====Key references==== Artigue M. [http://www.telearn.org/open-archive/search?resource=7059] (1992) Didactic engineering. In: Douady R., Mercier A. (eds.) Research in Didactique of Mathematics. Selected Papers, pp. 41-66. Grenoble : La Pensée Sauvage. (translation of : Artigue M. (1990) Ingénierie didactique. Recherches en Didactique des Mathématiques, vol. 9/3, 281-308). Artigue M. [http://www.telearn.org/open-archive/search?resource=7060] (2009). Didactical design in mathematics education. In, C. Winslow (ed.), Nordic Research in Mathematics Education. Proceedings from NORMA08 in Copenhaguen, April 21-April 25, 2008. pp. 7-16. Sense Publishers. Brousseau, G. [http://www.telearn.org/open-archive/browse?resource=7052_v1] (1997). Theory of didactical situations in mathematics. Kluwer Academic Publishers. Chevallard Y. [http://www.telearn.org/open-archive/browse?resource=7123_v1] (1982), Sur l’ingénierie didactique. Contribution à la préparation de la IIe Ecole d’Eté de Didactique des Mathématiques, Note de travail, IREM d’Aix-Marseille. Margolinas, C., Abboud-Blanchard, M., Bueno-Ravel, L., Douek, N., Fluckiger, A., Gibel, P., et al. (Eds.). [http://www.telearn.org/open-archive/browse?resource=7046_v1] (2011). En amont et en aval des ingénieries didactiques. Grenoble: La pensée sauvage. Ruthven K., Laborde C., Leach J., Tiberghien A. [http://www.telearn.org/open-archive/browse?resource=7055_v1] (2009). Design Tools in Didactical Research: Instrumenting the Epistemological and Cognitive Aspects of the Design of Teaching Sequences, Educational Researcher, Vol. 38, No. 5, pp. 329–342. Warfield, V. M. [http://www.telearn.org/open-archive/browse?resource=7056_v1] (2006). Invitation to Didactique. 693 692 2012-02-08T08:39:01Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Michèle Artigue, DIDIREM, Université Paris 7. '''Contributors''': …/… ====Definition==== Didactical engineering is the design and experimentation of teaching sequences, adopting an internal mode of validation based on the comparison between a priori and a posteriori analysis within the framework of the theory of didactical situations. It includes four steps: :(i) preliminary analyses investigating the epistemological, cognitive and institutional conditions and constraints; :(ii) design and a priori analysis with particular attention paid to the identification and choice of values for the didactic variables and anticipation of their potential effect on the “students-milieu” interaction; :(iii) experimentation; :(iv) a posteriori analysis and validation of the hypotheses underlying the design ====Comments on the history==== The term Didactical engineering was introduced in mathematics education by French researchers in the early eighties (e.g. Chevallard 1982) for denoting a specific form of didactical design inspired by the theory of didactical situations (Brousseau, 1997). Didactical engineering became then a privileged methodology of research within this community. :“Compared with other types of research based on class experiments, the methodology of didactical engineering is also characterized by the register in which it is placed and the methods of validation used. [...] (It situates) in a case study mode where validation is essentially internal, founded on the confrontation between a priori and a posteriori analysis” (Artigue, 1992, p. 44) The term was progressively used in different scientific cultures and beyond the sole mathematics, for denoting both research and development designs presenting these characteristics. The links of such constructions with the theory of didactical situations are more or less strong, even if globally these designs tend to optimize the mathematical responsibility of students through adidactical interaction with an appropriate “milieu” (Warfield, 2006). Didactical engineering also extended to designs aiming at teacher education. ====Related terms==== Design research, Didactical design, Instructional design, Learning design ====Translation issues==== French: ingénierie Didactique<br> Spanish: ingeniería didáctica ====Disciplinary issues==== In TEL research, didactical engineering has played an essential role for identifying the learning and teaching affordances of technology in school settings as these could not be inferred from naturalistic observations. In such research, the way digital artifacts, considered as elements of the “milieu”, impact learning processes by creating new possibilities of action and interaction with the “milieu” and by changing their economy has been emphasized. ====Key references==== Artigue M. [http://www.telearn.org/open-archive/search?resource=7059] (1992) Didactic engineering. In: Douady R., Mercier A. (eds.) Research in Didactique of Mathematics. Selected Papers, pp. 41-66. Grenoble : La Pensée Sauvage. (translation of : Artigue M. (1990) Ingénierie didactique. Recherches en Didactique des Mathématiques, vol. 9/3, 281-308). Artigue M. (2009). Didactical design in mathematics education. In, C. Winslow (ed.), Nordic Research in Mathematics Education. Proceedings from NORMA08 in Copenhaguen, April 21-April 25, 2008. pp. 7-16. Sense Publishers. Brousseau, G. [http://www.telearn.org/open-archive/browse?resource=7052_v1] (1997). Theory of didactical situations in mathematics. Kluwer Academic Publishers. Chevallard Y. [http://www.telearn.org/open-archive/browse?resource=7123_v1] (1982), Sur l’ingénierie didactique. Contribution à la préparation de la IIe Ecole d’Eté de Didactique des Mathématiques, Note de travail, IREM d’Aix-Marseille. Margolinas, C., Abboud-Blanchard, M., Bueno-Ravel, L., Douek, N., Fluckiger, A., Gibel, P., et al. (Eds.). [http://www.telearn.org/open-archive/browse?resource=7046_v1] (2011). En amont et en aval des ingénieries didactiques. Grenoble: La pensée sauvage. Ruthven K., Laborde C., Leach J., Tiberghien A. [http://www.telearn.org/open-archive/browse?resource=7055_v1] (2009). Design Tools in Didactical Research: Instrumenting the Epistemological and Cognitive Aspects of the Design of Teaching Sequences, Educational Researcher, Vol. 38, No. 5, pp. 329–342. Warfield, V. M. [http://www.telearn.org/open-archive/browse?resource=7056_v1] (2006). Invitation to Didactique. 692 592 2012-02-08T08:37:17Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Michèle Artigue, DIDIREM, Université Paris 7. '''Contributors''': …/… ====Definition==== Didactical engineering is the design and experimentation of teaching sequences, adopting an internal mode of validation based on the comparison between a priori and a posteriori analysis within the framework of the theory of didactical situations. It includes four steps: :(i) preliminary analyses investigating the epistemological, cognitive and institutional conditions and constraints; :(ii) design and a priori analysis with particular attention paid to the identification and choice of values for the didactic variables and anticipation of their potential effect on the “students-milieu” interaction; :(iii) experimentation; :(iv) a posteriori analysis and validation of the hypotheses underlying the design ====Comments on the history==== The term Didactical engineering was introduced in mathematics education by French researchers in the early eighties (e.g. Chevallard 1982) for denoting a specific form of didactical design inspired by the theory of didactical situations (Brousseau, 1997). Didactical engineering became then a privileged methodology of research within this community. :“Compared with other types of research based on class experiments, the methodology of didactical engineering is also characterized by the register in which it is placed and the methods of validation used. [...] (It situates) in a case study mode where validation is essentially internal, founded on the confrontation between a priori and a posteriori analysis” (Artigue, 1992, p. 44) The term was progressively used in different scientific cultures and beyond the sole mathematics, for denoting both research and development designs presenting these characteristics. The links of such constructions with the theory of didactical situations are more or less strong, even if globally these designs tend to optimize the mathematical responsibility of students through adidactical interaction with an appropriate “milieu” (Warfield, 2006). Didactical engineering also extended to designs aiming at teacher education. ====Related terms==== Design research, Didactical design, Instructional design, Learning design ====Translation issues==== French: ingénierie Didactique<br> Spanish: ingeniería didáctica ====Disciplinary issues==== In TEL research, didactical engineering has played an essential role for identifying the learning and teaching affordances of technology in school settings as these could not be inferred from naturalistic observations. In such research, the way digital artifacts, considered as elements of the “milieu”, impact learning processes by creating new possibilities of action and interaction with the “milieu” and by changing their economy has been emphasized. ====Key references==== Artigue M. (1992) Didactic engineering. In: Douady R., Mercier A. (eds.) Research in Didactique of Mathematics. Selected Papers, pp. 41-66. Grenoble : La Pensée Sauvage. (translation of : Artigue M. (1990) Ingénierie didactique. Recherches en Didactique des Mathématiques, vol. 9/3, 281-308). Artigue M. (2009). Didactical design in mathematics education. In, C. Winslow (ed.), Nordic Research in Mathematics Education. Proceedings from NORMA08 in Copenhaguen, April 21-April 25, 2008. pp. 7-16. Sense Publishers. Brousseau, G. [http://www.telearn.org/open-archive/browse?resource=7052_v1] (1997). Theory of didactical situations in mathematics. Kluwer Academic Publishers. Chevallard Y. [http://www.telearn.org/open-archive/browse?resource=7123_v1] (1982), Sur l’ingénierie didactique. Contribution à la préparation de la IIe Ecole d’Eté de Didactique des Mathématiques, Note de travail, IREM d’Aix-Marseille. Margolinas, C., Abboud-Blanchard, M., Bueno-Ravel, L., Douek, N., Fluckiger, A., Gibel, P., et al. (Eds.). [http://www.telearn.org/open-archive/browse?resource=7046_v1] (2011). En amont et en aval des ingénieries didactiques. Grenoble: La pensée sauvage. Ruthven K., Laborde C., Leach J., Tiberghien A. [http://www.telearn.org/open-archive/browse?resource=7055_v1] (2009). Design Tools in Didactical Research: Instrumenting the Epistemological and Cognitive Aspects of the Design of Teaching Sequences, Educational Researcher, Vol. 38, No. 5, pp. 329–342. Warfield, V. M. [http://www.telearn.org/open-archive/browse?resource=7056_v1] (2006). Invitation to Didactique. 592 591 2012-01-10T09:27:29Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Michèle Artigue, DIDIREM, Université Paris 7. '''Contributors''': …/… ====Definition==== Didactical engineering is the design and experimentation of teaching sequences, adopting an internal mode of validation based on the comparison between a priori and a posteriori analysis within the framework of the theory of didactical situations. It includes four steps: :(i) preliminary analyses investigating the epistemological, cognitive and institutional conditions and constraints; :(ii) design and a priori analysis with particular attention paid to the identification and choice of values for the didactic variables and anticipation of their potential effect on the “students-milieu” interaction; :(iii) experimentation; :(iv) a posteriori analysis and validation of the hypotheses underlying the design ====Comments on the history==== The term Didactical engineering was introduced in mathematics education by French researchers in the early eighties (e.g. Chevallard 1982) for denoting a specific form of didactical design inspired by the theory of didactical situations (Brousseau, 1997). Didactical engineering became then a privileged methodology of research within this community. :“Compared with other types of research based on class experiments, the methodology of didactical engineering is also characterized by the register in which it is placed and the methods of validation used. [...] (It situates) in a case study mode where validation is essentially internal, founded on the confrontation between a priori and a posteriori analysis” (Artigue, 1992, p. 44) The term was progressively used in different scientific cultures and beyond the sole mathematics, for denoting both research and development designs presenting these characteristics. The links of such constructions with the theory of didactical situations are more or less strong, even if globally these designs tend to optimize the mathematical responsibility of students through adidactical interaction with an appropriate “milieu” (Warfield, 2006). Didactical engineering also extended to designs aiming at teacher education. ====Related terms==== Design research, Didactical design, Instructional design, Learning design ====Translation issues==== French: ingénierie Didactique<br> Spanish: ingeniería didáctica ====Disciplinary issues==== In TEL research, didactical engineering has played an essential role for identifying the learning and teaching affordances of technology in school settings as these could not be inferred from naturalistic observations. In such research, the way digital artifacts, considered as elements of the “milieu”, impact learning processes by creating new possibilities of action and interaction with the “milieu” and by changing their economy has been emphasized. ====Key references==== Artigue M. (1992) Didactic engineering. In: Douady R., Mercier A. (eds.) Research in Didactique of Mathematics. Selected Papers, pp. 41-66. Grenoble : La Pensée Sauvage. (translation of : Artigue M. (1990) Ingénierie didactique. Recherches en Didactique des Mathématiques, vol. 9/3, 281-308). Artigue M. (2009). Didactical design in mathematics education. In, C. Winslow (ed.), Nordic Research in Mathematics Education. Proceedings from NORMA08 in Copenhaguen, April 21-April 25, 2008. pp. 7-16. Sense Publishers. Brousseau, G. [http://www.telearn.org/open-archive/browse?resource=7052_v1] (1997). Theory of didactical situations in mathematics. Kluwer Academic Publishers. Chevallard Y. (1982), Sur l’ingénierie didactique. Contribution à la préparation de la IIe Ecole d’Eté de Didactique des Mathématiques, Note de travail, IREM d’Aix-Marseille. Margolinas, C., Abboud-Blanchard, M., Bueno-Ravel, L., Douek, N., Fluckiger, A., Gibel, P., et al. (Eds.). [http://www.telearn.org/open-archive/browse?resource=7046_v1] (2011). En amont et en aval des ingénieries didactiques. Grenoble: La pensée sauvage. Ruthven K., Laborde C., Leach J., Tiberghien A. [http://www.telearn.org/open-archive/browse?resource=7055_v1] (2009). Design Tools in Didactical Research: Instrumenting the Epistemological and Cognitive Aspects of the Design of Teaching Sequences, Educational Researcher, Vol. 38, No. 5, pp. 329–342. Warfield, V. M. [http://www.telearn.org/open-archive/browse?resource=7056_v1] (2006). Invitation to Didactique. 591 588 2012-01-09T11:00:03Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Michèle Artigue, DIDIREM, Université Paris 7. '''Contributors''': …/… ====Definition==== Didactical engineering is the design and experimentation of teaching sequences, adopting an internal mode of validation based on the comparison between a priori and a posteriori analysis within the framework of the theory of didactical situations. It includes four steps: :(i) preliminary analyses investigating the epistemological, cognitive and institutional conditions and constraints; :(ii) design and a priori analysis with particular attention paid to the identification and choice of values for the didactic variables and anticipation of their potential effect on the “students-milieu” interaction; :(iii) experimentation; :(iv) a posteriori analysis and validation of the hypotheses underlying the design ====Comments on the history==== The term Didactical engineering was introduced in mathematics education by French researchers in the early eighties (e.g. Chevallard 1982) for denoting a specific form of didactical design inspired by the theory of didactical situations (Brousseau, 1997). Didactical engineering became then a privileged methodology of research within this community. :“Compared with other types of research based on class experiments, the methodology of didactical engineering is also characterized by the register in which it is placed and the methods of validation used. [...] (It situates) in a case study mode where validation is essentially internal, founded on the confrontation between a priori and a posteriori analysis” (Artigue, 1992, p. 44) The term was progressively used in different scientific cultures and beyond the sole mathematics, for denoting both research and development designs presenting these characteristics. The links of such constructions with the theory of didactical situations are more or less strong, even if globally these designs tend to optimize the mathematical responsibility of students through adidactical interaction with an appropriate “milieu” (Warfield, 2006). Didactical engineering also extended to designs aiming at teacher education. ====Related terms==== Design research, Didactical design, Instructional design, Learning design ====Translation issues==== French: ingénierie Didactique<br> Spanish: ingeniería didáctica ====Disciplinary issues==== In TEL research, didactical engineering has played an essential role for identifying the learning and teaching affordances of technology in school settings as these could not be inferred from naturalistic observations. In such research, the way digital artifacts, considered as elements of the “milieu”, impact learning processes by creating new possibilities of action and interaction with the “milieu” and by changing their economy has been emphasized. ====Key references==== Artigue M. (1992) Didactic engineering. In: Douady R., Mercier A. (eds.) Research in Didactique of Mathematics. Selected Papers, pp. 41-66. Grenoble : La Pensée Sauvage. (translation of : Artigue M. (1990) Ingénierie didactique. Recherches en Didactique des Mathématiques, vol. 9/3, 281-308). Artigue M. (2009). Didactical design in mathematics education. In, C. Winslow (ed.), Nordic Research in Mathematics Education. Proceedings from NORMA08 in Copenhaguen, April 21-April 25, 2008. pp. 7-16. Sense Publishers. Brousseau, G. [http://www.telearn.org/open-archive/browse?resource=7052_v1] (1997). Theory of didactical situations in mathematics. Kluwer Academic Publishers. Chevallard Y. (1982), Sur l’ingénierie didactique. Contribution à la préparation de la IIe Ecole d’Eté de Didactique des Mathématiques, Note de travail, IREM d’Aix-Marseille. Margolinas, C., Abboud-Blanchard, M., Bueno-Ravel, L., Douek, N., Fluckiger, A., Gibel, P., et al. (Eds.). [http://www.telearn.org/open-archive/browse?resource=7046_v1] (2011). En amont et en aval des ingénieries didactiques. Grenoble: La pensée sauvage. Ruthven K., Laborde C., Leach J., Tiberghien A. [http://www.telearn.org/open-archive/browse?resource=7055_v1] (2009). Design Tools in Didactical Research: Instrumenting the Epistemological and Cognitive Aspects of the Design of Teaching Sequences, Educational Researcher, Vol. 38, No. 5, pp. 329–342. Warfield, V. M. (2006). Invitation to Didactique. http://www.math.washington.edu/*warfield/Inv%20to%20Did66%207-22-06.pdf. 588 586 2012-01-06T11:17:35Z Balacheff 4 /* Definition */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Michèle Artigue, DIDIREM, Université Paris 7. '''Contributors''': …/… ====Definition==== Didactical engineering is the design and experimentation of teaching sequences, adopting an internal mode of validation based on the comparison between a priori and a posteriori analysis within the framework of the theory of didactical situations. It includes four steps: :(i) preliminary analyses investigating the epistemological, cognitive and institutional conditions and constraints; :(ii) design and a priori analysis with particular attention paid to the identification and choice of values for the didactic variables and anticipation of their potential effect on the “students-milieu” interaction; :(iii) experimentation; :(iv) a posteriori analysis and validation of the hypotheses underlying the design ====Comments on the history==== The term Didactical engineering was introduced in mathematics education by French researchers in the early eighties (e.g. Chevallard 1982) for denoting a specific form of didactical design inspired by the theory of didactical situations (Brousseau, 1997). Didactical engineering became then a privileged methodology of research within this community. :“Compared with other types of research based on class experiments, the methodology of didactical engineering is also characterized by the register in which it is placed and the methods of validation used. [...] (It situates) in a case study mode where validation is essentially internal, founded on the confrontation between a priori and a posteriori analysis” (Artigue, 1992, p. 44) The term was progressively used in different scientific cultures and beyond the sole mathematics, for denoting both research and development designs presenting these characteristics. The links of such constructions with the theory of didactical situations are more or less strong, even if globally these designs tend to optimize the mathematical responsibility of students through adidactical interaction with an appropriate “milieu” (Warfield, 2006). Didactical engineering also extended to designs aiming at teacher education. ====Related terms==== Design research, Didactical design, Instructional design, Learning design ====Translation issues==== French: ingénierie Didactique<br> Spanish: ingeniería didáctica ====Disciplinary issues==== In TEL research, didactical engineering has played an essential role for identifying the learning and teaching affordances of technology in school settings as these could not be inferred from naturalistic observations. In such research, the way digital artifacts, considered as elements of the “milieu”, impact learning processes by creating new possibilities of action and interaction with the “milieu” and by changing their economy has been emphasized. ====Key references==== Artigue M. (1992) Didactic engineering. In: Douady R., Mercier A. (eds.) Research in Didactique of Mathematics. Selected Papers, pp. 41-66. Grenoble : La Pensée Sauvage. (translation of : Artigue M. (1990) Ingénierie didactique. Recherches en Didactique des Mathématiques, vol. 9/3, 281-308). Artigue M. (2009). Didactical design in mathematics education. In, C. Winslow (ed.), Nordic Research in Mathematics Education. Proceedings from NORMA08 in Copenhaguen, April 21-April 25, 2008. pp. 7-16. Sense Publishers. Brousseau, G. [http://www.telearn.org/open-archive/browse?resource=7052_v1] (1997). Theory of didactical situations in mathematics. Kluwer Academic Publishers. Chevallard Y. (1982), Sur l’ingénierie didactique. Contribution à la préparation de la IIe Ecole d’Eté de Didactique des Mathématiques, Note de travail, IREM d’Aix-Marseille. Margolinas, C., Abboud-Blanchard, M., Bueno-Ravel, L., Douek, N., Fluckiger, A., Gibel, P., et al. (Eds.). [http://www.telearn.org/open-archive/browse?resource=7046_v1] (2011). En amont et en aval des ingénieries didactiques. Grenoble: La pensée sauvage. Ruthven K., Laborde C., Leach J., Tiberghien A.( 2009). Design Tools in Didactical Research: Instrumenting the Epistemological and Cognitive Aspects of the Design of Teaching Sequences, Educational Researcher, Vol. 38, No. 5, pp. 329–342. Warfield, V. M. (2006). Invitation to Didactique. http://www.math.washington.edu/*warfield/Inv%20to%20Did66%207-22-06.pdf. 586 585 2012-01-06T10:36:41Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Michèle Artigue, DIDIREM, Université Paris 7. '''Contributors''': …/… ====Definition==== Didactical engineering refers to the design and experimentation of teaching sequences, adopting an internal mode of validation based on the comparison between a priori and a posteriori analysis within the framework of the theory of didactical situations. It includes four steps: :(i) preliminary analyses investigating the epistemological, cognitive and institutional conditions and constraints; :(ii) design and a priori analysis with particular attention paid to the identification and choice of values for the didactic variables and anticipation of their potential effect on the “students-milieu” interaction; :(iii) experimentation; :(iv) a posteriori analysis and validation of the hypotheses underlying the design ====Comments on the history==== The term Didactical engineering was introduced in mathematics education by French researchers in the early eighties (e.g. Chevallard 1982) for denoting a specific form of didactical design inspired by the theory of didactical situations (Brousseau, 1997). Didactical engineering became then a privileged methodology of research within this community. :“Compared with other types of research based on class experiments, the methodology of didactical engineering is also characterized by the register in which it is placed and the methods of validation used. [...] (It situates) in a case study mode where validation is essentially internal, founded on the confrontation between a priori and a posteriori analysis” (Artigue, 1992, p. 44) The term was progressively used in different scientific cultures and beyond the sole mathematics, for denoting both research and development designs presenting these characteristics. The links of such constructions with the theory of didactical situations are more or less strong, even if globally these designs tend to optimize the mathematical responsibility of students through adidactical interaction with an appropriate “milieu” (Warfield, 2006). Didactical engineering also extended to designs aiming at teacher education. ====Related terms==== Design research, Didactical design, Instructional design, Learning design ====Translation issues==== French: ingénierie Didactique<br> Spanish: ingeniería didáctica ====Disciplinary issues==== In TEL research, didactical engineering has played an essential role for identifying the learning and teaching affordances of technology in school settings as these could not be inferred from naturalistic observations. In such research, the way digital artifacts, considered as elements of the “milieu”, impact learning processes by creating new possibilities of action and interaction with the “milieu” and by changing their economy has been emphasized. ====Key references==== Artigue M. (1992) Didactic engineering. In: Douady R., Mercier A. (eds.) Research in Didactique of Mathematics. Selected Papers, pp. 41-66. Grenoble : La Pensée Sauvage. (translation of : Artigue M. (1990) Ingénierie didactique. Recherches en Didactique des Mathématiques, vol. 9/3, 281-308). Artigue M. (2009). Didactical design in mathematics education. In, C. Winslow (ed.), Nordic Research in Mathematics Education. Proceedings from NORMA08 in Copenhaguen, April 21-April 25, 2008. pp. 7-16. Sense Publishers. Brousseau, G. [http://www.telearn.org/open-archive/browse?resource=7052_v1] (1997). Theory of didactical situations in mathematics. Kluwer Academic Publishers. Chevallard Y. (1982), Sur l’ingénierie didactique. Contribution à la préparation de la IIe Ecole d’Eté de Didactique des Mathématiques, Note de travail, IREM d’Aix-Marseille. Margolinas, C., Abboud-Blanchard, M., Bueno-Ravel, L., Douek, N., Fluckiger, A., Gibel, P., et al. (Eds.). [http://www.telearn.org/open-archive/browse?resource=7046_v1] (2011). En amont et en aval des ingénieries didactiques. Grenoble: La pensée sauvage. Ruthven K., Laborde C., Leach J., Tiberghien A.( 2009). Design Tools in Didactical Research: Instrumenting the Epistemological and Cognitive Aspects of the Design of Teaching Sequences, Educational Researcher, Vol. 38, No. 5, pp. 329–342. Warfield, V. M. (2006). Invitation to Didactique. http://www.math.washington.edu/*warfield/Inv%20to%20Did66%207-22-06.pdf. 585 573 2012-01-06T10:04:08Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Michèle Artigue, DIDIREM, Université Paris 7. '''Contributors''': …/… ====Definition==== Didactical engineering refers to the design and experimentation of teaching sequences, adopting an internal mode of validation based on the comparison between a priori and a posteriori analysis within the framework of the theory of didactical situations. It includes four steps: :(i) preliminary analyses investigating the epistemological, cognitive and institutional conditions and constraints; :(ii) design and a priori analysis with particular attention paid to the identification and choice of values for the didactic variables and anticipation of their potential effect on the “students-milieu” interaction; :(iii) experimentation; :(iv) a posteriori analysis and validation of the hypotheses underlying the design ====Comments on the history==== The term Didactical engineering was introduced in mathematics education by French researchers in the early eighties (e.g. Chevallard 1982) for denoting a specific form of didactical design inspired by the theory of didactical situations (Brousseau, 1997). Didactical engineering became then a privileged methodology of research within this community. :“Compared with other types of research based on class experiments, the methodology of didactical engineering is also characterized by the register in which it is placed and the methods of validation used. [...] (It situates) in a case study mode where validation is essentially internal, founded on the confrontation between a priori and a posteriori analysis” (Artigue, 1992, p. 44) The term was progressively used in different scientific cultures and beyond the sole mathematics, for denoting both research and development designs presenting these characteristics. The links of such constructions with the theory of didactical situations are more or less strong, even if globally these designs tend to optimize the mathematical responsibility of students through adidactical interaction with an appropriate “milieu” (Warfield, 2006). Didactical engineering also extended to designs aiming at teacher education. ====Related terms==== Design research, Didactical design, Instructional design, Learning design ====Translation issues==== French: ingénierie Didactique<br> Spanish: ingeniería didáctica ====Disciplinary issues==== In TEL research, didactical engineering has played an essential role for identifying the learning and teaching affordances of technology in school settings as these could not be inferred from naturalistic observations. In such research, the way digital artifacts, considered as elements of the “milieu”, impact learning processes by creating new possibilities of action and interaction with the “milieu” and by changing their economy has been emphasized. ====Key references==== Artigue M. (1992) Didactic engineering. In: Douady R., Mercier A. (eds.) Research in Didactique of Mathematics. Selected Papers, pp. 41-66. Grenoble : La Pensée Sauvage. (translation of : Artigue M. (1990) Ingénierie didactique. Recherches en Didactique des Mathématiques, vol. 9/3, 281-308). Artigue M. (2009). Didactical design in mathematics education. In, C. Winslow (ed.), Nordic Research in Mathematics Education. Proceedings from NORMA08 in Copenhaguen, April 21-April 25, 2008. pp. 7-16. Sense Publishers. Brousseau, G. (1997). Theory of didactical situations in mathematics. Dordrecht: Kluwer. Chevallard Y. (1982), Sur l’ingénierie didactique. Contribution à la préparation de la IIe Ecole d’Eté de Didactique des Mathématiques, Note de travail, IREM d’Aix-Marseille. Margolinas, C., Abboud-Blanchard, M., Bueno-Ravel, L., Douek, N., Fluckiger, A., Gibel, P., et al. (Eds.). [http://www.telearn.org/open-archive/browse?resource=7046_v1] (2011). En amont et en aval des ingénieries didactiques. Grenoble: La pensée sauvage. Ruthven K., Laborde C., Leach J., Tiberghien A.( 2009). Design Tools in Didactical Research: Instrumenting the Epistemological and Cognitive Aspects of the Design of Teaching Sequences, Educational Researcher, Vol. 38, No. 5, pp. 329–342. Warfield, V. M. (2006). Invitation to Didactique. http://www.math.washington.edu/*warfield/Inv%20to%20Did66%207-22-06.pdf. 573 557 2012-01-05T15:43:58Z Zeiliger 2 wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Michèle Artigue, DIDIREM, Université Paris 7. '''Contributors''': …/… ====Definition==== Didactical engineering refers to the design and experimentation of teaching sequences, adopting an internal mode of validation based on the comparison between a priori and a posteriori analysis within the framework of the theory of didactical situations. It includes four steps: :(i) preliminary analyses investigating the epistemological, cognitive and institutional conditions and constraints; :(ii) design and a priori analysis with particular attention paid to the identification and choice of values for the didactic variables and anticipation of their potential effect on the “students-milieu” interaction; :(iii) experimentation; :(iv) a posteriori analysis and validation of the hypotheses underlying the design ====Comments on the history==== The term Didactical engineering was introduced in mathematics education by French researchers in the early eighties (e.g. Chevallard 1982) for denoting a specific form of didactical design inspired by the theory of didactical situations (Brousseau, 1997). Didactical engineering became then a privileged methodology of research within this community. :“Compared with other types of research based on class experiments, the methodology of didactical engineering is also characterized by the register in which it is placed and the methods of validation used. [...] (It situates) in a case study mode where validation is essentially internal, founded on the confrontation between a priori and a posteriori analysis” (Artigue, 1992, p. 44) The term was progressively used in different scientific cultures and beyond the sole mathematics, for denoting both research and development designs presenting these characteristics. The links of such constructions with the theory of didactical situations are more or less strong, even if globally these designs tend to optimize the mathematical responsibility of students through adidactical interaction with an appropriate “milieu” (Warfield, 2006). Didactical engineering also extended to designs aiming at teacher education. ====Related terms==== Design research, Didactical design, Instructional design, Learning design ====Translation issues==== French: ingénierie Didactique<br> Spanish: ingeniería didáctica ====Disciplinary issues==== In TEL research, didactical engineering has played an essential role for identifying the learning and teaching affordances of technology in school settings as these could not be inferred from naturalistic observations. In such research, the way digital artifacts, considered as elements of the “milieu”, impact learning processes by creating new possibilities of action and interaction with the “milieu” and by changing their economy has been emphasized. ====Key references==== Artigue M. (1992) Didactic engineering. In: Douady R., Mercier A. (eds.) Research in Didactique of Mathematics. Selected Papers, pp. 41-66. Grenoble : La Pensée Sauvage. (translation of : Artigue M. (1990) Ingénierie didactique. Recherches en Didactique des Mathématiques, vol. 9/3, 281-308). Artigue M. (2009). Didactical design in mathematics education. In, C. Winslow (ed.), Nordic Research in Mathematics Education. Proceedings from NORMA08 in Copenhaguen, April 21-April 25, 2008. pp. 7-16. Sense Publishers. Brousseau, G. (1997). Theory of didactical situations in mathematics. Dordrecht: Kluwer. Chevallard Y. (1982), Sur l’ingénierie didactique. Contribution à la préparation de la IIe Ecole d’Eté de Didactique des Mathématiques, Note de travail, IREM d’Aix-Marseille. Margolinas, C., Abboud-Blanchard, M., Bueno-Ravel, L., Douek, N., Fluckiger, A., Gibel, P., et al. (Eds.). (2011). En amont et en aval des ingénieries didactiques. Grenoble: La pensée sauvage. Ruthven K., Laborde C., Leach J., Tiberghien A.( 2009). Design Tools in Didactical Research: Instrumenting the Epistemological and Cognitive Aspects of the Design of Teaching Sequences, Educational Researcher, Vol. 38, No. 5, pp. 329–342. Warfield, V. M. (2006). Invitation to Didactique. http://www.math.washington.edu/*warfield/Inv%20to%20Did66%207-22-06.pdf. 557 556 2012-01-05T15:15:57Z Zeiliger 2 /* Definition */ wikitext text/x-wiki <u>draft 1</u> '''Editor''': Michèle Artigue, DIDIREM, Université Paris 7. '''Contributors''': …/… ====Definition==== Didactical engineering refers to the design and experimentation of teaching sequences, adopting an internal mode of validation based on the comparison between a priori and a posteriori analysis within the framework of the theory of didactical situations. It includes four steps: :(i) preliminary analyses investigating the epistemological, cognitive and institutional conditions and constraints; :(ii) design and a priori analysis with particular attention paid to the identification and choice of values for the didactic variables and anticipation of their potential effect on the “students-milieu” interaction; :(iii) experimentation; :(iv) a posteriori analysis and validation of the hypotheses underlying the design ====Comments on the history==== The term Didactical engineering was introduced in mathematics education by French researchers in the early eighties (e.g. Chevallard 1982) for denoting a specific form of didactical design inspired by the theory of didactical situations (Brousseau, 1997). Didactical engineering became then a privileged methodology of research within this community. :“Compared with other types of research based on class experiments, the methodology of didactical engineering is also characterized by the register in which it is placed and the methods of validation used. [...] (It situates) in a case study mode where validation is essentially internal, founded on the confrontation between a priori and a posteriori analysis” (Artigue, 1992, p. 44) The term was progressively used in different scientific cultures and beyond the sole mathematics, for denoting both research and development designs presenting these characteristics. The links of such constructions with the theory of didactical situations are more or less strong, even if globally these designs tend to optimize the mathematical responsibility of students through adidactical interaction with an appropriate “milieu” (Warfield, 2006). Didactical engineering also extended to designs aiming at teacher education. ====Related terms==== Design research, Didactical design, Instructional design, Learning design ====Translation issues==== French: ingénierie Didactique<br> Spanish: ingeniería didáctica ====Disciplinary issues==== In TEL research, didactical engineering has played an essential role for identifying the learning and teaching affordances of technology in school settings as these could not be inferred from naturalistic observations. In such research, the way digital artifacts, considered as elements of the “milieu”, impact learning processes by creating new possibilities of action and interaction with the “milieu” and by changing their economy has been emphasized. ====Key references==== Artigue M. (1992) Didactic engineering. In: Douady R., Mercier A. (eds.) Research in Didactique of Mathematics. Selected Papers, pp. 41-66. Grenoble : La Pensée Sauvage. (translation of : Artigue M. (1990) Ingénierie didactique. Recherches en Didactique des Mathématiques, vol. 9/3, 281-308). Artigue M. (2009). Didactical design in mathematics education. In, C. Winslow (ed.), Nordic Research in Mathematics Education. Proceedings from NORMA08 in Copenhaguen, April 21-April 25, 2008. pp. 7-16. Sense Publishers. Brousseau, G. (1997). Theory of didactical situations in mathematics. Dordrecht: Kluwer. Chevallard Y. (1982), Sur l’ingénierie didactique. Contribution à la préparation de la IIe Ecole d’Eté de Didactique des Mathématiques, Note de travail, IREM d’Aix-Marseille. Margolinas, C., Abboud-Blanchard, M., Bueno-Ravel, L., Douek, N., Fluckiger, A., Gibel, P., et al. (Eds.). (2011). En amont et en aval des ingénieries didactiques. Grenoble: La pensée sauvage. Ruthven K., Laborde C., Leach J., Tiberghien A.( 2009). Design Tools in Didactical Research: Instrumenting the Epistemological and Cognitive Aspects of the Design of Teaching Sequences, Educational Researcher, Vol. 38, No. 5, pp. 329–342. Warfield, V. M. (2006). Invitation to Didactique. http://www.math.washington.edu/*warfield/Inv%20to%20Did66%207-22-06.pdf. 556 555 2012-01-05T15:15:40Z Zeiliger 2 /* Translation issues */ wikitext text/x-wiki <u>draft 1</u> '''Editor''': Michèle Artigue, DIDIREM, Université Paris 7. '''Contributors''': …/… ====Definition==== Didactical engineering refers to the design and experimentation of teaching sequences, adopting an internal mode of validation based on the comparison between a priori and a posteriori analysis within the framework of the theory of didactical situations. It includes four steps: :(i) preliminary analyses investigating the epistemological, cognitive and institutional conditions and constraints; :(ii) design and a priori analysis with particular attention paid to the identification and choice of values for the didactic variables and anticipation of their potential effect on the “students-milieu” interaction; :(iii) experimentation; :(iv) a posteriori analysis and validation of the hypotheses underlying the design ====Comments on the history==== The term Didactical engineering was introduced in mathematics education by French researchers in the early eighties (e.g. Chevallard 1982) for denoting a specific form of didactical design inspired by the theory of didactical situations (Brousseau, 1997). Didactical engineering became then a privileged methodology of research within this community. :“Compared with other types of research based on class experiments, the methodology of didactical engineering is also characterized by the register in which it is placed and the methods of validation used. [...] (It situates) in a case study mode where validation is essentially internal, founded on the confrontation between a priori and a posteriori analysis” (Artigue, 1992, p. 44) The term was progressively used in different scientific cultures and beyond the sole mathematics, for denoting both research and development designs presenting these characteristics. The links of such constructions with the theory of didactical situations are more or less strong, even if globally these designs tend to optimize the mathematical responsibility of students through adidactical interaction with an appropriate “milieu” (Warfield, 2006). Didactical engineering also extended to designs aiming at teacher education. ====Related terms==== Design research, Didactical design, Instructional design, Learning design ====Translation issues==== French: ingénierie Didactique<br> Spanish: ingeniería didáctica ====Disciplinary issues==== In TEL research, didactical engineering has played an essential role for identifying the learning and teaching affordances of technology in school settings as these could not be inferred from naturalistic observations. In such research, the way digital artifacts, considered as elements of the “milieu”, impact learning processes by creating new possibilities of action and interaction with the “milieu” and by changing their economy has been emphasized. ====Key references==== Artigue M. (1992) Didactic engineering. In: Douady R., Mercier A. (eds.) Research in Didactique of Mathematics. Selected Papers, pp. 41-66. Grenoble : La Pensée Sauvage. (translation of : Artigue M. (1990) Ingénierie didactique. Recherches en Didactique des Mathématiques, vol. 9/3, 281-308). Artigue M. (2009). Didactical design in mathematics education. In, C. Winslow (ed.), Nordic Research in Mathematics Education. Proceedings from NORMA08 in Copenhaguen, April 21-April 25, 2008. pp. 7-16. Sense Publishers. Brousseau, G. (1997). Theory of didactical situations in mathematics. Dordrecht: Kluwer. Chevallard Y. (1982), Sur l’ingénierie didactique. Contribution à la préparation de la IIe Ecole d’Eté de Didactique des Mathématiques, Note de travail, IREM d’Aix-Marseille. Margolinas, C., Abboud-Blanchard, M., Bueno-Ravel, L., Douek, N., Fluckiger, A., Gibel, P., et al. (Eds.). (2011). En amont et en aval des ingénieries didactiques. Grenoble: La pensée sauvage. Ruthven K., Laborde C., Leach J., Tiberghien A.( 2009). Design Tools in Didactical Research: Instrumenting the Epistemological and Cognitive Aspects of the Design of Teaching Sequences, Educational Researcher, Vol. 38, No. 5, pp. 329–342. Warfield, V. M. (2006). Invitation to Didactique. http://www.math.washington.edu/*warfield/Inv%20to%20Did66%207-22-06.pdf. 555 2012-01-05T15:15:00Z Zeiliger 2 Created page with "<u>draft 1</u> '''Editor''': Michèle Artigue, DIDIREM, Université Paris 7. '''Contributors''': …/… ====Definition==== Didactical engineering refers to the design and ex..." wikitext text/x-wiki <u>draft 1</u> '''Editor''': Michèle Artigue, DIDIREM, Université Paris 7. '''Contributors''': …/… ====Definition==== Didactical engineering refers to the design and experimentation of teaching sequences, adopting an internal mode of validation based on the comparison between a priori and a posteriori analysis within the framework of the theory of didactical situations. It includes four steps: :(i) preliminary analyses investigating the epistemological, cognitive and institutional conditions and constraints; :(ii) design and a priori analysis with particular attention paid to the identification and choice of values for the didactic variables and anticipation of their potential effect on the “students-milieu” interaction; :(iii) experimentation; :(iv) a posteriori analysis and validation of the hypotheses underlying the design ====Comments on the history==== The term Didactical engineering was introduced in mathematics education by French researchers in the early eighties (e.g. Chevallard 1982) for denoting a specific form of didactical design inspired by the theory of didactical situations (Brousseau, 1997). Didactical engineering became then a privileged methodology of research within this community. :“Compared with other types of research based on class experiments, the methodology of didactical engineering is also characterized by the register in which it is placed and the methods of validation used. [...] (It situates) in a case study mode where validation is essentially internal, founded on the confrontation between a priori and a posteriori analysis” (Artigue, 1992, p. 44) The term was progressively used in different scientific cultures and beyond the sole mathematics, for denoting both research and development designs presenting these characteristics. The links of such constructions with the theory of didactical situations are more or less strong, even if globally these designs tend to optimize the mathematical responsibility of students through adidactical interaction with an appropriate “milieu” (Warfield, 2006). Didactical engineering also extended to designs aiming at teacher education. ====Related terms==== Design research, Didactical design, Instructional design, Learning design ====Translation issues==== French: ingénierie Didactique Spanish: ingeniería didáctica ====Disciplinary issues==== In TEL research, didactical engineering has played an essential role for identifying the learning and teaching affordances of technology in school settings as these could not be inferred from naturalistic observations. In such research, the way digital artifacts, considered as elements of the “milieu”, impact learning processes by creating new possibilities of action and interaction with the “milieu” and by changing their economy has been emphasized. ====Key references==== Artigue M. (1992) Didactic engineering. In: Douady R., Mercier A. (eds.) Research in Didactique of Mathematics. Selected Papers, pp. 41-66. Grenoble : La Pensée Sauvage. (translation of : Artigue M. (1990) Ingénierie didactique. Recherches en Didactique des Mathématiques, vol. 9/3, 281-308). Artigue M. (2009). Didactical design in mathematics education. In, C. Winslow (ed.), Nordic Research in Mathematics Education. Proceedings from NORMA08 in Copenhaguen, April 21-April 25, 2008. pp. 7-16. Sense Publishers. Brousseau, G. (1997). Theory of didactical situations in mathematics. Dordrecht: Kluwer. Chevallard Y. (1982), Sur l’ingénierie didactique. Contribution à la préparation de la IIe Ecole d’Eté de Didactique des Mathématiques, Note de travail, IREM d’Aix-Marseille. Margolinas, C., Abboud-Blanchard, M., Bueno-Ravel, L., Douek, N., Fluckiger, A., Gibel, P., et al. (Eds.). (2011). En amont et en aval des ingénieries didactiques. Grenoble: La pensée sauvage. Ruthven K., Laborde C., Leach J., Tiberghien A.( 2009). Design Tools in Didactical Research: Instrumenting the Epistemological and Cognitive Aspects of the Design of Teaching Sequences, Educational Researcher, Vol. 38, No. 5, pp. 329–342. Warfield, V. M. (2006). Invitation to Didactique. http://www.math.washington.edu/*warfield/Inv%20to%20Did66%207-22-06.pdf. 0 141 1131 1129 2013-02-26T11:21:46Z Balacheff 4 /* Основна литература */ wikitext text/x-wiki <h1>Дидактично инженерствo</h1> <u>раб. версия 1</u> '''Editor''': Michèle Artigue, DIDIREM, Université Paris 7. '''Contributors''': …/… '''Adaptation''': Krassen Stefanov, University of Sofia (BG) ====Определение==== Дидактичното инженерство представлява проектиране и експериментиране с преподавателски техники чрез възприемане на вътрешен режим на валидиране, базиран на сравнение между предварителния и последващия анализ в рамките на теорията за дидактичните ситуации. То включва 4 стъпки: 1) предварителни анализи, проучващи епистемологичните, когнитивни и институционални условия и ограничения 2) дизайн и предварителен анализ с особено внимание върху идентифицирането на и избирането на стойности за дидактичните променливи и внимание за техния потенциален ефект на взаимодействието между студентите и околната среда. 3) експериментиране 4) последващ анализ и валидиране на хипотезите на дизайна ====Коментар по развитието на термина==== Терминът „дидактично инженерство” е въведен в обучението по математика от френски изследователи в началото на 80-те г. (e.g. Chevallard 1982) за отбелязване на специфична форма на дидактичния дизайн, вдъхновен от теорията за дидактичните ситуации (Brousseau, 1997). Дидактичното инженерство става предпочитана методология за проучване в това общество. „Сравнени с другите видове проучвания, базирани на класически експерименти, методологията на дидактичното инженерство се характеризира с регистър, в който се разполагат и методите за валидиране, които се използват. [...] Осъществява се посредством казуси, където валидирането е основно вътрешно, базирано на различията между предварителния и последващия анализ” (Artigue, 1992, p. 44) Терминът придобива по-широко приложение в различни научни области и извън областта на чистата математика, за обозначаване на дизайни на научни изследвания и на тяхната реализация, имащи тези характеристики. Връзките на тези конструкции с теория на дидактичните ситуации са повече или по-малко силни, дори когато тези дизайни имат за цел да стимулират математическата отговорност на студентите посредством дидактично взаимодействие с околната среда” (Warfield, 2006). Дидактичното инженерство включва и дизайни за обучение на учители. ====Сродни термини==== Дизайн на изследвания, дидактичен дизайн, дизайн на преподаване, учебен дизайн Проблематика на превода Френски: ingénierie Didactique Испански: ingeniería didáctica ====Дисциплина==== In TEL research, didactical engineering has played an essential role for identifying the learning and teaching affordances of technology in school settings as these could not be inferred from naturalistic observations. In such research, the way digital artifacts, considered as elements of the “milieu”, impact learning processes by creating new possibilities of action and interaction with the “milieu” and by changing their economy has been emphasized. В изследванията свързани с ОПТ (обучението, подпомагано от технологии), дидактичното инженерство е изиграло водеща роля за идентифициране на възможностите за прилагане на технологиите в ученето и преподаването в училищна среда, тъй като това не може да бъде разбрано чрез прости наблюдения. В тези изследвания се набляга на това как цифровите артефакти, разглеждани като елементи на околната среда, влияят на учебните процеси посредством създаване на нови възможности за действие и взаимодействие със средата и чрез промяна на тяхната икономика. ====Основна литература==== [http://rdm.penseesauvage.com/DIDACTIC-ENGINEERING.html] Artigue M. (1992) Didactic engineering. In: Douady R., Mercier A. (eds.) Research in Didactique of Mathematics. Selected Papers, pp. 41-66. Grenoble : La Pensée Sauvage. (translation of : Artigue M. (1990) Ingénierie didactique. Recherches en Didactique des Mathématiques, vol. 9/3, 281-308). [http://hal.archives-ouvertes.fr/hal-00699775/] Artigue M. (2009). Didactical design in mathematics education. In, C. Winslow (ed.), Nordic Research in Mathematics Education. Proceedings from NORMA08 in Copenhaguen, April 21-April 25, 2008. pp. 7-16. Sense Publishers. [http://books.google.fr/books/about/Theory_of_Didactical_Situations_in_Mathe.html?hl=fr&id=P9T1a_HGBmgC] Brousseau, G. (1997). Theory of didactical situations in mathematics. Kluwer Academic Publishers. [http://yves.chevallard.free.fr/spip/spip/IMG/pdf/Sur_l_ingA_c_nierie_didactique_-_YC_-_1982.pdf] Chevallard Y. (1982), Sur l’ingénierie didactique. Contribution à la préparation de la IIe Ecole d’Eté de Didactique des Mathématiques, Note de travail, IREM d’Aix-Marseille. [http://rdm.penseesauvage.com/En-amont-et-en-aval-des.html] Margolinas, C., Abboud-Blanchard, M., Bueno-Ravel, L., Douek, N., Fluckiger, A., Gibel, P., et al. (Eds.). (2011). En amont et en aval des ingénieries didactiques. Grenoble: La pensée sauvage. [http://69.8.231.237/uploadedFiles/Publications/Journals/Educational_Researcher/3805/329-342_06EDR09.pdf] (Ruthven K., Laborde C., Leach J., Tiberghien A. 2009). Design Tools in Didactical Research: Instrumenting the Epistemological and Cognitive Aspects of the Design of Teaching Sequences, Educational Researcher, Vol. 38, No. 5, pp. 329–342. [http://www.math.washington.edu/~warfield/Inv%20to%20Did66%207-22-06.pdf] Warfield, V. M. (2006). Invitation to Didactique. 1129 2013-02-26T11:05:20Z Balacheff 4 Created page with "<h1>Дидактично инженерствo</h1> <u>раб. версия 1</u> '''Editor''': Michèle Artigue, DIDIREM, Université Paris 7. '''Contributors''': …/… '..." wikitext text/x-wiki <h1>Дидактично инженерствo</h1> <u>раб. версия 1</u> '''Editor''': Michèle Artigue, DIDIREM, Université Paris 7. '''Contributors''': …/… '''Adaptation''': Krassen Stefanov, University of Sofia (BG) ====Определение==== Дидактичното инженерство представлява проектиране и експериментиране с преподавателски техники чрез възприемане на вътрешен режим на валидиране, базиран на сравнение между предварителния и последващия анализ в рамките на теорията за дидактичните ситуации. То включва 4 стъпки: 1) предварителни анализи, проучващи епистемологичните, когнитивни и институционални условия и ограничения 2) дизайн и предварителен анализ с особено внимание върху идентифицирането на и избирането на стойности за дидактичните променливи и внимание за техния потенциален ефект на взаимодействието между студентите и околната среда. 3) експериментиране 4) последващ анализ и валидиране на хипотезите на дизайна ====Коментар по развитието на термина==== Терминът „дидактично инженерство” е въведен в обучението по математика от френски изследователи в началото на 80-те г. (e.g. Chevallard 1982) за отбелязване на специфична форма на дидактичния дизайн, вдъхновен от теорията за дидактичните ситуации (Brousseau, 1997). Дидактичното инженерство става предпочитана методология за проучване в това общество. „Сравнени с другите видове проучвания, базирани на класически експерименти, методологията на дидактичното инженерство се характеризира с регистър, в който се разполагат и методите за валидиране, които се използват. [...] Осъществява се посредством казуси, където валидирането е основно вътрешно, базирано на различията между предварителния и последващия анализ” (Artigue, 1992, p. 44) Терминът придобива по-широко приложение в различни научни области и извън областта на чистата математика, за обозначаване на дизайни на научни изследвания и на тяхната реализация, имащи тези характеристики. Връзките на тези конструкции с теория на дидактичните ситуации са повече или по-малко силни, дори когато тези дизайни имат за цел да стимулират математическата отговорност на студентите посредством дидактично взаимодействие с околната среда” (Warfield, 2006). Дидактичното инженерство включва и дизайни за обучение на учители. ====Сродни термини==== Дизайн на изследвания, дидактичен дизайн, дизайн на преподаване, учебен дизайн Проблематика на превода Френски: ingénierie Didactique Испански: ingeniería didáctica ====Дисциплина==== In TEL research, didactical engineering has played an essential role for identifying the learning and teaching affordances of technology in school settings as these could not be inferred from naturalistic observations. In such research, the way digital artifacts, considered as elements of the “milieu”, impact learning processes by creating new possibilities of action and interaction with the “milieu” and by changing their economy has been emphasized. В изследванията свързани с ОПТ (обучението, подпомагано от технологии), дидактичното инженерство е изиграло водеща роля за идентифициране на възможностите за прилагане на технологиите в ученето и преподаването в училищна среда, тъй като това не може да бъде разбрано чрез прости наблюдения. В тези изследвания се набляга на това как цифровите артефакти, разглеждани като елементи на околната среда, влияят на учебните процеси посредством създаване на нови възможности за действие и взаимодействие със средата и чрез промяна на тяхната икономика. ====Основна литература==== 0 126 1138 954 2013-02-26T13:26:03Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Valerie Shute and Yoon Jeon Kim, Florida State University '''Contributors''': …/… ====Definition==== e-assessment refers to assessment methods and practices that emphasize the role of information technology relative to measuring students’ learning. ====Comments on the history==== The use of computer technology in educational assessment has a decades-long history. Computers were initially adopted for assessment in the 1970s in order to reduce human raters’ scoring workload. Since then, assessment has progressed in conjunction with technological advancements. Computer-based assessment has become widespread in large-scale assessments, such as language testing and college entrance examinations, due to its convenience and accuracy. The terms “computer-adaptive testing” and “web-based assessment” are used interchangeably with “computer-based assessment”, but they are in fact two special cases of computer-based assessment. That is, computer-adaptive testing has a stronger emphasis on nonlinear item selection by rapidly estimating the examinee’s ability based on his/her previous responses. Web-based assessment refers to computer-based assessment that is typically delivered via online learning management systems. Although advancements in computer-based assessment provide the technological foundation for e-assessment, the current focus in e-assessment is in exploring the possibilities of the increasingly popular rich digital media, such as web 2.0 tools and video games. In addition, mobile and tablet devices are providing new opportunities for e-assessment. For example, the introduction of personal response systems (also known as clickers) has greatly simplified formative assessment in large classroom environments. We should note that the primary focus of e-assessment is not developing new assessment tools but improving learning by using new assessment technologies. Thus, pedagogical benefits and pitfalls of e-assessment technologies need to be carefully considered. A widely circulated report by the Joint Information Systems Committee [JISC] (2007) similarly emphasizes that “e-assessment in fact is much more than just an alternative way of doing what we already do… Assessment is perhaps the best way of identifying the support needs of learners and can instill a desire to progress further if linked to appropriate resources, good quality, timely feedback, and to challenging but stimulating ways of demonstrating understanding and skills.” ====Related terms==== Computer-based assessment (CBA), computer-assisted assessment (CAA), computer-aided assessment (CAA), computer adaptive assessment (CAA), computer adaptive testing (CAT), online assessment, technology-enabled assessment, technology-enhanced assessment, technology-embedded assessments, technology-based assessment, Internet-based testing, web-based assessment ====Translation issues==== …/… ====Disciplinary issues==== Traditionally, e-assessment uses computer and information technology to make the assessment process more efficient by automating functions that would otherwise require human assessors. These functions include item construction and selection, assessment delivery, item analysis, interpretation, scoring, and score presentation (Baker & O'Neil, 1995). More recently, however, e-assessment refers to current efforts within the educational community to take advantage of technological advancements. These efforts are motivated by the need to go beyond “fill-in the bubble” tests and move forward to authentic assessments of complex skills and knowledge (Pellegrino, Chudowsky, & Glaser, 2001). The “e” in e-assessment involves making choices from a wide range of computer and information technologies that can be used as components of assessment development, implementation, and delivery. These choices should be aligned with the purpose and goal of the assessment. These choices should address the following considerations: * Which platform is most suitable for the assessment (e.g., web-based, computer-based, simulation- and game-based)? * Does the assessment need to be linear or adaptive (e.g., scoring rules, item selection algorithms)? * How will the assessment materials be presented (e.g., static vs. interactive)? * What is the format of the expected student response (e.g., clicking the right answer, multimedia input)? The word “assessment” in e-assessment relates to the purpose and features of the assessment. In general, the purpose of assessment can be categorized as formative, diagnostic, or summative. In addition, e-assessment must maintain the features of traditional assessment such as validity, reliability, fairness, and accessibility (Baker, O'Neil, & Linn, 1993; Shute, 2009) ====Key references==== [http://psycnet.apa.org/psycinfo/1994-16013-001] Baker, E. L., O'Neil, H. F., & Linn, R. L. (1993). Policy and validity prospects for performance-based assessment. American Psychologist, 48(12), 1210-1218. doi: 10.1037/0003-066x.48.12.1210 [http://link.springer.com/article/10.1007%2FBF02211580?LI=true] Baker, E. L., & O'Neil, H. F., Jr. (1995). Computer technology futures for the improvement of assessment. Journal of Science Education and Technology, 4(1), 37-45. [http://www.jisc.ac.uk/media/documents/themes/elearning/effpraceassess.pdf] Joint Information Systems Committee. (2007). Effective practice with e-assessment: an overview of technologies, policies and practice in further and higher education. [http://books.google.fr/books?id=Omh-Gi8_K9kC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Pellegrino, J., Chudowsky, N., & Glaser, R. (2001). Knowing what students know. Washington, DC: National Academy Press. [http://a.parsons.edu/~loretta/assessment_archive/Shute_AssessmentEssay.pdf] Shute, V. J. (2009). Simply assessment. International Journal of Learning, and Media, 1(2), 1-11. 954 953 2012-09-26T05:21:06Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Valerie Shute and Yoon Jeon Kim, Florida State University '''Contributors''': …/… ====Definition==== e-assessment refers to assessment methods and practices that emphasize the role of information technology relative to measuring students’ learning. ====Comments on the history==== The use of computer technology in educational assessment has a decades-long history. Computers were initially adopted for assessment in the 1970s in order to reduce human raters’ scoring workload. Since then, assessment has progressed in conjunction with technological advancements. Computer-based assessment has become widespread in large-scale assessments, such as language testing and college entrance examinations, due to its convenience and accuracy. The terms “computer-adaptive testing” and “web-based assessment” are used interchangeably with “computer-based assessment”, but they are in fact two special cases of computer-based assessment. That is, computer-adaptive testing has a stronger emphasis on nonlinear item selection by rapidly estimating the examinee’s ability based on his/her previous responses. Web-based assessment refers to computer-based assessment that is typically delivered via online learning management systems. Although advancements in computer-based assessment provide the technological foundation for e-assessment, the current focus in e-assessment is in exploring the possibilities of the increasingly popular rich digital media, such as web 2.0 tools and video games. In addition, mobile and tablet devices are providing new opportunities for e-assessment. For example, the introduction of personal response systems (also known as clickers) has greatly simplified formative assessment in large classroom environments. We should note that the primary focus of e-assessment is not developing new assessment tools but improving learning by using new assessment technologies. Thus, pedagogical benefits and pitfalls of e-assessment technologies need to be carefully considered. A widely circulated report by the Joint Information Systems Committee [JISC] (2007) similarly emphasizes that “e-assessment in fact is much more than just an alternative way of doing what we already do… Assessment is perhaps the best way of identifying the support needs of learners and can instill a desire to progress further if linked to appropriate resources, good quality, timely feedback, and to challenging but stimulating ways of demonstrating understanding and skills.” ====Related terms==== Computer-based assessment (CBA), computer-assisted assessment (CAA), computer-aided assessment (CAA), computer adaptive assessment (CAA), computer adaptive testing (CAT), online assessment, technology-enabled assessment, technology-enhanced assessment, technology-embedded assessments, technology-based assessment, Internet-based testing, web-based assessment ====Translation issues==== …/… ====Disciplinary issues==== Traditionally, e-assessment uses computer and information technology to make the assessment process more efficient by automating functions that would otherwise require human assessors. These functions include item construction and selection, assessment delivery, item analysis, interpretation, scoring, and score presentation (Baker & O'Neil, 1995). More recently, however, e-assessment refers to current efforts within the educational community to take advantage of technological advancements. These efforts are motivated by the need to go beyond “fill-in the bubble” tests and move forward to authentic assessments of complex skills and knowledge (Pellegrino, Chudowsky, & Glaser, 2001). The “e” in e-assessment involves making choices from a wide range of computer and information technologies that can be used as components of assessment development, implementation, and delivery. These choices should be aligned with the purpose and goal of the assessment. These choices should address the following considerations: * Which platform is most suitable for the assessment (e.g., web-based, computer-based, simulation- and game-based)? * Does the assessment need to be linear or adaptive (e.g., scoring rules, item selection algorithms)? * How will the assessment materials be presented (e.g., static vs. interactive)? * What is the format of the expected student response (e.g., clicking the right answer, multimedia input)? The word “assessment” in e-assessment relates to the purpose and features of the assessment. In general, the purpose of assessment can be categorized as formative, diagnostic, or summative. In addition, e-assessment must maintain the features of traditional assessment such as validity, reliability, fairness, and accessibility (Baker, O'Neil, & Linn, 1993; Shute, 2009) ====Key references==== Baker, E. L., O'Neil, H. F., & Linn, R. L. (1993). Policy and validity prospects for performance-based assessment. American Psychologist, 48(12), 1210-1218. doi: 10.1037/0003-066x.48.12.1210 Baker, E. L., & O'Neil, H. F., Jr. (1995). Computer technology futures for the improvement of assessment. Journal of Science Education and Technology, 4(1), 37-45. Joint Information Systems Committee. (2007). Effective practice with e-assessment: an overview of technologies, policies and practice in further and higher education. Retrieved from [http://www.jisc.ac.uk/media/documents/themes/elearning/effpraceassess.pdf] Pellegrino, J., Chudowsky, N., & Glaser, R. (2001). Knowing what students know. Washington, DC: National Academy Press. Shute, V. J. (2009). Simply assessment. International Journal of Learning, and Media, 1(2), 1-11. 953 2012-09-26T05:18:30Z Balacheff 4 Created page with "<u>Draft 1</u> '''Editor''': Valerie Shute and Yoon Jeon Kim, Florida State University '''Contributors''': …/… ====Definition==== e-assessment refers to assessment method..." wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Valerie Shute and Yoon Jeon Kim, Florida State University '''Contributors''': …/… ====Definition==== e-assessment refers to assessment methods and practices that emphasize the role of information technology relative to measuring students’ learning. ====Comments on the history==== The use of computer technology in educational assessment has a decades-long history. Computers were initially adopted for assessment in the 1970s in order to reduce human raters’ scoring workload. Since then, assessment has progressed in conjunction with technological advancements. Computer-based assessment has become widespread in large-scale assessments, such as language testing and college entrance examinations, due to its convenience and accuracy. The terms “computer-adaptive testing” and “web-based assessment” are used interchangeably with “computer-based assessment”, but they are in fact two special cases of computer-based assessment. That is, computer-adaptive testing has a stronger emphasis on nonlinear item selection by rapidly estimating the examinee’s ability based on his/her previous responses. Web-based assessment refers to computer-based assessment that is typically delivered via online learning management systems. Although advancements in computer-based assessment provide the technological foundation for e-assessment, the current focus in e-assessment is in exploring the possibilities of the increasingly popular rich digital media, such as web 2.0 tools and video games. In addition, mobile and tablet devices are providing new opportunities for e-assessment. For example, the introduction of personal response systems (also known as clickers) has greatly simplified formative assessment in large classroom environments. We should note that the primary focus of e-assessment is not developing new assessment tools but improving learning by using new assessment technologies. Thus, pedagogical benefits and pitfalls of e-assessment technologies need to be carefully considered. A widely circulated report by the Joint Information Systems Committee [JISC] (2007) similarly emphasizes that “e-assessment in fact is much more than just an alternative way of doing what we already do… Assessment is perhaps the best way of identifying the support needs of learners and can instill a desire to progress further if linked to appropriate resources, good quality, timely feedback, and to challenging but stimulating ways of demonstrating understanding and skills.” ====Related terms==== Computer-based assessment (CBA), computer-assisted assessment (CAA), computer-aided assessment (CAA), computer adaptive assessment (CAA), computer adaptive testing (CAT), online assessment, technology-enabled assessment, technology-enhanced assessment, technology-embedded assessments, technology-based assessment, Internet-based testing, web-based assessment ====Translation issues==== …/… ====Disciplinary issues==== Traditionally, e-assessment uses computer and information technology to make the assessment process more efficient by automating functions that would otherwise require human assessors. These functions include item construction and selection, assessment delivery, item analysis, interpretation, scoring, and score presentation (Baker & O'Neil, 1995). More recently, however, e-assessment refers to current efforts within the educational community to take advantage of technological advancements. These efforts are motivated by the need to go beyond “fill-in the bubble” tests and move forward to authentic assessments of complex skills and knowledge (Pellegrino, Chudowsky, & Glaser, 2001). The “e” in e-assessment involves making choices from a wide range of computer and information technologies that can be used as components of assessment development, implementation, and delivery. These choices should be aligned with the purpose and goal of the assessment. These choices should address the following considerations: * Which platform is most suitable for the assessment (e.g., web-based, computer-based, simulation- and game-based)? * Does the assessment need to be linear or adaptive (e.g., scoring rules, item selection algorithms)? * How will the assessment materials be presented (e.g., static vs. interactive)? * What is the format of the expected student response (e.g., clicking the right answer, multimedia input)? The word “assessment” in e-assessment relates to the purpose and features of the assessment. In general, the purpose of assessment can be categorized as formative, diagnostic, or summative. In addition, e-assessment must maintain the features of traditional assessment such as validity, reliability, fairness, and accessibility (Baker, O'Neil, & Linn, 1993; Shute, 2009) ====Key references==== Baker, E. L., O'Neil, H. F., & Linn, R. L. (1993). Policy and validity prospects for performance-based assessment. American Psychologist, 48(12), 1210-1218. doi: 10.1037/0003-066x.48.12.1210 Baker, E. L., & O'Neil, H. F., Jr. (1995). Computer technology futures for the improvement of assessment. Journal of Science Education and Technology, 4(1), 37-45. Joint Information Systems Committee. (2007). Effective practice with e-assessment: an overview of technologies, policies and practice in further and higher education. Retrieved from http://www.jisc.ac.uk/media/documents/themes/elearning/effpraceassess.pdf Pellegrino, J., Chudowsky, N., & Glaser, R. (2001). Knowing what students know. Washington, DC: National Academy Press. Shute, V. J. (2009). Simply assessment. International Journal of Learning, and Media, 1(2), 1-11. 0 142 1139 1137 2013-02-26T13:26:49Z Balacheff 4 /* Основна литература */ wikitext text/x-wiki = Електронно оценяване = <u>раб. версия 1</u> '''Editor''': Valerie Shute and Yoon Jeon Kim, Florida State University '''Contributors''': …/… '''Adaptation''': Krassen Stefanov, University of Sofia (BG) ==== Определение ==== Електронното оценяване се отнася до методи и практики за оценяване, които поставят ударението върху ролята на информационните технологии с цел измерване на обучението на студентите. ==== Коментар по развитието на термина ==== Използването на компютърни технологии в оценяването на обучението има десетилетна история. Компютрите са започнали да се използват за оценяване през 70-те години, за да се намали натоварването при оценяването от страна на хората. Оттогава оценяването се е развило в съответствие с развитието на технологите. Компютърно-базираното оценяване става широко разпространено например при езиковите тестове и изпитите за влизане в колеж поради тяхната точност и удобство. Термините „компютърно-адаптивно тестване„ и „уеб-базирано оценяване” се използват заедно с термина „компютърно-базирано оценяване”, но всъщност те са два специфични случая на „компютърно-базирано оценяване”. Терминът „компютърно-адаптивно тестване” поставя ударението върху нелинейния подбор на въпросите на базата на бързото оценяване на знанията на изпитвания възоснова на неговите предишни отговори. Концепцията "уеб-базирано оценяване” се отнася до „компютърно-базирано оценяване”, осъществено посредством онлайн система за управление на обучението. Въпреки че предимствата на „компютърно-базираното оценяване” дават технологичната основа на електронното оценяване, в момента акцентът е поставен на проучването на възможностите да се използват цифрови медии като web 2.0 и видео игри. В допълнение мобилните устройства предоставят нови възможности за електронно оценяване. Например въвеждането на персонални системи за отговор (известни като clickers) улесняват качественото оценяване в големи класни стаи. Трябва да отбележим, че основния фокус на електронното оценяване не е в разработването на нови инструменти за оценяване, а за подобряване на обучението посредством нови технологии за оценяване. По тази причина педагогоческите предимства и недостатъци на технологиите за електронното оценяване трябва да бъдат обсъдени внимателно. Широко разпространеният отчет на JISC [JISC] (2007) също твърди, че „електронното оценяване е много повече от нов начин да направим нещо, което сме правили и досега ... Оценяването вероятно е най-добрия начин да се определят нуждите от подкрепа на обучаемите и може да насърчи желанието за прогрес, ако е сързано с подходящите ресурси, добро качество, навременна обратна връзка и предизвикателни, но стимулиращи начини за демонстриране на знания и умения.” ==== Сродни термини ==== Компютърно-базирано оценяване (CBA), Компютърно-подпомогнато оценяване, (CAA), Оценяване, подпомагано от компютър (CAA), Компютърно адаптирано оценяване (CAA), Компютърно адаптирано тестване (CAT), онлайн оценяване, оценяване, подпомагано от технологии, оценяване, подобрено от технологии, оценяване вградено в технологиите, оценяване, базирано на технологии, тестване, базирано на Интернет, уеб-базирано оценяване ==== Проблематика на превода ==== …/… ==== Предметна проблематика ==== Традиционно електронното оценяване използва компютърни и информационни технологии, за да направи процеса на оценяване по-ефективен чрез автоматизиране на функциите, които в противен случай биха изисквали човешка намеса. Тези функции включват конструиране и избор на въпросите, публикуване на изпита, анализ на отговорите, интерпретация, оценяване и представяне на резултатите (Baker &amp; O'Neil, 1995). Напоследък електронното оценяване се отнася до усилия вътре в образователното общество за използване на предимствата (постиженията) на технологиите. Тези усилия са мотивирани от нуждата да се прескочат тестовете тип „попълнете празното място” и да се направи автентично оценяване на комплексни знания и умения (Pellegrino, Chudowsky, &amp; Glaser, 2001). Частта „електронно” в електронното оценяване включва изборът от широк набор налични компютърни и информационни технологии, които могат да бъдат компонент от създаването, внедряването и изпълнението на тестове. Този избор трябва да бъде съобразен с целта и задачата на оценяването. Той трябва да бъде съобразен със следните фактори: <blockquote> *Коя платформа е най-подходяща за оценяването (напр. уеб-базирана, компютърно-базирана, базирана на игра или на симулация)? *Оценяването трябва да бъде линейно или адаптивно (правила за оценяване, алгоритми за подбор на въпроси)? *Как ще бъдат представени материалите за оценяването (статично или интерактивно)? *Какъв формат трябва да бъде отговорът на студентите („изберете правилния отговор”, мултимедиен въпрос)? </blockquote> Думата „оценяване” в електронното оценяване се отнася до целта и характеристиките на оценяването. Като цяло, целта на оценяването може да бъде категоризирана като качествено, диагностично и количествено. В допълнение електронното оценяване трябва да съдържа характеристики на традиционното оценяване като валидност, надежност, честност (справедливост) и достъпност (Baker, O'Neil, &amp; Linn, 1993; Shute, 2009). ==== Основна литература ==== [http://psycnet.apa.org/psycinfo/1994-16013-001] Baker, E. L., O'Neil, H. F., & Linn, R. L. (1993). Policy and validity prospects for performance-based assessment. American Psychologist, 48(12), 1210-1218. doi: 10.1037/0003-066x.48.12.1210 [http://link.springer.com/article/10.1007%2FBF02211580?LI=true] Baker, E. L., & O'Neil, H. F., Jr. (1995). Computer technology futures for the improvement of assessment. Journal of Science Education and Technology, 4(1), 37-45. [http://www.jisc.ac.uk/media/documents/themes/elearning/effpraceassess.pdf] Joint Information Systems Committee. (2007). Effective practice with e-assessment: an overview of technologies, policies and practice in further and higher education. [http://books.google.fr/books?id=Omh-Gi8_K9kC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Pellegrino, J., Chudowsky, N., & Glaser, R. (2001). Knowing what students know. Washington, DC: National Academy Press. [http://a.parsons.edu/~loretta/assessment_archive/Shute_AssessmentEssay.pdf] Shute, V. J. (2009). Simply assessment. International Journal of Learning, and Media, 1(2), 1-11. 1137 1136 2013-02-26T13:16:32Z Balacheff 4 wikitext text/x-wiki = Електронно оценяване = <u>раб. версия 1</u> '''Editor''': Valerie Shute and Yoon Jeon Kim, Florida State University '''Contributors''': …/… '''Adaptation''': Krassen Stefanov, University of Sofia (BG) ==== Определение ==== Електронното оценяване се отнася до методи и практики за оценяване, които поставят ударението върху ролята на информационните технологии с цел измерване на обучението на студентите. ==== Коментар по развитието на термина ==== Използването на компютърни технологии в оценяването на обучението има десетилетна история. Компютрите са започнали да се използват за оценяване през 70-те години, за да се намали натоварването при оценяването от страна на хората. Оттогава оценяването се е развило в съответствие с развитието на технологите. Компютърно-базираното оценяване става широко разпространено например при езиковите тестове и изпитите за влизане в колеж поради тяхната точност и удобство. Термините „компютърно-адаптивно тестване„ и „уеб-базирано оценяване” се използват заедно с термина „компютърно-базирано оценяване”, но всъщност те са два специфични случая на „компютърно-базирано оценяване”. Терминът „компютърно-адаптивно тестване” поставя ударението върху нелинейния подбор на въпросите на базата на бързото оценяване на знанията на изпитвания възоснова на неговите предишни отговори. Концепцията "уеб-базирано оценяване” се отнася до „компютърно-базирано оценяване”, осъществено посредством онлайн система за управление на обучението. Въпреки че предимствата на „компютърно-базираното оценяване” дават технологичната основа на електронното оценяване, в момента акцентът е поставен на проучването на възможностите да се използват цифрови медии като web 2.0 и видео игри. В допълнение мобилните устройства предоставят нови възможности за електронно оценяване. Например въвеждането на персонални системи за отговор (известни като clickers) улесняват качественото оценяване в големи класни стаи. Трябва да отбележим, че основния фокус на електронното оценяване не е в разработването на нови инструменти за оценяване, а за подобряване на обучението посредством нови технологии за оценяване. По тази причина педагогоческите предимства и недостатъци на технологиите за електронното оценяване трябва да бъдат обсъдени внимателно. Широко разпространеният отчет на JISC [JISC] (2007) също твърди, че „електронното оценяване е много повече от нов начин да направим нещо, което сме правили и досега ... Оценяването вероятно е най-добрия начин да се определят нуждите от подкрепа на обучаемите и може да насърчи желанието за прогрес, ако е сързано с подходящите ресурси, добро качество, навременна обратна връзка и предизвикателни, но стимулиращи начини за демонстриране на знания и умения.” ==== Сродни термини ==== Компютърно-базирано оценяване (CBA), Компютърно-подпомогнато оценяване, (CAA), Оценяване, подпомагано от компютър (CAA), Компютърно адаптирано оценяване (CAA), Компютърно адаптирано тестване (CAT), онлайн оценяване, оценяване, подпомагано от технологии, оценяване, подобрено от технологии, оценяване вградено в технологиите, оценяване, базирано на технологии, тестване, базирано на Интернет, уеб-базирано оценяване ==== Проблематика на превода ==== …/… ==== Предметна проблематика ==== Традиционно електронното оценяване използва компютърни и информационни технологии, за да направи процеса на оценяване по-ефективен чрез автоматизиране на функциите, които в противен случай биха изисквали човешка намеса. Тези функции включват конструиране и избор на въпросите, публикуване на изпита, анализ на отговорите, интерпретация, оценяване и представяне на резултатите (Baker &amp; O'Neil, 1995). Напоследък електронното оценяване се отнася до усилия вътре в образователното общество за използване на предимствата (постиженията) на технологиите. Тези усилия са мотивирани от нуждата да се прескочат тестовете тип „попълнете празното място” и да се направи автентично оценяване на комплексни знания и умения (Pellegrino, Chudowsky, &amp; Glaser, 2001). Частта „електронно” в електронното оценяване включва изборът от широк набор налични компютърни и информационни технологии, които могат да бъдат компонент от създаването, внедряването и изпълнението на тестове. Този избор трябва да бъде съобразен с целта и задачата на оценяването. Той трябва да бъде съобразен със следните фактори: <blockquote> *Коя платформа е най-подходяща за оценяването (напр. уеб-базирана, компютърно-базирана, базирана на игра или на симулация)? *Оценяването трябва да бъде линейно или адаптивно (правила за оценяване, алгоритми за подбор на въпроси)? *Как ще бъдат представени материалите за оценяването (статично или интерактивно)? *Какъв формат трябва да бъде отговорът на студентите („изберете правилния отговор”, мултимедиен въпрос)? </blockquote> Думата „оценяване” в електронното оценяване се отнася до целта и характеристиките на оценяването. Като цяло, целта на оценяването може да бъде категоризирана като качествено, диагностично и количествено. В допълнение електронното оценяване трябва да съдържа характеристики на традиционното оценяване като валидност, надежност, честност (справедливост) и достъпност (Baker, O'Neil, &amp; Linn, 1993; Shute, 2009). ==== Основна литература ==== 1136 1135 2013-02-26T13:14:46Z Balacheff 4 /* Предметна проблематика */ wikitext text/x-wiki Електронно оценяване Вариант1 Редактор: Valerie Shute and Yoon Jeon Kim, Florida State University Сътрудници: …/… = Електронно оценяване = <u>раб. версия 1</u> '''Editor''': Valerie Shute and Yoon Jeon Kim, Florida State University '''Contributors''': …/… '''Adaptation''': Krassen Stefanov, University of Sofia (BG) ==== Определение ==== Електронното оценяване се отнася до методи и практики за оценяване, които поставят ударението върху ролята на информационните технологии с цел измерване на обучението на студентите. ==== Коментар по развитието на термина ==== Използването на компютърни технологии в оценяването на обучението има десетилетна история. Компютрите са започнали да се използват за оценяване през 70-те години, за да се намали натоварването при оценяването от страна на хората. Оттогава оценяването се е развило в съответствие с развитието на технологите. Компютърно-базираното оценяване става широко разпространено например при езиковите тестове и изпитите за влизане в колеж поради тяхната точност и удобство. Термините „компютърно-адаптивно тестване„ и „уеб-базирано оценяване” се използват заедно с термина „компютърно-базирано оценяване”, но всъщност те са два специфични случая на „компютърно-базирано оценяване”. Терминът „компютърно-адаптивно тестване” поставя ударението върху нелинейния подбор на въпросите на базата на бързото оценяване на знанията на изпитвания възоснова на неговите предишни отговори. Концепцията "уеб-базирано оценяване” се отнася до „компютърно-базирано оценяване”, осъществено посредством онлайн система за управление на обучението. Въпреки че предимствата на „компютърно-базираното оценяване” дават технологичната основа на електронното оценяване, в момента акцентът е поставен на проучването на възможностите да се използват цифрови медии като web 2.0 и видео игри. В допълнение мобилните устройства предоставят нови възможности за електронно оценяване. Например въвеждането на персонални системи за отговор (известни като clickers) улесняват качественото оценяване в големи класни стаи. Трябва да отбележим, че основния фокус на електронното оценяване не е в разработването на нови инструменти за оценяване, а за подобряване на обучението посредством нови технологии за оценяване. По тази причина педагогоческите предимства и недостатъци на технологиите за електронното оценяване трябва да бъдат обсъдени внимателно. Широко разпространеният отчет на JISC [JISC] (2007) също твърди, че „електронното оценяване е много повече от нов начин да направим нещо, което сме правили и досега ... Оценяването вероятно е най-добрия начин да се определят нуждите от подкрепа на обучаемите и може да насърчи желанието за прогрес, ако е сързано с подходящите ресурси, добро качество, навременна обратна връзка и предизвикателни, но стимулиращи начини за демонстриране на знания и умения.” ==== Сродни термини ==== Компютърно-базирано оценяване (CBA), Компютърно-подпомогнато оценяване, (CAA), Оценяване, подпомагано от компютър (CAA), Компютърно адаптирано оценяване (CAA), Компютърно адаптирано тестване (CAT), онлайн оценяване, оценяване, подпомагано от технологии, оценяване, подобрено от технологии, оценяване вградено в технологиите, оценяване, базирано на технологии, тестване, базирано на Интернет, уеб-базирано оценяване ==== Проблематика на превода ==== …/… ==== Предметна проблематика ==== Традиционно електронното оценяване използва компютърни и информационни технологии, за да направи процеса на оценяване по-ефективен чрез автоматизиране на функциите, които в противен случай биха изисквали човешка намеса. Тези функции включват конструиране и избор на въпросите, публикуване на изпита, анализ на отговорите, интерпретация, оценяване и представяне на резултатите (Baker &amp; O'Neil, 1995). Напоследък електронното оценяване се отнася до усилия вътре в образователното общество за използване на предимствата (постиженията) на технологиите. Тези усилия са мотивирани от нуждата да се прескочат тестовете тип „попълнете празното място” и да се направи автентично оценяване на комплексни знания и умения (Pellegrino, Chudowsky, &amp; Glaser, 2001). Частта „електронно” в електронното оценяване включва изборът от широк набор налични компютърни и информационни технологии, които могат да бъдат компонент от създаването, внедряването и изпълнението на тестове. Този избор трябва да бъде съобразен с целта и задачата на оценяването. Той трябва да бъде съобразен със следните фактори: <blockquote> *Коя платформа е най-подходяща за оценяването (напр. уеб-базирана, компютърно-базирана, базирана на игра или на симулация)? *Оценяването трябва да бъде линейно или адаптивно (правила за оценяване, алгоритми за подбор на въпроси)? *Как ще бъдат представени материалите за оценяването (статично или интерактивно)? *Какъв формат трябва да бъде отговорът на студентите („изберете правилния отговор”, мултимедиен въпрос)? </blockquote> Думата „оценяване” в електронното оценяване се отнася до целта и характеристиките на оценяването. Като цяло, целта на оценяването може да бъде категоризирана като качествено, диагностично и количествено. В допълнение електронното оценяване трябва да съдържа характеристики на традиционното оценяване като валидност, надежност, честност (справедливост) и достъпност (Baker, O'Neil, &amp; Linn, 1993; Shute, 2009). ==== Основна литература ==== 1135 1134 2013-02-26T13:13:01Z Balacheff 4 /* Коментар по развитието на термина */ wikitext text/x-wiki Електронно оценяване Вариант1 Редактор: Valerie Shute and Yoon Jeon Kim, Florida State University Сътрудници: …/… = Електронно оценяване = <u>раб. версия 1</u> '''Editor''': Valerie Shute and Yoon Jeon Kim, Florida State University '''Contributors''': …/… '''Adaptation''': Krassen Stefanov, University of Sofia (BG) ==== Определение ==== Електронното оценяване се отнася до методи и практики за оценяване, които поставят ударението върху ролята на информационните технологии с цел измерване на обучението на студентите. ==== Коментар по развитието на термина ==== Използването на компютърни технологии в оценяването на обучението има десетилетна история. Компютрите са започнали да се използват за оценяване през 70-те години, за да се намали натоварването при оценяването от страна на хората. Оттогава оценяването се е развило в съответствие с развитието на технологите. Компютърно-базираното оценяване става широко разпространено например при езиковите тестове и изпитите за влизане в колеж поради тяхната точност и удобство. Термините „компютърно-адаптивно тестване„ и „уеб-базирано оценяване” се използват заедно с термина „компютърно-базирано оценяване”, но всъщност те са два специфични случая на „компютърно-базирано оценяване”. Терминът „компютърно-адаптивно тестване” поставя ударението върху нелинейния подбор на въпросите на базата на бързото оценяване на знанията на изпитвания възоснова на неговите предишни отговори. Концепцията "уеб-базирано оценяване” се отнася до „компютърно-базирано оценяване”, осъществено посредством онлайн система за управление на обучението. Въпреки че предимствата на „компютърно-базираното оценяване” дават технологичната основа на електронното оценяване, в момента акцентът е поставен на проучването на възможностите да се използват цифрови медии като web 2.0 и видео игри. В допълнение мобилните устройства предоставят нови възможности за електронно оценяване. Например въвеждането на персонални системи за отговор (известни като clickers) улесняват качественото оценяване в големи класни стаи. Трябва да отбележим, че основния фокус на електронното оценяване не е в разработването на нови инструменти за оценяване, а за подобряване на обучението посредством нови технологии за оценяване. По тази причина педагогоческите предимства и недостатъци на технологиите за електронното оценяване трябва да бъдат обсъдени внимателно. Широко разпространеният отчет на JISC [JISC] (2007) също твърди, че „електронното оценяване е много повече от нов начин да направим нещо, което сме правили и досега ... Оценяването вероятно е най-добрия начин да се определят нуждите от подкрепа на обучаемите и може да насърчи желанието за прогрес, ако е сързано с подходящите ресурси, добро качество, навременна обратна връзка и предизвикателни, но стимулиращи начини за демонстриране на знания и умения.” ==== Сродни термини ==== Компютърно-базирано оценяване (CBA), Компютърно-подпомогнато оценяване, (CAA), Оценяване, подпомагано от компютър (CAA), Компютърно адаптирано оценяване (CAA), Компютърно адаптирано тестване (CAT), онлайн оценяване, оценяване, подпомагано от технологии, оценяване, подобрено от технологии, оценяване вградено в технологиите, оценяване, базирано на технологии, тестване, базирано на Интернет, уеб-базирано оценяване ==== Проблематика на превода ==== …/… ==== Предметна проблематика ==== Традиционно електронното оценяване използва компютърни и информационни технологии, за да направи процеса на оценяване по-ефективен чрез автоматизиране на функциите, които в противен случай биха изисквали човешка намеса. Тези функции включват конструиране и избор на въпросите, публикуване на изпита, анализ на отговорите, интерпретация, оценяване и представяне на резултатите (Baker &amp; O'Neil, 1995). Напоследък електронното оценяване се отнася до усилия вътре в образователното общество за използване на предимствата (постиженията) на технологиите. Тези усилия са мотивирани от нуждата да се прескочат тестовете тип „попълнете празното място” и да се направи автентично оценяване на комплексни знания и умения (Pellegrino, Chudowsky, &amp; Glaser, 2001). Частта „електронно” в електронното оценяване включва изборът от широк набор налични компютърни и информационни технологии, които могат да бъдат компонент от създаването, внедряването и изпълнението на тестове. Този избор трябва да бъде съобразен с целта и задачата на оценяването. Той трябва да бъде съобразен със следните фактори: • Коя платформа е най-подходяща за оценяването (напр. уеб-базирана, компютърно-базирана, базирана на игра или на симулация)? • Оценяването трябва да бъде линейно или адаптивно (правила за оценяване, алгоритми за подбор на въпроси)? • Как ще бъдат представени материалите за оценяването (статично или интерактивно)? • Какъв формат трябва да бъде отговорът на студентите („изберете правилния отговор”, мултимедиен въпрос)? Думата „оценяване” в електронното оценяване се отнася до целта и характеристиките на оценяването. Като цяло, целта на оценяването може да бъде категоризирана като качествено, диагностично и количествено. В допълнение електронното оценяване трябва да съдържа характеристики на традиционното оценяване като валидност, надежност, честност (справедливост) и достъпност (Baker, O'Neil, &amp; Linn, 1993; Shute, 2009). ==== Основна литература ==== 1134 1133 2013-02-26T13:11:08Z Balacheff 4 /* Определение */ wikitext text/x-wiki Електронно оценяване Вариант1 Редактор: Valerie Shute and Yoon Jeon Kim, Florida State University Сътрудници: …/… = Електронно оценяване = <u>раб. версия 1</u> '''Editor''': Valerie Shute and Yoon Jeon Kim, Florida State University '''Contributors''': …/… '''Adaptation''': Krassen Stefanov, University of Sofia (BG) ==== Определение ==== Електронното оценяване се отнася до методи и практики за оценяване, които поставят ударението върху ролята на информационните технологии с цел измерване на обучението на студентите. ==== Коментар по развитието на термина ==== Използването на компютърни технологии в оценяването на обучението има десетилетна история. Компютрите са започнали да се използват за оценяване през 70-те години, за да се намали натоварването при оценяването от страна на хората. Оттогава оценяването се е развило в съответствие с развитието на технологите. Компютърно-базираното оценяване става широко разпространено например при езиковите тестове и изпитите за влизане в колеж поради тяхната точност и удобство. Термините „компютърно-адаптивно тестване„ и „уеб-базирано оценяване” се използват заедно с термина „компютърно-базирано оценяване”, но всъщност те са два специфични случая на „компютърно-базирано оценяване”. Терминът „компютърно-адаптивно тестване” поставя ударението върху нелинейния подбор на въпросите на базата на бързото оценяване на знанията на изпитвания възоснова на неговите предишни отговори. Концепцията "уеб-базирано оценяване” се отнася до „компютърно-базирано оценяване”, осъществено посредством онлайн система за управление на обучението. Въпреки че предимствата на „компютърно-базираното оценяване” дават технологичната основа на електронното оценяване, в момента акцентът е поставен на проучването на възможностите да се използват цифрови медии като web 2.0 и видео игри. В допълнение мобилните устройства предоставят нови възможности за електронно оценяване. Например въвеждането на персонални системи за отговор (известни като clickers) улесняват качественото оценяване в големи класни стаи. Трябва да отбележим, че основния фокус на електронното оценяване не е в разработването на нови инструменти за оценяване, а за подобряване на обучението посредством нови технологии за оценяване. По тази причина педагогоческите предимства и недостатъци на технологиите за електронното оценяване трябва да бъдат обсъдени внимателно. Широко разпространеният отчет на JISC [JISC] (2007) също твърди, че „електронното оценяване е много повече от нов начин да направим нещо, което сме правили и досега ... Оценяването вероятно е най-добрия начин да се определят нуждите от подкрепа на обучаемите и може да насърчи желанието за прогрес, ако е сързано с подходящите ресурси, добро качество, навременна обратна връзка и предизвикателни, но стимулиращи начини за демонстриране на знания и умения.” ==== Сродни термини ==== Компютърно-базирано оценяване (CBA), Компютърно-подпомогнато оценяване, (CAA), Оценяване, подпомагано от компютър (CAA), Компютърно адаптирано оценяване (CAA), Компютърно адаптирано тестване (CAT), онлайн оценяване, оценяване, подпомагано от технологии, оценяване, подобрено от технологии, оценяване вградено в технологиите, оценяване, базирано на технологии, тестване, базирано на Интернет, уеб-базирано оценяване ==== Проблематика на превода ==== …/… ==== Предметна проблематика ==== Традиционно електронното оценяване използва компютърни и информационни технологии, за да направи процеса на оценяване по-ефективен чрез автоматизиране на функциите, които в противен случай биха изисквали човешка намеса. Тези функции включват конструиране и избор на въпросите, публикуване на изпита, анализ на отговорите, интерпретация, оценяване и представяне на резултатите (Baker &amp; O'Neil, 1995). Напоследък електронното оценяване се отнася до усилия вътре в образователното общество за използване на предимствата (постиженията) на технологиите. Тези усилия са мотивирани от нуждата да се прескочат тестовете тип „попълнете празното място” и да се направи автентично оценяване на комплексни знания и умения (Pellegrino, Chudowsky, &amp; Glaser, 2001). Частта „електронно” в електронното оценяване включва изборът от широк набор налични компютърни и информационни технологии, които могат да бъдат компонент от създаването, внедряването и изпълнението на тестове. Този избор трябва да бъде съобразен с целта и задачата на оценяването. Той трябва да бъде съобразен със следните фактори: • Коя платформа е най-подходяща за оценяването (напр. уеб-базирана, компютърно-базирана, базирана на игра или на симулация)? • Оценяването трябва да бъде линейно или адаптивно (правила за оценяване, алгоритми за подбор на въпроси)? • Как ще бъдат представени материалите за оценяването (статично или интерактивно)? • Какъв формат трябва да бъде отговорът на студентите („изберете правилния отговор”, мултимедиен въпрос)? Думата „оценяване” в електронното оценяване се отнася до целта и характеристиките на оценяването. Като цяло, целта на оценяването може да бъде категоризирана като качествено, диагностично и количествено. В допълнение електронното оценяване трябва да съдържа характеристики на традиционното оценяване като валидност, надежност, честност (справедливост) и достъпност (Baker, O'Neil, &amp; Linn, 1993; Shute, 2009). ==== Основна литература ==== 1133 2013-02-26T13:09:17Z Balacheff 4 Created page with "Електронно оценяване Вариант1 Редактор: Valerie Shute and Yoon Jeon Kim, Florida State University Сътрудници: …/… ==== Опре..." wikitext text/x-wiki Електронно оценяване Вариант1 Редактор: Valerie Shute and Yoon Jeon Kim, Florida State University Сътрудници: …/… ==== Определение ==== Електронното оценяване се отнася до методи и практики за оценяване, които поставят ударението върху ролята на информационните технологии с цел измерване на обучението на студентите. ==== Коментар по развитието на термина ==== Използването на компютърни технологии в оценяването на обучението има десетилетна история. Компютрите са започнали да се използват за оценяване през 70-те години, за да се намали натоварването при оценяването от страна на хората. Оттогава оценяването се е развило в съответствие с развитието на технологите. Компютърно-базираното оценяване става широко разпространено например при езиковите тестове и изпитите за влизане в колеж поради тяхната точност и удобство. Термините „компютърно-адаптивно тестване„ и „уеб-базирано оценяване” се използват заедно с термина „компютърно-базирано оценяване”, но всъщност те са два специфични случая на „компютърно-базирано оценяване”. Терминът „компютърно-адаптивно тестване” поставя ударението върху нелинейния подбор на въпросите на базата на бързото оценяване на знанията на изпитвания възоснова на неговите предишни отговори. Концепцията "уеб-базирано оценяване” се отнася до „компютърно-базирано оценяване”, осъществено посредством онлайн система за управление на обучението. Въпреки че предимствата на „компютърно-базираното оценяване” дават технологичната основа на електронното оценяване, в момента акцентът е поставен на проучването на възможностите да се използват цифрови медии като web 2.0 и видео игри. В допълнение мобилните устройства предоставят нови възможности за електронно оценяване. Например въвеждането на персонални системи за отговор (известни като clickers) улесняват качественото оценяване в големи класни стаи. Трябва да отбележим, че основния фокус на електронното оценяване не е в разработването на нови инструменти за оценяване, а за подобряване на обучението посредством нови технологии за оценяване. По тази причина педагогоческите предимства и недостатъци на технологиите за електронното оценяване трябва да бъдат обсъдени внимателно. Широко разпространеният отчет на JISC [JISC] (2007) също твърди, че „електронното оценяване е много повече от нов начин да направим нещо, което сме правили и досега ... Оценяването вероятно е най-добрия начин да се определят нуждите от подкрепа на обучаемите и може да насърчи желанието за прогрес, ако е сързано с подходящите ресурси, добро качество, навременна обратна връзка и предизвикателни, но стимулиращи начини за демонстриране на знания и умения.” ==== Сродни термини ==== Компютърно-базирано оценяване (CBA), Компютърно-подпомогнато оценяване, (CAA), Оценяване, подпомагано от компютър (CAA), Компютърно адаптирано оценяване (CAA), Компютърно адаптирано тестване (CAT), онлайн оценяване, оценяване, подпомагано от технологии, оценяване, подобрено от технологии, оценяване вградено в технологиите, оценяване, базирано на технологии, тестване, базирано на Интернет, уеб-базирано оценяване ==== Проблематика на превода ==== …/… ==== Предметна проблематика ==== Традиционно електронното оценяване използва компютърни и информационни технологии, за да направи процеса на оценяване по-ефективен чрез автоматизиране на функциите, които в противен случай биха изисквали човешка намеса. Тези функции включват конструиране и избор на въпросите, публикуване на изпита, анализ на отговорите, интерпретация, оценяване и представяне на резултатите (Baker &amp; O'Neil, 1995). Напоследък електронното оценяване се отнася до усилия вътре в образователното общество за използване на предимствата (постиженията) на технологиите. Тези усилия са мотивирани от нуждата да се прескочат тестовете тип „попълнете празното място” и да се направи автентично оценяване на комплексни знания и умения (Pellegrino, Chudowsky, &amp; Glaser, 2001). Частта „електронно” в електронното оценяване включва изборът от широк набор налични компютърни и информационни технологии, които могат да бъдат компонент от създаването, внедряването и изпълнението на тестове. Този избор трябва да бъде съобразен с целта и задачата на оценяването. Той трябва да бъде съобразен със следните фактори: • Коя платформа е най-подходяща за оценяването (напр. уеб-базирана, компютърно-базирана, базирана на игра или на симулация)? • Оценяването трябва да бъде линейно или адаптивно (правила за оценяване, алгоритми за подбор на въпроси)? • Как ще бъдат представени материалите за оценяването (статично или интерактивно)? • Какъв формат трябва да бъде отговорът на студентите („изберете правилния отговор”, мултимедиен въпрос)? Думата „оценяване” в електронното оценяване се отнася до целта и характеристиките на оценяването. Като цяло, целта на оценяването може да бъде категоризирана като качествено, диагностично и количествено. В допълнение електронното оценяване трябва да съдържа характеристики на традиционното оценяване като валидност, надежност, честност (справедливост) и достъпност (Baker, O'Neil, &amp; Linn, 1993; Shute, 2009). ==== Основна литература ==== 0 92 1419 1399 2013-12-07T14:05:49Z Balacheff 4 /* Board of regional editors */ wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Barbara Wasson (NO) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Lone Dirckinck-Holmfeld (DK) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AT) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Rosamund Sutherland (UK) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Mireille Bétrancourt (CH), Brett Bligh (UK), Daniel Burgos (ES), Michel C. Desmarais (CA), Giuliana Dettori (IT), Pierre Dillenbourg (CH), Yannis Dimitriadis (ES), Vyara Dimitrova (NL), Denis Gillet (CH), Viviane Guéraud (FR), Chris Jones (UK), Wouter van Joolingen (NL), Yoon Jeon Kim (USA), Vanda Luengo (FR), Manolis Mavrikis (UK), Jan van der Meij (NL), Tom Moher (USA), Michaela Ott (IT), Saverio Salerno (IT), Valerie Shute (USA), Marcus Specht (NL), Karl Steffens (DE), Wim Westera (NL) == Board of regional editors == :[[TEL_Dictionary_entries/ar|العربية]] -- Riad Kaisar Saba & Chatar Allal :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov & Vyara Dimitrova :[[TEL_Dictionary_entries/da|Dansk]] -- Marianne Lykke & Mette Marie :[[TEL_Dictionary_entries/nl|Dutch]] -- Paul A. Kirschner & Erica de Vries :[[TEL_Dictionary_entries/et|Eesti]] -- Rein Prank & Mart Laanpere :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough & Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino & Giovanna Caviglione :[[TEL_Dictionary_entries/ja|日本語]] -- Jun Oshima :[[TEL_Dictionary_entries/ko|한국어]] -- Hyo-Jeong So & Hyungshin Choi :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo :[[TEL_Dictionary_entries/ru|Русский]] -- Diana Bogdanova :[[TEL_Dictionary_entries/sk|Slovenčina]] -- Jana Trgalova & Martina Kabatova :[[TEL_Dictionary_entries/tr|Türkçe]] -- Canan Tosunoglu :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan & Lung Hsiang Wong :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich & Lung Hsiang Wong == Technical editors == :Émilie Manon (FR) :Jérôme Zeiliger (FR) 1399 1071 2013-10-06T06:00:33Z Balacheff 4 /* Board of regional editors */ wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Barbara Wasson (NO) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Lone Dirckinck-Holmfeld (DK) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AT) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Rosamund Sutherland (UK) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Mireille Bétrancourt (CH), Brett Bligh (UK), Daniel Burgos (ES), Michel C. Desmarais (CA), Giuliana Dettori (IT), Pierre Dillenbourg (CH), Yannis Dimitriadis (ES), Vyara Dimitrova (NL), Denis Gillet (CH), Viviane Guéraud (FR), Chris Jones (UK), Wouter van Joolingen (NL), Yoon Jeon Kim (USA), Vanda Luengo (FR), Manolis Mavrikis (UK), Jan van der Meij (NL), Tom Moher (USA), Michaela Ott (IT), Saverio Salerno (IT), Valerie Shute (USA), Marcus Specht (NL), Karl Steffens (DE), Wim Westera (NL) == Board of regional editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov & Vyara Dimitrova :[[TEL_Dictionary_entries/da|Dansk]] -- Marianne Lykke & Mette Marie :[[TEL_Dictionary_entries/nl|Dutch]] -- Paul A. Kirschner & Erica de Vries :[[TEL_Dictionary_entries/et|Eesti]] -- Rein Prank & Mart Laanpere :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough & Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino & Giovanna Caviglione :[[TEL_Dictionary_entries/ja|日本語]] -- Jun Oshima :[[TEL_Dictionary_entries/ko|한국어]] -- Hyo-Jeong So & Hyungshin Choi :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo :[[TEL_Dictionary_entries/ru|Русский]] -- Diana Bogdanova :[[TEL_Dictionary_entries/sk|Slovenčina]] -- Jana Trgalova & Martina Kabatova :[[TEL_Dictionary_entries/tr|Türkçe]] -- Canan Tosunoglu :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan & Lung Hsiang Wong :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich & Lung Hsiang Wong == Technical editors == :Émilie Manon (FR) :Jérôme Zeiliger (FR) 1071 1070 2013-02-09T06:58:18Z Balacheff 4 /* Advisory board */ wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Barbara Wasson (NO) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Lone Dirckinck-Holmfeld (DK) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AT) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Rosamund Sutherland (UK) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Mireille Bétrancourt (CH), Brett Bligh (UK), Daniel Burgos (ES), Michel C. Desmarais (CA), Giuliana Dettori (IT), Pierre Dillenbourg (CH), Yannis Dimitriadis (ES), Vyara Dimitrova (NL), Denis Gillet (CH), Viviane Guéraud (FR), Chris Jones (UK), Wouter van Joolingen (NL), Yoon Jeon Kim (USA), Vanda Luengo (FR), Manolis Mavrikis (UK), Jan van der Meij (NL), Tom Moher (USA), Michaela Ott (IT), Saverio Salerno (IT), Valerie Shute (USA), Marcus Specht (NL), Karl Steffens (DE), Wim Westera (NL) == Board of regional editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov & Vyara Dimitrova :[[TEL_Dictionary_entries/da|Dansk]] -- Marianne Lykke & Mette Marie :[[TEL_Dictionary_entries/nl|Dutch]] -- Paul A. Kirschner & Erica de Vries :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough & Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino & Giovanna Caviglione :[[TEL_Dictionary_entries/ja|日本語]] -- Jun Oshima :[[TEL_Dictionary_entries/ko|한국어]] -- Hyo-Jeong So & Hyungshin Choi :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo :[[TEL_Dictionary_entries/ru|Русский]] -- Diana Bogdanova :[[TEL_Dictionary_entries/sk|Slovenčina]] -- Jana Trgalova & Martina Kabatova :[[TEL_Dictionary_entries/tr|Türkçe]] -- Canan Tosunoglu :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan & Lung Hsiang Wong :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich & Lung Hsiang Wong == Technical editors == :Émilie Manon (FR) :Jérôme Zeiliger (FR) 1070 1069 2013-02-09T06:57:32Z Balacheff 4 /* Advisory board */ wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Barbara Wasson (NO) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Lone Dirckinck-Holmfeld (DK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AT) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Rosamund Sutherland (UK) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Mireille Bétrancourt (CH), Brett Bligh (UK), Daniel Burgos (ES), Michel C. Desmarais (CA), Giuliana Dettori (IT), Pierre Dillenbourg (CH), Yannis Dimitriadis (ES), Vyara Dimitrova (NL), Denis Gillet (CH), Viviane Guéraud (FR), Chris Jones (UK), Wouter van Joolingen (NL), Yoon Jeon Kim (USA), Vanda Luengo (FR), Manolis Mavrikis (UK), Jan van der Meij (NL), Tom Moher (USA), Michaela Ott (IT), Saverio Salerno (IT), Valerie Shute (USA), Marcus Specht (NL), Karl Steffens (DE), Wim Westera (NL) == Board of regional editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov & Vyara Dimitrova :[[TEL_Dictionary_entries/da|Dansk]] -- Marianne Lykke & Mette Marie :[[TEL_Dictionary_entries/nl|Dutch]] -- Paul A. Kirschner & Erica de Vries :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough & Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino & Giovanna Caviglione :[[TEL_Dictionary_entries/ja|日本語]] -- Jun Oshima :[[TEL_Dictionary_entries/ko|한국어]] -- Hyo-Jeong So & Hyungshin Choi :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo :[[TEL_Dictionary_entries/ru|Русский]] -- Diana Bogdanova :[[TEL_Dictionary_entries/sk|Slovenčina]] -- Jana Trgalova & Martina Kabatova :[[TEL_Dictionary_entries/tr|Türkçe]] -- Canan Tosunoglu :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan & Lung Hsiang Wong :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich & Lung Hsiang Wong == Technical editors == :Émilie Manon (FR) :Jérôme Zeiliger (FR) 1069 1066 2013-02-09T06:56:37Z Balacheff 4 /* Board of regional editors */ wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Barbara Wasson (NO) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AT) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Rosamund Sutherland (UK) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Mireille Bétrancourt (CH), Brett Bligh (UK), Daniel Burgos (ES), Michel C. Desmarais (CA), Giuliana Dettori (IT), Pierre Dillenbourg (CH), Yannis Dimitriadis (ES), Vyara Dimitrova (NL), Denis Gillet (CH), Viviane Guéraud (FR), Chris Jones (UK), Wouter van Joolingen (NL), Yoon Jeon Kim (USA), Vanda Luengo (FR), Manolis Mavrikis (UK), Jan van der Meij (NL), Tom Moher (USA), Michaela Ott (IT), Saverio Salerno (IT), Valerie Shute (USA), Marcus Specht (NL), Karl Steffens (DE), Wim Westera (NL) == Board of regional editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov & Vyara Dimitrova :[[TEL_Dictionary_entries/da|Dansk]] -- Marianne Lykke & Mette Marie :[[TEL_Dictionary_entries/nl|Dutch]] -- Paul A. Kirschner & Erica de Vries :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough & Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino & Giovanna Caviglione :[[TEL_Dictionary_entries/ja|日本語]] -- Jun Oshima :[[TEL_Dictionary_entries/ko|한국어]] -- Hyo-Jeong So & Hyungshin Choi :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo :[[TEL_Dictionary_entries/ru|Русский]] -- Diana Bogdanova :[[TEL_Dictionary_entries/sk|Slovenčina]] -- Jana Trgalova & Martina Kabatova :[[TEL_Dictionary_entries/tr|Türkçe]] -- Canan Tosunoglu :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan & Lung Hsiang Wong :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich & Lung Hsiang Wong == Technical editors == :Émilie Manon (FR) :Jérôme Zeiliger (FR) 1066 1065 2013-01-29T16:32:57Z Balacheff 4 /* Board of associated editors */ wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Barbara Wasson (NO) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AT) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Rosamund Sutherland (UK) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Mireille Bétrancourt (CH), Brett Bligh (UK), Daniel Burgos (ES), Michel C. Desmarais (CA), Giuliana Dettori (IT), Pierre Dillenbourg (CH), Yannis Dimitriadis (ES), Vyara Dimitrova (NL), Denis Gillet (CH), Viviane Guéraud (FR), Chris Jones (UK), Wouter van Joolingen (NL), Yoon Jeon Kim (USA), Vanda Luengo (FR), Manolis Mavrikis (UK), Jan van der Meij (NL), Tom Moher (USA), Michaela Ott (IT), Saverio Salerno (IT), Valerie Shute (USA), Marcus Specht (NL), Karl Steffens (DE), Wim Westera (NL) == Board of regional editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov & Vyara Dimitrova :[[TEL_Dictionary_entries/da|Dansk]] -- Marianne Lykke, Mette Marie & Lone Dirckinck-Holmfeld :[[TEL_Dictionary_entries/nl|Dutch]] -- Paul A. Kirschner & Erica de Vries :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough & Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino & Giovanna Caviglione :[[TEL_Dictionary_entries/ja|日本語]] -- Jun Oshima :[[TEL_Dictionary_entries/ko|한국어]] -- Hyo-Jeong So & Hyungshin Choi :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo :[[TEL_Dictionary_entries/ru|Русский]] -- Diana Bogdanova :[[TEL_Dictionary_entries/sk|Slovenčina]] -- Jana Trgalova & Martina Kabatova :[[TEL_Dictionary_entries/tr|Türkçe]] -- Canan Tosunoglu :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan & Lung Hsiang Wong :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich & Lung Hsiang Wong == Technical editors == :Émilie Manon (FR) :Jérôme Zeiliger (FR) 1065 1007 2013-01-29T16:29:22Z Balacheff 4 /* Board of associated editors */ wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Barbara Wasson (NO) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AT) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Rosamund Sutherland (UK) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Mireille Bétrancourt (CH), Brett Bligh (UK), Daniel Burgos (ES), Michel C. Desmarais (CA), Giuliana Dettori (IT), Pierre Dillenbourg (CH), Yannis Dimitriadis (ES), Vyara Dimitrova (NL), Denis Gillet (CH), Viviane Guéraud (FR), Chris Jones (UK), Wouter van Joolingen (NL),Yoon Jeon Kim (USA), Vanda Luengo (FR), Manolis Mavrikis (UK), Jan van der Meij (NL), Tom Moher (USA), Michaela Ott (IT), Saverio Salerno (IT), Valerie Shute (USA), Marcus Specht (NL), Karl Steffens (DE), Wim Westera (NL) == Board of regional editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov & Vyara Dimitrova :[[TEL_Dictionary_entries/da|Dansk]] -- Marianne Lykke, Mette Marie & Lone Dirckinck-Holmfeld :[[TEL_Dictionary_entries/nl|Dutch]] -- Paul A. Kirschner & Erica de Vries :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough & Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino & Giovanna Caviglione :[[TEL_Dictionary_entries/ja|日本語]] -- Jun Oshima :[[TEL_Dictionary_entries/ko|한국어]] -- Hyo-Jeong So & Hyungshin Choi :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo :[[TEL_Dictionary_entries/ru|Русский]] -- Diana Bogdanova :[[TEL_Dictionary_entries/sk|Slovenčina]] -- Jana Trgalova & Martina Kabatova :[[TEL_Dictionary_entries/tr|Türkçe]] -- Canan Tosunoglu :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan & Lung Hsiang Wong :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich & Lung Hsiang Wong == Technical editors == :Émilie Manon (FR) :Jérôme Zeiliger (FR) 1007 1006 2012-11-13T07:52:35Z Balacheff 4 /* Board of regional editors */ wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Barbara Wasson (NO) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AT) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Rosamund Sutherland (UK) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Mireille Bétrancourt (CH), Brett Bligh (UK), Daniel Burgos (ES), Michel C. Desmarais (CA), Giuliana Dettori (IT), Pierre Dillenbourg (CH), Yannis Dimitriadis (ES), Vyara Dimitrova (NL), Denis Gillet (CH), Viviane Guéraud (FR), Chris Jones (UK), Yoon Jeon Kim (USA), Vanda Luengo (FR), Manolis Mavrikis (UK), Tom Moher (USA), Michaela Ott (IT), Saverio Salerno (IT), Valerie Shute (USA), Marcus Specht (NL), Karl Steffens (DE), Wim Westera (NL) == Board of regional editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov & Vyara Dimitrova :[[TEL_Dictionary_entries/da|Dansk]] -- Marianne Lykke, Mette Marie & Lone Dirckinck-Holmfeld :[[TEL_Dictionary_entries/nl|Dutch]] -- Paul A. Kirschner & Erica de Vries :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough & Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino & Giovanna Caviglione :[[TEL_Dictionary_entries/ja|日本語]] -- Jun Oshima :[[TEL_Dictionary_entries/ko|한국어]] -- Hyo-Jeong So & Hyungshin Choi :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo :[[TEL_Dictionary_entries/ru|Русский]] -- Diana Bogdanova :[[TEL_Dictionary_entries/sk|Slovenčina]] -- Jana Trgalova & Martina Kabatova :[[TEL_Dictionary_entries/tr|Türkçe]] -- Canan Tosunoglu :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan & Lung Hsiang Wong :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich & Lung Hsiang Wong == Technical editors == :Émilie Manon (FR) :Jérôme Zeiliger (FR) 1006 1005 2012-11-10T10:13:30Z Balacheff 4 /* Advisory board */ wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Barbara Wasson (NO) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AT) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Rosamund Sutherland (UK) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Mireille Bétrancourt (CH), Brett Bligh (UK), Daniel Burgos (ES), Michel C. Desmarais (CA), Giuliana Dettori (IT), Pierre Dillenbourg (CH), Yannis Dimitriadis (ES), Vyara Dimitrova (NL), Denis Gillet (CH), Viviane Guéraud (FR), Chris Jones (UK), Yoon Jeon Kim (USA), Vanda Luengo (FR), Manolis Mavrikis (UK), Tom Moher (USA), Michaela Ott (IT), Saverio Salerno (IT), Valerie Shute (USA), Marcus Specht (NL), Karl Steffens (DE), Wim Westera (NL) == Board of regional editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov & Cornelia Todorova :[[TEL_Dictionary_entries/da|Dansk]] -- Marianne Lykke, Mette Marie & Lone Dirckinck-Holmfeld :[[TEL_Dictionary_entries/nl|Dutch]] -- Paul A. Kirschner & Erica de Vries :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough & Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino & Giovanna Caviglione :[[TEL_Dictionary_entries/ja|日本語]] -- Jun Oshima :[[TEL_Dictionary_entries/ko|한국어]] -- Hyo-Jeong So & Hyungshin Choi :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo :[[TEL_Dictionary_entries/ru|Русский]] -- Diana Bogdanova :[[TEL_Dictionary_entries/sk|Slovenčina]] -- Jana Trgalova & Martina Kabatova :[[TEL_Dictionary_entries/tr|Türkçe]] -- Canan Tosunoglu :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan & Lung Hsiang Wong :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich & Lung Hsiang Wong == Technical editors == :Émilie Manon (FR) :Jérôme Zeiliger (FR) 1005 1003 2012-11-10T10:13:09Z Balacheff 4 /* Executive editors */ wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Barbara Wasson (NO) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AT) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Mireille Bétrancourt (CH), Brett Bligh (UK), Daniel Burgos (ES), Michel C. Desmarais (CA), Giuliana Dettori (IT), Pierre Dillenbourg (CH), Yannis Dimitriadis (ES), Vyara Dimitrova (NL), Denis Gillet (CH), Viviane Guéraud (FR), Chris Jones (UK), Yoon Jeon Kim (USA), Vanda Luengo (FR), Manolis Mavrikis (UK), Tom Moher (USA), Michaela Ott (IT), Saverio Salerno (IT), Valerie Shute (USA), Marcus Specht (NL), Karl Steffens (DE), Wim Westera (NL) == Board of regional editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov & Cornelia Todorova :[[TEL_Dictionary_entries/da|Dansk]] -- Marianne Lykke, Mette Marie & Lone Dirckinck-Holmfeld :[[TEL_Dictionary_entries/nl|Dutch]] -- Paul A. Kirschner & Erica de Vries :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough & Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino & Giovanna Caviglione :[[TEL_Dictionary_entries/ja|日本語]] -- Jun Oshima :[[TEL_Dictionary_entries/ko|한국어]] -- Hyo-Jeong So & Hyungshin Choi :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo :[[TEL_Dictionary_entries/ru|Русский]] -- Diana Bogdanova :[[TEL_Dictionary_entries/sk|Slovenčina]] -- Jana Trgalova & Martina Kabatova :[[TEL_Dictionary_entries/tr|Türkçe]] -- Canan Tosunoglu :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan & Lung Hsiang Wong :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich & Lung Hsiang Wong == Technical editors == :Émilie Manon (FR) :Jérôme Zeiliger (FR) 1003 988 2012-11-06T18:25:10Z Balacheff 4 /* Board of regional editors */ wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Rosamund Sutherland (UK) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AT) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Mireille Bétrancourt (CH), Brett Bligh (UK), Daniel Burgos (ES), Michel C. Desmarais (CA), Giuliana Dettori (IT), Pierre Dillenbourg (CH), Yannis Dimitriadis (ES), Vyara Dimitrova (NL), Denis Gillet (CH), Viviane Guéraud (FR), Chris Jones (UK), Yoon Jeon Kim (USA), Vanda Luengo (FR), Manolis Mavrikis (UK), Tom Moher (USA), Michaela Ott (IT), Saverio Salerno (IT), Valerie Shute (USA), Marcus Specht (NL), Karl Steffens (DE), Wim Westera (NL) == Board of regional editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov & Cornelia Todorova :[[TEL_Dictionary_entries/da|Dansk]] -- Marianne Lykke, Mette Marie & Lone Dirckinck-Holmfeld :[[TEL_Dictionary_entries/nl|Dutch]] -- Paul A. Kirschner & Erica de Vries :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough & Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino & Giovanna Caviglione :[[TEL_Dictionary_entries/ja|日本語]] -- Jun Oshima :[[TEL_Dictionary_entries/ko|한국어]] -- Hyo-Jeong So & Hyungshin Choi :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo :[[TEL_Dictionary_entries/ru|Русский]] -- Diana Bogdanova :[[TEL_Dictionary_entries/sk|Slovenčina]] -- Jana Trgalova & Martina Kabatova :[[TEL_Dictionary_entries/tr|Türkçe]] -- Canan Tosunoglu :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan & Lung Hsiang Wong :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich & Lung Hsiang Wong == Technical editors == :Émilie Manon (FR) :Jérôme Zeiliger (FR) 988 982 2012-10-06T15:21:16Z Balacheff 4 /* Board of regional editors */ wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Rosamund Sutherland (UK) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AT) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Mireille Bétrancourt (CH), Brett Bligh (UK), Daniel Burgos (ES), Michel C. Desmarais (CA), Giuliana Dettori (IT), Pierre Dillenbourg (CH), Yannis Dimitriadis (ES), Vyara Dimitrova (NL), Denis Gillet (CH), Viviane Guéraud (FR), Chris Jones (UK), Yoon Jeon Kim (USA), Vanda Luengo (FR), Manolis Mavrikis (UK), Tom Moher (USA), Michaela Ott (IT), Saverio Salerno (IT), Valerie Shute (USA), Marcus Specht (NL), Karl Steffens (DE), Wim Westera (NL) == Board of regional editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov & Cornelia Todorova :[[TEL_Dictionary_entries/da|Dansk]] -- Marianne Lykke, Mette Marie & Lone Dirckinck-Holmfeld :[[TEL_Dictionary_entries/nl|Dutch]] -- Paul A. Kirschner & Erica de Vries :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough & Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino & Giovanna Caviglione :[[TEL_Dictionary_entries/ja|日本語]] -- Jun Oshima :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo :[[TEL_Dictionary_entries/ru|Русский]] -- Diana Bogdanova :[[TEL_Dictionary_entries/sk|Slovenčina]] -- Jana Trgalova & Martina Kabatova :[[TEL_Dictionary_entries/tr|Türkçe]] -- Canan Tosunoglu :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan & Lung Hsiang Wong :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich & Lung Hsiang Wong == Technical editors == :Émilie Manon (FR) :Jérôme Zeiliger (FR) 982 950 2012-09-27T06:36:38Z Balacheff 4 /* Board of associated editors */ wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Rosamund Sutherland (UK) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AT) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Mireille Bétrancourt (CH), Brett Bligh (UK), Daniel Burgos (ES), Michel C. Desmarais (CA), Giuliana Dettori (IT), Pierre Dillenbourg (CH), Yannis Dimitriadis (ES), Vyara Dimitrova (NL), Denis Gillet (CH), Viviane Guéraud (FR), Chris Jones (UK), Yoon Jeon Kim (USA), Vanda Luengo (FR), Manolis Mavrikis (UK), Tom Moher (USA), Michaela Ott (IT), Saverio Salerno (IT), Valerie Shute (USA), Marcus Specht (NL), Karl Steffens (DE), Wim Westera (NL) == Board of regional editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov & Cornelia Todorova :[[TEL_Dictionary_entries/da|Dansk]] -- Marianne Lykke, Mette Marie & Lone Dirckinck-Holmfeld :[[TEL_Dictionary_entries/nl|Dutch]] -- Paul A. Kirschner & Erica de Vries :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough & Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino & Giovanna Caviglione :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo :[[TEL_Dictionary_entries/ru|Русский]] -- Diana Bogdanova :[[TEL_Dictionary_entries/sk|Slovenčina]] -- Jana Trgalova & Martina Kabatova :[[TEL_Dictionary_entries/tr|Türkçe]] -- Canan Tosunoglu :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan & Lung Hsiang Wong :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich & Lung Hsiang Wong == Technical editors == :Émilie Manon (FR) :Jérôme Zeiliger (FR) 950 949 2012-08-29T16:06:13Z Balacheff 4 /* Board of regional editors */ wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Rosamund Sutherland (UK) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AT) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Mireille Bétrancourt (CH), Brett Bligh (UK), Daniel Burgos (ES), Michel C. Desmarais (CA), Giuliana Dettori (IT), Pierre Dillenbourg (CH), Yannis Dimitriadis (ES), Vyara Dimitrova (NL), Denis Gillet (CH), Viviane Guéraud (FR), Chris Jones (UK), Vanda Luengo (FR), Manolis Mavrikis (UK), Tom Moher (USA), Michaela Ott (IT), Saverio Salerno (IT), Marcus Specht (NL), Karl Steffens (DE), Wim Westera (NL) == Board of regional editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov & Cornelia Todorova :[[TEL_Dictionary_entries/da|Dansk]] -- Marianne Lykke, Mette Marie & Lone Dirckinck-Holmfeld :[[TEL_Dictionary_entries/nl|Dutch]] -- Paul A. Kirschner & Erica de Vries :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough & Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino & Giovanna Caviglione :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo :[[TEL_Dictionary_entries/ru|Русский]] -- Diana Bogdanova :[[TEL_Dictionary_entries/sk|Slovenčina]] -- Jana Trgalova & Martina Kabatova :[[TEL_Dictionary_entries/tr|Türkçe]] -- Canan Tosunoglu :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan & Lung Hsiang Wong :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich & Lung Hsiang Wong == Technical editors == :Émilie Manon (FR) :Jérôme Zeiliger (FR) 949 929 2012-08-29T16:04:58Z Balacheff 4 /* Board of regional editors */ wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Rosamund Sutherland (UK) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AT) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Mireille Bétrancourt (CH), Brett Bligh (UK), Daniel Burgos (ES), Michel C. Desmarais (CA), Giuliana Dettori (IT), Pierre Dillenbourg (CH), Yannis Dimitriadis (ES), Vyara Dimitrova (NL), Denis Gillet (CH), Viviane Guéraud (FR), Chris Jones (UK), Vanda Luengo (FR), Manolis Mavrikis (UK), Tom Moher (USA), Michaela Ott (IT), Saverio Salerno (IT), Marcus Specht (NL), Karl Steffens (DE), Wim Westera (NL) == Board of regional editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov & Cornelia Todorova :[[TEL_Dictionary_entries/da|Dansk]] -- Marianne Lykke, Mette Marie & Lone Dirckinck-Holmfeld :[[TEL_Dictionary_entries/nl|Dutch]] -- Paul A. Kirschner & Erica de Vries :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough & Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino & Giovanna Caviglione :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo :[[TEL_Dictionary_entries/ru|Русский]] -- Diana Bogdanova :[[TEL_Dictionary_entries/sk|Slovenčina]] -- Jana Trgalova & Martina Kabatova :[[TEL_Dictionary_entries/tr|Türkçe]] -- Canan Tosunoglu :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan & Lung Hsiang Wong :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich & Lung Hsiang Wong == Technical editors == :Émilie Manon (FR) :Jérôme Zeiliger (FR) 929 928 2012-06-01T07:14:08Z Zeiliger 2 wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Rosamund Sutherland (UK) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AT) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Mireille Bétrancourt (CH), Brett Bligh (UK), Daniel Burgos (ES), Michel C. Desmarais (CA), Giuliana Dettori (IT), Pierre Dillenbourg (CH), Yannis Dimitriadis (ES), Vyara Dimitrova (NL), Denis Gillet (CH), Viviane Guéraud (FR), Chris Jones (UK), Vanda Luengo (FR), Manolis Mavrikis (UK), Tom Moher (USA), Michaela Ott (IT), Saverio Salerno (IT), Marcus Specht (NL), Karl Steffens (DE), Wim Westera (NL) == Board of regional editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov & Cornelia Todorova :[[TEL_Dictionary_entries/da|Dansk]] -- Marianne Lykke, Mette Marie & Lone Dirckinck-Holmfeld :[[TEL_Dictionary_entries/nl|Dutch]] -- Paul A. Kirschner & Erica de Vries :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough & Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino & Giovanna Caviglione :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo :[[TEL_Dictionary_entries/sk|Slovenčina]] -- Jana Trgalova & Martina Kabatova :[[TEL_Dictionary_entries/tr|Türkçe]] -- Canan Tosunoglu :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan & Lung Hsiang Wong :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich & Lung Hsiang Wong == Technical editors == :Émilie Manon (FR) :Jérôme Zeiliger (FR) 928 927 2012-05-31T16:57:56Z Balacheff 4 /* Technical editors */ wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Rosamund Sutherland (UK) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AT) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Mireille Bétrancourt (CH), Brett Bligh (UK), Daniel Burgos (ES), Michel C. Desmarais (CA), Giuliana Dettori (IT), Pierre Dillenbourg (CH), Yannis Dimitriadis (ES), Vyara Dimitrova (NL), Denis Gillet (CH), Viviane Guéraud (FR), Chris Jones (UK), Vanda Luengo (FR), Manolis Mavrikis (UK), Tom Moher (USA), Michaela Ott (IT), Saverio Salerno (IT), Marcus Specht (NL), Karl Steffens (DE), Wim Westera (NL) == Board of regional editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov & Cornelia Todorova :[[TEL_Dictionary_entries/da|Dansk]] -- Marianne Lykke, Mette Marie & Lone Dirckinck-Holmfeld :[[TEL_Dictionary_entries/nl|Dutch]] -- Paul A. Kirschner & Erica de Vries :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough & Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino & Giovanna Caviglione :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo :[[TEL_Dictionary_entries/sk|Slovenčina]] -- Jana Trgalova & Martina Kabatova :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan & Lung Hsiang Wong :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich & Lung Hsiang Wong == Technical editors == :Émilie Manon (FR) :Jérôme Zeiliger (FR) 927 926 2012-05-31T16:56:32Z Balacheff 4 /* Techical editors */ wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Rosamund Sutherland (UK) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AT) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Mireille Bétrancourt (CH), Brett Bligh (UK), Daniel Burgos (ES), Michel C. Desmarais (CA), Giuliana Dettori (IT), Pierre Dillenbourg (CH), Yannis Dimitriadis (ES), Vyara Dimitrova (NL), Denis Gillet (CH), Viviane Guéraud (FR), Chris Jones (UK), Vanda Luengo (FR), Manolis Mavrikis (UK), Tom Moher (USA), Michaela Ott (IT), Saverio Salerno (IT), Marcus Specht (NL), Karl Steffens (DE), Wim Westera (NL) == Board of regional editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov & Cornelia Todorova :[[TEL_Dictionary_entries/da|Dansk]] -- Marianne Lykke, Mette Marie & Lone Dirckinck-Holmfeld :[[TEL_Dictionary_entries/nl|Dutch]] -- Paul A. Kirschner & Erica de Vries :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough & Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino & Giovanna Caviglione :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo :[[TEL_Dictionary_entries/sk|Slovenčina]] -- Jana Trgalova & Martina Kabatova :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan & Lung Hsiang Wong :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich & Lung Hsiang Wong == Technical editors == :Emilie Manon (FR) :Jérôme Zeilige (FR) 926 922 2012-05-31T16:56:03Z Balacheff 4 /* Board of regional editors */ wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Rosamund Sutherland (UK) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AT) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Mireille Bétrancourt (CH), Brett Bligh (UK), Daniel Burgos (ES), Michel C. Desmarais (CA), Giuliana Dettori (IT), Pierre Dillenbourg (CH), Yannis Dimitriadis (ES), Vyara Dimitrova (NL), Denis Gillet (CH), Viviane Guéraud (FR), Chris Jones (UK), Vanda Luengo (FR), Manolis Mavrikis (UK), Tom Moher (USA), Michaela Ott (IT), Saverio Salerno (IT), Marcus Specht (NL), Karl Steffens (DE), Wim Westera (NL) == Board of regional editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov & Cornelia Todorova :[[TEL_Dictionary_entries/da|Dansk]] -- Marianne Lykke, Mette Marie & Lone Dirckinck-Holmfeld :[[TEL_Dictionary_entries/nl|Dutch]] -- Paul A. Kirschner & Erica de Vries :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough & Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino & Giovanna Caviglione :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo :[[TEL_Dictionary_entries/sk|Slovenčina]] -- Jana Trgalova & Martina Kabatova :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan & Lung Hsiang Wong :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich & Lung Hsiang Wong == Techical editors == :Emilie Manon (FR) :Jérôme Zeilige (FR) 922 913 2012-05-29T19:29:33Z Balacheff 4 /* Board of regional editors */ wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Rosamund Sutherland (UK) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AT) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Mireille Bétrancourt (CH), Brett Bligh (UK), Daniel Burgos (ES), Michel C. Desmarais (CA), Giuliana Dettori (IT), Pierre Dillenbourg (CH), Yannis Dimitriadis (ES), Vyara Dimitrova (NL), Denis Gillet (CH), Viviane Guéraud (FR), Chris Jones (UK), Vanda Luengo (FR), Manolis Mavrikis (UK), Tom Moher (USA), Michaela Ott (IT), Saverio Salerno (IT), Marcus Specht (NL), Karl Steffens (DE), Wim Westera (NL) == Board of regional editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov & Cornelia Todorova :[[TEL_Dictionary_entries/da|Dansk]] -- Marianne Lykke, Mette Marie & Lone Dirckinck-Holmfeld :[[TEL_Dictionary_entries/nl|Dutch]] -- Paul A. Kirschner & Erica de Vries :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough & Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino & Giovanna Caviglione :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo :[[TEL_Dictionary_entries/sk|Slovenčina]] -- Jana Trgalova & Martina Kabatova :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan & Lung Hsiang Wong :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich & Lung Hsiang Wong 913 912 2012-05-29T18:53:27Z Balacheff 4 /* Board of regional editors */ wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Rosamund Sutherland (UK) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AT) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Mireille Bétrancourt (CH), Brett Bligh (UK), Daniel Burgos (ES), Michel C. Desmarais (CA), Giuliana Dettori (IT), Pierre Dillenbourg (CH), Yannis Dimitriadis (ES), Vyara Dimitrova (NL), Denis Gillet (CH), Viviane Guéraud (FR), Chris Jones (UK), Vanda Luengo (FR), Manolis Mavrikis (UK), Tom Moher (USA), Michaela Ott (IT), Saverio Salerno (IT), Marcus Specht (NL), Karl Steffens (DE), Wim Westera (NL) == Board of regional editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov & Cornelia Todorova :[[TEL_Dictionary_entries/da|Dansk]] -- Marianne Lykke, Mette Marie & Lone Dirckinck-Holmfeld :[[TEL_Dictionary_entries/nl|Dutch]] -- Paul A. Kirschner & Erica de Vries :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough & Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino & Giovanna Caviglione :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo :[[TEL_Dictionary_entries/sk|Slovenčina]] -- Jana Trgalova :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan & Lung Hsiang Wong :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich & Lung Hsiang Wong 912 880 2012-05-29T18:52:06Z Balacheff 4 /* Board of regional editors */ wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Rosamund Sutherland (UK) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AT) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Mireille Bétrancourt (CH), Brett Bligh (UK), Daniel Burgos (ES), Michel C. Desmarais (CA), Giuliana Dettori (IT), Pierre Dillenbourg (CH), Yannis Dimitriadis (ES), Vyara Dimitrova (NL), Denis Gillet (CH), Viviane Guéraud (FR), Chris Jones (UK), Vanda Luengo (FR), Manolis Mavrikis (UK), Tom Moher (USA), Michaela Ott (IT), Saverio Salerno (IT), Marcus Specht (NL), Karl Steffens (DE), Wim Westera (NL) == Board of regional editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov & Cornelia Todorova :[[TEL_Dictionary_entries/da|Dansk]] -- Marianne Lykke, Mette Marie & Lone Dirckinck-Holmfeld :[[TEL_Dictionary_entries/nl|Dutch]] -- Paul A. Kirschner & Erica de Vries :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough & Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino & Giovanna Caviglione :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo:[[TEL_Dictionary_entries/sv|Slovenčina]] -- Jana Trgalova :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan & Lung Hsiang Wong :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich & Lung Hsiang Wong 880 863 2012-05-22T07:15:51Z Balacheff 4 /* Board of associated editors */ wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Rosamund Sutherland (UK) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AT) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Mireille Bétrancourt (CH), Brett Bligh (UK), Daniel Burgos (ES), Michel C. Desmarais (CA), Giuliana Dettori (IT), Pierre Dillenbourg (CH), Yannis Dimitriadis (ES), Vyara Dimitrova (NL), Denis Gillet (CH), Viviane Guéraud (FR), Chris Jones (UK), Vanda Luengo (FR), Manolis Mavrikis (UK), Tom Moher (USA), Michaela Ott (IT), Saverio Salerno (IT), Marcus Specht (NL), Karl Steffens (DE), Wim Westera (NL) == Board of regional editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov & Cornelia Todorova :[[TEL_Dictionary_entries/da|Dansk]] -- Marianne Lykke, Mette Marie & Lone Dirckinck-Holmfeld :[[TEL_Dictionary_entries/nl|Dutch]] -- Paul A. Kirschner & Erica de Vries :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough & Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino & Giovanna Caviglione :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan (TW) & Lung Hsiang Wong (SG) :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich (CN) & Lung Hsiang Wong (SG) 863 862 2012-05-06T06:32:07Z Balacheff 4 /* Advisory board */ wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Rosamund Sutherland (UK) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AT) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Mireille Bétrancourt (CH), Brett Bligh (UK), Daniel Burgos (ES), Giuliana Dettori (IT), Pierre Dillenbourg (CH), Yannis Dimitriadis (ES), Vyara Dimitrova (NL), Denis Gillet (CH), Viviane Guéraud (FR), Chris Jones (UK), Vanda Luengo (FR), Manolis Mavrikis (UK), Tom Moher (USA), Michaela Ott (IT), Saverio Salerno (IT), Marcus Specht (NL), Karl Steffens (DE), Wim Westera (NL) == Board of regional editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov & Cornelia Todorova :[[TEL_Dictionary_entries/da|Dansk]] -- Marianne Lykke, Mette Marie & Lone Dirckinck-Holmfeld :[[TEL_Dictionary_entries/nl|Dutch]] -- Paul A. Kirschner & Erica de Vries :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough & Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino & Giovanna Caviglione :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan (TW) & Lung Hsiang Wong (SG) :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich (CN) & Lung Hsiang Wong (SG) 862 824 2012-05-04T18:59:55Z Balacheff 4 /* Board of associated editors */ wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Rosamund Sutherland (UK) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AUS) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Mireille Bétrancourt (CH), Brett Bligh (UK), Daniel Burgos (ES), Giuliana Dettori (IT), Pierre Dillenbourg (CH), Yannis Dimitriadis (ES), Vyara Dimitrova (NL), Denis Gillet (CH), Viviane Guéraud (FR), Chris Jones (UK), Vanda Luengo (FR), Manolis Mavrikis (UK), Tom Moher (USA), Michaela Ott (IT), Saverio Salerno (IT), Marcus Specht (NL), Karl Steffens (DE), Wim Westera (NL) == Board of regional editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov & Cornelia Todorova :[[TEL_Dictionary_entries/da|Dansk]] -- Marianne Lykke, Mette Marie & Lone Dirckinck-Holmfeld :[[TEL_Dictionary_entries/nl|Dutch]] -- Paul A. Kirschner & Erica de Vries :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough & Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino & Giovanna Caviglione :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan (TW) & Lung Hsiang Wong (SG) :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich (CN) & Lung Hsiang Wong (SG) 824 810 2012-03-18T16:11:52Z Balacheff 4 /* Board of regional editors */ wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Rosamund Sutherland (UK) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AUS) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Mireille Bétrancourt (CH), Brett Bligh (UK), Daniel Burgos (ES), Giuliana Dettori (IT), Pierre Dillenbourg (CH), Yannis Dimitriadis (ES), Vyara Dimitrova (NL), Denis Gillet (CH), Viviane Guéraud (FR), Chris Jones (UK), Vanda Luengo (FR), Manolis Mavrikis (UK), Tom Moher (USA), Michaela Ott (IT), Saverio Salerno (IT), Karl Steffens (DE), Wim Westera (NL) == Board of regional editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov & Cornelia Todorova :[[TEL_Dictionary_entries/da|Dansk]] -- Marianne Lykke, Mette Marie & Lone Dirckinck-Holmfeld :[[TEL_Dictionary_entries/nl|Dutch]] -- Paul A. Kirschner & Erica de Vries :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough & Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino & Giovanna Caviglione :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan (TW) & Lung Hsiang Wong (SG) :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich (CN) & Lung Hsiang Wong (SG) 810 748 2012-03-08T09:58:34Z Balacheff 4 wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Rosamund Sutherland (UK) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AUS) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Mireille Bétrancourt (CH), Brett Bligh (UK), Daniel Burgos (ES), Giuliana Dettori (IT), Pierre Dillenbourg (CH), Yannis Dimitriadis (ES), Vyara Dimitrova (NL), Denis Gillet (CH), Viviane Guéraud (FR), Chris Jones (UK), Vanda Luengo (FR), Manolis Mavrikis (UK), Tom Moher (USA), Michaela Ott (IT), Saverio Salerno (IT), Karl Steffens (DE), Wim Westera (NL) == Board of regional editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov & Cornelia Todorova :[[TEL_Dictionary_entries/nl|Dutch]] -- Paul A. Kirschner & Erica de Vries :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough & Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino & Giovanna Caviglione :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan (TW) & Lung Hsiang Wong (SG) :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich (CN) & Lung Hsiang Wong (SG) 748 635 2012-02-12T18:20:37Z Balacheff 4 /* Board of associated editors */ wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Rosamund Sutherland (UK) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AUS) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Mireille Bétrancourt (CH), Brett Bligh (UK), Daniel Burgos (ES), Giuliana Dettori (IT), Pierre Dillenbourg (CH), Yannis Dimitriadis (ES), Vyara Dimitrova (NL), Denis Gillet (CH), Viviane Guéraud (FR), Chris Jones (UK), Vanda Luengo (FR), Manolis Mavrikis (UK), Tom Moher (USA), Michaela Ott (IT), Saverio Salerno (IT), Karl Steffens (DE), Wim Westera (NL) == Board of local editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov & Cornelia Todorova :[[TEL_Dictionary_entries/nl|Dutch]] -- Paul A. Kirschner & Erica de Vries :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough & Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino & Giovanna Caviglione :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan (TW) & Lung Hsiang Wong (SG) :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich (CN) & Lung Hsiang Wong (SG) 635 547 2012-01-20T09:49:13Z Balacheff 4 /* Advisory board */ wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Rosamund Sutherland (UK) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AUS) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Mireille Bétrancourt (CH), Brett Bligh (UK), Daniel Burgos (ES), Giuliana Dettori (IT), Pierre Dillenbourg (CH), Yannis Dimitriadis (ES), Vyara Dimitrova (NL), Denis Gillet (CH), Viviane Guéraud (FR), Chris Jones (UK), Vanda Luengo (FR), Manolis Mavrikis (UK), Tom Moher (USA), Michaela Ott (IT), Saverio Salerno (IT), Karl Steffens (DE) == Board of local editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov & Cornelia Todorova :[[TEL_Dictionary_entries/nl|Dutch]] -- Paul A. Kirschner & Erica de Vries :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough & Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino & Giovanna Caviglione :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan (TW) & Lung Hsiang Wong (SG) :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich (CN) & Lung Hsiang Wong (SG) 547 526 2011-12-15T10:34:36Z Balacheff 4 /* Board of associated editors */ wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Rosamund Sutherland (UK) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AUS) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Jack Mostow (USA) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Mireille Bétrancourt (CH), Brett Bligh (UK), Daniel Burgos (ES), Giuliana Dettori (IT), Pierre Dillenbourg (CH), Yannis Dimitriadis (ES), Vyara Dimitrova (NL), Denis Gillet (CH), Viviane Guéraud (FR), Chris Jones (UK), Vanda Luengo (FR), Manolis Mavrikis (UK), Tom Moher (USA), Michaela Ott (IT), Saverio Salerno (IT), Karl Steffens (DE) == Board of local editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov & Cornelia Todorova :[[TEL_Dictionary_entries/nl|Dutch]] -- Paul A. Kirschner & Erica de Vries :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough & Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino & Giovanna Caviglione :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan (TW) & Lung Hsiang Wong (SG) :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich (CN) & Lung Hsiang Wong (SG) 526 500 2011-12-05T09:15:03Z Balacheff 4 /* Board of local editors */ wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Rosamund Sutherland (UK) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AUS) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Jack Mostow (USA) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Mireille Bétrancourt (CH), Brett Bligh (UK), Daniel Burgos (ES), Giuliana Dettori (IT), Pierre Dillenbourg (CH), Yannis Dimitriadis (ES), Denis Gillet (CH), Viviane Guéraud (FR), Chris Jones (UK), Vanda Luengo (FR), Manolis Mavrikis (UK), Tom Moher (USA), Michaela Ott (IT), Saverio Salerno (IT), Karl Steffens (DE) == Board of local editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov & Cornelia Todorova :[[TEL_Dictionary_entries/nl|Dutch]] -- Paul A. Kirschner & Erica de Vries :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough & Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino & Giovanna Caviglione :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan (TW) & Lung Hsiang Wong (SG) :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich (CN) & Lung Hsiang Wong (SG) 500 499 2011-11-22T15:56:57Z Balacheff 4 /* Board of local editors */ wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Rosamund Sutherland (UK) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AUS) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Jack Mostow (USA) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Mireille Bétrancourt (CH), Brett Bligh (UK), Daniel Burgos (ES), Giuliana Dettori (IT), Pierre Dillenbourg (CH), Yannis Dimitriadis (ES), Denis Gillet (CH), Viviane Guéraud (FR), Chris Jones (UK), Vanda Luengo (FR), Manolis Mavrikis (UK), Tom Moher (USA), Michaela Ott (IT), Saverio Salerno (IT), Karl Steffens (DE) == Board of local editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov & Cornelia Todorova :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough & Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino & Giovanna Caviglione :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan (TW) & Lung Hsiang Wong (SG) :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich (CN) & Lung Hsiang Wong (SG) 499 490 2011-11-22T15:52:07Z Balacheff 4 wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Rosamund Sutherland (UK) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AUS) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Jack Mostow (USA) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Mireille Bétrancourt (CH), Brett Bligh (UK), Daniel Burgos (ES), Giuliana Dettori (IT), Pierre Dillenbourg (CH), Yannis Dimitriadis (ES), Denis Gillet (CH), Viviane Guéraud (FR), Chris Jones (UK), Vanda Luengo (FR), Manolis Mavrikis (UK), Tom Moher (USA), Michaela Ott (IT), Saverio Salerno (IT), Karl Steffens (DE) == Board of local editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov and Cornelia Todorova :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough and Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki and Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino and Giovanna Caviglione :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan (TW) and Lung Hsiang Wong (SG) :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich (CN), Lung Hsiang Wong (SG) 490 489 2011-11-10T09:33:53Z Zeiliger 2 wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Rosamund Sutherland (UK) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AUS) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Jack Mostow (USA) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Pierre Dillenbourg (CH), Tom Moher (USA), Manolis Mavrikis (UK), Vanda Luengo (FR), Yannis Dimitriadis (ES), Michaela Ott (IT), Saverio Salerno (IT), Daniel Burgos (ES), Viviane Guéraud (FR), Brett Bligh (UK), Mireille Bétrancourt (CH), Giuliana Dettori (IT), Chris Jones (UK), Denis Gillet (CH), Karl Steffens (DE), == Board of local editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov and Cornelia Todorova :[[TEL_Dictionary_entries/es|Español]] -- Daniel Burgos, Andrew McDonough and Vicente Romero :[[TEL_Dictionary_entries/el|Ελληνικά]] -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki and Angelique Dimitracopoulou :[[TEL_Dictionary_entries/fr|Français]] -- Nicolas Balacheff :[[TEL_Dictionary_entries/hu|Magyar]] -- Márta Turcsányi-Szabó :[[TEL_Dictionary_entries/it|Italiano]] -- Rosa Maria Bottino and Giovanna Caviglione :[[TEL_Dictionary_entries/pt|Português]] -- António Dias de Figueiredo :[[TEL_Dictionary_entries/vi|Tiếng Việt]] -- Chi Thanh Nguyen :[[TEL_Dictionary_entries/zh-hans|中文(繁體)‬]] -- Tak-Wai Chan (TW) and Lung Hsiang Wong (SG) :[[TEL_Dictionary_entries/zh-hant|中文(简体)‬]] -- Carsten Ullrich (CN), Lung Hsiang Wong (SG) 489 488 2011-11-10T09:30:11Z Zeiliger 2 wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirschner (NL) :Rosamund Sutherland (UK) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AUS) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Jack Mostow (USA) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Pierre Dillenbourg (CH), Tom Moher (USA), Manolis Mavrikis (UK), Vanda Luengo (FR), Yannis Dimitriadis (ES), Michaela Ott (IT), Saverio Salerno (IT), Daniel Burgos (ES), Viviane Guéraud (FR), Brett Bligh (UK), Mireille Bétrancourt (CH), Giuliana Dettori (IT), Chris Jones (UK), Denis Gillet (CH), Karl Steffens (DE), == Board of local editors == :[[TEL_Dictionary_entries/bg|Български]] -- Krassen Stefanov and Cornelia Todorova :Español -- Daniel Burgos, Andrew McDonough and Vicente Romero :Ελληνικά -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki and Angelique Dimitracopoulou :Français -- Nicolas Balacheff :Magyar -- Márta Turcsányi-Szabó :Italiano -- Rosa Maria Bottino and Giovanna Caviglione :Português -- António Dias de Figueiredo :Tiếng Việt -- Chi Thanh Nguyen :中文(繁體)‬ -- Tak-Wai Chan (TW) and Lung Hsiang Wong (SG) :中文(简体)‬ -- Carsten Ullrich (CN), Lung Hsiang Wong (SG) 488 2011-11-09T15:47:12Z Balacheff 4 Created page with "== Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirshner (NL) :Rosamund Sutherland (UK) == Advisory board == :Rosy Bottino (IT) :Paul B..." wikitext text/x-wiki == Executive editors == :Nicolas Balacheff (FR / Chair) :Jacqueline Bourdeau (CA) :Paul Kirshner (NL) :Rosamund Sutherland (UK) == Advisory board == :Rosy Bottino (IT) :Paul Brna (UK) :Tak-Wai Chan (TW) :Charles Crook (UK) :Ton de Jong (NL) :Antonio Dias de Figuereido (PT) :Frank Fischer (DE) :Monique Grandbastien (FR) :Yasmin Kafai (USA) :Judy Kay (AU) :Stefanie Lindstaedt (AUS) :Marcia Linn (USA) :Chee Kit Looi (SG) :Sten Ludvigsen (NO) :Jack Mostow (USA) :Richard Noss (UK) :Mike Sharples (UK) :George Siemens (CA) :Hans Spada (DE) :Beverly Woolf (USA) == Board of associated editors == :Michèle Artigue (FR), Pierre Dillenbourg (CH), Tom Moher (USA), Manolis Mavrikis (UK), Vanda Luengo (FR), Yannis Dimitriadis (ES), Michaela Ott (IT), Saverio Salerno (IT), Daniel Burgos (ES), Viviane Guéraud (FR), Brett Bligh (UK), Mireille Bétrancourt (CH), Giuliana Dettori (IT), Chris Jones (UK), Denis Gillet (CH), Karl Steffens (DE), == Board of local editors == :Български -- Krassen Stefanov and Cornelia Todorova :Español -- Daniel Burgos, Andrew McDonough and Vicente Romero :Ελληνικά -- Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki and Angelique Dimitracopoulou :Français -- Nicolas Balacheff :Magyar -- Márta Turcsányi-Szabó :Italiano -- Rosa Maria Bottino and Giovanna Caviglione :Português -- António Dias de Figueiredo :Tiếng Việt -- Chi Thanh Nguyen :中文(繁體)‬ -- Tak-Wai Chan (TW) and Lung Hsiang Wong (SG) :中文(简体)‬ -- Carsten Ullrich (CN), Lung Hsiang Wong (SG) 0 4 1296 1294 2013-03-19T13:20:21Z Balacheff 4 /* Related documents */ wikitext text/x-wiki <u>Draft 3</u> '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributor''': Nicolas Balacheff, LIG, Grenoble, France ==== Definition ==== In the context of research in education and TEL research, the term "educational affordance" has acquired a meaning which relates to the search to express properties of an environment which in interaction with a user enhance the learning potential: :"Educational affordances are those characteristics of an artifact (e.g. how a chosen educational paradigm is implemented) that determine if and how a particular learning behavior could possibly be enacted within a given context (e.g., project team, distributed learning community). Educational affordances can be defined [...] as the relationships between the properties of an educational intervention and the characteristics of the learner (for CSCL: learner and learning group) that enable particular kinds of learning by him/her (for CSCL: members of the group too)."<br>(Kirschner 2002, p.14) ==== Comments on the history ==== Coined by J.J. Gibson (1977), an affordance refers to the possibilities for actions between an actor and an artifact which would exist independently from the fact that it is perceived effectively. It is based upon a perception-action coupling (i.e., see-do) and a reciprocal relationship between an actor and an artifact (i.e., the actor is tired, thus she/he sits on a chair though the chair can be and is used for many other things depending on what the actor needs to and can do such as changing a light bulb). Note that the chair does not have an affordance but that the affordance is defined by the relationship between the person (and his/her state or intention) and the chair (and its characteristics). Donald Norman (1988) and William Gaver (1991) have modified and/or expanded the term as a conceptual tool for discussing the design of interactive systems and respectively speak of perceived and perceptible affordances. ==== Related terms ==== adaptive learning environment, [[epistemic affordance]], interaction, situated learning ==== Translation issues ==== French: disponibilité d'une ressource éducative, exploitabilité d'une situation éducative. Most often than not the term is directly imported (affordance)<br>German: affordanz ==== Disciplinary issues ==== This term was imported in computer science by Norman (1988) to refer to action possibilities perceived and perceptible by the user. Its use in the context of TEL research needed some adaptations: :"The reader must not take the original meaning of affordance for an artifact as complicated as a CSCL environment literally. Affordances in Gibson's sense apply primarily to very simple artifacts where a direct ‘see-do coupling' exists. The actor doesn't consciously think, but rather perceives the affordance and acts, although the ability to perceive the affordance (discriminate patterns of information in order to be able to perceive something) may need to be learnt. :For complicated artifacts such as educational environments, learning must also be considered and is permitted. There is a perception-action coupling, but it is less direct. After a learning/habituation period, the actions become automatic and unconscious. Affordances in this sense don't cause, but merely allow. They lower the threshold for carrying out and/or permit an action."<br>(Kirschner, 2002 p.13) ==== References ==== [https://www.lri.fr/~mbl/Stanford/CS477/papers/Gaver-CHI1991.pdf] Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, &amp; J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. [http://en.wikipedia.org/wiki/James_J._Gibson]Gibson J. J. (1977). The theory of affordances. In R. Shaw &amp; J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. [http://dspace.ou.nl/bitstream/1820/1618/1/Three%20worlds%20of%20CSCL%20Can%20we%20support%20CSCL.pdf] Kirschner P. A. (2002). Can we support CCSL ? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL ? (pp. 7-34). The Open Universiteit Nederland. [http://books.google.fr/books?id=w8pM72p_dpoC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Norman D. A. (1988) The psychology of everyday things. New York: Basic Books. 257 pages. <br> ► [[TEL Dictionary entries]] 1294 595 2013-03-19T13:19:38Z Balacheff 4 /* References */ wikitext text/x-wiki <u>Draft 3</u> '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributor''': Nicolas Balacheff, LIG, Grenoble, France ==== Definition ==== In the context of research in education and TEL research, the term "educational affordance" has acquired a meaning which relates to the search to express properties of an environment which in interaction with a user enhance the learning potential: :"Educational affordances are those characteristics of an artifact (e.g. how a chosen educational paradigm is implemented) that determine if and how a particular learning behavior could possibly be enacted within a given context (e.g., project team, distributed learning community). Educational affordances can be defined [...] as the relationships between the properties of an educational intervention and the characteristics of the learner (for CSCL: learner and learning group) that enable particular kinds of learning by him/her (for CSCL: members of the group too)."<br>(Kirschner 2002, p.14) ==== Comments on the history ==== Coined by J.J. Gibson (1977), an affordance refers to the possibilities for actions between an actor and an artifact which would exist independently from the fact that it is perceived effectively. It is based upon a perception-action coupling (i.e., see-do) and a reciprocal relationship between an actor and an artifact (i.e., the actor is tired, thus she/he sits on a chair though the chair can be and is used for many other things depending on what the actor needs to and can do such as changing a light bulb). Note that the chair does not have an affordance but that the affordance is defined by the relationship between the person (and his/her state or intention) and the chair (and its characteristics). Donald Norman (1988) and William Gaver (1991) have modified and/or expanded the term as a conceptual tool for discussing the design of interactive systems and respectively speak of perceived and perceptible affordances. ==== Related terms ==== adaptive learning environment, [[epistemic affordance]], interaction, situated learning ==== Translation issues ==== French: disponibilité d'une ressource éducative, exploitabilité d'une situation éducative. Most often than not the term is directly imported (affordance)<br>German: affordanz ==== Disciplinary issues ==== This term was imported in computer science by Norman (1988) to refer to action possibilities perceived and perceptible by the user. Its use in the context of TEL research needed some adaptations: :"The reader must not take the original meaning of affordance for an artifact as complicated as a CSCL environment literally. Affordances in Gibson's sense apply primarily to very simple artifacts where a direct ‘see-do coupling' exists. The actor doesn't consciously think, but rather perceives the affordance and acts, although the ability to perceive the affordance (discriminate patterns of information in order to be able to perceive something) may need to be learnt. :For complicated artifacts such as educational environments, learning must also be considered and is permitted. There is a perception-action coupling, but it is less direct. After a learning/habituation period, the actions become automatic and unconscious. Affordances in this sense don't cause, but merely allow. They lower the threshold for carrying out and/or permit an action."<br>(Kirschner, 2002 p.13) ==== References ==== [https://www.lri.fr/~mbl/Stanford/CS477/papers/Gaver-CHI1991.pdf] Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, &amp; J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. [http://en.wikipedia.org/wiki/James_J._Gibson]Gibson J. J. (1977). The theory of affordances. In R. Shaw &amp; J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. [http://dspace.ou.nl/bitstream/1820/1618/1/Three%20worlds%20of%20CSCL%20Can%20we%20support%20CSCL.pdf] Kirschner P. A. (2002). Can we support CCSL ? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL ? (pp. 7-34). The Open Universiteit Nederland. [http://books.google.fr/books?id=w8pM72p_dpoC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Norman D. A. (1988) The psychology of everyday things. New York: Basic Books. 257 pages. ==== Related documents ==== Three worlds of CSCL: Can we support CSCL? [http://igitur-archive.library.uu.nl/fss/2008-0108-212846/kirschner_02_threeworldcscl.pdf]<br> <br> ► [[TEL Dictionary entries]] 595 389 2012-01-12T10:28:10Z Zeiliger 2 wikitext text/x-wiki <u>Draft 3</u> '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributor''': Nicolas Balacheff, LIG, Grenoble, France ==== Definition ==== In the context of research in education and TEL research, the term "educational affordance" has acquired a meaning which relates to the search to express properties of an environment which in interaction with a user enhance the learning potential: :"Educational affordances are those characteristics of an artifact (e.g. how a chosen educational paradigm is implemented) that determine if and how a particular learning behavior could possibly be enacted within a given context (e.g., project team, distributed learning community). Educational affordances can be defined [...] as the relationships between the properties of an educational intervention and the characteristics of the learner (for CSCL: learner and learning group) that enable particular kinds of learning by him/her (for CSCL: members of the group too)."<br>(Kirschner 2002, p.14) ==== Comments on the history ==== Coined by J.J. Gibson (1977), an affordance refers to the possibilities for actions between an actor and an artifact which would exist independently from the fact that it is perceived effectively. It is based upon a perception-action coupling (i.e., see-do) and a reciprocal relationship between an actor and an artifact (i.e., the actor is tired, thus she/he sits on a chair though the chair can be and is used for many other things depending on what the actor needs to and can do such as changing a light bulb). Note that the chair does not have an affordance but that the affordance is defined by the relationship between the person (and his/her state or intention) and the chair (and its characteristics). Donald Norman (1988) and William Gaver (1991) have modified and/or expanded the term as a conceptual tool for discussing the design of interactive systems and respectively speak of perceived and perceptible affordances. ==== Related terms ==== adaptive learning environment, [[epistemic affordance]], interaction, situated learning ==== Translation issues ==== French: disponibilité d'une ressource éducative, exploitabilité d'une situation éducative. Most often than not the term is directly imported (affordance)<br>German: affordanz ==== Disciplinary issues ==== This term was imported in computer science by Norman (1988) to refer to action possibilities perceived and perceptible by the user. Its use in the context of TEL research needed some adaptations: :"The reader must not take the original meaning of affordance for an artifact as complicated as a CSCL environment literally. Affordances in Gibson's sense apply primarily to very simple artifacts where a direct ‘see-do coupling' exists. The actor doesn't consciously think, but rather perceives the affordance and acts, although the ability to perceive the affordance (discriminate patterns of information in order to be able to perceive something) may need to be learnt. :For complicated artifacts such as educational environments, learning must also be considered and is permitted. There is a perception-action coupling, but it is less direct. After a learning/habituation period, the actions become automatic and unconscious. Affordances in this sense don't cause, but merely allow. They lower the threshold for carrying out and/or permit an action."<br>(Kirschner, 2002 p.13) ==== References ==== Gaver, W. [http://www.telearn.org/open-archive/browse?resource=6819_v1] (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, &amp; J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. Gibson J. J. [http://www.telearn.org/open-archive/browse?resource=6820_v1] (1977). The theory of affordances. In R. Shaw &amp; J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. Kirschner P. A. [http://www.telearn.org/open-archive/browse?resource=6821_v1] (2002). Can we support CCSL ? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL ? (pp. 7-34). The Open Universiteit Nederland. Norman D. A. [http://www.telearn.org/open-archive/browse?resource=6822_v1] (1988) The psychology of everyday things. New York: Basic Books. 257 pages. ==== Related documents ==== Three worlds of CSCL: Can we support CSCL? [http://igitur-archive.library.uu.nl/fss/2008-0108-212846/kirschner_02_threeworldcscl.pdf]<br> <br> ► [[TEL Dictionary entries]] 389 388 2011-09-14T07:07:53Z Manon 3 /* References */ wikitext text/x-wiki <u>Draft 3</u> '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributor''': Nicolas Balacheff, LIG, Grenoble, France ==== Definition ==== In the context of research in education and TEL research, the term "educational affordance" has acquired a meaning which relates to the search to express properties of an environment which in interaction with a user enhance the learning potential: :"Educational affordances are those characteristics of an artifact (e.g. how a chosen educational paradigm is implemented) that determine if and how a particular learning behavior could possibly be enacted within a given context (e.g., project team, distributed learning community). Educational affordances can be defined [...] as the relationships between the properties of an educational intervention and the characteristics of the learner (for CSCL: learner and learning group) that enable particular kinds of learning by him/her (for CSCL: members of the group too)."<br>(Kirschner 2002, p.14) ==== Comments on the history ==== Coined by J.J. Gibson (1977), an affordance refers to the possibilities for actions between an actor and an artifact which would exist independently from the fact that it is perceived effectively. It is based upon a perception-action coupling (i.e., see-do) and a reciprocal relationship between an actor and an artifact (i.e., the actor is tired, thus she/he sits on a chair though the chair can be and is used for many other things depending on what the actor needs to and can do such as changing a light bulb). Note that the chair does not have an affordance but that the affordance is defined by the relationship between the person (and his/her state or intention) and the chair (and its characteristics). Donald Norman (1988) and William Gaver (1991) have modified and/or expanded the term as a conceptual tool for discussing the design of interactive systems and respectively speak of perceived and perceptible affordances. ==== Related terms ==== adaptive learning environment, [[epistemic affordance]], interaction, situated learning ==== Translation issues ==== French: disponibilité d'une ressource éducative, exploitabilité d'une situation éducative. Most often than not the term is directly imported (affordance)<br>German: affordanz ==== Disciplinary issues ==== This term was imported in computer science by Norman (1988) to refer to action possibilities perceived and perceptible by the user. Its use in the context of TEL research needed some adaptations: :"The reader must not take the original meaning of affordance for an artifact as complicated as a CSCL environment literally. Affordances in Gibson's sense apply primarily to very simple artifacts where a direct ‘see-do coupling' exists. The actor doesn't consciously think, but rather perceives the affordance and acts, although the ability to perceive the affordance (discriminate patterns of information in order to be able to perceive something) may need to be learnt. :For complicated artifacts such as educational environments, learning must also be considered and is permitted. There is a perception-action coupling, but it is less direct. After a learning/habituation period, the actions become automatic and unconscious. Affordances in this sense don't cause, but merely allow. They lower the threshold for carrying out and/or permit an action."<br>(Kirschner, 2002 p.13) ==== References ==== Gaver, W. [http://www.telearn.org/open-archive/browse?resource=6819_v1] (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, &amp; J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. Gibson J. J. [http://www.telearn.org/open-archive/browse?resource=6820_v1] (1977). The theory of affordances. In R. Shaw &amp; J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. Kirschner P. A. [http://www.telearn.org/open-archive/browse?resource=6821_v1] (2002). Can we support CCSL ? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL ? (pp. 7-34). The Open Universiteit Nederland. Norman D. A. [http://www.telearn.org/open-archive/browse?resource=6822_v1] (1988) The psychology of everyday things. New York: Basic Books. 257 pages. ==== Related documents ==== [http://igitur-archive.library.uu.nl/fss/2008-0108-212846/kirschner_02_threeworldcscl.pdf kirschner_02_threeworldcscl.pdf]<br> <br> ► [[TEL Dictionary entries]] 388 387 2011-09-14T07:07:03Z Manon 3 /* References */ wikitext text/x-wiki <u>Draft 3</u> '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributor''': Nicolas Balacheff, LIG, Grenoble, France ==== Definition ==== In the context of research in education and TEL research, the term "educational affordance" has acquired a meaning which relates to the search to express properties of an environment which in interaction with a user enhance the learning potential: :"Educational affordances are those characteristics of an artifact (e.g. how a chosen educational paradigm is implemented) that determine if and how a particular learning behavior could possibly be enacted within a given context (e.g., project team, distributed learning community). Educational affordances can be defined [...] as the relationships between the properties of an educational intervention and the characteristics of the learner (for CSCL: learner and learning group) that enable particular kinds of learning by him/her (for CSCL: members of the group too)."<br>(Kirschner 2002, p.14) ==== Comments on the history ==== Coined by J.J. Gibson (1977), an affordance refers to the possibilities for actions between an actor and an artifact which would exist independently from the fact that it is perceived effectively. It is based upon a perception-action coupling (i.e., see-do) and a reciprocal relationship between an actor and an artifact (i.e., the actor is tired, thus she/he sits on a chair though the chair can be and is used for many other things depending on what the actor needs to and can do such as changing a light bulb). Note that the chair does not have an affordance but that the affordance is defined by the relationship between the person (and his/her state or intention) and the chair (and its characteristics). Donald Norman (1988) and William Gaver (1991) have modified and/or expanded the term as a conceptual tool for discussing the design of interactive systems and respectively speak of perceived and perceptible affordances. ==== Related terms ==== adaptive learning environment, [[epistemic affordance]], interaction, situated learning ==== Translation issues ==== French: disponibilité d'une ressource éducative, exploitabilité d'une situation éducative. Most often than not the term is directly imported (affordance)<br>German: affordanz ==== Disciplinary issues ==== This term was imported in computer science by Norman (1988) to refer to action possibilities perceived and perceptible by the user. Its use in the context of TEL research needed some adaptations: :"The reader must not take the original meaning of affordance for an artifact as complicated as a CSCL environment literally. Affordances in Gibson's sense apply primarily to very simple artifacts where a direct ‘see-do coupling' exists. The actor doesn't consciously think, but rather perceives the affordance and acts, although the ability to perceive the affordance (discriminate patterns of information in order to be able to perceive something) may need to be learnt. :For complicated artifacts such as educational environments, learning must also be considered and is permitted. There is a perception-action coupling, but it is less direct. After a learning/habituation period, the actions become automatic and unconscious. Affordances in this sense don't cause, but merely allow. They lower the threshold for carrying out and/or permit an action."<br>(Kirschner, 2002 p.13) ==== References ==== Gaver, W. [http://www.telearn.org/open-archive/browse?resource=6819_v1] (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, &amp; J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. Gibson J. J. [http://www.telearn.org/open-archive/browse?resource=6820_v1] (1977). The theory of affordances. In R. Shaw &amp; J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. Kirschner P. A. [http://www.telearn.org/open-archive/browse?resource=6821_v1] (2002). Can we support CCSL ? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL ? (pp. 7-34). The Open Universiteit Nederland. Norman D. A. [http://www.telearn.org/open-archive/browse?resource=6822_v1](1988) The psychology of everyday things. New York: Basic Books. ==== Related documents ==== [http://igitur-archive.library.uu.nl/fss/2008-0108-212846/kirschner_02_threeworldcscl.pdf kirschner_02_threeworldcscl.pdf]<br> <br> ► [[TEL Dictionary entries]] 387 386 2011-09-13T08:10:22Z Manon 3 /* References */ wikitext text/x-wiki <u>Draft 3</u> '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributor''': Nicolas Balacheff, LIG, Grenoble, France ==== Definition ==== In the context of research in education and TEL research, the term "educational affordance" has acquired a meaning which relates to the search to express properties of an environment which in interaction with a user enhance the learning potential: :"Educational affordances are those characteristics of an artifact (e.g. how a chosen educational paradigm is implemented) that determine if and how a particular learning behavior could possibly be enacted within a given context (e.g., project team, distributed learning community). Educational affordances can be defined [...] as the relationships between the properties of an educational intervention and the characteristics of the learner (for CSCL: learner and learning group) that enable particular kinds of learning by him/her (for CSCL: members of the group too)."<br>(Kirschner 2002, p.14) ==== Comments on the history ==== Coined by J.J. Gibson (1977), an affordance refers to the possibilities for actions between an actor and an artifact which would exist independently from the fact that it is perceived effectively. It is based upon a perception-action coupling (i.e., see-do) and a reciprocal relationship between an actor and an artifact (i.e., the actor is tired, thus she/he sits on a chair though the chair can be and is used for many other things depending on what the actor needs to and can do such as changing a light bulb). Note that the chair does not have an affordance but that the affordance is defined by the relationship between the person (and his/her state or intention) and the chair (and its characteristics). Donald Norman (1988) and William Gaver (1991) have modified and/or expanded the term as a conceptual tool for discussing the design of interactive systems and respectively speak of perceived and perceptible affordances. ==== Related terms ==== adaptive learning environment, [[epistemic affordance]], interaction, situated learning ==== Translation issues ==== French: disponibilité d'une ressource éducative, exploitabilité d'une situation éducative. Most often than not the term is directly imported (affordance)<br>German: affordanz ==== Disciplinary issues ==== This term was imported in computer science by Norman (1988) to refer to action possibilities perceived and perceptible by the user. Its use in the context of TEL research needed some adaptations: :"The reader must not take the original meaning of affordance for an artifact as complicated as a CSCL environment literally. Affordances in Gibson's sense apply primarily to very simple artifacts where a direct ‘see-do coupling' exists. The actor doesn't consciously think, but rather perceives the affordance and acts, although the ability to perceive the affordance (discriminate patterns of information in order to be able to perceive something) may need to be learnt. :For complicated artifacts such as educational environments, learning must also be considered and is permitted. There is a perception-action coupling, but it is less direct. After a learning/habituation period, the actions become automatic and unconscious. Affordances in this sense don't cause, but merely allow. They lower the threshold for carrying out and/or permit an action."<br>(Kirschner, 2002 p.13) ==== References ==== Gaver, W. [http://www.telearn.org/open-archive/browse?resource=6819_v1] (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, &amp; J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. Gibson J. J. [http://www.telearn.org/open-archive/browse?resource=6820_v1] (1977). The theory of affordances. In R. Shaw &amp; J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. Kirschner P. A. [http://www.telearn.org/open-archive/browse?resource=6821_v1] (2002). Can we support CCSL ? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL ? (pp. 7-34). The Open Universiteit Nederland. Norman D. A. (1988) The psychology of everyday things. New York: Basic Books. ==== Related documents ==== [http://igitur-archive.library.uu.nl/fss/2008-0108-212846/kirschner_02_threeworldcscl.pdf kirschner_02_threeworldcscl.pdf]<br> <br> ► [[TEL Dictionary entries]] 386 374 2011-09-13T08:10:04Z Manon 3 /* References */ wikitext text/x-wiki <u>Draft 3</u> '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributor''': Nicolas Balacheff, LIG, Grenoble, France ==== Definition ==== In the context of research in education and TEL research, the term "educational affordance" has acquired a meaning which relates to the search to express properties of an environment which in interaction with a user enhance the learning potential: :"Educational affordances are those characteristics of an artifact (e.g. how a chosen educational paradigm is implemented) that determine if and how a particular learning behavior could possibly be enacted within a given context (e.g., project team, distributed learning community). Educational affordances can be defined [...] as the relationships between the properties of an educational intervention and the characteristics of the learner (for CSCL: learner and learning group) that enable particular kinds of learning by him/her (for CSCL: members of the group too)."<br>(Kirschner 2002, p.14) ==== Comments on the history ==== Coined by J.J. Gibson (1977), an affordance refers to the possibilities for actions between an actor and an artifact which would exist independently from the fact that it is perceived effectively. It is based upon a perception-action coupling (i.e., see-do) and a reciprocal relationship between an actor and an artifact (i.e., the actor is tired, thus she/he sits on a chair though the chair can be and is used for many other things depending on what the actor needs to and can do such as changing a light bulb). Note that the chair does not have an affordance but that the affordance is defined by the relationship between the person (and his/her state or intention) and the chair (and its characteristics). Donald Norman (1988) and William Gaver (1991) have modified and/or expanded the term as a conceptual tool for discussing the design of interactive systems and respectively speak of perceived and perceptible affordances. ==== Related terms ==== adaptive learning environment, [[epistemic affordance]], interaction, situated learning ==== Translation issues ==== French: disponibilité d'une ressource éducative, exploitabilité d'une situation éducative. Most often than not the term is directly imported (affordance)<br>German: affordanz ==== Disciplinary issues ==== This term was imported in computer science by Norman (1988) to refer to action possibilities perceived and perceptible by the user. Its use in the context of TEL research needed some adaptations: :"The reader must not take the original meaning of affordance for an artifact as complicated as a CSCL environment literally. Affordances in Gibson's sense apply primarily to very simple artifacts where a direct ‘see-do coupling' exists. The actor doesn't consciously think, but rather perceives the affordance and acts, although the ability to perceive the affordance (discriminate patterns of information in order to be able to perceive something) may need to be learnt. :For complicated artifacts such as educational environments, learning must also be considered and is permitted. There is a perception-action coupling, but it is less direct. After a learning/habituation period, the actions become automatic and unconscious. Affordances in this sense don't cause, but merely allow. They lower the threshold for carrying out and/or permit an action."<br>(Kirschner, 2002 p.13) ==== References ==== Gaver, W. [http://www.telearn.org/open-archive/browse?resource=6819_v1] (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, &amp; J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. Gibson J. J. [http://www.telearn.org/open-archive/browse?resource=6820_v1] (1977). The theory of affordances. In R. Shaw &amp; J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. Kirschner P. A. [http://www.telearn.org/open-archive/browse?resource=6821_v1] (2002). Can we support CCSL ? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL ? (pp. 7-37). The Open Universiteit Nederland. Norman D. A. (1988) The psychology of everyday things. New York: Basic Books. ==== Related documents ==== [http://igitur-archive.library.uu.nl/fss/2008-0108-212846/kirschner_02_threeworldcscl.pdf kirschner_02_threeworldcscl.pdf]<br> <br> ► [[TEL Dictionary entries]] 374 373 2011-09-12T13:30:04Z Manon 3 /* References */ wikitext text/x-wiki <u>Draft 3</u> '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributor''': Nicolas Balacheff, LIG, Grenoble, France ==== Definition ==== In the context of research in education and TEL research, the term "educational affordance" has acquired a meaning which relates to the search to express properties of an environment which in interaction with a user enhance the learning potential: :"Educational affordances are those characteristics of an artifact (e.g. how a chosen educational paradigm is implemented) that determine if and how a particular learning behavior could possibly be enacted within a given context (e.g., project team, distributed learning community). Educational affordances can be defined [...] as the relationships between the properties of an educational intervention and the characteristics of the learner (for CSCL: learner and learning group) that enable particular kinds of learning by him/her (for CSCL: members of the group too)."<br>(Kirschner 2002, p.14) ==== Comments on the history ==== Coined by J.J. Gibson (1977), an affordance refers to the possibilities for actions between an actor and an artifact which would exist independently from the fact that it is perceived effectively. It is based upon a perception-action coupling (i.e., see-do) and a reciprocal relationship between an actor and an artifact (i.e., the actor is tired, thus she/he sits on a chair though the chair can be and is used for many other things depending on what the actor needs to and can do such as changing a light bulb). Note that the chair does not have an affordance but that the affordance is defined by the relationship between the person (and his/her state or intention) and the chair (and its characteristics). Donald Norman (1988) and William Gaver (1991) have modified and/or expanded the term as a conceptual tool for discussing the design of interactive systems and respectively speak of perceived and perceptible affordances. ==== Related terms ==== adaptive learning environment, [[epistemic affordance]], interaction, situated learning ==== Translation issues ==== French: disponibilité d'une ressource éducative, exploitabilité d'une situation éducative. Most often than not the term is directly imported (affordance)<br>German: affordanz ==== Disciplinary issues ==== This term was imported in computer science by Norman (1988) to refer to action possibilities perceived and perceptible by the user. Its use in the context of TEL research needed some adaptations: :"The reader must not take the original meaning of affordance for an artifact as complicated as a CSCL environment literally. Affordances in Gibson's sense apply primarily to very simple artifacts where a direct ‘see-do coupling' exists. The actor doesn't consciously think, but rather perceives the affordance and acts, although the ability to perceive the affordance (discriminate patterns of information in order to be able to perceive something) may need to be learnt. :For complicated artifacts such as educational environments, learning must also be considered and is permitted. There is a perception-action coupling, but it is less direct. After a learning/habituation period, the actions become automatic and unconscious. Affordances in this sense don't cause, but merely allow. They lower the threshold for carrying out and/or permit an action."<br>(Kirschner, 2002 p.13) ==== References ==== Gaver, W. [http://www.telearn.org/open-archive/browse?resource=6819_v1] (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, &amp; J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. Gibson J. J. [http://www.telearn.org/open-archive/browse?resource=6820_v1] (1977). The theory of affordances. In R. Shaw &amp; J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. Kirschner P. A. (2002) Can we support CCSL? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL? (pp. 10-48). The Open Universiteit Nederland Norman D. A. (1988) The psychology of everyday things. New York: Basic Books. ==== Related documents ==== [http://igitur-archive.library.uu.nl/fss/2008-0108-212846/kirschner_02_threeworldcscl.pdf kirschner_02_threeworldcscl.pdf]<br> <br> ► [[TEL Dictionary entries]] 373 203 2011-09-12T13:15:52Z Manon 3 /* References */ wikitext text/x-wiki <u>Draft 3</u> '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributor''': Nicolas Balacheff, LIG, Grenoble, France ==== Definition ==== In the context of research in education and TEL research, the term "educational affordance" has acquired a meaning which relates to the search to express properties of an environment which in interaction with a user enhance the learning potential: :"Educational affordances are those characteristics of an artifact (e.g. how a chosen educational paradigm is implemented) that determine if and how a particular learning behavior could possibly be enacted within a given context (e.g., project team, distributed learning community). Educational affordances can be defined [...] as the relationships between the properties of an educational intervention and the characteristics of the learner (for CSCL: learner and learning group) that enable particular kinds of learning by him/her (for CSCL: members of the group too)."<br>(Kirschner 2002, p.14) ==== Comments on the history ==== Coined by J.J. Gibson (1977), an affordance refers to the possibilities for actions between an actor and an artifact which would exist independently from the fact that it is perceived effectively. It is based upon a perception-action coupling (i.e., see-do) and a reciprocal relationship between an actor and an artifact (i.e., the actor is tired, thus she/he sits on a chair though the chair can be and is used for many other things depending on what the actor needs to and can do such as changing a light bulb). Note that the chair does not have an affordance but that the affordance is defined by the relationship between the person (and his/her state or intention) and the chair (and its characteristics). Donald Norman (1988) and William Gaver (1991) have modified and/or expanded the term as a conceptual tool for discussing the design of interactive systems and respectively speak of perceived and perceptible affordances. ==== Related terms ==== adaptive learning environment, [[epistemic affordance]], interaction, situated learning ==== Translation issues ==== French: disponibilité d'une ressource éducative, exploitabilité d'une situation éducative. Most often than not the term is directly imported (affordance)<br>German: affordanz ==== Disciplinary issues ==== This term was imported in computer science by Norman (1988) to refer to action possibilities perceived and perceptible by the user. Its use in the context of TEL research needed some adaptations: :"The reader must not take the original meaning of affordance for an artifact as complicated as a CSCL environment literally. Affordances in Gibson's sense apply primarily to very simple artifacts where a direct ‘see-do coupling' exists. The actor doesn't consciously think, but rather perceives the affordance and acts, although the ability to perceive the affordance (discriminate patterns of information in order to be able to perceive something) may need to be learnt. :For complicated artifacts such as educational environments, learning must also be considered and is permitted. There is a perception-action coupling, but it is less direct. After a learning/habituation period, the actions become automatic and unconscious. Affordances in this sense don't cause, but merely allow. They lower the threshold for carrying out and/or permit an action."<br>(Kirschner, 2002 p.13) ==== References ==== Gaver, W. [http://www.telearn.org/open-archive/browse?resource=6819_v1] (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, &amp; J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. Gibson J. J. (1977). The theory of affordances. In R. Shaw &amp; J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. Kirschner P. A. (2002) Can we support CCSL? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL? (pp. 10-48). The Open Universiteit Nederland Norman D. A. (1988) The psychology of everyday things. New York: Basic Books. ==== Related documents ==== [http://igitur-archive.library.uu.nl/fss/2008-0108-212846/kirschner_02_threeworldcscl.pdf kirschner_02_threeworldcscl.pdf]<br> <br> ► [[TEL Dictionary entries]] 203 180 2011-06-14T07:46:37Z Balacheff 4 /* Related terms */ wikitext text/x-wiki <u>Draft 3</u> '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributor''': Nicolas Balacheff, LIG, Grenoble, France ==== Definition ==== In the context of research in education and TEL research, the term "educational affordance" has acquired a meaning which relates to the search to express properties of an environment which in interaction with a user enhance the learning potential: :"Educational affordances are those characteristics of an artifact (e.g. how a chosen educational paradigm is implemented) that determine if and how a particular learning behavior could possibly be enacted within a given context (e.g., project team, distributed learning community). Educational affordances can be defined [...] as the relationships between the properties of an educational intervention and the characteristics of the learner (for CSCL: learner and learning group) that enable particular kinds of learning by him/her (for CSCL: members of the group too)."<br>(Kirschner 2002, p.14) ==== Comments on the history ==== Coined by J.J. Gibson (1977), an affordance refers to the possibilities for actions between an actor and an artifact which would exist independently from the fact that it is perceived effectively. It is based upon a perception-action coupling (i.e., see-do) and a reciprocal relationship between an actor and an artifact (i.e., the actor is tired, thus she/he sits on a chair though the chair can be and is used for many other things depending on what the actor needs to and can do such as changing a light bulb). Note that the chair does not have an affordance but that the affordance is defined by the relationship between the person (and his/her state or intention) and the chair (and its characteristics). Donald Norman (1988) and William Gaver (1991) have modified and/or expanded the term as a conceptual tool for discussing the design of interactive systems and respectively speak of perceived and perceptible affordances. ==== Related terms ==== adaptive learning environment, [[epistemic affordance]], interaction, situated learning ==== Translation issues ==== French: disponibilité d'une ressource éducative, exploitabilité d'une situation éducative. Most often than not the term is directly imported (affordance)<br>German: affordanz ==== Disciplinary issues ==== This term was imported in computer science by Norman (1988) to refer to action possibilities perceived and perceptible by the user. Its use in the context of TEL research needed some adaptations: :"The reader must not take the original meaning of affordance for an artifact as complicated as a CSCL environment literally. Affordances in Gibson's sense apply primarily to very simple artifacts where a direct ‘see-do coupling' exists. The actor doesn't consciously think, but rather perceives the affordance and acts, although the ability to perceive the affordance (discriminate patterns of information in order to be able to perceive something) may need to be learnt. :For complicated artifacts such as educational environments, learning must also be considered and is permitted. There is a perception-action coupling, but it is less direct. After a learning/habituation period, the actions become automatic and unconscious. Affordances in this sense don't cause, but merely allow. They lower the threshold for carrying out and/or permit an action."<br>(Kirschner, 2002 p.13) ==== References ==== Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, &amp; J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. Gibson J. J. (1977). The theory of affordances. In R. Shaw &amp; J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. Kirschner P. A. (2002) Can we support CCSL? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL? (pp. 10-48). The Open Universiteit Nederland Norman D. A. (1988) The psychology of everyday things. New York: Basic Books. ==== Related documents ==== [http://igitur-archive.library.uu.nl/fss/2008-0108-212846/kirschner_02_threeworldcscl.pdf kirschner_02_threeworldcscl.pdf]<br> <br> ► [[TEL Dictionary entries]] 180 179 2011-05-27T14:00:24Z Admin 1 wikitext text/x-wiki <u>Draft 3</u> '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributor''': Nicolas Balacheff, LIG, Grenoble, France ==== Definition ==== In the context of research in education and TEL research, the term "educational affordance" has acquired a meaning which relates to the search to express properties of an environment which in interaction with a user enhance the learning potential: :"Educational affordances are those characteristics of an artifact (e.g. how a chosen educational paradigm is implemented) that determine if and how a particular learning behavior could possibly be enacted within a given context (e.g., project team, distributed learning community). Educational affordances can be defined [...] as the relationships between the properties of an educational intervention and the characteristics of the learner (for CSCL: learner and learning group) that enable particular kinds of learning by him/her (for CSCL: members of the group too)."<br>(Kirschner 2002, p.14) ==== Comments on the history ==== Coined by J.J. Gibson (1977), an affordance refers to the possibilities for actions between an actor and an artifact which would exist independently from the fact that it is perceived effectively. It is based upon a perception-action coupling (i.e., see-do) and a reciprocal relationship between an actor and an artifact (i.e., the actor is tired, thus she/he sits on a chair though the chair can be and is used for many other things depending on what the actor needs to and can do such as changing a light bulb). Note that the chair does not have an affordance but that the affordance is defined by the relationship between the person (and his/her state or intention) and the chair (and its characteristics). Donald Norman (1988) and William Gaver (1991) have modified and/or expanded the term as a conceptual tool for discussing the design of interactive systems and respectively speak of perceived and perceptible affordances. ==== Related terms ==== Interaction, Adaptive learning environment, Situated learning ==== Translation issues ==== French: disponibilité d'une ressource éducative, exploitabilité d'une situation éducative. Most often than not the term is directly imported (affordance)<br>German: affordanz ==== Disciplinary issues ==== This term was imported in computer science by Norman (1988) to refer to action possibilities perceived and perceptible by the user. Its use in the context of TEL research needed some adaptations: :"The reader must not take the original meaning of affordance for an artifact as complicated as a CSCL environment literally. Affordances in Gibson's sense apply primarily to very simple artifacts where a direct ‘see-do coupling' exists. The actor doesn't consciously think, but rather perceives the affordance and acts, although the ability to perceive the affordance (discriminate patterns of information in order to be able to perceive something) may need to be learnt. :For complicated artifacts such as educational environments, learning must also be considered and is permitted. There is a perception-action coupling, but it is less direct. After a learning/habituation period, the actions become automatic and unconscious. Affordances in this sense don't cause, but merely allow. They lower the threshold for carrying out and/or permit an action."<br>(Kirschner, 2002 p.13) ==== References ==== Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, &amp; J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. Gibson J. J. (1977). The theory of affordances. In R. Shaw &amp; J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. Kirschner P. A. (2002) Can we support CCSL? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL? (pp. 10-48). The Open Universiteit Nederland Norman D. A. (1988) The psychology of everyday things. New York: Basic Books. ==== Related documents ==== [http://igitur-archive.library.uu.nl/fss/2008-0108-212846/kirschner_02_threeworldcscl.pdf kirschner_02_threeworldcscl.pdf]<br> <br> ► [[TEL Dictionary entries]] 179 137 2011-05-27T13:59:55Z Admin 1 wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributor''': Nicolas Balacheff, LIG, Grenoble, France ==== Definition ==== In the context of research in education and TEL research, the term "educational affordance" has acquired a meaning which relates to the search to express properties of an environment which in interaction with a user enhance the learning potential: :"Educational affordances are those characteristics of an artifact (e.g. how a chosen educational paradigm is implemented) that determine if and how a particular learning behavior could possibly be enacted within a given context (e.g., project team, distributed learning community). Educational affordances can be defined [...] as the relationships between the properties of an educational intervention and the characteristics of the learner (for CSCL: learner and learning group) that enable particular kinds of learning by him/her (for CSCL: members of the group too)."<br>(Kirschner 2002, p.14) ==== Comments on the history ==== Coined by J.J. Gibson (1977), an affordance refers to the possibilities for actions between an actor and an artifact which would exist independently from the fact that it is perceived effectively. It is based upon a perception-action coupling (i.e., see-do) and a reciprocal relationship between an actor and an artifact (i.e., the actor is tired, thus she/he sits on a chair though the chair can be and is used for many other things depending on what the actor needs to and can do such as changing a light bulb). Note that the chair does not have an affordance but that the affordance is defined by the relationship between the person (and his/her state or intention) and the chair (and its characteristics). Donald Norman (1988) and William Gaver (1991) have modified and/or expanded the term as a conceptual tool for discussing the design of interactive systems and respectively speak of perceived and perceptible affordances. ==== Related terms ==== Interaction, Adaptive learning environment, Situated learning ==== Translation issues ==== French: disponibilité d'une ressource éducative, exploitabilité d'une situation éducative. Most often than not the term is directly imported (affordance)<br>German: affordanz ==== Disciplinary issues ==== This term was imported in computer science by Norman (1988) to refer to action possibilities perceived and perceptible by the user. Its use in the context of TEL research needed some adaptations: :"The reader must not take the original meaning of affordance for an artifact as complicated as a CSCL environment literally. Affordances in Gibson's sense apply primarily to very simple artifacts where a direct ‘see-do coupling' exists. The actor doesn't consciously think, but rather perceives the affordance and acts, although the ability to perceive the affordance (discriminate patterns of information in order to be able to perceive something) may need to be learnt. :For complicated artifacts such as educational environments, learning must also be considered and is permitted. There is a perception-action coupling, but it is less direct. After a learning/habituation period, the actions become automatic and unconscious. Affordances in this sense don't cause, but merely allow. They lower the threshold for carrying out and/or permit an action."<br>(Kirschner, 2002 p.13) ==== References ==== Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, &amp; J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. Gibson J. J. (1977). The theory of affordances. In R. Shaw &amp; J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. Kirschner P. A. (2002) Can we support CCSL? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL? (pp. 10-48). The Open Universiteit Nederland Norman D. A. (1988) The psychology of everyday things. New York: Basic Books. ==== Related documents ==== [http://igitur-archive.library.uu.nl/fss/2008-0108-212846/kirschner_02_threeworldcscl.pdf kirschner_02_threeworldcscl.pdf]<br> <br> ► [[TEL Dictionary entries]] 137 84 2011-05-26T08:14:19Z Admin 1 wikitext text/x-wiki '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands<br>'''Contributor''': Nicolas Balacheff, LIG, Grenoble, France ==== Definition ==== In the context of research in education and TEL research, the term "educational affordance" has acquired a meaning which relates to the search to express properties of an environment which in interaction with a user enhance the learning potential: :"Educational affordances are those characteristics of an artifact (e.g. how a chosen educational paradigm is implemented) that determine if and how a particular learning behavior could possibly be enacted within a given context (e.g., project team, distributed learning community). Educational affordances can be defined [...] as the relationships between the properties of an educational intervention and the characteristics of the learner (for CSCL: learner and learning group) that enable particular kinds of learning by him/her (for CSCL: members of the group too)."<br>(Kirschner 2002, p.14)<br> ==== Comments on the history ==== Coined by J.J. Gibson (1977), an affordance refers to the possibilities for actions between an actor and an artifact which would exist independently from the fact that it is perceived effectively. It is based upon a perception-action coupling (i.e., see-do) and a reciprocal relationship between an actor and an artifact (i.e., the actor is tired, thus she/he sits on a chair though the chair can be and is used for many other things depending on what the actor needs to and can do such as changing a light bulb). Note that the chair does not have an affordance but that the affordance is defined by the relationship between the person (and his/her state or intention) and the chair (and its characteristics). Donald Norman (1988) and William Gaver (1991) have modified and/or expanded the term as a conceptual tool for discussing the design of interactive systems and respectively speak of perceived and perceptible affordances. ==== Related terms ==== Interaction, Adaptive learning environment, Situated learning<br><br> ==== Translation issues ==== French: disponibilité d'une ressource éducative, exploitabilité d'une situation éducative. Most often than not the term is directly imported (affordance)<br>German: affordanz ==== Disciplinary issues ==== This term was imported in computer science by Norman (1988) to refer to action possibilities perceived and perceptible by the user. Its use in the context of TEL research needed some adaptations: :"The reader must not take the original meaning of affordance for an artifact as complicated as a CSCL environment literally. Affordances in Gibson's sense apply primarily to very simple artifacts where a direct ‘see-do coupling' exists. The actor doesn't consciously think, but rather perceives the affordance and acts, although the ability to perceive the affordance (discriminate patterns of information in order to be able to perceive something) may need to be learnt. :For complicated artifacts such as educational environments, learning must also be considered and is permitted. There is a perception-action coupling, but it is less direct. After a learning/habituation period, the actions become automatic and unconscious. Affordances in this sense don't cause, but merely allow. They lower the threshold for carrying out and/or permit an action."<br>(Kirschner, 2002 p.13)<br> ==== References ==== Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, &amp; J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. Gibson J. J. (1977). The theory of affordances. In R. Shaw &amp; J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. Kirschner P. A. (2002) Can we support CCSL? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL? (pp. 10-48). The Open Universiteit Nederland Norman D. A. (1988) The psychology of everyday things. New York: Basic Books.<br> ==== Related documents ==== [http://igitur-archive.library.uu.nl/fss/2008-0108-212846/kirschner_02_threeworldcscl.pdf kirschner_02_threeworldcscl.pdf]<br> <br> ► [[TEL Dictionary entries]] 84 83 2011-05-24T09:12:40Z Admin 1 wikitext text/x-wiki {{Languages}}<br> '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands<br>'''Contributor''': Nicolas Balacheff, LIG, Grenoble, France ==== Definition ==== In the context of research in education and TEL research, the term "educational affordance" has acquired a meaning which relates to the search to express properties of an environment which in interaction with a user enhance the learning potential: :"Educational affordances are those characteristics of an artifact (e.g. how a chosen educational paradigm is implemented) that determine if and how a particular learning behavior could possibly be enacted within a given context (e.g., project team, distributed learning community). Educational affordances can be defined [...] as the relationships between the properties of an educational intervention and the characteristics of the learner (for CSCL: learner and learning group) that enable particular kinds of learning by him/her (for CSCL: members of the group too)."<br>(Kirschner 2002, p.14)<br> ==== Comments on the history ==== Coined by J.J. Gibson (1977), an affordance refers to the possibilities for actions between an actor and an artifact which would exist independently from the fact that it is perceived effectively. It is based upon a perception-action coupling (i.e., see-do) and a reciprocal relationship between an actor and an artifact (i.e., the actor is tired, thus she/he sits on a chair though the chair can be and is used for many other things depending on what the actor needs to and can do such as changing a light bulb). Note that the chair does not have an affordance but that the affordance is defined by the relationship between the person (and his/her state or intention) and the chair (and its characteristics). Donald Norman (1988) and William Gaver (1991) have modified and/or expanded the term as a conceptual tool for discussing the design of interactive systems and respectively speak of perceived and perceptible affordances. ==== Related terms ==== Interaction, Adaptive learning environment, Situated learning<br><br> ==== Translation issues ==== French: disponibilité d'une ressource éducative, exploitabilité d'une situation éducative. Most often than not the term is directly imported (affordance)<br>German: affordanz ==== Disciplinary issues ==== This term was imported in computer science by Norman (1988) to refer to action possibilities perceived and perceptible by the user. Its use in the context of TEL research needed some adaptations: :"The reader must not take the original meaning of affordance for an artifact as complicated as a CSCL environment literally. Affordances in Gibson's sense apply primarily to very simple artifacts where a direct ‘see-do coupling' exists. The actor doesn't consciously think, but rather perceives the affordance and acts, although the ability to perceive the affordance (discriminate patterns of information in order to be able to perceive something) may need to be learnt. :For complicated artifacts such as educational environments, learning must also be considered and is permitted. There is a perception-action coupling, but it is less direct. After a learning/habituation period, the actions become automatic and unconscious. Affordances in this sense don't cause, but merely allow. They lower the threshold for carrying out and/or permit an action."<br>(Kirschner, 2002 p.13)<br> ==== References ==== Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, &amp; J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. Gibson J. J. (1977). The theory of affordances. In R. Shaw &amp; J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. Kirschner P. A. (2002) Can we support CCSL? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL? (pp. 10-48). The Open Universiteit Nederland Norman D. A. (1988) The psychology of everyday things. New York: Basic Books.<br> ==== Related documents ==== [http://igitur-archive.library.uu.nl/fss/2008-0108-212846/kirschner_02_threeworldcscl.pdf kirschner_02_threeworldcscl.pdf]<br> <br> ► [[TEL Dictionary entries]] 83 20 2011-05-24T09:12:12Z Admin 1 wikitext text/x-wiki {{Languages}} <br> '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands<br>'''Contributor''': Nicolas Balacheff, LIG, Grenoble, France ==== Definition ==== In the context of research in education and TEL research, the term "educational affordance" has acquired a meaning which relates to the search to express properties of an environment which in interaction with a user enhance the learning potential: :"Educational affordances are those characteristics of an artifact (e.g. how a chosen educational paradigm is implemented) that determine if and how a particular learning behavior could possibly be enacted within a given context (e.g., project team, distributed learning community). Educational affordances can be defined [...] as the relationships between the properties of an educational intervention and the characteristics of the learner (for CSCL: learner and learning group) that enable particular kinds of learning by him/her (for CSCL: members of the group too)."<br>(Kirschner 2002, p.14)<br> ==== Comments on the history ==== Coined by J.J. Gibson (1977), an affordance refers to the possibilities for actions between an actor and an artifact which would exist independently from the fact that it is perceived effectively. It is based upon a perception-action coupling (i.e., see-do) and a reciprocal relationship between an actor and an artifact (i.e., the actor is tired, thus she/he sits on a chair though the chair can be and is used for many other things depending on what the actor needs to and can do such as changing a light bulb). Note that the chair does not have an affordance but that the affordance is defined by the relationship between the person (and his/her state or intention) and the chair (and its characteristics). Donald Norman (1988) and William Gaver (1991) have modified and/or expanded the term as a conceptual tool for discussing the design of interactive systems and respectively speak of perceived and perceptible affordances. ==== Related terms ==== Interaction, Adaptive learning environment, Situated learning<br><br> ==== Translation issues ==== French: disponibilité d'une ressource éducative, exploitabilité d'une situation éducative. Most often than not the term is directly imported (affordance)<br>German: affordanz ==== Disciplinary issues ==== This term was imported in computer science by Norman (1988) to refer to action possibilities perceived and perceptible by the user. Its use in the context of TEL research needed some adaptations: :"The reader must not take the original meaning of affordance for an artifact as complicated as a CSCL environment literally. Affordances in Gibson's sense apply primarily to very simple artifacts where a direct ‘see-do coupling' exists. The actor doesn't consciously think, but rather perceives the affordance and acts, although the ability to perceive the affordance (discriminate patterns of information in order to be able to perceive something) may need to be learnt. :For complicated artifacts such as educational environments, learning must also be considered and is permitted. There is a perception-action coupling, but it is less direct. After a learning/habituation period, the actions become automatic and unconscious. Affordances in this sense don't cause, but merely allow. They lower the threshold for carrying out and/or permit an action."<br>(Kirschner, 2002 p.13)<br> ==== References ==== Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, &amp; J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. Gibson J. J. (1977). The theory of affordances. In R. Shaw &amp; J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. Kirschner P. A. (2002) Can we support CCSL? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL? (pp. 10-48). The Open Universiteit Nederland Norman D. A. (1988) The psychology of everyday things. New York: Basic Books.<br> ==== Related documents ==== [http://igitur-archive.library.uu.nl/fss/2008-0108-212846/kirschner_02_threeworldcscl.pdf kirschner_02_threeworldcscl.pdf]<br> <br> ► [[TEL Dictionary entries]] 20 16 2011-05-17T12:42:38Z 129.88.27.200 0 wikitext text/x-wiki '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands<br>'''Contributor''': Nicolas Balacheff, LIG, Grenoble, France ==== Definition ==== In the context of research in education and TEL research, the term "educational affordance" has acquired a meaning which relates to the search to express properties of an environment which in interaction with a user enhance the learning potential: :"Educational affordances are those characteristics of an artifact (e.g. how a chosen educational paradigm is implemented) that determine if and how a particular learning behavior could possibly be enacted within a given context (e.g., project team, distributed learning community). Educational affordances can be defined [...] as the relationships between the properties of an educational intervention and the characteristics of the learner (for CSCL: learner and learning group) that enable particular kinds of learning by him/her (for CSCL: members of the group too)."<br>(Kirschner 2002, p.14)<br> ==== Comments on the history ==== Coined by J.J. Gibson (1977), an affordance refers to the possibilities for actions between an actor and an artifact which would exist independently from the fact that it is perceived effectively. It is based upon a perception-action coupling (i.e., see-do) and a reciprocal relationship between an actor and an artifact (i.e., the actor is tired, thus she/he sits on a chair though the chair can be and is used for many other things depending on what the actor needs to and can do such as changing a light bulb). Note that the chair does not have an affordance but that the affordance is defined by the relationship between the person (and his/her state or intention) and the chair (and its characteristics). Donald Norman (1988) and William Gaver (1991) have modified and/or expanded the term as a conceptual tool for discussing the design of interactive systems and respectively speak of perceived and perceptible affordances. ==== Related terms ==== Interaction, Adaptive learning environment, Situated learning<br><br> ==== Translation issues ==== French: disponibilité d'une ressource éducative, exploitabilité d'une situation éducative. Most often than not the term is directly imported (affordance)<br>German: affordanz ==== Disciplinary issues ==== This term was imported in computer science by Norman (1988) to refer to action possibilities perceived and perceptible by the user. Its use in the context of TEL research needed some adaptations: :"The reader must not take the original meaning of affordance for an artifact as complicated as a CSCL environment literally. Affordances in Gibson's sense apply primarily to very simple artifacts where a direct ‘see-do coupling' exists. The actor doesn't consciously think, but rather perceives the affordance and acts, although the ability to perceive the affordance (discriminate patterns of information in order to be able to perceive something) may need to be learnt. :For complicated artifacts such as educational environments, learning must also be considered and is permitted. There is a perception-action coupling, but it is less direct. After a learning/habituation period, the actions become automatic and unconscious. Affordances in this sense don't cause, but merely allow. They lower the threshold for carrying out and/or permit an action."<br>(Kirschner, 2002 p.13)<br> ==== References ==== Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, &amp; J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. Gibson J. J. (1977). The theory of affordances. In R. Shaw &amp; J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. Kirschner P. A. (2002) Can we support CCSL? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL? (pp. 10-48). The Open Universiteit Nederland Norman D. A. (1988) The psychology of everyday things. New York: Basic Books.<br> ==== Related documents ==== [http://igitur-archive.library.uu.nl/fss/2008-0108-212846/kirschner_02_threeworldcscl.pdf kirschner_02_threeworldcscl.pdf]<br> <br> ► [[TEL Dictionary entries]] 16 15 2011-05-16T14:47:13Z Admin 1 wikitext text/x-wiki '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands<br>'''Contributor''': Nicolas Balacheff, LIG, Grenoble, France ==== Definition ==== In the context of research in education and TEL research, the term "educational affordance" has acquired a meaning which relates to the search to express properties of an environment which in interaction with a user enhance the learning potential: :"Educational affordances are those characteristics of an artifact (e.g. how a chosen educational paradigm is implemented) that determine if and how a particular learning behavior could possibly be enacted within a given context (e.g., project team, distributed learning community). Educational affordances can be defined [...] as the relationships between the properties of an educational intervention and the characteristics of the learner (for CSCL: learner and learning group) that enable particular kinds of learning by him/her (for CSCL: members of the group too)."<br>(Kirschner 2002, p.14)<br> ==== Comments on the history ==== Coined by J.J. Gibson (1977), an affordance refers to the possibilities for actions between an actor and an artifact which would exist independently from the fact that it is perceived effectively. It is based upon a perception-action coupling (i.e., see-do) and a reciprocal relationship between an actor and an artifact (i.e., the actor is tired, thus she/he sits on a chair though the chair can be and is used for many other things depending on what the actor needs to and can do such as changing a light bulb). Note that the chair does not have an affordance but that the affordance is defined by the relationship between the person (and his/her state or intention) and the chair (and its characteristics). Donald Norman (1988) and William Gaver (1991) have modified and/or expanded the term as a conceptual tool for discussing the design of interactive systems and respectively speak of perceived and perceptible affordances. ==== Related terms ==== Interaction, Adaptive learning environment, Situated learning<br><br> ==== Translation issues ==== French: disponibilité d'une ressource éducative, exploitabilité d'une situation éducative. Most often than not the term is directly imported (affordance)<br>German: affordanz ==== Disciplinary issues ==== This term was imported in computer science by Norman (1988) to refer to action possibilities perceived and perceptible by the user. Its use in the context of TEL research needed some adaptations: :"The reader must not take the original meaning of affordance for an artifact as complicated as a CSCL environment literally. Affordances in Gibson's sense apply primarily to very simple artifacts where a direct ‘see-do coupling' exists. The actor doesn't consciously think, but rather perceives the affordance and acts, although the ability to perceive the affordance (discriminate patterns of information in order to be able to perceive something) may need to be learnt. :For complicated artifacts such as educational environments, learning must also be considered and is permitted. There is a perception-action coupling, but it is less direct. After a learning/habituation period, the actions become automatic and unconscious. Affordances in this sense don't cause, but merely allow. They lower the threshold for carrying out and/or permit an action."<br>(Kirschner, 2002 p.13)<br> ==== References ==== Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, &amp; J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. Gibson J. J. (1977). The theory of affordances. In R. Shaw &amp; J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. Kirschner P. A. (2002) Can we support CCSL? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL? (pp. 10-48). The Open Universiteit Nederland Norman D. A. (1988) The psychology of everyday things. New York: Basic Books.<br> ==== Related documents ==== http://igitur-archive.library.uu.nl/fss/2008-0108-212846/kirschner_02_threeworldcscl.pdf<br> <br> ► [[TEL Dictionary entries]] 15 14 2011-05-16T14:46:29Z Admin 1 wikitext text/x-wiki '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands<br>'''Contributor''': Nicolas Balacheff, LIG, Grenoble, France ==== Definition ==== In the context of research in education and TEL research, the term "educational affordance" has acquired a meaning which relates to the search to express properties of an environment which in interaction with a user enhance the learning potential: "Educational affordances are those characteristics of an artifact (e.g. how a chosen educational paradigm is implemented) that determine if and how a particular learning behavior could possibly be enacted within a given context (e.g., project team, distributed learning community). Educational affordances can be defined [...] as the relationships between the properties of an educational intervention and the characteristics of the learner (for CSCL: learner and learning group) that enable particular kinds of learning by him/her (for CSCL: members of the group too)."<br>(Kirschner 2002, p.14)<br> ==== Comments on the history ==== Coined by J.J. Gibson (1977), an affordance refers to the possibilities for actions between an actor and an artifact which would exist independently from the fact that it is perceived effectively. It is based upon a perception-action coupling (i.e., see-do) and a reciprocal relationship between an actor and an artifact (i.e., the actor is tired, thus she/he sits on a chair though the chair can be and is used for many other things depending on what the actor needs to and can do such as changing a light bulb). Note that the chair does not have an affordance but that the affordance is defined by the relationship between the person (and his/her state or intention) and the chair (and its characteristics). Donald Norman (1988) and William Gaver (1991) have modified and/or expanded the term as a conceptual tool for discussing the design of interactive systems and respectively speak of perceived and perceptible affordances. ==== Related terms ==== Interaction, Adaptive learning environment, Situated learning<br><br> ==== Translation issues ==== French: disponibilité d'une ressource éducative, exploitabilité d'une situation éducative. Most often than not the term is directly imported (affordance)<br>German: affordanz ==== Disciplinary issues ==== This term was imported in computer science by Norman (1988) to refer to action possibilities perceived and perceptible by the user. Its use in the context of TEL research needed some adaptations: :"The reader must not take the original meaning of affordance for an artifact as complicated as a CSCL environment literally. Affordances in Gibson's sense apply primarily to very simple artifacts where a direct ‘see-do coupling' exists. The actor doesn't consciously think, but rather perceives the affordance and acts, although the ability to perceive the affordance (discriminate patterns of information in order to be able to perceive something) may need to be learnt. :For complicated artifacts such as educational environments, learning must also be considered and is permitted. There is a perception-action coupling, but it is less direct. After a learning/habituation period, the actions become automatic and unconscious. Affordances in this sense don't cause, but merely allow. They lower the threshold for carrying out and/or permit an action."<br>(Kirschner, 2002 p.13)<br> ==== References ==== Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, &amp; J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. Gibson J. J. (1977). The theory of affordances. In R. Shaw &amp; J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. Kirschner P. A. (2002) Can we support CCSL? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL? (pp. 10-48). The Open Universiteit Nederland Norman D. A. (1988) The psychology of everyday things. New York: Basic Books.<br> ==== Related documents ==== http://igitur-archive.library.uu.nl/fss/2008-0108-212846/kirschner_02_threeworldcscl.pdf<br> <br> ► [[TEL Dictionary entries]] 14 13 2011-05-16T14:46:09Z Admin 1 wikitext text/x-wiki '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands<br>'''Contributor''': Nicolas Balacheff, LIG, Grenoble, France ==== Definition ==== In the context of research in education and TEL research, the term "educational affordance" has acquired a meaning which relates to the search to express properties of an environment which in interaction with a user enhance the learning potential: "Educational affordances are those characteristics of an artifact (e.g. how a chosen educational paradigm is implemented) that determine if and how a particular learning behavior could possibly be enacted within a given context (e.g., project team, distributed learning community). Educational affordances can be defined [...] as the relationships between the properties of an educational intervention and the characteristics of the learner (for CSCL: learner and learning group) that enable particular kinds of learning by him/her (for CSCL: members of the group too)."<br>(Kirschner 2002, p.14)<br> ==== Comments on the history ==== Coined by J.J. Gibson (1977), an affordance refers to the possibilities for actions between an actor and an artifact which would exist independently from the fact that it is perceived effectively. It is based upon a perception-action coupling (i.e., see-do) and a reciprocal relationship between an actor and an artifact (i.e., the actor is tired, thus she/he sits on a chair though the chair can be and is used for many other things depending on what the actor needs to and can do such as changing a light bulb). Note that the chair does not have an affordance but that the affordance is defined by the relationship between the person (and his/her state or intention) and the chair (and its characteristics). Donald Norman (1988) and William Gaver (1991) have modified and/or expanded the term as a conceptual tool for discussing the design of interactive systems and respectively speak of perceived and perceptible affordances. ==== Related terms ==== Interaction, Adaptive learning environment, Situated learning<br><br> ==== Translation issues ==== French: disponibilité d'une ressource éducative, exploitabilité d'une situation éducative. Most often than not the term is directly imported (affordance)<br>German: affordanz ==== Disciplinary issues ==== This term was imported in computer science by Norman (1988) to refer to action possibilities perceived and perceptible by the user. Its use in the context of TEL research needed some adaptations: :"The reader must not take the original meaning of affordance for an artifact as complicated as a CSCL environment literally. Affordances in Gibson's sense apply primarily to very simple artifacts where a direct ‘see-do coupling' exists. The actor doesn't consciously think, but rather perceives the affordance and acts, although the ability to perceive the affordance (discriminate patterns of information in order to be able to perceive something) may need to be learnt. :For complicated artifacts such as educational environments, learning must also be considered and is permitted. There is a perception-action coupling, but it is less direct. After a learning/habituation period, the actions become automatic and unconscious. Affordances in this sense don't cause, but merely allow. They lower the threshold for carrying out and/or permit an action."<br>:(Kirschner, 2002 p.13)<br> ==== References ==== Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, &amp; J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. Gibson J. J. (1977). The theory of affordances. In R. Shaw &amp; J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. Kirschner P. A. (2002) Can we support CCSL? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL? (pp. 10-48). The Open Universiteit Nederland Norman D. A. (1988) The psychology of everyday things. New York: Basic Books.<br> ==== Related documents ==== http://igitur-archive.library.uu.nl/fss/2008-0108-212846/kirschner_02_threeworldcscl.pdf<br> <br> ► [[TEL Dictionary entries]] 13 11 2011-05-16T14:41:55Z Admin 1 wikitext text/x-wiki '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands<br>'''Contributor''': Nicolas Balacheff, LIG, Grenoble, France ==== Definition ==== In the context of research in education and TEL research, the term "educational affordance" has acquired a meaning which relates to the search to express properties of an environment which in interaction with a user enhance the learning potential: "Educational affordances are those characteristics of an artifact (e.g. how a chosen educational paradigm is implemented) that determine if and how a particular learning behavior could possibly be enacted within a given context (e.g., project team, distributed learning community). Educational affordances can be defined [...] as the relationships between the properties of an educational intervention and the characteristics of the learner (for CSCL: learner and learning group) that enable particular kinds of learning by him/her (for CSCL: members of the group too)."<br>(Kirschner 2002, p.14)<br> ==== Comments on the history ==== Coined by J.J. Gibson (1977), an affordance refers to the possibilities for actions between an actor and an artifact which would exist independently from the fact that it is perceived effectively. It is based upon a perception-action coupling (i.e., see-do) and a reciprocal relationship between an actor and an artifact (i.e., the actor is tired, thus she/he sits on a chair though the chair can be and is used for many other things depending on what the actor needs to and can do such as changing a light bulb). Note that the chair does not have an affordance but that the affordance is defined by the relationship between the person (and his/her state or intention) and the chair (and its characteristics). Donald Norman (1988) and William Gaver (1991) have modified and/or expanded the term as a conceptual tool for discussing the design of interactive systems and respectively speak of perceived and perceptible affordances. ==== Related terms ==== Interaction, Adaptive learning environment, Situated learning<br><br> ==== Translation issues ==== French: disponibilité d'une ressource éducative, exploitabilité d'une situation éducative. Most often than not the term is directly imported (affordance)<br>German: affordanz ==== Disciplinary issues ==== This term was imported in computer science by Norman (1988) to refer to action possibilities perceived and perceptible by the user. Its use in the context of TEL research needed some adaptations: "The reader must not take the original meaning of affordance for an artifact as complicated as a CSCL environment literally. Affordances in Gibson's sense apply primarily to very simple artifacts where a direct ‘see-do coupling' exists. The actor doesn't consciously think, but rather perceives the affordance and acts, although the ability to perceive the affordance (discriminate patterns of information in order to be able to perceive something) may need to be learnt. For complicated artifacts such as educational environments, learning must also be considered and is permitted. There is a perception-action coupling, but it is less direct. After a learning/habituation period, the actions become automatic and unconscious. Affordances in this sense don't cause, but merely allow. They lower the threshold for carrying out and/or permit an action."<br>(Kirschner, 2002 p.13)<br> ==== References ==== Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, &amp; J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. Gibson J. J. (1977). The theory of affordances. In R. Shaw &amp; J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. Kirschner P. A. (2002) Can we support CCSL? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL? (pp. 10-48). The Open Universiteit Nederland Norman D. A. (1988) The psychology of everyday things. New York: Basic Books.<br> ==== Related documents ==== http://igitur-archive.library.uu.nl/fss/2008-0108-212846/kirschner_02_threeworldcscl.pdf<br> ► [[TEL Dictionary entries]] 11 10 2011-05-16T14:35:20Z Admin 1 wikitext text/x-wiki '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands<br>'''Contributor''': Nicolas Balacheff, LIG, Grenoble, France ==== <br>Definition<br> ==== In the context of research in education and TEL research, the term "educational affordance" has acquired a meaning which relates to the search to express properties of an environment which in interaction with a user enhance the learning potential: "Educational affordances are those characteristics of an artifact (e.g. how a chosen educational paradigm is implemented) that determine if and how a particular learning behavior could possibly be enacted within a given context (e.g., project team, distributed learning community). Educational affordances can be defined [...] as the relationships between the properties of an educational intervention and the characteristics of the learner (for CSCL: learner and learning group) that enable particular kinds of learning by him/her (for CSCL: members of the group too)."<br>(Kirschner 2002, p.14)<br> ==== <br>Comments on the history<br> ==== Coined by J.J. Gibson (1977), an affordance refers to the possibilities for actions between an actor and an artifact which would exist independently from the fact that it is perceived effectively. It is based upon a perception-action coupling (i.e., see-do) and a reciprocal relationship between an actor and an artifact (i.e., the actor is tired, thus she/he sits on a chair though the chair can be and is used for many other things depending on what the actor needs to and can do such as changing a light bulb). Note that the chair does not have an affordance but that the affordance is defined by the relationship between the person (and his/her state or intention) and the chair (and its characteristics). Donald Norman (1988) and William Gaver (1991) have modified and/or expanded the term as a conceptual tool for discussing the design of interactive systems and respectively speak of perceived and perceptible affordances.<br> ==== <br>Related terms<br> ==== Interaction, Adaptive learning environment, Situated learning<br><br> ==== Translation issues<br> ==== French: disponibilité d'une ressource éducative, exploitabilité d'une situation éducative. Most often than not the term is directly imported (affordance)<br>German: affordanz<br> ==== <br>Disciplinary issues<br> ==== This term was imported in computer science by Norman (1988) to refer to action possibilities perceived and perceptible by the user. Its use in the context of TEL research needed some adaptations: "The reader must not take the original meaning of affordance for an artifact as complicated as a CSCL environment literally. Affordances in Gibson's sense apply primarily to very simple artifacts where a direct ‘see-do coupling' exists. The actor doesn't consciously think, but rather perceives the affordance and acts, although the ability to perceive the affordance (discriminate patterns of information in order to be able to perceive something) may need to be learnt. For complicated artifacts such as educational environments, learning must also be considered and is permitted. There is a perception-action coupling, but it is less direct. After a learning/habituation period, the actions become automatic and unconscious. Affordances in this sense don't cause, but merely allow. They lower the threshold for carrying out and/or permit an action."<br>(Kirschner, 2002 p.13)<br> ==== <br>References<br> ==== Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, &amp; J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. Gibson J. J. (1977). The theory of affordances. In R. Shaw &amp; J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. Kirschner P. A. (2002) Can we support CCSL? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL? (pp. 10-48). The Open Universiteit Nederland Norman D. A. (1988) The psychology of everyday things. New York: Basic Books.<br> ==== <br>Related documents<br> ==== http://igitur-archive.library.uu.nl/fss/2008-0108-212846/kirschner_02_threeworldcscl.pdf<br> <br> [[TEL Dictionary entries|►TEL Dictionary entries]]<br> 10 9 2011-05-16T14:18:37Z Admin 1 wikitext text/x-wiki '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands<br>'''Contributor''': Nicolas Balacheff, LIG, Grenoble, France ==== <br>Definition<br> ==== In the context of research in education and TEL research, the term "educational affordance" has acquired a meaning which relates to the search to express properties of an environment which in interaction with a user enhance the learning potential: "Educational affordances are those characteristics of an artifact (e.g. how a chosen educational paradigm is implemented) that determine if and how a particular learning behavior could possibly be enacted within a given context (e.g., project team, distributed learning community). Educational affordances can be defined [...] as the relationships between the properties of an educational intervention and the characteristics of the learner (for CSCL: learner and learning group) that enable particular kinds of learning by him/her (for CSCL: members of the group too)."<br>(Kirschner 2002, p.14)<br> ==== <br>Comments on the history<br> ==== Coined by J.J. Gibson (1977), an affordance refers to the possibilities for actions between an actor and an artifact which would exist independently from the fact that it is perceived effectively. It is based upon a perception-action coupling (i.e., see-do) and a reciprocal relationship between an actor and an artifact (i.e., the actor is tired, thus she/he sits on a chair though the chair can be and is used for many other things depending on what the actor needs to and can do such as changing a light bulb). Note that the chair does not have an affordance but that the affordance is defined by the relationship between the person (and his/her state or intention) and the chair (and its characteristics). Donald Norman (1988) and William Gaver (1991) have modified and/or expanded the term as a conceptual tool for discussing the design of interactive systems and respectively speak of perceived and perceptible affordances.<br> ==== <br>Related terms<br> ==== Interaction, Adaptive learning environment, Situated learning<br><br> ==== Translation issues<br> ==== French: disponibilité d'une ressource éducative, exploitabilité d'une situation éducative. Most often than not the term is directly imported (affordance)<br>German: affordanz<br> ==== <br>Disciplinary issues<br> ==== This term was imported in computer science by Norman (1988) to refer to action possibilities perceived and perceptible by the user. Its use in the context of TEL research needed some adaptations: "The reader must not take the original meaning of affordance for an artifact as complicated as a CSCL environment literally. Affordances in Gibson's sense apply primarily to very simple artifacts where a direct ‘see-do coupling' exists. The actor doesn't consciously think, but rather perceives the affordance and acts, although the ability to perceive the affordance (discriminate patterns of information in order to be able to perceive something) may need to be learnt. For complicated artifacts such as educational environments, learning must also be considered and is permitted. There is a perception-action coupling, but it is less direct. After a learning/habituation period, the actions become automatic and unconscious. Affordances in this sense don't cause, but merely allow. They lower the threshold for carrying out and/or permit an action."<br>(Kirschner, 2002 p.13)<br> ==== <br>References<br> ==== Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, &amp; J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. Gibson J. J. (1977). The theory of affordances. In R. Shaw &amp; J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. Kirschner P. A. (2002) Can we support CCSL? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL? (pp. 10-48). The Open Universiteit Nederland Norman D. A. (1988) The psychology of everyday things. New York: Basic Books.<br> ==== <br>Related documents<br> ==== http://igitur-archive.library.uu.nl/fss/2008-0108-212846/kirschner_02_threeworldcscl.pdf<br> [[TEL Dictionary entries]]<br> 9 2011-05-16T14:18:11Z Admin 1 Created page with "'''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands<br>'''Contributor''': Nicolas Balacheff, LIG, Grenoble, France ..." wikitext text/x-wiki '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands<br>'''Contributor''': Nicolas Balacheff, LIG, Grenoble, France ==== <br>Definition<br> ==== In the context of research in education and TEL research, the term "educational affordance" has acquired a meaning which relates to the search to express properties of an environment which in interaction with a user enhance the learning potential: "Educational affordances are those characteristics of an artifact (e.g. how a chosen educational paradigm is implemented) that determine if and how a particular learning behavior could possibly be enacted within a given context (e.g., project team, distributed learning community). Educational affordances can be defined [...] as the relationships between the properties of an educational intervention and the characteristics of the learner (for CSCL: learner and learning group) that enable particular kinds of learning by him/her (for CSCL: members of the group too)."<br>(Kirschner 2002, p.14)<br> ==== <br>Comments on the history<br> ==== Coined by J.J. Gibson (1977), an affordance refers to the possibilities for actions between an actor and an artifact which would exist independently from the fact that it is perceived effectively. It is based upon a perception-action coupling (i.e., see-do) and a reciprocal relationship between an actor and an artifact (i.e., the actor is tired, thus she/he sits on a chair though the chair can be and is used for many other things depending on what the actor needs to and can do such as changing a light bulb). Note that the chair does not have an affordance but that the affordance is defined by the relationship between the person (and his/her state or intention) and the chair (and its characteristics). Donald Norman (1988) and William Gaver (1991) have modified and/or expanded the term as a conceptual tool for discussing the design of interactive systems and respectively speak of perceived and perceptible affordances.<br> ==== <br>Related terms<br> ==== Interaction, Adaptive learning environment, Situated learning<br><br> ==== Translation issues<br> ==== French: disponibilité d'une ressource éducative, exploitabilité d'une situation éducative. Most often than not the term is directly imported (affordance)<br>German: affordanz<br> ==== <br>Disciplinary issues<br> ==== This term was imported in computer science by Norman (1988) to refer to action possibilities perceived and perceptible by the user. Its use in the context of TEL research needed some adaptations: "The reader must not take the original meaning of affordance for an artifact as complicated as a CSCL environment literally. Affordances in Gibson's sense apply primarily to very simple artifacts where a direct ‘see-do coupling' exists. The actor doesn't consciously think, but rather perceives the affordance and acts, although the ability to perceive the affordance (discriminate patterns of information in order to be able to perceive something) may need to be learnt. For complicated artifacts such as educational environments, learning must also be considered and is permitted. There is a perception-action coupling, but it is less direct. After a learning/habituation period, the actions become automatic and unconscious. Affordances in this sense don't cause, but merely allow. They lower the threshold for carrying out and/or permit an action."<br>(Kirschner, 2002 p.13)<br> ==== <br>References<br> ==== Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, &amp; J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. Gibson J. J. (1977). The theory of affordances. In R. Shaw &amp; J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. Kirschner P. A. (2002) Can we support CCSL? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL? (pp. 10-48). The Open Universiteit Nederland Norman D. A. (1988) The psychology of everyday things. New York: Basic Books.<br> ==== <br>Related documents<br> ==== http://igitur-archive.library.uu.nl/fss/2008-0108-212846/kirschner_02_threeworldcscl.pdf<br> [[TEL Dictionary entries]]<br> 0 133 1313 1312 2013-03-19T15:51:45Z Vdimitrova 15 /* Определение */ wikitext text/x-wiki =Образователен афорданс= <u>раб. версия 1</u> '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributors''': Nicolas Balacheff, LIG, Grenoble, France '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== В контекста на изследванията в образованието и технологично подпомогнатото учене/обучение, терминът образователен афорданс е придобил значение, което се отнася до намирането на начини за изразяване на характеристики на средата, които във взаимодействие с потребителя оптимизират неговия потенциал за учене: <blockquote>„ Образователният афорданс е тези характеристика (напр. как дадена образователна програма е приложена в практиката) , която определя дали и как дадено поведение по време на учене би могло да бъде осъществено в определен контекст (напр. екип по проект, разпръснати учебни общности). Образователният афорданс може да бъде дефиниран [...] като връзката между характеристиките на дадена образователна намеса и характеристиките на учащия (за компютърно подпомогнато колаборативно учене/обучение: учащия и учебната група), които спомагат за осъществяването на определени видове учене от самия него (за компютърно подпомогнато колаборативно учене/обучение: членовете на групата също).” (Kirschner 2002, p.14) </blockquote> ==== Сродни термини ==== Адаптивна учебна среда (adaptive learning environment), познавателни афорданс (epistemic affordance), взаимодействие (interaction), ситуативно учене (situated learning) ==== Коментар по развитието на термина ==== Въведен от Джей Джей Гибсън (1977), терминът афорданс се отнася до възможностите за взаимодействие между даден актьор и даден артефакт, които биха могли да съществуват независимо от факта как те биват възприети от гледна точка на тяхното предназначение. Понятието е основано на връзката възприятие-действие (т.е. виждаш-правиш) и на взаимната връзка между актьор и артефакт (т.е. актьорът е изморен, така че той сяда на стол. Същевременно същият стол може да бъде използван и за много други цели в зависимост от това какво на дадения актьор му е нужно, като например да смени електрическа крушка). Обърнете внимание на това, че столът няма афорданс, а афордансът е определен от връзката между човека (и ситуацията, в която той/тя се намира, или неговото/нейното намерение) и стола ( и неговите характеристики). Доналд Норман (1988) и Уилям Гейвър (1991) модифицират и/или разширяват термина като концептуален инструмент за дискусии, свързани с дизайна на интерактивни системи, и съответно говорят за възприеман и възможен за възприемане афорданс. ==== Проблематика на превода ==== Френски: disponibilité d'une ressource éducative, exploitabilité d'une situation éducative, като терминът бива прилаган в практиката директно на английски (т.е. affordance) Немски: affordanz ==== Предметна проблематика ==== Този термин е въведен в информационните и изчислителните науки от Норман (1988)като наименование на възможностите за действия, които биват възприемани или могат да бъдат възприети от потребителя. Употребата на термина в контекста на изследванията на технологично подпомогнатото учене/обучение се нуждае от известнa адаптация обаче: <blockquote>„ Читателят не бива да възприема оригиналното значение на термина „афорданс” на артефакт по сложния начин, по който той бива употребяван буквално в среда на компютърно подпомогнато колаборативно учене/обучение. Афорданс в смисъла на Гибсън се отнасят основно до много прости артефакти, при които ‘връзката виждам-правя’съществува директно. Актьорът не мисли съзнателно, а по-скоро възприема афорданса и действията, макар че, от друга страна, способността му да възприема афорданса (да разграничи модели на информация, за да може да възприеме нещо) е възможно да се наложи да бъде придобита.</blockquote> <blockquote> За сложни артефакти, какъвто например е една образователна среда, ученето също трябва да бъде взето предвид, като същевременно то бива и стимулирано. При това връзката възприятие-действие съществува, но не е толкова директна, тъй като след период на учене или привикване, действията стават автоматични и несъзнателни. В този смисъл афордансът не предизвиква, а просто способства. Неговата цел е да снижава прага на изпълнение на дадено действие и/или го оптимизира.” </blockquote> ==== Основна литература ==== [https://www.lri.fr/~mbl/Stanford/CS477/papers/Gaver-CHI1991.pdf] Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, &amp; J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. [http://en.wikipedia.org/wiki/James_J._Gibson]Gibson J. J. (1977). The theory of affordances. In R. Shaw &amp; J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. [http://dspace.ou.nl/bitstream/1820/1618/1/Three%20worlds%20of%20CSCL%20Can%20we%20support%20CSCL.pdf] Kirschner P. A. (2002). Can we support CCSL ? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL ? (pp. 7-34). The Open Universiteit Nederland. [http://books.google.fr/books?id=w8pM72p_dpoC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Norman D. A. (1988) The psychology of everyday things. New York: Basic Books. 257 pages. 1312 1311 2013-03-19T15:51:03Z Vdimitrova 15 /* Определение */ wikitext text/x-wiki =Образователен афорданс= <u>раб. версия 1</u> '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributors''': Nicolas Balacheff, LIG, Grenoble, France '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== В контекста на изследванията в образованието и технологично подпомогнатото учене/обучение, терминът образователен афорданс е придобил значение, което се отнася до намирането на начини за изразяване на характеристики на средата, които във взаимодействие с потребителя оптимизират неговия потенциал за учене: <blockquote>„ Образователният афорданс е тези характеристика (напр. как дадена образователна програма е приложена в практиката) , която определя дали и как дадено поведение по време на учене би могло да бъде осъществено в определен контекст (напр. екип по проект, разпръснати учебни общности). Образователният афорданс може да бъде дефиниран [...] като връзката между характеристиките на дадена образователна намеса и характеристиките на учащия (за компютърно-подпомогнато колаборативно учене/обучение: учащия и учебната група), които спомагат за осъществяването на определени видове учене от самия него (за компютърно подпомогнато колаборативно учене/обучение: членовете на групата също).” (Kirschner 2002, p.14) </blockquote> ==== Сродни термини ==== Адаптивна учебна среда (adaptive learning environment), познавателни афорданс (epistemic affordance), взаимодействие (interaction), ситуативно учене (situated learning) ==== Коментар по развитието на термина ==== Въведен от Джей Джей Гибсън (1977), терминът афорданс се отнася до възможностите за взаимодействие между даден актьор и даден артефакт, които биха могли да съществуват независимо от факта как те биват възприети от гледна точка на тяхното предназначение. Понятието е основано на връзката възприятие-действие (т.е. виждаш-правиш) и на взаимната връзка между актьор и артефакт (т.е. актьорът е изморен, така че той сяда на стол. Същевременно същият стол може да бъде използван и за много други цели в зависимост от това какво на дадения актьор му е нужно, като например да смени електрическа крушка). Обърнете внимание на това, че столът няма афорданс, а афордансът е определен от връзката между човека (и ситуацията, в която той/тя се намира, или неговото/нейното намерение) и стола ( и неговите характеристики). Доналд Норман (1988) и Уилям Гейвър (1991) модифицират и/или разширяват термина като концептуален инструмент за дискусии, свързани с дизайна на интерактивни системи, и съответно говорят за възприеман и възможен за възприемане афорданс. ==== Проблематика на превода ==== Френски: disponibilité d'une ressource éducative, exploitabilité d'une situation éducative, като терминът бива прилаган в практиката директно на английски (т.е. affordance) Немски: affordanz ==== Предметна проблематика ==== Този термин е въведен в информационните и изчислителните науки от Норман (1988)като наименование на възможностите за действия, които биват възприемани или могат да бъдат възприети от потребителя. Употребата на термина в контекста на изследванията на технологично подпомогнатото учене/обучение се нуждае от известнa адаптация обаче: <blockquote>„ Читателят не бива да възприема оригиналното значение на термина „афорданс” на артефакт по сложния начин, по който той бива употребяван буквално в среда на компютърно подпомогнато колаборативно учене/обучение. Афорданс в смисъла на Гибсън се отнасят основно до много прости артефакти, при които ‘връзката виждам-правя’съществува директно. Актьорът не мисли съзнателно, а по-скоро възприема афорданса и действията, макар че, от друга страна, способността му да възприема афорданса (да разграничи модели на информация, за да може да възприеме нещо) е възможно да се наложи да бъде придобита.</blockquote> <blockquote> За сложни артефакти, какъвто например е една образователна среда, ученето също трябва да бъде взето предвид, като същевременно то бива и стимулирано. При това връзката възприятие-действие съществува, но не е толкова директна, тъй като след период на учене или привикване, действията стават автоматични и несъзнателни. В този смисъл афордансът не предизвиква, а просто способства. Неговата цел е да снижава прага на изпълнение на дадено действие и/или го оптимизира.” </blockquote> ==== Основна литература ==== [https://www.lri.fr/~mbl/Stanford/CS477/papers/Gaver-CHI1991.pdf] Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, &amp; J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. [http://en.wikipedia.org/wiki/James_J._Gibson]Gibson J. J. (1977). The theory of affordances. In R. Shaw &amp; J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. [http://dspace.ou.nl/bitstream/1820/1618/1/Three%20worlds%20of%20CSCL%20Can%20we%20support%20CSCL.pdf] Kirschner P. A. (2002). Can we support CCSL ? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL ? (pp. 7-34). The Open Universiteit Nederland. [http://books.google.fr/books?id=w8pM72p_dpoC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Norman D. A. (1988) The psychology of everyday things. New York: Basic Books. 257 pages. 1311 1310 2013-03-19T14:32:12Z Balacheff 4 /* Предметна проблематика */ wikitext text/x-wiki =Образователен афорданс= <u>раб. версия 1</u> '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributors''': Nicolas Balacheff, LIG, Grenoble, France '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== В контекста на изследванията в образованието и технологично подпомогнатото учене/обучение, терминът образователен афорданс е придобил значение, което се отнася до намирането на начини за изразяване на характеристики на средата, които във взаимодействие с потребителя оптимизират неговия потенциал за учене: <blockquote>„ Образователният афорданс е тези характеристика (напр. как дадена образователна програма е приложена в практиката) , която определя дали и как дадено поведение по време на учене би могло да бъде осъществено в определен контекст (напр. екип по проект, разпръснати учебни общности). Образователният афорданс може да бъде дефиниран [...] като връзката между характеристиките на дадена образователна намеса и характеристиките на учащия (за компютърно-подпомогнато колаборативно учене/обучение: учащия и учебната група), които спомагат за осъществяването на определени видове учене от самия него (за компютърно-подпомогнато колаборативно учене/обучение: членовете на групата също).” (Kirschner 2002, p.14) </blockquote> ==== Сродни термини ==== Адаптивна учебна среда (adaptive learning environment), познавателни афорданс (epistemic affordance), взаимодействие (interaction), ситуативно учене (situated learning) ==== Коментар по развитието на термина ==== Въведен от Джей Джей Гибсън (1977), терминът афорданс се отнася до възможностите за взаимодействие между даден актьор и даден артефакт, които биха могли да съществуват независимо от факта как те биват възприети от гледна точка на тяхното предназначение. Понятието е основано на връзката възприятие-действие (т.е. виждаш-правиш) и на взаимната връзка между актьор и артефакт (т.е. актьорът е изморен, така че той сяда на стол. Същевременно същият стол може да бъде използван и за много други цели в зависимост от това какво на дадения актьор му е нужно, като например да смени електрическа крушка). Обърнете внимание на това, че столът няма афорданс, а афордансът е определен от връзката между човека (и ситуацията, в която той/тя се намира, или неговото/нейното намерение) и стола ( и неговите характеристики). Доналд Норман (1988) и Уилям Гейвър (1991) модифицират и/или разширяват термина като концептуален инструмент за дискусии, свързани с дизайна на интерактивни системи, и съответно говорят за възприеман и възможен за възприемане афорданс. ==== Проблематика на превода ==== Френски: disponibilité d'une ressource éducative, exploitabilité d'une situation éducative, като терминът бива прилаган в практиката директно на английски (т.е. affordance) Немски: affordanz ==== Предметна проблематика ==== Този термин е въведен в информационните и изчислителните науки от Норман (1988)като наименование на възможностите за действия, които биват възприемани или могат да бъдат възприети от потребителя. Употребата на термина в контекста на изследванията на технологично подпомогнатото учене/обучение се нуждае от известнa адаптация обаче: <blockquote>„ Читателят не бива да възприема оригиналното значение на термина „афорданс” на артефакт по сложния начин, по който той бива употребяван буквално в среда на компютърно подпомогнато колаборативно учене/обучение. Афорданс в смисъла на Гибсън се отнасят основно до много прости артефакти, при които ‘връзката виждам-правя’съществува директно. Актьорът не мисли съзнателно, а по-скоро възприема афорданса и действията, макар че, от друга страна, способността му да възприема афорданса (да разграничи модели на информация, за да може да възприеме нещо) е възможно да се наложи да бъде придобита.</blockquote> <blockquote> За сложни артефакти, какъвто например е една образователна среда, ученето също трябва да бъде взето предвид, като същевременно то бива и стимулирано. При това връзката възприятие-действие съществува, но не е толкова директна, тъй като след период на учене или привикване, действията стават автоматични и несъзнателни. В този смисъл афордансът не предизвиква, а просто способства. Неговата цел е да снижава прага на изпълнение на дадено действие и/или го оптимизира.” </blockquote> ==== Основна литература ==== [https://www.lri.fr/~mbl/Stanford/CS477/papers/Gaver-CHI1991.pdf] Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, &amp; J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. [http://en.wikipedia.org/wiki/James_J._Gibson]Gibson J. J. (1977). The theory of affordances. In R. Shaw &amp; J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. [http://dspace.ou.nl/bitstream/1820/1618/1/Three%20worlds%20of%20CSCL%20Can%20we%20support%20CSCL.pdf] Kirschner P. A. (2002). Can we support CCSL ? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL ? (pp. 7-34). The Open Universiteit Nederland. [http://books.google.fr/books?id=w8pM72p_dpoC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Norman D. A. (1988) The psychology of everyday things. New York: Basic Books. 257 pages. 1310 1309 2013-03-19T14:31:10Z Balacheff 4 /* Проблематика на превода */ wikitext text/x-wiki =Образователен афорданс= <u>раб. версия 1</u> '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributors''': Nicolas Balacheff, LIG, Grenoble, France '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== В контекста на изследванията в образованието и технологично подпомогнатото учене/обучение, терминът образователен афорданс е придобил значение, което се отнася до намирането на начини за изразяване на характеристики на средата, които във взаимодействие с потребителя оптимизират неговия потенциал за учене: <blockquote>„ Образователният афорданс е тези характеристика (напр. как дадена образователна програма е приложена в практиката) , която определя дали и как дадено поведение по време на учене би могло да бъде осъществено в определен контекст (напр. екип по проект, разпръснати учебни общности). Образователният афорданс може да бъде дефиниран [...] като връзката между характеристиките на дадена образователна намеса и характеристиките на учащия (за компютърно-подпомогнато колаборативно учене/обучение: учащия и учебната група), които спомагат за осъществяването на определени видове учене от самия него (за компютърно-подпомогнато колаборативно учене/обучение: членовете на групата също).” (Kirschner 2002, p.14) </blockquote> ==== Сродни термини ==== Адаптивна учебна среда (adaptive learning environment), познавателни афорданс (epistemic affordance), взаимодействие (interaction), ситуативно учене (situated learning) ==== Коментар по развитието на термина ==== Въведен от Джей Джей Гибсън (1977), терминът афорданс се отнася до възможностите за взаимодействие между даден актьор и даден артефакт, които биха могли да съществуват независимо от факта как те биват възприети от гледна точка на тяхното предназначение. Понятието е основано на връзката възприятие-действие (т.е. виждаш-правиш) и на взаимната връзка между актьор и артефакт (т.е. актьорът е изморен, така че той сяда на стол. Същевременно същият стол може да бъде използван и за много други цели в зависимост от това какво на дадения актьор му е нужно, като например да смени електрическа крушка). Обърнете внимание на това, че столът няма афорданс, а афордансът е определен от връзката между човека (и ситуацията, в която той/тя се намира, или неговото/нейното намерение) и стола ( и неговите характеристики). Доналд Норман (1988) и Уилям Гейвър (1991) модифицират и/или разширяват термина като концептуален инструмент за дискусии, свързани с дизайна на интерактивни системи, и съответно говорят за възприеман и възможен за възприемане афорданс. ==== Проблематика на превода ==== Френски: disponibilité d'une ressource éducative, exploitabilité d'une situation éducative, като терминът бива прилаган в практиката директно на английски (т.е. affordance) Немски: affordanz ==== Предметна проблематика ==== Този термин е въведен в информационните и изчислителните науки от Норман (1988)като наименование на възможностите за действия, които биват възприемани или могат да бъдат възприети от потребителя. Употребата на термина в контекста на изследванията на технологично подпомогнатото учене се нуждае от известно приспособяване: <blockquote>„ Читателят не бива да приема оригиналното значение на термина „параметър” на артефакт по начина, по който той бива възприет буквално в среда на компютърно подпомогнато колаборативно учене/обучение. Параметрите в смисъла на Гибсън се отансят основно до много прости артефакти, при които ‘връзката виждам-правя’съществува директно. Играчът не мисли съзнателно, а по-скоро възприема параметъра и действията, макар че, от друга страна, способността му да възприема параметъра (да разграничи модели на информация, за да може да възприеме нещо) е възможно да се наложи да бъде усвоена.</blockquote> <blockquote>За сложни артефакти, като например каквато е една образователна среда, ученето също трябва да бъде взето предвид, като същевременно бива и способствано. При това връзката възприятие-действие съществува, но не е толкова директна, тъй като след период на учене или привикване, действията стават автоматични и несъзнателни. В този смисъл параметрите не предизвикват, а просто способстват. Те снижават прага за изпъленнието на и/или подпомагат дадено действие.” </blockquote> ==== Основна литература ==== [https://www.lri.fr/~mbl/Stanford/CS477/papers/Gaver-CHI1991.pdf] Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, &amp; J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. [http://en.wikipedia.org/wiki/James_J._Gibson]Gibson J. J. (1977). The theory of affordances. In R. Shaw &amp; J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. [http://dspace.ou.nl/bitstream/1820/1618/1/Three%20worlds%20of%20CSCL%20Can%20we%20support%20CSCL.pdf] Kirschner P. A. (2002). Can we support CCSL ? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL ? (pp. 7-34). The Open Universiteit Nederland. [http://books.google.fr/books?id=w8pM72p_dpoC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Norman D. A. (1988) The psychology of everyday things. New York: Basic Books. 257 pages. 1309 1308 2013-03-19T14:30:44Z Balacheff 4 /* Проблематика на превода */ wikitext text/x-wiki =Образователен афорданс= <u>раб. версия 1</u> '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributors''': Nicolas Balacheff, LIG, Grenoble, France '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== В контекста на изследванията в образованието и технологично подпомогнатото учене/обучение, терминът образователен афорданс е придобил значение, което се отнася до намирането на начини за изразяване на характеристики на средата, които във взаимодействие с потребителя оптимизират неговия потенциал за учене: <blockquote>„ Образователният афорданс е тези характеристика (напр. как дадена образователна програма е приложена в практиката) , която определя дали и как дадено поведение по време на учене би могло да бъде осъществено в определен контекст (напр. екип по проект, разпръснати учебни общности). Образователният афорданс може да бъде дефиниран [...] като връзката между характеристиките на дадена образователна намеса и характеристиките на учащия (за компютърно-подпомогнато колаборативно учене/обучение: учащия и учебната група), които спомагат за осъществяването на определени видове учене от самия него (за компютърно-подпомогнато колаборативно учене/обучение: членовете на групата също).” (Kirschner 2002, p.14) </blockquote> ==== Сродни термини ==== Адаптивна учебна среда (adaptive learning environment), познавателни афорданс (epistemic affordance), взаимодействие (interaction), ситуативно учене (situated learning) ==== Коментар по развитието на термина ==== Въведен от Джей Джей Гибсън (1977), терминът афорданс се отнася до възможностите за взаимодействие между даден актьор и даден артефакт, които биха могли да съществуват независимо от факта как те биват възприети от гледна точка на тяхното предназначение. Понятието е основано на връзката възприятие-действие (т.е. виждаш-правиш) и на взаимната връзка между актьор и артефакт (т.е. актьорът е изморен, така че той сяда на стол. Същевременно същият стол може да бъде използван и за много други цели в зависимост от това какво на дадения актьор му е нужно, като например да смени електрическа крушка). Обърнете внимание на това, че столът няма афорданс, а афордансът е определен от връзката между човека (и ситуацията, в която той/тя се намира, или неговото/нейното намерение) и стола ( и неговите характеристики). Доналд Норман (1988) и Уилям Гейвър (1991) модифицират и/или разширяват термина като концептуален инструмент за дискусии, свързани с дизайна на интерактивни системи, и съответно говорят за възприеман и възможен за възприемане афорданс. ==== Проблематика на превода ==== Френски: disponibilité d'une ressource éducative, exploitabilité d'une situation éducative, като терминът бива прилаган в практиката директно на английски (т.е. affordance) Немски: affordanz ==== Предметна проблематика ==== Този термин е въведен в информационните и изчислителните науки от Норман (1988)като наименование на възможностите за действия, които биват възприемани или могат да бъдат възприети от потребителя. Употребата на термина в контекста на изследванията на технологично подпомогнатото учене се нуждае от известно приспособяване: <blockquote>„ Читателят не бива да приема оригиналното значение на термина „параметър” на артефакт по начина, по който той бива възприет буквално в среда на компютърно подпомогнато колаборативно учене/обучение. Параметрите в смисъла на Гибсън се отансят основно до много прости артефакти, при които ‘връзката виждам-правя’съществува директно. Играчът не мисли съзнателно, а по-скоро възприема параметъра и действията, макар че, от друга страна, способността му да възприема параметъра (да разграничи модели на информация, за да може да възприеме нещо) е възможно да се наложи да бъде усвоена.</blockquote> <blockquote>За сложни артефакти, като например каквато е една образователна среда, ученето също трябва да бъде взето предвид, като същевременно бива и способствано. При това връзката възприятие-действие съществува, но не е толкова директна, тъй като след период на учене или привикване, действията стават автоматични и несъзнателни. В този смисъл параметрите не предизвикват, а просто способстват. Те снижават прага за изпъленнието на и/или подпомагат дадено действие.” </blockquote> ==== Основна литература ==== [https://www.lri.fr/~mbl/Stanford/CS477/papers/Gaver-CHI1991.pdf] Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, &amp; J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. [http://en.wikipedia.org/wiki/James_J._Gibson]Gibson J. J. (1977). The theory of affordances. In R. Shaw &amp; J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. [http://dspace.ou.nl/bitstream/1820/1618/1/Three%20worlds%20of%20CSCL%20Can%20we%20support%20CSCL.pdf] Kirschner P. A. (2002). Can we support CCSL ? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL ? (pp. 7-34). The Open Universiteit Nederland. [http://books.google.fr/books?id=w8pM72p_dpoC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Norman D. A. (1988) The psychology of everyday things. New York: Basic Books. 257 pages. 1308 1307 2013-03-19T14:30:17Z Balacheff 4 /* Коментар по развитието на термина */ wikitext text/x-wiki =Образователен афорданс= <u>раб. версия 1</u> '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributors''': Nicolas Balacheff, LIG, Grenoble, France '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== В контекста на изследванията в образованието и технологично подпомогнатото учене/обучение, терминът образователен афорданс е придобил значение, което се отнася до намирането на начини за изразяване на характеристики на средата, които във взаимодействие с потребителя оптимизират неговия потенциал за учене: <blockquote>„ Образователният афорданс е тези характеристика (напр. как дадена образователна програма е приложена в практиката) , която определя дали и как дадено поведение по време на учене би могло да бъде осъществено в определен контекст (напр. екип по проект, разпръснати учебни общности). Образователният афорданс може да бъде дефиниран [...] като връзката между характеристиките на дадена образователна намеса и характеристиките на учащия (за компютърно-подпомогнато колаборативно учене/обучение: учащия и учебната група), които спомагат за осъществяването на определени видове учене от самия него (за компютърно-подпомогнато колаборативно учене/обучение: членовете на групата също).” (Kirschner 2002, p.14) </blockquote> ==== Сродни термини ==== Адаптивна учебна среда (adaptive learning environment), познавателни афорданс (epistemic affordance), взаимодействие (interaction), ситуативно учене (situated learning) ==== Коментар по развитието на термина ==== Въведен от Джей Джей Гибсън (1977), терминът афорданс се отнася до възможностите за взаимодействие между даден актьор и даден артефакт, които биха могли да съществуват независимо от факта как те биват възприети от гледна точка на тяхното предназначение. Понятието е основано на връзката възприятие-действие (т.е. виждаш-правиш) и на взаимната връзка между актьор и артефакт (т.е. актьорът е изморен, така че той сяда на стол. Същевременно същият стол може да бъде използван и за много други цели в зависимост от това какво на дадения актьор му е нужно, като например да смени електрическа крушка). Обърнете внимание на това, че столът няма афорданс, а афордансът е определен от връзката между човека (и ситуацията, в която той/тя се намира, или неговото/нейното намерение) и стола ( и неговите характеристики). Доналд Норман (1988) и Уилям Гейвър (1991) модифицират и/или разширяват термина като концептуален инструмент за дискусии, свързани с дизайна на интерактивни системи, и съответно говорят за възприеман и възможен за възприемане афорданс. ==== Проблематика на превода ==== -/- ==== Предметна проблематика ==== Този термин е въведен в информационните и изчислителните науки от Норман (1988)като наименование на възможностите за действия, които биват възприемани или могат да бъдат възприети от потребителя. Употребата на термина в контекста на изследванията на технологично подпомогнатото учене се нуждае от известно приспособяване: <blockquote>„ Читателят не бива да приема оригиналното значение на термина „параметър” на артефакт по начина, по който той бива възприет буквално в среда на компютърно подпомогнато колаборативно учене/обучение. Параметрите в смисъла на Гибсън се отансят основно до много прости артефакти, при които ‘връзката виждам-правя’съществува директно. Играчът не мисли съзнателно, а по-скоро възприема параметъра и действията, макар че, от друга страна, способността му да възприема параметъра (да разграничи модели на информация, за да може да възприеме нещо) е възможно да се наложи да бъде усвоена.</blockquote> <blockquote>За сложни артефакти, като например каквато е една образователна среда, ученето също трябва да бъде взето предвид, като същевременно бива и способствано. При това връзката възприятие-действие съществува, но не е толкова директна, тъй като след период на учене или привикване, действията стават автоматични и несъзнателни. В този смисъл параметрите не предизвикват, а просто способстват. Те снижават прага за изпъленнието на и/или подпомагат дадено действие.” </blockquote> ==== Основна литература ==== [https://www.lri.fr/~mbl/Stanford/CS477/papers/Gaver-CHI1991.pdf] Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, &amp; J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. [http://en.wikipedia.org/wiki/James_J._Gibson]Gibson J. J. (1977). The theory of affordances. In R. Shaw &amp; J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. [http://dspace.ou.nl/bitstream/1820/1618/1/Three%20worlds%20of%20CSCL%20Can%20we%20support%20CSCL.pdf] Kirschner P. A. (2002). Can we support CCSL ? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL ? (pp. 7-34). The Open Universiteit Nederland. [http://books.google.fr/books?id=w8pM72p_dpoC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Norman D. A. (1988) The psychology of everyday things. New York: Basic Books. 257 pages. 1307 1306 2013-03-19T14:29:19Z Balacheff 4 /* Сродни термини */ wikitext text/x-wiki =Образователен афорданс= <u>раб. версия 1</u> '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributors''': Nicolas Balacheff, LIG, Grenoble, France '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== В контекста на изследванията в образованието и технологично подпомогнатото учене/обучение, терминът образователен афорданс е придобил значение, което се отнася до намирането на начини за изразяване на характеристики на средата, които във взаимодействие с потребителя оптимизират неговия потенциал за учене: <blockquote>„ Образователният афорданс е тези характеристика (напр. как дадена образователна програма е приложена в практиката) , която определя дали и как дадено поведение по време на учене би могло да бъде осъществено в определен контекст (напр. екип по проект, разпръснати учебни общности). Образователният афорданс може да бъде дефиниран [...] като връзката между характеристиките на дадена образователна намеса и характеристиките на учащия (за компютърно-подпомогнато колаборативно учене/обучение: учащия и учебната група), които спомагат за осъществяването на определени видове учене от самия него (за компютърно-подпомогнато колаборативно учене/обучение: членовете на групата също).” (Kirschner 2002, p.14) </blockquote> ==== Сродни термини ==== Адаптивна учебна среда (adaptive learning environment), познавателни афорданс (epistemic affordance), взаимодействие (interaction), ситуативно учене (situated learning) ==== Коментар по развитието на термина ==== Въведен като понятие от Джей Джей Гибсън (1977), параметрите на материалната среда засягат възможностите за взаимодействие между даден играч и артефакт, които биха могли да съществуват независимо от факта как тези параметри биват възприети от гледна точка на тяхното предназначение. Понятието е основано на връзката възприятие-действие (т.е. виждаш-правиш) и на взаимната връзка между играч и артефакт (т.е. играчът е изморен, така че той сяда на стол. Същевременно същият стол може да бъде използван и за много други цели в зависимост от това какво му е нужно на даден играч, като например да смени електрическа крушка). Обърнете внимание на това, че столът няма образователни параметри, а образователните параметри са определени от връзката между човека (и ситуацията, в която той/тя се намира, или неговото/нейното намерение) и стола ( и неговите характеристики). Доналд Норман (1988) и Уилям Гейвър (1991) модифицират и/или разширяват термина като концептуален инструмент за дискусии, свързани с дизайна на интерактивни системи, и съответно говорят за възприемани и възможни за възприемане образователни параметри. ==== Проблематика на превода ==== -/- ==== Предметна проблематика ==== Този термин е въведен в информационните и изчислителните науки от Норман (1988)като наименование на възможностите за действия, които биват възприемани или могат да бъдат възприети от потребителя. Употребата на термина в контекста на изследванията на технологично подпомогнатото учене се нуждае от известно приспособяване: <blockquote>„ Читателят не бива да приема оригиналното значение на термина „параметър” на артефакт по начина, по който той бива възприет буквално в среда на компютърно подпомогнато колаборативно учене/обучение. Параметрите в смисъла на Гибсън се отансят основно до много прости артефакти, при които ‘връзката виждам-правя’съществува директно. Играчът не мисли съзнателно, а по-скоро възприема параметъра и действията, макар че, от друга страна, способността му да възприема параметъра (да разграничи модели на информация, за да може да възприеме нещо) е възможно да се наложи да бъде усвоена.</blockquote> <blockquote>За сложни артефакти, като например каквато е една образователна среда, ученето също трябва да бъде взето предвид, като същевременно бива и способствано. При това връзката възприятие-действие съществува, но не е толкова директна, тъй като след период на учене или привикване, действията стават автоматични и несъзнателни. В този смисъл параметрите не предизвикват, а просто способстват. Те снижават прага за изпъленнието на и/или подпомагат дадено действие.” </blockquote> ==== Основна литература ==== [https://www.lri.fr/~mbl/Stanford/CS477/papers/Gaver-CHI1991.pdf] Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, &amp; J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. [http://en.wikipedia.org/wiki/James_J._Gibson]Gibson J. J. (1977). The theory of affordances. In R. Shaw &amp; J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. [http://dspace.ou.nl/bitstream/1820/1618/1/Three%20worlds%20of%20CSCL%20Can%20we%20support%20CSCL.pdf] Kirschner P. A. (2002). Can we support CCSL ? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL ? (pp. 7-34). The Open Universiteit Nederland. [http://books.google.fr/books?id=w8pM72p_dpoC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Norman D. A. (1988) The psychology of everyday things. New York: Basic Books. 257 pages. 1306 1304 2013-03-19T14:28:47Z Balacheff 4 /* Определение */ wikitext text/x-wiki =Образователен афорданс= <u>раб. версия 1</u> '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributors''': Nicolas Balacheff, LIG, Grenoble, France '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== В контекста на изследванията в образованието и технологично подпомогнатото учене/обучение, терминът образователен афорданс е придобил значение, което се отнася до намирането на начини за изразяване на характеристики на средата, които във взаимодействие с потребителя оптимизират неговия потенциал за учене: <blockquote>„ Образователният афорданс е тези характеристика (напр. как дадена образователна програма е приложена в практиката) , която определя дали и как дадено поведение по време на учене би могло да бъде осъществено в определен контекст (напр. екип по проект, разпръснати учебни общности). Образователният афорданс може да бъде дефиниран [...] като връзката между характеристиките на дадена образователна намеса и характеристиките на учащия (за компютърно-подпомогнато колаборативно учене/обучение: учащия и учебната група), които спомагат за осъществяването на определени видове учене от самия него (за компютърно-подпомогнато колаборативно учене/обучение: членовете на групата също).” (Kirschner 2002, p.14) </blockquote> ==== Сродни термини ==== Адаптивна учебна среда, познававелни параметри на материалната среда, взаимодействие, ситуативно учене ==== Коментар по развитието на термина ==== Въведен като понятие от Джей Джей Гибсън (1977), параметрите на материалната среда засягат възможностите за взаимодействие между даден играч и артефакт, които биха могли да съществуват независимо от факта как тези параметри биват възприети от гледна точка на тяхното предназначение. Понятието е основано на връзката възприятие-действие (т.е. виждаш-правиш) и на взаимната връзка между играч и артефакт (т.е. играчът е изморен, така че той сяда на стол. Същевременно същият стол може да бъде използван и за много други цели в зависимост от това какво му е нужно на даден играч, като например да смени електрическа крушка). Обърнете внимание на това, че столът няма образователни параметри, а образователните параметри са определени от връзката между човека (и ситуацията, в която той/тя се намира, или неговото/нейното намерение) и стола ( и неговите характеристики). Доналд Норман (1988) и Уилям Гейвър (1991) модифицират и/или разширяват термина като концептуален инструмент за дискусии, свързани с дизайна на интерактивни системи, и съответно говорят за възприемани и възможни за възприемане образователни параметри. ==== Проблематика на превода ==== -/- ==== Предметна проблематика ==== Този термин е въведен в информационните и изчислителните науки от Норман (1988)като наименование на възможностите за действия, които биват възприемани или могат да бъдат възприети от потребителя. Употребата на термина в контекста на изследванията на технологично подпомогнатото учене се нуждае от известно приспособяване: <blockquote>„ Читателят не бива да приема оригиналното значение на термина „параметър” на артефакт по начина, по който той бива възприет буквално в среда на компютърно подпомогнато колаборативно учене/обучение. Параметрите в смисъла на Гибсън се отансят основно до много прости артефакти, при които ‘връзката виждам-правя’съществува директно. Играчът не мисли съзнателно, а по-скоро възприема параметъра и действията, макар че, от друга страна, способността му да възприема параметъра (да разграничи модели на информация, за да може да възприеме нещо) е възможно да се наложи да бъде усвоена.</blockquote> <blockquote>За сложни артефакти, като например каквато е една образователна среда, ученето също трябва да бъде взето предвид, като същевременно бива и способствано. При това връзката възприятие-действие съществува, но не е толкова директна, тъй като след период на учене или привикване, действията стават автоматични и несъзнателни. В този смисъл параметрите не предизвикват, а просто способстват. Те снижават прага за изпъленнието на и/или подпомагат дадено действие.” </blockquote> ==== Основна литература ==== [https://www.lri.fr/~mbl/Stanford/CS477/papers/Gaver-CHI1991.pdf] Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, &amp; J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. [http://en.wikipedia.org/wiki/James_J._Gibson]Gibson J. J. (1977). The theory of affordances. In R. Shaw &amp; J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. [http://dspace.ou.nl/bitstream/1820/1618/1/Three%20worlds%20of%20CSCL%20Can%20we%20support%20CSCL.pdf] Kirschner P. A. (2002). Can we support CCSL ? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL ? (pp. 7-34). The Open Universiteit Nederland. [http://books.google.fr/books?id=w8pM72p_dpoC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Norman D. A. (1988) The psychology of everyday things. New York: Basic Books. 257 pages. 1304 1295 2013-03-19T14:25:55Z Balacheff 4 /* Образователни параметри на материалната среда */ wikitext text/x-wiki =Образователен афорданс= <u>раб. версия 1</u> '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributors''': Nicolas Balacheff, LIG, Grenoble, France '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== В контекста на изследванията в образованието и технологично подпомогнатото учене, терминът образователни параметри на материалната среда (образоватени параметри за краткост) е придобил значение, което се отнася до намирането на начини за изразяване на характеристики на средата, които във взаимодействие с потребителя оптимизират неговия потенциал за учене: <blockquote>„ Образователните параметри на материалната среда са тези характеристики на един артефакт (например как дадена образователна програма е приложена в практиката) , които определят дали и как дадено учебно поведение би могло да бъде осъществено в определен контекст (например екип по проект, разпръснати учебни общности). Образователните параметри на материалната среда могат да бъдат дефинирани [...] като връзката между характеристиките на образователна намеса и характеристиките на учащия (за компютърно-подпомогнато колаборативно учене/обучение: учащия и учебната група), които спомагат за осъществяването на определени видове учене от самия него (за компютърно-подпомогнато колаборативно учене/обучение: членовете на групата също).” (Kirschner 2002, p.14) </blockquote> ==== Сродни термини ==== Адаптивна учебна среда, познававелни параметри на материалната среда, взаимодействие, ситуативно учене ==== Коментар по развитието на термина ==== Въведен като понятие от Джей Джей Гибсън (1977), параметрите на материалната среда засягат възможностите за взаимодействие между даден играч и артефакт, които биха могли да съществуват независимо от факта как тези параметри биват възприети от гледна точка на тяхното предназначение. Понятието е основано на връзката възприятие-действие (т.е. виждаш-правиш) и на взаимната връзка между играч и артефакт (т.е. играчът е изморен, така че той сяда на стол. Същевременно същият стол може да бъде използван и за много други цели в зависимост от това какво му е нужно на даден играч, като например да смени електрическа крушка). Обърнете внимание на това, че столът няма образователни параметри, а образователните параметри са определени от връзката между човека (и ситуацията, в която той/тя се намира, или неговото/нейното намерение) и стола ( и неговите характеристики). Доналд Норман (1988) и Уилям Гейвър (1991) модифицират и/или разширяват термина като концептуален инструмент за дискусии, свързани с дизайна на интерактивни системи, и съответно говорят за възприемани и възможни за възприемане образователни параметри. ==== Проблематика на превода ==== -/- ==== Предметна проблематика ==== Този термин е въведен в информационните и изчислителните науки от Норман (1988)като наименование на възможностите за действия, които биват възприемани или могат да бъдат възприети от потребителя. Употребата на термина в контекста на изследванията на технологично подпомогнатото учене се нуждае от известно приспособяване: <blockquote>„ Читателят не бива да приема оригиналното значение на термина „параметър” на артефакт по начина, по който той бива възприет буквално в среда на компютърно подпомогнато колаборативно учене/обучение. Параметрите в смисъла на Гибсън се отансят основно до много прости артефакти, при които ‘връзката виждам-правя’съществува директно. Играчът не мисли съзнателно, а по-скоро възприема параметъра и действията, макар че, от друга страна, способността му да възприема параметъра (да разграничи модели на информация, за да може да възприеме нещо) е възможно да се наложи да бъде усвоена.</blockquote> <blockquote>За сложни артефакти, като например каквато е една образователна среда, ученето също трябва да бъде взето предвид, като същевременно бива и способствано. При това връзката възприятие-действие съществува, но не е толкова директна, тъй като след период на учене или привикване, действията стават автоматични и несъзнателни. В този смисъл параметрите не предизвикват, а просто способстват. Те снижават прага за изпъленнието на и/или подпомагат дадено действие.” </blockquote> ==== Основна литература ==== [https://www.lri.fr/~mbl/Stanford/CS477/papers/Gaver-CHI1991.pdf] Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, &amp; J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. [http://en.wikipedia.org/wiki/James_J._Gibson]Gibson J. J. (1977). The theory of affordances. In R. Shaw &amp; J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. [http://dspace.ou.nl/bitstream/1820/1618/1/Three%20worlds%20of%20CSCL%20Can%20we%20support%20CSCL.pdf] Kirschner P. A. (2002). Can we support CCSL ? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL ? (pp. 7-34). The Open Universiteit Nederland. [http://books.google.fr/books?id=w8pM72p_dpoC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Norman D. A. (1988) The psychology of everyday things. New York: Basic Books. 257 pages. 1295 1293 2013-03-19T13:20:00Z Balacheff 4 /* Основна литература */ wikitext text/x-wiki = Образователни параметри на материалната среда = <u>раб. версия 1</u> '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributors''': Nicolas Balacheff, LIG, Grenoble, France '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== В контекста на изследванията в образованието и технологично подпомогнатото учене, терминът образователни параметри на материалната среда (образоватени параметри за краткост) е придобил значение, което се отнася до намирането на начини за изразяване на характеристики на средата, които във взаимодействие с потребителя оптимизират неговия потенциал за учене: <blockquote>„ Образователните параметри на материалната среда са тези характеристики на един артефакт (например как дадена образователна програма е приложена в практиката) , които определят дали и как дадено учебно поведение би могло да бъде осъществено в определен контекст (например екип по проект, разпръснати учебни общности). Образователните параметри на материалната среда могат да бъдат дефинирани [...] като връзката между характеристиките на образователна намеса и характеристиките на учащия (за компютърно-подпомогнато колаборативно учене/обучение: учащия и учебната група), които спомагат за осъществяването на определени видове учене от самия него (за компютърно-подпомогнато колаборативно учене/обучение: членовете на групата също).” (Kirschner 2002, p.14) </blockquote> ==== Сродни термини ==== Адаптивна учебна среда, познававелни параметри на материалната среда, взаимодействие, ситуативно учене ==== Коментар по развитието на термина ==== Въведен като понятие от Джей Джей Гибсън (1977), параметрите на материалната среда засягат възможностите за взаимодействие между даден играч и артефакт, които биха могли да съществуват независимо от факта как тези параметри биват възприети от гледна точка на тяхното предназначение. Понятието е основано на връзката възприятие-действие (т.е. виждаш-правиш) и на взаимната връзка между играч и артефакт (т.е. играчът е изморен, така че той сяда на стол. Същевременно същият стол може да бъде използван и за много други цели в зависимост от това какво му е нужно на даден играч, като например да смени електрическа крушка). Обърнете внимание на това, че столът няма образователни параметри, а образователните параметри са определени от връзката между човека (и ситуацията, в която той/тя се намира, или неговото/нейното намерение) и стола ( и неговите характеристики). Доналд Норман (1988) и Уилям Гейвър (1991) модифицират и/или разширяват термина като концептуален инструмент за дискусии, свързани с дизайна на интерактивни системи, и съответно говорят за възприемани и възможни за възприемане образователни параметри. ==== Проблематика на превода ==== -/- ==== Предметна проблематика ==== Този термин е въведен в информационните и изчислителните науки от Норман (1988)като наименование на възможностите за действия, които биват възприемани или могат да бъдат възприети от потребителя. Употребата на термина в контекста на изследванията на технологично подпомогнатото учене се нуждае от известно приспособяване: <blockquote>„ Читателят не бива да приема оригиналното значение на термина „параметър” на артефакт по начина, по който той бива възприет буквално в среда на компютърно подпомогнато колаборативно учене/обучение. Параметрите в смисъла на Гибсън се отансят основно до много прости артефакти, при които ‘връзката виждам-правя’съществува директно. Играчът не мисли съзнателно, а по-скоро възприема параметъра и действията, макар че, от друга страна, способността му да възприема параметъра (да разграничи модели на информация, за да може да възприеме нещо) е възможно да се наложи да бъде усвоена.</blockquote> <blockquote>За сложни артефакти, като например каквато е една образователна среда, ученето също трябва да бъде взето предвид, като същевременно бива и способствано. При това връзката възприятие-действие съществува, но не е толкова директна, тъй като след период на учене или привикване, действията стават автоматични и несъзнателни. В този смисъл параметрите не предизвикват, а просто способстват. Те снижават прага за изпъленнието на и/или подпомагат дадено действие.” </blockquote> ==== Основна литература ==== [https://www.lri.fr/~mbl/Stanford/CS477/papers/Gaver-CHI1991.pdf] Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, &amp; J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. [http://en.wikipedia.org/wiki/James_J._Gibson]Gibson J. J. (1977). The theory of affordances. In R. Shaw &amp; J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. [http://dspace.ou.nl/bitstream/1820/1618/1/Three%20worlds%20of%20CSCL%20Can%20we%20support%20CSCL.pdf] Kirschner P. A. (2002). Can we support CCSL ? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL ? (pp. 7-34). The Open Universiteit Nederland. [http://books.google.fr/books?id=w8pM72p_dpoC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Norman D. A. (1988) The psychology of everyday things. New York: Basic Books. 257 pages. 1293 1075 2013-03-19T13:02:20Z Balacheff 4 wikitext text/x-wiki = Образователни параметри на материалната среда = <u>раб. версия 1</u> '''Editor''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributors''': Nicolas Balacheff, LIG, Grenoble, France '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== В контекста на изследванията в образованието и технологично подпомогнатото учене, терминът образователни параметри на материалната среда (образоватени параметри за краткост) е придобил значение, което се отнася до намирането на начини за изразяване на характеристики на средата, които във взаимодействие с потребителя оптимизират неговия потенциал за учене: <blockquote>„ Образователните параметри на материалната среда са тези характеристики на един артефакт (например как дадена образователна програма е приложена в практиката) , които определят дали и как дадено учебно поведение би могло да бъде осъществено в определен контекст (например екип по проект, разпръснати учебни общности). Образователните параметри на материалната среда могат да бъдат дефинирани [...] като връзката между характеристиките на образователна намеса и характеристиките на учащия (за компютърно-подпомогнато колаборативно учене/обучение: учащия и учебната група), които спомагат за осъществяването на определени видове учене от самия него (за компютърно-подпомогнато колаборативно учене/обучение: членовете на групата също).” (Kirschner 2002, p.14) </blockquote> ==== Сродни термини ==== Адаптивна учебна среда, познававелни параметри на материалната среда, взаимодействие, ситуативно учене ==== Коментар по развитието на термина ==== Въведен като понятие от Джей Джей Гибсън (1977), параметрите на материалната среда засягат възможностите за взаимодействие между даден играч и артефакт, които биха могли да съществуват независимо от факта как тези параметри биват възприети от гледна точка на тяхното предназначение. Понятието е основано на връзката възприятие-действие (т.е. виждаш-правиш) и на взаимната връзка между играч и артефакт (т.е. играчът е изморен, така че той сяда на стол. Същевременно същият стол може да бъде използван и за много други цели в зависимост от това какво му е нужно на даден играч, като например да смени електрическа крушка). Обърнете внимание на това, че столът няма образователни параметри, а образователните параметри са определени от връзката между човека (и ситуацията, в която той/тя се намира, или неговото/нейното намерение) и стола ( и неговите характеристики). Доналд Норман (1988) и Уилям Гейвър (1991) модифицират и/или разширяват термина като концептуален инструмент за дискусии, свързани с дизайна на интерактивни системи, и съответно говорят за възприемани и възможни за възприемане образователни параметри. ==== Проблематика на превода ==== -/- ==== Предметна проблематика ==== Този термин е въведен в информационните и изчислителните науки от Норман (1988)като наименование на възможностите за действия, които биват възприемани или могат да бъдат възприети от потребителя. Употребата на термина в контекста на изследванията на технологично подпомогнатото учене се нуждае от известно приспособяване: <blockquote>„ Читателят не бива да приема оригиналното значение на термина „параметър” на артефакт по начина, по който той бива възприет буквално в среда на компютърно подпомогнато колаборативно учене/обучение. Параметрите в смисъла на Гибсън се отансят основно до много прости артефакти, при които ‘връзката виждам-правя’съществува директно. Играчът не мисли съзнателно, а по-скоро възприема параметъра и действията, макар че, от друга страна, способността му да възприема параметъра (да разграничи модели на информация, за да може да възприеме нещо) е възможно да се наложи да бъде усвоена.</blockquote> <blockquote>За сложни артефакти, като например каквато е една образователна среда, ученето също трябва да бъде взето предвид, като същевременно бива и способствано. При това връзката възприятие-действие съществува, но не е толкова директна, тъй като след период на учене или привикване, действията стават автоматични и несъзнателни. В този смисъл параметрите не предизвикват, а просто способстват. Те снижават прага за изпъленнието на и/или подпомагат дадено действие.” </blockquote> ==== Основна литература ==== 1075 1074 2013-02-14T20:50:49Z Balacheff 4 wikitext text/x-wiki <h1>Adaptive learning environment</h1> <u>version 1</u> '''Editor''': Marcus Specht, Open Universiteit Nederland '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Адаптивната учебна среда е среда на учене, в която процесът на обучение е индивидуализиран спрямо различни параметри: избор на последователност и сложност на учебните задачи, време и вид на обратна информация, скорост на усвояване на учебния материал, затвърждаване на наученето и т.н. ====Сродни термини==== -/- ====Коментар по развитието на термина==== Индивидуализацията на процеса на обучение и изграждането на обратна връзка често биват определяни като ключови елементи в изграждането на дизайн за подкрепа на учебния процес. Нагаждането на процеса на обучение към учащия и неговите харктеристики е изучавано от различни гледни точки, сред които моделиране на учащия, интелигентни системи за обучение, адаптивна хипермедия, адаптивен дизайн на обучение и др. В областта на адаптивното обучение и педагогическата психология адаптивните методи и техники на учещите машини са въведени и са подлагани на оценка още от петдесетте години на 20-ти век. На базата на емпирични оценки методите на адаптавно обучение показват, че водят до повишение на скоростта на усвояване и спомагат за постигане на по-добро разбиране чрез индивидуализация на обучението. Изследвания в областта на Интелигентните системи за обучение (ИСО) засягат теми като усвояването на информация чрез процеси на учене, адекватно изграждане на когнитивни модели на учащия, синтензиране на информация за учащия и изграждането на ефективни препоръки и насоки за индивидуализирани стъпки на учене. За да бъде създадена индивидуализирана обратна връзка и за да се изгради основа за решаването на сложни когнитивни проблеми в целевите сфери, ИСО са изградени на основата на модели на експерти от самите тези сфери (Anderson, Conrad, & Corbett, 1989). От началото на 90-те години на 20-ти век адаптивните хипермедийни системи (Brusilovsky, 1996) използват основно по-прости модели на декларативно познание и предпочитания на учащите за изграждане на химермедийното съдржание, анотацията на хиперлинковете, последователността на учбеното съдържание или препоръките по съдържанието. Ранни разработки, които отчитат ролята на социално генерираното ръководство за обучение, също произхождат от сферата на адапривната хипермедия, като например употребата на информация за приложението на учебно съдържание от другите членове на учебната общност или на хората, които принадежат към същата група. През последните десет години технологиите, достъпни и използвани от учащите, се промениха драматично. От простото съобразяване със знанията, уменията, предпочитанията, целите и осталите характеристики на учащия, социалният контекст на учене придоби по-значимо място. Сега адаптивните среди на учене използват сензорна информация и друга контекстуална информация в помощ на процеса на нагаждане към учащите и тяхната среда. Освен това социалните медии променят наличието на информация за потребителите драстично и употребата на информация за обучение при индивидуализиран процес на осмисляне на материала е нова насока на развитие, свързана с изследването на методите за анализиране на ученето. ====Проблематика на превода==== -/- ====Предметна проблематика==== Изследователската проблематика, отнасяща се до дизайна и оцеката на адаптивните среди за учене, е подчертано интердисциплинарна, свързвайки по този начин въпроси от компютърните науки и инженерството, психологията и психотерапията, кибернетиката и системната динамика, дизайна на обучение и емпиричните изследвания върху технологично подпомогнато обучение. Докато компютърните науки основно са съсредоточнени върху развитието на по-добри потребителски модели и развитието на интелигнетно адаптиране, медиийни системи и алгоритми, науките, свързани с образоваето, са основно съсредоточени върху развитието, възприемането и оценката на адаптивните алгоритми за обучение. В допълнение, проучванията върху взамодействието за корекция на наклонностите (Aptitude Treatment Interaction) изследват ефектите от настройването на параметрите на обучение към различните характеристики на учащия (Tennyson & Christensen, 1988), като изпълнение на задачите, личностни характеристики или когнитивни умения. Сложността, която се поражда от доближаването на дисциплините или възможните противиречия между тях, включени в изследването на адаптивността, могат да бъдат систематизирани според методологичните въпроси, разграничени по начин, целеполагане, предназначение и стратегия (Specht, 1998):  Адаптационен начин: Каква информация за потребителя е известна и каква информация може да бъде използвана за адаптиране?  Адаптационно целеполагане: Кой аспект от системата за обучение се отнася към коя информация за потребителя?  Адаптационно предназначение: Защо системата са нагажда към тази информация? По-съществената част от адаптивните системи се пригаждат към техните потребители по ергономични и педагогически причини.  Адаптационна стратегия: Какви стъпки са били направени, така че системата да се нагоди към потребителя и колко активни или реактивни са потребителят и системата в процеса на нагаждане? ====Основна литература==== 1074 2013-02-14T20:47:13Z Balacheff 4 Created page with "<h1>Affordance éducative</h1> <u>version 3</u> '''Rédaction''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Cont..." wikitext text/x-wiki <h1>Affordance éducative</h1> <u>version 3</u> '''Rédaction''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contribution''': Nicolas Balacheff, LIG, Grenoble, France '''Adaptation''': Nicolas Balacheff, LIG, Grenoble, France ====Définition==== Editor: Marcus Specht, Open Universiteit Nederland Contributors: …/… Adaptation: Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Адаптивната учебна среда е среда на учене, в която процесът на обучение е индивидуализиран спрямо различни параметри: избор на последователност и сложност на учебните задачи, време и вид на обратна информация, скорост на усвояване на учебния материал, затвърждаване на наученето и т.н. ====Сродни термини==== -/- ====Коментар по развитието на термина==== Индивидуализацията на процеса на обучение и изграждането на обратна връзка често биват определяни като ключови елементи в изграждането на дизайн за подкрепа на учебния процес. Нагаждането на процеса на обучение към учащия и неговите харктеристики е изучавано от различни гледни точки, сред които моделиране на учащия, интелигентни системи за обучение, адаптивна хипермедия, адаптивен дизайн на обучение и др. В областта на адаптивното обучение и педагогическата психология адаптивните методи и техники на учещите машини са въведени и са подлагани на оценка още от петдесетте години на 20-ти век. На базата на емпирични оценки методите на адаптавно обучение показват, че водят до повишение на скоростта на усвояване и спомагат за постигане на по-добро разбиране чрез индивидуализация на обучението. Изследвания в областта на Интелигентните системи за обучение (ИСО) засягат теми като усвояването на информация чрез процеси на учене, адекватно изграждане на когнитивни модели на учащия, синтензиране на информация за учащия и изграждането на ефективни препоръки и насоки за индивидуализирани стъпки на учене. За да бъде създадена индивидуализирана обратна връзка и за да се изгради основа за решаването на сложни когнитивни проблеми в целевите сфери, ИСО са изградени на основата на модели на експерти от самите тези сфери (Anderson, Conrad, & Corbett, 1989). От началото на 90-те години на 20-ти век адаптивните хипермедийни системи (Brusilovsky, 1996) използват основно по-прости модели на декларативно познание и предпочитания на учащите за изграждане на химермедийното съдржание, анотацията на хиперлинковете, последователността на учбеното съдържание или препоръките по съдържанието. Ранни разработки, които отчитат ролята на социално генерираното ръководство за обучение, също произхождат от сферата на адапривната хипермедия, като например употребата на информация за приложението на учебно съдържание от другите членове на учебната общност или на хората, които принадежат към същата група. През последните десет години технологиите, достъпни и използвани от учащите, се промениха драматично. От простото съобразяване със знанията, уменията, предпочитанията, целите и осталите характеристики на учащия, социалният контекст на учене придоби по-значимо място. Сега адаптивните среди на учене използват сензорна информация и друга контекстуална информация в помощ на процеса на нагаждане към учащите и тяхната среда. Освен това социалните медии променят наличието на информация за потребителите драстично и употребата на информация за обучение при индивидуализиран процес на осмисляне на материала е нова насока на развитие, свързана с изследването на методите за анализиране на ученето. ====Проблематика на превода==== -/- ====Предметна проблематика==== Изследователската проблематика, отнасяща се до дизайна и оцеката на адаптивните среди за учене, е подчертано интердисциплинарна, свързвайки по този начин въпроси от компютърните науки и инженерството, психологията и психотерапията, кибернетиката и системната динамика, дизайна на обучение и емпиричните изследвания върху технологично подпомогнато обучение. Докато компютърните науки основно са съсредоточнени върху развитието на по-добри потребителски модели и развитието на интелигнетно адаптиране, медиийни системи и алгоритми, науките, свързани с образоваето, са основно съсредоточени върху развитието, възприемането и оценката на адаптивните алгоритми за обучение. В допълнение, проучванията върху взамодействието за корекция на наклонностите (Aptitude Treatment Interaction) изследват ефектите от настройването на параметрите на обучение към различните характеристики на учащия (Tennyson & Christensen, 1988), като изпълнение на задачите, личностни характеристики или когнитивни умения. Сложността, която се поражда от доближаването на дисциплините или възможните противиречия между тях, включени в изследването на адаптивността, могат да бъдат систематизирани според методологичните въпроси, разграничени по начин, целеполагане, предназначение и стратегия (Specht, 1998):  Адаптационен начин: Каква информация за потребителя е известна и каква информация може да бъде използвана за адаптиране?  Адаптационно целеполагане: Кой аспект от системата за обучение се отнася към коя информация за потребителя?  Адаптационно предназначение: Защо системата са нагажда към тази информация? По-съществената част от адаптивните системи се пригаждат към техните потребители по ергономични и педагогически причини.  Адаптационна стратегия: Какви стъпки са били направени, така че системата да се нагоди към потребителя и колко активни или реактивни са потребителят и системата в процеса на нагаждане? ====Основна литература==== 0 21 1013 935 2012-12-05T14:20:43Z Balacheff 4 /* Principales références */ wikitext text/x-wiki <h1>Affordance éducative</h1> <u>version 3</u> '''Rédaction''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contribution''': Nicolas Balacheff, LIG, Grenoble, France '''Adaptation''': Nicolas Balacheff, LIG, Grenoble, France ====Définition==== "Affordance éducative" désigne la caractéristique d’un artefact (e.g. matérialisation d’un paradigme éducatif) qui détermine de quelle façon un comportement d’apprentissage pourrait être engagé dans un contexte particulier (e.g. équipe projet, communauté distribuée d’apprentissage). Les affordances éducatives peuvent être définies comme les relations entre les propriétés d’une intervention éducative et les caractéristiques de l’apprenant (pour CSCL : l’individu ou le groupe) qui permettent la réalisation de certains types d’apprentissage (pour CSCL, l’individu ou le groupe) (Kirschner 2002, p.14) ====Jalons historiques==== Forgé par J.J. Gibson (1977), le terme affordance renvoie aux possibilités d’actions d’un acteur sur un artefact qui seront présentes indépendamment du fait qu’elles seront effectivement perçues. L’affordance est basée sur le couplage perception-action (i.e. voir-agir) et une relation réciproque entre un acteur et un artefact. Par exemple, un acteur est fatigué, il s’assoie sur une chaise bien que la chaise puisse être et est utilisée pour d’autres choses selon le besoin ; comme par exemple monter dessus pour changer une ampoule). Il faut remarquer que la chaise n’a pas une affordance, mais que l’affordance est définie par la relation entre la personne (son état ou son intention) et la chaise (ses caractéristiques). Donald Norman (1988) et William Gaver (1991) ont modifié et/ou étendu ce terme pour en faire un outil conceptuel pour discuter la conception de systèmes interactifs et, respectivement, les affordances perçues et perceptibles. Dans le contexte de la recherche en éducation et de la recherche sur les EIAH, l’expression « affordance éducative » a acquis une signification qui la rattache au besoin d’exprimer les propriétés d’un environnement qui, par son potentiel d’interaction, améliorera les possibilités d’apprentissage de son l’utilisateur. ====Termes et expressions associés==== Interaction, Environnement d’apprentissage adaptatif, apprentissage situé ====Traductions==== Anglais : Educational affordance<br> Allemand: affordanz ====Remarques disciplinaires==== Le terme affordance a été importé en informatique par Norman (1988) en référence aux possibilités d’action perçues ou perceptibles par un utilisateur. Dans le contexte de la recherche sur les EIAH, son utilisation requiert une adaptation : :Le lecteur ne doit pas, pour un environnement aussi complexe qu’un environnement d’apprentissage collaboratif (CSCL), prendre affordance au sens propre. Dans le sens de Gibson, affordance s’applique d’abord à des artefacts très simples dans lesquels il y a un couplage direct voir-agir. L’acteur n’a pas de réflexion consciente, mais plutôt perçoit l’affordance et agit, bien que la capacité de percevoir l’affordance (discriminer des formes informationnelles pour être capable de percevoir quelque chose) puisse nécessiter un apprentissage. :Pour des artefacts complexes comme les environnements pour l’éducation, l’apprentissage doit aussi être considéré et rendu possible. Il y a un couplage perception-action, mais il est moins direct. Après une période d’apprentissage et de familiarisation, les actions deviennent automatiques et inconscientes. Les affordances dans ce sens de provoquent pas, mais simplement ouvrent une possibilité. Elles abaissent le seuil de réalisation ou d’accessibilité à une action. (Kirschner, 2002 p.13) ====Principales références==== Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, & J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. Gibson J. J. (1977). The theory of affordances. In R. Shaw & J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. [http://igitur-archive.library.uu.nl/fss/2008-0108-212846/kirschner_02_threeworldcscl.pdf] Kirschner P. A. (2002) Can we support CCSL? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL? (pp. 10-48). The Open Universiteit Nederland Norman D. A. (1988) The psychology of everyday things. New York: Basic Books. 935 879 2012-06-18T17:14:57Z Balacheff 4 wikitext text/x-wiki <h1>Affordance éducative</h1> <u>version 3</u> '''Rédaction''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contribution''': Nicolas Balacheff, LIG, Grenoble, France '''Adaptation''': Nicolas Balacheff, LIG, Grenoble, France ====Définition==== "Affordance éducative" désigne la caractéristique d’un artefact (e.g. matérialisation d’un paradigme éducatif) qui détermine de quelle façon un comportement d’apprentissage pourrait être engagé dans un contexte particulier (e.g. équipe projet, communauté distribuée d’apprentissage). Les affordances éducatives peuvent être définies comme les relations entre les propriétés d’une intervention éducative et les caractéristiques de l’apprenant (pour CSCL : l’individu ou le groupe) qui permettent la réalisation de certains types d’apprentissage (pour CSCL, l’individu ou le groupe) (Kirschner 2002, p.14) ====Jalons historiques==== Forgé par J.J. Gibson (1977), le terme affordance renvoie aux possibilités d’actions d’un acteur sur un artefact qui seront présentes indépendamment du fait qu’elles seront effectivement perçues. L’affordance est basée sur le couplage perception-action (i.e. voir-agir) et une relation réciproque entre un acteur et un artefact. Par exemple, un acteur est fatigué, il s’assoie sur une chaise bien que la chaise puisse être et est utilisée pour d’autres choses selon le besoin ; comme par exemple monter dessus pour changer une ampoule). Il faut remarquer que la chaise n’a pas une affordance, mais que l’affordance est définie par la relation entre la personne (son état ou son intention) et la chaise (ses caractéristiques). Donald Norman (1988) et William Gaver (1991) ont modifié et/ou étendu ce terme pour en faire un outil conceptuel pour discuter la conception de systèmes interactifs et, respectivement, les affordances perçues et perceptibles. Dans le contexte de la recherche en éducation et de la recherche sur les EIAH, l’expression « affordance éducative » a acquis une signification qui la rattache au besoin d’exprimer les propriétés d’un environnement qui, par son potentiel d’interaction, améliorera les possibilités d’apprentissage de son l’utilisateur. ====Termes et expressions associés==== Interaction, Environnement d’apprentissage adaptatif, apprentissage situé ====Traductions==== Anglais : Educational affordance<br> Allemand: affordanz ====Remarques disciplinaires==== Le terme affordance a été importé en informatique par Norman (1988) en référence aux possibilités d’action perçues ou perceptibles par un utilisateur. Dans le contexte de la recherche sur les EIAH, son utilisation requiert une adaptation : :Le lecteur ne doit pas, pour un environnement aussi complexe qu’un environnement d’apprentissage collaboratif (CSCL), prendre affordance au sens propre. Dans le sens de Gibson, affordance s’applique d’abord à des artefacts très simples dans lesquels il y a un couplage direct voir-agir. L’acteur n’a pas de réflexion consciente, mais plutôt perçoit l’affordance et agit, bien que la capacité de percevoir l’affordance (discriminer des formes informationnelles pour être capable de percevoir quelque chose) puisse nécessiter un apprentissage. :Pour des artefacts complexes comme les environnements pour l’éducation, l’apprentissage doit aussi être considéré et rendu possible. Il y a un couplage perception-action, mais il est moins direct. Après une période d’apprentissage et de familiarisation, les actions deviennent automatiques et inconscientes. Les affordances dans ce sens de provoquent pas, mais simplement ouvrent une possibilité. Elles abaissent le seuil de réalisation ou d’accessibilité à une action. (Kirschner, 2002 p.13) ====Principales références==== Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, & J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. Gibson J. J. (1977). The theory of affordances. In R. Shaw & J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. Kirschner P. A. (2002) Can we support CCSL? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL? (pp. 10-48). The Open Universiteit Nederland -- [http://igitur-archive.library.uu.nl/fss/2008-0108-212846/kirschner_02_threeworldcscl.pdf] Norman D. A. (1988) The psychology of everyday things. New York: Basic Books. 879 878 2012-05-14T19:09:26Z Balacheff 4 /* Remarques disciplinaires */ wikitext text/x-wiki <h1>Affordance éducative</h1> <u>version 3</u> '''Rédacteur''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributeur''': Nicolas Balacheff, LIG, Grenoble, France '''Traducteur''': Nicolas Balacheff, LIG, Grenoble, France ====Définition==== "Affordance éducative" désigne la caractéristique d’un artefact (e.g. matérialisation d’un paradigme éducatif) qui détermine de quelle façon un comportement d’apprentissage pourrait être engagé dans un contexte particulier (e.g. équipe projet, communauté distribuée d’apprentissage). Les affordances éducatives peuvent être définies comme les relations entre les propriétés d’une intervention éducative et les caractéristiques de l’apprenant (pour CSCL : l’individu ou le groupe) qui permettent la réalisation de certains types d’apprentissage (pour CSCL, l’individu ou le groupe) (Kirschner 2002, p.14) ====Jalons historiques==== Forgé par J.J. Gibson (1977), le terme affordance renvoie aux possibilités d’actions d’un acteur sur un artefact qui seront présentes indépendamment du fait qu’elles seront effectivement perçues. L’affordance est basée sur le couplage perception-action (i.e. voir-agir) et une relation réciproque entre un acteur et un artefact. Par exemple, un acteur est fatigué, il s’assoie sur une chaise bien que la chaise puisse être et est utilisée pour d’autres choses selon le besoin ; comme par exemple monter dessus pour changer une ampoule). Il faut remarquer que la chaise n’a pas une affordance, mais que l’affordance est définie par la relation entre la personne (son état ou son intention) et la chaise (ses caractéristiques). Donald Norman (1988) et William Gaver (1991) ont modifié et/ou étendu ce terme pour en faire un outil conceptuel pour discuter la conception de systèmes interactifs et, respectivement, les affordances perçues et perceptibles. Dans le contexte de la recherche en éducation et de la recherche sur les EIAH, l’expression « affordance éducative » a acquis une signification qui la rattache au besoin d’exprimer les propriétés d’un environnement qui, par son potentiel d’interaction, améliorera les possibilités d’apprentissage de son l’utilisateur. ====Termes et expressions associés==== Interaction, Environnement d’apprentissage adaptatif, apprentissage situé ====Traductions==== Anglais : Educational affordance<br> Allemand: affordanz ====Remarques disciplinaires==== Le terme affordance a été importé en informatique par Norman (1988) en référence aux possibilités d’action perçues ou perceptibles par un utilisateur. Dans le contexte de la recherche sur les EIAH, son utilisation requiert une adaptation : :Le lecteur ne doit pas, pour un environnement aussi complexe qu’un environnement d’apprentissage collaboratif (CSCL), prendre affordance au sens propre. Dans le sens de Gibson, affordance s’applique d’abord à des artefacts très simples dans lesquels il y a un couplage direct voir-agir. L’acteur n’a pas de réflexion consciente, mais plutôt perçoit l’affordance et agit, bien que la capacité de percevoir l’affordance (discriminer des formes informationnelles pour être capable de percevoir quelque chose) puisse nécessiter un apprentissage. :Pour des artefacts complexes comme les environnements pour l’éducation, l’apprentissage doit aussi être considéré et rendu possible. Il y a un couplage perception-action, mais il est moins direct. Après une période d’apprentissage et de familiarisation, les actions deviennent automatiques et inconscientes. Les affordances dans ce sens de provoquent pas, mais simplement ouvrent une possibilité. Elles abaissent le seuil de réalisation ou d’accessibilité à une action. (Kirschner, 2002 p.13) ====Principales références==== Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, & J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. Gibson J. J. (1977). The theory of affordances. In R. Shaw & J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. Kirschner P. A. (2002) Can we support CCSL? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL? (pp. 10-48). The Open Universiteit Nederland -- [http://igitur-archive.library.uu.nl/fss/2008-0108-212846/kirschner_02_threeworldcscl.pdf] Norman D. A. (1988) The psychology of everyday things. New York: Basic Books. 878 877 2012-05-14T19:00:56Z Balacheff 4 /* Définition */ wikitext text/x-wiki <h1>Affordance éducative</h1> <u>version 3</u> '''Rédacteur''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributeur''': Nicolas Balacheff, LIG, Grenoble, France '''Traducteur''': Nicolas Balacheff, LIG, Grenoble, France ====Définition==== "Affordance éducative" désigne la caractéristique d’un artefact (e.g. matérialisation d’un paradigme éducatif) qui détermine de quelle façon un comportement d’apprentissage pourrait être engagé dans un contexte particulier (e.g. équipe projet, communauté distribuée d’apprentissage). Les affordances éducatives peuvent être définies comme les relations entre les propriétés d’une intervention éducative et les caractéristiques de l’apprenant (pour CSCL : l’individu ou le groupe) qui permettent la réalisation de certains types d’apprentissage (pour CSCL, l’individu ou le groupe) (Kirschner 2002, p.14) ====Jalons historiques==== Forgé par J.J. Gibson (1977), le terme affordance renvoie aux possibilités d’actions d’un acteur sur un artefact qui seront présentes indépendamment du fait qu’elles seront effectivement perçues. L’affordance est basée sur le couplage perception-action (i.e. voir-agir) et une relation réciproque entre un acteur et un artefact. Par exemple, un acteur est fatigué, il s’assoie sur une chaise bien que la chaise puisse être et est utilisée pour d’autres choses selon le besoin ; comme par exemple monter dessus pour changer une ampoule). Il faut remarquer que la chaise n’a pas une affordance, mais que l’affordance est définie par la relation entre la personne (son état ou son intention) et la chaise (ses caractéristiques). Donald Norman (1988) et William Gaver (1991) ont modifié et/ou étendu ce terme pour en faire un outil conceptuel pour discuter la conception de systèmes interactifs et, respectivement, les affordances perçues et perceptibles. Dans le contexte de la recherche en éducation et de la recherche sur les EIAH, l’expression « affordance éducative » a acquis une signification qui la rattache au besoin d’exprimer les propriétés d’un environnement qui, par son potentiel d’interaction, améliorera les possibilités d’apprentissage de son l’utilisateur. ====Termes et expressions associés==== Interaction, Environnement d’apprentissage adaptatif, apprentissage situé ====Traductions==== Anglais : Educational affordance<br> Allemand: affordanz ====Remarques disciplinaires==== Le terme affordance a été importé en informatique par Norman (1988) en référence aux possibilités d’action perçues ou perceptibles par un utilisateur. Dans le contexte de la recherche sur les EIAH, son utilisation requiert une adaptation : :Le lecteur ne doit pas, pour un environnement aussi complexe qu’un environnement d’apprentissage collaboratif (CSCL), prendre affordance au sens propre. Dans le sens de Gibson, affordance s’applique d’abord à des artefacts très simples dans lesquels il y a un couplage direct voir-agir. L’acteur n’a pas de réflexion consciente, mais plutôt perçoit l’affordance et agit, bien que la capacité de percevoir l’affordance (discriminer des formes informationnelles pour être capable de percevoir quelque chose) puisse nécessiter un apprentissage. :Pour des artefacts complexes comme les environnements pour l’éducation, l’apprentissage doit aussi être considéré et rendu possible. Il y a un couplage perception-action, mais il est moins direct. Après une période d’apprentissage et de familiarisation, les actions deviennent automatiques et inconscientes. Les affordances dans ce sens de provoquent pas, mais simplement ouvrent une possibilité. Elles abaissent le seuil de réalisation ou d’accessibilité à une action. (Kirschner, 2002 p.13) ====Principales références==== Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, & J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. Gibson J. J. (1977). The theory of affordances. In R. Shaw & J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. Kirschner P. A. (2002) Can we support CCSL? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL? (pp. 10-48). The Open Universiteit Nederland -- [http://igitur-archive.library.uu.nl/fss/2008-0108-212846/kirschner_02_threeworldcscl.pdf] Norman D. A. (1988) The psychology of everyday things. New York: Basic Books. 877 876 2012-05-14T09:30:42Z Zeiliger 2 wikitext text/x-wiki <h1>Affordance éducative</h1> <u>version 3</u> '''Rédacteur''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributeur''': Nicolas Balacheff, LIG, Grenoble, France '''Traducteur''': Nicolas Balacheff, LIG, Grenoble, France ====Définition==== Affordance éducative désigne la caractéristique d’un artefact (e.g. matérialisation d’un paradigme éducatif) qui détermine de quelle façon un comportement d’apprentissage pourrait être engagé dans un contexte particulier (e.g. équipe projet, communauté distribuée d’apprentissage). Les affordances éducatives peuvent être définies comme les relations entre les propriétés d’une intervention éducative et les caractéristiques de l’apprenant (pour CSCL : l’individu ou le groupe) qui permettent la réalisation de certains types d’apprentissage (pour CSCL, l’individu ou le groupe) (Kirschner 2002, p.14) ====Jalons historiques==== Forgé par J.J. Gibson (1977), le terme affordance renvoie aux possibilités d’actions d’un acteur sur un artefact qui seront présentes indépendamment du fait qu’elles seront effectivement perçues. L’affordance est basée sur le couplage perception-action (i.e. voir-agir) et une relation réciproque entre un acteur et un artefact. Par exemple, un acteur est fatigué, il s’assoie sur une chaise bien que la chaise puisse être et est utilisée pour d’autres choses selon le besoin ; comme par exemple monter dessus pour changer une ampoule). Il faut remarquer que la chaise n’a pas une affordance, mais que l’affordance est définie par la relation entre la personne (son état ou son intention) et la chaise (ses caractéristiques). Donald Norman (1988) et William Gaver (1991) ont modifié et/ou étendu ce terme pour en faire un outil conceptuel pour discuter la conception de systèmes interactifs et, respectivement, les affordances perçues et perceptibles. Dans le contexte de la recherche en éducation et de la recherche sur les EIAH, l’expression « affordance éducative » a acquis une signification qui la rattache au besoin d’exprimer les propriétés d’un environnement qui, par son potentiel d’interaction, améliorera les possibilités d’apprentissage de son l’utilisateur. ====Termes et expressions associés==== Interaction, Environnement d’apprentissage adaptatif, apprentissage situé ====Traductions==== Anglais : Educational affordance<br> Allemand: affordanz ====Remarques disciplinaires==== Le terme affordance a été importé en informatique par Norman (1988) en référence aux possibilités d’action perçues ou perceptibles par un utilisateur. Dans le contexte de la recherche sur les EIAH, son utilisation requiert une adaptation : :Le lecteur ne doit pas, pour un environnement aussi complexe qu’un environnement d’apprentissage collaboratif (CSCL), prendre affordance au sens propre. Dans le sens de Gibson, affordance s’applique d’abord à des artefacts très simples dans lesquels il y a un couplage direct voir-agir. L’acteur n’a pas de réflexion consciente, mais plutôt perçoit l’affordance et agit, bien que la capacité de percevoir l’affordance (discriminer des formes informationnelles pour être capable de percevoir quelque chose) puisse nécessiter un apprentissage. :Pour des artefacts complexes comme les environnements pour l’éducation, l’apprentissage doit aussi être considéré et rendu possible. Il y a un couplage perception-action, mais il est moins direct. Après une période d’apprentissage et de familiarisation, les actions deviennent automatiques et inconscientes. Les affordances dans ce sens de provoquent pas, mais simplement ouvrent une possibilité. Elles abaissent le seuil de réalisation ou d’accessibilité à une action. (Kirschner, 2002 p.13) ====Principales références==== Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, & J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. Gibson J. J. (1977). The theory of affordances. In R. Shaw & J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. Kirschner P. A. (2002) Can we support CCSL? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL? (pp. 10-48). The Open Universiteit Nederland -- [http://igitur-archive.library.uu.nl/fss/2008-0108-212846/kirschner_02_threeworldcscl.pdf] Norman D. A. (1988) The psychology of everyday things. New York: Basic Books. 876 875 2012-05-14T09:27:50Z Zeiliger 2 /* Traductions */ wikitext text/x-wiki <h1>Affordance éducative</h1> <u>version 3</u> '''Rédacteur''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributeur''': Nicolas Balacheff, LIG, Grenoble, France '''Traducteur''': Nicolas Balacheff, LIG, Grenoble, France ====Définition==== Affordance éducative désigne la caractéristique d’un artefact (e.g. matérialisation d’un paradigme éducatif) qui détermine de quelle façon un comportement d’apprentissage pourrait être engagé dans un contexte particulier (e.g. équipe projet, communauté distribuée d’apprentissage). Les affordances éducatives peuvent être définies comme les relations entre les propriétés d’une intervention éducative et les caractéristiques de l’apprenant (pour CSCL : l’individu ou le groupe) qui permettent la réalisation de certains types d’apprentissage (pour CSCL, l’individu ou le groupe) (Kirschner 2002, p.14) ====Jalons historiques==== Forgé par J.J. Gibson (1977), le terme affordance renvoie aux possibilités d’actions d’un acteur sur un artefact qui seront présentes indépendamment du fait qu’elles seront effectivement perçues. L’affordance est basée sur le couplage perception-action (i.e. voir-agir) et une relation réciproque entre un acteur et un artefact. Par exemple, un acteur est fatigué, il s’assoie sur une chaise bien que la chaise puisse être et est utilisée pour d’autres choses selon le besoin ; comme par exemple monter dessus pour changer une ampoule). Il faut remarquer que la chaise n’a pas une affordance, mais que l’affordance est définie par la relation entre la personne (son état ou son intention) et la chaise (ses caractéristiques). Donald Norman (1988) et William Gaver (1991) ont modifié et/ou étendu ce terme pour en faire un outil conceptuel pour discuter la conception de systèmes interactifs et, respectivement, les affordances perçues et perceptibles. Dans le contexte de la recherche en éducation et de la recherche sur les EIAH, l’expression « affordance éducative » a acquis une signification qui la rattache au besoin d’exprimer les propriétés d’un environnement qui, par son potentiel d’interaction, améliorera les possibilités d’apprentissage de son l’utilisateur. ====Termes et expressions associés==== Interaction, Environnement d’apprentissage adaptatif, apprentissage situé ====Traductions==== Anglais : Educational affordance<br> Allemand: affordanz ====Remarques disciplinaires==== Le terme affordance a été importé en informatique par Norman (1988) en référence aux possibilités d’action perçues ou perceptibles par un utilisateur. Dans le contexte de la recherche sur les EIAH, son utilisation requiert une adaptation : :Le lecteur ne doit pas, pour un environnement aussi complexe qu’un environnement d’apprentissage collaboratif (CSCL), prendre affordance au sens propre. Dans le sens de Gibson, affordance s’applique d’abord à des artefacts très simples dans lesquels il y a un couplage direct voir-agir. L’acteur n’a pas de réflexion consciente, mais plutôt perçoit l’affordance et agit, bien que la capacité de percevoir l’affordance (discriminer des formes informationnelles pour être capable de percevoir quelque chose) puisse nécessiter un apprentissage. :Pour des artefacts complexes comme les environnements pour l’éducation, l’apprentissage doit aussi être considéré et rendu possible. Il y a un couplage perception-action, mais il est moins direct. Après une période d’apprentissage et de familiarisation, les actions deviennent automatiques et inconscientes. Les affordances dans ce sens de provoquent pas, mais simplement ouvrent une possibilité. Elles abaissent le seuil de réalisation ou d’accessibilité à une action. (Kirschner, 2002 p.13) ====Principales références==== Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, & J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. Gibson J. J. (1977). The theory of affordances. In R. Shaw & J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. Kirschner P. A. (2002) Can we support CCSL? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL? (pp. 10-48). The Open Universiteit Nederland -- http://igitur-archive.library.uu.nl/fss/2008-0108-212846/kirschner_02_threeworldcscl.pdf Norman D. A. (1988) The psychology of everyday things. New York: Basic Books. 875 874 2012-05-14T09:27:27Z Zeiliger 2 /* Remarques disciplinaires */ wikitext text/x-wiki <h1>Affordance éducative</h1> <u>version 3</u> '''Rédacteur''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributeur''': Nicolas Balacheff, LIG, Grenoble, France '''Traducteur''': Nicolas Balacheff, LIG, Grenoble, France ====Définition==== Affordance éducative désigne la caractéristique d’un artefact (e.g. matérialisation d’un paradigme éducatif) qui détermine de quelle façon un comportement d’apprentissage pourrait être engagé dans un contexte particulier (e.g. équipe projet, communauté distribuée d’apprentissage). Les affordances éducatives peuvent être définies comme les relations entre les propriétés d’une intervention éducative et les caractéristiques de l’apprenant (pour CSCL : l’individu ou le groupe) qui permettent la réalisation de certains types d’apprentissage (pour CSCL, l’individu ou le groupe) (Kirschner 2002, p.14) ====Jalons historiques==== Forgé par J.J. Gibson (1977), le terme affordance renvoie aux possibilités d’actions d’un acteur sur un artefact qui seront présentes indépendamment du fait qu’elles seront effectivement perçues. L’affordance est basée sur le couplage perception-action (i.e. voir-agir) et une relation réciproque entre un acteur et un artefact. Par exemple, un acteur est fatigué, il s’assoie sur une chaise bien que la chaise puisse être et est utilisée pour d’autres choses selon le besoin ; comme par exemple monter dessus pour changer une ampoule). Il faut remarquer que la chaise n’a pas une affordance, mais que l’affordance est définie par la relation entre la personne (son état ou son intention) et la chaise (ses caractéristiques). Donald Norman (1988) et William Gaver (1991) ont modifié et/ou étendu ce terme pour en faire un outil conceptuel pour discuter la conception de systèmes interactifs et, respectivement, les affordances perçues et perceptibles. Dans le contexte de la recherche en éducation et de la recherche sur les EIAH, l’expression « affordance éducative » a acquis une signification qui la rattache au besoin d’exprimer les propriétés d’un environnement qui, par son potentiel d’interaction, améliorera les possibilités d’apprentissage de son l’utilisateur. ====Termes et expressions associés==== Interaction, Environnement d’apprentissage adaptatif, apprentissage situé ====Traductions==== Anglais : Educational affordance Allemand: affordanz ====Remarques disciplinaires==== Le terme affordance a été importé en informatique par Norman (1988) en référence aux possibilités d’action perçues ou perceptibles par un utilisateur. Dans le contexte de la recherche sur les EIAH, son utilisation requiert une adaptation : :Le lecteur ne doit pas, pour un environnement aussi complexe qu’un environnement d’apprentissage collaboratif (CSCL), prendre affordance au sens propre. Dans le sens de Gibson, affordance s’applique d’abord à des artefacts très simples dans lesquels il y a un couplage direct voir-agir. L’acteur n’a pas de réflexion consciente, mais plutôt perçoit l’affordance et agit, bien que la capacité de percevoir l’affordance (discriminer des formes informationnelles pour être capable de percevoir quelque chose) puisse nécessiter un apprentissage. :Pour des artefacts complexes comme les environnements pour l’éducation, l’apprentissage doit aussi être considéré et rendu possible. Il y a un couplage perception-action, mais il est moins direct. Après une période d’apprentissage et de familiarisation, les actions deviennent automatiques et inconscientes. Les affordances dans ce sens de provoquent pas, mais simplement ouvrent une possibilité. Elles abaissent le seuil de réalisation ou d’accessibilité à une action. (Kirschner, 2002 p.13) ====Principales références==== Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, & J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. Gibson J. J. (1977). The theory of affordances. In R. Shaw & J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. Kirschner P. A. (2002) Can we support CCSL? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL? (pp. 10-48). The Open Universiteit Nederland -- http://igitur-archive.library.uu.nl/fss/2008-0108-212846/kirschner_02_threeworldcscl.pdf Norman D. A. (1988) The psychology of everyday things. New York: Basic Books. 874 873 2012-05-14T09:26:34Z Zeiliger 2 wikitext text/x-wiki <h1>Affordance éducative</h1> <u>version 3</u> '''Rédacteur''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributeur''': Nicolas Balacheff, LIG, Grenoble, France '''Traducteur''': Nicolas Balacheff, LIG, Grenoble, France ====Définition==== Affordance éducative désigne la caractéristique d’un artefact (e.g. matérialisation d’un paradigme éducatif) qui détermine de quelle façon un comportement d’apprentissage pourrait être engagé dans un contexte particulier (e.g. équipe projet, communauté distribuée d’apprentissage). Les affordances éducatives peuvent être définies comme les relations entre les propriétés d’une intervention éducative et les caractéristiques de l’apprenant (pour CSCL : l’individu ou le groupe) qui permettent la réalisation de certains types d’apprentissage (pour CSCL, l’individu ou le groupe) (Kirschner 2002, p.14) ====Jalons historiques==== Forgé par J.J. Gibson (1977), le terme affordance renvoie aux possibilités d’actions d’un acteur sur un artefact qui seront présentes indépendamment du fait qu’elles seront effectivement perçues. L’affordance est basée sur le couplage perception-action (i.e. voir-agir) et une relation réciproque entre un acteur et un artefact. Par exemple, un acteur est fatigué, il s’assoie sur une chaise bien que la chaise puisse être et est utilisée pour d’autres choses selon le besoin ; comme par exemple monter dessus pour changer une ampoule). Il faut remarquer que la chaise n’a pas une affordance, mais que l’affordance est définie par la relation entre la personne (son état ou son intention) et la chaise (ses caractéristiques). Donald Norman (1988) et William Gaver (1991) ont modifié et/ou étendu ce terme pour en faire un outil conceptuel pour discuter la conception de systèmes interactifs et, respectivement, les affordances perçues et perceptibles. Dans le contexte de la recherche en éducation et de la recherche sur les EIAH, l’expression « affordance éducative » a acquis une signification qui la rattache au besoin d’exprimer les propriétés d’un environnement qui, par son potentiel d’interaction, améliorera les possibilités d’apprentissage de son l’utilisateur. ====Termes et expressions associés==== Interaction, Environnement d’apprentissage adaptatif, apprentissage situé ====Traductions==== Anglais : Educational affordance Allemand: affordanz ====Remarques disciplinaires==== Le terme affordance a été importé en informatique par Norman (1988) en référence aux possibilités d’action perçues ou perceptibles par un utilisateur. Dans le contexte de la recherche sur les EIAH, son utilisation requiert une adaptation : :Le lecteur ne doit pas, pour un environnement aussi complexe qu’un environnement d’apprentissage collaboratif (CSCL), prendre affordance au sens propre. Dans le sens de Gibson, affordance s’applique d’abord à des artefacts très simples dans lesquels il y a un couplage direct voir-agir. L’acteur n’a pas de réflexion consciente, mais plutôt perçoit l’affordance et agit, bien que la capacité de percevoir l’affordance (discriminer des formes informationnelles pour être capable de percevoir quelque chose) puisse nécessiter un apprentissage. Pour des artefacts complexes comme les environnements pour l’éducation, l’apprentissage doit aussi être considéré et rendu possible. Il y a un couplage perception-action, mais il est moins direct. Après une période d’apprentissage et de familiarisation, les actions deviennent automatiques et inconscientes. Les affordances dans ce sens de provoquent pas, mais simplement ouvrent une possibilité. Elles abaissent le seuil de réalisation ou d’accessibilité à une action. (Kirschner, 2002 p.13) ====Principales références==== Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, & J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. Gibson J. J. (1977). The theory of affordances. In R. Shaw & J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. Kirschner P. A. (2002) Can we support CCSL? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL? (pp. 10-48). The Open Universiteit Nederland -- http://igitur-archive.library.uu.nl/fss/2008-0108-212846/kirschner_02_threeworldcscl.pdf Norman D. A. (1988) The psychology of everyday things. New York: Basic Books. 873 88 2012-05-14T09:24:36Z Zeiliger 2 wikitext text/x-wiki <h1>Affordance éducative</h1> <u>version 3</u> '''Rédacteur''': Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributeur''': Nicolas Balacheff, LIG, Grenoble, France '''Traducteur''': Nicolas Balacheff, LIG, Grenoble, France ====Définition==== Affordance éducative désigne la caractéristique d’un artefact (e.g. matérialisation d’un paradigme éducatif) qui détermine de quelle façon un comportement d’apprentissage pourrait être engagé dans un contexte particulier (e.g. équipe projet, communauté distribuée d’apprentissage). Les affordances éducatives peuvent être définies comme les relations entre les propriétés d’une intervention éducative et les caractéristiques de l’apprenant (pour CSCL : l’individu ou le groupe) qui permettent la réalisation de certains types d’apprentissage (pour CSCL, l’individu ou le groupe) (Kirschner 2002, p.14) ====Jalons historiques==== Forgé par J.J. Gibson (1977), le terme affordance renvoie aux possibilités d’actions d’un acteur sur un artefact qui seront présentes indépendamment du fait qu’elles seront effectivement perçues. L’affordance est basée sur le couplage perception-action (i.e. voir-agir) et une relation réciproque entre un acteur et un artefact. Par exemple, un acteur est fatigué, il s’assoie sur une chaise bien que la chaise puisse être et est utilisée pour d’autres choses selon le besoin ; comme par exemple monter dessus pour changer une ampoule). Il faut remarquer que la chaise n’a pas une affordance, mais que l’affordance est définie par la relation entre la personne (son état ou son intention) et la chaise (ses caractéristiques). Donald Norman (1988) et William Gaver (1991) ont modifié et/ou étendu ce terme pour en faire un outil conceptuel pour discuter la conception de systèmes interactifs et, respectivement, les affordances perçues et perceptibles. Dans le contexte de la recherche en éducation et de la recherche sur les EIAH, l’expression « affordance éducative » a acquis une signification qui la rattache au besoin d’exprimer les propriétés d’un environnement qui, par son potentiel d’interaction, améliorera les possibilités d’apprentissage de son l’utilisateur. ====Termes et expressions associés==== Interaction, Environnement d’apprentissage adaptatif, apprentissage situé ====Traductions==== Anglais : Educational affordance Allemand: affordanz ====Remarques disciplinaires==== Le terme affordance a été importé en informatique par Norman (1988) en référence aux possibilités d’action perçues ou perceptibles par un utilisateur. Dans le contexte de la recherche sur les EIAH, son utilisation requiert une adaptation : Le lecteur ne doit pas, pour un environnement aussi complexe qu’un environnement d’apprentissage collaboratif (CSCL), prendre affordance au sens propre. Dans le sens de Gibson, affordance s’applique d’abord à des artefacts très simples dans lesquels il y a un couplage direct voir-agir. L’acteur n’a pas de réflexion consciente, mais plutôt perçoit l’affordance et agit, bien que la capacité de percevoir l’affordance (discriminer des formes informationnelles pour être capable de percevoir quelque chose) puisse nécessiter un apprentissage. Pour des artefacts complexes comme les environnements pour l’éducation, l’apprentissage doit aussi être considéré et rendu possible. Il y a un couplage perception-action, mais il est moins direct. Après une période d’apprentissage et de familiarisation, les actions deviennent automatiques et inconscientes. Les affordances dans ce sens de provoquent pas, mais simplement ouvrent une possibilité. Elles abaissent le seuil de réalisation ou d’accessibilité à une action. (Kirschner, 2002 p.13) ====Principales références==== Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, & J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. Gibson J. J. (1977). The theory of affordances. In R. Shaw & J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. Kirschner P. A. (2002) Can we support CCSL? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL? (pp. 10-48). The Open Universiteit Nederland -- http://igitur-archive.library.uu.nl/fss/2008-0108-212846/kirschner_02_threeworldcscl.pdf Norman D. A. (1988) The psychology of everyday things. New York: Basic Books. 88 82 2011-05-24T09:20:11Z Admin 1 wikitext text/x-wiki {{Languages}} == disponibilité d'une ressource éducative, exploitabilité d'une situation éducative == '''Editeur''': <br> '''Contributeurs''': ==== Définition ==== ==== Questions de traduction ==== ==== Questions disciplinaires ==== ==== Références ==== ==== Termes en rapport ==== ==== Documents en rapport ==== 82 2011-05-24T09:11:24Z Admin 1 Created page with "{{Languages}} == disponibilité d'une ressource, exploitabilité d'une situation == '''Editeur''': <br>'''Contributeurs''': .../... <br> ==== Définition ==== ==== Ques..." wikitext text/x-wiki {{Languages}} == disponibilité d'une ressource, exploitabilité d'une situation == '''Editeur''': <br>'''Contributeurs''': .../... <br> ==== Définition ==== ==== Questions de traduction ==== .../... ==== Questions disciplinaires ==== ==== Références ==== ==== Termes en rapport ==== ==== Documents en rapport ==== 0 79 350 349 2011-09-02T08:37:09Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''Oktatási késztetés (Educational affordance)''' ====Meghatározás==== Az oktatás és a TEL kutatásában az „oktatási késztetés” kifejezés új jelentést kapott, amely kapcsolódik a környezet tulajdonságai és a felhasználó interakciójához, és ennek tanulási potenciáljának kifejezéséhez. :"Az oktatási késztetés olyan jellemzője egy tárgynak (pl. hogyan alkalmaznak egy kiválasztott oktatási paradigmát), amely meghatározza, hogy az a bizonyos tanulási viselkedés hogyan alkalmazható egy bizonyos kontextusban (pl. projekt csoport, elosztott tanulási közösségek). Az oktatási késztetések meghatározhatók egy oktatási intervenció tulajdonságainak kapcsolataként a tanuló olyan jellemzőivel, amely lehetővé tesz számára bizonyos fajta tanulási módszereket."<br>(Kirschner 2002, 14. o.) ====egjegyzések a történeti háttérhez==== J.J. Gibson (1977) szerint a késztetés a cselekvő és a tárgy közötti akcióra utal, amely attól függetlenül létezik, hogy az hatékonyan érzékelhető-e. Ez az érzékelés-cselekvés párosításon alapul és kölcsönös kapcsolat van (pl. ha a cselekvő fáradt, akkor leül egy székre, annak ellenére, hogy a szék sok más dologra is használható a cselekvő szükségleteitől függően, pl. egy villanykörte kicserélésre). Megjegyzendő, hogy a széknek nincs késztetése, de a késztetés a cselekvő (az ő állapota és igényei) és a tárgy (annak tulajdonságai) kapcsolataként határozható meg. Donald Norman (1988) és William Gaver (1991) módosították és kiterjesztették a terminológiát úgy, hogy az egy absztrakt eszköz interaktív rendszerek tervezésének és az észlelt, illetve érzékelhető késztetések vizsgálatára. ====Kapcsolódó fogalmak==== Adaptív tanulási környezet, episztemikus képesség, interakció, gyakorlati tanulás ====Tudományterületi kérdések==== Ez a kifejezés Norman (1988) által került be a komputertudomány fogalomkörébe a felhasználó által észlelhető és érzékelhető lehetőségekkel kapcsolatban. A TEL-kutatásba a következőképpen adaptálható: „Az olvasónak nem szabad a késztetés szó eredeti jelentését alapul venni egy tárgy esetében, amely olyan komplikált, mint a CSCL környezet. A képességek Gibson szerint a nagyon egyszerű eszközöknél értelmezhetők, amelyekhez közvetlen érzékelés-cselekvés párosítás is létezik. A cselekvő nem tudatosan gondolkodik, hanem érzékeli a késztetést és cselekszik, bár ezt az érzékelési képességet meg is lehet tanulni. A bonyolult tárgyak, mint például az oktatási környezet, a tanulást is figyelembe kell venni, és megengedni. Itt is létezik érzékelés-cselekvés párosítás, de kevésbé közvetlen. A tanulás/megszokás időszaka után a tevékenységek automatikussá válnak. A késztetések ebben az értelemben nem okoznak bármit is, hanem csak lehetővé teszik azokat. Ezek alacsonyabb küszöböt biztosítanak a cselekvés végrehajtásához és/vagy lehetővé tételéhez. (Kirschner, 2002, 13. o.) ====Források==== Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, & J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. Gibson J. J. (1977). The theory of affordances. In R. Shaw & J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. Kirschner P. A. (2002) Can we support CCSL? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL? (pp. 10-48). The Open Universiteit Nederland Norman D. A. (1988) The psychology of everyday things. New York: Basic Books. 349 348 2011-09-02T08:36:59Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''Oktatási késztetés (Educational affordance)''' ====Meghatározás==== Az oktatás és a TEL kutatásában az „oktatási késztetés” kifejezés új jelentést kapott, amely kapcsolódik a környezet tulajdonságai és a felhasználó interakciójához, és ennek tanulási potenciáljának kifejezéséhez. :"Az oktatási késztetés olyan jellemzője egy tárgynak (pl. hogyan alkalmaznak egy kiválasztott oktatási paradigmát), amely meghatározza, hogy az a bizonyos tanulási viselkedés hogyan alkalmazható egy bizonyos kontextusban (pl. projekt csoport, elosztott tanulási közösségek). Az oktatási késztetések meghatározhatók egy oktatási intervenció tulajdonságainak kapcsolataként a tanuló olyan jellemzőivel, amely lehetővé tesz számára bizonyos fajta tanulási módszereket."<br>(Kirschner 2002, 14. o.) ====egjegyzések a történeti háttérhez==== J.J. Gibson (1977) szerint a késztetés a cselekvő és a tárgy közötti akcióra utal, amely attól függetlenül létezik, hogy az hatékonyan érzékelhető-e. Ez az érzékelés-cselekvés párosításon alapul és kölcsönös kapcsolat van (pl. ha a cselekvő fáradt, akkor leül egy székre, annak ellenére, hogy a szék sok más dologra is használható a cselekvő szükségleteitől függően, pl. egy villanykörte kicserélésre). Megjegyzendő, hogy a széknek nincs késztetése, de a késztetés a cselekvő (az ő állapota és igényei) és a tárgy (annak tulajdonságai) kapcsolataként határozható meg. Donald Norman (1988) és William Gaver (1991) módosították és kiterjesztették a terminológiát úgy, hogy az egy absztrakt eszköz interaktív rendszerek tervezésének és az észlelt, illetve érzékelhető késztetések vizsgálatára. ====Kapcsolódó fogalmak==== Adaptív tanulási környezet, episztemikus képesség, interakció, gyakorlati tanulás ====Tudományterületi kérdések==== Ez a kifejezés Norman (1988) által került be a komputertudomány fogalomkörébe a felhasználó által észlelhető és érzékelhető lehetőségekkel kapcsolatban. A TEL-kutatásba a következőképpen adaptálható: „Az olvasónak nem szabad a késztetés szó eredeti jelentését alapul venni egy tárgy esetében, amely olyan komplikált, mint a CSCL környezet. A képességek Gibson szerint a nagyon egyszerű eszközöknél értelmezhetők, amelyekhez közvetlen érzékelés-cselekvés párosítás is létezik. A cselekvő nem tudatosan gondolkodik, hanem érzékeli a késztetést és cselekszik, bár ezt az érzékelési képességet meg is lehet tanulni. A bonyolult tárgyak, mint például az oktatási környezet, a tanulást is figyelembe kell venni, és megengedni. Itt is létezik érzékelés-cselekvés párosítás, de kevésbé közvetlen. A tanulás/megszokás időszaka után a tevékenységek automatikussá válnak. A késztetések ebben az értelemben nem okoznak bármit is, hanem csak lehetővé teszik azokat. Ezek alacsonyabb küszöböt biztosítanak a cselekvés végrehajtásához és/vagy lehetővé tételéhez. (Kirschner, 2002, 13. o.) ====Források==== Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, & J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. Gibson J. J. (1977). The theory of affordances. In R. Shaw & J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. Kirschner P. A. (2002) Can we support CCSL? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL? (pp. 10-48). The Open Universiteit Nederland Norman D. A. (1988) The psychology of everyday things. New York: Basic Books. 348 2011-09-02T08:35:09Z Zeiliger 2 Created page with "{{languages}} '''''Oktatási késztetés (Educational affordance)''''' ====Meghatározás==== Az oktatás és a TEL kutatásában az „oktatási késztetés” kifejezés ú..." wikitext text/x-wiki {{languages}} '''''Oktatási késztetés (Educational affordance)''''' ====Meghatározás==== Az oktatás és a TEL kutatásában az „oktatási késztetés” kifejezés új jelentést kapott, amely kapcsolódik a környezet tulajdonságai és a felhasználó interakciójához, és ennek tanulási potenciáljának kifejezéséhez. :"Az oktatási késztetés olyan jellemzője egy tárgynak (pl. hogyan alkalmaznak egy kiválasztott oktatási paradigmát), amely meghatározza, hogy az a bizonyos tanulási viselkedés hogyan alkalmazható egy bizonyos kontextusban (pl. projekt csoport, elosztott tanulási közösségek). Az oktatási késztetések meghatározhatók egy oktatási intervenció tulajdonságainak kapcsolataként a tanuló olyan jellemzőivel, amely lehetővé tesz számára bizonyos fajta tanulási módszereket."<br>(Kirschner 2002, 14. o.) ====egjegyzések a történeti háttérhez==== J.J. Gibson (1977) szerint a késztetés a cselekvő és a tárgy közötti akcióra utal, amely attól függetlenül létezik, hogy az hatékonyan érzékelhető-e. Ez az érzékelés-cselekvés párosításon alapul és kölcsönös kapcsolat van (pl. ha a cselekvő fáradt, akkor leül egy székre, annak ellenére, hogy a szék sok más dologra is használható a cselekvő szükségleteitől függően, pl. egy villanykörte kicserélésre). Megjegyzendő, hogy a széknek nincs késztetése, de a késztetés a cselekvő (az ő állapota és igényei) és a tárgy (annak tulajdonságai) kapcsolataként határozható meg. Donald Norman (1988) és William Gaver (1991) módosították és kiterjesztették a terminológiát úgy, hogy az egy absztrakt eszköz interaktív rendszerek tervezésének és az észlelt, illetve érzékelhető késztetések vizsgálatára. ====Kapcsolódó fogalmak==== Adaptív tanulási környezet, episztemikus képesség, interakció, gyakorlati tanulás ====Tudományterületi kérdések==== Ez a kifejezés Norman (1988) által került be a komputertudomány fogalomkörébe a felhasználó által észlelhető és érzékelhető lehetőségekkel kapcsolatban. A TEL-kutatásba a következőképpen adaptálható: „Az olvasónak nem szabad a késztetés szó eredeti jelentését alapul venni egy tárgy esetében, amely olyan komplikált, mint a CSCL környezet. A képességek Gibson szerint a nagyon egyszerű eszközöknél értelmezhetők, amelyekhez közvetlen érzékelés-cselekvés párosítás is létezik. A cselekvő nem tudatosan gondolkodik, hanem érzékeli a késztetést és cselekszik, bár ezt az érzékelési képességet meg is lehet tanulni. A bonyolult tárgyak, mint például az oktatási környezet, a tanulást is figyelembe kell venni, és megengedni. Itt is létezik érzékelés-cselekvés párosítás, de kevésbé közvetlen. A tanulás/megszokás időszaka után a tevékenységek automatikussá válnak. A késztetések ebben az értelemben nem okoznak bármit is, hanem csak lehetővé teszik azokat. Ezek alacsonyabb küszöböt biztosítanak a cselekvés végrehajtásához és/vagy lehetővé tételéhez. (Kirschner, 2002, 13. o.) ====Források==== Gaver, W. (1991). Technology affordances. In: S. P. Robertson, G. M. Olson, & J. S. Olson (Eds.), Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference. April 28 - June 5, 1991 (pp. 79-84). New York: ACM. Gibson J. J. (1977). The theory of affordances. In R. Shaw & J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67-82). Hillsdale, NJ: Erlbaum. Kirschner P. A. (2002) Can we support CCSL? Educational, social and technological affordances for learning. In: Three worlds of CSCL: Can we support CSCL? (pp. 10-48). The Open Universiteit Nederland Norman D. A. (1988) The psychology of everyday things. New York: Basic Books. 0 117 1158 942 2013-02-27T08:41:27Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Michel C. Desmarais, Polytechnique Montreal '''Contributor''': Ryan S.J.d. Baker, Worcester Polytechnic Institute ====Definition==== Educational Data Mining is a term used for processes designed for the analysis of data from educational settings to better understand students and the settings which they learn in. ====Comments on the history==== The term emerged from a series of workshops organized around the theme of analysing student log data, the first of which can be traced back to the ITS 2000 Conference in Montreal. In 2005, the first workshop bearing the name “Educational Data Mining” (EDM) was held in Pittsburgh along with the AAAI Conference (Association for the Advancement of Artificial Intelligence). EDM is now the name of an international conference held annually since 2008. In addition, a related conference on Learning analytics (LAK2011) appeared in 2011. The first issue of the International Journal of EDM, an on-line and open-access publication hosted at www.educationaldatamining.org/JEDM, was published in 2009. In 2011, the International Educational Data Mining Society was founded to organize the conference and journal. ====Related terms==== Learning analytics, usage analysis, learner data, student log data, knowledge discovery, data mining, statistical learning, data mining, psychometrics, student modeling, classification, regression, clustering, factor analysis, association rule mining, visualization, discovery with models, database. ====Translation issues==== French: "analytique des données éducationnelles" ====Disciplinary issues==== The field of Educational Data Mining (EDM) draws methods and theory from a number of disciplines, such as data mining, knowledge discovery, psychometrics, and statistical learning. It aims to contribute models and findings that can help design and implement innovative learning applications and environments, as well as contributing to theory in educational psychology and other areas of education. EDM methods include (but are not limited to) classification, regression, factor analysis, clustering, relationship mining, knowledge prediction, correlation mining, association rule mining, visualization, domain structure discovery, discovery with models. ====Key references==== [http://www.educationaldatamining.org/JEDM/images/articles/vol1/issue1/JEDMVol1Issue1_BakerYacef.pdf] Baker R., Yacef K. (2009) The state of educational data mining in 2009: A review and future visions. Journal of Educational Data Mining. 1, 3-17. [http://www.voced.edu.au/content/ngv44723] Baker R.S.J.d. (2010) Data Mining For Education. In: Peterson P., Baker R., Mcgaw B. (eds.) International Encyclopedia of Education (3rd edition) (7, 112-118). Oxford, UK: Elsevier. [http://www.ecst.csuchico.edu/~juliano/csci693/Presentations/2008w/Materials/Lobban/DOCS/educational_data_mining.pdf] Romero C., Ventura, S. (2007) Educational Data Mining: A Survey from 1995 to 2005. Expert Systems with Applications. 33, 125-146. [http://sci2s.ugr.es/keel/pdf/keel/articulo/VersionFinalEnviada.pdf] Romero C., Ventura S. (2010) Educational Data Mining: A Review of the State-of-the-Art. IEEE Transaction on Systems, Man, and Cybernetics, Part C: Applications and Reviews, 6, 601 - 618. [https://pslcdatashop.web.cmu.edu/about/pubs/16_Koedinger_45.pdf] Koedinger K.R., Cunningham K. A. S., Leber B. (2008) An open repository and analysis tools for fine-grained, longitudinal learner data. In: Proceedings of the 1st International Conference on Educational Data Mining, 157-166. [http://www.educationaldatamining.org/] EDM, International Working Group on Educational Data Mining: Educational data mining. (2009) 942 884 2012-06-18T17:46:27Z Balacheff 4 /* Comments on the history */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Michel C. Desmarais, Polytechnique Montreal '''Contributor''': Ryan S.J.d. Baker, Worcester Polytechnic Institute ====Definition==== Educational Data Mining is a term used for processes designed for the analysis of data from educational settings to better understand students and the settings which they learn in. ====Comments on the history==== The term emerged from a series of workshops organized around the theme of analysing student log data, the first of which can be traced back to the ITS 2000 Conference in Montreal. In 2005, the first workshop bearing the name “Educational Data Mining” (EDM) was held in Pittsburgh along with the AAAI Conference (Association for the Advancement of Artificial Intelligence). EDM is now the name of an international conference held annually since 2008. In addition, a related conference on Learning analytics (LAK2011) appeared in 2011. The first issue of the International Journal of EDM, an on-line and open-access publication hosted at www.educationaldatamining.org/JEDM, was published in 2009. In 2011, the International Educational Data Mining Society was founded to organize the conference and journal. ====Related terms==== Learning analytics, usage analysis, learner data, student log data, knowledge discovery, data mining, statistical learning, data mining, psychometrics, student modeling, classification, regression, clustering, factor analysis, association rule mining, visualization, discovery with models, database. ====Translation issues==== French: "analytique des données éducationnelles" ====Disciplinary issues==== The field of Educational Data Mining (EDM) draws methods and theory from a number of disciplines, such as data mining, knowledge discovery, psychometrics, and statistical learning. It aims to contribute models and findings that can help design and implement innovative learning applications and environments, as well as contributing to theory in educational psychology and other areas of education. EDM methods include (but are not limited to) classification, regression, factor analysis, clustering, relationship mining, knowledge prediction, correlation mining, association rule mining, visualization, domain structure discovery, discovery with models. ====Key references==== Baker R., Yacef K. (2009) The state of educational data mining in 2009: A review and future visions. Journal of Educational Data Mining. 1, 3-17. Baker R.S.J.d. (2010) Data Mining For Education. In: Mcgaw B., Peterson P., Baker R. (eds.) International Encyclopedia of Education (3rd edition) (7, 112-118). Oxford, UK: Elsevier. Romero C., Ventura, S. (2007) Educational Data Mining: A Survey from 1995 to 2005. Expert Systems with Applications. 33, 125-146. Romero C., Ventura S. (2010) Educational Data Mining: A Review of the State-of-the-Art. IEEE Transaction on Systems, Man, and Cybernetics, Part C: Applications and Reviews, 6, 601 - 618. Koedinger K.R., Cunningham K. A. S., Leber B. (2008) An open repository and analysis tools for fine-grained, longitudinal learner data. In: Proceedings of the 1st International Conference on Educational Data Mining, 157-166. EDM, International Working Group on Educational Data Mining: Educational data mining. [http://www.educationaldatamining.org/] (2009) 884 883 2012-05-24T08:12:35Z Zeiliger 2 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Michel C. Desmarais, Polytechnique Montreal '''Contributor''': Ryan S.J.d. Baker, Worcester Polytechnic Institute ====Definition==== Educational Data Mining is a term used for processes designed for the analysis of data from educational settings to better understand students and the settings which they learn in. ====Comments on the history==== The term emerged from a series of workshops organized around the theme of analysing student log data, the first of which can be traced back to the ITS 2000 Conference in Montreal. In 2005, the first workshop bearing the name “Educational Data Mining” (EDM) was held in Pittsburgh along with the AAAI Conference. EDM is now the name of an international conference held annually since 2008. In addition, a related conference on Learning analytics (LAK2011) appeared in 2011. The first issue of the International Journal of EDM, an on-line and open-access publication hosted at www.educationaldatamining.org/JEDM, was published in 2009. In 2011, the International Educational Data Mining Society was founded to organize the conference and journal. ====Related terms==== Learning analytics, usage analysis, learner data, student log data, knowledge discovery, data mining, statistical learning, data mining, psychometrics, student modeling, classification, regression, clustering, factor analysis, association rule mining, visualization, discovery with models, database. ====Translation issues==== French: "analytique des données éducationnelles" ====Disciplinary issues==== The field of Educational Data Mining (EDM) draws methods and theory from a number of disciplines, such as data mining, knowledge discovery, psychometrics, and statistical learning. It aims to contribute models and findings that can help design and implement innovative learning applications and environments, as well as contributing to theory in educational psychology and other areas of education. EDM methods include (but are not limited to) classification, regression, factor analysis, clustering, relationship mining, knowledge prediction, correlation mining, association rule mining, visualization, domain structure discovery, discovery with models. ====Key references==== Baker R., Yacef K. (2009) The state of educational data mining in 2009: A review and future visions. Journal of Educational Data Mining. 1, 3-17. Baker R.S.J.d. (2010) Data Mining For Education. In: Mcgaw B., Peterson P., Baker R. (eds.) International Encyclopedia of Education (3rd edition) (7, 112-118). Oxford, UK: Elsevier. Romero C., Ventura, S. (2007) Educational Data Mining: A Survey from 1995 to 2005. Expert Systems with Applications. 33, 125-146. Romero C., Ventura S. (2010) Educational Data Mining: A Review of the State-of-the-Art. IEEE Transaction on Systems, Man, and Cybernetics, Part C: Applications and Reviews, 6, 601 - 618. Koedinger K.R., Cunningham K. A. S., Leber B. (2008) An open repository and analysis tools for fine-grained, longitudinal learner data. In: Proceedings of the 1st International Conference on Educational Data Mining, 157-166. EDM, International Working Group on Educational Data Mining: Educational data mining. [http://www.educationaldatamining.org/] (2009) 883 882 2012-05-24T08:11:55Z Zeiliger 2 /* =Translation issues */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Michel C. Desmarais, Polytechnique Montreal '''Contributor''': Ryan S.J.d. Baker, Worcester Polytechnic Institute ====Definition==== Educational Data Mining is a term used for processes designed for the analysis of data from educational settings to better understand students and the settings which they learn in. ====Comments on the history==== The term emerged from a series of workshops organized around the theme of analysing student log data, the first of which can be traced back to the ITS 2000 Conference in Montreal. In 2005, the first workshop bearing the name “Educational Data Mining” (EDM) was held in Pittsburgh along with the AAAI Conference. EDM is now the name of an international conference held annually since 2008. In addition, a related conference on Learning analytics (LAK2011) appeared in 2011. The first issue of the International Journal of EDM, an on-line and open-access publication hosted at www.educationaldatamining.org/JEDM, was published in 2009. In 2011, the International Educational Data Mining Society was founded to organize the conference and journal. ====Related terms==== Learning analytics, usage analysis, learner data, student log data, knowledge discovery, data mining, statistical learning, data mining, psychometrics, student modeling, classification, regression, clustering, factor analysis, association rule mining, visualization, discovery with models, database. ====Translation issues==== French: "analytique des données éducationnelles" ====Disciplinary issues==== The field of Educational Data Mining (EDM) draws methods and theory from a number of disciplines, such as data mining, knowledge discovery, psychometrics, and statistical learning. It aims to contribute models and findings that can help design and implement innovative learning applications and environments, as well as contributing to theory in educational psychology and other areas of education. EDM methods include (but are not limited to) classification, regression, factor analysis, clustering, relationship mining, knowledge prediction, correlation mining, association rule mining, visualization, domain structure discovery, discovery with models. ====Key references==== Baker R., Yacef K. (2009) The state of educational data mining in 2009: A review and future visions. Journal of Educational Data Mining. 1, 3-17. Baker R.S.J.d. (2010) Data Mining For Education. In: Mcgaw B., Peterson P., Baker R. (eds.) International Encyclopedia of Education (3rd edition) (7, 112-118). Oxford, UK: Elsevier. Romero C., Ventura, S. (2007) Educational Data Mining: A Survey from 1995 to 2005. Expert Systems with Applications. 33, 125-146. Romero C., Ventura S. (2010) Educational Data Mining: A Review of the State-of-the-Art. IEEE Transaction on Systems, Man, and Cybernetics, Part C: Applications and Reviews, 6, 601 - 618. Koedinger K.R., Cunningham K. A. S., Leber B. (2008) An open repository and analysis tools for fine-grained, longitudinal learner data. In: Proceedings of the 1st International Conference on Educational Data Mining, 157-166. EDM, International Working Group on Educational Data Mining: Educational data mining. http://www.educationaldatamining.org/ (2009) 882 2012-05-24T08:11:38Z Zeiliger 2 Created page with "<u>Draft 1</u> '''Editor''': Michel C. Desmarais, Polytechnique Montreal '''Contributor''': Ryan S.J.d. Baker, Worcester Polytechnic Institute ====Definition==== Educational ..." wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Michel C. Desmarais, Polytechnique Montreal '''Contributor''': Ryan S.J.d. Baker, Worcester Polytechnic Institute ====Definition==== Educational Data Mining is a term used for processes designed for the analysis of data from educational settings to better understand students and the settings which they learn in. ====Comments on the history==== The term emerged from a series of workshops organized around the theme of analysing student log data, the first of which can be traced back to the ITS 2000 Conference in Montreal. In 2005, the first workshop bearing the name “Educational Data Mining” (EDM) was held in Pittsburgh along with the AAAI Conference. EDM is now the name of an international conference held annually since 2008. In addition, a related conference on Learning analytics (LAK2011) appeared in 2011. The first issue of the International Journal of EDM, an on-line and open-access publication hosted at www.educationaldatamining.org/JEDM, was published in 2009. In 2011, the International Educational Data Mining Society was founded to organize the conference and journal. ====Related terms==== Learning analytics, usage analysis, learner data, student log data, knowledge discovery, data mining, statistical learning, data mining, psychometrics, student modeling, classification, regression, clustering, factor analysis, association rule mining, visualization, discovery with models, database. =====Translation issues==== French: "analytique des données éducationnelles" ====Disciplinary issues==== The field of Educational Data Mining (EDM) draws methods and theory from a number of disciplines, such as data mining, knowledge discovery, psychometrics, and statistical learning. It aims to contribute models and findings that can help design and implement innovative learning applications and environments, as well as contributing to theory in educational psychology and other areas of education. EDM methods include (but are not limited to) classification, regression, factor analysis, clustering, relationship mining, knowledge prediction, correlation mining, association rule mining, visualization, domain structure discovery, discovery with models. ====Key references==== Baker R., Yacef K. (2009) The state of educational data mining in 2009: A review and future visions. Journal of Educational Data Mining. 1, 3-17. Baker R.S.J.d. (2010) Data Mining For Education. In: Mcgaw B., Peterson P., Baker R. (eds.) International Encyclopedia of Education (3rd edition) (7, 112-118). Oxford, UK: Elsevier. Romero C., Ventura, S. (2007) Educational Data Mining: A Survey from 1995 to 2005. Expert Systems with Applications. 33, 125-146. Romero C., Ventura S. (2010) Educational Data Mining: A Review of the State-of-the-Art. IEEE Transaction on Systems, Man, and Cybernetics, Part C: Applications and Reviews, 6, 601 - 618. Koedinger K.R., Cunningham K. A. S., Leber B. (2008) An open repository and analysis tools for fine-grained, longitudinal learner data. In: Proceedings of the 1st International Conference on Educational Data Mining, 157-166. EDM, International Working Group on Educational Data Mining: Educational data mining. http://www.educationaldatamining.org/ (2009) 0 144 1159 1157 2013-02-27T08:41:50Z Balacheff 4 /* Основна литература */ wikitext text/x-wiki = Извличане на данни в обучението = <u>раб. версия 1</u> '''Editor''': Michel C. Desmarais, Polytechnique Montreal '''Contributors''': Ryan S.J.d. Baker, Worcester Polytechnic Institute '''Adaptation''': Krassen Stefanov, University of Sofia (BG) ====Определение==== Извличането на данни в обучението е термин, който се използва за процеси, проектирани да анализират данните от образователните условия с цел по-добро разбиране на студентите и условията, при които те се обучават. ====Коментар по развитието на термина==== Терминът възниква от серия семинари (работни срещи), организирани около темата за анализиране на дневниците със студентски данни, първата от която е ITS 2000 Conference в Монреал. През 2005 г. първият семинар, носещ наименованието „Educational Data Mining” (EDM) е проведен в Питсбърг заедно с конференцията AAAI Conference (Association for the Advancement of Artificial Intelligence). EDM сега е името на международна конференция, която се провежда веднъж годишно от 2008 г. насам. В допълнение подобна конференция Learning analytics (LAK2011) се състоя през 2011 г. Първото издание на International Journal of EDM, достъпен онлайн и със свободен достъп на адрес: www.educationaldatamining.org/JEDM, е публикуван през 2009 г. През 2011 г. е създадено International Educational Data Mining Society с цел да подкрепя организацията на конференцията и издаването на списанието. ====Сродни термини==== Анализ на обучението, анализ на използването, данни за обучаемия, дневник с данните на студентите, откриване на знания, извличане на данни, статистическо обучение, психометрия, моделиране на студента, класификация, регресия, клъстеризация, анализ на факторите, извличане на правила чрез ассоциация, визуализация, откриване чрез модели, база данни ====Проблематика на превода==== Френски: "analytique des données éducationnelles" ====Предметна проблематика==== Областта на извличане на данни в обучението (EDM) използва методи и теории от няколко различни дисциплини като извличане на данни, психометрия и статистическо обучение. Има за цел да предостави модели и открития, които могат да помогнат при дизайна и разработването на иновативни учебни приложения и среди, както и да развие теорията в образователната психология и друи сфери на образованието. Методите за ИДО включват (без да се ограничават до) класификация, регресия, анализ на факторите, клъстеризация, откриване на връзки, предсказване на знания, откриване на корелации, откриване на правила за асоцииране (свързване), визуализация, откриване на структури на областта, откриване чрез модели. ====Основна литература==== [http://www.educationaldatamining.org/JEDM/images/articles/vol1/issue1/JEDMVol1Issue1_BakerYacef.pdf] Baker R., Yacef K. (2009) The state of educational data mining in 2009: A review and future visions. Journal of Educational Data Mining. 1, 3-17. [http://www.voced.edu.au/content/ngv44723] Baker R.S.J.d. (2010) Data Mining For Education. In: Peterson P., Baker R., Mcgaw B. (eds.) International Encyclopedia of Education (3rd edition) (7, 112-118). Oxford, UK: Elsevier. [http://www.ecst.csuchico.edu/~juliano/csci693/Presentations/2008w/Materials/Lobban/DOCS/educational_data_mining.pdf] Romero C., Ventura, S. (2007) Educational Data Mining: A Survey from 1995 to 2005. Expert Systems with Applications. 33, 125-146. [http://sci2s.ugr.es/keel/pdf/keel/articulo/VersionFinalEnviada.pdf] Romero C., Ventura S. (2010) Educational Data Mining: A Review of the State-of-the-Art. IEEE Transaction on Systems, Man, and Cybernetics, Part C: Applications and Reviews, 6, 601 - 618. [https://pslcdatashop.web.cmu.edu/about/pubs/16_Koedinger_45.pdf] Koedinger K.R., Cunningham K. A. S., Leber B. (2008) An open repository and analysis tools for fine-grained, longitudinal learner data. In: Proceedings of the 1st International Conference on Educational Data Mining, 157-166. [http://www.educationaldatamining.org/] EDM, International Working Group on Educational Data Mining: Educational data mining. (2009) 1157 2013-02-27T08:33:33Z Balacheff 4 Created page with "= Извличане на данни в обучението = <u>раб. версия 1</u> '''Editor''': Michel C. Desmarais, Polytechnique Montreal '''Contributors''': R..." wikitext text/x-wiki = Извличане на данни в обучението = <u>раб. версия 1</u> '''Editor''': Michel C. Desmarais, Polytechnique Montreal '''Contributors''': Ryan S.J.d. Baker, Worcester Polytechnic Institute '''Adaptation''': Krassen Stefanov, University of Sofia (BG) ====Определение==== Извличането на данни в обучението е термин, който се използва за процеси, проектирани да анализират данните от образователните условия с цел по-добро разбиране на студентите и условията, при които те се обучават. ====Коментар по развитието на термина==== Терминът възниква от серия семинари (работни срещи), организирани около темата за анализиране на дневниците със студентски данни, първата от която е ITS 2000 Conference в Монреал. През 2005 г. първият семинар, носещ наименованието „Educational Data Mining” (EDM) е проведен в Питсбърг заедно с конференцията AAAI Conference (Association for the Advancement of Artificial Intelligence). EDM сега е името на международна конференция, която се провежда веднъж годишно от 2008 г. насам. В допълнение подобна конференция Learning analytics (LAK2011) се състоя през 2011 г. Първото издание на International Journal of EDM, достъпен онлайн и със свободен достъп на адрес: www.educationaldatamining.org/JEDM, е публикуван през 2009 г. През 2011 г. е създадено International Educational Data Mining Society с цел да подкрепя организацията на конференцията и издаването на списанието. ====Сродни термини==== Анализ на обучението, анализ на използването, данни за обучаемия, дневник с данните на студентите, откриване на знания, извличане на данни, статистическо обучение, психометрия, моделиране на студента, класификация, регресия, клъстеризация, анализ на факторите, извличане на правила чрез ассоциация, визуализация, откриване чрез модели, база данни ====Проблематика на превода==== Френски: "analytique des données éducationnelles" ====Предметна проблематика==== Областта на извличане на данни в обучението (EDM) използва методи и теории от няколко различни дисциплини като извличане на данни, психометрия и статистическо обучение. Има за цел да предостави модели и открития, които могат да помогнат при дизайна и разработването на иновативни учебни приложения и среди, както и да развие теорията в образователната психология и друи сфери на образованието. Методите за ИДО включват (без да се ограничават до) класификация, регресия, анализ на факторите, клъстеризация, откриване на връзки, предсказване на знания, откриване на корелации, откриване на правила за асоцииране (свързване), визуализация, откриване на структури на областта, откриване чрез модели. ====Основна литература==== 0 124 941 940 2012-06-18T17:44:22Z Balacheff 4 /* Remarques disciplinaires */ wikitext text/x-wiki <h1>Fouille de données éducatives</h1> <u>version 1</u><p> '''Édition''' : Michel C. Desmarais, Polytechnique Montréal<br/> '''Contribution''' : Ryan S.J.d. Baker, Worcester Polytechnic Institute<br/> '''Adaptation''' : Nicolas Balacheff, LIG, Grenoble ====Définition==== La fouille de données éducatives est un processus conçu pour l’analyse de données issues de situations éducatives pour mieux comprendre les élèves et les situations dans lesquelles ils apprennent. ====Jalons historiques==== Cette expression est apparue dans le cadre d’une série de workshops sur le thème de l’analyse des usages (log data) par des élèves, dont le premier remonte à la conférence ITS 2000 à Montréal. En 2005, le premier workshop intitulé « Educational Data Mining » (EDM, Fouille de données éducatives) a été organisé à Pittsburgh conjointement à la conférence AAAI (Association for the Advancement of Artificial Intelligence). Depuis 2008 EDM désigne une conférence internationale organisée annuellement. Par ailleurs, une conférence sur la thématique voisine des Learning analytics (LAK2011) est apparue en 2011. En 2009 a été publié le premier numéro du journal international EDM, publication en accès direct disponible à l’URL <www.educationaldatamining.org/JEDM>. La société Educational Data Mining a été fondée en 2011 pour organiser la conférence et le journal. ====Termes et expressions associés==== Analytique des données éducationnelles, analyse des usages, données sur l'apprenant, donné d'usage de l'apprenant, découverte de la connaissance, fouille de données, apprentissage automatique statistique, psychométrique, modélisation de l’apprenant, classification, régression, classification, analyse factorielle, recherche de règles associatives, visualisation, découverte dirigée par les modèles, base de données. ====Traduction==== English : Educational data mining ====Remarques disciplinaires==== Le domaine de la fouille de données educative (EDM) s’appuie sur des méthodes et théories issues de de nombreuses disciplines telles que la fouille de donnée, la découverte de connaissance, la psychométrie et l’apprentissage statistique. Il a pour but de construire des modèles et produire des résultats qui puissent aider à la conception et la réalisation d’applications et d’environnements innovants pour l’apprentissage, ainsi que d’apporter une contribution théorique à la psychologie de l’éducation ou d’autres domaines en éducation. Les méthodes pour l’EDM incluent (sans y être limité) la classification, la régression, l’analyse factorielle, la fouille de relation, la prédiction de connaissances, la fouille de corrélations, la recherche de règles associatives, la visualisation, la découverte de structure de domaine, la découverte dirigée par des modèles. ====Principales références==== Baker R., Yacef K. (2009) The state of educational data mining in 2009: A review and future visions. Journal of Educational Data Mining. 1, 3-17.<br/> Baker R.S.J.d. (2010) Data Mining For Education. In: Mcgaw B., Peterson P., Baker R. (eds.) International Encyclopedia of Education (3rd edition) (7, 112-118). Oxford, UK: Elsevier.<br/> Romero C., Ventura, S. (2007) Educational Data Mining: A Survey from 1995 to 2005. Expert Systems with Applications. 33, 125-146.<br/> Romero C., Ventura S. (2010) Educational Data Mining: A Review of the State-of-the-Art. IEEE Transaction on Systems, Man, and Cybernetics, Part C: Applications and Reviews, 6, 601 - 618.<br/> Koedinger K.R., Cunningham K. A. S., Leber B. (2008) An open repository and analysis tools for fine-grained, longitudinal learner data. In: Proceedings of the 1st International Conference on Educational Data Mining, 157-166.<br/> EDM, International Working Group on Educational Data Mining: Educational data mining. http://www.educationaldatamining.org/ (2009) 940 939 2012-06-18T17:43:07Z Balacheff 4 /* Jalons historiques */ wikitext text/x-wiki <h1>Fouille de données éducatives</h1> <u>version 1</u><p> '''Édition''' : Michel C. Desmarais, Polytechnique Montréal<br/> '''Contribution''' : Ryan S.J.d. Baker, Worcester Polytechnic Institute<br/> '''Adaptation''' : Nicolas Balacheff, LIG, Grenoble ====Définition==== La fouille de données éducatives est un processus conçu pour l’analyse de données issues de situations éducatives pour mieux comprendre les élèves et les situations dans lesquelles ils apprennent. ====Jalons historiques==== Cette expression est apparue dans le cadre d’une série de workshops sur le thème de l’analyse des usages (log data) par des élèves, dont le premier remonte à la conférence ITS 2000 à Montréal. En 2005, le premier workshop intitulé « Educational Data Mining » (EDM, Fouille de données éducatives) a été organisé à Pittsburgh conjointement à la conférence AAAI (Association for the Advancement of Artificial Intelligence). Depuis 2008 EDM désigne une conférence internationale organisée annuellement. Par ailleurs, une conférence sur la thématique voisine des Learning analytics (LAK2011) est apparue en 2011. En 2009 a été publié le premier numéro du journal international EDM, publication en accès direct disponible à l’URL <www.educationaldatamining.org/JEDM>. La société Educational Data Mining a été fondée en 2011 pour organiser la conférence et le journal. ====Termes et expressions associés==== Analytique des données éducationnelles, analyse des usages, données sur l'apprenant, donné d'usage de l'apprenant, découverte de la connaissance, fouille de données, apprentissage automatique statistique, psychométrique, modélisation de l’apprenant, classification, régression, classification, analyse factorielle, recherche de règles associatives, visualisation, découverte dirigée par les modèles, base de données. ====Traduction==== English : Educational data mining ====Remarques disciplinaires==== Le domaine de la fouille de données educative (EDM) s’appuie sur des méthodes et théories issues de de nombreuses disciplines telles que la fouille de donnée, la découverte de connaissance, la psychométrie et l’apprentissage statistique. Il a pour but de construire des modèles et produire des résultats qui puissent aider à la conception et la réalisation d’applications et d’environnements innovants pour l’apprentissage, ainsi que d’apporter une contribution théorique à la psychologie de l’éducation ou d’autres domaines en éducation. Les méthodes pour l’EDM incluent (sans y être limité) la classification, la régression, l’analyse factorielle, la classification, la fouille de relation, la prédiction de connaissances, la fouille de corrélations, la recherche de règles associatives, la visualisation, la découverte de structure de domaine, la découverte dirigée par des modèles. ====Principales références==== Baker R., Yacef K. (2009) The state of educational data mining in 2009: A review and future visions. Journal of Educational Data Mining. 1, 3-17.<br/> Baker R.S.J.d. (2010) Data Mining For Education. In: Mcgaw B., Peterson P., Baker R. (eds.) International Encyclopedia of Education (3rd edition) (7, 112-118). Oxford, UK: Elsevier.<br/> Romero C., Ventura, S. (2007) Educational Data Mining: A Survey from 1995 to 2005. Expert Systems with Applications. 33, 125-146.<br/> Romero C., Ventura S. (2010) Educational Data Mining: A Review of the State-of-the-Art. IEEE Transaction on Systems, Man, and Cybernetics, Part C: Applications and Reviews, 6, 601 - 618.<br/> Koedinger K.R., Cunningham K. A. S., Leber B. (2008) An open repository and analysis tools for fine-grained, longitudinal learner data. In: Proceedings of the 1st International Conference on Educational Data Mining, 157-166.<br/> EDM, International Working Group on Educational Data Mining: Educational data mining. http://www.educationaldatamining.org/ (2009) 939 938 2012-06-18T17:42:10Z Balacheff 4 /* Remarques disciplinaires */ wikitext text/x-wiki <h1>Fouille de données éducatives</h1> <u>version 1</u><p> '''Édition''' : Michel C. Desmarais, Polytechnique Montréal<br/> '''Contribution''' : Ryan S.J.d. Baker, Worcester Polytechnic Institute<br/> '''Adaptation''' : Nicolas Balacheff, LIG, Grenoble ====Définition==== La fouille de données éducatives est un processus conçu pour l’analyse de données issues de situations éducatives pour mieux comprendre les élèves et les situations dans lesquelles ils apprennent. ====Jalons historiques==== Cette expression est apparue dans le cadre d’une série de workshops sur le thème de l’analyse des usages (log data) par des élèves, dont le premier remonte à la conférence ITS 2000 à Montréal. En 2005, le premier workshop intitulé « Educational Data Mining » (EDM, Fouille de données éducatives) a été organisé à Pittsburgh conjointement à la conférence AAAI (Association for the Advancement of Artificial Intelligence). Depuis 2008 EDM désigne une conférence internationale organisée annuellement. Par ailleurs, une conférence sur la thématique voisine des Learning analytics (LAK2011) est apparue en 2011. En 2009 a été publié le premier numéro du journal international EDM, publication en accès direct disponible à l’URM <www.educationaldatamining.org/JEDM>. La société Educational Data Mining a été fondée en 2011 pour organiser la conférence et le journal. ====Termes et expressions associés==== Analytique des données éducationnelles, analyse des usages, données sur l'apprenant, donné d'usage de l'apprenant, découverte de la connaissance, fouille de données, apprentissage automatique statistique, psychométrique, modélisation de l’apprenant, classification, régression, classification, analyse factorielle, recherche de règles associatives, visualisation, découverte dirigée par les modèles, base de données. ====Traduction==== English : Educational data mining ====Remarques disciplinaires==== Le domaine de la fouille de données educative (EDM) s’appuie sur des méthodes et théories issues de de nombreuses disciplines telles que la fouille de donnée, la découverte de connaissance, la psychométrie et l’apprentissage statistique. Il a pour but de construire des modèles et produire des résultats qui puissent aider à la conception et la réalisation d’applications et d’environnements innovants pour l’apprentissage, ainsi que d’apporter une contribution théorique à la psychologie de l’éducation ou d’autres domaines en éducation. Les méthodes pour l’EDM incluent (sans y être limité) la classification, la régression, l’analyse factorielle, la classification, la fouille de relation, la prédiction de connaissances, la fouille de corrélations, la recherche de règles associatives, la visualisation, la découverte de structure de domaine, la découverte dirigée par des modèles. ====Principales références==== Baker R., Yacef K. (2009) The state of educational data mining in 2009: A review and future visions. Journal of Educational Data Mining. 1, 3-17.<br/> Baker R.S.J.d. (2010) Data Mining For Education. In: Mcgaw B., Peterson P., Baker R. (eds.) International Encyclopedia of Education (3rd edition) (7, 112-118). Oxford, UK: Elsevier.<br/> Romero C., Ventura, S. (2007) Educational Data Mining: A Survey from 1995 to 2005. Expert Systems with Applications. 33, 125-146.<br/> Romero C., Ventura S. (2010) Educational Data Mining: A Review of the State-of-the-Art. IEEE Transaction on Systems, Man, and Cybernetics, Part C: Applications and Reviews, 6, 601 - 618.<br/> Koedinger K.R., Cunningham K. A. S., Leber B. (2008) An open repository and analysis tools for fine-grained, longitudinal learner data. In: Proceedings of the 1st International Conference on Educational Data Mining, 157-166.<br/> EDM, International Working Group on Educational Data Mining: Educational data mining. http://www.educationaldatamining.org/ (2009) 938 937 2012-06-18T17:40:47Z Balacheff 4 /* Jalons historiques */ wikitext text/x-wiki <h1>Fouille de données éducatives</h1> <u>version 1</u><p> '''Édition''' : Michel C. Desmarais, Polytechnique Montréal<br/> '''Contribution''' : Ryan S.J.d. Baker, Worcester Polytechnic Institute<br/> '''Adaptation''' : Nicolas Balacheff, LIG, Grenoble ====Définition==== La fouille de données éducatives est un processus conçu pour l’analyse de données issues de situations éducatives pour mieux comprendre les élèves et les situations dans lesquelles ils apprennent. ====Jalons historiques==== Cette expression est apparue dans le cadre d’une série de workshops sur le thème de l’analyse des usages (log data) par des élèves, dont le premier remonte à la conférence ITS 2000 à Montréal. En 2005, le premier workshop intitulé « Educational Data Mining » (EDM, Fouille de données éducatives) a été organisé à Pittsburgh conjointement à la conférence AAAI (Association for the Advancement of Artificial Intelligence). Depuis 2008 EDM désigne une conférence internationale organisée annuellement. Par ailleurs, une conférence sur la thématique voisine des Learning analytics (LAK2011) est apparue en 2011. En 2009 a été publié le premier numéro du journal international EDM, publication en accès direct disponible à l’URM <www.educationaldatamining.org/JEDM>. La société Educational Data Mining a été fondée en 2011 pour organiser la conférence et le journal. ====Termes et expressions associés==== Analytique des données éducationnelles, analyse des usages, données sur l'apprenant, donné d'usage de l'apprenant, découverte de la connaissance, fouille de données, apprentissage automatique statistique, psychométrique, modélisation de l’apprenant, classification, régression, classification, analyse factorielle, recherche de règles associatives, visualisation, découverte dirigée par les modèles, base de données. ====Traduction==== English : Educational data mining ====Remarques disciplinaires==== Le domaine de la fouille de données educative (EDM) s’appuie sur des méthodes et théories issues de de nombreuses disciplines telles que la fouille de donnée, la découverte de connaissance, la psychométrie et l’apprentissage statistique. Il a pour but de construire des modèles et produire des résultats qui puissent aider à la conception et la réalisation d’applications et d’environnements innovants pour l’apprentissage, ainsi que d’apporter une contribution théorique à la psychologie de l’éducation ou d’autres domaines en éducation. Les méthodes pour l’EDM incluent (sans y être limité) la classification, la régression, l’analyse factorielle, clustering, la fouille de relation, la prédiction de connaissances, la fouille de corrélations, association rule mining, la visualisation, la découverte de structure de domaine, la découverte dirigée par des modèles. ====Principales références==== Baker R., Yacef K. (2009) The state of educational data mining in 2009: A review and future visions. Journal of Educational Data Mining. 1, 3-17.<br/> Baker R.S.J.d. (2010) Data Mining For Education. In: Mcgaw B., Peterson P., Baker R. (eds.) International Encyclopedia of Education (3rd edition) (7, 112-118). Oxford, UK: Elsevier.<br/> Romero C., Ventura, S. (2007) Educational Data Mining: A Survey from 1995 to 2005. Expert Systems with Applications. 33, 125-146.<br/> Romero C., Ventura S. (2010) Educational Data Mining: A Review of the State-of-the-Art. IEEE Transaction on Systems, Man, and Cybernetics, Part C: Applications and Reviews, 6, 601 - 618.<br/> Koedinger K.R., Cunningham K. A. S., Leber B. (2008) An open repository and analysis tools for fine-grained, longitudinal learner data. In: Proceedings of the 1st International Conference on Educational Data Mining, 157-166.<br/> EDM, International Working Group on Educational Data Mining: Educational data mining. http://www.educationaldatamining.org/ (2009) 937 936 2012-06-18T17:39:27Z Balacheff 4 /* Termes et expressions associés */ wikitext text/x-wiki <h1>Fouille de données éducatives</h1> <u>version 1</u><p> '''Édition''' : Michel C. Desmarais, Polytechnique Montréal<br/> '''Contribution''' : Ryan S.J.d. Baker, Worcester Polytechnic Institute<br/> '''Adaptation''' : Nicolas Balacheff, LIG, Grenoble ====Définition==== La fouille de données éducatives est un processus conçu pour l’analyse de données issues de situations éducatives pour mieux comprendre les élèves et les situations dans lesquelles ils apprennent. ====Jalons historiques==== Cette expression est apparue dans le cadre d’une série de workshops sur le thème de l’analyse des usages (log data) par des élèves, dont le premier remonte à la conférence ITS 2000 à Montréal. En 2005, le premier workshop intitulé « Educational Data Mining » (EDM, Fouille des données éducatives) a été organisé à Pittsburgh conjointement à la conférence AAAI (). Depuis 2008 EDM désigne une conférence internationale organisée annuellement. Par ailleurs, une conférence sur la thématique voisine des Learning analytics (LAK2011) est apparue en 2011. En 2009 a été publié le premier numéro du journal international EDM, publication en accès direct disponible à l’URM <www.educationaldatamining.org/JEDM>. La société Educational Data Mining a été fondée en 2011 pour organiser la conférence et le journal. ====Termes et expressions associés==== Analytique des données éducationnelles, analyse des usages, données sur l'apprenant, donné d'usage de l'apprenant, découverte de la connaissance, fouille de données, apprentissage automatique statistique, psychométrique, modélisation de l’apprenant, classification, régression, classification, analyse factorielle, recherche de règles associatives, visualisation, découverte dirigée par les modèles, base de données. ====Traduction==== English : Educational data mining ====Remarques disciplinaires==== Le domaine de la fouille de données educative (EDM) s’appuie sur des méthodes et théories issues de de nombreuses disciplines telles que la fouille de donnée, la découverte de connaissance, la psychométrie et l’apprentissage statistique. Il a pour but de construire des modèles et produire des résultats qui puissent aider à la conception et la réalisation d’applications et d’environnements innovants pour l’apprentissage, ainsi que d’apporter une contribution théorique à la psychologie de l’éducation ou d’autres domaines en éducation. Les méthodes pour l’EDM incluent (sans y être limité) la classification, la régression, l’analyse factorielle, clustering, la fouille de relation, la prédiction de connaissances, la fouille de corrélations, association rule mining, la visualisation, la découverte de structure de domaine, la découverte dirigée par des modèles. ====Principales références==== Baker R., Yacef K. (2009) The state of educational data mining in 2009: A review and future visions. Journal of Educational Data Mining. 1, 3-17.<br/> Baker R.S.J.d. (2010) Data Mining For Education. In: Mcgaw B., Peterson P., Baker R. (eds.) International Encyclopedia of Education (3rd edition) (7, 112-118). Oxford, UK: Elsevier.<br/> Romero C., Ventura, S. (2007) Educational Data Mining: A Survey from 1995 to 2005. Expert Systems with Applications. 33, 125-146.<br/> Romero C., Ventura S. (2010) Educational Data Mining: A Review of the State-of-the-Art. IEEE Transaction on Systems, Man, and Cybernetics, Part C: Applications and Reviews, 6, 601 - 618.<br/> Koedinger K.R., Cunningham K. A. S., Leber B. (2008) An open repository and analysis tools for fine-grained, longitudinal learner data. In: Proceedings of the 1st International Conference on Educational Data Mining, 157-166.<br/> EDM, International Working Group on Educational Data Mining: Educational data mining. http://www.educationaldatamining.org/ (2009) 936 2012-06-18T17:34:04Z Balacheff 4 Created page with "<h1>Fouille de données éducatives</h1> <u>version 1</u><p> '''Édition''' : Michel C. Desmarais, Polytechnique Montréal<br/> '''Contribution''' : Ryan S.J.d. Baker, Worcester..." wikitext text/x-wiki <h1>Fouille de données éducatives</h1> <u>version 1</u><p> '''Édition''' : Michel C. Desmarais, Polytechnique Montréal<br/> '''Contribution''' : Ryan S.J.d. Baker, Worcester Polytechnic Institute<br/> '''Adaptation''' : Nicolas Balacheff, LIG, Grenoble ====Définition==== La fouille de données éducatives est un processus conçu pour l’analyse de données issues de situations éducatives pour mieux comprendre les élèves et les situations dans lesquelles ils apprennent. ====Jalons historiques==== Cette expression est apparue dans le cadre d’une série de workshops sur le thème de l’analyse des usages (log data) par des élèves, dont le premier remonte à la conférence ITS 2000 à Montréal. En 2005, le premier workshop intitulé « Educational Data Mining » (EDM, Fouille des données éducatives) a été organisé à Pittsburgh conjointement à la conférence AAAI (). Depuis 2008 EDM désigne une conférence internationale organisée annuellement. Par ailleurs, une conférence sur la thématique voisine des Learning analytics (LAK2011) est apparue en 2011. En 2009 a été publié le premier numéro du journal international EDM, publication en accès direct disponible à l’URM <www.educationaldatamining.org/JEDM>. La société Educational Data Mining a été fondée en 2011 pour organiser la conférence et le journal. ====Termes et expressions associés==== Learning analytics, analyse des usages, learner data, student log data, découverte de la connaissance, fouille de données, apprentissage automatique statistique, psychométrique, modélisation de l’apprenant, classification, régression, clustering, analyse factorielle, association rule mining, visualisation, discovery with models, base de données. ====Traduction==== English : Educational data mining ====Remarques disciplinaires==== Le domaine de la fouille de données educative (EDM) s’appuie sur des méthodes et théories issues de de nombreuses disciplines telles que la fouille de donnée, la découverte de connaissance, la psychométrie et l’apprentissage statistique. Il a pour but de construire des modèles et produire des résultats qui puissent aider à la conception et la réalisation d’applications et d’environnements innovants pour l’apprentissage, ainsi que d’apporter une contribution théorique à la psychologie de l’éducation ou d’autres domaines en éducation. Les méthodes pour l’EDM incluent (sans y être limité) la classification, la régression, l’analyse factorielle, clustering, la fouille de relation, la prédiction de connaissances, la fouille de corrélations, association rule mining, la visualisation, la découverte de structure de domaine, la découverte dirigée par des modèles. ====Principales références==== Baker R., Yacef K. (2009) The state of educational data mining in 2009: A review and future visions. Journal of Educational Data Mining. 1, 3-17.<br/> Baker R.S.J.d. (2010) Data Mining For Education. In: Mcgaw B., Peterson P., Baker R. (eds.) International Encyclopedia of Education (3rd edition) (7, 112-118). Oxford, UK: Elsevier.<br/> Romero C., Ventura, S. (2007) Educational Data Mining: A Survey from 1995 to 2005. Expert Systems with Applications. 33, 125-146.<br/> Romero C., Ventura S. (2010) Educational Data Mining: A Review of the State-of-the-Art. IEEE Transaction on Systems, Man, and Cybernetics, Part C: Applications and Reviews, 6, 601 - 618.<br/> Koedinger K.R., Cunningham K. A. S., Leber B. (2008) An open repository and analysis tools for fine-grained, longitudinal learner data. In: Proceedings of the 1st International Conference on Educational Data Mining, 157-166.<br/> EDM, International Working Group on Educational Data Mining: Educational data mining. http://www.educationaldatamining.org/ (2009) 0 5 598 407 2012-01-12T10:38:56Z Zeiliger 2 /* Related documents */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Tom Moher, University of Illinois at Chicago '''Contributors''': .../... ==== Definition ==== Coined by Moher (2006), the term embedded phenomena refers to a design framework that situates classroom learners within the spatial and temporal bounds of imaginary scientific phenomena for the purpose of collaborative inquiry. The framework is characterized by four common features. :"- Simulated dynamic phenomena are "mapped" onto the physical space of the classroom.<br>- The state of the simulation is represented and manipulated through distributed (stationary or mobile) media located around the classroom representing "portals" into a phenomenon, depicting local state information corresponding to the mapping between the phenomenon and the room.<br>-The simulation, represented via the portals, runs concurrently with, but independent of, the flow of regular instructional activity in the classroom. Typically, simulations run over time courses on the order of several weeks.<br>- Students monitor and manipulate of the state of the simulation through the portals, collaboratively gathering, aggregating, and analyzing evidence to solve a problem or answer a driving question." (Moher 2006 p.691) ==== Translation issues ==== French: phénomènes embarqués<br>German: eingebettet Phänomene ==== Disciplinary issues ==== The term "embedded" is frequently used in computer science to refer to technologies implanted within physical environments or artifacts. ==== Key references ==== Moher, T. [http://www.telearn.org/open-archive/search?resource=6825] (2006). Embedded Phenomena: Supporting Science Learning with Classroom-sized Distributed Simulations. Proceedings ACM Conference on Human Factors in Computing Systems (CHI 2006) (April 2006, Montreal, Canada), 691-700. ==== Related terms ==== Situated learning, Embodied learning, Augmented reality, Mixed reality ==== Related documents ==== Moher T., 2006, Embedded Phenomena: Supporting Science Learning with Classroom-sized Distributed Simulations [http://www.evl.uic.edu/moher/pubs/MoherCHI2006.pdf]<br> <br> ► [[TEL Dictionary entries]] 407 181 2011-09-22T12:32:44Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Tom Moher, University of Illinois at Chicago '''Contributors''': .../... ==== Definition ==== Coined by Moher (2006), the term embedded phenomena refers to a design framework that situates classroom learners within the spatial and temporal bounds of imaginary scientific phenomena for the purpose of collaborative inquiry. The framework is characterized by four common features. :"- Simulated dynamic phenomena are "mapped" onto the physical space of the classroom.<br>- The state of the simulation is represented and manipulated through distributed (stationary or mobile) media located around the classroom representing "portals" into a phenomenon, depicting local state information corresponding to the mapping between the phenomenon and the room.<br>-The simulation, represented via the portals, runs concurrently with, but independent of, the flow of regular instructional activity in the classroom. Typically, simulations run over time courses on the order of several weeks.<br>- Students monitor and manipulate of the state of the simulation through the portals, collaboratively gathering, aggregating, and analyzing evidence to solve a problem or answer a driving question." (Moher 2006 p.691) ==== Translation issues ==== French: phénomènes embarqués<br>German: eingebettet Phänomene ==== Disciplinary issues ==== The term "embedded" is frequently used in computer science to refer to technologies implanted within physical environments or artifacts. ==== Key references ==== Moher, T. [http://www.telearn.org/open-archive/search?resource=6825] (2006). Embedded Phenomena: Supporting Science Learning with Classroom-sized Distributed Simulations. Proceedings ACM Conference on Human Factors in Computing Systems (CHI 2006) (April 2006, Montreal, Canada), 691-700. ==== Related terms ==== Situated learning, Embodied learning, Augmented reality, Mixed reality ==== Related documents ==== [http://www.evl.uic.edu/moher/pubs/MoherCHI2006.pdf MoherCHI2006.pdf]<br> <br> ► [[TEL Dictionary entries]] 181 138 2011-05-27T14:01:56Z Admin 1 wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Tom Moher, University of Illinois at Chicago '''Contributors''': .../... ==== Definition ==== Coined by Moher (2006), the term embedded phenomena refers to a design framework that situates classroom learners within the spatial and temporal bounds of imaginary scientific phenomena for the purpose of collaborative inquiry. The framework is characterized by four common features. :"- Simulated dynamic phenomena are "mapped" onto the physical space of the classroom.<br>- The state of the simulation is represented and manipulated through distributed (stationary or mobile) media located around the classroom representing "portals" into a phenomenon, depicting local state information corresponding to the mapping between the phenomenon and the room.<br>-The simulation, represented via the portals, runs concurrently with, but independent of, the flow of regular instructional activity in the classroom. Typically, simulations run over time courses on the order of several weeks.<br>- Students monitor and manipulate of the state of the simulation through the portals, collaboratively gathering, aggregating, and analyzing evidence to solve a problem or answer a driving question." (Moher 2006 p.691) ==== Translation issues ==== French: phénomènes embarqués<br>German: eingebettet Phänomene ==== Disciplinary issues ==== The term "embedded" is frequently used in computer science to refer to technologies implanted within physical environments or artifacts. ==== Key references ==== Moher, T. (2006). Embedded Phenomena: Supporting Science Learning with Classroom-sized Distributed Simulations. Proceedings ACM Conference on Human Factors in Computing Systems (CHI 2006) (April 2006, Montreal, Canada), 691-700. ==== Related terms ==== Situated learning, Embodied learning, Augmented reality, Mixed reality ==== Related documents ==== [http://www.evl.uic.edu/moher/pubs/MoherCHI2006.pdf MoherCHI2006.pdf]<br> <br> ► [[TEL Dictionary entries]] 138 85 2011-05-26T08:14:41Z Admin 1 wikitext text/x-wiki '''Editor''': Tom Moher, University of Illinois at Chicago<br>'''Contributors''': .../... ==== Definition ==== Coined by Moher (2006), the term embedded phenomena refers to a design framework that situates classroom learners within the spatial and temporal bounds of imaginary scientific phenomena for the purpose of collaborative inquiry. The framework is characterized by four common features. :"- Simulated dynamic phenomena are "mapped" onto the physical space of the classroom.<br>- The state of the simulation is represented and manipulated through distributed (stationary or mobile) media located around the classroom representing "portals" into a phenomenon, depicting local state information corresponding to the mapping between the phenomenon and the room.<br>-The simulation, represented via the portals, runs concurrently with, but independent of, the flow of regular instructional activity in the classroom. Typically, simulations run over time courses on the order of several weeks.<br>- Students monitor and manipulate of the state of the simulation through the portals, collaboratively gathering, aggregating, and analyzing evidence to solve a problem or answer a driving question." (Moher 2006 p.691)<br> ==== Translation issues ==== French: phénomènes embarqués<br>German: eingebettet Phänomene<br><br> ==== Disciplinary issues ==== The term "embedded" is frequently used in computer science to refer to technologies implanted within physical environments or artifacts.<br><br> ==== Key references ==== Moher, T. (2006). Embedded Phenomena: Supporting Science Learning with Classroom-sized Distributed Simulations. Proceedings ACM Conference on Human Factors in Computing Systems (CHI 2006) (April 2006, Montreal, Canada), 691-700.<br><br> ==== Related terms ==== Situated learning, Embodied learning, Augmented reality, Mixed reality<br> ==== Related documents ==== [http://www.evl.uic.edu/moher/pubs/MoherCHI2006.pdf MoherCHI2006.pdf]<br> <br> ► [[TEL Dictionary entries]] 85 19 2011-05-24T09:13:55Z Admin 1 wikitext text/x-wiki {{Languages}} '''Editor''': Tom Moher, University of Illinois at Chicago<br>'''Contributors''': .../... ==== Definition ==== Coined by Moher (2006), the term embedded phenomena refers to a design framework that situates classroom learners within the spatial and temporal bounds of imaginary scientific phenomena for the purpose of collaborative inquiry. The framework is characterized by four common features. :"- Simulated dynamic phenomena are "mapped" onto the physical space of the classroom.<br>- The state of the simulation is represented and manipulated through distributed (stationary or mobile) media located around the classroom representing "portals" into a phenomenon, depicting local state information corresponding to the mapping between the phenomenon and the room.<br>-The simulation, represented via the portals, runs concurrently with, but independent of, the flow of regular instructional activity in the classroom. Typically, simulations run over time courses on the order of several weeks.<br>- Students monitor and manipulate of the state of the simulation through the portals, collaboratively gathering, aggregating, and analyzing evidence to solve a problem or answer a driving question." (Moher 2006 p.691)<br> ==== Translation issues ==== French: phénomènes embarqués<br>German: eingebettet Phänomene<br><br> ==== Disciplinary issues ==== The term "embedded" is frequently used in computer science to refer to technologies implanted within physical environments or artifacts.<br><br> ==== Key references ==== Moher, T. (2006). Embedded Phenomena: Supporting Science Learning with Classroom-sized Distributed Simulations. Proceedings ACM Conference on Human Factors in Computing Systems (CHI 2006) (April 2006, Montreal, Canada), 691-700.<br><br> ==== Related terms ==== Situated learning, Embodied learning, Augmented reality, Mixed reality<br> ==== Related documents ==== [http://www.evl.uic.edu/moher/pubs/MoherCHI2006.pdf MoherCHI2006.pdf]<br> <br> ► [[TEL Dictionary entries]] 19 18 2011-05-17T12:40:54Z 129.88.27.200 0 wikitext text/x-wiki '''Editor''': Tom Moher, University of Illinois at Chicago<br>'''Contributors''': .../... ==== Definition ==== Coined by Moher (2006), the term embedded phenomena refers to a design framework that situates classroom learners within the spatial and temporal bounds of imaginary scientific phenomena for the purpose of collaborative inquiry. The framework is characterized by four common features. :"- Simulated dynamic phenomena are "mapped" onto the physical space of the classroom.<br>- The state of the simulation is represented and manipulated through distributed (stationary or mobile) media located around the classroom representing "portals" into a phenomenon, depicting local state information corresponding to the mapping between the phenomenon and the room.<br>-The simulation, represented via the portals, runs concurrently with, but independent of, the flow of regular instructional activity in the classroom. Typically, simulations run over time courses on the order of several weeks.<br>- Students monitor and manipulate of the state of the simulation through the portals, collaboratively gathering, aggregating, and analyzing evidence to solve a problem or answer a driving question." (Moher 2006 p.691)<br> ==== Translation issues ==== French: phénomènes embarqués<br>German: eingebettet Phänomene<br><br> ==== Disciplinary issues ==== The term "embedded" is frequently used in computer science to refer to technologies implanted within physical environments or artifacts.<br><br> ==== Key references ==== Moher, T. (2006). Embedded Phenomena: Supporting Science Learning with Classroom-sized Distributed Simulations. Proceedings ACM Conference on Human Factors in Computing Systems (CHI 2006) (April 2006, Montreal, Canada), 691-700.<br><br> ==== Related terms ==== Situated learning, Embodied learning, Augmented reality, Mixed reality<br> ==== Related documents ==== [http://www.evl.uic.edu/moher/pubs/MoherCHI2006.pdf MoherCHI2006.pdf]<br> <br> ► [[TEL Dictionary entries]] 18 2011-05-17T12:38:50Z 129.88.27.200 0 Created page with "'''Editor''': Tom Moher, University of Illinois at Chicago<br>'''Contributors''': .../... ==== Definition ==== Coined by Moher (2006), the term embedded phenomena refers to a..." wikitext text/x-wiki '''Editor''': Tom Moher, University of Illinois at Chicago<br>'''Contributors''': .../... ==== Definition ==== Coined by Moher (2006), the term embedded phenomena refers to a design framework that situates classroom learners within the spatial and temporal bounds of imaginary scientific phenomena for the purpose of collaborative inquiry. The framework is characterized by four common features. :"- Simulated dynamic phenomena are "mapped" onto the physical space of the classroom.<br>- The state of the simulation is represented and manipulated through distributed (stationary or mobile) media located around the classroom representing "portals" into a phenomenon, depicting local state information corresponding to the mapping between the phenomenon and the room.<br>-The simulation, represented via the portals, runs concurrently with, but independent of, the flow of regular instructional activity in the classroom. Typically, simulations run over time courses on the order of several weeks.<br>- Students monitor and manipulate of the state of the simulation through the portals, collaboratively gathering, aggregating, and analyzing evidence to solve a problem or answer a driving question." (Moher 2006 p.691)<br> ==== Translation issues ==== French: phénomènes embarqués<br>German: eingebettet Phänomene<br><br> ==== Disciplinary issues ==== The term "embedded" is frequently used in computer science to refer to technologies implanted within physical environments or artifacts.<br><br> ==== Key references ==== Moher, T. (2006). Embedded Phenomena: Supporting Science Learning with Classroom-sized Distributed Simulations. Proceedings ACM Conference on Human Factors in Computing Systems (CHI 2006) (April 2006, Montreal, Canada), 691-700.<br><br> ==== Related terms ==== Situated learning, Embodied learning, Augmented reality, Mixed reality<br> ==== Related documents ==== [http://www.evl.uic.edu/moher/pubs/MoherCHI2006.pdf]<br> <br> ► [[TEL Dictionary entries]] 0 150 1214 1213 2013-03-05T10:53:46Z Balacheff 4 wikitext text/x-wiki = Свързани феномени = <u>раб. версия 1</u> '''Editor''': Tom Moher, University of Illinois at Chicago '''Contributors''': …/… '''Adaptation''': Krassen Stefanov, University of Sofia (BG) ==== Определение ==== Въведен от Moher (2006) терминът „свързан феномен” се отнася до проектирането на рамка, която поставя обучаемите от класната стая в пространствени и времеви граници на въображаемия научен феномен с цел да се осъществи съвместен научен експеримент. Рамката се определя от 4 общи характеристики. <blockquote> *„Симулираните динамични явления са съпоставени на физическото пространство в класната стая. *Състоянието на симулация се представя и управлява посредством разпределени (стационарни или мобилни) информационни средства, разположени около класната стая и представящи „портали” в явлението (феномена), изобразяващи информацията за текущото състояние, отнасяща се до съответствието между феномена и стаята. *Симулацията, предоставена посредством портали, се изпълнява едновременно но независимо от регулярния поток на учебни дейности в класната стая. Обикновено симулациите се изпълняват в продължение на няколко седмици. *Студентите наблюдават и управляват състоянието на симулацията посредством портали, съвместно събиране и анализиране на доказателства, за да се реши даден проблем или да се отговори на поставен въпрос.” (Моher 2006 p. 691)</blockquote> ==== Свързани термини ==== Embodied learning, Ситуационно обучение, обучение, разширена реалност, смесена реалност ====Проблематика на превода==== Френски: phénomènes embarqués Немски: eingebettet Phänomene ====Предметна проблематика==== Терминът „свързан” е често използван в компютърната наука за технологии, които са вградени (имплантирани) вътре във физическите среди или артефакти. ==== Основна литература ==== [http://www.optiputer.net/publications/articles/MOHER-CHI2006-EmbeddedPhenomena.pdf] Moher, T. [1] (2006). Embedded Phenomena: Supporting Science Learning with Classroom-sized Distributed Simulations. Proceedings ACM Conference on Human Factors in Computing Systems (CHI 2006) (April 2006, Montreal, Canada), 691-700. 1213 1212 2013-03-05T10:52:16Z Balacheff 4 wikitext text/x-wiki = Свързани феномени = <u>раб. версия 1</u> '''Editor''': Tom Moher, University of Illinois at Chicago '''Contributors''': …/… '''Adaptation''': Krassen Stefanov, University of Sofia (BG) ==== Определение ==== Въведен от Moher (2006) терминът „свързан феномен” се отнася до проектирането на рамка, която поставя обучаемите от класната стая в пространствени и времеви граници на въображаемия научен феномен с цел да се осъществи съвместен научен експеримент. Рамката се определя от 4 общи характеристики. <blockquote> *„Симулираните динамични явления са съпоставени на физическото пространство в класната стая. *Състоянието на симулация се представя и управлява посредством разпределени (стационарни или мобилни) информационни средства, разположени около класната стая и представящи „портали” в явлението (феномена), изобразяващи информацията за текущото състояние, отнасяща се до съответствието между феномена и стаята. *Симулацията, предоставена посредством портали, се изпълнява едновременно но независимо от регулярния поток на учебни дейности в класната стая. Обикновено симулациите се изпълняват в продължение на няколко седмици. *Студентите наблюдават и управляват състоянието на симулацията посредством портали, съвместно събиране и анализиране на доказателства, за да се реши даден проблем или да се отговори на поставен въпрос.” (Моher 2006 p. 691)</blockquote> ==== Свързани термини ==== Embodied learning, Ситуационно обучение, обучение, разширена реалност, смесена реалност ====Проблематика на превода==== Френски: phénomènes embarqués Немски: eingebettet Phänomene ====Предметна проблематика==== Терминът „свързан” е често използван в компютърната наука за технологии, които са вградени (имплантирани) вътре във физическите среди или артефакти. ====Основна литература==== Moher, T. [1] (2006). Embedded Phenomena: Supporting Science Learning with Classroom-sized Distributed Simulations. Proceedings ACM Conference on Human Factors in Computing Systems (CHI 2006) (April 2006, Montreal, Canada), 691-700. 1212 1211 2013-03-05T10:51:40Z Balacheff 4 /* Определение */ wikitext text/x-wiki = Свързани феномени = <u>раб. версия 1</u> '''Editor''': Tom Moher, University of Illinois at Chicago '''Contributors''': …/… '''Adaptation''': Krassen Stefanov, University of Sofia (BG) ==== Определение ==== Въведен от Moher (2006) терминът „свързан феномен” се отнася до проектирането на рамка, която поставя обучаемите от класната стая в пространствени и времеви граници на въображаемия научен феномен с цел да се осъществи съвместен научен експеримент. Рамката се определя от 4 общи характеристики. <blockquote> *„Симулираните динамични явления са съпоставени на физическото пространство в класната стая. *Състоянието на симулация се представя и управлява посредством разпределени (стационарни или мобилни) информационни средства, разположени около класната стая и представящи „портали” в явлението (феномена), изобразяващи информацията за текущото състояние, отнасяща се до съответствието между феномена и стаята. *Симулацията, предоставена посредством портали, се изпълнява едновременно но независимо от регулярния поток на учебни дейности в класната стая. Обикновено симулациите се изпълняват в продължение на няколко седмици. *Студентите наблюдават и управляват състоянието на симулацията посредством портали, съвместно събиране и анализиране на доказателства, за да се реши даден проблем или да се отговори на поставен въпрос.” (Моher 2006 p. 691)</blockquote> ====Свързани термини==== Embodied learning,Ситуационно обучение, обучение, разширена реалност, смесена реалност ====Проблематика на превода==== Френски: phénomènes embarqués Немски: eingebettet Phänomene ====Предметна проблематика==== Терминът „свързан” е често използван в компютърната наука за технологии, които са вградени (имплантирани) вътре във физическите среди или артефакти. ====Основна литература==== Moher, T. [1] (2006). Embedded Phenomena: Supporting Science Learning with Classroom-sized Distributed Simulations. Proceedings ACM Conference on Human Factors in Computing Systems (CHI 2006) (April 2006, Montreal, Canada), 691-700. 1211 2013-03-05T10:49:37Z Balacheff 4 Created page with "= Свързани феномени = <u>раб. версия 1</u> '''Editor''': Tom Moher, University of Illinois at Chicago '''Contributors''': …/… '''Adaptation''':..." wikitext text/x-wiki = Свързани феномени = <u>раб. версия 1</u> '''Editor''': Tom Moher, University of Illinois at Chicago '''Contributors''': …/… '''Adaptation''': Krassen Stefanov, University of Sofia (BG) ====Определение==== Въведен от Moher (2006) терминът „свързан феномен” се отнася до проектирането на рамка, която поставя обучаемите от класната стая в пространствени и времеви граници на въображаемия научен феномен с цел да се осъществи съвместен научен експеримент. Рамката се определя от 4 общи характеристики. „Симулираните динамични явления са съпоставени на физическото пространство в класната стая. Състоянието на симулация се представя и управлява посредством разпределени (стационарни или мобилни) информационни средства, разположени около класната стая и представящи „портали” в явлението (феномена), изобразяващи информацията за текущото състояние, отнасяща се до съответствието между феномена и стаята. Симулацията, предоставена посредством портали, се изпълнява едновременно но независимо от регулярния поток на учебни дейности в класната стая. Обикновено симулациите се изпълняват в продължение на няколко седмици. Студентите наблюдават и управляват състоянието на симулацията посредством портали, съвместно събиране и анализиране на доказателства, за да се реши даден проблем или да се отговори на поставен въпрос.” (Моher 2006 p. 691) ====Свързани термини==== Embodied learning,Ситуационно обучение, обучение, разширена реалност, смесена реалност ====Проблематика на превода==== Френски: phénomènes embarqués Немски: eingebettet Phänomene ====Предметна проблематика==== Терминът „свързан” е често използван в компютърната наука за технологии, които са вградени (имплантирани) вътре във физическите среди или артефакти. ====Основна литература==== Moher, T. [1] (2006). Embedded Phenomena: Supporting Science Learning with Classroom-sized Distributed Simulations. Proceedings ACM Conference on Human Factors in Computing Systems (CHI 2006) (April 2006, Montreal, Canada), 691-700. 0 22 87 86 2011-05-24T09:17:49Z Admin 1 wikitext text/x-wiki {{Languages}} == phénomènes embarqués == '''Editeur''':<br> '''Contributeurs''': ==== Définition ==== ==== Questions de traduction ==== ==== Questions disciplinaires ==== ==== Références ==== ==== Termes en rapport ==== ==== Documents en rapport ==== 86 2011-05-24T09:17:16Z Admin 1 Created page with "{{Languages}} == phénomènes embarqués == '''Editeur''': '''Contributeurs''': ==== Définition ==== ==== Questions de traduction ==== ==== Questions disciplinaires ..." wikitext text/x-wiki {{Languages}} == phénomènes embarqués == '''Editeur''': '''Contributeurs''': ==== Définition ==== ==== Questions de traduction ==== ==== Questions disciplinaires ==== ==== Références ==== ==== Termes en rapport ==== ==== Documents en rapport ==== 0 53 829 828 2012-04-04T15:20:34Z Manon 3 /* References */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Manolis Mavrikis, Institute of Education, London Knowledge Lab '''Contributor''': ==== Definition ==== The expression "epistemic affordances" refers to those affordances that are related to the expected or potential ways that a particular computational environment can be used to support learning by facilitating, or constraining on purpose, the acquisition of new information or knowledge. ==== Comments on the history ==== .../... ==== Related terms ==== Affordance, cognitive affordance, [[educational affordance]] ==== Translation issues ==== .../... ==== Disciplinary issues ==== The term "epistemic affordances" is used in philosophy of perception extending Gibson's notion of affordance "to include epistemic actions of co-classification and the like" thus enabling the thesis that "perceptual states offer information about affordances, including—crucially—epistemic affordances" (Matthen 2005 p.23). In particular according to Matthen similar to the way that "awareness of objects amounts to sensing the availability of these objects for attempts at physical interaction" (op. cit. p.9), "sensory awareness of object-features amounts to awareness of ‘epistemic affordances’, or awareness that certain epistemic operations are appropriate" (ibid.). This is close to the interpretation that can be given to the term when used to refer to ‘epistemic affordances’ of a computational environment. The term is also used by Sloman (2008) in the area of AI to refer to "the possibilities and constraints on information acquisition" of ‘intelligent agents’ which need to work out what kind of information is relevant to process ("e.g. what can be perceived, felt, heard, etc. allowing the individual to obtain new information"). The introduction of the expression "epistemic affordance", in TEL research, allows making the distinction and differentiating from the perceived ‘pragmatic’ or ‘interaction’ affordances of educational software (and particularly Norman’s sense of the term) which can be somewhat autonomous of any epistemic basic (Mavrikis et al., to appear). ==== References ==== Matthen, M. [http://www.telearn.org/open-archive/browse?resource=6827_v1] (2005). Seeing, Doing, and Knowing: A Philosophical Theory of Sense Perception, Oxford: Oxford University Press. 384 pages. Mavrikis, M., Noss, R., Hoyles, C. Geraniou E. [http://www.telearn.org/open-archive/browse?resource=7349_v1] (2012). Sowing the seeds of algebraic generalisation: designing epistemic affordances for an intelligent microworld. In Noss, R. and DiSessa, A. (eds) Special Issue on Knowledge Transformation, Design and Technology, Journal of Computer Assisted Learning Sloman, A. [http://www.telearn.org/open-archive/browse?resource=6829_v1] (2007) Predicting Affordance Changes : steps towards knowledge-based visual servoing. Unpublished discussion paper. ==== Related documents ==== .../... <br> ► [[TEL Dictionary entries]] 828 394 2012-04-04T15:20:21Z Manon 3 /* References */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Manolis Mavrikis, Institute of Education, London Knowledge Lab '''Contributor''': ==== Definition ==== The expression "epistemic affordances" refers to those affordances that are related to the expected or potential ways that a particular computational environment can be used to support learning by facilitating, or constraining on purpose, the acquisition of new information or knowledge. ==== Comments on the history ==== .../... ==== Related terms ==== Affordance, cognitive affordance, [[educational affordance]] ==== Translation issues ==== .../... ==== Disciplinary issues ==== The term "epistemic affordances" is used in philosophy of perception extending Gibson's notion of affordance "to include epistemic actions of co-classification and the like" thus enabling the thesis that "perceptual states offer information about affordances, including—crucially—epistemic affordances" (Matthen 2005 p.23). In particular according to Matthen similar to the way that "awareness of objects amounts to sensing the availability of these objects for attempts at physical interaction" (op. cit. p.9), "sensory awareness of object-features amounts to awareness of ‘epistemic affordances’, or awareness that certain epistemic operations are appropriate" (ibid.). This is close to the interpretation that can be given to the term when used to refer to ‘epistemic affordances’ of a computational environment. The term is also used by Sloman (2008) in the area of AI to refer to "the possibilities and constraints on information acquisition" of ‘intelligent agents’ which need to work out what kind of information is relevant to process ("e.g. what can be perceived, felt, heard, etc. allowing the individual to obtain new information"). The introduction of the expression "epistemic affordance", in TEL research, allows making the distinction and differentiating from the perceived ‘pragmatic’ or ‘interaction’ affordances of educational software (and particularly Norman’s sense of the term) which can be somewhat autonomous of any epistemic basic (Mavrikis et al., to appear). ==== References ==== Matthen, M. [http://www.telearn.org/open-archive/browse?resource=6827_v1] (2005). Seeing, Doing, and Knowing: A Philosophical Theory of Sense Perception, Oxford: Oxford University Press. 384 pages. Mavrikis, M., Noss, R., Hoyles, C. Geraniou E. [http://www.telearn.org/open-archive/browse?resource=7349_v1] (2011). Sowing the seeds of algebraic generalisation: designing epistemic affordances for an intelligent microworld. In Noss, R. and DiSessa, A. (eds) Special Issue on Knowledge Transformation, Design and Technology, Journal of Computer Assisted Learning Sloman, A. [http://www.telearn.org/open-archive/browse?resource=6829_v1] (2007) Predicting Affordance Changes : steps towards knowledge-based visual servoing. Unpublished discussion paper. ==== Related documents ==== .../... <br> ► [[TEL Dictionary entries]] 394 390 2011-09-15T12:00:07Z Manon 3 /* References */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Manolis Mavrikis, Institute of Education, London Knowledge Lab '''Contributor''': ==== Definition ==== The expression "epistemic affordances" refers to those affordances that are related to the expected or potential ways that a particular computational environment can be used to support learning by facilitating, or constraining on purpose, the acquisition of new information or knowledge. ==== Comments on the history ==== .../... ==== Related terms ==== Affordance, cognitive affordance, [[educational affordance]] ==== Translation issues ==== .../... ==== Disciplinary issues ==== The term "epistemic affordances" is used in philosophy of perception extending Gibson's notion of affordance "to include epistemic actions of co-classification and the like" thus enabling the thesis that "perceptual states offer information about affordances, including—crucially—epistemic affordances" (Matthen 2005 p.23). In particular according to Matthen similar to the way that "awareness of objects amounts to sensing the availability of these objects for attempts at physical interaction" (op. cit. p.9), "sensory awareness of object-features amounts to awareness of ‘epistemic affordances’, or awareness that certain epistemic operations are appropriate" (ibid.). This is close to the interpretation that can be given to the term when used to refer to ‘epistemic affordances’ of a computational environment. The term is also used by Sloman (2008) in the area of AI to refer to "the possibilities and constraints on information acquisition" of ‘intelligent agents’ which need to work out what kind of information is relevant to process ("e.g. what can be perceived, felt, heard, etc. allowing the individual to obtain new information"). The introduction of the expression "epistemic affordance", in TEL research, allows making the distinction and differentiating from the perceived ‘pragmatic’ or ‘interaction’ affordances of educational software (and particularly Norman’s sense of the term) which can be somewhat autonomous of any epistemic basic (Mavrikis et al., to appear). ==== References ==== Matthen, M. [http://www.telearn.org/open-archive/browse?resource=6827_v1] (2005). Seeing, Doing, and Knowing: A Philosophical Theory of Sense Perception, Oxford: Oxford University Press. 384 pages. Mavrikis, M., Noss, R., Hoyles, C. Geraniou E. (to appear). Sowing the seeds of algebraic generalisation: designing epistemic affordances for an intelligent microworld. In Noss, R. and DiSessa, A. (eds) Special Issue on Knowledge Transformation, Design and Technology, Journal of Computer Assisted Learning Sloman, A. [http://www.telearn.org/open-archive/browse?resource=6829_v1] (2007) Predicting Affordance Changes : steps towards knowledge-based visual servoing. Unpublished discussion paper. ==== Related documents ==== .../... <br> ► [[TEL Dictionary entries]] 390 202 2011-09-15T06:30:49Z Manon 3 /* References */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Manolis Mavrikis, Institute of Education, London Knowledge Lab '''Contributor''': ==== Definition ==== The expression "epistemic affordances" refers to those affordances that are related to the expected or potential ways that a particular computational environment can be used to support learning by facilitating, or constraining on purpose, the acquisition of new information or knowledge. ==== Comments on the history ==== .../... ==== Related terms ==== Affordance, cognitive affordance, [[educational affordance]] ==== Translation issues ==== .../... ==== Disciplinary issues ==== The term "epistemic affordances" is used in philosophy of perception extending Gibson's notion of affordance "to include epistemic actions of co-classification and the like" thus enabling the thesis that "perceptual states offer information about affordances, including—crucially—epistemic affordances" (Matthen 2005 p.23). In particular according to Matthen similar to the way that "awareness of objects amounts to sensing the availability of these objects for attempts at physical interaction" (op. cit. p.9), "sensory awareness of object-features amounts to awareness of ‘epistemic affordances’, or awareness that certain epistemic operations are appropriate" (ibid.). This is close to the interpretation that can be given to the term when used to refer to ‘epistemic affordances’ of a computational environment. The term is also used by Sloman (2008) in the area of AI to refer to "the possibilities and constraints on information acquisition" of ‘intelligent agents’ which need to work out what kind of information is relevant to process ("e.g. what can be perceived, felt, heard, etc. allowing the individual to obtain new information"). The introduction of the expression "epistemic affordance", in TEL research, allows making the distinction and differentiating from the perceived ‘pragmatic’ or ‘interaction’ affordances of educational software (and particularly Norman’s sense of the term) which can be somewhat autonomous of any epistemic basic (Mavrikis et al., to appear). ==== References ==== Matthen, M. [http://www.telearn.org/open-archive/browse?resource=6827_v1] (2005). Seeing, Doing, and Knowing: A Philosophical Theory of Sense Perception, Oxford: Oxford University Press. 384 pages. Mavrikis, M., Noss, R., Hoyles, C. Geraniou E. (to appear). Sowing the seeds of algebraic generalisation: designing epistemic affordances for an intelligent microworld. In Noss, R. and DiSessa, A. (eds) Special Issue on Knowledge Transformation, Design and Technology, Journal of Computer Assisted Learning Sloman (2007) Predicting Affordance Changes (Steps towards knowledge-based visual servoing). Discussion paper, available at [[http://www.cs.bham.ac.uk/research/projects/cosy/papers/changing-affordances.html]] ==== Related documents ==== .../... <br> ► [[TEL Dictionary entries]] 202 201 2011-06-14T07:38:48Z Balacheff 4 wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Manolis Mavrikis, Institute of Education, London Knowledge Lab '''Contributor''': ==== Definition ==== The expression "epistemic affordances" refers to those affordances that are related to the expected or potential ways that a particular computational environment can be used to support learning by facilitating, or constraining on purpose, the acquisition of new information or knowledge. ==== Comments on the history ==== .../... ==== Related terms ==== Affordance, cognitive affordance, [[educational affordance]] ==== Translation issues ==== .../... ==== Disciplinary issues ==== The term "epistemic affordances" is used in philosophy of perception extending Gibson's notion of affordance "to include epistemic actions of co-classification and the like" thus enabling the thesis that "perceptual states offer information about affordances, including—crucially—epistemic affordances" (Matthen 2005 p.23). In particular according to Matthen similar to the way that "awareness of objects amounts to sensing the availability of these objects for attempts at physical interaction" (op. cit. p.9), "sensory awareness of object-features amounts to awareness of ‘epistemic affordances’, or awareness that certain epistemic operations are appropriate" (ibid.). This is close to the interpretation that can be given to the term when used to refer to ‘epistemic affordances’ of a computational environment. The term is also used by Sloman (2008) in the area of AI to refer to "the possibilities and constraints on information acquisition" of ‘intelligent agents’ which need to work out what kind of information is relevant to process ("e.g. what can be perceived, felt, heard, etc. allowing the individual to obtain new information"). The introduction of the expression "epistemic affordance", in TEL research, allows making the distinction and differentiating from the perceived ‘pragmatic’ or ‘interaction’ affordances of educational software (and particularly Norman’s sense of the term) which can be somewhat autonomous of any epistemic basic (Mavrikis et al., to appear). ==== References ==== Matthen, M. (2005) Seeing, Doing, and Knowing: A Philosophical Theory of Sense Perception, Oxford: Oxford University Press. Mavrikis, M., Noss, R., Hoyles, C. Geraniou E. (to appear). Sowing the seeds of algebraic generalisation: designing epistemic affordances for an intelligent microworld. In Noss, R. and DiSessa, A. (eds) Special Issue on Knowledge Transformation, Design and Technology, Journal of Computer Assisted Learning Sloman (2007) Predicting Affordance Changes (Steps towards knowledge-based visual servoing). Discussion paper, available at [[http://www.cs.bham.ac.uk/research/projects/cosy/papers/changing-affordances.html]] ==== Related documents ==== .../... <br> ► [[TEL Dictionary entries]] 201 200 2011-06-14T07:16:22Z Zeiliger 2 wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Manolis Mavrikis, Institute of Education, London Knowledge Lab '''Contributor''': ==== Definition ==== The expression "epistemic affordances" refers to those affordances that are related to the expected or potential ways that a particular computational environment can be used to support learning by facilitating, or constraining on purpose, the acquisition of new information or knowledge. ==== Comments on the history ==== .../... ==== Related terms ==== Affordance, cognitive affordance, educational affordance ==== Translation issues ==== .../... ==== Disciplinary issues ==== The term "epistemic affordances" is used in philosophy of perception extending Gibson's notion of affordance "to include epistemic actions of co-classification and the like" thus enabling the thesis that "perceptual states offer information about affordances, including—crucially—epistemic affordances" (Matthen 2005 p.23). In particular according to Matthen similar to the way that "awareness of objects amounts to sensing the availability of these objects for attempts at physical interaction" (op. cit. p.9), "sensory awareness of object-features amounts to awareness of ‘epistemic affordances’, or awareness that certain epistemic operations are appropriate" (ibid.). This is close to the interpretation that can be given to the term when used to refer to ‘epistemic affordances’ of a computational environment. The term is also used by Sloman (2008) in the area of AI to refer to "the possibilities and constraints on information acquisition" of ‘intelligent agents’ which need to work out what kind of information is relevant to process ("e.g. what can be perceived, felt, heard, etc. allowing the individual to obtain new information"). The introduction of the expression "epistemic affordance", in TEL research, allows making the distinction and differentiating from the perceived ‘pragmatic’ or ‘interaction’ affordances of educational software (and particularly Norman’s sense of the term) which can be somewhat autonomous of any epistemic basic (Mavrikis et al., to appear). ==== References ==== Matthen, M. (2005) Seeing, Doing, and Knowing: A Philosophical Theory of Sense Perception, Oxford: Oxford University Press. Mavrikis, M., Noss, R., Hoyles, C. Geraniou E. (to appear). Sowing the seeds of algebraic generalisation: designing epistemic affordances for an intelligent microworld. In Noss, R. and DiSessa, A. (eds) Special Issue on Knowledge Transformation, Design and Technology, Journal of Computer Assisted Learning Sloman (2007) Predicting Affordance Changes (Steps towards knowledge-based visual servoing). Discussion paper, available at [[http://www.cs.bham.ac.uk/research/projects/cosy/papers/changing-affordances.html]] ==== Related documents ==== .../... <br> ► [[TEL Dictionary entries]] 200 199 2011-06-14T07:14:20Z Zeiliger 2 wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Manolis Mavrikis, Institute of Education, London Knowledge Lab '''Contributor''': ==== Definition ==== The expression "epistemic affordances" refers to those affordances that are related to the expected or potential ways that a particular computational environment can be used to support learning by facilitating, or constraining on purpose, the acquisition of new information or knowledge. ==== Comments on the history ==== .../... ==== Related terms ==== Affordance, cognitive affordance, educational affordance ==== Translation issues ==== .../... ==== Disciplinary issues ==== The term "epistemic affordances" is used in philosophy of perception extending Gibson's notion of affordance "to include epistemic actions of co-classification and the like" thus enabling the thesis that "perceptual states offer information about affordances, including—crucially—epistemic affordances" (Matthen 2005 p.23). In particular according to Matthen similar to the way that "awareness of objects amounts to sensing the availability of these objects for attempts at physical interaction" (op. cit. p.9), "sensory awareness of object-features amounts to awareness of ‘epistemic affordances’, or awareness that certain epistemic operations are appropriate" (ibid.). This is close to the interpretation that can be given to the term when used to refer to ‘epistemic affordances’ of a computational environment. The term is also used by Sloman (2008) in the area of AI to refer to "the possibilities and constraints on information acquisition" of ‘intelligent agents’ which need to work out what kind of information is relevant to process ("e.g. what can be perceived, felt, heard, etc. allowing the individual to obtain new information"). The introduction of the expression "epistemic affordance", in TEL research, allows making the distinction and differentiating from the perceived ‘pragmatic’ or ‘interaction’ affordances of educational software (and particularly Norman’s sense of the term) which can be somewhat autonomous of any epistemic basic (Mavrikis et al., to appear). ==== References ==== Matthen, M. (2005) Seeing, Doing, and Knowing: A Philosophical Theory of Sense Perception, Oxford: Oxford University Press. Mavrikis, M., Noss, R., Hoyles, C. Geraniou E. (to appear). Sowing the seeds of algebraic generalisation: designing epistemic affordances for an intelligent microworld. In Noss, R. and DiSessa, A. (eds) Special Issue on Knowledge Transformation, Design and Technology, Journal of Computer Assisted Learning Sloman (2007) Predicting Affordance Changes (Steps towards knowledge-based visual servoing). Discussion paper, available at [[http://www.cs.bham.ac.uk/research/projects/cosy/papers/changing-affordances.html]] ==== Related documents ==== <br> ► [[TEL Dictionary entries]] 199 2011-06-14T07:13:42Z Zeiliger 2 Created page with "<u>Draft 1</u> '''Editor''': Manolis Mavrikis, Institute of Education, London Knowledge Lab '''Contributor''': ==== Definition ==== The expression "epistemic affordances" r..." wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Manolis Mavrikis, Institute of Education, London Knowledge Lab '''Contributor''': ==== Definition ==== The expression "epistemic affordances" refers to those affordances that are related to the expected or potential ways that a particular computational environment can be used to support learning by facilitating, or constraining on purpose, the acquisition of new information or knowledge. ==== Comments on the history ==== .../... ==== Related terms ==== Affordance, cognitive affordance, educational affordance ==== Translation issues ==== .../... ==== Disciplinary issues ==== The term "epistemic affordances" is used in philosophy of perception extending Gibson's notion of affordance "to include epistemic actions of co-classification and the like" thus enabling the thesis that "perceptual states offer information about affordances, including—crucially—epistemic affordances" (Matthen 2005 p.23). In particular according to Matthen similar to the way that "awareness of objects amounts to sensing the availability of these objects for attempts at physical interaction" (op. cit. p.9), "sensory awareness of object-features amounts to awareness of ‘epistemic affordances’, or awareness that certain epistemic operations are appropriate" (ibid.). This is close to the interpretation that can be given to the term when used to refer to ‘epistemic affordances’ of a computational environment. The term is also used by Sloman (2008) in the area of AI to refer to "the possibilities and constraints on information acquisition" of ‘intelligent agents’ which need to work out what kind of information is relevant to process ("e.g. what can be perceived, felt, heard, etc. allowing the individual to obtain new information"). The introduction of the expression "epistemic affordance", in TEL research, allows making the distinction and differentiating from the perceived ‘pragmatic’ or ‘interaction’ affordances of educational software (and particularly Norman’s sense of the term) which can be somewhat autonomous of any epistemic basic (Mavrikis et al., to appear). ==== References ==== Matthen, M. (2005) Seeing, Doing, and Knowing: A Philosophical Theory of Sense Perception, Oxford: Oxford University Press. Mavrikis, M., Noss, R., Hoyles, C. Geraniou E. (to appear). Sowing the seeds of algebraic generalisation: designing epistemic affordances for an intelligent microworld. In Noss, R. and DiSessa, A. (eds) Special Issue on Knowledge Transformation, Design and Technology, Journal of Computer Assisted Learning Sloman (2007) Predicting Affordance Changes (Steps towards knowledge-based visual servoing). Discussion paper, available at [[http://www.cs.bham.ac.uk/research/projects/cosy/papers/changing-affordances.html]] ==== Related documents ==== <br> ► [[TEL Dictionary entries]] 0 100 1155 1022 2013-02-27T08:18:35Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Vanda Luengo, Laboratoire d’informatique de Grenoble '''Contributors''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble ====Definition==== Epistemic feedback is a feedback provided by a learning environment specific to the piece of knowledge at stake and its learning characteristics. The computation of an epistemic feedback involves data from the learner, the pedagogical models, and the knowledge domain. ====Comments on the history==== The origin of the expression “epistemic feedback” can be traced in the philosophy of science (Margeneau 1978 p.287) where it denotes the feedback whose meaning requires interactions between tangible characteristics of the environment and users' knowledge or expectations. It is used in HCI research which takes into account three functional roles of human gestures: semiotic, ergotic and epistemic; the latter referring to the epistemic function of gesture which “allows humans to learn from the environment through tactile experience.” (Crowley and Martin 1997 p.1). The concept of epistemic feedback was introduced in TEL research, in the context of the design and study of virtual reality and simulation for professional training, to characterize feedback which allow learner to perceive and analyze his or her action in relation to the knowledge at stake (Luengo 2009 p.26 sqq). ====Related terms==== epistemic interaction, epistemic activities, [[epistemic affordance]] ====Translation issues==== …/… ====Disciplinary issues==== Stellan Ohlsson (1996) coined the term epistemic activities, to account the fact that “human beings employ their understanding, not in action, but in the generation of symbols” (ibid.p.95). He included activities such as describing, explaining, predicting, arguing, etc. In line with this approach, CSCL research adopted the term epistemic interaction for those interactions which are “potentially concerned with the expression and critical examination of foundations for proposals” (Baker et al. 2001). The development of high quality simulations and their use for learning opens a new possibility to support the acquisition of tacit knowledge, which as well is potentially concerned by a critical examination of foundations for action. Epistemic interactions related to tacit knowledge, often ill-defined (Lynch et all. 2009), in the context of the use of simulation, aim at taking into account epistemic activities, especially controls during the action, in generating an epistemic feedback. For example, in the case of visual and haptic perceptions, the identification of the visual controls and their rational (what knowledge is mobilized to allow this visual verification) makes possible generating an epistemic feedback linked to the associated knowledge. For this kind of interaction it is not necessary to propose a complete description of the action—what is actually impossible in ill-defined domains—but to identify the relevant controls of the actions from a learning perspective. ==== Key references ==== [http://hal.archives-ouvertes.fr/hal-00699797/] Margenau H. (1978) Physics and philosophy: selected essays. D. Reidel Co. [http://ses.telecom-paristech.fr/baker/publications/ArticlesBakerPDF/2001/2001EtAl-a.pdf] Baker, M.J., de Vries, E., Lund, K., Quignard, M. (2001) Computer-mediated epistemic interactions for co-constructing scientific notions: Lessons learned from a five-year research programme. In: Dillenbourg P., Eurelings A., Hakkarainen K. (eds.) Proceedings of EuroCSCL 2001: European Perspectives on Computer-Supported Collaborative Learning (pp. 89-96). Maastricht: Maastricht McLuhan Institute. [http://www-prima.imag.fr/Prima/Homepages/jlc/papers/PUI97.Crowley.pdf] Crowley J. L., Martin J. (1997) Visual Processes for Tracking and Recognition of Hand Gestures. International Workshop on Perceptual User Interfaces, Banf, Ca, October 1997 [http://hal.archives-ouvertes.fr/docs/00/69/98/02/PDF/Luengo_2009.pdf] Luengo V. (2009) Les rétroactions épistémiques dans les Environnements Informatiques pour l’Apprentissage Humain. Habilitation à diriger de recherche. Grenoble: Université Joseph Fourier. [http://halshs.archives-ouvertes.fr/hal-00699807/] Ohlsson, S. (1996) Learning to do and learning to understand: A lesson and a challenge for cognitive modeling, in P. Reiman et H. Spade (dirs.), Learning in Humans and Machines: Towards an interdisciplinary learning science, Oxford, Elsevier Science, p. 37-62. [http://donnageczi.com/pdfs/IOS-Press-Journal-Library/support-files/jai.pdf] Lynch, C., Ashley, K., Pinkwart, N., Aleven, V. (2009) Concepts, structures, and goals: Redefining ill-definedness. International Journal of Artificial Intelligence in Education. 1022 992 2012-12-08T15:28:29Z Balacheff 4 /* Comments on the history */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Vanda Luengo, Laboratoire d’informatique de Grenoble '''Contributors''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble ====Definition==== Epistemic feedback is a feedback provided by a learning environment specific to the piece of knowledge at stake and its learning characteristics. The computation of an epistemic feedback involves data from the learner, the pedagogical models, and the knowledge domain. ====Comments on the history==== The origin of the expression “epistemic feedback” can be traced in the philosophy of science (Margeneau 1978 p.287) where it denotes the feedback whose meaning requires interactions between tangible characteristics of the environment and users' knowledge or expectations. It is used in HCI research which takes into account three functional roles of human gestures: semiotic, ergotic and epistemic; the latter referring to the epistemic function of gesture which “allows humans to learn from the environment through tactile experience.” (Crowley and Martin 1997 p.1). The concept of epistemic feedback was introduced in TEL research, in the context of the design and study of virtual reality and simulation for professional training, to characterize feedback which allow learner to perceive and analyze his or her action in relation to the knowledge at stake (Luengo 2009 p.26 sqq). ====Related terms==== epistemic interaction, epistemic activities, [[epistemic affordance]] ====Translation issues==== …/… ====Disciplinary issues==== Stellan Ohlsson (1996) coined the term epistemic activities, to account the fact that “human beings employ their understanding, not in action, but in the generation of symbols” (ibid.p.95). He included activities such as describing, explaining, predicting, arguing, etc. In line with this approach, CSCL research adopted the term epistemic interaction for those interactions which are “potentially concerned with the expression and critical examination of foundations for proposals” (Baker et al. 2001). The development of high quality simulations and their use for learning opens a new possibility to support the acquisition of tacit knowledge, which as well is potentially concerned by a critical examination of foundations for action. Epistemic interactions related to tacit knowledge, often ill-defined (Lynch et all. 2009), in the context of the use of simulation, aim at taking into account epistemic activities, especially controls during the action, in generating an epistemic feedback. For example, in the case of visual and haptic perceptions, the identification of the visual controls and their rational (what knowledge is mobilized to allow this visual verification) makes possible generating an epistemic feedback linked to the associated knowledge. For this kind of interaction it is not necessary to propose a complete description of the action—what is actually impossible in ill-defined domains—but to identify the relevant controls of the actions from a learning perspective. ==== Key references ==== [http://www.telearn.org/open-archive/browse?resource=7116_v1] Margenau H. (1978) Physics and philosophy: selected essays. D. Reidel Co. [http://www.telearn.org/open-archive/browse?resource=7119_v1] Baker, M.J., de Vries, E., Lund, K., Quignard, M. (2001) Computer-mediated epistemic interactions for co-constructing scientific notions: Lessons learned from a five-year research programme. In: Dillenbourg P., Eurelings A., Hakkarainen K. (eds.) Proceedings of EuroCSCL 2001: European Perspectives on Computer-Supported Collaborative Learning (pp. 89-96). Maastricht: Maastricht McLuhan Institute. [http://www.telearn.org/open-archive/browse?resource=7117_v1] Crowley J. L., Martin J. (1997) Visual Processes for Tracking and Recognition of Hand Gestures. International Workshop on Perceptual User Interfaces, Banf, Ca, October 1997 [http://www.telearn.org/open-archive/browse?resource=7118_v1] Luengo V. (2009) Les rétroactions épistémiques dans les Environnements Informatiques pour l’Apprentissage Humain. Habilitation à diriger de recherche. Grenoble: Université Joseph Fourier. [http://www.telearn.org/open-archive/browse?resource=7120_v1] Ohlsson, S. (1996) Learning to do and learning to understand: A lesson and a challenge for cognitive modeling, in P. Reiman et H. Spade (dirs.), Learning in Humans and Machines: Towards an interdisciplinary learning science, Oxford, Elsevier Science, p. 37-62. [http://www.telearn.org/open-archive/browse?resource=7259_v1] Lynch, C., Ashley, K., Pinkwart, N., Aleven, V. (2009) Concepts, structures, and goals: Redefining ill-definedness. International Journal of Artificial Intelligence in Education. 992 991 2012-11-01T16:02:52Z Balacheff 4 /* Disciplinary issues */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Vanda Luengo, Laboratoire d’informatique de Grenoble '''Contributors''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble ====Definition==== Epistemic feedback is a feedback provided by a learning environment specific to the piece of knowledge at stake and its learning characteristics. The computation of an epistemic feedback involves data from the learner, the pedagogical models, and the knowledge domain. ====Comments on the history==== The origin of the expression “epistemic feedback” can be traced in the philosophy of science (Margereau 1978 p.287) where it denotes the feedback which meaning requires the interplay between the tangible characteristics of the environment and the user knowledge or expectations. It is used in HCI research which takes into account three functional roles of human gestures: semiotic, ergotic and epistemic; the latter referring to the epistemic function of gesture which “allows humans to learn from the environment through tactile experience.” (Crowley and Martin 1997 p.1). The concept of epistemic feedback was introduced in TEL research, in the context of the design and study of virtual reality and simulation for professional training, to characterize feedback which allow learner to perceive and analyze his or her action in relation to the knowledge at stake (Luengo 2009 p.26 sqq). ====Related terms==== epistemic interaction, epistemic activities, [[epistemic affordance]] ====Translation issues==== …/… ====Disciplinary issues==== Stellan Ohlsson (1996) coined the term epistemic activities, to account the fact that “human beings employ their understanding, not in action, but in the generation of symbols” (ibid.p.95). He included activities such as describing, explaining, predicting, arguing, etc. In line with this approach, CSCL research adopted the term epistemic interaction for those interactions which are “potentially concerned with the expression and critical examination of foundations for proposals” (Baker et al. 2001). The development of high quality simulations and their use for learning opens a new possibility to support the acquisition of tacit knowledge, which as well is potentially concerned by a critical examination of foundations for action. Epistemic interactions related to tacit knowledge, often ill-defined (Lynch et all. 2009), in the context of the use of simulation, aim at taking into account epistemic activities, especially controls during the action, in generating an epistemic feedback. For example, in the case of visual and haptic perceptions, the identification of the visual controls and their rational (what knowledge is mobilized to allow this visual verification) makes possible generating an epistemic feedback linked to the associated knowledge. For this kind of interaction it is not necessary to propose a complete description of the action—what is actually impossible in ill-defined domains—but to identify the relevant controls of the actions from a learning perspective. ==== Key references ==== [http://www.telearn.org/open-archive/browse?resource=7116_v1] Margenau H. (1978) Physics and philosophy: selected essays. D. Reidel Co. [http://www.telearn.org/open-archive/browse?resource=7119_v1] Baker, M.J., de Vries, E., Lund, K., Quignard, M. (2001) Computer-mediated epistemic interactions for co-constructing scientific notions: Lessons learned from a five-year research programme. In: Dillenbourg P., Eurelings A., Hakkarainen K. (eds.) Proceedings of EuroCSCL 2001: European Perspectives on Computer-Supported Collaborative Learning (pp. 89-96). Maastricht: Maastricht McLuhan Institute. [http://www.telearn.org/open-archive/browse?resource=7117_v1] Crowley J. L., Martin J. (1997) Visual Processes for Tracking and Recognition of Hand Gestures. International Workshop on Perceptual User Interfaces, Banf, Ca, October 1997 [http://www.telearn.org/open-archive/browse?resource=7118_v1] Luengo V. (2009) Les rétroactions épistémiques dans les Environnements Informatiques pour l’Apprentissage Humain. Habilitation à diriger de recherche. Grenoble: Université Joseph Fourier. [http://www.telearn.org/open-archive/browse?resource=7120_v1] Ohlsson, S. (1996) Learning to do and learning to understand: A lesson and a challenge for cognitive modeling, in P. Reiman et H. Spade (dirs.), Learning in Humans and Machines: Towards an interdisciplinary learning science, Oxford, Elsevier Science, p. 37-62. [http://www.telearn.org/open-archive/browse?resource=7259_v1] Lynch, C., Ashley, K., Pinkwart, N., Aleven, V. (2009) Concepts, structures, and goals: Redefining ill-definedness. International Journal of Artificial Intelligence in Education. 991 990 2012-11-01T16:01:43Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Vanda Luengo, Laboratoire d’informatique de Grenoble '''Contributors''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble ====Definition==== Epistemic feedback is a feedback provided by a learning environment specific to the piece of knowledge at stake and its learning characteristics. The computation of an epistemic feedback involves data from the learner, the pedagogical models, and the knowledge domain. ====Comments on the history==== The origin of the expression “epistemic feedback” can be traced in the philosophy of science (Margereau 1978 p.287) where it denotes the feedback which meaning requires the interplay between the tangible characteristics of the environment and the user knowledge or expectations. It is used in HCI research which takes into account three functional roles of human gestures: semiotic, ergotic and epistemic; the latter referring to the epistemic function of gesture which “allows humans to learn from the environment through tactile experience.” (Crowley and Martin 1997 p.1). The concept of epistemic feedback was introduced in TEL research, in the context of the design and study of virtual reality and simulation for professional training, to characterize feedback which allow learner to perceive and analyze his or her action in relation to the knowledge at stake (Luengo 2009 p.26 sqq). ====Related terms==== epistemic interaction, epistemic activities, [[epistemic affordance]] ====Translation issues==== …/… ====Disciplinary issues==== Stellan Ohlsson (1996) coined the term epistemic activities, to account the fact that “human beings employ their understanding, not in action, but in the generation of symbols” (ibid.p.95). He included activities such as describing, explaining, predicting, arguing, etc. In line with this approach, CSCL research adopted the term epistemic interaction for those interactions which are “potentially concerned with the expression and critical examination of foundations for proposals” (Baker et al. 2001). The development of high quality simulations and their use for learning opens a new possibility to support the acquisition of tacit knowledge, which as well is potentially concerned by a critical examination of foundations for action. Epistemic interactions related to tacit knowledge, often ill-defined (Lynch et all. 2009), in the context of the use of simulation, aim at taking into account epistemic activities, especially controls during the action, in generating an epistemic feedback. For example, in the case of visual and haptic perceptions, the identification of the visual controls and their rational (what knowledge is mobilized to allow this visual verification) makes possible generating an epistemic feedback linked to the associated knowledge. For this king of interaction it is not necessary to propose a complete description of the action—what is actually impossible in ill-defined domains—but to identify the relevant controls of the actions from a learning perspective. ==== Key references ==== [http://www.telearn.org/open-archive/browse?resource=7116_v1] Margenau H. (1978) Physics and philosophy: selected essays. D. Reidel Co. [http://www.telearn.org/open-archive/browse?resource=7119_v1] Baker, M.J., de Vries, E., Lund, K., Quignard, M. (2001) Computer-mediated epistemic interactions for co-constructing scientific notions: Lessons learned from a five-year research programme. In: Dillenbourg P., Eurelings A., Hakkarainen K. (eds.) Proceedings of EuroCSCL 2001: European Perspectives on Computer-Supported Collaborative Learning (pp. 89-96). Maastricht: Maastricht McLuhan Institute. [http://www.telearn.org/open-archive/browse?resource=7117_v1] Crowley J. L., Martin J. (1997) Visual Processes for Tracking and Recognition of Hand Gestures. International Workshop on Perceptual User Interfaces, Banf, Ca, October 1997 [http://www.telearn.org/open-archive/browse?resource=7118_v1] Luengo V. (2009) Les rétroactions épistémiques dans les Environnements Informatiques pour l’Apprentissage Humain. Habilitation à diriger de recherche. Grenoble: Université Joseph Fourier. [http://www.telearn.org/open-archive/browse?resource=7120_v1] Ohlsson, S. (1996) Learning to do and learning to understand: A lesson and a challenge for cognitive modeling, in P. Reiman et H. Spade (dirs.), Learning in Humans and Machines: Towards an interdisciplinary learning science, Oxford, Elsevier Science, p. 37-62. [http://www.telearn.org/open-archive/browse?resource=7259_v1] Lynch, C., Ashley, K., Pinkwart, N., Aleven, V. (2009) Concepts, structures, and goals: Redefining ill-definedness. International Journal of Artificial Intelligence in Education. 990 782 2012-11-01T15:59:34Z Balacheff 4 /* Disciplinary issues */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Vanda Luengo, Laboratoire d’informatique de Grenoble '''Contributors''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble ====Definition==== Epistemic feedback is a feedback provided by a learning environment specific to the piece of knowledge at stake and its learning characteristics. The computation of an epistemic feedback involves data from the learner, the pedagogical models, and the knowledge domain. ====Comments on the history==== The origin of the expression “epistemic feedback” can be traced in the philosophy of science (Margereau 1978 p.287) where it denotes the feedback which meaning requires the interplay between the tangible characteristics of the environment and the user knowledge or expectations. It is used in HCI research which takes into account three functional roles of human gestures: semiotic, ergotic and epistemic; the latter referring to the epistemic function of gesture which “allows humans to learn from the environment through tactile experience.” (Crowley and Martin 1997 p.1). The concept of epistemic feedback was introduced in TEL research, in the context of the design and study of virtual reality and simulation for professional training, to characterize feedback which allow learner to perceive and analyze his or her action in relation to the knowledge at stake (Luengo 2009 p.26 sqq). ====Related terms==== epistemic interaction, epistemic activities, [[epistemic affordance]] ====Translation issues==== …/… ====Disciplinary issues==== Stellan Ohlsson (1996) coined the term epistemic activities, to account the fact that “human beings employ their understanding, not in action, but in the generation of symbols” (ibid.p.95). He included activities such as describing, explaining, predicting, arguing, etc. In line with this approach, CSCL research adopted the term epistemic interaction for those interactions which are “potentially concerned with the expression and critical examination of foundations for proposals” (Baker et al. 2001). The development of high quality simulations and their use for learning opens a new possibility to support the acquisition of tacit knowledge, which as well is potentially concerned by a critical examination of foundations for action. Epistemic interactions related to tacit knowledge, often ill-defined (Lynch et all. 2009), in the context of the use of simulation, aim at taking into account epistemic activities, especially controls during the action, in generating an epistemic feedback. For example, in the case of visual and haptic perceptions, the identification of the visual controls and their rational (what knowledge is mobilized to allow this visual verification) makes possible generating an epistemic feedback linked to the associated knowledge. For this king of interaction it is not necessary to propose a complete description of the action—what is actually impossible in ill-defined domains—but to identify the relevant controls of the actions from a learning perspective. ====Key references==== Margenau H. [http://www.telearn.org/open-archive/browse?resource=7116_v1] (1978) Physics and philosophy: selected essays. D. Reidel Co. Baker, M.J., de Vries, E., Lund, K., Quignard, M. [http://www.telearn.org/open-archive/browse?resource=7119_v1] (2001) Computer-mediated epistemic interactions for co-constructing scientific notions: Lessons learned from a five-year research programme. In: Dillenbourg P., Eurelings A., Hakkarainen K. (eds.) Proceedings of EuroCSCL 2001: European Perspectives on Computer-Supported Collaborative Learning (pp. 89-96). Maastricht: Maastricht McLuhan Institute. Crowley J. L., Martin J. [http://www.telearn.org/open-archive/browse?resource=7117_v1] (1997) Visual Processes for Tracking and Recognition of Hand Gestures. International Workshop on Perceptual User Interfaces, Banf, Ca, October 1997 Luengo V. [http://www.telearn.org/open-archive/browse?resource=7118_v1] (2009) Les rétroactions épistémiques dans les Environnements Informatiques pour l’Apprentissage Humain. Habilitation à diriger de recherche. Grenoble: Université Joseph Fourier. Ohlsson, S. [http://www.telearn.org/open-archive/browse?resource=7120_v1] (1996) Learning to do and learning to understand: A lesson and a challenge for cognitive modeling, in P. Reiman et H. Spade (dirs.), Learning in Humans and Machines: Towards an interdisciplinary learning science, Oxford, Elsevier Science, p. 37-62. Lynch, C., Ashley, K., Pinkwart, N., Aleven, V. [http://www.telearn.org/open-archive/browse?resource=7259_v1] (2009) Concepts, structures, and goals: Redefining ill-definedness. International Journal of Artificial Intelligence in Education. 782 691 2012-02-20T14:45:33Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Vanda Luengo, Laboratoire d’informatique de Grenoble '''Contributors''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble ====Definition==== Epistemic feedback is a feedback provided by a learning environment specific to the piece of knowledge at stake and its learning characteristics. The computation of an epistemic feedback involves data from the learner, the pedagogical models, and the knowledge domain. ====Comments on the history==== The origin of the expression “epistemic feedback” can be traced in the philosophy of science (Margereau 1978 p.287) where it denotes the feedback which meaning requires the interplay between the tangible characteristics of the environment and the user knowledge or expectations. It is used in HCI research which takes into account three functional roles of human gestures: semiotic, ergotic and epistemic; the latter referring to the epistemic function of gesture which “allows humans to learn from the environment through tactile experience.” (Crowley and Martin 1997 p.1). The concept of epistemic feedback was introduced in TEL research, in the context of the design and study of virtual reality and simulation for professional training, to characterize feedback which allow learner to perceive and analyze his or her action in relation to the knowledge at stake (Luengo 2009 p.26 sqq). ====Related terms==== epistemic interaction, epistemic activities, [[epistemic affordance]] ====Translation issues==== …/… ====Disciplinary issues==== Stellan Ohlson (1996) coined the term epistemic activities, to account the fact that “human beings employ their understanding, not in action, but in the generation of symbols” (ibid.p.95). He included activities such as describing, explaining, predicting, arguing, etc. In line with this approach, CSCL research adopted the term epistemic interaction for those interactions which are “potentially concerned with the expression and critical examination of foundations for proposals” (Baker et al. 2001). The development of high quality simulations and their use for learning opens a new possibility to support the acquisition of tacit knowledge, which as well is potentially concerned by a critical examination of foundations for action. Epistemic interactions related to tacit knowledge, often ill-defined (Lynch et all. 2009), in the context of the use of simulation, aim at taking into account epistemic activities, especially controls during the action, in generating an epistemic feedback. For example, in the case of visual and haptic perceptions, the identification of the visual controls and their rational (what knowledge is mobilized to allow this visual verification) makes possible generating an epistemic feedback linked to the associated knowledge. For this king of interaction it is not necessary to propose a complete description of the action—what is actually impossible in ill-defined domains—but to identify the relevant controls of the actions from a learning perspective. ====Key references==== Margenau H. [http://www.telearn.org/open-archive/browse?resource=7116_v1] (1978) Physics and philosophy: selected essays. D. Reidel Co. Baker, M.J., de Vries, E., Lund, K., Quignard, M. [http://www.telearn.org/open-archive/browse?resource=7119_v1] (2001) Computer-mediated epistemic interactions for co-constructing scientific notions: Lessons learned from a five-year research programme. In: Dillenbourg P., Eurelings A., Hakkarainen K. (eds.) Proceedings of EuroCSCL 2001: European Perspectives on Computer-Supported Collaborative Learning (pp. 89-96). Maastricht: Maastricht McLuhan Institute. Crowley J. L., Martin J. [http://www.telearn.org/open-archive/browse?resource=7117_v1] (1997) Visual Processes for Tracking and Recognition of Hand Gestures. International Workshop on Perceptual User Interfaces, Banf, Ca, October 1997 Luengo V. [http://www.telearn.org/open-archive/browse?resource=7118_v1] (2009) Les rétroactions épistémiques dans les Environnements Informatiques pour l’Apprentissage Humain. Habilitation à diriger de recherche. Grenoble: Université Joseph Fourier. Ohlsson, S. [http://www.telearn.org/open-archive/browse?resource=7120_v1] (1996) Learning to do and learning to understand: A lesson and a challenge for cognitive modeling, in P. Reiman et H. Spade (dirs.), Learning in Humans and Machines: Towards an interdisciplinary learning science, Oxford, Elsevier Science, p. 37-62. Lynch, C., Ashley, K., Pinkwart, N., Aleven, V. [http://www.telearn.org/open-archive/browse?resource=7259_v1] (2009) Concepts, structures, and goals: Redefining ill-definedness. International Journal of Artificial Intelligence in Education. 691 690 2012-02-07T13:30:48Z Manon 3 /* Related terms */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Vanda Luengo, Laboratoire d’informatique de Grenoble '''Contributors''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble ====Definition==== Epistemic feedback is a feedback provided by a learning environment specific to the piece of knowledge at stake and its learning characteristics. The computation of an epistemic feedback involves data from the learner, the pedagogical models, and the knowledge domain. ====Comments on the history==== The origin of the expression “epistemic feedback” can be traced in the philosophy of science (Margereau 1978 p.287) where it denotes the feedback which meaning requires the interplay between the tangible characteristics of the environment and the user knowledge or expectations. It is used in HCI research which takes into account three functional roles of human gestures: semiotic, ergotic and epistemic; the latter referring to the epistemic function of gesture which “allows humans to learn from the environment through tactile experience.” (Crowley and Martin 1997 p.1). The concept of epistemic feedback was introduced in TEL research, in the context of the design and study of virtual reality and simulation for professional training, to characterize feedback which allow learner to perceive and analyze his or her action in relation to the knowledge at stake (Luengo 2009 p.26 sqq). ====Related terms==== epistemic interaction, epistemic activities, [[epistemic affordance]] ====Translation issues==== …/… ====Disciplinary issues==== Stellan Ohlson (1996) coined the term epistemic activities, to account the fact that “human beings employ their understanding, not in action, but in the generation of symbols” (ibid.p.95). He included activities such as describing, explaining, predicting, arguing, etc. In line with this approach, CSCL research adopted the term epistemic interaction for those interactions which are “potentially concerned with the expression and critical examination of foundations for proposals” (Baker et al. 2001). The development of high quality simulations and their use for learning opens a new possibility to support the acquisition of tacit knowledge, which as well is potentially concerned by a critical examination of foundations for action. Epistemic interactions related to tacit knowledge, often ill-defined (Lynch et all. 2009), in the context of the use of simulation, aim at taking into account epistemic activities, especially controls during the action, in generating an epistemic feedback. For example, in the case of visual and haptic perceptions, the identification of the visual controls and their rational (what knowledge is mobilized to allow this visual verification) makes possible generating an epistemic feedback linked to the associated knowledge. For this king of interaction it is not necessary to propose a complete description of the action—what is actually impossible in ill-defined domains—but to identify the relevant controls of the actions from a learning perspective. ====Key references==== Margenau H. [http://www.telearn.org/open-archive/browse?resource=7116_v1] (1978) Physics and philosophy: selected essays. D. Reidel Co. Baker, M.J., de Vries, E., Lund, K., Quignard, M. [http://www.telearn.org/open-archive/browse?resource=7119_v1] (2001) Computer-mediated epistemic interactions for co-constructing scientific notions: Lessons learned from a five-year research programme. In: Dillenbourg P., Eurelings A., Hakkarainen K. (eds.) Proceedings of EuroCSCL 2001: European Perspectives on Computer-Supported Collaborative Learning (pp. 89-96). Maastricht: Maastricht McLuhan Institute. Crowley J. L., Martin J. [http://www.telearn.org/open-archive/browse?resource=7117_v1] (1997) Visual Processes for Tracking and Recognition of Hand Gestures. International Workshop on Perceptual User Interfaces, Banf, Ca, October 1997 Luengo V. [http://www.telearn.org/open-archive/browse?resource=7118_v1] (2009) Les rétroactions épistémiques dans les Environnements Informatiques pour l’Apprentissage Humain. Habilitation à diriger de recherche. Grenoble: Université Joseph Fourier. Ohlsson, S. [http://www.telearn.org/open-archive/browse?resource=7120_v1] (1996) Learning to do and learning to understand: A lesson and a challenge for cognitive modeling, in P. Reiman et H. Spade (dirs.), Learning in Humans and Machines: Towards an interdisciplinary learning science, Oxford, Elsevier Science, p. 37-62. Lynch, C., Ashley, K., Pinkwart, N., Aleven, V. (2009) Concepts, structures, and goals: Redefining ill-definedness. International Journal of Artificial Intelligence in Education. 690 689 2012-02-07T13:29:51Z Manon 3 /* Related terms */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Vanda Luengo, Laboratoire d’informatique de Grenoble '''Contributors''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble ====Definition==== Epistemic feedback is a feedback provided by a learning environment specific to the piece of knowledge at stake and its learning characteristics. The computation of an epistemic feedback involves data from the learner, the pedagogical models, and the knowledge domain. ====Comments on the history==== The origin of the expression “epistemic feedback” can be traced in the philosophy of science (Margereau 1978 p.287) where it denotes the feedback which meaning requires the interplay between the tangible characteristics of the environment and the user knowledge or expectations. It is used in HCI research which takes into account three functional roles of human gestures: semiotic, ergotic and epistemic; the latter referring to the epistemic function of gesture which “allows humans to learn from the environment through tactile experience.” (Crowley and Martin 1997 p.1). The concept of epistemic feedback was introduced in TEL research, in the context of the design and study of virtual reality and simulation for professional training, to characterize feedback which allow learner to perceive and analyze his or her action in relation to the knowledge at stake (Luengo 2009 p.26 sqq). ====Related terms==== epistemic interaction, epistemic activities, [http://thesaurus.telearn.org/Epistemic_affordance epistemic affordance] ====Translation issues==== …/… ====Disciplinary issues==== Stellan Ohlson (1996) coined the term epistemic activities, to account the fact that “human beings employ their understanding, not in action, but in the generation of symbols” (ibid.p.95). He included activities such as describing, explaining, predicting, arguing, etc. In line with this approach, CSCL research adopted the term epistemic interaction for those interactions which are “potentially concerned with the expression and critical examination of foundations for proposals” (Baker et al. 2001). The development of high quality simulations and their use for learning opens a new possibility to support the acquisition of tacit knowledge, which as well is potentially concerned by a critical examination of foundations for action. Epistemic interactions related to tacit knowledge, often ill-defined (Lynch et all. 2009), in the context of the use of simulation, aim at taking into account epistemic activities, especially controls during the action, in generating an epistemic feedback. For example, in the case of visual and haptic perceptions, the identification of the visual controls and their rational (what knowledge is mobilized to allow this visual verification) makes possible generating an epistemic feedback linked to the associated knowledge. For this king of interaction it is not necessary to propose a complete description of the action—what is actually impossible in ill-defined domains—but to identify the relevant controls of the actions from a learning perspective. ====Key references==== Margenau H. [http://www.telearn.org/open-archive/browse?resource=7116_v1] (1978) Physics and philosophy: selected essays. D. Reidel Co. Baker, M.J., de Vries, E., Lund, K., Quignard, M. [http://www.telearn.org/open-archive/browse?resource=7119_v1] (2001) Computer-mediated epistemic interactions for co-constructing scientific notions: Lessons learned from a five-year research programme. In: Dillenbourg P., Eurelings A., Hakkarainen K. (eds.) Proceedings of EuroCSCL 2001: European Perspectives on Computer-Supported Collaborative Learning (pp. 89-96). Maastricht: Maastricht McLuhan Institute. Crowley J. L., Martin J. [http://www.telearn.org/open-archive/browse?resource=7117_v1] (1997) Visual Processes for Tracking and Recognition of Hand Gestures. International Workshop on Perceptual User Interfaces, Banf, Ca, October 1997 Luengo V. [http://www.telearn.org/open-archive/browse?resource=7118_v1] (2009) Les rétroactions épistémiques dans les Environnements Informatiques pour l’Apprentissage Humain. Habilitation à diriger de recherche. Grenoble: Université Joseph Fourier. Ohlsson, S. [http://www.telearn.org/open-archive/browse?resource=7120_v1] (1996) Learning to do and learning to understand: A lesson and a challenge for cognitive modeling, in P. Reiman et H. Spade (dirs.), Learning in Humans and Machines: Towards an interdisciplinary learning science, Oxford, Elsevier Science, p. 37-62. Lynch, C., Ashley, K., Pinkwart, N., Aleven, V. (2009) Concepts, structures, and goals: Redefining ill-definedness. International Journal of Artificial Intelligence in Education. 689 687 2012-02-07T13:29:35Z Manon 3 /* Related terms */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Vanda Luengo, Laboratoire d’informatique de Grenoble '''Contributors''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble ====Definition==== Epistemic feedback is a feedback provided by a learning environment specific to the piece of knowledge at stake and its learning characteristics. The computation of an epistemic feedback involves data from the learner, the pedagogical models, and the knowledge domain. ====Comments on the history==== The origin of the expression “epistemic feedback” can be traced in the philosophy of science (Margereau 1978 p.287) where it denotes the feedback which meaning requires the interplay between the tangible characteristics of the environment and the user knowledge or expectations. It is used in HCI research which takes into account three functional roles of human gestures: semiotic, ergotic and epistemic; the latter referring to the epistemic function of gesture which “allows humans to learn from the environment through tactile experience.” (Crowley and Martin 1997 p.1). The concept of epistemic feedback was introduced in TEL research, in the context of the design and study of virtual reality and simulation for professional training, to characterize feedback which allow learner to perceive and analyze his or her action in relation to the knowledge at stake (Luengo 2009 p.26 sqq). ====Related terms==== epistemic interaction, epistemic activities, [epistemic affordance]http://thesaurus.telearn.org/Epistemic_affordance ====Translation issues==== …/… ====Disciplinary issues==== Stellan Ohlson (1996) coined the term epistemic activities, to account the fact that “human beings employ their understanding, not in action, but in the generation of symbols” (ibid.p.95). He included activities such as describing, explaining, predicting, arguing, etc. In line with this approach, CSCL research adopted the term epistemic interaction for those interactions which are “potentially concerned with the expression and critical examination of foundations for proposals” (Baker et al. 2001). The development of high quality simulations and their use for learning opens a new possibility to support the acquisition of tacit knowledge, which as well is potentially concerned by a critical examination of foundations for action. Epistemic interactions related to tacit knowledge, often ill-defined (Lynch et all. 2009), in the context of the use of simulation, aim at taking into account epistemic activities, especially controls during the action, in generating an epistemic feedback. For example, in the case of visual and haptic perceptions, the identification of the visual controls and their rational (what knowledge is mobilized to allow this visual verification) makes possible generating an epistemic feedback linked to the associated knowledge. For this king of interaction it is not necessary to propose a complete description of the action—what is actually impossible in ill-defined domains—but to identify the relevant controls of the actions from a learning perspective. ====Key references==== Margenau H. [http://www.telearn.org/open-archive/browse?resource=7116_v1] (1978) Physics and philosophy: selected essays. D. Reidel Co. Baker, M.J., de Vries, E., Lund, K., Quignard, M. [http://www.telearn.org/open-archive/browse?resource=7119_v1] (2001) Computer-mediated epistemic interactions for co-constructing scientific notions: Lessons learned from a five-year research programme. In: Dillenbourg P., Eurelings A., Hakkarainen K. (eds.) Proceedings of EuroCSCL 2001: European Perspectives on Computer-Supported Collaborative Learning (pp. 89-96). Maastricht: Maastricht McLuhan Institute. Crowley J. L., Martin J. [http://www.telearn.org/open-archive/browse?resource=7117_v1] (1997) Visual Processes for Tracking and Recognition of Hand Gestures. International Workshop on Perceptual User Interfaces, Banf, Ca, October 1997 Luengo V. [http://www.telearn.org/open-archive/browse?resource=7118_v1] (2009) Les rétroactions épistémiques dans les Environnements Informatiques pour l’Apprentissage Humain. Habilitation à diriger de recherche. Grenoble: Université Joseph Fourier. Ohlsson, S. [http://www.telearn.org/open-archive/browse?resource=7120_v1] (1996) Learning to do and learning to understand: A lesson and a challenge for cognitive modeling, in P. Reiman et H. Spade (dirs.), Learning in Humans and Machines: Towards an interdisciplinary learning science, Oxford, Elsevier Science, p. 37-62. Lynch, C., Ashley, K., Pinkwart, N., Aleven, V. (2009) Concepts, structures, and goals: Redefining ill-definedness. International Journal of Artificial Intelligence in Education. 687 686 2012-02-03T14:46:05Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Vanda Luengo, Laboratoire d’informatique de Grenoble '''Contributors''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble ====Definition==== Epistemic feedback is a feedback provided by a learning environment specific to the piece of knowledge at stake and its learning characteristics. The computation of an epistemic feedback involves data from the learner, the pedagogical models, and the knowledge domain. ====Comments on the history==== The origin of the expression “epistemic feedback” can be traced in the philosophy of science (Margereau 1978 p.287) where it denotes the feedback which meaning requires the interplay between the tangible characteristics of the environment and the user knowledge or expectations. It is used in HCI research which takes into account three functional roles of human gestures: semiotic, ergotic and epistemic; the latter referring to the epistemic function of gesture which “allows humans to learn from the environment through tactile experience.” (Crowley and Martin 1997 p.1). The concept of epistemic feedback was introduced in TEL research, in the context of the design and study of virtual reality and simulation for professional training, to characterize feedback which allow learner to perceive and analyze his or her action in relation to the knowledge at stake (Luengo 2009 p.26 sqq). ====Related terms==== epistemic interaction, epistemic activities, epistemic affordance ====Translation issues==== …/… ====Disciplinary issues==== Stellan Ohlson (1996) coined the term epistemic activities, to account the fact that “human beings employ their understanding, not in action, but in the generation of symbols” (ibid.p.95). He included activities such as describing, explaining, predicting, arguing, etc. In line with this approach, CSCL research adopted the term epistemic interaction for those interactions which are “potentially concerned with the expression and critical examination of foundations for proposals” (Baker et al. 2001). The development of high quality simulations and their use for learning opens a new possibility to support the acquisition of tacit knowledge, which as well is potentially concerned by a critical examination of foundations for action. Epistemic interactions related to tacit knowledge, often ill-defined (Lynch et all. 2009), in the context of the use of simulation, aim at taking into account epistemic activities, especially controls during the action, in generating an epistemic feedback. For example, in the case of visual and haptic perceptions, the identification of the visual controls and their rational (what knowledge is mobilized to allow this visual verification) makes possible generating an epistemic feedback linked to the associated knowledge. For this king of interaction it is not necessary to propose a complete description of the action—what is actually impossible in ill-defined domains—but to identify the relevant controls of the actions from a learning perspective. ====Key references==== Margenau H. [http://www.telearn.org/open-archive/browse?resource=7116_v1] (1978) Physics and philosophy: selected essays. D. Reidel Co. Baker, M.J., de Vries, E., Lund, K., Quignard, M. [http://www.telearn.org/open-archive/browse?resource=7119_v1] (2001) Computer-mediated epistemic interactions for co-constructing scientific notions: Lessons learned from a five-year research programme. In: Dillenbourg P., Eurelings A., Hakkarainen K. (eds.) Proceedings of EuroCSCL 2001: European Perspectives on Computer-Supported Collaborative Learning (pp. 89-96). Maastricht: Maastricht McLuhan Institute. Crowley J. L., Martin J. [http://www.telearn.org/open-archive/browse?resource=7117_v1] (1997) Visual Processes for Tracking and Recognition of Hand Gestures. International Workshop on Perceptual User Interfaces, Banf, Ca, October 1997 Luengo V. [http://www.telearn.org/open-archive/browse?resource=7118_v1] (2009) Les rétroactions épistémiques dans les Environnements Informatiques pour l’Apprentissage Humain. Habilitation à diriger de recherche. Grenoble: Université Joseph Fourier. Ohlsson, S. [http://www.telearn.org/open-archive/browse?resource=7120_v1] (1996) Learning to do and learning to understand: A lesson and a challenge for cognitive modeling, in P. Reiman et H. Spade (dirs.), Learning in Humans and Machines: Towards an interdisciplinary learning science, Oxford, Elsevier Science, p. 37-62. Lynch, C., Ashley, K., Pinkwart, N., Aleven, V. (2009) Concepts, structures, and goals: Redefining ill-definedness. International Journal of Artificial Intelligence in Education. 686 685 2012-02-03T14:21:44Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Vanda Luengo, Laboratoire d’informatique de Grenoble '''Contributors''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble ====Definition==== Epistemic feedback is a feedback provided by a learning environment specific to the piece of knowledge at stake and its learning characteristics. The computation of an epistemic feedback involves data from the learner, the pedagogical models, and the knowledge domain. ====Comments on the history==== The origin of the expression “epistemic feedback” can be traced in the philosophy of science (Margereau 1978 p.287) where it denotes the feedback which meaning requires the interplay between the tangible characteristics of the environment and the user knowledge or expectations. It is used in HCI research which takes into account three functional roles of human gestures: semiotic, ergotic and epistemic; the latter referring to the epistemic function of gesture which “allows humans to learn from the environment through tactile experience.” (Crowley and Martin 1997 p.1). The concept of epistemic feedback was introduced in TEL research, in the context of the design and study of virtual reality and simulation for professional training, to characterize feedback which allow learner to perceive and analyze his or her action in relation to the knowledge at stake (Luengo 2009 p.26 sqq). ====Related terms==== epistemic interaction, epistemic activities, epistemic affordance ====Translation issues==== …/… ====Disciplinary issues==== Stellan Ohlson (1996) coined the term epistemic activities, to account the fact that “human beings employ their understanding, not in action, but in the generation of symbols” (ibid.p.95). He included activities such as describing, explaining, predicting, arguing, etc. In line with this approach, CSCL research adopted the term epistemic interaction for those interactions which are “potentially concerned with the expression and critical examination of foundations for proposals” (Baker et al. 2001). The development of high quality simulations and their use for learning opens a new possibility to support the acquisition of tacit knowledge, which as well is potentially concerned by a critical examination of foundations for action. Epistemic interactions related to tacit knowledge, often ill-defined (Lynch et all. 2009), in the context of the use of simulation, aim at taking into account epistemic activities, especially controls during the action, in generating an epistemic feedback. For example, in the case of visual and haptic perceptions, the identification of the visual controls and their rational (what knowledge is mobilized to allow this visual verification) makes possible generating an epistemic feedback linked to the associated knowledge. For this king of interaction it is not necessary to propose a complete description of the action—what is actually impossible in ill-defined domains—but to identify the relevant controls of the actions from a learning perspective. ====Key references==== Margenau H. [http://www.telearn.org/open-archive/browse?resource=7116_v1] (1978) Physics and philosophy: selected essays. D. Reidel Co. Baker, M.J., de Vries, E., Lund, K., Quignard, M. [http://www.telearn.org/open-archive/browse?resource=7119_v1] (2001) Computer-mediated epistemic interactions for co-constructing scientific notions: Lessons learned from a five-year research programme. In: Dillenbourg P., Eurelings A., Hakkarainen K. (eds.) Proceedings of EuroCSCL 2001: European Perspectives on Computer-Supported Collaborative Learning (pp. 89-96). Maastricht: Maastricht McLuhan Institute. Crowley J. L., Martin J. [http://www.telearn.org/open-archive/browse?resource=7117_v1] (1997) Visual Processes for Tracking and Recognition of Hand Gestures. International Workshop on Perceptual User Interfaces, Banf, Ca, October 1997 Luengo V. [http://www.telearn.org/open-archive/browse?resource=7118_v1] (2009) Les rétroactions épistémiques dans les Environnements Informatiques pour l’Apprentissage Humain. Habilitation à diriger de recherche. Grenoble: Université Joseph Fourier. Ohlsson, S. (1996) Learning to do and learning to understand: A lesson and a challenge for cognitive modeling, in P. Reiman et H. Spade (dirs.), Learning in Humans and Machines: Towards an interdisciplinary learning science, Oxford, Elsevier Science, p. 37-62. Lynch, C., Ashley, K., Pinkwart, N., Aleven, V. (2009) Concepts, structures, and goals: Redefining ill-definedness. International Journal of Artificial Intelligence in Education. 685 684 2012-02-03T13:56:49Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Vanda Luengo, Laboratoire d’informatique de Grenoble '''Contributors''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble ====Definition==== Epistemic feedback is a feedback provided by a learning environment specific to the piece of knowledge at stake and its learning characteristics. The computation of an epistemic feedback involves data from the learner, the pedagogical models, and the knowledge domain. ====Comments on the history==== The origin of the expression “epistemic feedback” can be traced in the philosophy of science (Margereau 1978 p.287) where it denotes the feedback which meaning requires the interplay between the tangible characteristics of the environment and the user knowledge or expectations. It is used in HCI research which takes into account three functional roles of human gestures: semiotic, ergotic and epistemic; the latter referring to the epistemic function of gesture which “allows humans to learn from the environment through tactile experience.” (Crowley and Martin 1997 p.1). The concept of epistemic feedback was introduced in TEL research, in the context of the design and study of virtual reality and simulation for professional training, to characterize feedback which allow learner to perceive and analyze his or her action in relation to the knowledge at stake (Luengo 2009 p.26 sqq). ====Related terms==== epistemic interaction, epistemic activities, epistemic affordance ====Translation issues==== …/… ====Disciplinary issues==== Stellan Ohlson (1996) coined the term epistemic activities, to account the fact that “human beings employ their understanding, not in action, but in the generation of symbols” (ibid.p.95). He included activities such as describing, explaining, predicting, arguing, etc. In line with this approach, CSCL research adopted the term epistemic interaction for those interactions which are “potentially concerned with the expression and critical examination of foundations for proposals” (Baker et al. 2001). The development of high quality simulations and their use for learning opens a new possibility to support the acquisition of tacit knowledge, which as well is potentially concerned by a critical examination of foundations for action. Epistemic interactions related to tacit knowledge, often ill-defined (Lynch et all. 2009), in the context of the use of simulation, aim at taking into account epistemic activities, especially controls during the action, in generating an epistemic feedback. For example, in the case of visual and haptic perceptions, the identification of the visual controls and their rational (what knowledge is mobilized to allow this visual verification) makes possible generating an epistemic feedback linked to the associated knowledge. For this king of interaction it is not necessary to propose a complete description of the action—what is actually impossible in ill-defined domains—but to identify the relevant controls of the actions from a learning perspective. ====Key references==== Margenau H. [http://www.telearn.org/open-archive/browse?resource=7116_v1] (1978) Physics and philosophy: selected essays. D. Reidel Co. Baker, M.J., de Vries, E., Lund, K., Quignard, M. [http://ses.telecom-paristech.fr/baker/publications/ArticlesBakerPDF/2001/2001EtAl-a.pdf] (2001) Computer-mediated epistemic interactions for co-constructing scientific notions: Lessons learned from a five-year research programme. In: Dillenbourg P., Eurelings A., Hakkarainen K. (eds.) Proceedings of EuroCSCL 2001: European Perspectives on Computer-Supported Collaborative Learning (pp. 89-96). Maastricht: Maastricht McLuhan Institute (ISBN 90-5681-097-9) Crowley J. L., Martin J. [http://www.telearn.org/open-archive/browse?resource=7117_v1] (1997) Visual Processes for Tracking and Recognition of Hand Gestures. International Workshop on Perceptual User Interfaces, Banf, Ca, October 1997 Luengo V. [http://www.telearn.org/open-archive/browse?resource=7118_v1] (2009) Les rétroactions épistémiques dans les Environnements Informatiques pour l’Apprentissage Humain. Habilitation à diriger de recherche. Grenoble: Université Joseph Fourier. Ohlsson, S. (1996) Learning to do and learning to understand: A lesson and a challenge for cognitive modeling, in P. Reiman et H. Spade (dirs.), Learning in Humans and Machines: Towards an interdisciplinary learning science, Oxford, Elsevier Science, p. 37-62. Lynch, C., Ashley, K., Pinkwart, N., Aleven, V. (2009) Concepts, structures, and goals: Redefining ill-definedness. International Journal of Artificial Intelligence in Education. 684 682 2012-02-03T13:31:07Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Vanda Luengo, Laboratoire d’informatique de Grenoble '''Contributors''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble ====Definition==== Epistemic feedback is a feedback provided by a learning environment specific to the piece of knowledge at stake and its learning characteristics. The computation of an epistemic feedback involves data from the learner, the pedagogical models, and the knowledge domain. ====Comments on the history==== The origin of the expression “epistemic feedback” can be traced in the philosophy of science (Margereau 1978 p.287) where it denotes the feedback which meaning requires the interplay between the tangible characteristics of the environment and the user knowledge or expectations. It is used in HCI research which takes into account three functional roles of human gestures: semiotic, ergotic and epistemic; the latter referring to the epistemic function of gesture which “allows humans to learn from the environment through tactile experience.” (Crowley and Martin 1997 p.1). The concept of epistemic feedback was introduced in TEL research, in the context of the design and study of virtual reality and simulation for professional training, to characterize feedback which allow learner to perceive and analyze his or her action in relation to the knowledge at stake (Luengo 2009 p.26 sqq). ====Related terms==== epistemic interaction, epistemic activities, epistemic affordance ====Translation issues==== …/… ====Disciplinary issues==== Stellan Ohlson (1996) coined the term epistemic activities, to account the fact that “human beings employ their understanding, not in action, but in the generation of symbols” (ibid.p.95). He included activities such as describing, explaining, predicting, arguing, etc. In line with this approach, CSCL research adopted the term epistemic interaction for those interactions which are “potentially concerned with the expression and critical examination of foundations for proposals” (Baker et al. 2001). The development of high quality simulations and their use for learning opens a new possibility to support the acquisition of tacit knowledge, which as well is potentially concerned by a critical examination of foundations for action. Epistemic interactions related to tacit knowledge, often ill-defined (Lynch et all. 2009), in the context of the use of simulation, aim at taking into account epistemic activities, especially controls during the action, in generating an epistemic feedback. For example, in the case of visual and haptic perceptions, the identification of the visual controls and their rational (what knowledge is mobilized to allow this visual verification) makes possible generating an epistemic feedback linked to the associated knowledge. For this king of interaction it is not necessary to propose a complete description of the action—what is actually impossible in ill-defined domains—but to identify the relevant controls of the actions from a learning perspective. ====Key references==== Margenau H. [http://www.telearn.org/open-archive/browse?resource=7116_v1] (1978) Physics and philosophy: selected essays. D. Reidel Co. Baker, M.J., de Vries, E., Lund, K., Quignard, M. [http://ses.telecom-paristech.fr/baker/publications/ArticlesBakerPDF/2001/2001EtAl-a.pdf] (2001) Computer-mediated epistemic interactions for co-constructing scientific notions: Lessons learned from a five-year research programme. In: Dillenbourg P., Eurelings A., Hakkarainen K. (eds.) Proceedings of EuroCSCL 2001: European Perspectives on Computer-Supported Collaborative Learning (pp. 89-96). Maastricht: Maastricht McLuhan Institute (ISBN 90-5681-097-9) Crowley J. L., Martin J. [http://www.telearn.org/open-archive/browse?resource=7117_v1] (1997) Visual Processes for Tracking and Recognition of Hand Gestures. International Workshop on Perceptual User Interfaces, Banf, Ca, October 1997 Luengo V. (2009) Les rétroactions épistémiques dans les Environnements Informatiques pour l’Apprentissage Humain. Habilitation à diriger de recherche. Grenoble: Université Joseph Fourier. Ohlsson, S. (1996) Learning to do and learning to understand: A lesson and a challenge for cognitive modeling, in P. Reiman et H. Spade (dirs.), Learning in Humans and Machines: Towards an interdisciplinary learning science, Oxford, Elsevier Science, p. 37-62. Lynch, C., Ashley, K., Pinkwart, N., Aleven, V. (2009) Concepts, structures, and goals: Redefining ill-definedness. International Journal of Artificial Intelligence in Education. 682 653 2012-02-03T10:51:48Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Vanda Luengo, Laboratoire d’informatique de Grenoble '''Contributors''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble ====Definition==== Epistemic feedback is a feedback provided by a learning environment specific to the piece of knowledge at stake and its learning characteristics. The computation of an epistemic feedback involves data from the learner, the pedagogical models, and the knowledge domain. ====Comments on the history==== The origin of the expression “epistemic feedback” can be traced in the philosophy of science (Margereau 1978 p.287) where it denotes the feedback which meaning requires the interplay between the tangible characteristics of the environment and the user knowledge or expectations. It is used in HCI research which takes into account three functional roles of human gestures: semiotic, ergotic and epistemic; the latter referring to the epistemic function of gesture which “allows humans to learn from the environment through tactile experience.” (Crowley and Martin 1997 p.1). The concept of epistemic feedback was introduced in TEL research, in the context of the design and study of virtual reality and simulation for professional training, to characterize feedback which allow learner to perceive and analyze his or her action in relation to the knowledge at stake (Luengo 2009 p.26 sqq). ====Related terms==== epistemic interaction, epistemic activities, epistemic affordance ====Translation issues==== …/… ====Disciplinary issues==== Stellan Ohlson (1996) coined the term epistemic activities, to account the fact that “human beings employ their understanding, not in action, but in the generation of symbols” (ibid.p.95). He included activities such as describing, explaining, predicting, arguing, etc. In line with this approach, CSCL research adopted the term epistemic interaction for those interactions which are “potentially concerned with the expression and critical examination of foundations for proposals” (Baker et al. 2001). The development of high quality simulations and their use for learning opens a new possibility to support the acquisition of tacit knowledge, which as well is potentially concerned by a critical examination of foundations for action. Epistemic interactions related to tacit knowledge, often ill-defined (Lynch et all. 2009), in the context of the use of simulation, aim at taking into account epistemic activities, especially controls during the action, in generating an epistemic feedback. For example, in the case of visual and haptic perceptions, the identification of the visual controls and their rational (what knowledge is mobilized to allow this visual verification) makes possible generating an epistemic feedback linked to the associated knowledge. For this king of interaction it is not necessary to propose a complete description of the action—what is actually impossible in ill-defined domains—but to identify the relevant controls of the actions from a learning perspective. ====Key references==== Margenau H. (1978) Physics and philosophy: selected essays. D. Reidel Co. Baker, M.J., de Vries, E., Lund, K., Quignard, M. [http://ses.telecom-paristech.fr/baker/publications/ArticlesBakerPDF/2001/2001EtAl-a.pdf] (2001) Computer-mediated epistemic interactions for co-constructing scientific notions: Lessons learned from a five-year research programme. In: Dillenbourg P., Eurelings A., Hakkarainen K. (eds.) Proceedings of EuroCSCL 2001: European Perspectives on Computer-Supported Collaborative Learning (pp. 89-96). Maastricht: Maastricht McLuhan Institute (ISBN 90-5681-097-9) Crowley J. L., Martin J. [http://www.telearn.org/open-archive/browse?resource=7117_v1] (1997) Visual Processes for Tracking and Recognition of Hand Gestures. International Workshop on Perceptual User Interfaces, Banf, Ca, October 1997 Luengo V. (2009) Les rétroactions épistémiques dans les Environnements Informatiques pour l’Apprentissage Humain. Habilitation à diriger de recherche. Grenoble: Université Joseph Fourier. Ohlsson, S. (1996) Learning to do and learning to understand: A lesson and a challenge for cognitive modeling, in P. Reiman et H. Spade (dirs.), Learning in Humans and Machines: Towards an interdisciplinary learning science, Oxford, Elsevier Science, p. 37-62. Lynch, C., Ashley, K., Pinkwart, N., Aleven, V. (2009) Concepts, structures, and goals: Redefining ill-definedness. International Journal of Artificial Intelligence in Education. 653 652 2012-01-24T12:07:24Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Vanda Luengo, Laboratoire d’informatique de Grenoble '''Contributors''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble ====Definition==== Epistemic feedback is a feedback provided by a learning environment specific to the piece of knowledge at stake and its learning characteristics. The computation of an epistemic feedback involves data from the learner, the pedagogical models, and the knowledge domain. ====Comments on the history==== The origin of the expression “epistemic feedback” can be traced in the philosophy of science (Margereau 1978 p.287) where it denotes the feedback which meaning requires the interplay between the tangible characteristics of the environment and the user knowledge or expectations. It is used in HCI research which takes into account three functional roles of human gestures: semiotic, ergotic and epistemic; the latter referring to the epistemic function of gesture which “allows humans to learn from the environment through tactile experience.” (Crowley and Martin 1997 p.1). The concept of epistemic feedback was introduced in TEL research, in the context of the design and study of virtual reality and simulation for professional training, to characterize feedback which allow learner to perceive and analyze his or her action in relation to the knowledge at stake (Luengo 2009 p.26 sqq). ====Related terms==== epistemic interaction, epistemic activities, epistemic affordance ====Translation issues==== …/… ====Disciplinary issues==== Stellan Ohlson (1996) coined the term epistemic activities, to account the fact that “human beings employ their understanding, not in action, but in the generation of symbols” (ibid.p.95). He included activities such as describing, explaining, predicting, arguing, etc. In line with this approach, CSCL research adopted the term epistemic interaction for those interactions which are “potentially concerned with the expression and critical examination of foundations for proposals” (Baker et al. 2001). The development of high quality simulations and their use for learning opens a new possibility to support the acquisition of tacit knowledge, which as well is potentially concerned by a critical examination of foundations for action. Epistemic interactions related to tacit knowledge, often ill-defined (Lynch et all. 2009), in the context of the use of simulation, aim at taking into account epistemic activities, especially controls during the action, in generating an epistemic feedback. For example, in the case of visual and haptic perceptions, the identification of the visual controls and their rational (what knowledge is mobilized to allow this visual verification) makes possible generating an epistemic feedback linked to the associated knowledge. For this king of interaction it is not necessary to propose a complete description of the action—what is actually impossible in ill-defined domains—but to identify the relevant controls of the actions from a learning perspective. ====Key references==== Margenau H. (1978) Physics and philosophy: selected essays. D. Reidel Co. Baker, M.J., de Vries, E., Lund, K., Quignard, M. [http://ses.telecom-paristech.fr/baker/publications/ArticlesBakerPDF/2001/2001EtAl-a.pdf] (2001) Computer-mediated epistemic interactions for co-constructing scientific notions: Lessons learned from a five-year research programme. In: Dillenbourg P., Eurelings A., Hakkarainen K. (eds.) Proceedings of EuroCSCL 2001: European Perspectives on Computer-Supported Collaborative Learning (pp. 89-96). Maastricht: Maastricht McLuhan Institute (ISBN 90-5681-097-9) Crowley J. L., Martin J. [http://www-prima.imag.fr/Prima/Homepages/jlc/papers/PUI97.Crowley.pdf] (1997) Visual Processes for Tracking and Recognition of Hand Gestures. International Workshop on Perceptual User Interfaces, Banf, Ca, October 1997 Luengo V. (2009) Les rétroactions épistémiques dans les Environnements Informatiques pour l’Apprentissage Humain. Habilitation à diriger de recherche. Grenoble: Université Joseph Fourier. Ohlsson, S. (1996) Learning to do and learning to understand: A lesson and a challenge for cognitive modeling, in P. Reiman et H. Spade (dirs.), Learning in Humans and Machines: Towards an interdisciplinary learning science, Oxford, Elsevier Science, p. 37-62. Lynch, C., Ashley, K., Pinkwart, N., Aleven, V. (2009) Concepts, structures, and goals: Redefining ill-definedness. International Journal of Artificial Intelligence in Education. 652 651 2012-01-24T12:06:42Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Vanda Luengo, Laboratoire d’informatique de Grenoble '''Contributors''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble ====Definition==== Epistemic feedback is a feedback provided by a learning environment specific to the piece of knowledge at stake and its learning characteristics. The computation of an epistemic feedback involves data from the learner, the pedagogical models, and the knowledge domain. ====Comments on the history==== The origin of the expression “epistemic feedback” can be traced in the philosophy of science (Margereau 1978 p.287) where it denotes the feedback which meaning requires the interplay between the tangible characteristics of the environment and the user knowledge or expectations. It is used in HCI research which takes into account three functional roles of human gestures: semiotic, ergotic and epistemic; the latter referring to the epistemic function of gesture which “allows humans to learn from the environment through tactile experience.” (Crowley and Martin 1997 p.1). The concept of epistemic feedback was introduced in TEL research, in the context of the design and study of virtual reality and simulation for professional training, to characterize feedback which allow learner to perceive and analyze his or her action in relation to the knowledge at stake (Luengo 2009 p.26 sqq). ====Related terms==== epistemic interaction, epistemic activities, epistemic affordance ====Translation issues==== …/… ====Disciplinary issues==== Stellan Ohlson (1996) coined the term epistemic activities, to account the fact that “human beings employ their understanding, not in action, but in the generation of symbols” (ibid.p.95). He included activities such as describing, explaining, predicting, arguing, etc. In line with this approach, CSCL research adopted the term epistemic interaction for those interactions which are “potentially concerned with the expression and critical examination of foundations for proposals” (Baker et al. 2001). The development of high quality simulations and their use for learning opens a new possibility to support the acquisition of tacit knowledge, which as well is potentially concerned by a critical examination of foundations for action. Epistemic interactions related to tacit knowledge, often ill-defined (Lynch et all. 2009), in the context of the use of simulation, aim at taking into account epistemic activities, especially controls during the action, in generating an epistemic feedback. For example, in the case of visual and haptic perceptions, the identification of the visual controls and their rational (what knowledge is mobilized to allow this visual verification) makes possible generating an epistemic feedback linked to the associated knowledge. For this king of interaction it is not necessary to propose a complete description of the action—what is actually impossible in ill-defined domains—but to identify the relevant controls of the actions from a learning perspective. ====Key references==== Margenau H. (1978) Physics and philosophy: selected essays. D. Reidel Co. Baker, M.J., de Vries, E., Lund, K., Quignard, M. [http://ses.telecom-paristech.fr/baker/publications/ArticlesBakerPDF/2001/2001EtAl-a.pdf] (2001). Computer-mediated epistemic interactions for co-constructing scientific notions: Lessons learned from a five-year research programme. In: Dillenbourg P., Eurelings A., Hakkarainen K. (eds.) Proceedings of EuroCSCL 2001: European Perspectives on Computer-Supported Collaborative Learning (pp. 89-96). Maastricht: Maastricht McLuhan Institute (ISBN 90-5681-097-9) Crowley J. L., Martin J. [http://www-prima.imag.fr/Prima/Homepages/jlc/papers/PUI97.Crowley.pdf] (1997) Visual Processes for Tracking and Recognition of Hand Gestures. International Workshop on Perceptual User Interfaces, Banf, Ca, October 1997 Luengo V. (2009) Les rétroactions épistémiques dans les Environnements Informatiques pour l’Apprentissage Humain. Habilitation à diriger de recherche. Grenoble: Université Joseph Fourier. Ohlsson, S. (1996). Learning to do and learning to understand: A lesson and a challenge for cognitive modeling, in P. Reiman et H. Spade (dirs.), Learning in Humans and Machines: Towards an interdisciplinary learning science, Oxford, Elsevier Science, p. 37-62. Lynch, C., Ashley, K., Pinkwart, N., Aleven, V. (2009). Concepts, structures, and goals: Redefining ill-definedness. International Journal of Artificial Intelligence in Education. 651 650 2012-01-23T18:26:52Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Vanda Luengo, Laboratoire d’informatique de Grenoble '''Contributors''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble ====Definition==== Epistemic feedback is a feedback provided by a learning environment specific to the piece of knowledge at stake and its learning characteristics. The computation of an epistemic feedback involves data from the learner, the pedagogical models, and the knowledge domain. ====Comments on the history==== The origin of the expression “epistemic feedback” can be traced in the philosophy of science (Margereau 1978 p.287) where it denotes the feedback which meaning requires the interplay between the tangible characteristics of the environment and the user knowledge or expectations. It is used in HCI research which takes into account three functional roles of human gestures: semiotic, ergotic and epistemic; the latter referring to the epistemic function of gesture which “allows humans to learn from the environment through tactile experience.” (Crowley and Martin 1997 p.1). The concept of epistemic feedback was introduced in TEL research, in the context of the design and study of virtual reality and simulation for professional training, to characterize feedback which allow learner to perceive and analyze his or her action in relation to the knowledge at stake (Luengo 2009 p.26 sqq). ====Related terms==== epistemic interaction, epistemic activities, epistemic affordance ====Translation issues==== …/… ====Disciplinary issues==== Stellan Ohlson (1996) coined the term epistemic activities, to account the fact that “human beings employ their understanding, not in action, but in the generation of symbols” (ibid.p.95). He included activities such as describing, explaining, predicting, arguing, etc. In line with this approach, CSCL research adopted the term epistemic interaction for those interactions which are “potentially concerned with the expression and critical examination of foundations for proposals” (Baker et al. 2001). The development of high quality simulations and their use for learning opens a new possibility to support the acquisition of tacit knowledge, which as well is potentially concerned by a critical examination of foundations for action. Epistemic interactions related to tacit knowledge, often ill-defined (Lynch et all. 2009), in the context of the use of simulation, aim at taking into account epistemic activities, especially controls during the action, in generating an epistemic feedback. For example, in the case of visual and haptic perceptions, the identification of the visual controls and their rational (what knowledge is mobilized to allow this visual verification) makes possible generating an epistemic feedback linked to the associated knowledge. For this king of interaction it is not necessary to propose a complete description of the action—what is actually impossible in ill-defined domains—but to identify the relevant controls of the actions from a learning perspective. ====Key references==== Margenau H. (1978) Physics and philosophy: selected essays. D. Reidel Co. Baker, M.J., de Vries, E., Lund, K., Quignard, M. (2001). Computer-mediated epistemic interactions for co-constructing scientific notions: Lessons learned from a five-year research programme. In: Dillenbourg P., Eurelings A., Hakkarainen K. (eds.) Proceedings of EuroCSCL 2001: European Perspectives on Computer-Supported Collaborative Learning (pp. 89-96). Maastricht: Maastricht McLuhan Institute (ISBN 90-5681-097-9) [http://ses.telecom-paristech.fr/baker/publications/ArticlesBakerPDF/2001/2001EtAl-a.pdf] Crowley J. L., Martin J. (1997) Visual Processes for Tracking and Recognition of Hand Gestures. International Workshop on Perceptual User Interfaces, Banf, Ca, October 1997 [http://www-prima.imag.fr/Prima/Homepages/jlc/papers/PUI97.Crowley.pdf] Luengo V. (2009) Les rétroactions épistémiques dans les Environnements Informatiques pour l’Apprentissage Humain. Habilitation à diriger de recherche. Grenoble: Université Joseph Fourier. Ohlsson, S. (1996). Learning to do and learning to understand: A lesson and a challenge for cognitive modeling, in P. Reiman et H. Spade (dirs.), Learning in Humans and Machines: Towards an interdisciplinary learning science, Oxford, Elsevier Science, p. 37-62. Lynch, C., Ashley, K., Pinkwart, N., Aleven, V. (2009). Concepts, structures, and goals: Redefining ill-definedness. International Journal of Artificial Intelligence in Education. 650 638 2012-01-23T18:24:39Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Vanda Luengo, Laboratoire d’informatique de Grenoble '''Contributors''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble ====Definition==== Epistemic feedback is a feedback provided by a learning environment specific to the piece of knowledge at stake and its learning characteristics. The computation of an epistemic feedback involves data from the learner, the pedagogical models, and the knowledge domain. ====Comments on the history==== The origin of the expression “epistemic feedback” can be traced in the philosophy of science (Margereau 1978 p.287) where it denotes the feedback which meaning requires the interplay between the tangible characteristics of the environment and the user knowledge or expectations. It is used in HCI research which takes into account three functional roles of human gestures: semiotic, ergotic and epistemic; the latter referring to the epistemic function of gesture which “allows humans to learn from the environment through tactile experience.” (Crowley and Martin 1997 p.1). The concept of epistemic feedback was introduced in TEL research, in the context of the design and study of virtual reality and simulation for professional training, to characterize feedback which allow learner to perceive and analyze his or her action in relation to the knowledge at stake (Luengo 2009 p.26 sqq). ====Related terms==== epistemic interaction, epistemic activities, epistemic affordance ====Translation issues==== …/… ====Disciplinary issues==== Stellan Ohlson (1996) coined the term epistemic activities, to account the fact that “human beings employ their understanding, not in action, but in the generation of symbols” (ibid.p.95). He included activities such as describing, explaining, predicting, arguing, etc. In line with this approach, CSCL research adopted the term epistemic interaction for those interactions which are “potentially concerned with the expression and critical examination of foundations for proposals” (Baker et al. 2001). The development of high quality simulations and their use for learning opens a new possibility to support the acquisition of tacit knowledge, which as well is potentially concerned by a critical examination of foundations for action. Epistemic interactions related to tacit knowledge, often ill-defined (Lynch et all. 2009), in the context of the use of simulation, aim at taking into account epistemic activities, especially controls during the action, in generating an epistemic feedback. For example, in the case of visual and haptic perceptions, the identification of the visual controls and their rational (what knowledge is mobilized to allow this visual verification) makes possible generating an epistemic feedback linked to the associated knowledge. For this king of interaction it is not necessary to propose a complete description of the action—what is actually impossible in ill-defined domains—but to identify the relevant controls of the actions from a learning perspective. ====Key references==== Margenau H. (1978) Physics and philosophy: selected essays. D. Reidel Co. Baker, M.J., de Vries, E., Lund, K. & Quignard, M. (2001). Computer-mediated epistemic interactions for co-constructing scientific notions: Lessons learned from a five-year research programme. In: Dillenbourg P., Eurelings A., Hakkarainen K. (eds.) Proceedings of EuroCSCL 2001: European Perspectives on Computer-Supported Collaborative Learning (pp. 89-96). Maastricht: Maastricht McLuhan Institute (ISBN 90-5681-097-9). [http://ses.telecom-paristech.fr/baker/publications/ArticlesBakerPDF/2001/2001EtAl-a.pdf] Crowley J. L., Martin J. (1997) Visual Processes for Tracking and Recognition of Hand Gestures. International Workshop on Perceptual User Interfaces, Banf, Ca, October 1997 [http://www-prima.imag.fr/Prima/Homepages/jlc/papers/PUI97.Crowley.pdf] Luengo V. (2009) Les rétroactions épistémiques dans les Environnements Informatiques pour l’Apprentissage Humain. Habilitation à diriger de recherche. Grenoble: Université Joseph Fourier. Ohlsson, S. (1996). Learning to do and learning to understand: A lesson and a challenge for cognitive modeling, in P. Reiman et H. Spade (dirs.), Learning in Humans and Machines: Towards an interdisciplinary learning science, Oxford, Elsevier Science, p. 37-62. Lynch, C., Ashley, K., Pinkwart, N., & Aleven, V. (2009). Concepts, structures, and goals: Redefining ill-definedness. International Journal of Artificial Intelligence in Education. 638 637 2012-01-23T13:56:20Z Zeiliger 2 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Vanda Luengo, Laboratoire d’informatique de Grenoble '''Contributors''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble ====Definition==== Epistemic feedback is a feedback provided by a learning environment specific to the piece of knowledge at stake and its learning characteristics. The computation of an epistemic feedback involves data from the learner, the pedagogical models, and the knowledge domain. ====Comments on the history==== The origin of the expression “epistemic feedback” can be traced in the philosophy of science (Margereau 1978 p.287) where it denotes the feedback which meaning requires the interplay between the tangible characteristics of the environment and the user knowledge or expectations. It is used in HCI research which takes into account three functional roles of human gestures: semiotic, ergotic and epistemic; the latter referring to the epistemic function of gesture which “allows humans to learn from the environment through tactile experience.” (Crowley and Martin 1997 p.1). The concept of epistemic feedback was introduced in TEL research, in the context of the design and study of virtual reality and simulation for professional training, to characterize feedback which allow learner to perceive and analyze his or her action in relation to the knowledge at stake (Luengo 2009 p.26 sqq). ====Related terms==== epistemic interaction, epistemic activities, epistemic affordance ====Translation issues==== …/… ====Disciplinary issues==== Stellan Ohlson (1996) coined the term epistemic activities, to account the fact that “human beings employ their understanding, not in action, but in the generation of symbols” (ibid.p.95). He included activities such as describing, explaining, predicting, arguing, etc. In line with this approach, CSCL research adopted the term epistemic interaction for those interactions which are “potentially concerned with the expression and critical examination of foundations for proposals” (Baker et al. 2001). The development of high quality simulations and their use for learning opens a new possibility to support the acquisition of tacit knowledge, which as well is potentially concerned by a critical examination of foundations for action. Epistemic interactions related to tacit knowledge, often ill-defined (Lynch et all. 2009), in the context of the use of simulation, aim at taking into account epistemic activities, especially controls during the action, in generating an epistemic feedback. For example, in the case of visual and haptic perceptions, the identification of the visual controls and their rational (what knowledge is mobilized to allow this visual verification) makes possible generating an epistemic feedback linked to the associated knowledge. For this king of interaction it is not necessary to propose a complete description of the action—what is actually impossible in ill-defined domains—but to identify the relevant controls of the actions from a learning perspective. ====Key references==== Margenau H. (1978) Physics and philosophy: selected essays. D. Reidel Co. Baker, M.J., de Vries, E., Lund, K. & Quignard, M. (2001). Computer-mediated epistemic interactions for co-constructing scientific notions: Lessons learned from a five-year research programme. In: Dillenbourg P., Eurelings A., Hakkarainen K. (eds.) Proceedings of EuroCSCL 2001: European Perspectives on Computer-Supported Collaborative Learning (pp. 89-96). Maastricht: Maastricht McLuhan Institute (ISBN 90-5681-097-9). [http://ses.telecom-paristech.fr/baker/publications/ArticlesBakerPDF/2001/2001EtAl-a.pdf] Crowley J. L., Martin J. (1997) Visual Processes for Tracking and Recognition of Hand. International Workshop on Perceptual User Interfaces, Banf, Ca, October 1997 <Gestures. [http://www-prima.imag.fr/Prima/Homepages/jlc/papers/PUI97.Crowley.pdf]> Luengo V. (2009) Les rétroactions épistémiques dans les Environnements Informatiques pour l’Apprentissage Humain. Habilitation à diriger de recherche. Grenoble: Université Joseph Fourier. Ohlsson, S. (1996). Learning to do and learning to understand: A lesson and a challenge for cognitive modeling, in P. Reiman et H. Spade (dirs.), Learning in Humans and Machines: Towards an interdisciplinary learning science, Oxford, Elsevier Science, p. 37-62. Lynch, C., Ashley, K., Pinkwart, N., & Aleven, V. (2009). Concepts, structures, and goals: Redefining ill-definedness. International Journal of Artificial Intelligence in Education. 637 2012-01-23T13:54:37Z Zeiliger 2 Created page with "<u>Draft 1</u> '''Editor''': Vanda Luengo, Laboratoire d’informatique de Grenoble '''Contributors''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble ====Definit..." wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Vanda Luengo, Laboratoire d’informatique de Grenoble '''Contributors''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble ====Definition==== Epistemic feedback is a feedback provided by a learning environment specific to the piece of knowledge at stake and its learning characteristics. The computation of an epistemic feedback involves data from the learner, the pedagogical models, and the knowledge domain. ====Comments on the history==== The origin of the expression “epistemic feedback” can be traced in the philosophy of science (Margereau 1978 p.287) where it denotes the feedback which meaning requires the interplay between the tangible characteristics of the environment and the user knowledge or expectations. It is used in HCI research which takes into account three functional roles of human gestures: semiotic, ergotic and epistemic; the latter referring to the epistemic function of gesture which “allows humans to learn from the environment through tactile experience.” (Crowley and Martin 1997 p.1). The concept of epistemic feedback was introduced in TEL research, in the context of the design and study of virtual reality and simulation for professional training, to characterize feedback which allow learner to perceive and analyze his or her action in relation to the knowledge at stake (Luengo 2009 p.26 sqq). ====Related terms==== epistemic interaction, epistemic activities, epistemic affordance ====Translation issues==== …/… ====Disciplinary issues==== Stellan Ohlson (1996) coined the term epistemic activities, to account the fact that “human beings employ their understanding, not in action, but in the generation of symbols” (ibid.p.95). He included activities such as describing, explaining, predicting, arguing, etc. In line with this approach, CSCL research adopted the term epistemic interaction for those interactions which are “potentially concerned with the expression and critical examination of foundations for proposals” (Baker et al. 2001). The development of high quality simulations and their use for learning opens a new possibility to support the acquisition of tacit knowledge, which as well is potentially concerned by a critical examination of foundations for action. Epistemic interactions related to tacit knowledge, often ill-defined (Lynch et all. 2009), in the context of the use of simulation, aim at taking into account epistemic activities, especially controls during the action, in generating an epistemic feedback. For example, in the case of visual and haptic perceptions, the identification of the visual controls and their rational (what knowledge is mobilized to allow this visual verification) makes possible generating an epistemic feedback linked to the associated knowledge. For this king of interaction it is not necessary to propose a complete description of the action—what is actually impossible in ill-defined domains—but to identify the relevant controls of the actions from a learning perspective. ====Key references==== Margenau H. (1978) Physics and philosophy: selected essays. D. Reidel Co. Baker, M.J., de Vries, E., Lund, K. & Quignard, M. (2001). Computer-mediated epistemic interactions for co-constructing scientific notions: Lessons learned from a five-year research programme. In: Dillenbourg P., Eurelings A., Hakkarainen K. (eds.) Proceedings of EuroCSCL 2001: European Perspectives on Computer-Supported Collaborative Learning (pp. 89-96). Maastricht: Maastricht McLuhan Institute (ISBN 90-5681-097-9). [[http://ses.telecom-paristech.fr/baker/publications/ArticlesBakerPDF/2001/2001EtAl-a.pdf]] Crowley J. L., Martin J. (1997) Visual Processes for Tracking and Recognition of Hand. International Workshop on Perceptual User Interfaces, Banf, Ca, October 1997 <Gestures. [[http://www-prima.imag.fr/Prima/Homepages/jlc/papers/PUI97.Crowley.pdf]]> Luengo V. (2009) Les rétroactions épistémiques dans les Environnements Informatiques pour l’Apprentissage Humain. Habilitation à diriger de recherche. Grenoble: Université Joseph Fourier. Ohlsson, S. (1996). Learning to do and learning to understand: A lesson and a challenge for cognitive modeling, in P. Reiman et H. Spade (dirs.), Learning in Humans and Machines: Towards an interdisciplinary learning science, Oxford, Elsevier Science, p. 37-62. Lynch, C., Ashley, K., Pinkwart, N., & Aleven, V. (2009). Concepts, structures, and goals: Redefining ill-definedness. International Journal of Artificial Intelligence in Education. 0 143 1274 1273 2013-03-13T10:52:40Z Vdimitrova 15 /* Предметна проблематика */ wikitext text/x-wiki <h1>Обратна епистемна връзка</h1> <u>раб. версия 1</u> '''Editor''': Vanda Luengo, Laboratoire d’informatique de Grenoble '''Contributors''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Обратната епистемна връзка е обратна връзка, която бива зададена от средата на учене по отношение на конкретна единица знание и нейните учебни характеристики. Изчисляването на обратна епистемна връзка включва данни за учащия, педагогическите модели и областта на познание. ====Сродни термини==== Епистемна интеракция (epistemic interaction), епистемни дейности (epistemic activities), епистемни параметри на материалната среда (epistemic affordance) ====Коментар по развитието на термина==== Произходът на израза „обратна епистемна връзка” може да бъде открит в областта на философията на науката (Margeneau 1978 р.287), където той представя обратната връзка като съдържание, което отразява взаимодействието между осезаемите характеристики на средата, от една страна, и познанието и очакванията на потребителите , от друга. Терминът бива използван в изследванията на интеракцията човек-комютър (ИЧК), които отчитат три функционални роли на човешките жестове: семиотична, ерготична и епистемна, като епистемната „позволява на хората да учат за средата посредством тактилни усещания.” (Crowley and Martin 1997 p.1). Понятието обратна епистемна връзка е въведено в изследванията на технологично подпомогнатото учене/обучение в контекста на проектирането и изследванията на виртуална реалност и симулация за професионално обучение, за да охарактеризира обратната връзка, която позволява на учащите да възприемат и анализират своите действия спрямо нужното в случая познание (Luengo 2009 p.26 sqq). ====Проблематика на превода==== -/- ====Предметна проблематика==== Стелан Олсън (1996) въвежда термина епистемни дейности, за да отчете факта, че „ човешките същества не използват тяхната способност за разбиране докато са в действие, а в генерирането на символи” (ibid.p.95). Той включва дейности като описване, обесняване, прогнозиране, дискутиране и т.н. В съответствие с този подход, изследванията в областта на подпомогнатото от компютър колаборативно учене възприемат термина епистемна интеракция като наименование на онези взаимодействия, които „потенциално се отнасят до изразяването и критичния преглед на основи за идеи и планове” (Baker et al. 2001). Разработването на висококачествени симулации и тяното прилагане в ученето създават нови възможности за фасилитация на усвояването на практически умения, които сами по себе си се отнасят и до критичната преценка за причините на дадено действие. Епистемната интеракция, свързана с практически умения и често в сфери без точно дефинирани прараметри (Lynch et al. 2009) в ситуация на симулация, цели включването на епистемните дейности (особено на усторйствата за конктрол) при генерирането на епистемна обратна връзка. Например в случай на визуални и тактилни усещания отчитането на визуалните устройства за контрол и тяхната логика (какви знания се изискват, за да осъществят визуална верификация) прави генерирането на епистемна обратна връзка, свързано с необходимите знания, възможно. При този вид интеракция не е необходимо да бъде предложено пълно описание на действието (което, всъщност, е невъзможно в областите с неточно определени параметри), а да се определят съответните устройства за контрол на действия от гледна точка на процеса на учене. ====Основна литература==== [http://hal.archives-ouvertes.fr/hal-00699797/] Margenau H. (1978) Physics and philosophy: selected essays. D. Reidel Co. [http://ses.telecom-paristech.fr/baker/publications/ArticlesBakerPDF/2001/2001EtAl-a.pdf] Baker, M.J., de Vries, E., Lund, K., Quignard, M. (2001) Computer-mediated epistemic interactions for co-constructing scientific notions: Lessons learned from a five-year research programme. In: Dillenbourg P., Eurelings A., Hakkarainen K. (eds.) Proceedings of EuroCSCL 2001: European Perspectives on Computer-Supported Collaborative Learning (pp. 89-96). Maastricht: Maastricht McLuhan Institute. [http://www-prima.imag.fr/Prima/Homepages/jlc/papers/PUI97.Crowley.pdf] Crowley J. L., Martin J. (1997) Visual Processes for Tracking and Recognition of Hand Gestures. International Workshop on Perceptual User Interfaces, Banf, Ca, October 1997 [http://hal.archives-ouvertes.fr/docs/00/69/98/02/PDF/Luengo_2009.pdf] Luengo V. (2009) Les rétroactions épistémiques dans les Environnements Informatiques pour l’Apprentissage Humain. Habilitation à diriger de recherche. Grenoble: Université Joseph Fourier. [http://halshs.archives-ouvertes.fr/hal-00699807/] Ohlsson, S. (1996) Learning to do and learning to understand: A lesson and a challenge for cognitive modeling, in P. Reiman et H. Spade (dirs.), Learning in Humans and Machines: Towards an interdisciplinary learning science, Oxford, Elsevier Science, p. 37-62. [http://donnageczi.com/pdfs/IOS-Press-Journal-Library/support-files/jai.pdf] Lynch, C., Ashley, K., Pinkwart, N., Aleven, V. (2009) Concepts, structures, and goals: Redefining ill-definedness. International Journal of Artificial Intelligence in Education. 1273 1272 2013-03-13T10:42:21Z Vdimitrova 15 /* Коментар по развитието на термина */ wikitext text/x-wiki <h1>Обратна епистемна връзка</h1> <u>раб. версия 1</u> '''Editor''': Vanda Luengo, Laboratoire d’informatique de Grenoble '''Contributors''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Обратната епистемна връзка е обратна връзка, която бива зададена от средата на учене по отношение на конкретна единица знание и нейните учебни характеристики. Изчисляването на обратна епистемна връзка включва данни за учащия, педагогическите модели и областта на познание. ====Сродни термини==== Епистемна интеракция (epistemic interaction), епистемни дейности (epistemic activities), епистемни параметри на материалната среда (epistemic affordance) ====Коментар по развитието на термина==== Произходът на израза „обратна епистемна връзка” може да бъде открит в областта на философията на науката (Margeneau 1978 р.287), където той представя обратната връзка като съдържание, което отразява взаимодействието между осезаемите характеристики на средата, от една страна, и познанието и очакванията на потребителите , от друга. Терминът бива използван в изследванията на интеракцията човек-комютър (ИЧК), които отчитат три функционални роли на човешките жестове: семиотична, ерготична и епистемна, като епистемната „позволява на хората да учат за средата посредством тактилни усещания.” (Crowley and Martin 1997 p.1). Понятието обратна епистемна връзка е въведено в изследванията на технологично подпомогнатото учене/обучение в контекста на проектирането и изследванията на виртуална реалност и симулация за професионално обучение, за да охарактеризира обратната връзка, която позволява на учащите да възприемат и анализират своите действия спрямо нужното в случая познание (Luengo 2009 p.26 sqq). ====Проблематика на превода==== -/- ====Предметна проблематика==== Стелан Олсън (1996) въвежда термина епистемни дейности, за да отчете факта, че „ човешките същества не използват тяхната способност за разбиране докато са в действие, а в генерирането на символи” (ibid.p.95). Той включва дейности като описване, обесняване, прогнозиране, дискутиране и т.н. В съответствие с този подход, изследванията в областта на подпомогнатото от компютър колаборативно учене възприемат термина епистемна интеракция за онези взаимодействия, които „потенциално се отнасятдо изразяването и критичния преглед на основи за идеи и планове” (Baker et al. 2001). Разработването на висококачествени симулации и тяното прилагане в ученето създават нова възможност за фасилитация на усвояването на практически умения, което само по себе си се отнася и до критичната преценка на причините за дадено действие. Епистемната интеракция, свързана с практически умения и често с неточно определени прараметри (Lynch et al. 2009) в ситуация на симулация , цели включването на епистемните дейности (особено на усторйствата за конктрол) при генерирането на епистемна обратна връзка. Например в случай на визуални и тактилни усещания, отчитането на визуалните устройства за контрол и тяхната логика (какви знания се изискват, за да осъществят визуална верификация) прави генерирането на епистемна обратна връзка, свързано с необходимите знания, възможно. При този вид интеракция не е необходимо да бъде предложено пълно описание на действието (което, всъщност, е невъзможно в областите с неточно дефинирани параметри), а да се определят съответните устройства за контрол на действия от гледна точка на процеса на учене. ====Основна литература==== [http://hal.archives-ouvertes.fr/hal-00699797/] Margenau H. (1978) Physics and philosophy: selected essays. D. Reidel Co. [http://ses.telecom-paristech.fr/baker/publications/ArticlesBakerPDF/2001/2001EtAl-a.pdf] Baker, M.J., de Vries, E., Lund, K., Quignard, M. (2001) Computer-mediated epistemic interactions for co-constructing scientific notions: Lessons learned from a five-year research programme. In: Dillenbourg P., Eurelings A., Hakkarainen K. (eds.) Proceedings of EuroCSCL 2001: European Perspectives on Computer-Supported Collaborative Learning (pp. 89-96). Maastricht: Maastricht McLuhan Institute. [http://www-prima.imag.fr/Prima/Homepages/jlc/papers/PUI97.Crowley.pdf] Crowley J. L., Martin J. (1997) Visual Processes for Tracking and Recognition of Hand Gestures. International Workshop on Perceptual User Interfaces, Banf, Ca, October 1997 [http://hal.archives-ouvertes.fr/docs/00/69/98/02/PDF/Luengo_2009.pdf] Luengo V. (2009) Les rétroactions épistémiques dans les Environnements Informatiques pour l’Apprentissage Humain. Habilitation à diriger de recherche. Grenoble: Université Joseph Fourier. [http://halshs.archives-ouvertes.fr/hal-00699807/] Ohlsson, S. (1996) Learning to do and learning to understand: A lesson and a challenge for cognitive modeling, in P. Reiman et H. Spade (dirs.), Learning in Humans and Machines: Towards an interdisciplinary learning science, Oxford, Elsevier Science, p. 37-62. [http://donnageczi.com/pdfs/IOS-Press-Journal-Library/support-files/jai.pdf] Lynch, C., Ashley, K., Pinkwart, N., Aleven, V. (2009) Concepts, structures, and goals: Redefining ill-definedness. International Journal of Artificial Intelligence in Education. 1272 1271 2013-03-13T10:19:49Z Vdimitrova 15 /* Сродни термини */ wikitext text/x-wiki <h1>Обратна епистемна връзка</h1> <u>раб. версия 1</u> '''Editor''': Vanda Luengo, Laboratoire d’informatique de Grenoble '''Contributors''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Обратната епистемна връзка е обратна връзка, която бива зададена от средата на учене по отношение на конкретна единица знание и нейните учебни характеристики. Изчисляването на обратна епистемна връзка включва данни за учащия, педагогическите модели и областта на познание. ====Сродни термини==== Епистемна интеракция (epistemic interaction), епистемни дейности (epistemic activities), епистемни параметри на материалната среда (epistemic affordance) ====Коментар по развитието на термина==== Произходът на израза „обратна епистемна връзка” може да бъде открит в областта на философията на науката (Margeneau 1978 р.287), където той представя обратната връзка като съдържание, което отразява взаимодействието между осезателните характеристики на средата, от една страна, и познанието и очакванията на потребителите , от друга. Терминът бива използван в изследванията на интеракцията човек-комютър (ИЧК), които отчитат три функционални роли на човешките жестове: семиотична, ерготична и епистемна, като епистемната „позволява на хората да учат за средата посредством тактилни усещания.” (Crowley and Martin 1997 p.1). Понятието обратна епистемна връзка е въведено в изследванията на технологично подпомогнатото учене в контекста на проектирането и изследванията на виртуална реалност и симулация за професионално обучение, за да охарактеризира обратната връзка, която позволява на учащите да възприемат и анализират своите действия спрямо нужното в случая познание (Luengo 2009 p.26 sqq). ====Проблематика на превода==== -/- ====Предметна проблематика==== Стелан Олсън (1996) въвежда термина епистемни дейности, за да отчете факта, че „ човешките същества не използват тяхната способност за разбиране докато са в действие, а в генерирането на символи” (ibid.p.95). Той включва дейности като описване, обесняване, прогнозиране, дискутиране и т.н. В съответствие с този подход, изследванията в областта на подпомогнатото от компютър колаборативно учене възприемат термина епистемна интеракция за онези взаимодействия, които „потенциално се отнасятдо изразяването и критичния преглед на основи за идеи и планове” (Baker et al. 2001). Разработването на висококачествени симулации и тяното прилагане в ученето създават нова възможност за фасилитация на усвояването на практически умения, което само по себе си се отнася и до критичната преценка на причините за дадено действие. Епистемната интеракция, свързана с практически умения и често с неточно определени прараметри (Lynch et al. 2009) в ситуация на симулация , цели включването на епистемните дейности (особено на усторйствата за конктрол) при генерирането на епистемна обратна връзка. Например в случай на визуални и тактилни усещания, отчитането на визуалните устройства за контрол и тяхната логика (какви знания се изискват, за да осъществят визуална верификация) прави генерирането на епистемна обратна връзка, свързано с необходимите знания, възможно. При този вид интеракция не е необходимо да бъде предложено пълно описание на действието (което, всъщност, е невъзможно в областите с неточно дефинирани параметри), а да се определят съответните устройства за контрол на действия от гледна точка на процеса на учене. ====Основна литература==== [http://hal.archives-ouvertes.fr/hal-00699797/] Margenau H. (1978) Physics and philosophy: selected essays. D. Reidel Co. [http://ses.telecom-paristech.fr/baker/publications/ArticlesBakerPDF/2001/2001EtAl-a.pdf] Baker, M.J., de Vries, E., Lund, K., Quignard, M. (2001) Computer-mediated epistemic interactions for co-constructing scientific notions: Lessons learned from a five-year research programme. In: Dillenbourg P., Eurelings A., Hakkarainen K. (eds.) Proceedings of EuroCSCL 2001: European Perspectives on Computer-Supported Collaborative Learning (pp. 89-96). Maastricht: Maastricht McLuhan Institute. [http://www-prima.imag.fr/Prima/Homepages/jlc/papers/PUI97.Crowley.pdf] Crowley J. L., Martin J. (1997) Visual Processes for Tracking and Recognition of Hand Gestures. International Workshop on Perceptual User Interfaces, Banf, Ca, October 1997 [http://hal.archives-ouvertes.fr/docs/00/69/98/02/PDF/Luengo_2009.pdf] Luengo V. (2009) Les rétroactions épistémiques dans les Environnements Informatiques pour l’Apprentissage Humain. Habilitation à diriger de recherche. Grenoble: Université Joseph Fourier. [http://halshs.archives-ouvertes.fr/hal-00699807/] Ohlsson, S. (1996) Learning to do and learning to understand: A lesson and a challenge for cognitive modeling, in P. Reiman et H. Spade (dirs.), Learning in Humans and Machines: Towards an interdisciplinary learning science, Oxford, Elsevier Science, p. 37-62. [http://donnageczi.com/pdfs/IOS-Press-Journal-Library/support-files/jai.pdf] Lynch, C., Ashley, K., Pinkwart, N., Aleven, V. (2009) Concepts, structures, and goals: Redefining ill-definedness. International Journal of Artificial Intelligence in Education. 1271 1154 2013-03-13T10:10:20Z Vdimitrova 15 /* Определение */ wikitext text/x-wiki <h1>Обратна епистемна връзка</h1> <u>раб. версия 1</u> '''Editor''': Vanda Luengo, Laboratoire d’informatique de Grenoble '''Contributors''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Обратната епистемна връзка е обратна връзка, която бива зададена от средата на учене по отношение на конкретна единица знание и нейните учебни характеристики. Изчисляването на обратна епистемна връзка включва данни за учащия, педагогическите модели и областта на познание. ====Сродни термини==== Епистемна интеракция, епистемни дейности, епистемни параметри на материалната среда ====Коментар по развитието на термина==== Произходът на израза „обратна епистемна връзка” може да бъде открит в областта на философията на науката (Margeneau 1978 р.287), където той представя обратната връзка като съдържание, което отразява взаимодействието между осезателните характеристики на средата, от една страна, и познанието и очакванията на потребителите , от друга. Терминът бива използван в изследванията на интеракцията човек-комютър (ИЧК), които отчитат три функционални роли на човешките жестове: семиотична, ерготична и епистемна, като епистемната „позволява на хората да учат за средата посредством тактилни усещания.” (Crowley and Martin 1997 p.1). Понятието обратна епистемна връзка е въведено в изследванията на технологично подпомогнатото учене в контекста на проектирането и изследванията на виртуална реалност и симулация за професионално обучение, за да охарактеризира обратната връзка, която позволява на учащите да възприемат и анализират своите действия спрямо нужното в случая познание (Luengo 2009 p.26 sqq). ====Проблематика на превода==== -/- ====Предметна проблематика==== Стелан Олсън (1996) въвежда термина епистемни дейности, за да отчете факта, че „ човешките същества не използват тяхната способност за разбиране докато са в действие, а в генерирането на символи” (ibid.p.95). Той включва дейности като описване, обесняване, прогнозиране, дискутиране и т.н. В съответствие с този подход, изследванията в областта на подпомогнатото от компютър колаборативно учене възприемат термина епистемна интеракция за онези взаимодействия, които „потенциално се отнасятдо изразяването и критичния преглед на основи за идеи и планове” (Baker et al. 2001). Разработването на висококачествени симулации и тяното прилагане в ученето създават нова възможност за фасилитация на усвояването на практически умения, което само по себе си се отнася и до критичната преценка на причините за дадено действие. Епистемната интеракция, свързана с практически умения и често с неточно определени прараметри (Lynch et al. 2009) в ситуация на симулация , цели включването на епистемните дейности (особено на усторйствата за конктрол) при генерирането на епистемна обратна връзка. Например в случай на визуални и тактилни усещания, отчитането на визуалните устройства за контрол и тяхната логика (какви знания се изискват, за да осъществят визуална верификация) прави генерирането на епистемна обратна връзка, свързано с необходимите знания, възможно. При този вид интеракция не е необходимо да бъде предложено пълно описание на действието (което, всъщност, е невъзможно в областите с неточно дефинирани параметри), а да се определят съответните устройства за контрол на действия от гледна точка на процеса на учене. ====Основна литература==== [http://hal.archives-ouvertes.fr/hal-00699797/] Margenau H. (1978) Physics and philosophy: selected essays. D. Reidel Co. [http://ses.telecom-paristech.fr/baker/publications/ArticlesBakerPDF/2001/2001EtAl-a.pdf] Baker, M.J., de Vries, E., Lund, K., Quignard, M. (2001) Computer-mediated epistemic interactions for co-constructing scientific notions: Lessons learned from a five-year research programme. In: Dillenbourg P., Eurelings A., Hakkarainen K. (eds.) Proceedings of EuroCSCL 2001: European Perspectives on Computer-Supported Collaborative Learning (pp. 89-96). Maastricht: Maastricht McLuhan Institute. [http://www-prima.imag.fr/Prima/Homepages/jlc/papers/PUI97.Crowley.pdf] Crowley J. L., Martin J. (1997) Visual Processes for Tracking and Recognition of Hand Gestures. International Workshop on Perceptual User Interfaces, Banf, Ca, October 1997 [http://hal.archives-ouvertes.fr/docs/00/69/98/02/PDF/Luengo_2009.pdf] Luengo V. (2009) Les rétroactions épistémiques dans les Environnements Informatiques pour l’Apprentissage Humain. Habilitation à diriger de recherche. Grenoble: Université Joseph Fourier. [http://halshs.archives-ouvertes.fr/hal-00699807/] Ohlsson, S. (1996) Learning to do and learning to understand: A lesson and a challenge for cognitive modeling, in P. Reiman et H. Spade (dirs.), Learning in Humans and Machines: Towards an interdisciplinary learning science, Oxford, Elsevier Science, p. 37-62. [http://donnageczi.com/pdfs/IOS-Press-Journal-Library/support-files/jai.pdf] Lynch, C., Ashley, K., Pinkwart, N., Aleven, V. (2009) Concepts, structures, and goals: Redefining ill-definedness. International Journal of Artificial Intelligence in Education. 1154 1153 2013-02-27T08:18:10Z Balacheff 4 /* Основна литература */ wikitext text/x-wiki <h1>Обратна епистемна връзка</h1> <u>раб. версия 1</u> '''Editor''': Vanda Luengo, Laboratoire d’informatique de Grenoble '''Contributors''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Обратната епистемна връзка е обратна връзка, която бива зададена от средата на учене по отношение на конкретна единица знание и нейните учебни характеристики. Изчисляването на обратна епистемна връзка включва данни за учащия, педагогическите модели и областта на познание. ====Сродни термини==== Епистемна интеракция, епистемни дейности, епистемни параметри на материалната среда ====Коментар по развитието на термина==== Произходът на израза „обратна епистемна връзка” може да бъде открит в областта на философията на науката (Margeneau 1978 р.287), където той представя обратната връзка като съдържание, което отразява взаимодействието между осезателните характеристики на средата, от една страна, и познанието и очакванията на потребителите , от друга. Терминът бива използван в изследванията на интеракцията човек-комютър (ИЧК), които отчитат три функционални роли на човешките жестове: семиотична, ерготична и епистемна, като епистемната „позволява на хората да учат за средата посредством тактилни усещания.” (Crowley and Martin 1997 p.1). Понятието обратна епистемна връзка е въведено в изследванията на технологично подпомогнатото учене в контекста на проектирането и изследванията на виртуална реалност и симулация за професионално обучение, за да охарактеризира обратната връзка, която позволява на учащите да възприемат и анализират своите действия спрямо нужното в случая познание (Luengo 2009 p.26 sqq). ====Проблематика на превода==== -/- ====Предметна проблематика==== Стелан Олсън (1996) въвежда термина епистемни дейности, за да отчете факта, че „ човешките същества не използват тяхната способност за разбиране докато са в действие, а в генерирането на символи” (ibid.p.95). Той включва дейности като описване, обесняване, прогнозиране, дискутиране и т.н. В съответствие с този подход, изследванията в областта на подпомогнатото от компютър колаборативно учене възприемат термина епистемна интеракция за онези взаимодействия, които „потенциално се отнасятдо изразяването и критичния преглед на основи за идеи и планове” (Baker et al. 2001). Разработването на висококачествени симулации и тяното прилагане в ученето създават нова възможност за фасилитация на усвояването на практически умения, което само по себе си се отнася и до критичната преценка на причините за дадено действие. Епистемната интеракция, свързана с практически умения и често с неточно определени прараметри (Lynch et al. 2009) в ситуация на симулация , цели включването на епистемните дейности (особено на усторйствата за конктрол) при генерирането на епистемна обратна връзка. Например в случай на визуални и тактилни усещания, отчитането на визуалните устройства за контрол и тяхната логика (какви знания се изискват, за да осъществят визуална верификация) прави генерирането на епистемна обратна връзка, свързано с необходимите знания, възможно. При този вид интеракция не е необходимо да бъде предложено пълно описание на действието (което, всъщност, е невъзможно в областите с неточно дефинирани параметри), а да се определят съответните устройства за контрол на действия от гледна точка на процеса на учене. ====Основна литература==== [http://hal.archives-ouvertes.fr/hal-00699797/] Margenau H. (1978) Physics and philosophy: selected essays. D. Reidel Co. [http://ses.telecom-paristech.fr/baker/publications/ArticlesBakerPDF/2001/2001EtAl-a.pdf] Baker, M.J., de Vries, E., Lund, K., Quignard, M. (2001) Computer-mediated epistemic interactions for co-constructing scientific notions: Lessons learned from a five-year research programme. In: Dillenbourg P., Eurelings A., Hakkarainen K. (eds.) Proceedings of EuroCSCL 2001: European Perspectives on Computer-Supported Collaborative Learning (pp. 89-96). Maastricht: Maastricht McLuhan Institute. [http://www-prima.imag.fr/Prima/Homepages/jlc/papers/PUI97.Crowley.pdf] Crowley J. L., Martin J. (1997) Visual Processes for Tracking and Recognition of Hand Gestures. International Workshop on Perceptual User Interfaces, Banf, Ca, October 1997 [http://hal.archives-ouvertes.fr/docs/00/69/98/02/PDF/Luengo_2009.pdf] Luengo V. (2009) Les rétroactions épistémiques dans les Environnements Informatiques pour l’Apprentissage Humain. Habilitation à diriger de recherche. Grenoble: Université Joseph Fourier. [http://halshs.archives-ouvertes.fr/hal-00699807/] Ohlsson, S. (1996) Learning to do and learning to understand: A lesson and a challenge for cognitive modeling, in P. Reiman et H. Spade (dirs.), Learning in Humans and Machines: Towards an interdisciplinary learning science, Oxford, Elsevier Science, p. 37-62. [http://donnageczi.com/pdfs/IOS-Press-Journal-Library/support-files/jai.pdf] Lynch, C., Ashley, K., Pinkwart, N., Aleven, V. (2009) Concepts, structures, and goals: Redefining ill-definedness. International Journal of Artificial Intelligence in Education. 1153 1152 2013-02-27T08:09:02Z Balacheff 4 /* Определение */ wikitext text/x-wiki <h1>Обратна епистемна връзка</h1> <u>раб. версия 1</u> '''Editor''': Vanda Luengo, Laboratoire d’informatique de Grenoble '''Contributors''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Обратната епистемна връзка е обратна връзка, която бива зададена от средата на учене по отношение на конкретна единица знание и нейните учебни характеристики. Изчисляването на обратна епистемна връзка включва данни за учащия, педагогическите модели и областта на познание. ====Сродни термини==== Епистемна интеракция, епистемни дейности, епистемни параметри на материалната среда ====Коментар по развитието на термина==== Произходът на израза „обратна епистемна връзка” може да бъде открит в областта на философията на науката (Margeneau 1978 р.287), където той представя обратната връзка като съдържание, което отразява взаимодействието между осезателните характеристики на средата, от една страна, и познанието и очакванията на потребителите , от друга. Терминът бива използван в изследванията на интеракцията човек-комютър (ИЧК), които отчитат три функционални роли на човешките жестове: семиотична, ерготична и епистемна, като епистемната „позволява на хората да учат за средата посредством тактилни усещания.” (Crowley and Martin 1997 p.1). Понятието обратна епистемна връзка е въведено в изследванията на технологично подпомогнатото учене в контекста на проектирането и изследванията на виртуална реалност и симулация за професионално обучение, за да охарактеризира обратната връзка, която позволява на учащите да възприемат и анализират своите действия спрямо нужното в случая познание (Luengo 2009 p.26 sqq). ====Проблематика на превода==== -/- ====Предметна проблематика==== Стелан Олсън (1996) въвежда термина епистемни дейности, за да отчете факта, че „ човешките същества не използват тяхната способност за разбиране докато са в действие, а в генерирането на символи” (ibid.p.95). Той включва дейности като описване, обесняване, прогнозиране, дискутиране и т.н. В съответствие с този подход, изследванията в областта на подпомогнатото от компютър колаборативно учене възприемат термина епистемна интеракция за онези взаимодействия, които „потенциално се отнасятдо изразяването и критичния преглед на основи за идеи и планове” (Baker et al. 2001). Разработването на висококачествени симулации и тяното прилагане в ученето създават нова възможност за фасилитация на усвояването на практически умения, което само по себе си се отнася и до критичната преценка на причините за дадено действие. Епистемната интеракция, свързана с практически умения и често с неточно определени прараметри (Lynch et al. 2009) в ситуация на симулация , цели включването на епистемните дейности (особено на усторйствата за конктрол) при генерирането на епистемна обратна връзка. Например в случай на визуални и тактилни усещания, отчитането на визуалните устройства за контрол и тяхната логика (какви знания се изискват, за да осъществят визуална верификация) прави генерирането на епистемна обратна връзка, свързано с необходимите знания, възможно. При този вид интеракция не е необходимо да бъде предложено пълно описание на действието (което, всъщност, е невъзможно в областите с неточно дефинирани параметри), а да се определят съответните устройства за контрол на действия от гледна точка на процеса на учене. ====Основна литература==== [http://www.telearn.org/open-archive/browse?resource=7116_v1] Margenau H. (1978) Physics and philosophy: selected essays. D. Reidel Co. [http://www.telearn.org/open-archive/browse?resource=7119_v1] Baker, M.J., de Vries, E., Lund, K., Quignard, M. (2001) Computer-mediated epistemic interactions for co-constructing scientific notions: Lessons learned from a five-year research programme. In: Dillenbourg P., Eurelings A., Hakkarainen K. (eds.) Proceedings of EuroCSCL 2001: European Perspectives on Computer-Supported Collaborative Learning (pp. 89-96). Maastricht: Maastricht McLuhan Institute. [http://www.telearn.org/open-archive/browse?resource=7117_v1] Crowley J. L., Martin J. (1997) Visual Processes for Tracking and Recognition of Hand Gestures. International Workshop on Perceptual User Interfaces, Banf, Ca, October 1997 [http://www.telearn.org/open-archive/browse?resource=7118_v1] Luengo V. (2009) Les rétroactions épistémiques dans les Environnements Informatiques pour l’Apprentissage Humain. Habilitation à diriger de recherche. Grenoble: Université Joseph Fourier. [http://www.telearn.org/open-archive/browse?resource=7120_v1] Ohlsson, S. (1996) Learning to do and learning to understand: A lesson and a challenge for cognitive modeling, in P. Reiman et H. Spade (dirs.), Learning in Humans and Machines: Towards an interdisciplinary learning science, Oxford, Elsevier Science, p. 37-62. [http://www.telearn.org/open-archive/browse?resource=7259_v1] Lynch, C., Ashley, K., Pinkwart, N., Aleven, V. (2009) Concepts, structures, and goals: Redefining ill-definedness. International Journal of Artificial Intelligence in Education. 1152 1151 2013-02-27T08:07:37Z Balacheff 4 /* Основна литература */ wikitext text/x-wiki <h1>Обратна епистемна връзка</h1> <u>раб. версия 1</u> '''Editor''': Vanda Luengo, Laboratoire d’informatique de Grenoble '''Contributors''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Обратната епистемна връзка е обратна връзка, която бива зададена от средата на учене по отношение на конкретна единица знание и нейните учебни характеристики. Изчисляването на обратна епистемна връзка включва данни за учащия, педагогическите модели и областта на познание. Сродни термини Епистемна интеракция, епистемни дейности, епистемни параметри на материалната среда Коментар по развитието на термина Произходът на израза „обратна епистемна връзка” може да бъде открит в областта на философията на науката (Margeneau 1978 р.287), където той представя обратната връзка като съдържание, което отразява взаимодействието между осезателните характеристики на средата, от една страна, и познанието и очакванията на потребителите , от друга. Терминът бива използван в изследванията на интеракцията човек-комютър (ИЧК), които отчитат три функционални роли на човешките жестове: семиотична, ерготична и епистемна, като епистемната „позволява на хората да учат за средата посредством тактилни усещания.” (Crowley and Martin 1997 p.1). Понятието обратна епистемна връзка е въведено в изследванията на технологично подпомогнатото учене в контекста на проектирането и изследванията на виртуална реалност и симулация за професионално обучение, за да охарактеризира обратната връзка, която позволява на учащите да възприемат и анализират своите действия спрямо нужното в случая познание (Luengo 2009 p.26 sqq). ====Проблематика на превода==== -/- ====Предметна проблематика==== Стелан Олсън (1996) въвежда термина епистемни дейности, за да отчете факта, че „ човешките същества не използват тяхната способност за разбиране докато са в действие, а в генерирането на символи” (ibid.p.95). Той включва дейности като описване, обесняване, прогнозиране, дискутиране и т.н. В съответствие с този подход, изследванията в областта на подпомогнатото от компютър колаборативно учене възприемат термина епистемна интеракция за онези взаимодействия, които „потенциално се отнасятдо изразяването и критичния преглед на основи за идеи и планове” (Baker et al. 2001). Разработването на висококачествени симулации и тяното прилагане в ученето създават нова възможност за фасилитация на усвояването на практически умения, което само по себе си се отнася и до критичната преценка на причините за дадено действие. Епистемната интеракция, свързана с практически умения и често с неточно определени прараметри (Lynch et al. 2009) в ситуация на симулация , цели включването на епистемните дейности (особено на усторйствата за конктрол) при генерирането на епистемна обратна връзка. Например в случай на визуални и тактилни усещания, отчитането на визуалните устройства за контрол и тяхната логика (какви знания се изискват, за да осъществят визуална верификация) прави генерирането на епистемна обратна връзка, свързано с необходимите знания, възможно. При този вид интеракция не е необходимо да бъде предложено пълно описание на действието (което, всъщност, е невъзможно в областите с неточно дефинирани параметри), а да се определят съответните устройства за контрол на действия от гледна точка на процеса на учене. ====Основна литература==== [http://www.telearn.org/open-archive/browse?resource=7116_v1] Margenau H. (1978) Physics and philosophy: selected essays. D. Reidel Co. [http://www.telearn.org/open-archive/browse?resource=7119_v1] Baker, M.J., de Vries, E., Lund, K., Quignard, M. (2001) Computer-mediated epistemic interactions for co-constructing scientific notions: Lessons learned from a five-year research programme. In: Dillenbourg P., Eurelings A., Hakkarainen K. (eds.) Proceedings of EuroCSCL 2001: European Perspectives on Computer-Supported Collaborative Learning (pp. 89-96). Maastricht: Maastricht McLuhan Institute. [http://www.telearn.org/open-archive/browse?resource=7117_v1] Crowley J. L., Martin J. (1997) Visual Processes for Tracking and Recognition of Hand Gestures. International Workshop on Perceptual User Interfaces, Banf, Ca, October 1997 [http://www.telearn.org/open-archive/browse?resource=7118_v1] Luengo V. (2009) Les rétroactions épistémiques dans les Environnements Informatiques pour l’Apprentissage Humain. Habilitation à diriger de recherche. Grenoble: Université Joseph Fourier. [http://www.telearn.org/open-archive/browse?resource=7120_v1] Ohlsson, S. (1996) Learning to do and learning to understand: A lesson and a challenge for cognitive modeling, in P. Reiman et H. Spade (dirs.), Learning in Humans and Machines: Towards an interdisciplinary learning science, Oxford, Elsevier Science, p. 37-62. [http://www.telearn.org/open-archive/browse?resource=7259_v1] Lynch, C., Ashley, K., Pinkwart, N., Aleven, V. (2009) Concepts, structures, and goals: Redefining ill-definedness. International Journal of Artificial Intelligence in Education. 1151 2013-02-27T08:07:15Z Balacheff 4 Created page with "<h1>Обратна епистемна връзка</h1> <u>раб. версия 1</u> '''Editor''': Vanda Luengo, Laboratoire d’informatique de Grenoble '''Contributors''':..." wikitext text/x-wiki <h1>Обратна епистемна връзка</h1> <u>раб. версия 1</u> '''Editor''': Vanda Luengo, Laboratoire d’informatique de Grenoble '''Contributors''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Обратната епистемна връзка е обратна връзка, която бива зададена от средата на учене по отношение на конкретна единица знание и нейните учебни характеристики. Изчисляването на обратна епистемна връзка включва данни за учащия, педагогическите модели и областта на познание. Сродни термини Епистемна интеракция, епистемни дейности, епистемни параметри на материалната среда Коментар по развитието на термина Произходът на израза „обратна епистемна връзка” може да бъде открит в областта на философията на науката (Margeneau 1978 р.287), където той представя обратната връзка като съдържание, което отразява взаимодействието между осезателните характеристики на средата, от една страна, и познанието и очакванията на потребителите , от друга. Терминът бива използван в изследванията на интеракцията човек-комютър (ИЧК), които отчитат три функционални роли на човешките жестове: семиотична, ерготична и епистемна, като епистемната „позволява на хората да учат за средата посредством тактилни усещания.” (Crowley and Martin 1997 p.1). Понятието обратна епистемна връзка е въведено в изследванията на технологично подпомогнатото учене в контекста на проектирането и изследванията на виртуална реалност и симулация за професионално обучение, за да охарактеризира обратната връзка, която позволява на учащите да възприемат и анализират своите действия спрямо нужното в случая познание (Luengo 2009 p.26 sqq). ====Проблематика на превода==== -/- ====Предметна проблематика==== Стелан Олсън (1996) въвежда термина епистемни дейности, за да отчете факта, че „ човешките същества не използват тяхната способност за разбиране докато са в действие, а в генерирането на символи” (ibid.p.95). Той включва дейности като описване, обесняване, прогнозиране, дискутиране и т.н. В съответствие с този подход, изследванията в областта на подпомогнатото от компютър колаборативно учене възприемат термина епистемна интеракция за онези взаимодействия, които „потенциално се отнасятдо изразяването и критичния преглед на основи за идеи и планове” (Baker et al. 2001). Разработването на висококачествени симулации и тяното прилагане в ученето създават нова възможност за фасилитация на усвояването на практически умения, което само по себе си се отнася и до критичната преценка на причините за дадено действие. Епистемната интеракция, свързана с практически умения и често с неточно определени прараметри (Lynch et al. 2009) в ситуация на симулация , цели включването на епистемните дейности (особено на усторйствата за конктрол) при генерирането на епистемна обратна връзка. Например в случай на визуални и тактилни усещания, отчитането на визуалните устройства за контрол и тяхната логика (какви знания се изискват, за да осъществят визуална верификация) прави генерирането на епистемна обратна връзка, свързано с необходимите знания, възможно. При този вид интеракция не е необходимо да бъде предложено пълно описание на действието (което, всъщност, е невъзможно в областите с неточно дефинирани параметри), а да се определят съответните устройства за контрол на действия от гледна точка на процеса на учене. ====Основна литература==== 0 162 1362 1361 2013-06-20T16:21:44Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editors''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributors''': .../... === Definition === #Experiential learning is the learning and “education that occurs as a direct [result of] participation in the events of life” (Houle 1980, p. 221). #Experiential learning is “ [the] direct encounter with the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it” (Borzak 1981, p. 9, quoted in Brookfield 1983). === Comments on the history === Although the beginnings of the term may be marked a lot earlier, its popular introduction arguably took place with Kolb’s (1984) publication on experiential learning theory (ELT). His main argument is that unlike most theories of human learning, “Experiential Learning Theory (ELT) provides a holistic model of the learning process and a multilinear model of adult development, both of which are consistent with what we know about how people learn, grow, and develop” (Kolb, Boyatzis, &amp; Mainemelis 2000, p. 2). The theory bears the name ‘experiential’ to underscore its “intellectual” origins as well as the essential role of experience in adult learning (Kolb 1984, p. 20). An adult individual, thus, accumulates knowledge through the cyclical process of going through an experience, which serves as substance for reflection. Reflecting on experiences generates abstract concepts whereas these abstractions, in their own right, engender outputs for actions. The end of the cycle, before a new one commences, amounts to active experimentation with these very outputs. Thus, in Kolb’s terms, the kernel of experiential learning lies in “the process whereby knowledge is created through transformation of experience” (p. 41). Ever since the 1984 publication, the rationale behind ELT has been used as the basis of multiple methodologies and design practices among which experience-based learning, gaming, computer-based simulations, narratology, etc., as well as in various learning and educational contexts including formal and informal, business and academic, organizational and individual (for an overview see Silberman, 2007). === Related terms === Informal learning, experience-based learning, constructivism, constructionism, learning by doing, empirical inductivism, inquiry learning, learning by discovery === Translation issues === .../... === Disciplinary issues === Depending on the context, both definitions suggested above can be equally applicable to research into (technology enhanced) learning. The latter definition, more specific to educational practitioners’ point of view, implies that experience is utilized as an instrument in planned and probably structured activities aiming at achieving the educational goal of direct application of knowledge, skills and attitudes in relevant to this very knowledge, skills and attitudes settings. These two definitions should not be considered exclusive since they both represent different forms of identical underlying learning mechanisms. In this respect, most experiential learning follows what Ohlsson (2011) calls ‘empirical inductivism’ which is when a person first extrapolates regularities from past experiences storing them in their episodic memory and then consequently applies these stored regularities to future situations. Learning from experiences may also occasionally result in construction of knowledge that qualitatively surpasses the already formed structures, a process which has been described as the so-called learning paradox (Bereiter, 1985) In spite of its popularity and its merit of drawing the public’s attention to learning from real life experiences, Kolb’s ELT and its related methodological implications have undergone much criticism from different perspectives. Although numerous, the most serious criticism might concern the theoretical claims of its capability to represent a wholesale theory of how adult learning comes about. These claims, however, can hardly be sustained without considering a likewise wholesale scientifically testable and tested model of knowledge structure organization (i.e., cognitive architecture). Lacking it, ELT does not present a viable way of validating its educational design applications (Kirschner, Sweller, &amp; Clark, 2006). More recently, attempts have been made at grounding learning through experience in a broader and also theory verifiable perspective, especially in terms of looking into one’s declarative knowledge acquisition. Yet, unlike our relatively rich understanding of how procedural knowledge is acquired, very little is known about the conditions under which an individual or a group of individuals can construct declarative knowledge which overrides, in Ohlsson’s (2011) words, the basis upon which it has been created (i.e., one’s experiences). To date, phenomena causing the learning paradox have remained by and large a subject of speculations (Chi &amp; Ohlsson, 2005). Given the complexity of human learning in real-life conditions which encompasses not only knowledge and skills but also attitudes (Kirschner &amp; Merriënboer, 2008), the incorporation of self-regulation mechanisms in the whole account might provide more directions to understanding the yet missing pieces. === Key references === [http://rer.sagepub.com/content/55/2/201.abstract] Berieter, C. (1985). Toward a solution of the learning paradox. Review of Educational Research, 55(2), 201-226 [http://books.google.fr/books/about/Field_study.html?id=UxmdAAAAMAAJ&redir_esc=y] Borzak, L. (ed.) (1981). Field Study.A source book for experiential learning. Beverley Hills: Sage Publications [http://books.google.fr/books/about/Adult_learners_adult_education_and_the_c.html?id=tceeAAAAMAAJ&redir_esc=y] Brookfield, S. D. (1983). Adult Learners, Adult Education and the Community. Milton Keynes, Open University Press [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.127.4174&rep=rep1&type=pdf] Chi, M.T. H., &amp; Ohlsson, S. (2005). Complex declarative learning. In K. J. Holyoak, &amp; R. G. Morrison, The Cambridge Handbook of thinking and reasoning (pp. 371-399). New York: Cambridge University Press [http://books.google.fr/books/about/Continuing_learning_in_the_professions.html?id=WJlpAAAAMAAJ&redir_esc=y] Houle, C. (1980) Continuing Learning in the Professions, San Francisco: Jossey-Bass [http://dspace.ou.nl/bitstream/1820/2327/1/Ten%20Steps%20to%20Complex%20Learning%20-%20Sage%2021st%20Century.pdf] Kirschner, P.A., &amp; Merriënboer, J.J.G. (2008). Ten steps to complex learning: A new approach to instruction and instructional design. In T.L. Good (Ed.), 21st century education: A reference handbook (Vol. 1 &amp;2, pp. 244-253). Thousand Oaks: Sage [http://igitur-archive.library.uu.nl/fss/2006-1214-211848/kirschner_06_minimal_guidance.pdf] Kirschner, P.A., Sweller, J., &amp; Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. Educational Psychologist, 41(2), 75-86 [http://academic.regis.edu/ed205/kolb.pdf] Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall [http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf] Kolb, D., Boyatzis, R. E., &amp; Mainemelis, C., (2000). Experiential learning theory: Previous research and new directions. (on-line accessed 14.02.2013) [http://books.google.fr/books?id=Qb33YMi1868C&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Ohlsson, S. (2011). Deep learning: How the mind overrides experience. New York: Cambridge University Press [http://books.google.fr/books?id=gSLkiAgMmTQC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Silberman, M. (2007). The handbook of experiential learning. San Francisco, CA: John Wiley &amp; Sons. 1361 1360 2013-06-20T16:21:17Z Balacheff 4 wikitext text/x-wiki <u>Draft 1</u> '''Editors''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributors''': .../... === Definition === #Experiential learning is the learning and “education that occurs as a direct [result of] participation in the events of life” (Houle 1980, p. 221). #Experiential learning is “ [the] direct encounter with the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it” (Borzak 1981, p. 9, quoted in Brookfield 1983). === Comments on the history === Although the beginnings of the term may be marked a lot earlier, its popular introduction arguably took place with Kolb’s (1984) publication on experiential learning theory (ELT). His main argument is that unlike most theories of human learning, “Experiential Learning Theory (ELT) provides a holistic model of the learning process and a multilinear model of adult development, both of which are consistent with what we know about how people learn, grow, and develop” (Kolb, Boyatzis, &amp; Mainemelis 2000, p. 2). The theory bears the name ‘experiential’ to underscore its “intellectual” origins as well as the essential role of experience in adult learning (Kolb 1984, p. 20). An adult individual, thus, accumulates knowledge through the cyclical process of going through an experience, which serves as substance for reflection. Reflecting on experiences generates abstract concepts whereas these abstractions, in their own right, engender outputs for actions. The end of the cycle, before a new one commences, amounts to active experimentation with these very outputs. Thus, in Kolb’s terms, the kernel of experiential learning lies in “the process whereby knowledge is created through transformation of experience” (p. 41). Ever since the 1984 publication, the rationale behind ELT has been used as the basis of multiple methodologies and design practices among which experience-based learning, gaming, computer-based simulations, narratology, etc., as well as in various learning and educational contexts including formal and informal, business and academic, organizational and individual (for an overview see Silberman, 2007). === Related terms === Informal learning, experience-based learning, constructivism, constructionism, learning by doing, empirical inductivism, inquiry learning, learning by discovery === Translation issues === .../... === Disciplinary issues === Depending on the context, both definitions suggested above can be equally applicable to research into (technology enhanced) learning. The latter definition, more specific to educational practitioners’ point of view, implies that experience is utilized as an instrument in planned and probably structured activities aiming at achieving the educational goal of direct application of knowledge, skills and attitudes in relevant to this very knowledge, skills and attitudes settings. These two definitions should not be considered exclusive since they both represent different forms of identical underlying learning mechanisms. In this respect, most experiential learning follows what Ohlsson (2011) calls ‘empirical inductivism’ which is when a person first extrapolates regularities from past experiences storing them in their episodic memory and then consequently applies these stored regularities to future situations. Learning from experiences may also occasionally result in construction of knowledge that qualitatively surpasses the already formed structures, a process which has been described as the so-called learning paradox (Bereiter, 1985) In spite of its popularity and its merit of drawing the public’s attention to learning from real life experiences, Kolb’s ELT and its related methodological implications have undergone much criticism from different perspectives. Although numerous, the most serious criticism might concern the theoretical claims of its capability to represent a wholesale theory of how adult learning comes about. These claims, however, can hardly be sustained without considering a likewise wholesale scientifically testable and tested model of knowledge structure organization (i.e., cognitive architecture). Lacking it, ELT does not present a viable way of validating its educational design applications (Kirschner, Sweller, &amp; Clark, 2006). More recently, attempts have been made at grounding learning through experience in a broader and also theory verifiable perspective, especially in terms of looking into one’s declarative knowledge acquisition. Yet, unlike our relatively rich understanding of how procedural knowledge is acquired, very little is known about the conditions under which an individual or a group of individuals can construct declarative knowledge which overrides, in Ohlsson’s (2011) words, the basis upon which it has been created (i.e., one’s experiences). To date, phenomena causing the learning paradox have remained by and large a subject of speculations (Chi &amp; Ohlsson, 2005). Given the complexity of human learning in real-life conditions which encompasses not only knowledge and skills but also attitudes (Kirschner &amp; Merriënboer, 2008), the incorporation of self-regulation mechanisms in the whole account might provide more directions to understanding the yet missing pieces. === Key references === [http://rer.sagepub.com/content/55/2/201.abstract] Berieter, C. (1985). Toward a solution of the learning paradox. Review of Educational Research, 55(2), 201-226 [http://books.google.fr/books/about/Field_study.html?id=UxmdAAAAMAAJ&redir_esc=y] Borzak, L. (ed.) (1981). Field Study.A source book for experiential learning. Beverley Hills: Sage Publications [http://books.google.fr/books/about/Adult_learners_adult_education_and_the_c.html?id=tceeAAAAMAAJ&redir_esc=y] Brookfield, S. D. (1983). Adult Learners, Adult Education and the Community. Milton Keynes, Open University Press [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.127.4174&rep=rep1&type=pdf] Chi, M.T. H., &amp; Ohlsson, S. (2005). Complex declarative learning. In K. J. Holyoak, &amp; R. G. Morrison, The Cambridge Handbook of thinking and reasoning (pp. 371-399). New York: Cambridge University Press [http://books.google.fr/books/about/Continuing_learning_in_the_professions.html?id=WJlpAAAAMAAJ&redir_esc=y] Houle, C. (1980) Continuing Learning in the Professions, San Francisco: Jossey-Bass [http://dspace.ou.nl/bitstream/1820/2327/1/Ten%20Steps%20to%20Complex%20Learning%20-%20Sage%2021st%20Century.pdf] Kirschner, P.A., &amp; Merriënboer, J.J.G. (2008). Ten steps to complex learning: A new approach to instruction and instructional design. In T.L. Good (Ed.), 21st century education: A reference handbook (Vol. 1 &amp;2, pp. 244-253). Thousand Oaks: Sage [http://igitur-archive.library.uu.nl/fss/2006-1214-211848/kirschner_06_minimal_guidance.pdf] Kirschner, P.A., Sweller, J., &amp; Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. Educational Psychologist, 41(2), 75-86 [http://academic.regis.edu/ed205/kolb.pdf] Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall [http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf] Kolb, D., Boyatzis, R. E., &amp; Mainemelis, C., (2000). Experiential learning theory: Previous research and new directions. (on-line accessed 14.02.2013) [http://books.google.fr/books?id=Qb33YMi1868C&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Ohlsson, S. (2011). Deep learning: How the mind overrides experience. New York: Cambridge University Press [http://books.google.fr/books?id=gSLkiAgMmTQC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Silberman, M. (2007). The handbook of experiential learning. San Francisco, CA: John Wiley&amp; Sons. 1360 1358 2013-06-20T15:57:17Z Balacheff 4 wikitext text/x-wiki <u>Draft 1</u> '''Editors''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributors''': .../... === Definition === #Experiential learning is the learning and “education that occurs as a direct [result of] participation in the events of life” (Houle 1980, p. 221). #Experiential learning is “ [the] direct encounter with the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it” (Borzak 1981, p. 9, quoted in Brookfield 1983). === Comments on the history === Although the beginnings of the term may be marked a lot earlier, its popular introduction arguably took place with Kolb’s (1984) publication on experiential learning theory (ELT). His main argument is that unlike most theories of human learning, “Experiential Learning Theory (ELT) provides a holistic model of the learning process and a multilinear model of adult development, both of which are consistent with what we know about how people learn, grow, and develop” (Kolb, Boyatzis, &amp;Mainemelis 2000, p. 2). The theory bears the name ‘experiential’ to underscore its “intellectual” origins as well as the essential role of experience in adult learning (Kolb 1984, p. 20). An adult individual, thus, accumulates knowledge through the cyclical process of going through an experience, which serves as substance for reflection. Reflecting on experiences generates abstract concepts whereas these abstractions, in their own right, engender outputs for actions. The end of the cycle, before a new one commences, amounts to active experimentation with these very outputs. Thus, in Kolb’s terms, the kernel of experiential learning lies in “the process whereby knowledge is created through transformation of experience” (p. 41). Ever since the 1984 publication, the rationale behind ELT has been used as the basis of multiple methodologies and design practices among which experience-based learning, gaming, computer-based simulations, narratology, etc., as well as in various learning and educational contexts including formal and informal, business and academic, organizational and individual (for an overview see Silberman, 2007). === Related terms === Informal learning, experience-based learning, constructivism, constructionism, learning by doing, empirical inductivism, inquiry learning, learning by discovery === Translation issues === .../... === Disciplinary issues === Depending on the context, both definitions suggested above can be equally applicable to research into (technology enhanced) learning. The latter definition, more specific to educational practitioners’ point of view, implies that experience is utilized as an instrument in planned and probably structured activities aiming at achieving the educational goal of direct application of knowledge, skills and attitudes in relevant to this very knowledge, skills and attitudes settings. These two definitions should not be considered exclusive since they both represent different forms of identical underlying learning mechanisms. In this respect, most experiential learning follows what Ohlsson (2011) calls ‘empirical inductivism’ which is when a person first extrapolates regularities from past experiences storing them in their episodic memory and then consequently applies these stored regularities to future situations. Learning from experiences may also occasionally result in construction of knowledge that qualitatively surpasses the already formed structures, a process which has been described as the so-called learning paradox (Bereiter, 1985) In spite of its popularity and its merit of drawing the public’s attention to learning from real life experiences, Kolb’s ELT and its related methodological implications have undergone much criticism from different perspectives. Although numerous, the most serious criticism might concern the theoretical claims of its capability to represent a wholesale theory of how adult learning comes about. These claims, however, can hardly be sustained without considering a likewise wholesale scientifically testable and tested model of knowledge structure organization (i.e., cognitive architecture). Lacking it, ELT does not present a viable way of validating its educational design applications (Kirschner, Sweller, &amp;Clark, 2006). More recently, attempts have been made at grounding learning through experience in a broader and also theory verifiable perspective, especially in terms of looking into one’s declarative knowledge acquisition. Yet, unlike our relatively rich understanding of how procedural knowledge is acquired, very little is known about the conditions under which an individual or a group of individuals can construct declarative knowledge which overrides, in Ohlsson’s (2011) words, the basis upon which it has been created (i.e., one’s experiences). To date, phenomena causing the learning paradox have remained by and large a subject of speculations (Chi &amp;Ohlsson, 2005). Given the complexity of human learning in real-life conditions which encompasses not only knowledge and skills but also attitudes (Kirschner &amp; Merriënboer, 2008), the incorporation of self-regulation mechanisms in the whole account might provide more directions to understanding the yet missing pieces. === Key references === [http://rer.sagepub.com/content/55/2/201.abstract] Berieter, C. (1985). Toward a solution of the learning paradox. Review of Educational Research, 55(2), 201-226 [http://books.google.fr/books/about/Field_study.html?id=UxmdAAAAMAAJ&redir_esc=y] Borzak, L. (ed.) (1981). Field Study.A source book for experiential learning. Beverley Hills: Sage Publications [http://books.google.fr/books/about/Adult_learners_adult_education_and_the_c.html?id=tceeAAAAMAAJ&redir_esc=y] Brookfield, S. D. (1983). Adult Learners, Adult Education and the Community. Milton Keynes, Open University Press [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.127.4174&rep=rep1&type=pdf] Chi, M.T. H., &amp;Ohlsson, S. (2005). Complex declarative learning. In K. J. Holyoak, &amp; R. G. Morrison, The Cambridge Handbook of thinking and reasoning (pp. 371-399). New York: CambridgeUniversity Press [http://books.google.fr/books/about/Continuing_learning_in_the_professions.html?id=WJlpAAAAMAAJ&redir_esc=y] Houle, C. (1980) Continuing Learning in the Professions, San Francisco: Jossey-Bass [http://dspace.ou.nl/bitstream/1820/2327/1/Ten%20Steps%20to%20Complex%20Learning%20-%20Sage%2021st%20Century.pdf] Kirschner, P.A., &amp;Merriënboer, J.J.G. (2008). Ten steps to complex learning: A new approach to instruction and instructional design. In T.L. Good (Ed.), 21st century education: A reference handbook (Vol. 1 &amp;2, pp. 244-253). Thousand Oaks: Sage [http://igitur-archive.library.uu.nl/fss/2006-1214-211848/kirschner_06_minimal_guidance.pdf] Kirschner, P.A., Sweller, J., &amp; Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. Educational Psychologist, 41(2), 75-86 [http://academic.regis.edu/ed205/kolb.pdf] Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall [http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf] Kolb, D., Boyatzis, R. E., &amp;Mainemelis, C., (2000). Experiential learning theory: Previous research and new directions. (on-line accessed 14.02.2013) [http://books.google.fr/books?id=Qb33YMi1868C&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Ohlsson, S. (2011). Deep learning: How the mind overrides experience. New York: CambridgeUniversity Press [http://books.google.fr/books?id=gSLkiAgMmTQC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Silberman, M. (2007). The handbook of experiential learning. San Francisco, CA: John Wiley&amp; Sons. 1358 1357 2013-06-20T11:17:16Z Balacheff 4 wikitext text/x-wiki <u>Draft 1</u> '''Editors''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributors''': .../... === Definition === #Experiential learning is the learning and “education that occurs as a direct [result of] participation in the events of life” (Houle 1980, p. 221). #Experiential learning is “ [the] direct encounter with the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it” (Borzak 1981, p. 9,quoted in Brookfield 1983). === Comments on the history === Although the beginnings of the term may be marked a lot earlier, its popular introduction arguably took place with Kolb’s (1984) publication on experiential learning theory (ELT). His main argument is that unlike most theories of human learning, “Experiential Learning Theory (ELT) provides a holistic model of the learning process and a multilinear model of adult development, both of which are consistent with what we know about how people learn, grow, and develop” (Kolb, Boyatzis, &amp;Mainemelis 2000, p. 2). The theory bears the name ‘experiential’ to underscore its “intellectual” origins as well as the essential role of experience in adult learning (Kolb 1984, p. 20). An adult individual, thus, accumulates knowledge through the cyclical process of going through an experience, which serves as substance for reflection. Reflecting on experiences generates abstract concepts whereas these abstractions, in their own right, engender outputs for actions. The end of the cycle, before a new one commences, amounts to active experimentation with these very outputs. Thus, in Kolb’s terms, the kernel of experiential learning lies in “the process whereby knowledge is created through transformation of experience” (p. 41). Ever since the 1984 publication, the rationale behind ELT has been used as the basis of multiple methodologies and design practices among which experience-based learning, gaming, computer-based simulations, narratology, etc., as well as in various learning and educational contexts including formal and informal, business and academic, organizational and individual (for an overview see Silberman, 2007). === Related terms === Informal learning, experience-based learning, constructivism, constructionism, learning by doing, empirical inductivism, inquiry learning, learning by discovery === Translation issues === .../... === Disciplinary issues === Depending on the context, both definitions suggested above can be equally applicable to research into (technology enhanced) learning. The latter definition, more specific to educational practitioners’ point of view, implies that experience is utilized as an instrument in planned and probably structured activities aiming at achieving the educational goal of direct application of knowledge, skills and attitudes in relevant to this very knowledge, skills and attitudes settings. These two definitions should not be considered exclusive since they both represent different forms of identical underlying learning mechanisms. In this respect, most experiential learning follows what Ohlsson (2011) calls ‘empirical inductivism’ which is when a person first extrapolates regularities from past experiences storing them in their episodic memory and then consequently applies these stored regularities to future situations. Learning from experiences may also occasionally result in construction of knowledge that qualitatively surpasses the already formed structures, a process which has been described as the so-called learning paradox (Bereiter, 1985) In spite of its popularity and its merit of drawing the public’s attention to learning from real life experiences, Kolb’s ELT and its related methodological implications have undergone much criticism from different perspectives. Although numerous, the most serious criticism might concern the theoretical claims of its capability to represent a wholesale theory of how adult learning comes about. These claims, however, can hardly be sustained without considering a likewise wholesale scientifically testable and tested model of knowledge structure organization (i.e., cognitive architecture). Lacking it, ELT does not present a viable way of validating its educational design applications (Kirschner, Sweller, &amp;Clark, 2006). More recently, attempts have been made at grounding learning through experience in a broader and also theory verifiable perspective, especially in terms of looking into one’s declarative knowledge acquisition. Yet, unlike our relatively rich understanding of how procedural knowledge is acquired, very little is known about the conditions under which an individual or a group of individuals can construct declarative knowledge which overrides, in Ohlsson’s (2011) words, the basis upon which it has been created (i.e., one’s experiences). To date, phenomena causing the learning paradox have remained by and large a subject of speculations (Chi &amp;Ohlsson, 2005). Given the complexity of human learning in real-life conditions which encompasses not only knowledge and skills but also attitudes (Kirschner &amp; Merriënboer, 2008), the incorporation of self-regulation mechanisms in the whole account might provide more directions to understanding the yet missing pieces. === Key references === [http://rer.sagepub.com/content/55/2/201.abstract] Berieter, C. (1985). Toward a solution of the learning paradox. Review of Educational Research, 55(2), 201-226 [http://books.google.fr/books/about/Field_study.html?id=UxmdAAAAMAAJ&redir_esc=y] Borzak, L. (ed.) (1981). Field Study.A source book for experiential learning. Beverley Hills: Sage Publications [http://books.google.fr/books/about/Adult_learners_adult_education_and_the_c.html?id=tceeAAAAMAAJ&redir_esc=y] Brookfield, S. D. (1983). Adult Learners, Adult Education and the Community. Milton Keynes, Open University Press [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.127.4174&rep=rep1&type=pdf] Chi, M.T. H., &amp;Ohlsson, S. (2005). Complex declarative learning. In K. J. Holyoak, &amp; R. G. Morrison, The Cambridge Handbook of thinking and reasoning (pp. 371-399). New York: CambridgeUniversity Press [http://books.google.fr/books/about/Continuing_learning_in_the_professions.html?id=WJlpAAAAMAAJ&redir_esc=y] Houle, C. (1980) Continuing Learning in the Professions, San Francisco: Jossey-Bass [http://dspace.ou.nl/bitstream/1820/2327/1/Ten%20Steps%20to%20Complex%20Learning%20-%20Sage%2021st%20Century.pdf] Kirschner, P.A., &amp;Merriënboer, J.J.G. (2008). Ten steps to complex learning: A new approach to instruction and instructional design. In T.L. Good (Ed.), 21st century education: A reference handbook (Vol. 1 &amp;2, pp. 244-253). Thousand Oaks: Sage [http://igitur-archive.library.uu.nl/fss/2006-1214-211848/kirschner_06_minimal_guidance.pdf] Kirschner, P.A., Sweller, J., &amp; Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. Educational Psychologist, 41(2), 75-86 [http://academic.regis.edu/ed205/kolb.pdf] Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall [http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf] Kolb, D., Boyatzis, R. E., &amp;Mainemelis, C., (2000). Experiential learning theory: Previous research and new directions. (on-line accessed 14.02.2013) [http://books.google.fr/books?id=Qb33YMi1868C&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Ohlsson, S. (2011). Deep learning: How the mind overrides experience. New York: CambridgeUniversity Press [http://books.google.fr/books?id=gSLkiAgMmTQC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Silberman, M. (2007). The handbook of experiential learning. San Francisco, CA: John Wiley&amp; Sons. 1357 1356 2013-06-20T11:05:29Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editors''': VyaraDimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributors''': .../... === Definition === #Experiential learning is the learning and “education that occurs as a direct [result of] participation in the events of life” (Houle 1980, p. 221). #Experiential learning is “ [the] direct encounter with the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it” (Borzak 1981, p. 9,quoted in Brookfield 1983). === Comments on the history === Although the beginnings of the term may be marked a lot earlier, its popular introduction arguably took place with Kolb’s (1984) publication on experiential learning theory (ELT). His main argument is that unlike most theories of human learning, “Experiential Learning Theory (ELT) provides a holistic model of the learning process and a multilinear model of adult development, both of which are consistent with what we know about how people learn, grow, and develop” (Kolb, Boyatzis, &amp;Mainemelis 2000, p. 2). The theory bears the name ‘experiential’ to underscore its “intellectual” origins as well as the essential role of experience in adult learning (Kolb 1984, p. 20). An adult individual, thus, accumulates knowledge through the cyclical process of going through an experience, which serves as substance for reflection. Reflecting on experiences generates abstract concepts whereas these abstractions, in their own right, engender outputs for actions. The end of the cycle, before a new one commences, amounts to active experimentation with these very outputs. Thus, in Kolb’s terms, the kernel of experiential learning lies in “the process whereby knowledge is created through transformation of experience” (p. 41). Ever since the 1984 publication, the rationale behind ELT has been used as the basis of multiple methodologies and design practices among which experience-based learning, gaming, computer-based simulations, narratology, etc., as well as in various learning and educational contexts including formal and informal, business and academic, organizational and individual (for an overview see Silberman, 2007). === Related terms === Informal learning, experience-based learning, constructivism, constructionism, learning by doing, empirical inductivism, inquiry learning, learning by discovery === Translation issues === .../... === Disciplinary issues === Depending on the context, both definitions suggested above can be equally applicable to research into (technology enhanced) learning. The latter definition, more specific to educational practitioners’ point of view, implies that experience is utilized as an instrument in planned and probably structured activities aiming at achieving the educational goal of direct application of knowledge, skills and attitudes in relevant to this very knowledge, skills and attitudes settings. These two definitions should not be considered exclusive since they both represent different forms of identical underlying learning mechanisms. In this respect, most experiential learning follows what Ohlsson (2011) calls ‘empirical inductivism’ which is when a person first extrapolates regularities from past experiences storing them in their episodic memory and then consequently applies these stored regularities to future situations. Learning from experiences may also occasionally result in construction of knowledge that qualitatively surpasses the already formed structures, a process which has been described as the so-called learning paradox (Bereiter, 1985) In spite of its popularity and its merit of drawing the public’s attention to learning from real life experiences, Kolb’s ELT and its related methodological implications have undergone much criticism from different perspectives. Although numerous, the most serious criticism might concern the theoretical claims of its capability to represent a wholesale theory of how adult learning comes about. These claims, however, can hardly be sustained without considering a likewise wholesale scientifically testable and tested model of knowledge structure organization (i.e., cognitive architecture). Lacking it, ELT does not present a viable way of validating its educational design applications (Kirschner, Sweller, &amp;Clark, 2006). More recently, attempts have been made at grounding learning through experience in a broader and also theory verifiable perspective, especially in terms of looking into one’s declarative knowledge acquisition. Yet, unlike our relatively rich understanding of how procedural knowledge is acquired, very little is known about the conditions under which an individual or a group of individuals can construct declarative knowledge which overrides, in Ohlsson’s (2011) words, the basis upon which it has been created (i.e., one’s experiences). To date, phenomena causing the learning paradox have remained by and large a subject of speculations (Chi &amp;Ohlsson, 2005). Given the complexity of human learning in real-life conditions which encompasses not only knowledge and skills but also attitudes (Kirschner &amp; Merriënboer, 2008), the incorporation of self-regulation mechanisms in the whole account might provide more directions to understanding the yet missing pieces. === Key references === [http://rer.sagepub.com/content/55/2/201.abstract] Berieter, C. (1985). Toward a solution of the learning paradox. Review of Educational Research, 55(2), 201-226 [http://books.google.fr/books/about/Field_study.html?id=UxmdAAAAMAAJ&redir_esc=y] Borzak, L. (ed.) (1981). Field Study.A source book for experiential learning. Beverley Hills: Sage Publications [http://books.google.fr/books/about/Adult_learners_adult_education_and_the_c.html?id=tceeAAAAMAAJ&redir_esc=y] Brookfield, S. D. (1983). Adult Learners, Adult Education and the Community. Milton Keynes, Open University Press [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.127.4174&rep=rep1&type=pdf] Chi, M.T. H., &amp;Ohlsson, S. (2005). Complex declarative learning. In K. J. Holyoak, &amp; R. G. Morrison, The Cambridge Handbook of thinking and reasoning (pp. 371-399). New York: CambridgeUniversity Press [http://books.google.fr/books/about/Continuing_learning_in_the_professions.html?id=WJlpAAAAMAAJ&redir_esc=y] Houle, C. (1980) Continuing Learning in the Professions, San Francisco: Jossey-Bass [http://dspace.ou.nl/bitstream/1820/2327/1/Ten%20Steps%20to%20Complex%20Learning%20-%20Sage%2021st%20Century.pdf] Kirschner, P.A., &amp;Merriënboer, J.J.G. (2008). Ten steps to complex learning: A new approach to instruction and instructional design. In T.L. Good (Ed.), 21st century education: A reference handbook (Vol. 1 &amp;2, pp. 244-253). Thousand Oaks: Sage [http://igitur-archive.library.uu.nl/fss/2006-1214-211848/kirschner_06_minimal_guidance.pdf] Kirschner, P.A., Sweller, J., &amp; Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. Educational Psychologist, 41(2), 75-86 [http://academic.regis.edu/ed205/kolb.pdf] Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall [http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf] Kolb, D., Boyatzis, R. E., &amp;Mainemelis, C., (2000). Experiential learning theory: Previous research and new directions. (on-line accessed 14.02.2013) [http://books.google.fr/books?id=Qb33YMi1868C&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Ohlsson, S. (2011). Deep learning: How the mind overrides experience. New York: CambridgeUniversity Press [http://books.google.fr/books?id=gSLkiAgMmTQC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Silberman, M. (2007). The handbook of experiential learning. San Francisco, CA: John Wiley&amp; Sons. 1356 1355 2013-06-20T11:05:05Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editors''': VyaraDimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributors''': .../... === Definition === #Experiential learning is the learning and “education that occurs as a direct [result of] participation in the events of life” (Houle 1980, p. 221). #Experiential learning is “ [the] direct encounter with the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it” (Borzak 1981, p. 9,quoted in Brookfield 1983). === Comments on the history === Although the beginnings of the term may be marked a lot earlier, its popular introduction arguably took place with Kolb’s (1984) publication on experiential learning theory (ELT). His main argument is that unlike most theories of human learning, “Experiential Learning Theory (ELT) provides a holistic model of the learning process and a multilinear model of adult development, both of which are consistent with what we know about how people learn, grow, and develop” (Kolb, Boyatzis, &amp;Mainemelis 2000, p. 2). The theory bears the name ‘experiential’ to underscore its “intellectual” origins as well as the essential role of experience in adult learning (Kolb 1984, p. 20). An adult individual, thus, accumulates knowledge through the cyclical process of going through an experience, which serves as substance for reflection. Reflecting on experiences generates abstract concepts whereas these abstractions, in their own right, engender outputs for actions. The end of the cycle, before a new one commences, amounts to active experimentation with these very outputs. Thus, in Kolb’s terms, the kernel of experiential learning lies in “the process whereby knowledge is created through transformation of experience” (p. 41). Ever since the 1984 publication, the rationale behind ELT has been used as the basis of multiple methodologies and design practices among which experience-based learning, gaming, computer-based simulations, narratology, etc., as well as in various learning and educational contexts including formal and informal, business and academic, organizational and individual (for an overview see Silberman, 2007). === Related terms === Informal learning, experience-based learning, constructivism, constructionism, learning by doing, empirical inductivism, inquiry learning, learning by discovery === Translation issues === .../... === Disciplinary issues === Depending on the context, both definitions suggested above can be equally applicable to research into (technology enhanced) learning. The latter definition, more specific to educational practitioners’ point of view, implies that experience is utilized as an instrument in planned and probably structured activities aiming at achieving the educational goal of direct application of knowledge, skills and attitudes in relevant to this very knowledge, skills and attitudes settings. These two definitions should not be considered exclusive since they both represent different forms of identical underlying learning mechanisms. In this respect, most experiential learning follows what Ohlsson (2011) calls ‘empirical inductivism’ which is when a person first extrapolates regularities from past experiences storing them in their episodic memory and then consequently applies these stored regularities to future situations. Learning from experiences may also occasionally result in construction of knowledge that qualitatively surpasses the already formed structures, a process which has been described as the so-called learning paradox (Bereiter, 1985) In spite of its popularity and its merit of drawing the public’s attention to learning from real life experiences, Kolb’s ELT and its related methodological implications have undergone much criticism from different perspectives. Although numerous, the most serious criticism might concern the theoretical claims of its capability to represent a wholesale theory of how adult learning comes about. These claims, however, can hardly be sustained without considering a likewise wholesale scientifically testable and tested model of knowledge structure organization (i.e., cognitive architecture). Lacking it, ELT does not present a viable way of validating its educational design applications (Kirschner, Sweller, &amp;Clark, 2006). More recently, attempts have been made at grounding learning through experience in a broader and also theory verifiable perspective, especially in terms of looking into one’s declarative knowledge acquisition. Yet, unlike our relatively rich understanding of how procedural knowledge is acquired, very little is known about the conditions under which an individual or a group of individuals can construct declarative knowledge which overrides, in Ohlsson’s (2011) words, the basis upon which it has been created (i.e., one’s experiences). To date, phenomena causing the learning paradox have remained by and large a subject of speculations (Chi &amp;Ohlsson, 2005). Given the complexity of human learning in real-life conditions which encompasses not only knowledge and skills but also attitudes (Kirschner &amp; Merriënboer, 2008), the incorporation of self-regulation mechanisms in the whole account might provide more directions to understanding the yet missing pieces. === Key references === [http://rer.sagepub.com/content/55/2/201.abstract] Berieter, C. (1985). Toward a solution of the learning paradox. Review of Educational Research, 55(2), 201-226 [http://books.google.fr/books/about/Field_study.html?id=UxmdAAAAMAAJ&redir_esc=y] Borzak, L. (ed.) (1981). Field Study.A source book for experiential learning. Beverley Hills: Sage Publications [http://books.google.fr/books/about/Adult_learners_adult_education_and_the_c.html?id=tceeAAAAMAAJ&redir_esc=y] Brookfield, S. D. (1983). Adult Learners, Adult Education and the Community. Milton Keynes, Open University Press [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.127.4174&rep=rep1&type=pdf] Chi, M.T. H., &amp;Ohlsson, S. (2005). Complex declarative learning. In K. J. Holyoak, &amp; R. G. Morrison, The Cambridge Handbook of thinking and reasoning (pp. 371-399). New York: CambridgeUniversity Press [http://books.google.fr/books/about/Continuing_learning_in_the_professions.html?id=WJlpAAAAMAAJ&redir_esc=y] Houle, C. (1980) Continuing Learning in the Professions, San Francisco: Jossey-Bass [hhttp://dspace.ou.nl/bitstream/1820/2327/1/Ten%20Steps%20to%20Complex%20Learning%20-%20Sage%2021st%20Century.pdf] Kirschner, P.A., &amp;Merriënboer, J.J.G. (2008). Ten steps to complex learning: A new approach to instruction and instructional design. In T.L. Good (Ed.), 21st century education: A reference handbook (Vol. 1 &amp;2, pp. 244-253). Thousand Oaks: Sage [http://igitur-archive.library.uu.nl/fss/2006-1214-211848/kirschner_06_minimal_guidance.pdf] Kirschner, P.A., Sweller, J., &amp; Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. Educational Psychologist, 41(2), 75-86 [http://academic.regis.edu/ed205/kolb.pdf] Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall [http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf] Kolb, D., Boyatzis, R. E., &amp;Mainemelis, C., (2000). Experiential learning theory: Previous research and new directions. (on-line accessed 14.02.2013) [http://books.google.fr/books?id=Qb33YMi1868C&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Ohlsson, S. (2011). Deep learning: How the mind overrides experience. New York: CambridgeUniversity Press [http://books.google.fr/books?id=gSLkiAgMmTQC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Silberman, M. (2007). The handbook of experiential learning. San Francisco, CA: John Wiley&amp; Sons. 1355 1354 2013-06-20T10:42:40Z Balacheff 4 /* Disciplinary issues */ wikitext text/x-wiki <u>Draft 1</u> '''Editors''': VyaraDimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributors''': .../... === Definition === #Experiential learning is the learning and “education that occurs as a direct [result of] participation in the events of life” (Houle 1980, p. 221). #Experiential learning is “ [the] direct encounter with the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it” (Borzak 1981, p. 9,quoted in Brookfield 1983). === Comments on the history === Although the beginnings of the term may be marked a lot earlier, its popular introduction arguably took place with Kolb’s (1984) publication on experiential learning theory (ELT). His main argument is that unlike most theories of human learning, “Experiential Learning Theory (ELT) provides a holistic model of the learning process and a multilinear model of adult development, both of which are consistent with what we know about how people learn, grow, and develop” (Kolb, Boyatzis, &amp;Mainemelis 2000, p. 2). The theory bears the name ‘experiential’ to underscore its “intellectual” origins as well as the essential role of experience in adult learning (Kolb 1984, p. 20). An adult individual, thus, accumulates knowledge through the cyclical process of going through an experience, which serves as substance for reflection. Reflecting on experiences generates abstract concepts whereas these abstractions, in their own right, engender outputs for actions. The end of the cycle, before a new one commences, amounts to active experimentation with these very outputs. Thus, in Kolb’s terms, the kernel of experiential learning lies in “the process whereby knowledge is created through transformation of experience” (p. 41). Ever since the 1984 publication, the rationale behind ELT has been used as the basis of multiple methodologies and design practices among which experience-based learning, gaming, computer-based simulations, narratology, etc., as well as in various learning and educational contexts including formal and informal, business and academic, organizational and individual (for an overview see Silberman, 2007). === Related terms === Informal learning, experience-based learning, constructivism, constructionism, learning by doing, empirical inductivism, inquiry learning, learning by discovery === Translation issues === .../... === Disciplinary issues === Depending on the context, both definitions suggested above can be equally applicable to research into (technology enhanced) learning. The latter definition, more specific to educational practitioners’ point of view, implies that experience is utilized as an instrument in planned and probably structured activities aiming at achieving the educational goal of direct application of knowledge, skills and attitudes in relevant to this very knowledge, skills and attitudes settings. These two definitions should not be considered exclusive since they both represent different forms of identical underlying learning mechanisms. In this respect, most experiential learning follows what Ohlsson (2011) calls ‘empirical inductivism’ which is when a person first extrapolates regularities from past experiences storing them in their episodic memory and then consequently applies these stored regularities to future situations. Learning from experiences may also occasionally result in construction of knowledge that qualitatively surpasses the already formed structures, a process which has been described as the so-called learning paradox (Bereiter, 1985) In spite of its popularity and its merit of drawing the public’s attention to learning from real life experiences, Kolb’s ELT and its related methodological implications have undergone much criticism from different perspectives. Although numerous, the most serious criticism might concern the theoretical claims of its capability to represent a wholesale theory of how adult learning comes about. These claims, however, can hardly be sustained without considering a likewise wholesale scientifically testable and tested model of knowledge structure organization (i.e., cognitive architecture). Lacking it, ELT does not present a viable way of validating its educational design applications (Kirschner, Sweller, &amp;Clark, 2006). More recently, attempts have been made at grounding learning through experience in a broader and also theory verifiable perspective, especially in terms of looking into one’s declarative knowledge acquisition. Yet, unlike our relatively rich understanding of how procedural knowledge is acquired, very little is known about the conditions under which an individual or a group of individuals can construct declarative knowledge which overrides, in Ohlsson’s (2011) words, the basis upon which it has been created (i.e., one’s experiences). To date, phenomena causing the learning paradox have remained by and large a subject of speculations (Chi &amp;Ohlsson, 2005). Given the complexity of human learning in real-life conditions which encompasses not only knowledge and skills but also attitudes (Kirschner &amp; Merriënboer, 2008), the incorporation of self-regulation mechanisms in the whole account might provide more directions to understanding the yet missing pieces. === Key references === Berieter, C. (1985). Toward a solution of the learning paradox.Review of Educational Research, 55(2), 201-226. Borzak, L. (ed.) (1981).Field Study.A source book for experiential learning. Beverley Hills: Sage Publications. Brookfield, S. D. (1983).Adult Learning, Adult Education and the Community. Milton Keynes, Open University Press. Chi, M.T. H., &amp;Ohlsson, S. (2005). Complex declarative learning.In K. J. Holyoak, &amp; R. G. Morrison, The Cambridge Handbook of thinking and reasoning (pp. 371-399). New York: CambridgeUniversity Press. Houle, C. (1980) Continuing Learning in the Professions, San Francisco: Jossey-Bass. Kirschner, P.A., &amp;Merriënboer, J.J.G. (2008).Ten steps to complex learning: A new approach to instruction and instructional design. In T.L. Good (Ed.), 21st century education: A reference handbook (Vol. 1 &amp;2, pp. 244-253). Thousand Oaks: Sage. Kirschner, P.A., Sweller, J., &amp; Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. Educational Psychologist, 41(2), 75-86. Kolb, D. A. (1984).Experiential learning: Experience as the source of learning and development.Englewood Cliffs, NJ: Prentice Hall. Kolb, D., Boyatzis, R. E., &amp;Mainemelis, C., (2000). Experiential learning theory: Previous research and new directions. (at http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf, accessed 14.02.2013) Ohlsson, S. (2011).Deep learning: How the mind overrides experience. New York: CambridgeUniversity Press. Silberman, M. (2007).The handbook of experiential learning.San Francisco, CA: John Wiley&amp; Sons. 1354 2013-06-20T10:41:18Z Balacheff 4 Created page with "<u>Draft 1</u> '''Editors''': VyaraDimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributors''': .../...." wikitext text/x-wiki <u>Draft 1</u> '''Editors''': VyaraDimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributors''': .../... === Definition === #Experiential learning is the learning and “education that occurs as a direct [result of] participation in the events of life” (Houle 1980, p. 221). #Experiential learning is “ [the] direct encounter with the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it” (Borzak 1981, p. 9,quoted in Brookfield 1983). === Comments on the history === Although the beginnings of the term may be marked a lot earlier, its popular introduction arguably took place with Kolb’s (1984) publication on experiential learning theory (ELT). His main argument is that unlike most theories of human learning, “Experiential Learning Theory (ELT) provides a holistic model of the learning process and a multilinear model of adult development, both of which are consistent with what we know about how people learn, grow, and develop” (Kolb, Boyatzis, &amp;Mainemelis 2000, p. 2). The theory bears the name ‘experiential’ to underscore its “intellectual” origins as well as the essential role of experience in adult learning (Kolb 1984, p. 20). An adult individual, thus, accumulates knowledge through the cyclical process of going through an experience, which serves as substance for reflection. Reflecting on experiences generates abstract concepts whereas these abstractions, in their own right, engender outputs for actions. The end of the cycle, before a new one commences, amounts to active experimentation with these very outputs. Thus, in Kolb’s terms, the kernel of experiential learning lies in “the process whereby knowledge is created through transformation of experience” (p. 41). Ever since the 1984 publication, the rationale behind ELT has been used as the basis of multiple methodologies and design practices among which experience-based learning, gaming, computer-based simulations, narratology, etc., as well as in various learning and educational contexts including formal and informal, business and academic, organizational and individual (for an overview see Silberman, 2007). === Related terms === Informal learning, experience-based learning, constructivism, constructionism, learning by doing, empirical inductivism, inquiry learning, learning by discovery === Translation issues === .../... === Disciplinary issues === Depending on the context, both definitions suggested above can be equally applicable to research into (technology enhanced) learning. The latter definition, more specific to educational practitioners’ point of view, implies that experience is utilized as an instrument in planned and probably structured activities aiming at achieving the educational goal of direct application of knowledge, skills and attitudes in relevant to this very knowledge, skills and attitudes settings. These two definitions should not be considered exclusive since they both represent different forms of identical underlying learning mechanisms. In this respect, most experiential learning follows what Ohlsson (2011) calls ‘empirical inductivism’ which is when a person first extrapolates regularities from past experiences storing them in their episodic memory and then consequently applies these stored regularities to future situations. Learning from experiences may also occasionally result in construction of knowledge that qualitatively surpasses the already formed structures, a process which has been described as the so-called learning paradox (Bereiter, 1985). In spite of its popularity and its merit of drawing the public’s attention to learning from real life experiences, Kolb’s ELT and its related methodological implications have undergone much criticism from different perspectives. Although numerous, the most serious criticism might concern the theoretical claims of its capability to represent a wholesale theory of how adult learning comes about. These claims, however, can hardly be sustained without considering a likewise wholesale scientifically testable and tested model of knowledge structure organization (i.e., cognitive architecture). Lacking it, ELT does not present a viable way of validating its educational design applications (Kirschner, Sweller, &amp;Clark, 2006). More recently, attempts have been made at grounding learning through experience in a broader and also theory verifiable perspective, especially in terms of looking into one’s declarative knowledge acquisition. Yet, unlike our relatively rich understanding of how procedural knowledge is acquired, very little is known about the conditions under which an individual or a group of individuals can construct declarative knowledge which overrides, in Ohlsson’s (2011) words, the basis upon which it has been created (i.e., one’s experiences). To date, phenomena causing the learning paradox have remained by and large a subject of speculations (Chi &amp;Ohlsson, 2005). Given the complexity of human learning in real-life conditions which encompasses not only knowledge and skills but also attitudes (Kirschner &amp; Merriënboer, 2008), the incorporation of self-regulation mechanisms in the whole account might provide more directions to understanding the yet missing pieces. === Key references === Berieter, C. (1985). Toward a solution of the learning paradox.Review of Educational Research, 55(2), 201-226. Borzak, L. (ed.) (1981).Field Study.A source book for experiential learning. Beverley Hills: Sage Publications. Brookfield, S. D. (1983).Adult Learning, Adult Education and the Community. Milton Keynes, Open University Press. Chi, M.T. H., &amp;Ohlsson, S. (2005). Complex declarative learning.In K. J. Holyoak, &amp; R. G. Morrison, The Cambridge Handbook of thinking and reasoning (pp. 371-399). New York: CambridgeUniversity Press. Houle, C. (1980) Continuing Learning in the Professions, San Francisco: Jossey-Bass. Kirschner, P.A., &amp;Merriënboer, J.J.G. (2008).Ten steps to complex learning: A new approach to instruction and instructional design. In T.L. Good (Ed.), 21st century education: A reference handbook (Vol. 1 &amp;2, pp. 244-253). Thousand Oaks: Sage. Kirschner, P.A., Sweller, J., &amp; Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. Educational Psychologist, 41(2), 75-86. Kolb, D. A. (1984).Experiential learning: Experience as the source of learning and development.Englewood Cliffs, NJ: Prentice Hall. Kolb, D., Boyatzis, R. E., &amp;Mainemelis, C., (2000). Experiential learning theory: Previous research and new directions. (at http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf, accessed 14.02.2013) Ohlsson, S. (2011).Deep learning: How the mind overrides experience. New York: CambridgeUniversity Press. Silberman, M. (2007).The handbook of experiential learning.San Francisco, CA: John Wiley&amp; Sons. 0 164 1391 1390 2013-07-15T09:03:25Z Vdimitrova 15 /* Предметна проблематика */ wikitext text/x-wiki <h1>Учене чрез преживяване</h1> <u>раб. версия 1</u> '''Editor''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributors''': .../... '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands === Определение === <blockquote>(1) Ученето чрез преживяване е ученето и „образованието, които възникват като директен резултат от участието в житейските събития (Houle 1980, p. 221)”.</blockquote><blockquote>(2) Ученето чрез приживяване е „по-скоро прекият сблъсък с изучаваното явление отколкото простото представяне на тази среща или обмислянето на възможността да бъде направено нещо свързано с нея” (Borzak 1981, p. 9, quoted in Brookfield 1983).</blockquote> ===Коментар по развитието на термина=== Макар че началото на термина може да бъде отбелязано значително по-рано, неговото популяризиране в практиката се състои с публикацията на Колб (1984) върху теорията за ученето чрез преживяване. Основният аргумент на Колб е, че за разлика от повечето теории за човешкото учене „Теорията за ученето чрез преживяване представя всеобхватен модел на процесите на учене и мултилинеарен модел за развитието на възрастните учащи, като и двата модела са в съотвествие с това, което ни е известно за това как хората учат, растат и се развиват” (Kolb, Boyatzis, & Mainemelis 2000, p. 2). Теорията носи името ‘чрез преживяване’, за да подчертае както своите „интелектулани” корени, така и същностната роля на преживяването в ученето на възрастните учащи (Kolb 1984, p. 20). В този смисъл възрастният индивид акумулира познание посредством цикличен процес на преживяване на дадено събитие, което служи като материя за разсъждение. Разсъждаването върху преживяванията генерира абстрактни концепции, като от своя страна тези абстарактни концепции пораждат идеи за действия. Преди трансформирането в нов цикъл краят се състои в активно експеримениране в практиката с тези идеи. По този начин според Колб сърцето на ученето чрез преживяване се намира в „процеса, в който бива създавано познание чрез трансформиране на преживявания” (p. 41). От публикацията през 1984 насам идеите, стоящи зад теорията за ученето чрез преживяване, са в основата на множество методологии и методически практики, сред които са базирано на преживяване учене, гейминг, компютърно-базирани симулации, наратология, и.т.н, както и биват прилагани в разнообразни учебни ситуации, като формални и неформални, бизнес и академични, организационни и индивидулани (за подробен преглед вж. Silberman, 2007). ===Сродни термини=== Информално учене (informal learning), базирано на преживяване учене(experience-based learning), конструкивизъм(constructivism ) , конструкционизъм(constructionism ), учене чрез правене (learning by doing), емпиричен индуктивизъм (empirical inductivism), учене чрез изследване (inquiry learning), учене чрез откритие (learning by discovery) ===Проблематика на превода=== -/- === Предметна проблематика === В зависимост от контекста и двете представени по-горе дефиниции могат да бъдат адекватно прилагани в изследването на процесите на (технологично подпомогнатото )учене. Под втората дефиниция, която е по-близка до гледната точка на практикуващите, се подразбира, че преживяването е инструмент за планирани и твърде вероятно структурирани дейности за постигането на образователната цел по прякото прилагане на знания, умения и атитюди в съответната за тези знания, умения и атитюди среда. Тези дефиниции не бива да бъдат приемани като взамноизключващи се, тъй като и двете представляват различни форми на идентични базисни механизми на учене. В този смисъл по-съществената част от ученето чрез преживяване следва това, което Олсън (2011) нарича ‘емпиричен индуктивизъм’, който сам по себе си може да бъде описан като процеса, при който учащите извличат повтарящи се модели от минали преживявания, съхранявайки ги в тяхната епизодична памет, и след това ги прилагат в бъдещи ситуации. Възможно е ученето чрез преживяване в определени случаи да достигне до изграждането на знания, които качествено надминават вече изградените познаватени структури, процес който бива описван като т. нар. парадокс на ученето (Bereiter, 1985). Въпреки своята популярност и заслуги за привличането на вниманието на публиката към ученето от реални житейски преживявания, теорията на Колб за ученето чрез преживяване и свързаните с нея методически практики търпят съществена критика от различни гледни точки. Макар и многобройни, най-сериозната критика може би е свързана с нейното теоретично твърдение, че представя цялостна теория за това как се състои ученето при възрастните. Тези твърдения обаче е невъзможно да бъдат подкрепени без да бъде взет предвид цялостен научен модел за организационната стуртура на знанията (т.е. когнитивна архитектура), който може да бъде подложен на проверка и е бил също така проверен. Без да притежава такъв модел теорията за ученето чрез преживяване не дава надежден начин за валидизиране на своите приложения за образователен дизайн (Kirschner, Sweller, &amp; Clark, 2006). Вече се правят опити за поставянето на ученето чрез преживяване в по-широк и също така възможен за проверка на теоретичните твърдения план, особено по отношение на изследването на усвояването на декларативното познание от учащите. Въпреки това, за разлика от нашето разбиране за това как процедурното знание се придобива много малко се знае за условията, при които отделните учащи и групи от учащи могат да конструират декларативно знание, което да надмогне, по думите на Олсън (2011), основата, на която то е било изградено (т.е. собствените ни преживявания). Досега явленията, причиняващи парадокса на ученето, остават до голяма степен обект на предположения (Chi &amp; Ohlsson, 2005). Предвид на сложността на човешкото учене в реални житейски условия , което обхваща не само знания и умения, но и атитюди (Kirschner &amp; Merriënboer, 2008), вграждането на маханизмите на саморегулация в цялостната картина е възможно да даде повече насоки за откриването на все още липсващите парчета от този комплексен пъзел. ===Основна литература=== [http://rer.sagepub.com/content/55/2/201.abstract] Berieter, C. (1985). Toward a solution of the learning paradox. Review of Educational Research, 55(2), 201-226 [http://books.google.fr/books/about/Field_study.html?id=UxmdAAAAMAAJ&redir_esc=y] Borzak, L. (ed.) (1981). Field Study.A source book for experiential learning. Beverley Hills: Sage Publications [http://books.google.fr/books/about/Adult_learners_adult_education_and_the_c.html?id=tceeAAAAMAAJ&redir_esc=y] Brookfield, S. D. (1983). Adult Learners, Adult Education and the Community. Milton Keynes, Open University Press [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.127.4174&rep=rep1&type=pdf] Chi, M.T. H., &amp; Ohlsson, S. (2005). Complex declarative learning. In K. J. Holyoak, &amp; R. G. Morrison, The Cambridge Handbook of thinking and reasoning (pp. 371-399). New York: Cambridge University Press [http://books.google.fr/books/about/Continuing_learning_in_the_professions.html?id=WJlpAAAAMAAJ&redir_esc=y] Houle, C. (1980) Continuing Learning in the Professions, San Francisco: Jossey-Bass [http://dspace.ou.nl/bitstream/1820/2327/1/Ten%20Steps%20to%20Complex%20Learning%20-%20Sage%2021st%20Century.pdf] Kirschner, P.A., &amp; Merriënboer, J.J.G. (2008). Ten steps to complex learning: A new approach to instruction and instructional design. In T.L. Good (Ed.), 21st century education: A reference handbook (Vol. 1 &amp;2, pp. 244-253). Thousand Oaks: Sage [http://igitur-archive.library.uu.nl/fss/2006-1214-211848/kirschner_06_minimal_guidance.pdf] Kirschner, P.A., Sweller, J., &amp; Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. Educational Psychologist, 41(2), 75-86 [http://academic.regis.edu/ed205/kolb.pdf] Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall [http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf] Kolb, D., Boyatzis, R. E., &amp; Mainemelis, C., (2000). Experiential learning theory: Previous research and new directions. (on-line accessed 14.02.2013) [http://books.google.fr/books?id=Qb33YMi1868C&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Ohlsson, S. (2011). Deep learning: How the mind overrides experience. New York: Cambridge University Press [http://books.google.fr/books?id=gSLkiAgMmTQC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Silberman, M. (2007). The handbook of experiential learning. San Francisco, CA: John Wiley &amp; Sons. 1390 1387 2013-07-15T09:01:23Z Vdimitrova 15 /* Предметна проблематика */ wikitext text/x-wiki <h1>Учене чрез преживяване</h1> <u>раб. версия 1</u> '''Editor''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributors''': .../... '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands === Определение === <blockquote>(1) Ученето чрез преживяване е ученето и „образованието, които възникват като директен резултат от участието в житейските събития (Houle 1980, p. 221)”.</blockquote><blockquote>(2) Ученето чрез приживяване е „по-скоро прекият сблъсък с изучаваното явление отколкото простото представяне на тази среща или обмислянето на възможността да бъде направено нещо свързано с нея” (Borzak 1981, p. 9, quoted in Brookfield 1983).</blockquote> ===Коментар по развитието на термина=== Макар че началото на термина може да бъде отбелязано значително по-рано, неговото популяризиране в практиката се състои с публикацията на Колб (1984) върху теорията за ученето чрез преживяване. Основният аргумент на Колб е, че за разлика от повечето теории за човешкото учене „Теорията за ученето чрез преживяване представя всеобхватен модел на процесите на учене и мултилинеарен модел за развитието на възрастните учащи, като и двата модела са в съотвествие с това, което ни е известно за това как хората учат, растат и се развиват” (Kolb, Boyatzis, & Mainemelis 2000, p. 2). Теорията носи името ‘чрез преживяване’, за да подчертае както своите „интелектулани” корени, така и същностната роля на преживяването в ученето на възрастните учащи (Kolb 1984, p. 20). В този смисъл възрастният индивид акумулира познание посредством цикличен процес на преживяване на дадено събитие, което служи като материя за разсъждение. Разсъждаването върху преживяванията генерира абстрактни концепции, като от своя страна тези абстарактни концепции пораждат идеи за действия. Преди трансформирането в нов цикъл краят се състои в активно експеримениране в практиката с тези идеи. По този начин според Колб сърцето на ученето чрез преживяване се намира в „процеса, в който бива създавано познание чрез трансформиране на преживявания” (p. 41). От публикацията през 1984 насам идеите, стоящи зад теорията за ученето чрез преживяване, са в основата на множество методологии и методически практики, сред които са базирано на преживяване учене, гейминг, компютърно-базирани симулации, наратология, и.т.н, както и биват прилагани в разнообразни учебни ситуации, като формални и неформални, бизнес и академични, организационни и индивидулани (за подробен преглед вж. Silberman, 2007). ===Сродни термини=== Информално учене (informal learning), базирано на преживяване учене(experience-based learning), конструкивизъм(constructivism ) , конструкционизъм(constructionism ), учене чрез правене (learning by doing), емпиричен индуктивизъм (empirical inductivism), учене чрез изследване (inquiry learning), учене чрез откритие (learning by discovery) ===Проблематика на превода=== -/- === Предметна проблематика === В зависимост от контекста и двете представени по-горе дефиниции могат да бъдат адекватно прилагани в изследването на процесите на (технологично подпомогнатото )учене. Под втората дефиниция, която е по-близка до гледната точка на практикуващите, се подразбира, че преживяването е инструмент за планирани и твърде вероятно структурирани дейности за постигането на образователната цел по прякото прилагане на знания, умения и атитюди в съответната за тези знания, умения и атитюди среда. Тези дефиниции не бива да бъдат приемани като взамноизключващи се, тъй като и двете представляват различни форми на идентични базисни механизми на учене. В този смисъл по-съществената част от ученето чрез преживяване следва това, което Олсън (2011) нарича ‘емпиричен индуктивизъм’, който сам по себе си може да бъде описан като процеса, при който учащите извличат повтарящи се модели от минали преживявания, съхранявайки ги в тяхната епизодична памет, и след това ги прилагат в бъдещи ситуации. Възможно е ученето чрез преживяване в определени случаи да достигне до изграждането на знания, които качествено надминават вече изградените познаватени структури, процес който бива описван като т. нар. парадокс на ученето (Bereiter, 1985). Въпреки своята популярност и заслуги за привличането на вниманието на публиката към ученето от реални житейски преживявания, теорията на Колб за ученето чрез преживяване и свързаните с нея методически практики търпят съществена критика от различни гледни точки. Макар и многобройни, най-сериозната критика може би е свързана с нейното теоретично твърдение, че представя цялостна теория за това как се състои ученето при възрастните. Тези твърдения обаче е невъзможно да бъдат подкрепени без да бъде взет предвид цялостен научен модел за организационната стуртура на знанията (т.е. когнитивна архитектура), който може да бъде подложен на проверка и е бил също така проверен. Без да притежава такъв модел теорията за ученето чрез преживяване не дава надежден начин за валидизиране на своите приложения за образователен дизайн (Kirschner, Sweller, &amp; Clark, 2006). Вече се правят опити за поставянето на ученето чрез преживяване в по-широк и също така възможен за проверка на теоретичните твърдения план, особено по отношение на изследването на усвояването на декларативното познание от учащите. Въпреки това, за разлика от нашето разбиране за това как процедурното знание се придобива много малко се знае за условията, при които отделните учащи и групи от учащи могат да конструират декларативно знание, което да надмогне, по думите на Олсън (2011), основата, на която то е било изградено (т.е., собствените ни преживявания). Досега явленията, причиняващи парадокса на ученето, остават до голяма степен обект на предположения (Chi &amp; Ohlsson, 2005). Предвид на сложността на човешкото учене в реални житейски условия , което обхваща не само знания и умения, но и атитюди (Kirschner &amp; Merriënboer, 2008), вграждането на маханизмите на саморегулация в цялостната картина е възможно да даде повече насоки за откриването на все още липсващите парчета от този комплексен пъзел. ===Основна литература=== [http://rer.sagepub.com/content/55/2/201.abstract] Berieter, C. (1985). Toward a solution of the learning paradox. Review of Educational Research, 55(2), 201-226 [http://books.google.fr/books/about/Field_study.html?id=UxmdAAAAMAAJ&redir_esc=y] Borzak, L. (ed.) (1981). Field Study.A source book for experiential learning. Beverley Hills: Sage Publications [http://books.google.fr/books/about/Adult_learners_adult_education_and_the_c.html?id=tceeAAAAMAAJ&redir_esc=y] Brookfield, S. D. (1983). Adult Learners, Adult Education and the Community. Milton Keynes, Open University Press [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.127.4174&rep=rep1&type=pdf] Chi, M.T. H., &amp; Ohlsson, S. (2005). Complex declarative learning. In K. J. Holyoak, &amp; R. G. Morrison, The Cambridge Handbook of thinking and reasoning (pp. 371-399). New York: Cambridge University Press [http://books.google.fr/books/about/Continuing_learning_in_the_professions.html?id=WJlpAAAAMAAJ&redir_esc=y] Houle, C. (1980) Continuing Learning in the Professions, San Francisco: Jossey-Bass [http://dspace.ou.nl/bitstream/1820/2327/1/Ten%20Steps%20to%20Complex%20Learning%20-%20Sage%2021st%20Century.pdf] Kirschner, P.A., &amp; Merriënboer, J.J.G. (2008). Ten steps to complex learning: A new approach to instruction and instructional design. In T.L. Good (Ed.), 21st century education: A reference handbook (Vol. 1 &amp;2, pp. 244-253). Thousand Oaks: Sage [http://igitur-archive.library.uu.nl/fss/2006-1214-211848/kirschner_06_minimal_guidance.pdf] Kirschner, P.A., Sweller, J., &amp; Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. Educational Psychologist, 41(2), 75-86 [http://academic.regis.edu/ed205/kolb.pdf] Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall [http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf] Kolb, D., Boyatzis, R. E., &amp; Mainemelis, C., (2000). Experiential learning theory: Previous research and new directions. (on-line accessed 14.02.2013) [http://books.google.fr/books?id=Qb33YMi1868C&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Ohlsson, S. (2011). Deep learning: How the mind overrides experience. New York: Cambridge University Press [http://books.google.fr/books?id=gSLkiAgMmTQC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Silberman, M. (2007). The handbook of experiential learning. San Francisco, CA: John Wiley &amp; Sons. 1387 1386 2013-07-15T08:56:38Z Vdimitrova 15 /* Сродни термини */ wikitext text/x-wiki <h1>Учене чрез преживяване</h1> <u>раб. версия 1</u> '''Editor''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributors''': .../... '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands === Определение === <blockquote>(1) Ученето чрез преживяване е ученето и „образованието, които възникват като директен резултат от участието в житейските събития (Houle 1980, p. 221)”.</blockquote><blockquote>(2) Ученето чрез приживяване е „по-скоро прекият сблъсък с изучаваното явление отколкото простото представяне на тази среща или обмислянето на възможността да бъде направено нещо свързано с нея” (Borzak 1981, p. 9, quoted in Brookfield 1983).</blockquote> ===Коментар по развитието на термина=== Макар че началото на термина може да бъде отбелязано значително по-рано, неговото популяризиране в практиката се състои с публикацията на Колб (1984) върху теорията за ученето чрез преживяване. Основният аргумент на Колб е, че за разлика от повечето теории за човешкото учене „Теорията за ученето чрез преживяване представя всеобхватен модел на процесите на учене и мултилинеарен модел за развитието на възрастните учащи, като и двата модела са в съотвествие с това, което ни е известно за това как хората учат, растат и се развиват” (Kolb, Boyatzis, & Mainemelis 2000, p. 2). Теорията носи името ‘чрез преживяване’, за да подчертае както своите „интелектулани” корени, така и същностната роля на преживяването в ученето на възрастните учащи (Kolb 1984, p. 20). В този смисъл възрастният индивид акумулира познание посредством цикличен процес на преживяване на дадено събитие, което служи като материя за разсъждение. Разсъждаването върху преживяванията генерира абстрактни концепции, като от своя страна тези абстарактни концепции пораждат идеи за действия. Преди трансформирането в нов цикъл краят се състои в активно експеримениране в практиката с тези идеи. По този начин според Колб сърцето на ученето чрез преживяване се намира в „процеса, в който бива създавано познание чрез трансформиране на преживявания” (p. 41). От публикацията през 1984 насам идеите, стоящи зад теорията за ученето чрез преживяване, са в основата на множество методологии и методически практики, сред които са базирано на преживяване учене, гейминг, компютърно-базирани симулации, наратология, и.т.н, както и биват прилагани в разнообразни учебни ситуации, като формални и неформални, бизнес и академични, организационни и индивидулани (за подробен преглед вж. Silberman, 2007). ===Сродни термини=== Информално учене (informal learning), базирано на преживяване учене(experience-based learning), конструкивизъм(constructivism ) , конструкционизъм(constructionism ), учене чрез правене (learning by doing), емпиричен индуктивизъм (empirical inductivism), учене чрез изследване (inquiry learning), учене чрез откритие (learning by discovery) ===Проблематика на превода=== -/- === Предметна проблематика === В зависимост от контекста и двете представени по-горе дефиниции могат да бъдат адекватно прилагани в изследването на процесите на (технологично подпомогнатото )учене. Под втората дефиниция, която е по-близка до гледната точка на практикуващите, се подразбира, че преживяването е инструмент за планирани и твърде вероятно структурирани дейности за постигането на образователната цел по прякото прилагане на знания, умения и атитюди в съответната за тези знания, умения и атитюди среда. Тези дефиниции не бива да бъдат приемани като взамноизключващи се, тъй като и двете представляват различни форми на идентични базисни механизми на учене. В този смисъл по-съществената част от ученето чрез преживяване следва това, което Олсън (2011) нарича ‘емпиричен индуктивизъм’, който сам по себе си може да бъде описан като процеса, при който учащите извличат повтарящи се модели от минали преживявания, съхранявайки ги в тяхната епизодична памет, и след това ги прилагат в бъдещи ситуации. Възможно е ученето чрез преживяване в определени случаи да достигне до изграждането на знания, които качествено надминават вече изградените познаватени структури, процес който бива описван като т. нар. парадокс на ученето (Bereiter, 1985). Въпреки своята популярност и заслуги за привличането на вниманието на публиката към ученето в реални житейски преживявания, теорията на Колб за ученето чрез преживяване и свързаните с нея методически практики търпят съществена критика от различни гледни точки. Макар и многобройни, най-сериозната критика може би е свързана с нейното теоретично твърдение, че представя цялостна теория за това как се състои ученето при възрастните. Тези твърдения обаче е невъзможно да бъдат подкрепени без да бъде взет предвид цялостен научен модел за организационната стуртура на знанията (т.е. когнитивна архитектура), който може да бъде подложен на проверка и е бил също така проверен. Без да притежава такъв модел теорията за ученето чрез преживяване не дава надежден начин за валидизиране на своите приложения за образователен дизайн (Kirschner, Sweller, &amp; Clark, 2006). Вече се правят опити за поставянето на ученето чрез преживяване в по-широк и също така възможен за проверка на теоретичните твърдения план, особено по отношение на изследването на усвояването на декларативното познание от учащите. Въпреки това, за разлика от нашето разбиране за това как процедурното знание се придобива много малко се знае за условията, при които отделните учащи и групи от учащи могат да конструират декларативно знание, което да надмогне, по думите на Олсън (2011), основата, на която то е било изградено (т.е., собствените ни преживявания). Досега явленията, причиняващи парадокса на ученето, остават до голяма степен обект на предположения (Chi &amp; Ohlsson, 2005). Предвид на сложността на човешкото учене в реални житейски условия , което обхваща не само знания и умения, но и атитюди (Kirschner &amp; Merriënboer, 2008), вграждането на маханизмите на саморегулация в цялостната картина е възможно да даде повече насоки за откриването на все още липсващите парчета от този комплексен пъзел. ===Основна литература=== [http://rer.sagepub.com/content/55/2/201.abstract] Berieter, C. (1985). Toward a solution of the learning paradox. Review of Educational Research, 55(2), 201-226 [http://books.google.fr/books/about/Field_study.html?id=UxmdAAAAMAAJ&redir_esc=y] Borzak, L. (ed.) (1981). Field Study.A source book for experiential learning. Beverley Hills: Sage Publications [http://books.google.fr/books/about/Adult_learners_adult_education_and_the_c.html?id=tceeAAAAMAAJ&redir_esc=y] Brookfield, S. D. (1983). Adult Learners, Adult Education and the Community. Milton Keynes, Open University Press [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.127.4174&rep=rep1&type=pdf] Chi, M.T. H., &amp; Ohlsson, S. (2005). Complex declarative learning. In K. J. Holyoak, &amp; R. G. Morrison, The Cambridge Handbook of thinking and reasoning (pp. 371-399). New York: Cambridge University Press [http://books.google.fr/books/about/Continuing_learning_in_the_professions.html?id=WJlpAAAAMAAJ&redir_esc=y] Houle, C. (1980) Continuing Learning in the Professions, San Francisco: Jossey-Bass [http://dspace.ou.nl/bitstream/1820/2327/1/Ten%20Steps%20to%20Complex%20Learning%20-%20Sage%2021st%20Century.pdf] Kirschner, P.A., &amp; Merriënboer, J.J.G. (2008). Ten steps to complex learning: A new approach to instruction and instructional design. In T.L. Good (Ed.), 21st century education: A reference handbook (Vol. 1 &amp;2, pp. 244-253). Thousand Oaks: Sage [http://igitur-archive.library.uu.nl/fss/2006-1214-211848/kirschner_06_minimal_guidance.pdf] Kirschner, P.A., Sweller, J., &amp; Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. Educational Psychologist, 41(2), 75-86 [http://academic.regis.edu/ed205/kolb.pdf] Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall [http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf] Kolb, D., Boyatzis, R. E., &amp; Mainemelis, C., (2000). Experiential learning theory: Previous research and new directions. (on-line accessed 14.02.2013) [http://books.google.fr/books?id=Qb33YMi1868C&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Ohlsson, S. (2011). Deep learning: How the mind overrides experience. New York: Cambridge University Press [http://books.google.fr/books?id=gSLkiAgMmTQC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Silberman, M. (2007). The handbook of experiential learning. San Francisco, CA: John Wiley &amp; Sons. 1386 1385 2013-07-15T08:54:48Z Vdimitrova 15 /* Коментар по развитието на термина */ wikitext text/x-wiki <h1>Учене чрез преживяване</h1> <u>раб. версия 1</u> '''Editor''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributors''': .../... '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands === Определение === <blockquote>(1) Ученето чрез преживяване е ученето и „образованието, които възникват като директен резултат от участието в житейските събития (Houle 1980, p. 221)”.</blockquote><blockquote>(2) Ученето чрез приживяване е „по-скоро прекият сблъсък с изучаваното явление отколкото простото представяне на тази среща или обмислянето на възможността да бъде направено нещо свързано с нея” (Borzak 1981, p. 9, quoted in Brookfield 1983).</blockquote> ===Коментар по развитието на термина=== Макар че началото на термина може да бъде отбелязано значително по-рано, неговото популяризиране в практиката се състои с публикацията на Колб (1984) върху теорията за ученето чрез преживяване. Основният аргумент на Колб е, че за разлика от повечето теории за човешкото учене „Теорията за ученето чрез преживяване представя всеобхватен модел на процесите на учене и мултилинеарен модел за развитието на възрастните учащи, като и двата модела са в съотвествие с това, което ни е известно за това как хората учат, растат и се развиват” (Kolb, Boyatzis, & Mainemelis 2000, p. 2). Теорията носи името ‘чрез преживяване’, за да подчертае както своите „интелектулани” корени, така и същностната роля на преживяването в ученето на възрастните учащи (Kolb 1984, p. 20). В този смисъл възрастният индивид акумулира познание посредством цикличен процес на преживяване на дадено събитие, което служи като материя за разсъждение. Разсъждаването върху преживяванията генерира абстрактни концепции, като от своя страна тези абстарактни концепции пораждат идеи за действия. Преди трансформирането в нов цикъл краят се състои в активно експеримениране в практиката с тези идеи. По този начин според Колб сърцето на ученето чрез преживяване се намира в „процеса, в който бива създавано познание чрез трансформиране на преживявания” (p. 41). От публикацията през 1984 насам идеите, стоящи зад теорията за ученето чрез преживяване, са в основата на множество методологии и методически практики, сред които са базирано на преживяване учене, гейминг, компютърно-базирани симулации, наратология, и.т.н, както и биват прилагани в разнообразни учебни ситуации, като формални и неформални, бизнес и академични, организационни и индивидулани (за подробен преглед вж. Silberman, 2007). ===Сродни термини=== Информално учене (informal learning), experience-based learning (базирано на преживяване учене), constructivism (конструкивизъм) , constructionism (конструкционизъм), learning by doing (учене чрез правене), емпиричен индуктивизъм (empirical inductivism), учене чрез изследване (inquiry learning), учене чрез откритие (learning by discovery) ===Проблематика на превода=== -/- === Предметна проблематика === В зависимост от контекста и двете представени по-горе дефиниции могат да бъдат адекватно прилагани в изследването на процесите на (технологично подпомогнатото )учене. Под втората дефиниция, която е по-близка до гледната точка на практикуващите, се подразбира, че преживяването е инструмент за планирани и твърде вероятно структурирани дейности за постигането на образователната цел по прякото прилагане на знания, умения и атитюди в съответната за тези знания, умения и атитюди среда. Тези дефиниции не бива да бъдат приемани като взамноизключващи се, тъй като и двете представляват различни форми на идентични базисни механизми на учене. В този смисъл по-съществената част от ученето чрез преживяване следва това, което Олсън (2011) нарича ‘емпиричен индуктивизъм’, който сам по себе си може да бъде описан като процеса, при който учащите извличат повтарящи се модели от минали преживявания, съхранявайки ги в тяхната епизодична памет, и след това ги прилагат в бъдещи ситуации. Възможно е ученето чрез преживяване в определени случаи да достигне до изграждането на знания, които качествено надминават вече изградените познаватени структури, процес който бива описван като т. нар. парадокс на ученето (Bereiter, 1985). Въпреки своята популярност и заслуги за привличането на вниманието на публиката към ученето в реални житейски преживявания, теорията на Колб за ученето чрез преживяване и свързаните с нея методически практики търпят съществена критика от различни гледни точки. Макар и многобройни, най-сериозната критика може би е свързана с нейното теоретично твърдение, че представя цялостна теория за това как се състои ученето при възрастните. Тези твърдения обаче е невъзможно да бъдат подкрепени без да бъде взет предвид цялостен научен модел за организационната стуртура на знанията (т.е. когнитивна архитектура), който може да бъде подложен на проверка и е бил също така проверен. Без да притежава такъв модел теорията за ученето чрез преживяване не дава надежден начин за валидизиране на своите приложения за образователен дизайн (Kirschner, Sweller, &amp; Clark, 2006). Вече се правят опити за поставянето на ученето чрез преживяване в по-широк и също така възможен за проверка на теоретичните твърдения план, особено по отношение на изследването на усвояването на декларативното познание от учащите. Въпреки това, за разлика от нашето разбиране за това как процедурното знание се придобива много малко се знае за условията, при които отделните учащи и групи от учащи могат да конструират декларативно знание, което да надмогне, по думите на Олсън (2011), основата, на която то е било изградено (т.е., собствените ни преживявания). Досега явленията, причиняващи парадокса на ученето, остават до голяма степен обект на предположения (Chi &amp; Ohlsson, 2005). Предвид на сложността на човешкото учене в реални житейски условия , което обхваща не само знания и умения, но и атитюди (Kirschner &amp; Merriënboer, 2008), вграждането на маханизмите на саморегулация в цялостната картина е възможно да даде повече насоки за откриването на все още липсващите парчета от този комплексен пъзел. ===Основна литература=== [http://rer.sagepub.com/content/55/2/201.abstract] Berieter, C. (1985). Toward a solution of the learning paradox. Review of Educational Research, 55(2), 201-226 [http://books.google.fr/books/about/Field_study.html?id=UxmdAAAAMAAJ&redir_esc=y] Borzak, L. (ed.) (1981). Field Study.A source book for experiential learning. Beverley Hills: Sage Publications [http://books.google.fr/books/about/Adult_learners_adult_education_and_the_c.html?id=tceeAAAAMAAJ&redir_esc=y] Brookfield, S. D. (1983). Adult Learners, Adult Education and the Community. Milton Keynes, Open University Press [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.127.4174&rep=rep1&type=pdf] Chi, M.T. H., &amp; Ohlsson, S. (2005). Complex declarative learning. In K. J. Holyoak, &amp; R. G. Morrison, The Cambridge Handbook of thinking and reasoning (pp. 371-399). New York: Cambridge University Press [http://books.google.fr/books/about/Continuing_learning_in_the_professions.html?id=WJlpAAAAMAAJ&redir_esc=y] Houle, C. (1980) Continuing Learning in the Professions, San Francisco: Jossey-Bass [http://dspace.ou.nl/bitstream/1820/2327/1/Ten%20Steps%20to%20Complex%20Learning%20-%20Sage%2021st%20Century.pdf] Kirschner, P.A., &amp; Merriënboer, J.J.G. (2008). Ten steps to complex learning: A new approach to instruction and instructional design. In T.L. Good (Ed.), 21st century education: A reference handbook (Vol. 1 &amp;2, pp. 244-253). Thousand Oaks: Sage [http://igitur-archive.library.uu.nl/fss/2006-1214-211848/kirschner_06_minimal_guidance.pdf] Kirschner, P.A., Sweller, J., &amp; Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. Educational Psychologist, 41(2), 75-86 [http://academic.regis.edu/ed205/kolb.pdf] Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall [http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf] Kolb, D., Boyatzis, R. E., &amp; Mainemelis, C., (2000). Experiential learning theory: Previous research and new directions. (on-line accessed 14.02.2013) [http://books.google.fr/books?id=Qb33YMi1868C&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Ohlsson, S. (2011). Deep learning: How the mind overrides experience. New York: Cambridge University Press [http://books.google.fr/books?id=gSLkiAgMmTQC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Silberman, M. (2007). The handbook of experiential learning. San Francisco, CA: John Wiley &amp; Sons. 1385 1384 2013-07-15T08:51:44Z Vdimitrova 15 /* Коментар по развитието на термина */ wikitext text/x-wiki <h1>Учене чрез преживяване</h1> <u>раб. версия 1</u> '''Editor''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributors''': .../... '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands === Определение === <blockquote>(1) Ученето чрез преживяване е ученето и „образованието, които възникват като директен резултат от участието в житейските събития (Houle 1980, p. 221)”.</blockquote><blockquote>(2) Ученето чрез приживяване е „по-скоро прекият сблъсък с изучаваното явление отколкото простото представяне на тази среща или обмислянето на възможността да бъде направено нещо свързано с нея” (Borzak 1981, p. 9, quoted in Brookfield 1983).</blockquote> ===Коментар по развитието на термина=== Макар че началото на термина може да бъде отбелязано значително по-рано, неговото популяризиране в практиката се състои с публикацията на Колб (1984) върху теорията за ученето чрез преживяване. Основният аргумент на Колб е, че за разлика от повечето теории за човешкото учене „Теорията за ученето чрез преживяване представя всеобхватен модел на процесите на учене и мултилинеарен модел за развитието на възрастните учащи, като и двата модела са в съотвествие с това, което ни е известно за това как хората учат, растат и се развиват” (Kolb, Boyatzis, & Mainemelis 2000, p. 2). Теорията носи името ‘чрез преживяване’, за да подчертае както своите „интелектулани” корени, така и същностната роля на преживяването в ученето на възрастните учащи (Kolb 1984, p. 20). В този смисъл възрастният индивид акумулира познание посредством цикличен процес на преживяване на дадено събитие, което служи като материя за разсъждение. Разсъждаването върху преживяванията генерира абстрактни концепции, като от своя страна тези абстарактни концепции пораждат идеи за действия. Преди трансформирането в нов цикъл краят се състои в активно експеримениране в практиката с тези идеи. По този начин според Колб сърцето на ученето чрез преживяване се намира в „процеса, в който бива създавано познание чрез трансформиране на преживявания” (p. 41). От публикацията през 1984 насам идеите зад теорията за ученето чрез преживяване са в основата на множество методологии и методически практики, сред които са базирано на преживяване учене, гейминг, компютърно-базирани симулации, наратология, и.т.н, както и биват прилагани в разнообразни учебни ситуации, като формални и неформални, бизнес и академични, организационни и индивидулани (за подробен преглед вж. Silberman, 2007). ===Сродни термини=== Информално учене (informal learning), experience-based learning (базирано на преживяване учене), constructivism (конструкивизъм) , constructionism (конструкционизъм), learning by doing (учене чрез правене), емпиричен индуктивизъм (empirical inductivism), учене чрез изследване (inquiry learning), учене чрез откритие (learning by discovery) ===Проблематика на превода=== -/- === Предметна проблематика === В зависимост от контекста и двете представени по-горе дефиниции могат да бъдат адекватно прилагани в изследването на процесите на (технологично подпомогнатото )учене. Под втората дефиниция, която е по-близка до гледната точка на практикуващите, се подразбира, че преживяването е инструмент за планирани и твърде вероятно структурирани дейности за постигането на образователната цел по прякото прилагане на знания, умения и атитюди в съответната за тези знания, умения и атитюди среда. Тези дефиниции не бива да бъдат приемани като взамноизключващи се, тъй като и двете представляват различни форми на идентични базисни механизми на учене. В този смисъл по-съществената част от ученето чрез преживяване следва това, което Олсън (2011) нарича ‘емпиричен индуктивизъм’, който сам по себе си може да бъде описан като процеса, при който учащите извличат повтарящи се модели от минали преживявания, съхранявайки ги в тяхната епизодична памет, и след това ги прилагат в бъдещи ситуации. Възможно е ученето чрез преживяване в определени случаи да достигне до изграждането на знания, които качествено надминават вече изградените познаватени структури, процес който бива описван като т. нар. парадокс на ученето (Bereiter, 1985). Въпреки своята популярност и заслуги за привличането на вниманието на публиката към ученето в реални житейски преживявания, теорията на Колб за ученето чрез преживяване и свързаните с нея методически практики търпят съществена критика от различни гледни точки. Макар и многобройни, най-сериозната критика може би е свързана с нейното теоретично твърдение, че представя цялостна теория за това как се състои ученето при възрастните. Тези твърдения обаче е невъзможно да бъдат подкрепени без да бъде взет предвид цялостен научен модел за организационната стуртура на знанията (т.е. когнитивна архитектура), който може да бъде подложен на проверка и е бил също така проверен. Без да притежава такъв модел теорията за ученето чрез преживяване не дава надежден начин за валидизиране на своите приложения за образователен дизайн (Kirschner, Sweller, &amp; Clark, 2006). Вече се правят опити за поставянето на ученето чрез преживяване в по-широк и също така възможен за проверка на теоретичните твърдения план, особено по отношение на изследването на усвояването на декларативното познание от учащите. Въпреки това, за разлика от нашето разбиране за това как процедурното знание се придобива много малко се знае за условията, при които отделните учащи и групи от учащи могат да конструират декларативно знание, което да надмогне, по думите на Олсън (2011), основата, на която то е било изградено (т.е., собствените ни преживявания). Досега явленията, причиняващи парадокса на ученето, остават до голяма степен обект на предположения (Chi &amp; Ohlsson, 2005). Предвид на сложността на човешкото учене в реални житейски условия , което обхваща не само знания и умения, но и атитюди (Kirschner &amp; Merriënboer, 2008), вграждането на маханизмите на саморегулация в цялостната картина е възможно да даде повече насоки за откриването на все още липсващите парчета от този комплексен пъзел. ===Основна литература=== [http://rer.sagepub.com/content/55/2/201.abstract] Berieter, C. (1985). Toward a solution of the learning paradox. Review of Educational Research, 55(2), 201-226 [http://books.google.fr/books/about/Field_study.html?id=UxmdAAAAMAAJ&redir_esc=y] Borzak, L. (ed.) (1981). Field Study.A source book for experiential learning. Beverley Hills: Sage Publications [http://books.google.fr/books/about/Adult_learners_adult_education_and_the_c.html?id=tceeAAAAMAAJ&redir_esc=y] Brookfield, S. D. (1983). Adult Learners, Adult Education and the Community. Milton Keynes, Open University Press [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.127.4174&rep=rep1&type=pdf] Chi, M.T. H., &amp; Ohlsson, S. (2005). Complex declarative learning. In K. J. Holyoak, &amp; R. G. Morrison, The Cambridge Handbook of thinking and reasoning (pp. 371-399). New York: Cambridge University Press [http://books.google.fr/books/about/Continuing_learning_in_the_professions.html?id=WJlpAAAAMAAJ&redir_esc=y] Houle, C. (1980) Continuing Learning in the Professions, San Francisco: Jossey-Bass [http://dspace.ou.nl/bitstream/1820/2327/1/Ten%20Steps%20to%20Complex%20Learning%20-%20Sage%2021st%20Century.pdf] Kirschner, P.A., &amp; Merriënboer, J.J.G. (2008). Ten steps to complex learning: A new approach to instruction and instructional design. In T.L. Good (Ed.), 21st century education: A reference handbook (Vol. 1 &amp;2, pp. 244-253). Thousand Oaks: Sage [http://igitur-archive.library.uu.nl/fss/2006-1214-211848/kirschner_06_minimal_guidance.pdf] Kirschner, P.A., Sweller, J., &amp; Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. Educational Psychologist, 41(2), 75-86 [http://academic.regis.edu/ed205/kolb.pdf] Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall [http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf] Kolb, D., Boyatzis, R. E., &amp; Mainemelis, C., (2000). Experiential learning theory: Previous research and new directions. (on-line accessed 14.02.2013) [http://books.google.fr/books?id=Qb33YMi1868C&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Ohlsson, S. (2011). Deep learning: How the mind overrides experience. New York: Cambridge University Press [http://books.google.fr/books?id=gSLkiAgMmTQC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Silberman, M. (2007). The handbook of experiential learning. San Francisco, CA: John Wiley &amp; Sons. 1384 1383 2013-07-15T08:50:59Z Vdimitrova 15 /* Коментар по развитието на термина */ wikitext text/x-wiki <h1>Учене чрез преживяване</h1> <u>раб. версия 1</u> '''Editor''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributors''': .../... '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands === Определение === <blockquote>(1) Ученето чрез преживяване е ученето и „образованието, които възникват като директен резултат от участието в житейските събития (Houle 1980, p. 221)”.</blockquote><blockquote>(2) Ученето чрез приживяване е „по-скоро прекият сблъсък с изучаваното явление отколкото простото представяне на тази среща или обмислянето на възможността да бъде направено нещо свързано с нея” (Borzak 1981, p. 9, quoted in Brookfield 1983).</blockquote> ===Коментар по развитието на термина=== Макар че началото на термина може да бъде отбелязано значително по-рано, неговото популяризиране в практиката се състои с публикацията на Колб (1984) върху теорията за ученето чрез преживяване. Основният аргумент на Колб е, че за разлика от повечето теории за човешкото учене „ Теорията за ученето чрез преживяване представя всеобхватен модел на процесите на учене и мултилинеарен модел за развитието на възрастните учащи, като и двата модела са в съотвествие с това, което ни е известно за това как хората учат, растат и се развиват” (Kolb, Boyatzis, & Mainemelis 2000, p. 2). Теорията носи името ‘чрез преживяване’, за да подчертае както своите „интелектулани” корени, така и същностната роля на преживяването в ученето на възрастните учащи (Kolb 1984, p. 20). В този смисъл възрастният индивид акумулира познание посредством цикличен процес на преживяване на дадено събитие, което служи като материя за разсъждение. Разсъждаването върху преживяванията генерира абстрактни концепции, като от своя страна тези абстарактни концепции пораждат идеи за действия. Преди трансформирането в нов цикъл краят се състои в активно експеримениране в практиката с тези идеи. По този начин според Колб сърцето на ученето чрез преживяване се намира в „процеса, в който бива създавано познание чрез трансформиране на преживявания” (p. 41). От публикацията през 1984 насам идеите зад теорията за ученето чрез преживяване са в основата на множество методологии и методически практики, сред които са базирано на преживяване учене, гейминг, компютърно-базирани симулации, наратология, и.т.н, както и биват прилагани в разнообразни учебни ситуации, като формални и неформални, бизнес и академични, организационни и индивидулани (за подробен преглед вж. Silberman, 2007). ===Сродни термини=== Информално учене (informal learning), experience-based learning (базирано на преживяване учене), constructivism (конструкивизъм) , constructionism (конструкционизъм), learning by doing (учене чрез правене), емпиричен индуктивизъм (empirical inductivism), учене чрез изследване (inquiry learning), учене чрез откритие (learning by discovery) ===Проблематика на превода=== -/- === Предметна проблематика === В зависимост от контекста и двете представени по-горе дефиниции могат да бъдат адекватно прилагани в изследването на процесите на (технологично подпомогнатото )учене. Под втората дефиниция, която е по-близка до гледната точка на практикуващите, се подразбира, че преживяването е инструмент за планирани и твърде вероятно структурирани дейности за постигането на образователната цел по прякото прилагане на знания, умения и атитюди в съответната за тези знания, умения и атитюди среда. Тези дефиниции не бива да бъдат приемани като взамноизключващи се, тъй като и двете представляват различни форми на идентични базисни механизми на учене. В този смисъл по-съществената част от ученето чрез преживяване следва това, което Олсън (2011) нарича ‘емпиричен индуктивизъм’, който сам по себе си може да бъде описан като процеса, при който учащите извличат повтарящи се модели от минали преживявания, съхранявайки ги в тяхната епизодична памет, и след това ги прилагат в бъдещи ситуации. Възможно е ученето чрез преживяване в определени случаи да достигне до изграждането на знания, които качествено надминават вече изградените познаватени структури, процес който бива описван като т. нар. парадокс на ученето (Bereiter, 1985). Въпреки своята популярност и заслуги за привличането на вниманието на публиката към ученето в реални житейски преживявания, теорията на Колб за ученето чрез преживяване и свързаните с нея методически практики търпят съществена критика от различни гледни точки. Макар и многобройни, най-сериозната критика може би е свързана с нейното теоретично твърдение, че представя цялостна теория за това как се състои ученето при възрастните. Тези твърдения обаче е невъзможно да бъдат подкрепени без да бъде взет предвид цялостен научен модел за организационната стуртура на знанията (т.е. когнитивна архитектура), който може да бъде подложен на проверка и е бил също така проверен. Без да притежава такъв модел теорията за ученето чрез преживяване не дава надежден начин за валидизиране на своите приложения за образователен дизайн (Kirschner, Sweller, &amp; Clark, 2006). Вече се правят опити за поставянето на ученето чрез преживяване в по-широк и също така възможен за проверка на теоретичните твърдения план, особено по отношение на изследването на усвояването на декларативното познание от учащите. Въпреки това, за разлика от нашето разбиране за това как процедурното знание се придобива много малко се знае за условията, при които отделните учащи и групи от учащи могат да конструират декларативно знание, което да надмогне, по думите на Олсън (2011), основата, на която то е било изградено (т.е., собствените ни преживявания). Досега явленията, причиняващи парадокса на ученето, остават до голяма степен обект на предположения (Chi &amp; Ohlsson, 2005). Предвид на сложността на човешкото учене в реални житейски условия , което обхваща не само знания и умения, но и атитюди (Kirschner &amp; Merriënboer, 2008), вграждането на маханизмите на саморегулация в цялостната картина е възможно да даде повече насоки за откриването на все още липсващите парчета от този комплексен пъзел. ===Основна литература=== [http://rer.sagepub.com/content/55/2/201.abstract] Berieter, C. (1985). Toward a solution of the learning paradox. Review of Educational Research, 55(2), 201-226 [http://books.google.fr/books/about/Field_study.html?id=UxmdAAAAMAAJ&redir_esc=y] Borzak, L. (ed.) (1981). Field Study.A source book for experiential learning. Beverley Hills: Sage Publications [http://books.google.fr/books/about/Adult_learners_adult_education_and_the_c.html?id=tceeAAAAMAAJ&redir_esc=y] Brookfield, S. D. (1983). Adult Learners, Adult Education and the Community. Milton Keynes, Open University Press [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.127.4174&rep=rep1&type=pdf] Chi, M.T. H., &amp; Ohlsson, S. (2005). Complex declarative learning. In K. J. Holyoak, &amp; R. G. Morrison, The Cambridge Handbook of thinking and reasoning (pp. 371-399). New York: Cambridge University Press [http://books.google.fr/books/about/Continuing_learning_in_the_professions.html?id=WJlpAAAAMAAJ&redir_esc=y] Houle, C. (1980) Continuing Learning in the Professions, San Francisco: Jossey-Bass [http://dspace.ou.nl/bitstream/1820/2327/1/Ten%20Steps%20to%20Complex%20Learning%20-%20Sage%2021st%20Century.pdf] Kirschner, P.A., &amp; Merriënboer, J.J.G. (2008). Ten steps to complex learning: A new approach to instruction and instructional design. In T.L. Good (Ed.), 21st century education: A reference handbook (Vol. 1 &amp;2, pp. 244-253). Thousand Oaks: Sage [http://igitur-archive.library.uu.nl/fss/2006-1214-211848/kirschner_06_minimal_guidance.pdf] Kirschner, P.A., Sweller, J., &amp; Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. Educational Psychologist, 41(2), 75-86 [http://academic.regis.edu/ed205/kolb.pdf] Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall [http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf] Kolb, D., Boyatzis, R. E., &amp; Mainemelis, C., (2000). Experiential learning theory: Previous research and new directions. (on-line accessed 14.02.2013) [http://books.google.fr/books?id=Qb33YMi1868C&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Ohlsson, S. (2011). Deep learning: How the mind overrides experience. New York: Cambridge University Press [http://books.google.fr/books?id=gSLkiAgMmTQC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Silberman, M. (2007). The handbook of experiential learning. San Francisco, CA: John Wiley &amp; Sons. 1383 1382 2013-07-14T19:49:57Z Balacheff 4 wikitext text/x-wiki <h1>Учене чрез преживяване</h1> <u>раб. версия 1</u> '''Editor''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributors''': .../... '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands === Определение === <blockquote>(1) Ученето чрез преживяване е ученето и „образованието, които възникват като директен резултат от участието в житейските събития (Houle 1980, p. 221)”.</blockquote><blockquote>(2) Ученето чрез приживяване е „по-скоро прекият сблъсък с изучаваното явление отколкото простото представяне на тази среща или обмислянето на възможността да бъде направено нещо свързано с нея” (Borzak 1981, p. 9, quoted in Brookfield 1983).</blockquote> ===Коментар по развитието на термина=== Макар че началото на термина може да бъде отбелязано значително по-рано, неговото популяризиране в практиката се състои с публикацията на Колб (1984) върху теорията за ученето чрез преживяване. Основният аргумент на Колб е, че за разлика от повечето теории за човешкото учене „ Теорията за ученето чрез преживяване представя всеобхватен модел на процесите на учене и мултилинеарен модел за развитието на възрасните учащи, като и двата модела са в съотвествие с това, което ни е известно за това как хората учат, растат и се развиват” (Kolb, Boyatzis, & Mainemelis 2000, p. 2). Теорията носи името ‘чрез преживяване’, за да подчертае както своите „интелектулани” корени, така и същностната роля на преживяването в ученето на възрастните учащи (Kolb 1984, p. 20). В този смисъл възрастният индивид акумулира познание посредством цикличен процес на преживяване на дадено събитие, което служи като материя за разсъждение. Разсъждаването върху преживяванията генерира абстрактни концепции, като от своя страна тези абстарактни концепции пораждат идеи за действия. Преди трансформирането в нов цикъл краят се състои в активно експеримениране в практиката с тези идеи. По този начин според Колб сърцето на ученето чрез преживяване се намира в „процеса, в който бива създавано познание чрез трансформиране на преживявания” (p. 41). От публикацията през 1984 насам идеите зад теорията за ученето чрез преживяване са в основата на множество методологии и методически практики, сред които са базирано на преживяване учене, гейминг, компютърно-базирани симулации, наратология, и.т.н, както и биват прилагани в разнообразни учебни ситуации, като формални и неформални, бизнес и академични, организационни и индивидулани (за подробен преглед вж. Silberman, 2007). ===Сродни термини=== Информално учене (informal learning), experience-based learning (базирано на преживяване учене), constructivism (конструкивизъм) , constructionism (конструкционизъм), learning by doing (учене чрез правене), емпиричен индуктивизъм (empirical inductivism), учене чрез изследване (inquiry learning), учене чрез откритие (learning by discovery) ===Проблематика на превода=== -/- === Предметна проблематика === В зависимост от контекста и двете представени по-горе дефиниции могат да бъдат адекватно прилагани в изследването на процесите на (технологично подпомогнатото )учене. Под втората дефиниция, която е по-близка до гледната точка на практикуващите, се подразбира, че преживяването е инструмент за планирани и твърде вероятно структурирани дейности за постигането на образователната цел по прякото прилагане на знания, умения и атитюди в съответната за тези знания, умения и атитюди среда. Тези дефиниции не бива да бъдат приемани като взамноизключващи се, тъй като и двете представляват различни форми на идентични базисни механизми на учене. В този смисъл по-съществената част от ученето чрез преживяване следва това, което Олсън (2011) нарича ‘емпиричен индуктивизъм’, който сам по себе си може да бъде описан като процеса, при който учащите извличат повтарящи се модели от минали преживявания, съхранявайки ги в тяхната епизодична памет, и след това ги прилагат в бъдещи ситуации. Възможно е ученето чрез преживяване в определени случаи да достигне до изграждането на знания, които качествено надминават вече изградените познаватени структури, процес който бива описван като т. нар. парадокс на ученето (Bereiter, 1985). Въпреки своята популярност и заслуги за привличането на вниманието на публиката към ученето в реални житейски преживявания, теорията на Колб за ученето чрез преживяване и свързаните с нея методически практики търпят съществена критика от различни гледни точки. Макар и многобройни, най-сериозната критика може би е свързана с нейното теоретично твърдение, че представя цялостна теория за това как се състои ученето при възрастните. Тези твърдения обаче е невъзможно да бъдат подкрепени без да бъде взет предвид цялостен научен модел за организационната стуртура на знанията (т.е. когнитивна архитектура), който може да бъде подложен на проверка и е бил също така проверен. Без да притежава такъв модел теорията за ученето чрез преживяване не дава надежден начин за валидизиране на своите приложения за образователен дизайн (Kirschner, Sweller, &amp; Clark, 2006). Вече се правят опити за поставянето на ученето чрез преживяване в по-широк и също така възможен за проверка на теоретичните твърдения план, особено по отношение на изследването на усвояването на декларативното познание от учащите. Въпреки това, за разлика от нашето разбиране за това как процедурното знание се придобива много малко се знае за условията, при които отделните учащи и групи от учащи могат да конструират декларативно знание, което да надмогне, по думите на Олсън (2011), основата, на която то е било изградено (т.е., собствените ни преживявания). Досега явленията, причиняващи парадокса на ученето, остават до голяма степен обект на предположения (Chi &amp; Ohlsson, 2005). Предвид на сложността на човешкото учене в реални житейски условия , което обхваща не само знания и умения, но и атитюди (Kirschner &amp; Merriënboer, 2008), вграждането на маханизмите на саморегулация в цялостната картина е възможно да даде повече насоки за откриването на все още липсващите парчета от този комплексен пъзел. ===Основна литература=== [http://rer.sagepub.com/content/55/2/201.abstract] Berieter, C. (1985). Toward a solution of the learning paradox. Review of Educational Research, 55(2), 201-226 [http://books.google.fr/books/about/Field_study.html?id=UxmdAAAAMAAJ&redir_esc=y] Borzak, L. (ed.) (1981). Field Study.A source book for experiential learning. Beverley Hills: Sage Publications [http://books.google.fr/books/about/Adult_learners_adult_education_and_the_c.html?id=tceeAAAAMAAJ&redir_esc=y] Brookfield, S. D. (1983). Adult Learners, Adult Education and the Community. Milton Keynes, Open University Press [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.127.4174&rep=rep1&type=pdf] Chi, M.T. H., &amp; Ohlsson, S. (2005). Complex declarative learning. In K. J. Holyoak, &amp; R. G. Morrison, The Cambridge Handbook of thinking and reasoning (pp. 371-399). New York: Cambridge University Press [http://books.google.fr/books/about/Continuing_learning_in_the_professions.html?id=WJlpAAAAMAAJ&redir_esc=y] Houle, C. (1980) Continuing Learning in the Professions, San Francisco: Jossey-Bass [http://dspace.ou.nl/bitstream/1820/2327/1/Ten%20Steps%20to%20Complex%20Learning%20-%20Sage%2021st%20Century.pdf] Kirschner, P.A., &amp; Merriënboer, J.J.G. (2008). Ten steps to complex learning: A new approach to instruction and instructional design. In T.L. Good (Ed.), 21st century education: A reference handbook (Vol. 1 &amp;2, pp. 244-253). Thousand Oaks: Sage [http://igitur-archive.library.uu.nl/fss/2006-1214-211848/kirschner_06_minimal_guidance.pdf] Kirschner, P.A., Sweller, J., &amp; Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. Educational Psychologist, 41(2), 75-86 [http://academic.regis.edu/ed205/kolb.pdf] Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall [http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf] Kolb, D., Boyatzis, R. E., &amp; Mainemelis, C., (2000). Experiential learning theory: Previous research and new directions. (on-line accessed 14.02.2013) [http://books.google.fr/books?id=Qb33YMi1868C&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Ohlsson, S. (2011). Deep learning: How the mind overrides experience. New York: Cambridge University Press [http://books.google.fr/books?id=gSLkiAgMmTQC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Silberman, M. (2007). The handbook of experiential learning. San Francisco, CA: John Wiley &amp; Sons. 1382 1381 2013-07-14T19:41:52Z Balacheff 4 wikitext text/x-wiki <h1>Учене чрез преживяване</h1> <u>раб. версия 1</u> '''Editor''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributors''': .../... '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands === Определение === <blockquote> (1) Ученето чрез преживяване е ученето и „образованието, които възникват като директен резултат от участието в житейските събития (Houle 1980, p. 221)”. (2) Ученето чрез приживяване е „по-скоро прекият сблъсък с изучаваното явление отколкото простото представяне на тази среща или обмислянето на възможността да бъде направено нещо свързано с нея” (Borzak 1981, p. 9, quoted in Brookfield 1983). </blockquote> ===Коментар по развитието на термина=== Макар че началото на термина може да бъде отбелязано значително по-рано, неговото популяризиране в практиката се състои с публикацията на Колб (1984) върху теорията за ученето чрез преживяване. Основният аргумент на Колб е, че за разлика от повечето теории за човешкото учене „ Теорията за ученето чрез преживяване представя всеобхватен модел на процесите на учене и мултилинеарен модел за развитието на възрасните учащи, като и двата модела са в съотвествие с това, което ни е известно за това как хората учат, растат и се развиват” (Kolb, Boyatzis, & Mainemelis 2000, p. 2). Теорията носи името ‘чрез преживяване’, за да подчертае както своите „интелектулани” корени, така и същностната роля на преживяването в ученето на възрастните учащи (Kolb 1984, p. 20). В този смисъл възрастният индивид акумулира познание посредством цикличен процес на преживяване на дадено събитие, което служи като материя за разсъждение. Разсъждаването върху преживяванията генерира абстрактни концепции, като от своя страна тези абстарактни концепции пораждат идеи за действия. Преди трансформирането в нов цикъл краят се състои в активно експеримениране в практиката с тези идеи. По този начин според Колб сърцето на ученето чрез преживяване се намира в „процеса, в който бива създавано познание чрез трансформиране на преживявания” (p. 41). От публикацията през 1984 насам идеите зад теорията за ученето чрез преживяване са в основата на множество методологии и методически практики, сред които са базирано на преживяване учене, гейминг, компютърно-базирани симулации, наратология, и.т.н, както и биват прилагани в разнообразни учебни ситуации, като формални и неформални, бизнес и академични, организационни и индивидулани (за подробен преглед вж. Silberman, 2007). ===Сродни термини=== Информално учене (informal learning), experience-based learning (базирано на преживяване учене), constructivism (конструкивизъм) , constructionism (конструкционизъм), learning by doing (учене чрез правене), емпиричен индуктивизъм (empirical inductivism), учене чрез изследване (inquiry learning), учене чрез откритие (learning by discovery) ===Проблематика на превода=== -/- === Предметна проблематика === В зависимост от контекста и двете представени по-горе дефиниции могат да бъдат адекватно прилагани в изследването на процесите на (технологично подпомогнатото )учене. Под втората дефиниция, която е по-близка до гледната точка на практикуващите, се подразбира, че преживяването е инструмент за планирани и твърде вероятно структурирани дейности за постигането на образователната цел по прякото прилагане на знания, умения и атитюди в съответната за тези знания, умения и атитюди среда. Тези дефиниции не бива да бъдат приемани като взамноизключващи се, тъй като и двете представляват различни форми на идентични базисни механизми на учене. В този смисъл по-съществената част от ученето чрез преживяване следва това, което Олсън (2011) нарича ‘емпиричен индуктивизъм’, който сам по себе си може да бъде описан като процеса, при който учащите извличат повтарящи се модели от минали преживявания, съхранявайки ги в тяхната епизодична памет, и след това ги прилагат в бъдещи ситуации. Възможно е ученето чрез преживяване в определени случаи да достигне до изграждането на знания, които качествено надминават вече изградените познаватени структури, процес който бива описван като т. нар. парадокс на ученето (Bereiter, 1985). Въпреки своята популярност и заслуги за привличането на вниманието на публиката към ученето в реални житейски преживявания, теорията на Колб за ученето чрез преживяване и свързаните с нея методически практики търпят съществена критика от различни гледни точки. Макар и многобройни, най-сериозната критика може би е свързана с нейното теоретично твърдение, че представя цялостна теория за това как се състои ученето при възрастните. Тези твърдения обаче е невъзможно да бъдат подкрепени без да бъде взет предвид цялостен научен модел за организационната стуртура на знанията (т.е. когнитивна архитектура), който може да бъде подложен на проверка и е бил също така проверен. Без да притежава такъв модел теорията за ученето чрез преживяване не дава надежден начин за валидизиране на своите приложения за образователен дизайн (Kirschner, Sweller, &amp; Clark, 2006). Вече се правят опити за поставянето на ученето чрез преживяване в по-широк и също така възможен за проверка на теоретичните твърдения план, особено по отношение на изследването на усвояването на декларативното познание от учащите. Въпреки това, за разлика от нашето разбиране за това как процедурното знание се придобива много малко се знае за условията, при които отделните учащи и групи от учащи могат да конструират декларативно знание, което да надмогне, по думите на Олсън (2011), основата, на която то е било изградено (т.е., собствените ни преживявания). Досега явленията, причиняващи парадокса на ученето, остават до голяма степен обект на предположения (Chi &amp; Ohlsson, 2005). Предвид на сложността на човешкото учене в реални житейски условия , което обхваща не само знания и умения, но и атитюди (Kirschner &amp; Merriënboer, 2008), вграждането на маханизмите на саморегулация в цялостната картина е възможно да даде повече насоки за откриването на все още липсващите парчета от този комплексен пъзел. ===Основна литература=== [http://rer.sagepub.com/content/55/2/201.abstract] Berieter, C. (1985). Toward a solution of the learning paradox. Review of Educational Research, 55(2), 201-226 [http://books.google.fr/books/about/Field_study.html?id=UxmdAAAAMAAJ&redir_esc=y] Borzak, L. (ed.) (1981). Field Study.A source book for experiential learning. Beverley Hills: Sage Publications [http://books.google.fr/books/about/Adult_learners_adult_education_and_the_c.html?id=tceeAAAAMAAJ&redir_esc=y] Brookfield, S. D. (1983). Adult Learners, Adult Education and the Community. Milton Keynes, Open University Press [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.127.4174&rep=rep1&type=pdf] Chi, M.T. H., &amp; Ohlsson, S. (2005). Complex declarative learning. In K. J. Holyoak, &amp; R. G. Morrison, The Cambridge Handbook of thinking and reasoning (pp. 371-399). New York: Cambridge University Press [http://books.google.fr/books/about/Continuing_learning_in_the_professions.html?id=WJlpAAAAMAAJ&redir_esc=y] Houle, C. (1980) Continuing Learning in the Professions, San Francisco: Jossey-Bass [http://dspace.ou.nl/bitstream/1820/2327/1/Ten%20Steps%20to%20Complex%20Learning%20-%20Sage%2021st%20Century.pdf] Kirschner, P.A., &amp; Merriënboer, J.J.G. (2008). Ten steps to complex learning: A new approach to instruction and instructional design. In T.L. Good (Ed.), 21st century education: A reference handbook (Vol. 1 &amp;2, pp. 244-253). Thousand Oaks: Sage [http://igitur-archive.library.uu.nl/fss/2006-1214-211848/kirschner_06_minimal_guidance.pdf] Kirschner, P.A., Sweller, J., &amp; Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. Educational Psychologist, 41(2), 75-86 [http://academic.regis.edu/ed205/kolb.pdf] Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall [http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf] Kolb, D., Boyatzis, R. E., &amp; Mainemelis, C., (2000). Experiential learning theory: Previous research and new directions. (on-line accessed 14.02.2013) [http://books.google.fr/books?id=Qb33YMi1868C&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Ohlsson, S. (2011). Deep learning: How the mind overrides experience. New York: Cambridge University Press [http://books.google.fr/books?id=gSLkiAgMmTQC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Silberman, M. (2007). The handbook of experiential learning. San Francisco, CA: John Wiley &amp; Sons. 1381 1380 2013-07-14T19:41:09Z Balacheff 4 /* Определение */ wikitext text/x-wiki <h1>Учене чрез преживяване</h1> <u>раб. версия 1</u> '''Editor''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributors''': .../... '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands === Определение === <blockquote> (1) Ученето чрез преживяване е ученето и „образованието, които възникват като директен резултат от участието в житейските събития (Houle 1980, p. 221)”. (2) Ученето чрез приживяване е „по-скоро прекият сблъсък с изучаваното явление отколкото простото представяне на тази среща или обмислянето на възможността да бъде направено нещо свързано с нея” (Borzak 1981, p. 9, quoted in Brookfield 1983). </blockquote> ===Коментар по развитието на термина=== Макар че началото на термина може да бъде отбелязано значително по-рано, неговото популяризиране в практиката се състои с публикацията на Колб (1984) върху теорията за ученето чрез преживяване. Основният аргумент на Колб е, че за разлика от повечето теории за човешкото учене „ Теорията за ученето чрез преживяване представя всеобхватен модел на процесите на учене и мултилинеарен модел за развитието на възрасните учащи, като и двата модела са в съотвествие с това, което ни е известно за това как хората учат, растат и се развиват” (Kolb, Boyatzis, & Mainemelis 2000, p. 2). Теорията носи името ‘чрез преживяване’, за да подчертае както своите „интелектулани” корени, така и същностната роля на преживяването в ученето на възрастните учащи (Kolb 1984, p. 20). В този смисъл възрастният индивид акумулира познание посредством цикличен процес на преживяване на дадено събитие, което служи като материя за разсъждение. Разсъждаването върху преживяванията генерира абстрактни концепции, като от своя страна тези абстарактни концепции пораждат идеи за действия. Преди трансформирането в нов цикъл краят се състои в активно експеримениране в практиката с тези идеи. По този начин според Колб сърцето на ученето чрез преживяване се намира в „процеса, в който бива създавано познание чрез трансформиране на преживявания” (p. 41). От публикацията през 1984 насам идеите зад теорията за ученето чрез преживяване са в основата на множество методологии и методически практики, сред които са базирано на преживяване учене, гейминг, компютърно-базирани симулации, наратология, и.т.н, както и биват прилагани в разнообразни учебни ситуации, като формални и неформални, бизнес и академични, организационни и индивидулани (за подробен преглед вж. Silberman, 2007). ===Сродни термини=== Информално учене (informal learning), experience-based learning (базирано на преживяване учене), constructivism (конструкивизъм) , constructionism (конструкционизъм), learning by doing (учене чрез правене), емпиричен индуктивизъм (empirical inductivism), учене чрез изследване (inquiry learning), учене чрез откритие (learning by discovery) ===Проблематика на превода=== -/- ===Предметна проблематика=== В зависимост от контекста и двете представени по-горе дефиниции могат да бъдат адекватно прилагани в изследването на процесите на (технологично подпомогнатото )учене. Под втората дефиниция, която е по-близка до гледната точка на практикуващите, се подразбира, че преживяването е инструмент за планирани и твърде вероятно структурирани дейности за постигането на образователната цел по прякото прилагане на знания, умения и атитюди в съответната за тези знания, умения и атитюди среда. Тези дефиниции не бива да бъдат приемани като взамноизключващи се, тъй като и двете представляват различни форми на идентични базисни механизми на учене. В този смисъл по-съществената част от ученето чрез преживяване следва това, което Олсън (2011) нарича ‘емпиричен индуктивизъм’, който сам по себе си може да бъде описан като процеса, при който учащите извличат повтарящи се модели от минали преживявания, съхранявайки ги в тяхната епизодична памет, и след това ги прилагат в бъдещи ситуации. Възможно е ученето чрез преживяване в определени случаи да достигне до изграждането на знания, които качествено надминават вече изградените познаватени структури, процес който бива описван като т. нар. парадокс на ученето (Bereiter, 1985). Въпреки своята популярност и заслуги за привличането на вниманието на публиката към ученето в реални житейски преживявания, теорията на Колб за ученето чрез преживяване и свързаните с нея методически практики търпят съществена критика от различни гледни точки. Макар и многобройни, най-сериозната критика може би е свързана с нейното теоретично твърдение, че представя цялостна теория за това как се състои ученето при възрастните. Тези твърдения обаче е невъзможно да бъдат подкрепени без да бъде взет предвид цялостен научен модел за организационната стуртура на знанията (т.е. когнитивна архитектура), който може да бъде подложен на проверка и е бил също така проверен. Без да притежава такъв модел теорията за ученето чрез преживяване не дава надежден начин за валидизиране на своите приложения за образователен дизайн (Kirschner, Sweller, & Clark, 2006). Вече се правят опити за поставянето на ученето чрез преживяване в по-широк и също така възможен за проверка на теоретичните твърдения план, особено по отношение на изследването на усвояването на декларативното познание от учащите. Въпреки това, за разлика от нашето разбиране за това как процедурното знание се придобива много малко се знае за условията, при които отделните учащи и групи от учащи могат да конструират декларативно знание, което да надмогне, по думите на Олсън (2011), основата, на която то е било изградено (т.е., собствените ни преживявания). Досега явленията, причиняващи парадокса на ученето, остават до голяма степен обект на предположения (Chi & Ohlsson, 2005). Предвид на сложността на човешкото учене в реални житейски условия , което обхваща не само знания и умения, но и атитюди (Kirschner & Merriënboer, 2008), вграждането на маханизмите на саморегулация в цялостната картина е възможно да даде повече насоки за откриването на все още липсващите парчета от този комплексен пъзел. ===Основна литература=== [http://rer.sagepub.com/content/55/2/201.abstract] Berieter, C. (1985). Toward a solution of the learning paradox. Review of Educational Research, 55(2), 201-226 [http://books.google.fr/books/about/Field_study.html?id=UxmdAAAAMAAJ&redir_esc=y] Borzak, L. (ed.) (1981). Field Study.A source book for experiential learning. Beverley Hills: Sage Publications [http://books.google.fr/books/about/Adult_learners_adult_education_and_the_c.html?id=tceeAAAAMAAJ&redir_esc=y] Brookfield, S. D. (1983). Adult Learners, Adult Education and the Community. Milton Keynes, Open University Press [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.127.4174&rep=rep1&type=pdf] Chi, M.T. H., &amp; Ohlsson, S. (2005). Complex declarative learning. In K. J. Holyoak, &amp; R. G. Morrison, The Cambridge Handbook of thinking and reasoning (pp. 371-399). New York: Cambridge University Press [http://books.google.fr/books/about/Continuing_learning_in_the_professions.html?id=WJlpAAAAMAAJ&redir_esc=y] Houle, C. (1980) Continuing Learning in the Professions, San Francisco: Jossey-Bass [http://dspace.ou.nl/bitstream/1820/2327/1/Ten%20Steps%20to%20Complex%20Learning%20-%20Sage%2021st%20Century.pdf] Kirschner, P.A., &amp; Merriënboer, J.J.G. (2008). Ten steps to complex learning: A new approach to instruction and instructional design. In T.L. Good (Ed.), 21st century education: A reference handbook (Vol. 1 &amp;2, pp. 244-253). Thousand Oaks: Sage [http://igitur-archive.library.uu.nl/fss/2006-1214-211848/kirschner_06_minimal_guidance.pdf] Kirschner, P.A., Sweller, J., &amp; Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. Educational Psychologist, 41(2), 75-86 [http://academic.regis.edu/ed205/kolb.pdf] Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall [http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf] Kolb, D., Boyatzis, R. E., &amp; Mainemelis, C., (2000). Experiential learning theory: Previous research and new directions. (on-line accessed 14.02.2013) [http://books.google.fr/books?id=Qb33YMi1868C&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Ohlsson, S. (2011). Deep learning: How the mind overrides experience. New York: Cambridge University Press [http://books.google.fr/books?id=gSLkiAgMmTQC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Silberman, M. (2007). The handbook of experiential learning. San Francisco, CA: John Wiley &amp; Sons. 1380 2013-07-14T19:39:04Z Balacheff 4 Created page with "<h1>Учене чрез преживяване</h1> <u>раб. версия 1</u> '''Editor''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technolo..." wikitext text/x-wiki <h1>Учене чрез преживяване</h1> <u>раб. версия 1</u> '''Editor''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributors''': .../... '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ===Определение=== (1) Ученето чрез преживяване е ученето и „образованието, които възникват като директен резултат от участието в житейските събития (Houle 1980, p. 221)”. (2) Ученето чрез приживяване е „по-скоро прекият сблъсък с изучаваното явление отколкото простото представяне на тази среща или обмислянето на възможността да бъде направено нещо свързано с нея” (Borzak 1981, p. 9, quoted in Brookfield 1983). ===Коментар по развитието на термина=== Макар че началото на термина може да бъде отбелязано значително по-рано, неговото популяризиране в практиката се състои с публикацията на Колб (1984) върху теорията за ученето чрез преживяване. Основният аргумент на Колб е, че за разлика от повечето теории за човешкото учене „ Теорията за ученето чрез преживяване представя всеобхватен модел на процесите на учене и мултилинеарен модел за развитието на възрасните учащи, като и двата модела са в съотвествие с това, което ни е известно за това как хората учат, растат и се развиват” (Kolb, Boyatzis, & Mainemelis 2000, p. 2). Теорията носи името ‘чрез преживяване’, за да подчертае както своите „интелектулани” корени, така и същностната роля на преживяването в ученето на възрастните учащи (Kolb 1984, p. 20). В този смисъл възрастният индивид акумулира познание посредством цикличен процес на преживяване на дадено събитие, което служи като материя за разсъждение. Разсъждаването върху преживяванията генерира абстрактни концепции, като от своя страна тези абстарактни концепции пораждат идеи за действия. Преди трансформирането в нов цикъл краят се състои в активно експеримениране в практиката с тези идеи. По този начин според Колб сърцето на ученето чрез преживяване се намира в „процеса, в който бива създавано познание чрез трансформиране на преживявания” (p. 41). От публикацията през 1984 насам идеите зад теорията за ученето чрез преживяване са в основата на множество методологии и методически практики, сред които са базирано на преживяване учене, гейминг, компютърно-базирани симулации, наратология, и.т.н, както и биват прилагани в разнообразни учебни ситуации, като формални и неформални, бизнес и академични, организационни и индивидулани (за подробен преглед вж. Silberman, 2007). ===Сродни термини=== Информално учене (informal learning), experience-based learning (базирано на преживяване учене), constructivism (конструкивизъм) , constructionism (конструкционизъм), learning by doing (учене чрез правене), емпиричен индуктивизъм (empirical inductivism), учене чрез изследване (inquiry learning), учене чрез откритие (learning by discovery) ===Проблематика на превода=== -/- ===Предметна проблематика=== В зависимост от контекста и двете представени по-горе дефиниции могат да бъдат адекватно прилагани в изследването на процесите на (технологично подпомогнатото )учене. Под втората дефиниция, която е по-близка до гледната точка на практикуващите, се подразбира, че преживяването е инструмент за планирани и твърде вероятно структурирани дейности за постигането на образователната цел по прякото прилагане на знания, умения и атитюди в съответната за тези знания, умения и атитюди среда. Тези дефиниции не бива да бъдат приемани като взамноизключващи се, тъй като и двете представляват различни форми на идентични базисни механизми на учене. В този смисъл по-съществената част от ученето чрез преживяване следва това, което Олсън (2011) нарича ‘емпиричен индуктивизъм’, който сам по себе си може да бъде описан като процеса, при който учащите извличат повтарящи се модели от минали преживявания, съхранявайки ги в тяхната епизодична памет, и след това ги прилагат в бъдещи ситуации. Възможно е ученето чрез преживяване в определени случаи да достигне до изграждането на знания, които качествено надминават вече изградените познаватени структури, процес който бива описван като т. нар. парадокс на ученето (Bereiter, 1985). Въпреки своята популярност и заслуги за привличането на вниманието на публиката към ученето в реални житейски преживявания, теорията на Колб за ученето чрез преживяване и свързаните с нея методически практики търпят съществена критика от различни гледни точки. Макар и многобройни, най-сериозната критика може би е свързана с нейното теоретично твърдение, че представя цялостна теория за това как се състои ученето при възрастните. Тези твърдения обаче е невъзможно да бъдат подкрепени без да бъде взет предвид цялостен научен модел за организационната стуртура на знанията (т.е. когнитивна архитектура), който може да бъде подложен на проверка и е бил също така проверен. Без да притежава такъв модел теорията за ученето чрез преживяване не дава надежден начин за валидизиране на своите приложения за образователен дизайн (Kirschner, Sweller, & Clark, 2006). Вече се правят опити за поставянето на ученето чрез преживяване в по-широк и също така възможен за проверка на теоретичните твърдения план, особено по отношение на изследването на усвояването на декларативното познание от учащите. Въпреки това, за разлика от нашето разбиране за това как процедурното знание се придобива много малко се знае за условията, при които отделните учащи и групи от учащи могат да конструират декларативно знание, което да надмогне, по думите на Олсън (2011), основата, на която то е било изградено (т.е., собствените ни преживявания). Досега явленията, причиняващи парадокса на ученето, остават до голяма степен обект на предположения (Chi & Ohlsson, 2005). Предвид на сложността на човешкото учене в реални житейски условия , което обхваща не само знания и умения, но и атитюди (Kirschner & Merriënboer, 2008), вграждането на маханизмите на саморегулация в цялостната картина е възможно да даде повече насоки за откриването на все още липсващите парчета от този комплексен пъзел. ===Основна литература=== [http://rer.sagepub.com/content/55/2/201.abstract] Berieter, C. (1985). Toward a solution of the learning paradox. Review of Educational Research, 55(2), 201-226 [http://books.google.fr/books/about/Field_study.html?id=UxmdAAAAMAAJ&redir_esc=y] Borzak, L. (ed.) (1981). Field Study.A source book for experiential learning. Beverley Hills: Sage Publications [http://books.google.fr/books/about/Adult_learners_adult_education_and_the_c.html?id=tceeAAAAMAAJ&redir_esc=y] Brookfield, S. D. (1983). Adult Learners, Adult Education and the Community. Milton Keynes, Open University Press [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.127.4174&rep=rep1&type=pdf] Chi, M.T. H., &amp; Ohlsson, S. (2005). Complex declarative learning. In K. J. Holyoak, &amp; R. G. Morrison, The Cambridge Handbook of thinking and reasoning (pp. 371-399). New York: Cambridge University Press [http://books.google.fr/books/about/Continuing_learning_in_the_professions.html?id=WJlpAAAAMAAJ&redir_esc=y] Houle, C. (1980) Continuing Learning in the Professions, San Francisco: Jossey-Bass [http://dspace.ou.nl/bitstream/1820/2327/1/Ten%20Steps%20to%20Complex%20Learning%20-%20Sage%2021st%20Century.pdf] Kirschner, P.A., &amp; Merriënboer, J.J.G. (2008). Ten steps to complex learning: A new approach to instruction and instructional design. In T.L. Good (Ed.), 21st century education: A reference handbook (Vol. 1 &amp;2, pp. 244-253). Thousand Oaks: Sage [http://igitur-archive.library.uu.nl/fss/2006-1214-211848/kirschner_06_minimal_guidance.pdf] Kirschner, P.A., Sweller, J., &amp; Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. Educational Psychologist, 41(2), 75-86 [http://academic.regis.edu/ed205/kolb.pdf] Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall [http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf] Kolb, D., Boyatzis, R. E., &amp; Mainemelis, C., (2000). Experiential learning theory: Previous research and new directions. (on-line accessed 14.02.2013) [http://books.google.fr/books?id=Qb33YMi1868C&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Ohlsson, S. (2011). Deep learning: How the mind overrides experience. New York: Cambridge University Press [http://books.google.fr/books?id=gSLkiAgMmTQC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Silberman, M. (2007). The handbook of experiential learning. San Francisco, CA: John Wiley &amp; Sons. 0 7 697 696 2012-02-08T13:50:25Z Manon 3 /* Related documents */ wikitext text/x-wiki <u>Draft 1</u> '''Editors''': Rosa Maria Bottino and Michela Ott, ITD-CNR, Genoa '''Contributors''': ==== Definition ==== "Game-based learning" refers to teaching-learning actions carried out in formal and/or informal educational settings by adopting games. It encompasses the use of both games designed expressly for fulfilling learning objectives (educational games) and "mainstream games" -- i.e. those games that are developed for fun when used to pursue learning objectives (Kirriemuir and McFarlane, 2004 p.19). A characterization of the term from a design perspective is: :"1. Having learning driven by personally meaningful scenarios;<br>2. Constructing problems to extend previous understandings and shape future ones;<br>3. Paying close attention to users' pre-existing beliefs;<br>4. Carefully designing for what the user experiences from moment to moment; and<br>5. Situating facts and knowledge in the context of doing."<br>::(Squire 2005 p.26) ==== Translation issues ==== Italiano: giochi educativi<br>German: lernspiel<br>French: apprentissage par le jeu ==== Disciplinary issues ==== The term has a very long tradition in theory and practice of pedagogy and psychology, although in its original meaning it was not expressly related to computer games (Martens et al, 2008). It has evolved towards a synonym of "Digital game-based learning", that is it refers to the use of digital games for learning purposes (Pivec, 2007; Prensky, 2001). "Game-based learning environment" has a tight relation with the concept of "Serious games". Following some researchers the former is considered as a sub-category of the latter, following others they are considered synonymous. Considering them synonymous is correlative to a broad definition of learning as "any form of change in a person brought about by external measures such as (educational) games" (Breuer and Bente 2010, p.8) ==== Key references ==== Breuer J., Bente G. [http://www.telearn.org/open-archive/browse?resource=6828_v1] (2010). Why so serious? On the relation of serious games and learning. Eludamos, Journal of Computer Game Culture, 4 (1) 7-24. Kirriemuir J., McFarlane A. [http://www.telearn.org/open-archive/search?resource=577] (2004). Literature Review in Games and Learning Report 8 : Futurelab Series. 39 pages. Klopfer et al [http://www.telearn.org/open-archive/search?resource=2697](2009) "Moving learning games forward", Education Arcade paper (research report. 58 pages. Moreno-Ger, P. et al., [http://www.telearn.org/open-archive/browse?resource=6842_v1] (2008) Educational game design for online education, Computers in Human Behavior, doi:10.1016/j.chb.2008.03.012 Pivec M., [http://www.telearn.org/open-archive/browse?resource=6873_v1] (2007) Editorial: Play and learn: potentials of game-based learning; British Journal of Educational Technology Vol 38 No 3 pp. 387-393 Prensky, M. [http://www.telearn.org/open-archive/browse?resource=6839] (2001). Digital game based learning. New York: McGraw-Hill. 442 pages. Squire K., [http://www.telearn.org/open-archive/browse?resource=6938_v1] (2005) Game-Based Learning: Present and Future State of the Field, coll. «An x-Learn Perspective Paper». ==== Related terms ==== Digital game-based learning, Edutainment, Epistemic games, Game-based learning environment, Serious games ==== Related documents ==== Mcfarlane et al. [http://www.telearn.org/open-archive/browse?resource=7124_v1] (2002) Report on the educational use of games. A TEEM report. Prensky M. [http://www.marcprensky.com/writing/Prensky%20-%20Ch1-Digital%20Game-Based%20Learning.pdf] (2001) The digital game-based learning revolution - Chapter 1 <br> ► [[TEL Dictionary entries]] 696 695 2012-02-08T13:50:09Z Manon 3 /* Related documents */ wikitext text/x-wiki <u>Draft 1</u> '''Editors''': Rosa Maria Bottino and Michela Ott, ITD-CNR, Genoa '''Contributors''': ==== Definition ==== "Game-based learning" refers to teaching-learning actions carried out in formal and/or informal educational settings by adopting games. It encompasses the use of both games designed expressly for fulfilling learning objectives (educational games) and "mainstream games" -- i.e. those games that are developed for fun when used to pursue learning objectives (Kirriemuir and McFarlane, 2004 p.19). A characterization of the term from a design perspective is: :"1. Having learning driven by personally meaningful scenarios;<br>2. Constructing problems to extend previous understandings and shape future ones;<br>3. Paying close attention to users' pre-existing beliefs;<br>4. Carefully designing for what the user experiences from moment to moment; and<br>5. Situating facts and knowledge in the context of doing."<br>::(Squire 2005 p.26) ==== Translation issues ==== Italiano: giochi educativi<br>German: lernspiel<br>French: apprentissage par le jeu ==== Disciplinary issues ==== The term has a very long tradition in theory and practice of pedagogy and psychology, although in its original meaning it was not expressly related to computer games (Martens et al, 2008). It has evolved towards a synonym of "Digital game-based learning", that is it refers to the use of digital games for learning purposes (Pivec, 2007; Prensky, 2001). "Game-based learning environment" has a tight relation with the concept of "Serious games". Following some researchers the former is considered as a sub-category of the latter, following others they are considered synonymous. Considering them synonymous is correlative to a broad definition of learning as "any form of change in a person brought about by external measures such as (educational) games" (Breuer and Bente 2010, p.8) ==== Key references ==== Breuer J., Bente G. [http://www.telearn.org/open-archive/browse?resource=6828_v1] (2010). Why so serious? On the relation of serious games and learning. Eludamos, Journal of Computer Game Culture, 4 (1) 7-24. Kirriemuir J., McFarlane A. [http://www.telearn.org/open-archive/search?resource=577] (2004). Literature Review in Games and Learning Report 8 : Futurelab Series. 39 pages. Klopfer et al [http://www.telearn.org/open-archive/search?resource=2697](2009) "Moving learning games forward", Education Arcade paper (research report. 58 pages. Moreno-Ger, P. et al., [http://www.telearn.org/open-archive/browse?resource=6842_v1] (2008) Educational game design for online education, Computers in Human Behavior, doi:10.1016/j.chb.2008.03.012 Pivec M., [http://www.telearn.org/open-archive/browse?resource=6873_v1] (2007) Editorial: Play and learn: potentials of game-based learning; British Journal of Educational Technology Vol 38 No 3 pp. 387-393 Prensky, M. [http://www.telearn.org/open-archive/browse?resource=6839] (2001). Digital game based learning. New York: McGraw-Hill. 442 pages. Squire K., [http://www.telearn.org/open-archive/browse?resource=6938_v1] (2005) Game-Based Learning: Present and Future State of the Field, coll. «An x-Learn Perspective Paper». ==== Related terms ==== Digital game-based learning, Edutainment, Epistemic games, Game-based learning environment, Serious games ==== Related documents ==== Mcfarlane et al. [http://www.telearn.org/open-archive/browse?resource=7124_v1] (2002) Report on the educational use of games. A TEEM report. Prensky M. (2001) [http://www.marcprensky.com/writing/Prensky%20-%20Ch1-Digital%20Game-Based%20Learning.pdf] The digital game-based learning revolution - Chapter 1 <br> ► [[TEL Dictionary entries]] 695 527 2012-02-08T13:48:20Z Manon 3 /* Related documents */ wikitext text/x-wiki <u>Draft 1</u> '''Editors''': Rosa Maria Bottino and Michela Ott, ITD-CNR, Genoa '''Contributors''': ==== Definition ==== "Game-based learning" refers to teaching-learning actions carried out in formal and/or informal educational settings by adopting games. It encompasses the use of both games designed expressly for fulfilling learning objectives (educational games) and "mainstream games" -- i.e. those games that are developed for fun when used to pursue learning objectives (Kirriemuir and McFarlane, 2004 p.19). A characterization of the term from a design perspective is: :"1. Having learning driven by personally meaningful scenarios;<br>2. Constructing problems to extend previous understandings and shape future ones;<br>3. Paying close attention to users' pre-existing beliefs;<br>4. Carefully designing for what the user experiences from moment to moment; and<br>5. Situating facts and knowledge in the context of doing."<br>::(Squire 2005 p.26) ==== Translation issues ==== Italiano: giochi educativi<br>German: lernspiel<br>French: apprentissage par le jeu ==== Disciplinary issues ==== The term has a very long tradition in theory and practice of pedagogy and psychology, although in its original meaning it was not expressly related to computer games (Martens et al, 2008). It has evolved towards a synonym of "Digital game-based learning", that is it refers to the use of digital games for learning purposes (Pivec, 2007; Prensky, 2001). "Game-based learning environment" has a tight relation with the concept of "Serious games". Following some researchers the former is considered as a sub-category of the latter, following others they are considered synonymous. Considering them synonymous is correlative to a broad definition of learning as "any form of change in a person brought about by external measures such as (educational) games" (Breuer and Bente 2010, p.8) ==== Key references ==== Breuer J., Bente G. [http://www.telearn.org/open-archive/browse?resource=6828_v1] (2010). Why so serious? On the relation of serious games and learning. Eludamos, Journal of Computer Game Culture, 4 (1) 7-24. Kirriemuir J., McFarlane A. [http://www.telearn.org/open-archive/search?resource=577] (2004). Literature Review in Games and Learning Report 8 : Futurelab Series. 39 pages. Klopfer et al [http://www.telearn.org/open-archive/search?resource=2697](2009) "Moving learning games forward", Education Arcade paper (research report. 58 pages. Moreno-Ger, P. et al., [http://www.telearn.org/open-archive/browse?resource=6842_v1] (2008) Educational game design for online education, Computers in Human Behavior, doi:10.1016/j.chb.2008.03.012 Pivec M., [http://www.telearn.org/open-archive/browse?resource=6873_v1] (2007) Editorial: Play and learn: potentials of game-based learning; British Journal of Educational Technology Vol 38 No 3 pp. 387-393 Prensky, M. [http://www.telearn.org/open-archive/browse?resource=6839] (2001). Digital game based learning. New York: McGraw-Hill. 442 pages. Squire K., [http://www.telearn.org/open-archive/browse?resource=6938_v1] (2005) Game-Based Learning: Present and Future State of the Field, coll. «An x-Learn Perspective Paper». ==== Related terms ==== Digital game-based learning, Edutainment, Epistemic games, Game-based learning environment, Serious games ==== Related documents ==== Mcfarlane et al. [http://www.telearn.org/open-archive/browse?resource=7124_v1] (2002) Report on the educational use of games. A TEEM report. Prensky M. (2001) [http://www.marcprensky.com/writing/Prensky%20-%20Ch1-Digital%20Game-Based%20Learning.pdf The digital game-based learning revolution - Chapter 1] <br> ► [[TEL Dictionary entries]] 527 453 2011-12-08T10:18:07Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editors''': Rosa Maria Bottino and Michela Ott, ITD-CNR, Genoa '''Contributors''': ==== Definition ==== "Game-based learning" refers to teaching-learning actions carried out in formal and/or informal educational settings by adopting games. It encompasses the use of both games designed expressly for fulfilling learning objectives (educational games) and "mainstream games" -- i.e. those games that are developed for fun when used to pursue learning objectives (Kirriemuir and McFarlane, 2004 p.19). A characterization of the term from a design perspective is: :"1. Having learning driven by personally meaningful scenarios;<br>2. Constructing problems to extend previous understandings and shape future ones;<br>3. Paying close attention to users' pre-existing beliefs;<br>4. Carefully designing for what the user experiences from moment to moment; and<br>5. Situating facts and knowledge in the context of doing."<br>::(Squire 2005 p.26) ==== Translation issues ==== Italiano: giochi educativi<br>German: lernspiel<br>French: apprentissage par le jeu ==== Disciplinary issues ==== The term has a very long tradition in theory and practice of pedagogy and psychology, although in its original meaning it was not expressly related to computer games (Martens et al, 2008). It has evolved towards a synonym of "Digital game-based learning", that is it refers to the use of digital games for learning purposes (Pivec, 2007; Prensky, 2001). "Game-based learning environment" has a tight relation with the concept of "Serious games". Following some researchers the former is considered as a sub-category of the latter, following others they are considered synonymous. Considering them synonymous is correlative to a broad definition of learning as "any form of change in a person brought about by external measures such as (educational) games" (Breuer and Bente 2010, p.8) ==== Key references ==== Breuer J., Bente G. [http://www.telearn.org/open-archive/browse?resource=6828_v1] (2010). Why so serious? On the relation of serious games and learning. Eludamos, Journal of Computer Game Culture, 4 (1) 7-24. Kirriemuir J., McFarlane A. [http://www.telearn.org/open-archive/search?resource=577] (2004). Literature Review in Games and Learning Report 8 : Futurelab Series. 39 pages. Klopfer et al [http://www.telearn.org/open-archive/search?resource=2697](2009) "Moving learning games forward", Education Arcade paper (research report. 58 pages. Moreno-Ger, P. et al., [http://www.telearn.org/open-archive/browse?resource=6842_v1] (2008) Educational game design for online education, Computers in Human Behavior, doi:10.1016/j.chb.2008.03.012 Pivec M., [http://www.telearn.org/open-archive/browse?resource=6873_v1] (2007) Editorial: Play and learn: potentials of game-based learning; British Journal of Educational Technology Vol 38 No 3 pp. 387-393 Prensky, M. [http://www.telearn.org/open-archive/browse?resource=6839] (2001). Digital game based learning. New York: McGraw-Hill. 442 pages. Squire K., [http://www.telearn.org/open-archive/browse?resource=6938_v1] (2005) Game-Based Learning: Present and Future State of the Field, coll. «An x-Learn Perspective Paper». ==== Related terms ==== Digital game-based learning, Edutainment, Epistemic games, Game-based learning environment, Serious games ==== Related documents ==== Mcfarlane et al. (2002) [http://www.teem.org.uk/publications/teem_gamesined_full.pdf Report on the educational use of games] Prensky M. (2001) [http://www.marcprensky.com/writing/Prensky%20-%20Ch1-Digital%20Game-Based%20Learning.pdf The digital game-based learning revolution - Chapter 1] <br> ► [[TEL Dictionary entries]] 453 411 2011-10-20T13:46:51Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editors''': Rosa Maria Bottino and Michela Ott, ITD-CNR, Genoa '''Contributors''': ==== Definition ==== "Game-based learning" refers to teaching-learning actions carried out in formal and/or informal educational settings by adopting games. It encompasses the use of both games designed expressly for fulfilling learning objectives (educational games) and "mainstream games" -- i.e. those games that are developed for fun when used to pursue learning objectives (Kirriemuir and McFarlane, 2004 p.19). A characterization of the term from a design perspective is: :"1. Having learning driven by personally meaningful scenarios;<br>2. Constructing problems to extend previous understandings and shape future ones;<br>3. Paying close attention to users' pre-existing beliefs;<br>4. Carefully designing for what the user experiences from moment to moment; and<br>5. Situating facts and knowledge in the context of doing."<br>::(Squire 2005 p.26) ==== Translation issues ==== Italiano: giochi educativi<br>German: lernspiel<br>French: apprentissage par le jeu ==== Disciplinary issues ==== The term has a very long tradition in theory and practice of pedagogy and psychology, although in its original meaning it was not expressly related to computer games (Martens et al, 2008). It has evolved towards a synonym of "Digital game-based learning", that is it refers to the use of digital games for learning purposes (Pivec, 2007; Prensky, 2001). "Game-based learning environment" has a tight relation with the concept of "Serious games". Following some researchers the former is considered as a sub-category of the latter, following others they are considered synonymous. Considering them synonymous is correlative to a broad definition of learning as "any form of change in a person brought about by external measures such as (educational) games" (Breuer and Bente 2010, p.8) ==== Key references ==== Breuer J., Bente G. [http://www.telearn.org/open-archive/browse?resource=6828_v1] (2010). Why so serious? On the relation of serious games and learning. Eludamos, Journal of Computer Game Culture, 4 (1) 7-24. Kirriemuir J., McFarlane A. [http://www.telearn.org/open-archive/search?resource=577] (2004). Literature Review in Games and Learning Report 8 : Futurelab Series. 39 pages. Klopfer et al [http://www.telearn.org/open-archive/search?resource=2697](2009) "Moving learning games forward", Education Arcade paper (research report. 58 pages. Moreno-Ger, P. et al., [http://www.telearn.org/open-archive/browse?resource=6842_v1] (2008) Educational game design for online education, Computers in Human Behavior, doi:10.1016/j.chb.2008.03.012 Pivec M., [http://www.telearn.org/open-archive/browse?resource=6873_v1] (2007) Editorial: Play and learn: potentials of game-based learning; British Journal of Educational Technology Vol 38 No 3 pp. 387-393 Prensky, M. [http://www.telearn.org/open-archive/browse?resource=6839] (2001). Digital game based learning. New York: McGraw-Hill. 442 pages. Squire K., (2005) Game-Based Learning: Present and Future State of the Field «An x-Learn Perspective Paper» http://www.newmediaforlearning.com/research/Game-Based_Learning.pdf ==== Related terms ==== Digital game-based learning, Edutainment, Epistemic games, Game-based learning environment, Serious games ==== Related documents ==== Mcfarlane et al. (2002) [http://www.teem.org.uk/publications/teem_gamesined_full.pdf Report on the educational use of games] Prensky M. (2001) [http://www.marcprensky.com/writing/Prensky%20-%20Ch1-Digital%20Game-Based%20Learning.pdf The digital game-based learning revolution - Chapter 1] <br> ► [[TEL Dictionary entries]] 411 409 2011-09-23T14:51:54Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editors''': Rosa Maria Bottino and Michela Ott, ITD-CNR, Genoa '''Contributors''': ==== Definition ==== "Game-based learning" refers to teaching-learning actions carried out in formal and/or informal educational settings by adopting games. It encompasses the use of both games designed expressly for fulfilling learning objectives (educational games) and "mainstream games" -- i.e. those games that are developed for fun when used to pursue learning objectives (Kirriemuir and McFarlane, 2004 p.19). A characterization of the term from a design perspective is: :"1. Having learning driven by personally meaningful scenarios;<br>2. Constructing problems to extend previous understandings and shape future ones;<br>3. Paying close attention to users' pre-existing beliefs;<br>4. Carefully designing for what the user experiences from moment to moment; and<br>5. Situating facts and knowledge in the context of doing."<br>::(Squire 2005 p.26) ==== Translation issues ==== Italiano: giochi educativi<br>German: lernspiel<br>French: apprentissage par le jeu ==== Disciplinary issues ==== The term has a very long tradition in theory and practice of pedagogy and psychology, although in its original meaning it was not expressly related to computer games (Martens et al, 2008). It has evolved towards a synonym of "Digital game-based learning", that is it refers to the use of digital games for learning purposes (Pivec, 2007; Prensky, 2001). "Game-based learning environment" has a tight relation with the concept of "Serious games". Following some researchers the former is considered as a sub-category of the latter, following others they are considered synonymous. Considering them synonymous is correlative to a broad definition of learning as "any form of change in a person brought about by external measures such as (educational) games" (Breuer and Bente 2010, p.8) ==== Key references ==== Breuer J., Bente G. [http://www.telearn.org/open-archive/browse?resource=6828_v1] (2010). Why so serious? On the relation of serious games and learning. Eludamos, Journal of Computer Game Culture, 4 (1) 7-24. Kirriemuir J., McFarlane A. [http://www.telearn.org/open-archive/search?resource=577] (2004). Literature Review in Games and Learning Report 8 : Futurelab Series. 39 pages. Klopfer et al [http://www.telearn.org/open-archive/search?resource=2697](2009) "Moving learning games forward", Education Arcade paper (research report. 58 pages. Moreno-Ger, P. et al., [http://www.telearn.org/open-archive/browse?resource=6842_v1] (2008) Educational game design for online education, Computers in Human Behavior, doi:10.1016/j.chb.2008.03.012 Pivec M., (2007) Editorial: Play and learn: potentials of game-based learning; British Journal of Educational Technology Vol 38 No 3 pp. 387-393 Prensky, M. [http://www.telearn.org/open-archive/browse?resource=6839] (2001). Digital game based learning. New York: McGraw-Hill. 442 pages. Squire K., (2005) Game-Based Learning: Present and Future State of the Field «An x-Learn Perspective Paper» http://www.newmediaforlearning.com/research/Game-Based_Learning.pdf ==== Related terms ==== Digital game-based learning, Edutainment, Epistemic games, Game-based learning environment, Serious games ==== Related documents ==== Mcfarlane et al. (2002) [http://www.teem.org.uk/publications/teem_gamesined_full.pdf Report on the educational use of games] Prensky M. (2001) [http://www.marcprensky.com/writing/Prensky%20-%20Ch1-Digital%20Game-Based%20Learning.pdf The digital game-based learning revolution - Chapter 1] <br> ► [[TEL Dictionary entries]] 409 408 2011-09-22T13:09:05Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editors''': Rosa Maria Bottino and Michela Ott, ITD-CNR, Genoa '''Contributors''': ==== Definition ==== "Game-based learning" refers to teaching-learning actions carried out in formal and/or informal educational settings by adopting games. It encompasses the use of both games designed expressly for fulfilling learning objectives (educational games) and "mainstream games" -- i.e. those games that are developed for fun when used to pursue learning objectives (Kirriemuir and McFarlane, 2004 p.19). A characterization of the term from a design perspective is: :"1. Having learning driven by personally meaningful scenarios;<br>2. Constructing problems to extend previous understandings and shape future ones;<br>3. Paying close attention to users' pre-existing beliefs;<br>4. Carefully designing for what the user experiences from moment to moment; and<br>5. Situating facts and knowledge in the context of doing."<br>::(Squire 2005 p.26) ==== Translation issues ==== Italiano: giochi educativi<br>German: lernspiel<br>French: apprentissage par le jeu ==== Disciplinary issues ==== The term has a very long tradition in theory and practice of pedagogy and psychology, although in its original meaning it was not expressly related to computer games (Martens et al, 2008). It has evolved towards a synonym of "Digital game-based learning", that is it refers to the use of digital games for learning purposes (Pivec, 2007; Prensky, 2001). "Game-based learning environment" has a tight relation with the concept of "Serious games". Following some researchers the former is considered as a sub-category of the latter, following others they are considered synonymous. Considering them synonymous is correlative to a broad definition of learning as "any form of change in a person brought about by external measures such as (educational) games" (Breuer and Bente 2010, p.8) ==== Key references ==== Breuer J., Bente G. [http://www.telearn.org/open-archive/browse?resource=6828_v1] (2010). Why so serious? On the relation of serious games and learning. Eludamos, Journal of Computer Game Culture, 4 (1) 7-24. Kirriemuir J., McFarlane A. [http://www.telearn.org/open-archive/search?resource=577] (2004). Literature Review in Games and Learning Report 8 : Futurelab Series. 39 pages. Klopfer et al [http://www.telearn.org/open-archive/search?resource=2697](2009) "Moving learning games forward", Education Arcade paper (research report. 58 pages. Moreno-Ger, P. et al., (2008) Educational game design for online education, Computers in Human Behavior, doi:10.1016/j.chb.2008.03.012 Pivec M., (2007) Editorial: Play and learn: potentials of game-based learning; British Journal of Educational Technology Vol 38 No 3 pp. 387-393 Prensky, M. [http://www.telearn.org/open-archive/browse?resource=6839] (2001). Digital game based learning. New York: McGraw-Hill. 442 pages. Squire K., (2005) Game-Based Learning: Present and Future State of the Field «An x-Learn Perspective Paper» http://www.newmediaforlearning.com/research/Game-Based_Learning.pdf ==== Related terms ==== Digital game-based learning, Edutainment, Epistemic games, Game-based learning environment, Serious games ==== Related documents ==== Mcfarlane et al. (2002) [http://www.teem.org.uk/publications/teem_gamesined_full.pdf Report on the educational use of games] Prensky M. (2001) [http://www.marcprensky.com/writing/Prensky%20-%20Ch1-Digital%20Game-Based%20Learning.pdf The digital game-based learning revolution - Chapter 1] <br> ► [[TEL Dictionary entries]] 408 402 2011-09-22T13:08:22Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editors''': Rosa Maria Bottino and Michela Ott, ITD-CNR, Genoa '''Contributors''': ==== Definition ==== "Game-based learning" refers to teaching-learning actions carried out in formal and/or informal educational settings by adopting games. It encompasses the use of both games designed expressly for fulfilling learning objectives (educational games) and "mainstream games" -- i.e. those games that are developed for fun when used to pursue learning objectives (Kirriemuir and McFarlane, 2004 p.19). A characterization of the term from a design perspective is: :"1. Having learning driven by personally meaningful scenarios;<br>2. Constructing problems to extend previous understandings and shape future ones;<br>3. Paying close attention to users' pre-existing beliefs;<br>4. Carefully designing for what the user experiences from moment to moment; and<br>5. Situating facts and knowledge in the context of doing."<br>::(Squire 2005 p.26) ==== Translation issues ==== Italiano: giochi educativi<br>German: lernspiel<br>French: apprentissage par le jeu ==== Disciplinary issues ==== The term has a very long tradition in theory and practice of pedagogy and psychology, although in its original meaning it was not expressly related to computer games (Martens et al, 2008). It has evolved towards a synonym of "Digital game-based learning", that is it refers to the use of digital games for learning purposes (Pivec, 2007; Prensky, 2001). "Game-based learning environment" has a tight relation with the concept of "Serious games". Following some researchers the former is considered as a sub-category of the latter, following others they are considered synonymous. Considering them synonymous is correlative to a broad definition of learning as "any form of change in a person brought about by external measures such as (educational) games" (Breuer and Bente 2010, p.8) ==== Key references ==== Breuer J., Bente G. [http://www.telearn.org/open-archive/browse?resource=6828_v1] (2010). Why so serious? On the relation of serious games and learning. Eludamos, Journal of Computer Game Culture, 4 (1) 7-24. Kirriemuir J., McFarlane A. [http://www.telearn.org/open-archive/search?resource=577] (2004). Literature Review in Games and Learning Report 8 : Futurelab Series. 39 pages. Klopfer et al [http://www.telearn.org/open-archive/search?resource=2697](2009) "Moving learning games forward", Education Arcade paper (research report. 58 pages. Moreno-Ger, P. et al., (2008) Educational game design for online education, Computers in Human Behavior, doi:10.1016/j.chb.2008.03.012 Pivec M., (2007) Editorial: Play and learn: potentials of game-based learning; British Journal of Educational Technology Vol 38 No 3 pp. 387-393 Prensky, M. [http://www.telearn.org/open-archive/browse?resource=6839] (2001). Digital game based learning. New York: McGraw-Hill. Squire K., (2005) Game-Based Learning: Present and Future State of the Field «An x-Learn Perspective Paper» http://www.newmediaforlearning.com/research/Game-Based_Learning.pdf ==== Related terms ==== Digital game-based learning, Edutainment, Epistemic games, Game-based learning environment, Serious games ==== Related documents ==== Mcfarlane et al. (2002) [http://www.teem.org.uk/publications/teem_gamesined_full.pdf Report on the educational use of games] Prensky M. (2001) [http://www.marcprensky.com/writing/Prensky%20-%20Ch1-Digital%20Game-Based%20Learning.pdf The digital game-based learning revolution - Chapter 1] <br> ► [[TEL Dictionary entries]] 402 397 2011-09-21T08:58:09Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editors''': Rosa Maria Bottino and Michela Ott, ITD-CNR, Genoa '''Contributors''': ==== Definition ==== "Game-based learning" refers to teaching-learning actions carried out in formal and/or informal educational settings by adopting games. It encompasses the use of both games designed expressly for fulfilling learning objectives (educational games) and "mainstream games" -- i.e. those games that are developed for fun when used to pursue learning objectives (Kirriemuir and McFarlane, 2004 p.19). A characterization of the term from a design perspective is: :"1. Having learning driven by personally meaningful scenarios;<br>2. Constructing problems to extend previous understandings and shape future ones;<br>3. Paying close attention to users' pre-existing beliefs;<br>4. Carefully designing for what the user experiences from moment to moment; and<br>5. Situating facts and knowledge in the context of doing."<br>::(Squire 2005 p.26) ==== Translation issues ==== Italiano: giochi educativi<br>German: lernspiel<br>French: apprentissage par le jeu ==== Disciplinary issues ==== The term has a very long tradition in theory and practice of pedagogy and psychology, although in its original meaning it was not expressly related to computer games (Martens et al, 2008). It has evolved towards a synonym of "Digital game-based learning", that is it refers to the use of digital games for learning purposes (Pivec, 2007; Prensky, 2001). "Game-based learning environment" has a tight relation with the concept of "Serious games". Following some researchers the former is considered as a sub-category of the latter, following others they are considered synonymous. Considering them synonymous is correlative to a broad definition of learning as "any form of change in a person brought about by external measures such as (educational) games" (Breuer and Bente 2010, p.8) ==== Key references ==== Breuer J., Bente G. [http://www.telearn.org/open-archive/browse?resource=6828_v1] (2010). Why so serious? On the relation of serious games and learning. Eludamos, Journal of Computer Game Culture, 4 (1) 7-24. Kirriemuir J., McFarlane A. [http://www.telearn.org/open-archive/search?resource=577] (2004). Literature Review in Games and Learning Report 8 : Futurelab Series. 39 pages. Klopfer et al [http://www.telearn.org/open-archive/search?resource=2697](2009) "Moving learning games forward", Education Arcade paper (research report. 58 pages. Moreno-Ger, P. et al., (2008) Educational game design for online education, Computers in Human Behavior, doi:10.1016/j.chb.2008.03.012 Pivec M., (2007) Editorial: Play and learn: potentials of game-based learning; British Journal of Educational Technology Vol 38 No 3 pp. 387-393 Prensky, M. (2001). Digital game based learning. New York: McGraw-Hill. Squire K., (2005) Game-Based Learning: Present and Future State of the Field «An x-Learn Perspective Paper» http://www.newmediaforlearning.com/research/Game-Based_Learning.pdf ==== Related terms ==== Digital game-based learning, Edutainment, Epistemic games, Game-based learning environment, Serious games ==== Related documents ==== Mcfarlane et al. (2002) [http://www.teem.org.uk/publications/teem_gamesined_full.pdf Report on the educational use of games] Prensky M. (2001) [http://www.marcprensky.com/writing/Prensky%20-%20Ch1-Digital%20Game-Based%20Learning.pdf The digital game-based learning revolution - Chapter 1] <br> ► [[TEL Dictionary entries]] 397 396 2011-09-16T07:22:15Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editors''': Rosa Maria Bottino and Michela Ott, ITD-CNR, Genoa '''Contributors''': ==== Definition ==== "Game-based learning" refers to teaching-learning actions carried out in formal and/or informal educational settings by adopting games. It encompasses the use of both games designed expressly for fulfilling learning objectives (educational games) and "mainstream games" -- i.e. those games that are developed for fun when used to pursue learning objectives (Kirriemuir and McFarlane, 2004 p.19). A characterization of the term from a design perspective is: :"1. Having learning driven by personally meaningful scenarios;<br>2. Constructing problems to extend previous understandings and shape future ones;<br>3. Paying close attention to users' pre-existing beliefs;<br>4. Carefully designing for what the user experiences from moment to moment; and<br>5. Situating facts and knowledge in the context of doing."<br>::(Squire 2005 p.26) ==== Translation issues ==== Italiano: giochi educativi<br>German: lernspiel<br>French: apprentissage par le jeu ==== Disciplinary issues ==== The term has a very long tradition in theory and practice of pedagogy and psychology, although in its original meaning it was not expressly related to computer games (Martens et al, 2008). It has evolved towards a synonym of "Digital game-based learning", that is it refers to the use of digital games for learning purposes (Pivec, 2007; Prensky, 2001). "Game-based learning environment" has a tight relation with the concept of "Serious games". Following some researchers the former is considered as a sub-category of the latter, following others they are considered synonymous. Considering them synonymous is correlative to a broad definition of learning as "any form of change in a person brought about by external measures such as (educational) games" (Breuer and Bente 2010, p.8) ==== Key references ==== Breuer J., Bente G. [http://www.telearn.org/open-archive/browse?resource=6828_v1] (2010). Why so serious? On the relation of serious games and learning. Eludamos, Journal of Computer Game Culture, 4 (1) 7-24. Kirriemuir J., McFarlane A. [http://www.telearn.org/open-archive/search?resource=577] (2004). Literature Review in Games and Learning Report 8 : Futurelab Series. 39 pages. Klopfer et al (2009) "Moving learning games forward" available at http://education.mit.edu/papers/MovingLearningGamesForward_EdArcade.pdf Moreno-Ger, P. et al., (2008) Educational game design for online education, Computers in Human Behavior, doi:10.1016/j.chb.2008.03.012 Pivec M., (2007) Editorial: Play and learn: potentials of game-based learning; British Journal of Educational Technology Vol 38 No 3 pp. 387-393 Prensky, M. (2001). Digital game based learning. New York: McGraw-Hill. Squire K., (2005) Game-Based Learning: Present and Future State of the Field «An x-Learn Perspective Paper» http://www.newmediaforlearning.com/research/Game-Based_Learning.pdf ==== Related terms ==== Digital game-based learning, Edutainment, Epistemic games, Game-based learning environment, Serious games ==== Related documents ==== Mcfarlane et al. (2002) [http://www.teem.org.uk/publications/teem_gamesined_full.pdf Report on the educational use of games] Prensky M. (2001) [http://www.marcprensky.com/writing/Prensky%20-%20Ch1-Digital%20Game-Based%20Learning.pdf The digital game-based learning revolution - Chapter 1] <br> ► [[TEL Dictionary entries]] 396 182 2011-09-16T07:16:51Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editors''': Rosa Maria Bottino and Michela Ott, ITD-CNR, Genoa '''Contributors''': ==== Definition ==== "Game-based learning" refers to teaching-learning actions carried out in formal and/or informal educational settings by adopting games. It encompasses the use of both games designed expressly for fulfilling learning objectives (educational games) and "mainstream games" -- i.e. those games that are developed for fun when used to pursue learning objectives (Kirriemuir and McFarlane, 2004 p.19). A characterization of the term from a design perspective is: :"1. Having learning driven by personally meaningful scenarios;<br>2. Constructing problems to extend previous understandings and shape future ones;<br>3. Paying close attention to users' pre-existing beliefs;<br>4. Carefully designing for what the user experiences from moment to moment; and<br>5. Situating facts and knowledge in the context of doing."<br>::(Squire 2005 p.26) ==== Translation issues ==== Italiano: giochi educativi<br>German: lernspiel<br>French: apprentissage par le jeu ==== Disciplinary issues ==== The term has a very long tradition in theory and practice of pedagogy and psychology, although in its original meaning it was not expressly related to computer games (Martens et al, 2008). It has evolved towards a synonym of "Digital game-based learning", that is it refers to the use of digital games for learning purposes (Pivec, 2007; Prensky, 2001). "Game-based learning environment" has a tight relation with the concept of "Serious games". Following some researchers the former is considered as a sub-category of the latter, following others they are considered synonymous. Considering them synonymous is correlative to a broad definition of learning as "any form of change in a person brought about by external measures such as (educational) games" (Breuer and Bente 2010, p.8) ==== Key references ==== Breuer J., Bente G. [http://www.telearn.org/open-archive/browse?resource=6828_v1] (2010). Why so serious? On the relation of serious games and learning. Eludamos, Journal of Computer Game Culture, 4 (1) 7-24. Kirriemuir J., McFarlane A. (2004) Literature Review in Games and Learning Report 8: Futurelab Series. http://telearn.archives-ouvertes.fr/hal-00190453/fr/. Klopfer et al (2009) "Moving learning games forward" available at http://education.mit.edu/papers/MovingLearningGamesForward_EdArcade.pdf Moreno-Ger, P. et al., (2008) Educational game design for online education, Computers in Human Behavior, doi:10.1016/j.chb.2008.03.012 Pivec M., (2007) Editorial: Play and learn: potentials of game-based learning; British Journal of Educational Technology Vol 38 No 3 pp. 387-393 Prensky, M. (2001). Digital game based learning. New York: McGraw-Hill. Squire K., (2005) Game-Based Learning: Present and Future State of the Field «An x-Learn Perspective Paper» http://www.newmediaforlearning.com/research/Game-Based_Learning.pdf ==== Related terms ==== Digital game-based learning, Edutainment, Epistemic games, Game-based learning environment, Serious games ==== Related documents ==== Mcfarlane et al. (2002) [http://www.teem.org.uk/publications/teem_gamesined_full.pdf Report on the educational use of games] Prensky M. (2001) [http://www.marcprensky.com/writing/Prensky%20-%20Ch1-Digital%20Game-Based%20Learning.pdf The digital game-based learning revolution - Chapter 1] <br> ► [[TEL Dictionary entries]] 182 139 2011-05-27T14:04:03Z Admin 1 wikitext text/x-wiki <u>Draft 1</u> '''Editors''': Rosa Maria Bottino and Michela Ott, ITD-CNR, Genoa '''Contributors''': ==== Definition ==== "Game-based learning" refers to teaching-learning actions carried out in formal and/or informal educational settings by adopting games. It encompasses the use of both games designed expressly for fulfilling learning objectives (educational games) and "mainstream games" -- i.e. those games that are developed for fun when used to pursue learning objectives (Kirriemuir and McFarlane, 2004 p.19). A characterization of the term from a design perspective is: :"1. Having learning driven by personally meaningful scenarios;<br>2. Constructing problems to extend previous understandings and shape future ones;<br>3. Paying close attention to users' pre-existing beliefs;<br>4. Carefully designing for what the user experiences from moment to moment; and<br>5. Situating facts and knowledge in the context of doing."<br>::(Squire 2005 p.26) ==== Translation issues ==== Italiano: giochi educativi<br>German: lernspiel<br>French: apprentissage par le jeu ==== Disciplinary issues ==== The term has a very long tradition in theory and practice of pedagogy and psychology, although in its original meaning it was not expressly related to computer games (Martens et al, 2008). It has evolved towards a synonym of "Digital game-based learning", that is it refers to the use of digital games for learning purposes (Pivec, 2007; Prensky, 2001). "Game-based learning environment" has a tight relation with the concept of "Serious games". Following some researchers the former is considered as a sub-category of the latter, following others they are considered synonymous. Considering them synonymous is correlative to a broad definition of learning as "any form of change in a person brought about by external measures such as (educational) games" (Breuer and Bente 2010, p.8) ==== Key references ==== Breuer J., Bente G. (2010) Why so serious? On the relation of serious games and learning. Eludamos, Journal of Computer game culture, 4 (1) 7-24. Kirriemuir J., McFarlane A. (2004) Literature Review in Games and Learning Report 8: Futurelab Series. http://telearn.archives-ouvertes.fr/hal-00190453/fr/. Klopfer et al (2009) "Moving learning games forward" available at http://education.mit.edu/papers/MovingLearningGamesForward_EdArcade.pdf Moreno-Ger, P. et al., (2008) Educational game design for online education, Computers in Human Behavior, doi:10.1016/j.chb.2008.03.012 Pivec M., (2007) Editorial: Play and learn: potentials of game-based learning; British Journal of Educational Technology Vol 38 No 3 pp. 387-393 Prensky, M. (2001). Digital game based learning. New York: McGraw-Hill. Squire K., (2005) Game-Based Learning: Present and Future State of the Field «An x-Learn Perspective Paper» http://www.newmediaforlearning.com/research/Game-Based_Learning.pdf ==== Related terms ==== Digital game-based learning, Edutainment, Epistemic games, Game-based learning environment, Serious games ==== Related documents ==== Mcfarlane et al. (2002) [http://www.teem.org.uk/publications/teem_gamesined_full.pdf Report on the educational use of games] Prensky M. (2001) [http://www.marcprensky.com/writing/Prensky%20-%20Ch1-Digital%20Game-Based%20Learning.pdf The digital game-based learning revolution - Chapter 1] <br> ► [[TEL Dictionary entries]] 139 90 2011-05-26T08:15:02Z Admin 1 wikitext text/x-wiki '''Editors''': Rosa Maria Bottino and Michela Ott, ITD-CNR, Genoa<br> '''Contributors''': <br> ==== Definition ==== "Game-based learning" refers to teaching-learning actions carried out in formal and/or informal educational settings by adopting games. It encompasses the use of both games designed expressly for fulfilling learning objectives (educational games) and "mainstream games" -- i.e. those games that are developed for fun when used to pursue learning objectives (Kirriemuir and McFarlane, 2004 p.19). A characterization of the term from a design perspective is: :"1. Having learning driven by personally meaningful scenarios;<br>2. Constructing problems to extend previous understandings and shape future ones;<br>3. Paying close attention to users' pre-existing beliefs;<br>4. Carefully designing for what the user experiences from moment to moment; and<br>5. Situating facts and knowledge in the context of doing."<br>::(Squire 2005 p.26) ==== Translation issues ==== Italiano: giochi educativi<br>German: lernspiel<br>French: apprentissage par le jeu<br> ==== Disciplinary issues ==== The term has a very long tradition in theory and practice of pedagogy and psychology, although in its original meaning it was not expressly related to computer games (Martens et al, 2008). It has evolved towards a synonym of "Digital game-based learning", that is it refers to the use of digital games for learning purposes (Pivec, 2007; Prensky, 2001). "Game-based learning environment" has a tight relation with the concept of "Serious games". Following some researchers the former is considered as a sub-category of the latter, following others they are considered synonymous. Considering them synonymous is correlative to a broad definition of learning as "any form of change in a person brought about by external measures such as (educational) games" (Breuer and Bente 2010, p.8)<br><br> ==== Key references ==== <br> Breuer J., Bente G. (2010) Why so serious? On the relation of serious games and learning. Eludamos, Journal of Computer game culture, 4 (1) 7-24. Kirriemuir J., McFarlane A. (2004) Literature Review in Games and Learning Report 8: Futurelab Series. http://telearn.archives-ouvertes.fr/hal-00190453/fr/. Klopfer et al (2009) "Moving learning games forward" available at http://education.mit.edu/papers/MovingLearningGamesForward_EdArcade.pdf Moreno-Ger, P. et al., (2008) Educational game design for online education, Computers in Human Behavior, doi:10.1016/j.chb.2008.03.012 Pivec M., (2007) Editorial: Play and learn: potentials of game-based learning; British Journal of Educational Technology Vol 38 No 3 pp. 387-393 Prensky, M. (2001). Digital game based learning. New York: McGraw-Hill. Squire K., (2005) Game-Based Learning: Present and Future State of the Field «An x-Learn Perspective Paper» http://www.newmediaforlearning.com/research/Game-Based_Learning.pdf ==== Related terms ==== Digital game-based learning, Edutainment, Epistemic games, Game-based learning environment, Serious games<br><br> ==== Related documents ==== Mcfarlane et al. (2002) [http://www.teem.org.uk/publications/teem_gamesined_full.pdf Report on the educational use of games] Prensky M. (2001) [http://www.marcprensky.com/writing/Prensky%20-%20Ch1-Digital%20Game-Based%20Learning.pdf The digital game-based learning revolution - Chapter 1] <br> ► [[TEL Dictionary entries]] 90 22 2011-05-24T09:22:39Z Admin 1 wikitext text/x-wiki {{Languages}} '''Editors''': Rosa Maria Bottino and Michela Ott, ITD-CNR, Genoa<br> '''Contributors''': <br> ==== Definition ==== "Game-based learning" refers to teaching-learning actions carried out in formal and/or informal educational settings by adopting games. It encompasses the use of both games designed expressly for fulfilling learning objectives (educational games) and "mainstream games" -- i.e. those games that are developed for fun when used to pursue learning objectives (Kirriemuir and McFarlane, 2004 p.19). A characterization of the term from a design perspective is: :"1. Having learning driven by personally meaningful scenarios;<br>2. Constructing problems to extend previous understandings and shape future ones;<br>3. Paying close attention to users' pre-existing beliefs;<br>4. Carefully designing for what the user experiences from moment to moment; and<br>5. Situating facts and knowledge in the context of doing."<br>::(Squire 2005 p.26) ==== Translation issues ==== Italiano: giochi educativi<br>German: lernspiel<br>French: apprentissage par le jeu<br> ==== Disciplinary issues ==== The term has a very long tradition in theory and practice of pedagogy and psychology, although in its original meaning it was not expressly related to computer games (Martens et al, 2008). It has evolved towards a synonym of "Digital game-based learning", that is it refers to the use of digital games for learning purposes (Pivec, 2007; Prensky, 2001). "Game-based learning environment" has a tight relation with the concept of "Serious games". Following some researchers the former is considered as a sub-category of the latter, following others they are considered synonymous. Considering them synonymous is correlative to a broad definition of learning as "any form of change in a person brought about by external measures such as (educational) games" (Breuer and Bente 2010, p.8)<br><br> ==== Key references ==== <br> Breuer J., Bente G. (2010) Why so serious? On the relation of serious games and learning. Eludamos, Journal of Computer game culture, 4 (1) 7-24. Kirriemuir J., McFarlane A. (2004) Literature Review in Games and Learning Report 8: Futurelab Series. http://telearn.archives-ouvertes.fr/hal-00190453/fr/. Klopfer et al (2009) "Moving learning games forward" available at http://education.mit.edu/papers/MovingLearningGamesForward_EdArcade.pdf Moreno-Ger, P. et al., (2008) Educational game design for online education, Computers in Human Behavior, doi:10.1016/j.chb.2008.03.012 Pivec M., (2007) Editorial: Play and learn: potentials of game-based learning; British Journal of Educational Technology Vol 38 No 3 pp. 387-393 Prensky, M. (2001). Digital game based learning. New York: McGraw-Hill. Squire K., (2005) Game-Based Learning: Present and Future State of the Field «An x-Learn Perspective Paper» http://www.newmediaforlearning.com/research/Game-Based_Learning.pdf ==== Related terms ==== Digital game-based learning, Edutainment, Epistemic games, Game-based learning environment, Serious games<br><br> ==== Related documents ==== Mcfarlane et al. (2002) [http://www.teem.org.uk/publications/teem_gamesined_full.pdf Report on the educational use of games] Prensky M. (2001) [http://www.marcprensky.com/writing/Prensky%20-%20Ch1-Digital%20Game-Based%20Learning.pdf The digital game-based learning revolution - Chapter 1] <br> ► [[TEL Dictionary entries]] 22 2011-05-17T13:03:07Z 129.88.27.200 0 Created page with "'''Editors''': Rosa Maria Bottino and Michela Ott, ITD-CNR, Genoa<br>'''Contributors''': .../...<br> ==== Definition ==== "Game-based learning" refers to teaching-learning acti..." wikitext text/x-wiki '''Editors''': Rosa Maria Bottino and Michela Ott, ITD-CNR, Genoa<br>'''Contributors''': .../...<br> ==== Definition ==== "Game-based learning" refers to teaching-learning actions carried out in formal and/or informal educational settings by adopting games. It encompasses the use of both games designed expressly for fulfilling learning objectives (educational games) and "mainstream games" -- i.e. those games that are developed for fun when used to pursue learning objectives (Kirriemuir and McFarlane, 2004 p.19). A characterization of the term from a design perspective is: :"1. Having learning driven by personally meaningful scenarios;<br>2. Constructing problems to extend previous understandings and shape future ones;<br>3. Paying close attention to users' pre-existing beliefs;<br>4. Carefully designing for what the user experiences from moment to moment; and<br>5. Situating facts and knowledge in the context of doing."<br>::(Squire 2005 p.26) ==== Translation issues ==== Italiano: giochi educativi<br>German: lernspiel<br>French: apprentissage par le jeu<br> ==== Disciplinary issues ==== The term has a very long tradition in theory and practice of pedagogy and psychology, although in its original meaning it was not expressly related to computer games (Martens et al, 2008). It has evolved towards a synonym of "Digital game-based learning", that is it refers to the use of digital games for learning purposes (Pivec, 2007; Prensky, 2001). "Game-based learning environment" has a tight relation with the concept of "Serious games". Following some researchers the former is considered as a sub-category of the latter, following others they are considered synonymous. Considering them synonymous is correlative to a broad definition of learning as "any form of change in a person brought about by external measures such as (educational) games" (Breuer and Bente 2010, p.8)<br><br> ==== Key references ==== <br> Breuer J., Bente G. (2010) Why so serious? On the relation of serious games and learning. Eludamos, Journal of Computer game culture, 4 (1) 7-24. Kirriemuir J., McFarlane A. (2004) Literature Review in Games and Learning Report 8: Futurelab Series. http://telearn.archives-ouvertes.fr/hal-00190453/fr/. Klopfer et al (2009) "Moving learning games forward" available at http://education.mit.edu/papers/MovingLearningGamesForward_EdArcade.pdf Moreno-Ger, P. et al., (2008) Educational game design for online education, Computers in Human Behavior, doi:10.1016/j.chb.2008.03.012 Pivec M., (2007) Editorial: Play and learn: potentials of game-based learning; British Journal of Educational Technology Vol 38 No 3 pp. 387-393 Prensky, M. (2001). Digital game based learning. New York: McGraw-Hill. Squire K., (2005) Game-Based Learning: Present and Future State of the Field «An x-Learn Perspective Paper» http://www.newmediaforlearning.com/research/Game-Based_Learning.pdf ==== Related terms ==== Digital game-based learning, Edutainment, Epistemic games, Game-based learning environment, Serious games<br><br> ==== Related documents ==== Mcfarlane et al. (2002) [http://www.teem.org.uk/publications/teem_gamesined_full.pdf Report on the educational use of games] Prensky M. (2001) [http://www.marcprensky.com/writing/Prensky%20-%20Ch1-Digital%20Game-Based%20Learning.pdf The digital game-based learning revolution - Chapter 1] <br> ► [[TEL Dictionary entries]] 0 23 91 89 2011-05-24T09:24:04Z Admin 1 wikitext text/x-wiki {{Languages}} == Apprentissage par le jeu == '''Editeur''':<br> '''Contributeurs''': ==== Définition ==== ==== Questions de traduction ==== ==== Questions disciplinaires ==== ==== Références ==== ==== Termes en rapport ==== ==== Documents en rapport ==== 89 2011-05-24T09:21:58Z Admin 1 Created page with "{{Languages}} == apprentissage par le jeu == '''Editeur''': '''Contributeurs''': ==== Définition ==== ==== Questions de traduction ==== ==== Questions disciplinaires..." wikitext text/x-wiki {{Languages}} == apprentissage par le jeu == '''Editeur''': '''Contributeurs''': ==== Définition ==== ==== Questions de traduction ==== ==== Questions disciplinaires ==== ==== Références ==== ==== Termes en rapport ==== ==== Documents en rapport ==== 0 80 352 351 2011-09-02T08:45:50Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''Játék-alapú tanulás (game-based learning)''' ''Szerkesztők'': Rosa Maria Bottino and Michela Ott, ITD-CNR, Genoa ====Definíció==== A "Játék-alapú tanulás" olyan tanítási-tanulási tevékenység formális és/vagy nem formális oktatási formában való végrehajtására hivatkozik, mely e tevékenységhez játékot alkalmaz. Ez magában foglalja egyrészt azon játékok használatát, melyek kifejezetten a tanulási célok teljesítésére lettek megtervezve (oktatási célú játékok), másrészt a "mainstream játékokat" – a nagy publikum számára szórakoztatás céljával kifejlesztett játékokat, amennyiben azok bizonyos oktatási célok teljesítésére vannak felhasználva (Kirriemuir and McFarlane, 2004 p.19). A kifejezés jellemzése a kivitelezés szempontjából: :"1. Személyre szabott, értelmes forgatókönyvek által vezérelt tanulás;<br>2. Problémák kiépítése az előzetes tudás, megértés bővítésének, ill. a jövőbeliek kialakításának céljából;<br>3. Részletes figyelem szentelése a felhasználók már létező meggyőződéseinek;<br>4. Körültekintő megtervezése annak, amit a felhasználó percről percre megtapasztal;<br>5. Tények és ismeretek elhelyezése a cselekvési környezetben."<br>::(Squire 2005 p.26) ====Fordítási kérdések==== Olasz: giochi educativi<br> Német: lernspiel<br> Francia: apprentissage par le jeu<br> ====Tudományági kérdések==== A kifejezésnek nagyon hosszú hagyománya van a pedagógia és a pszichológia elméletében és gyakorlatába, az eredeti jelentésében nem kifejezetten a számítógépes játékokhoz kapcsolódott (Martens et al, 2008). A "Digitális játék-alapú tanulás" szinonima irányába fejlődött tovább, azaz a digitális játékok oktatási célokra való felhasználására vonatkozik (Pivec, 2007; Prensky, 2001). A "Játék-alapú tanulási környezet" szoros összefüggésben van a "Komoly játékok" fogalommal. Néhány kutató alapján az előbbit az utóbbi alkategóriája, mások szerint a két fogalom egymás szinonimája. Figyelembe véve a szinonimáit, kölcsönviszonyban van a tanulás széles körű definíciójával, mint "bármilyen változás egy személyben, amely olyan külső intézkedések által vannak előidézve, mint pl. az (oktatási célú) játékok által" (Breuer and Bente 2010, p.8) ====Főbb referenciák==== Breuer J., Bente G. (2010) Why so serious? On the relation of serious games and learning. Eludamos, Journal of Computer game culture, 4 (1) 7-24. Kirriemuir J., McFarlane A. (2004) Literature Review in Games and Learning Report 8: Futurelab Series. http://telearn.archives-ouvertes.fr/hal-00190453/fr/. Klopfer et al (2009) "Moving learning games forward" available at http://education.mit.edu/papers/MovingLearningGamesForward_EdArcade.pdf Moreno-Ger, P. et al., (2008) Educational game design for online education, Computers in Human Behavior, doi:10.1016/j.chb.2008.03.012 Pivec M., (2007) Editorial: Play and learn: potentials of game-based learning; British Journal of Educational Technology Vol 38 No 3 pp. 387-393 Prensky, M. (2001). Digital game based learning. New York: McGraw-Hill. Squire K., (2005) Game-Based Learning: Present and Future State of the Field «An x-Learn Perspective Paper» http://www.newmediaforlearning.com/research/Game-Based_Learning.pdf ====Kapcsolódó kifejezések==== Digitális játék-alapú tanulás, Szórakoztatva tanítás (Edutainment), Episztémikus játékok (Epistemic games), Játék-alapú tanulási környezet, Komoly játékok ====Kapcsolódó dokumentumok==== Mcfarlane et al. (2002) [http://www.teem.org.uk/publications/teem_gamesined_full.pdf Report on the educational use of games] Prensky M. (2001) [http://www.marcprensky.com/writing/Prensky%20-%20Ch1-Digital%20Game-Based%20Learning.pdf The digital game-based learning revolution - Chapter 1] 351 2011-09-02T08:44:53Z Zeiliger 2 Created page with "{{languages}} '''Játék-alapú tanulás (game-based learning)''' ''Szerkesztők'': Rosa Maria Bottino and Michela Ott, ITD-CNR, Genoa ====Definíció==== A "Játék-alapú..." wikitext text/x-wiki {{languages}} '''Játék-alapú tanulás (game-based learning)''' ''Szerkesztők'': Rosa Maria Bottino and Michela Ott, ITD-CNR, Genoa ====Definíció==== A "Játék-alapú tanulás" olyan tanítási-tanulási tevékenység formális és/vagy nem formális oktatási formában való végrehajtására hivatkozik, mely e tevékenységhez játékot alkalmaz. Ez magában foglalja egyrészt azon játékok használatát, melyek kifejezetten a tanulási célok teljesítésére lettek megtervezve (oktatási célú játékok), másrészt a "mainstream játékokat" – a nagy publikum számára szórakoztatás céljával kifejlesztett játékokat, amennyiben azok bizonyos oktatási célok teljesítésére vannak felhasználva (Kirriemuir and McFarlane, 2004 p.19). A kifejezés jellemzése a kivitelezés szempontjából: :"1. Személyre szabott, értelmes forgatókönyvek által vezérelt tanulás; <br>2. Problémák kiépítése az előzetes tudás, megértés bővítésének, ill. a jövőbeliek kialakításának céljából; <br>3. Részletes figyelem szentelése a felhasználók már létező meggyőződéseinek; <br>4. Körültekintő megtervezése annak, amit a felhasználó percről percre megtapasztal; <br>5. Tények és ismeretek elhelyezése a cselekvési környezetben." <br>::(Squire 2005 p.26) ====Fordítási kérdések==== Olasz: giochi educativi<br> Német: lernspiel<br> Francia: apprentissage par le jeu<br> ====Tudományági kérdések==== A kifejezésnek nagyon hosszú hagyománya van a pedagógia és a pszichológia elméletében és gyakorlatába, az eredeti jelentésében nem kifejezetten a számítógépes játékokhoz kapcsolódott (Martens et al, 2008). A "Digitális játék-alapú tanulás" szinonima irányába fejlődött tovább, azaz a digitális játékok oktatási célokra való felhasználására vonatkozik (Pivec, 2007; Prensky, 2001). A "Játék-alapú tanulási környezet" szoros összefüggésben van a "Komoly játékok" fogalommal. Néhány kutató alapján az előbbit az utóbbi alkategóriája, mások szerint a két fogalom egymás szinonimája. Figyelembe véve a szinonimáit, kölcsönviszonyban van a tanulás széles körű definíciójával, mint "bármilyen változás egy személyben, amely olyan külső intézkedések által vannak előidézve, mint pl. az (oktatási célú) játékok által" (Breuer and Bente 2010, p.8) ====Főbb referenciák==== Breuer J., Bente G. (2010) Why so serious? On the relation of serious games and learning. Eludamos, Journal of Computer game culture, 4 (1) 7-24. Kirriemuir J., McFarlane A. (2004) Literature Review in Games and Learning Report 8: Futurelab Series. http://telearn.archives-ouvertes.fr/hal-00190453/fr/. Klopfer et al (2009) "Moving learning games forward" available at http://education.mit.edu/papers/MovingLearningGamesForward_EdArcade.pdf Moreno-Ger, P. et al., (2008) Educational game design for online education, Computers in Human Behavior, doi:10.1016/j.chb.2008.03.012 Pivec M., (2007) Editorial: Play and learn: potentials of game-based learning; British Journal of Educational Technology Vol 38 No 3 pp. 387-393 Prensky, M. (2001). Digital game based learning. New York: McGraw-Hill. Squire K., (2005) Game-Based Learning: Present and Future State of the Field «An x-Learn Perspective Paper» http://www.newmediaforlearning.com/research/Game-Based_Learning.pdf ====Kapcsolódó kifejezések==== Digitális játék-alapú tanulás, Szórakoztatva tanítás (Edutainment), Episztémikus játékok (Epistemic games), Játék-alapú tanulási környezet, Komoly játékok ====Kapcsolódó dokumentumok==== Mcfarlane et al. (2002) [http://www.teem.org.uk/publications/teem_gamesined_full.pdf Report on the educational use of games] Prensky M. (2001) [http://www.marcprensky.com/writing/Prensky%20-%20Ch1-Digital%20Game-Based%20Learning.pdf The digital game-based learning revolution - Chapter 1] 0 95 1348 1347 2013-05-06T18:23:24Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>draft 2</u> '''Editors''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Definition==== Informal learning is any learning which is conscious or unconscious, intentional or non-intentional which takes place without an externally imposed curriculum or specific intended outcome. ==== Comments on the history ==== The term "informal learning" first appeared in Knowels’ (1950) book Informal adult education, but it was not until the 1990s when, based on a number of exploratory and descriptive studies, Marsick and Watkins (1990) succeeded in delivering a structured definition of the concept. They defined informal learning as: :"[…] a category that includes incidental learning, [it] may occur in institutions, but is not typically classroom-based or highly structured, and control of learning rests primarily in the hands of the learner. Incidental learning is defined as a by-product of some other activity, such as task accomplishment , interpersonal interaction, sensing the organizational culture, trial-and-error experimentation, or even formal learning." (p.12) Nevertheless, most of the term’s history is marked by discussions on its precise meaning, and consequently, users of the term informal learning have not yet agreed upon a unified definition. This underscores the challenges accompanying efforts for clear-cut discrimination between formal, non-formal and informal learning on the one hand, and different types of learning within informal learning itself (e.g., incidental learning, social learning, workplace learning, etc.). The debate goesso far as raising voices against the validity of the concept as being an all too general categorization of any type of learning which is not formal (Eraut, 2000). This account, however, once again demonstrates the necessity for understanding informal learning as a hyper-category of learning which allows for diverse modalities varying per learning situation. ====Related terms==== Formal learning, non-formal learning, self-directed learning, experiential learning, workplace learning, learning organization ====Translation issues==== -/- ====Disciplinary issues==== The term has been broadly accepted in the field of Human Resources Development (HRD henceforth) and adult learning. According to Garrick (1998), informal learning as concept in HRD represents a wholesale theory of workplace learning and assumes :"[…] effects of workplace practices on one’s learning […] there are indeed rich sources of learning in day-to-day practice situations and that what is learned from experience is dynamic and open to multiple configurations." (p.1) It is a matter of fact that workplace learning is often seen as a form of informal learning. In the area of teaching, for example, informal learning traditionally refers to the professional learning resulting from activities which teachers undertake at work (Lohman, 2006). Studies into learning to teach demonstrate that a great deal of teacher learning comes about through execution of everyday work activities or actions related to them, suggesting that most informal learning is an unintentional and unconscious by-product since it is embedded in these very activities/actions (e.g., Kwakman, 2003). This fact prompts some researchers to base the concept on that learning which emerges from not-learning-intended activities generalizing it to all everyday situations (van Merrienboer et al. 2009). Nevertheless, a complete account of informal learning should also deal with those occasions, however rare, in which expert learners based on their highly developed domain knowledge and skills exhibit sufficient self-regulation and metacognitive skills to determine themselves the how, what and why of their learning process (e.g., Glaser, 1985), since the fundamental condition of no present external curricula is fully satisfied here. Therefore, an exhaustive informal learning definition should reasonably include unconscious and unplanned instances of learning as well as instances in which learners alone are actively in control of their own learning. ==== Key references ==== [http://onlinelibrary.wiley.com/doi/10.1348/000709900158001/abstract] Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70(1), 113-136. [http://books.google.fr/books?id=30VxaqIUDaYC&lpg=PP1&ots=5Ng442d-bU&dq=Garrick%2C%20J.%20(1998).%20Informal%20learning%20in%20the%20workplace%3A%20Unmasking%20human%20resources%20development&lr&hl=fr&pg=PP1#v=onepage&q=Garrick,%20J.%20(1998).%20Informal%20learning%20in%20the%20workplace:%20Unmasking%20human%20resources%20development&f=false] Garrick, J. (1998). Informal learning in the workplace: Unmasking human resources development. City: NY: Routledge. [http://www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA157394] Glaser, R. (1985). Thoughts on expertise. (Techincal report No. 8). Learning Research and Development Center. Pittsburgh, PA. [http://www.sciencedirect.com/science/article/pii/S0742051X02001014] Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and teacher education. 19(2), 149-170. [http://www.emeraldinsight.com/journals.htm?articleid=1546154&show=abstract] Lohman, M. C. (2006). Factors influencing teachers’ engagement in informal learning activities. Journal of workplace learning, 18(3), 141-156. [http://books.google.fr/books?id=s88OAAAAQAAJ&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Marsick, V. J. &amp; Watkins, K. E. (1990). Informal and incidental learning in the workplace. City: NY: Routledge. [http://hal.archives-ouvertes.fr/index.php?halsid=apkd3eo630gclvmrsq690tp1j6&view_this_doc=hal-00696399&version=1] Van Merriënboer, J. J. G., Kirschner, P. A., Paas, F., Sloep, P. B., &amp; Caniëls, M. C. J. (2009). Towards an integrated approach for research on lifelong learning. Educational Technology Magazine, 49(3), 3-15. 1347 1346 2013-05-06T18:09:26Z Balacheff 4 /* Disciplinary issues */ wikitext text/x-wiki <u>draft 2</u> '''Editors''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Definition==== Informal learning is any learning which is conscious or unconscious, intentional or non-intentional which takes place without an externally imposed curriculum or specific intended outcome. ==== Comments on the history ==== The term "informal learning" first appeared in Knowels’ (1950) book Informal adult education, but it was not until the 1990s when, based on a number of exploratory and descriptive studies, Marsick and Watkins (1990) succeeded in delivering a structured definition of the concept. They defined informal learning as: :"[…] a category that includes incidental learning, [it] may occur in institutions, but is not typically classroom-based or highly structured, and control of learning rests primarily in the hands of the learner. Incidental learning is defined as a by-product of some other activity, such as task accomplishment , interpersonal interaction, sensing the organizational culture, trial-and-error experimentation, or even formal learning." (p.12) Nevertheless, most of the term’s history is marked by discussions on its precise meaning, and consequently, users of the term informal learning have not yet agreed upon a unified definition. This underscores the challenges accompanying efforts for clear-cut discrimination between formal, non-formal and informal learning on the one hand, and different types of learning within informal learning itself (e.g., incidental learning, social learning, workplace learning, etc.). The debate goesso far as raising voices against the validity of the concept as being an all too general categorization of any type of learning which is not formal (Eraut, 2000). This account, however, once again demonstrates the necessity for understanding informal learning as a hyper-category of learning which allows for diverse modalities varying per learning situation. ====Related terms==== Formal learning, non-formal learning, self-directed learning, experiential learning, workplace learning, learning organization ====Translation issues==== -/- ====Disciplinary issues==== The term has been broadly accepted in the field of Human Resources Development (HRD henceforth) and adult learning. According to Garrick (1998), informal learning as concept in HRD represents a wholesale theory of workplace learning and assumes :"[…] effects of workplace practices on one’s learning […] there are indeed rich sources of learning in day-to-day practice situations and that what is learned from experience is dynamic and open to multiple configurations." (p.1) It is a matter of fact that workplace learning is often seen as a form of informal learning. In the area of teaching, for example, informal learning traditionally refers to the professional learning resulting from activities which teachers undertake at work (Lohman, 2006). Studies into learning to teach demonstrate that a great deal of teacher learning comes about through execution of everyday work activities or actions related to them, suggesting that most informal learning is an unintentional and unconscious by-product since it is embedded in these very activities/actions (e.g., Kwakman, 2003). This fact prompts some researchers to base the concept on that learning which emerges from not-learning-intended activities generalizing it to all everyday situations (van Merrienboer et al. 2009). Nevertheless, a complete account of informal learning should also deal with those occasions, however rare, in which expert learners based on their highly developed domain knowledge and skills exhibit sufficient self-regulation and metacognitive skills to determine themselves the how, what and why of their learning process (e.g., Glaser, 1985), since the fundamental condition of no present external curricula is fully satisfied here. Therefore, an exhaustive informal learning definition should reasonably include unconscious and unplanned instances of learning as well as instances in which learners alone are actively in control of their own learning. ==== Key references ==== [http://www.telearn.org/open-archive/browse?resource=7260_v1] Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70(1), 113-136. [http://www.telearn.org/open-archive/browse?resource=7043_v1] Garrick, J. (1998). Informal learning in the workplace: Unmasking human resources development. City: NY: Routledge. [http://www.telearn.org/open-archive/browse?resource=7145_v1] Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and teacher education. 19(2), 149-170. [http://www.telearn.org/open-archive/browse?resource=7129_v1] Lohman, M. C. (2006). Factors influencing teachers’ engagement in informal learning activities. Journal of workplace learning, 18(3), 141-156. [http://www.telearn.org/open-archive/browse?resource=7042_v1] Marsick, V. J. &amp; Watkins, K. E. (1990). Informal and incidental learning in the workplace. City: NY: Routledge. [http://www.telearn.org/open-archive/browse?resource=7125_v1] Misko, J. (2008). Combining formal, non-formal and informal learning for work-force skill development. Report. Australian Industry Group project and NCVER. [http://www.telearn.org/open-archive/browse?resource=7040_v1] Van Merriënboer, J. J. G., Kirschner, P. A., Paas, F., Sloep, P. B., &amp; Caniëls, M. C. J. (2009). Towards an integrated approach for research on lifelong learning. Educational Technology Magazine, 49(3), 3-15. 1346 1345 2013-05-06T18:05:25Z Balacheff 4 wikitext text/x-wiki <u>draft 2</u> '''Editors''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Definition==== Informal learning is any learning which is conscious or unconscious, intentional or non-intentional which takes place without an externally imposed curriculum or specific intended outcome. ==== Comments on the history ==== The term "informal learning" first appeared in Knowels’ (1950) book Informal adult education, but it was not until the 1990s when, based on a number of exploratory and descriptive studies, Marsick and Watkins (1990) succeeded in delivering a structured definition of the concept. They defined informal learning as: :"[…] a category that includes incidental learning, [it] may occur in institutions, but is not typically classroom-based or highly structured, and control of learning rests primarily in the hands of the learner. Incidental learning is defined as a by-product of some other activity, such as task accomplishment , interpersonal interaction, sensing the organizational culture, trial-and-error experimentation, or even formal learning." (p.12) Nevertheless, most of the term’s history is marked by discussions on its precise meaning, and consequently, users of the term informal learning have not yet agreed upon a unified definition. This underscores the challenges accompanying efforts for clear-cut discrimination between formal, non-formal and informal learning on the one hand, and different types of learning within informal learning itself (e.g., incidental learning, social learning, workplace learning, etc.). The debate goesso far as raising voices against the validity of the concept as being an all too general categorization of any type of learning which is not formal (Eraut, 2000). This account, however, once again demonstrates the necessity for understanding informal learning as a hyper-category of learning which allows for diverse modalities varying per learning situation. ====Related terms==== Formal learning, non-formal learning, self-directed learning, experiential learning, workplace learning, learning organization ====Translation issues==== -/- ====Disciplinary issues==== The term has been broadly accepted in the field of Human Resources Development (HRD henceforth) and adult learning. According to Garrick (1998), informal learning as concept in HRD represents a wholesale theory of workplace learning and assumes :“… effects of workplace practices on one’s learning […] there are indeed rich sources of learning in day-to-day practice situations and that what is learned from experience is dynamic and open to multiple configurations.” (p.1) It is a matter of fact, that workplace learning is often seen as a form of informal learning. In the area of (English language) teaching, for example, informal learning traditionally refers to the professional learning resulting from activities which teachers undertake usually at work (Lohman, 2006). Studies into learning to teach among others undoubtedly demonstrate that a great deal of learning comes about through execution of everyday work activities or related to their actions, suggesting that the most informal learning is brought about unintentionally and unconsciously as a by-product since they are embedded in these very activities/actions (e.g., Kwakman, 2003). This fact prompts some researchers to ground their understanding of the concept as learning which emerges from not-learning-intended activities generalizing it to all everyday situations (van Merrienboer et al. 2009). ==== Key references ==== [http://www.telearn.org/open-archive/browse?resource=7260_v1] Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70(1), 113-136. [http://www.telearn.org/open-archive/browse?resource=7043_v1] Garrick, J. (1998). Informal learning in the workplace: Unmasking human resources development. City: NY: Routledge. [http://www.telearn.org/open-archive/browse?resource=7145_v1] Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and teacher education. 19(2), 149-170. [http://www.telearn.org/open-archive/browse?resource=7129_v1] Lohman, M. C. (2006). Factors influencing teachers’ engagement in informal learning activities. Journal of workplace learning, 18(3), 141-156. [http://www.telearn.org/open-archive/browse?resource=7042_v1] Marsick, V. J. &amp; Watkins, K. E. (1990). Informal and incidental learning in the workplace. City: NY: Routledge. [http://www.telearn.org/open-archive/browse?resource=7125_v1] Misko, J. (2008). Combining formal, non-formal and informal learning for work-force skill development. Report. Australian Industry Group project and NCVER. [http://www.telearn.org/open-archive/browse?resource=7040_v1] Van Merriënboer, J. J. G., Kirschner, P. A., Paas, F., Sloep, P. B., &amp; Caniëls, M. C. J. (2009). Towards an integrated approach for research on lifelong learning. Educational Technology Magazine, 49(3), 3-15. 1345 1344 2013-05-06T18:05:05Z Balacheff 4 /* Comments on the history */ wikitext text/x-wiki <u>draft 1</u> '''Editors''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Definition==== Informal learning is any learning which is conscious or unconscious, intentional or non-intentional which takes place without an externally imposed curriculum or specific intended outcome. ==== Comments on the history ==== The term "informal learning" first appeared in Knowels’ (1950) book Informal adult education, but it was not until the 1990s when, based on a number of exploratory and descriptive studies, Marsick and Watkins (1990) succeeded in delivering a structured definition of the concept. They defined informal learning as: :"[…] a category that includes incidental learning, [it] may occur in institutions, but is not typically classroom-based or highly structured, and control of learning rests primarily in the hands of the learner. Incidental learning is defined as a by-product of some other activity, such as task accomplishment , interpersonal interaction, sensing the organizational culture, trial-and-error experimentation, or even formal learning." (p.12) Nevertheless, most of the term’s history is marked by discussions on its precise meaning, and consequently, users of the term informal learning have not yet agreed upon a unified definition. This underscores the challenges accompanying efforts for clear-cut discrimination between formal, non-formal and informal learning on the one hand, and different types of learning within informal learning itself (e.g., incidental learning, social learning, workplace learning, etc.). The debate goesso far as raising voices against the validity of the concept as being an all too general categorization of any type of learning which is not formal (Eraut, 2000). This account, however, once again demonstrates the necessity for understanding informal learning as a hyper-category of learning which allows for diverse modalities varying per learning situation. ====Related terms==== Formal learning, non-formal learning, self-directed learning, experiential learning, workplace learning, learning organization ====Translation issues==== -/- ====Disciplinary issues==== The term has been broadly accepted in the field of Human Resources Development (HRD henceforth) and adult learning. According to Garrick (1998), informal learning as concept in HRD represents a wholesale theory of workplace learning and assumes :“… effects of workplace practices on one’s learning […] there are indeed rich sources of learning in day-to-day practice situations and that what is learned from experience is dynamic and open to multiple configurations.” (p.1) It is a matter of fact, that workplace learning is often seen as a form of informal learning. In the area of (English language) teaching, for example, informal learning traditionally refers to the professional learning resulting from activities which teachers undertake usually at work (Lohman, 2006). Studies into learning to teach among others undoubtedly demonstrate that a great deal of learning comes about through execution of everyday work activities or related to their actions, suggesting that the most informal learning is brought about unintentionally and unconsciously as a by-product since they are embedded in these very activities/actions (e.g., Kwakman, 2003). This fact prompts some researchers to ground their understanding of the concept as learning which emerges from not-learning-intended activities generalizing it to all everyday situations (van Merrienboer et al. 2009). ==== Key references ==== [http://www.telearn.org/open-archive/browse?resource=7260_v1] Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70(1), 113-136. [http://www.telearn.org/open-archive/browse?resource=7043_v1] Garrick, J. (1998). Informal learning in the workplace: Unmasking human resources development. City: NY: Routledge. [http://www.telearn.org/open-archive/browse?resource=7145_v1] Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and teacher education. 19(2), 149-170. [http://www.telearn.org/open-archive/browse?resource=7129_v1] Lohman, M. C. (2006). Factors influencing teachers’ engagement in informal learning activities. Journal of workplace learning, 18(3), 141-156. [http://www.telearn.org/open-archive/browse?resource=7042_v1] Marsick, V. J. &amp; Watkins, K. E. (1990). Informal and incidental learning in the workplace. City: NY: Routledge. [http://www.telearn.org/open-archive/browse?resource=7125_v1] Misko, J. (2008). Combining formal, non-formal and informal learning for work-force skill development. Report. Australian Industry Group project and NCVER. [http://www.telearn.org/open-archive/browse?resource=7040_v1] Van Merriënboer, J. J. G., Kirschner, P. A., Paas, F., Sloep, P. B., &amp; Caniëls, M. C. J. (2009). Towards an integrated approach for research on lifelong learning. Educational Technology Magazine, 49(3), 3-15. 1344 1043 2013-05-06T18:03:44Z Balacheff 4 /* Definition */ wikitext text/x-wiki <u>draft 1</u> '''Editors''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Definition==== Informal learning is any learning which is conscious or unconscious, intentional or non-intentional which takes place without an externally imposed curriculum or specific intended outcome. ==== Comments on the history ==== The term "informal learning" first appeared in Knowels’ (1950) book ''Informal adult education'', but it was not until the 1990s when, based on a number of exploratory and descriptive studies, Marsick and Watkins (1990) succeeded in delivering a structured definition of the concept. They depicted informal learning as: :“… a category that includes incidental learning, [it] may occur in institutions, but is not typically classroom-based or highly structured, and control of learning rests primarily in the hands of the learner. Incidental learning is defined as a by-product of some other activity, such as task accomplishment , interpersonal interaction, sensing the organizational culture, trial-and-error experimentation, or even formal learning.” (p. 12) To date, users of the term informal learning have not yet agreed upon a unified definition of the concept. This underscores the challenges accompanying the efforts for a clear-cut discrimination especially between formal, non-formal and informal learning on the one hand, and different types of learning within informal learning itself (e.g., incidental learning, socialization, etc.). The debate goes as far as even raising voices against the validity of the concept as all too general categorization of any type of learning which is not formal (Eraut, 2000). This account, however, once again demonstrates the necessity for understanding informal learning as a hyper-category of learning which may allow for diverse modalities varying per learning situation. ====Related terms==== Formal learning, non-formal learning, self-directed learning, experiential learning, workplace learning, learning organization ====Translation issues==== -/- ====Disciplinary issues==== The term has been broadly accepted in the field of Human Resources Development (HRD henceforth) and adult learning. According to Garrick (1998), informal learning as concept in HRD represents a wholesale theory of workplace learning and assumes :“… effects of workplace practices on one’s learning […] there are indeed rich sources of learning in day-to-day practice situations and that what is learned from experience is dynamic and open to multiple configurations.” (p.1) It is a matter of fact, that workplace learning is often seen as a form of informal learning. In the area of (English language) teaching, for example, informal learning traditionally refers to the professional learning resulting from activities which teachers undertake usually at work (Lohman, 2006). Studies into learning to teach among others undoubtedly demonstrate that a great deal of learning comes about through execution of everyday work activities or related to their actions, suggesting that the most informal learning is brought about unintentionally and unconsciously as a by-product since they are embedded in these very activities/actions (e.g., Kwakman, 2003). This fact prompts some researchers to ground their understanding of the concept as learning which emerges from not-learning-intended activities generalizing it to all everyday situations (van Merrienboer et al. 2009). ==== Key references ==== [http://www.telearn.org/open-archive/browse?resource=7260_v1] Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70(1), 113-136. [http://www.telearn.org/open-archive/browse?resource=7043_v1] Garrick, J. (1998). Informal learning in the workplace: Unmasking human resources development. City: NY: Routledge. [http://www.telearn.org/open-archive/browse?resource=7145_v1] Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and teacher education. 19(2), 149-170. [http://www.telearn.org/open-archive/browse?resource=7129_v1] Lohman, M. C. (2006). Factors influencing teachers’ engagement in informal learning activities. Journal of workplace learning, 18(3), 141-156. [http://www.telearn.org/open-archive/browse?resource=7042_v1] Marsick, V. J. &amp; Watkins, K. E. (1990). Informal and incidental learning in the workplace. City: NY: Routledge. [http://www.telearn.org/open-archive/browse?resource=7125_v1] Misko, J. (2008). Combining formal, non-formal and informal learning for work-force skill development. Report. Australian Industry Group project and NCVER. [http://www.telearn.org/open-archive/browse?resource=7040_v1] Van Merriënboer, J. J. G., Kirschner, P. A., Paas, F., Sloep, P. B., &amp; Caniëls, M. C. J. (2009). Towards an integrated approach for research on lifelong learning. Educational Technology Magazine, 49(3), 3-15. 1043 783 2013-01-14T13:22:44Z Balacheff 4 wikitext text/x-wiki <u>draft 1</u> '''Editors''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Definition==== Informal learning is any conscious or unconscious, intentional or non-intentional learning which takes place without an externally imposed curriculum or intended outcome. Unlike formal and non-formal learning, it is unstructured and not directly assessed or accredited (Misko, 2008). ==== Comments on the history ==== The term "informal learning" first appeared in Knowels’ (1950) book ''Informal adult education'', but it was not until the 1990s when, based on a number of exploratory and descriptive studies, Marsick and Watkins (1990) succeeded in delivering a structured definition of the concept. They depicted informal learning as: :“… a category that includes incidental learning, [it] may occur in institutions, but is not typically classroom-based or highly structured, and control of learning rests primarily in the hands of the learner. Incidental learning is defined as a by-product of some other activity, such as task accomplishment , interpersonal interaction, sensing the organizational culture, trial-and-error experimentation, or even formal learning.” (p. 12) To date, users of the term informal learning have not yet agreed upon a unified definition of the concept. This underscores the challenges accompanying the efforts for a clear-cut discrimination especially between formal, non-formal and informal learning on the one hand, and different types of learning within informal learning itself (e.g., incidental learning, socialization, etc.). The debate goes as far as even raising voices against the validity of the concept as all too general categorization of any type of learning which is not formal (Eraut, 2000). This account, however, once again demonstrates the necessity for understanding informal learning as a hyper-category of learning which may allow for diverse modalities varying per learning situation. ====Related terms==== Formal learning, non-formal learning, self-directed learning, experiential learning, workplace learning, learning organization ====Translation issues==== -/- ====Disciplinary issues==== The term has been broadly accepted in the field of Human Resources Development (HRD henceforth) and adult learning. According to Garrick (1998), informal learning as concept in HRD represents a wholesale theory of workplace learning and assumes :“… effects of workplace practices on one’s learning […] there are indeed rich sources of learning in day-to-day practice situations and that what is learned from experience is dynamic and open to multiple configurations.” (p.1) It is a matter of fact, that workplace learning is often seen as a form of informal learning. In the area of (English language) teaching, for example, informal learning traditionally refers to the professional learning resulting from activities which teachers undertake usually at work (Lohman, 2006). Studies into learning to teach among others undoubtedly demonstrate that a great deal of learning comes about through execution of everyday work activities or related to their actions, suggesting that the most informal learning is brought about unintentionally and unconsciously as a by-product since they are embedded in these very activities/actions (e.g., Kwakman, 2003). This fact prompts some researchers to ground their understanding of the concept as learning which emerges from not-learning-intended activities generalizing it to all everyday situations (van Merrienboer et al. 2009). ==== Key references ==== [http://www.telearn.org/open-archive/browse?resource=7260_v1] Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70(1), 113-136. [http://www.telearn.org/open-archive/browse?resource=7043_v1] Garrick, J. (1998). Informal learning in the workplace: Unmasking human resources development. City: NY: Routledge. [http://www.telearn.org/open-archive/browse?resource=7145_v1] Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and teacher education. 19(2), 149-170. [http://www.telearn.org/open-archive/browse?resource=7129_v1] Lohman, M. C. (2006). Factors influencing teachers’ engagement in informal learning activities. Journal of workplace learning, 18(3), 141-156. [http://www.telearn.org/open-archive/browse?resource=7042_v1] Marsick, V. J. &amp; Watkins, K. E. (1990). Informal and incidental learning in the workplace. City: NY: Routledge. [http://www.telearn.org/open-archive/browse?resource=7125_v1] Misko, J. (2008). Combining formal, non-formal and informal learning for work-force skill development. Report. Australian Industry Group project and NCVER. [http://www.telearn.org/open-archive/browse?resource=7040_v1] Van Merriënboer, J. J. G., Kirschner, P. A., Paas, F., Sloep, P. B., &amp; Caniëls, M. C. J. (2009). Towards an integrated approach for research on lifelong learning. Educational Technology Magazine, 49(3), 3-15. 783 750 2012-02-21T13:37:19Z Manon 3 /* Key references */ wikitext text/x-wiki <u>draft 1</u> '''Editors''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Definition==== Informal learning is any conscious or unconscious, intentional or non-intentional learning which takes place without an externally imposed curriculum or intended outcome. Unlike formal and non-formal learning, it is unstructured and not directly assessed or accredited (Misko, 2008). ==== Comments on the history ==== The term "informal learning" first appeared in Knowels’ (1950) book ''Informal adult education'', but it was not until the 1990s when, based on a number of exploratory and descriptive studies, Marsick and Watkins (1990) succeeded in delivering a structured definition of the concept. They depicted informal learning as: :“… a category that includes incidental learning, [it] may occur in institutions, but is not typically classroom-based or highly structured, and control of learning rests primarily in the hands of the learner. Incidental learning is defined as a by-product of some other activity, such as task accomplishment , interpersonal interaction, sensing the organizational culture, trial-and-error experimentation, or even formal learning.” (p. 12) To date, users of the term informal learning have not yet agreed upon a unified definition of the concept. This underscores the challenges accompanying the efforts for a clear-cut discrimination especially between formal, non-formal and informal learning on the one hand, and different types of learning within informal learning itself (e.g., incidental learning, socialization, etc.). The debate goes as far as even raising voices against the validity of the concept as all too general categorization of any type of learning which is not formal (Eraut, 2000). This account, however, once again demonstrates the necessity for understanding informal learning as a hyper-category of learning which may allow for diverse modalities varying per learning situation. ====Related terms==== Formal learning, non-formal learning, self-directed learning, experiential learning, workplace learning, learning organization ====Translation issues==== -/- ====Disciplinary issues==== The term has been broadly accepted in the field of Human Resources Development (HRD henceforth) and adult learning. According to Garrick (1998), informal learning as concept in HRD represents a wholesale theory of workplace learning and assumes :“… effects of workplace practices on one’s learning […] there are indeed rich sources of learning in day-to-day practice situations and that what is learned from experience is dynamic and open to multiple configurations.” (p.1) It is a matter of fact, that workplace learning is often seen as a form of informal learning. In the area of (English language) teaching, for example, informal learning traditionally refers to the professional learning resulting from activities which teachers undertake usually at work (Lohman, 2006). Studies into learning to teach among others undoubtedly demonstrate that a great deal of learning comes about through execution of everyday work activities or related to their actions, suggesting that the most informal learning is brought about unintentionally and unconsciously as a by-product since they are embedded in these very activities/actions (e.g., Kwakman, 2003). This fact prompts some researchers to ground their understanding of the concept as learning which emerges from not-learning-intended activities generalizing it to all everyday situations (van Merrienboer et al. 2009). ====Key references==== Eraut, M. [http://www.telearn.org/open-archive/browse?resource=7260_v1] (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70(1), 113-136. Garrick, J. [http://www.telearn.org/open-archive/browse?resource=7043_v1] (1998). Informal learning in the workplace: Unmasking human resources development. City: NY: Routledge. Kwakman, K. [http://www.telearn.org/open-archive/browse?resource=7145_v1] (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and teacher education. 19(2), 149-170. Lohman, M. C. [http://www.telearn.org/open-archive/browse?resource=7129_v1] (2006). Factors influencing teachers’ engagement in informal learning activities. Journal of workplace learning, 18(3), 141-156. Marsick, V. J. & Watkins, K. E. [http://www.telearn.org/open-archive/browse?resource=7042_v1] (1990). Informal and incidental learning in the workplace. City: NY: Routledge. Misko, J. [http://www.telearn.org/open-archive/browse?resource=7125_v1] (2008). Combining formal, non-formal and informal learning for work-force skill development. Report. Australian Industry Group project and NCVER. Van Merriënboer, J. J. G., Kirschner, P. A., Paas, F., Sloep, P. B., & Caniëls, M. C. J. [http://www.telearn.org/open-archive/browse?resource=7040_v1] (2009). Towards an integrated approach for research on lifelong learning. Educational Technology Magazine, 49(3), 3-15. 750 749 2012-02-13T08:45:43Z Manon 3 /* Key references */ wikitext text/x-wiki <u>draft 1</u> '''Editors''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Definition==== Informal learning is any conscious or unconscious, intentional or non-intentional learning which takes place without an externally imposed curriculum or intended outcome. Unlike formal and non-formal learning, it is unstructured and not directly assessed or accredited (Misko, 2008). ==== Comments on the history ==== The term "informal learning" first appeared in Knowels’ (1950) book ''Informal adult education'', but it was not until the 1990s when, based on a number of exploratory and descriptive studies, Marsick and Watkins (1990) succeeded in delivering a structured definition of the concept. They depicted informal learning as: :“… a category that includes incidental learning, [it] may occur in institutions, but is not typically classroom-based or highly structured, and control of learning rests primarily in the hands of the learner. Incidental learning is defined as a by-product of some other activity, such as task accomplishment , interpersonal interaction, sensing the organizational culture, trial-and-error experimentation, or even formal learning.” (p. 12) To date, users of the term informal learning have not yet agreed upon a unified definition of the concept. This underscores the challenges accompanying the efforts for a clear-cut discrimination especially between formal, non-formal and informal learning on the one hand, and different types of learning within informal learning itself (e.g., incidental learning, socialization, etc.). The debate goes as far as even raising voices against the validity of the concept as all too general categorization of any type of learning which is not formal (Eraut, 2000). This account, however, once again demonstrates the necessity for understanding informal learning as a hyper-category of learning which may allow for diverse modalities varying per learning situation. ====Related terms==== Formal learning, non-formal learning, self-directed learning, experiential learning, workplace learning, learning organization ====Translation issues==== -/- ====Disciplinary issues==== The term has been broadly accepted in the field of Human Resources Development (HRD henceforth) and adult learning. According to Garrick (1998), informal learning as concept in HRD represents a wholesale theory of workplace learning and assumes :“… effects of workplace practices on one’s learning […] there are indeed rich sources of learning in day-to-day practice situations and that what is learned from experience is dynamic and open to multiple configurations.” (p.1) It is a matter of fact, that workplace learning is often seen as a form of informal learning. In the area of (English language) teaching, for example, informal learning traditionally refers to the professional learning resulting from activities which teachers undertake usually at work (Lohman, 2006). Studies into learning to teach among others undoubtedly demonstrate that a great deal of learning comes about through execution of everyday work activities or related to their actions, suggesting that the most informal learning is brought about unintentionally and unconsciously as a by-product since they are embedded in these very activities/actions (e.g., Kwakman, 2003). This fact prompts some researchers to ground their understanding of the concept as learning which emerges from not-learning-intended activities generalizing it to all everyday situations (van Merrienboer et al. 2009). ====Key references==== Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British journal of educational psychology, 70(1), 113-136. Garrick, J. [http://www.telearn.org/open-archive/browse?resource=7043_v1] (1998). Informal learning in the workplace: Unmasking human resources development. City: NY: Routledge. Kwakman, K. [http://www.telearn.org/open-archive/browse?resource=7145_v1] (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and teacher education. 19(2), 149-170. Lohman, M. C. [http://www.telearn.org/open-archive/browse?resource=7129_v1] (2006). Factors influencing teachers’ engagement in informal learning activities. Journal of workplace learning, 18(3), 141-156. Marsick, V. J. & Watkins, K. E. [http://www.telearn.org/open-archive/browse?resource=7042_v1] (1990). Informal and incidental learning in the workplace. City: NY: Routledge. Misko, J. [http://www.telearn.org/open-archive/browse?resource=7125_v1] (2008). Combining formal, non-formal and informal learning for work-force skill development. Report. Australian Industry Group project and NCVER. Van Merriënboer, J. J. G., Kirschner, P. A., Paas, F., Sloep, P. B., & Caniëls, M. C. J. [http://www.telearn.org/open-archive/browse?resource=7040_v1] (2009). Towards an integrated approach for research on lifelong learning. Educational Technology Magazine, 49(3), 3-15. 749 705 2012-02-13T08:45:35Z Manon 3 /* Key references */ wikitext text/x-wiki <u>draft 1</u> '''Editors''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Definition==== Informal learning is any conscious or unconscious, intentional or non-intentional learning which takes place without an externally imposed curriculum or intended outcome. Unlike formal and non-formal learning, it is unstructured and not directly assessed or accredited (Misko, 2008). ==== Comments on the history ==== The term "informal learning" first appeared in Knowels’ (1950) book ''Informal adult education'', but it was not until the 1990s when, based on a number of exploratory and descriptive studies, Marsick and Watkins (1990) succeeded in delivering a structured definition of the concept. They depicted informal learning as: :“… a category that includes incidental learning, [it] may occur in institutions, but is not typically classroom-based or highly structured, and control of learning rests primarily in the hands of the learner. Incidental learning is defined as a by-product of some other activity, such as task accomplishment , interpersonal interaction, sensing the organizational culture, trial-and-error experimentation, or even formal learning.” (p. 12) To date, users of the term informal learning have not yet agreed upon a unified definition of the concept. This underscores the challenges accompanying the efforts for a clear-cut discrimination especially between formal, non-formal and informal learning on the one hand, and different types of learning within informal learning itself (e.g., incidental learning, socialization, etc.). The debate goes as far as even raising voices against the validity of the concept as all too general categorization of any type of learning which is not formal (Eraut, 2000). This account, however, once again demonstrates the necessity for understanding informal learning as a hyper-category of learning which may allow for diverse modalities varying per learning situation. ====Related terms==== Formal learning, non-formal learning, self-directed learning, experiential learning, workplace learning, learning organization ====Translation issues==== -/- ====Disciplinary issues==== The term has been broadly accepted in the field of Human Resources Development (HRD henceforth) and adult learning. According to Garrick (1998), informal learning as concept in HRD represents a wholesale theory of workplace learning and assumes :“… effects of workplace practices on one’s learning […] there are indeed rich sources of learning in day-to-day practice situations and that what is learned from experience is dynamic and open to multiple configurations.” (p.1) It is a matter of fact, that workplace learning is often seen as a form of informal learning. In the area of (English language) teaching, for example, informal learning traditionally refers to the professional learning resulting from activities which teachers undertake usually at work (Lohman, 2006). Studies into learning to teach among others undoubtedly demonstrate that a great deal of learning comes about through execution of everyday work activities or related to their actions, suggesting that the most informal learning is brought about unintentionally and unconsciously as a by-product since they are embedded in these very activities/actions (e.g., Kwakman, 2003). This fact prompts some researchers to ground their understanding of the concept as learning which emerges from not-learning-intended activities generalizing it to all everyday situations (van Merrienboer et al. 2009). ====Key references==== Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British journal of educational psychology, 70(1), 113-136. Garrick, J. [http://www.telearn.org/open-archive/browse?resource=7043_v1] (1998). Informal learning in the workplace: Unmasking human resources development. City: NY: Routledge. Kwakman, K. [http://www.telearn.org/open-archive/browse?resource=7145_v1] (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and teacher education. 19(2), 149-17. Lohman, M. C. [http://www.telearn.org/open-archive/browse?resource=7129_v1] (2006). Factors influencing teachers’ engagement in informal learning activities. Journal of workplace learning, 18(3), 141-156. Marsick, V. J. & Watkins, K. E. [http://www.telearn.org/open-archive/browse?resource=7042_v1] (1990). Informal and incidental learning in the workplace. City: NY: Routledge. Misko, J. [http://www.telearn.org/open-archive/browse?resource=7125_v1] (2008). Combining formal, non-formal and informal learning for work-force skill development. Report. Australian Industry Group project and NCVER. Van Merriënboer, J. J. G., Kirschner, P. A., Paas, F., Sloep, P. B., & Caniëls, M. C. J. [http://www.telearn.org/open-archive/browse?resource=7040_v1] (2009). Towards an integrated approach for research on lifelong learning. Educational Technology Magazine, 49(3), 3-15. 705 698 2012-02-09T08:53:47Z Manon 3 /* Key references */ wikitext text/x-wiki <u>draft 1</u> '''Editors''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Definition==== Informal learning is any conscious or unconscious, intentional or non-intentional learning which takes place without an externally imposed curriculum or intended outcome. Unlike formal and non-formal learning, it is unstructured and not directly assessed or accredited (Misko, 2008). ==== Comments on the history ==== The term "informal learning" first appeared in Knowels’ (1950) book ''Informal adult education'', but it was not until the 1990s when, based on a number of exploratory and descriptive studies, Marsick and Watkins (1990) succeeded in delivering a structured definition of the concept. They depicted informal learning as: :“… a category that includes incidental learning, [it] may occur in institutions, but is not typically classroom-based or highly structured, and control of learning rests primarily in the hands of the learner. Incidental learning is defined as a by-product of some other activity, such as task accomplishment , interpersonal interaction, sensing the organizational culture, trial-and-error experimentation, or even formal learning.” (p. 12) To date, users of the term informal learning have not yet agreed upon a unified definition of the concept. This underscores the challenges accompanying the efforts for a clear-cut discrimination especially between formal, non-formal and informal learning on the one hand, and different types of learning within informal learning itself (e.g., incidental learning, socialization, etc.). The debate goes as far as even raising voices against the validity of the concept as all too general categorization of any type of learning which is not formal (Eraut, 2000). This account, however, once again demonstrates the necessity for understanding informal learning as a hyper-category of learning which may allow for diverse modalities varying per learning situation. ====Related terms==== Formal learning, non-formal learning, self-directed learning, experiential learning, workplace learning, learning organization ====Translation issues==== -/- ====Disciplinary issues==== The term has been broadly accepted in the field of Human Resources Development (HRD henceforth) and adult learning. According to Garrick (1998), informal learning as concept in HRD represents a wholesale theory of workplace learning and assumes :“… effects of workplace practices on one’s learning […] there are indeed rich sources of learning in day-to-day practice situations and that what is learned from experience is dynamic and open to multiple configurations.” (p.1) It is a matter of fact, that workplace learning is often seen as a form of informal learning. In the area of (English language) teaching, for example, informal learning traditionally refers to the professional learning resulting from activities which teachers undertake usually at work (Lohman, 2006). Studies into learning to teach among others undoubtedly demonstrate that a great deal of learning comes about through execution of everyday work activities or related to their actions, suggesting that the most informal learning is brought about unintentionally and unconsciously as a by-product since they are embedded in these very activities/actions (e.g., Kwakman, 2003). This fact prompts some researchers to ground their understanding of the concept as learning which emerges from not-learning-intended activities generalizing it to all everyday situations (van Merrienboer et al. 2009). ====Key references==== Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British journal of educational psychology, 70(1), 113-136. Garrick, J. [http://www.telearn.org/open-archive/browse?resource=7043_v1] (1998). Informal learning in the workplace: Unmasking human resources development. City: NY: Routledge. Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and teacher education. 19(2), 149-17. Lohman, M. C. [http://www.telearn.org/open-archive/browse?resource=7129_v1] (2006). Factors influencing teachers’ engagement in informal learning activities. Journal of workplace learning, 18(3), 141-156. Marsick, V. J. & Watkins, K. E. [http://www.telearn.org/open-archive/browse?resource=7042_v1] (1990). Informal and incidental learning in the workplace. City: NY: Routledge. Misko, J. [http://www.telearn.org/open-archive/browse?resource=7125_v1] (2008). Combining formal, non-formal and informal learning for work-force skill development. Report. Australian Industry Group project and NCVER. Van Merriënboer, J. J. G., Kirschner, P. A., Paas, F., Sloep, P. B., & Caniëls, M. C. J. [http://www.telearn.org/open-archive/browse?resource=7040_v1] (2009). Towards an integrated approach for research on lifelong learning. Educational Technology Magazine, 49(3), 3-15. 698 552 2012-02-08T14:32:40Z Manon 3 /* Key references */ wikitext text/x-wiki <u>draft 1</u> '''Editors''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Definition==== Informal learning is any conscious or unconscious, intentional or non-intentional learning which takes place without an externally imposed curriculum or intended outcome. Unlike formal and non-formal learning, it is unstructured and not directly assessed or accredited (Misko, 2008). ==== Comments on the history ==== The term "informal learning" first appeared in Knowels’ (1950) book ''Informal adult education'', but it was not until the 1990s when, based on a number of exploratory and descriptive studies, Marsick and Watkins (1990) succeeded in delivering a structured definition of the concept. They depicted informal learning as: :“… a category that includes incidental learning, [it] may occur in institutions, but is not typically classroom-based or highly structured, and control of learning rests primarily in the hands of the learner. Incidental learning is defined as a by-product of some other activity, such as task accomplishment , interpersonal interaction, sensing the organizational culture, trial-and-error experimentation, or even formal learning.” (p. 12) To date, users of the term informal learning have not yet agreed upon a unified definition of the concept. This underscores the challenges accompanying the efforts for a clear-cut discrimination especially between formal, non-formal and informal learning on the one hand, and different types of learning within informal learning itself (e.g., incidental learning, socialization, etc.). The debate goes as far as even raising voices against the validity of the concept as all too general categorization of any type of learning which is not formal (Eraut, 2000). This account, however, once again demonstrates the necessity for understanding informal learning as a hyper-category of learning which may allow for diverse modalities varying per learning situation. ====Related terms==== Formal learning, non-formal learning, self-directed learning, experiential learning, workplace learning, learning organization ====Translation issues==== -/- ====Disciplinary issues==== The term has been broadly accepted in the field of Human Resources Development (HRD henceforth) and adult learning. According to Garrick (1998), informal learning as concept in HRD represents a wholesale theory of workplace learning and assumes :“… effects of workplace practices on one’s learning […] there are indeed rich sources of learning in day-to-day practice situations and that what is learned from experience is dynamic and open to multiple configurations.” (p.1) It is a matter of fact, that workplace learning is often seen as a form of informal learning. In the area of (English language) teaching, for example, informal learning traditionally refers to the professional learning resulting from activities which teachers undertake usually at work (Lohman, 2006). Studies into learning to teach among others undoubtedly demonstrate that a great deal of learning comes about through execution of everyday work activities or related to their actions, suggesting that the most informal learning is brought about unintentionally and unconsciously as a by-product since they are embedded in these very activities/actions (e.g., Kwakman, 2003). This fact prompts some researchers to ground their understanding of the concept as learning which emerges from not-learning-intended activities generalizing it to all everyday situations (van Merrienboer et al. 2009). ====Key references==== Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British journal of educational psychology, 70(1), 113-136. Garrick, J. [http://www.telearn.org/open-archive/browse?resource=7043_v1] (1998). Informal learning in the workplace: Unmasking human resources development. City: NY: Routledge. Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and teacher education. 19(2), 149-17. Lohman, M. C. (2006). Factors influencing teachers’ engagement in informal learning activities. Journal of workplace learning, 18(3), 141-156. Marsick, V. J. & Watkins, K. E. [http://www.telearn.org/open-archive/browse?resource=7042_v1] (1990). Informal and incidental learning in the workplace. City: NY: Routledge. Misko, J. [http://www.telearn.org/open-archive/browse?resource=7125_v1] (2008). Combining formal, non-formal and informal learning for work-force skill development. Report. Australian Industry Group project and NCVER. Van Merriënboer, J. J. G., Kirschner, P. A., Paas, F., Sloep, P. B., & Caniëls, M. C. J. [http://www.telearn.org/open-archive/browse?resource=7040_v1] (2009). Towards an integrated approach for research on lifelong learning. Educational Technology Magazine, 49(3), 3-15. 552 550 2012-01-04T17:21:37Z Balacheff 4 /* Comments on the history */ wikitext text/x-wiki <u>draft 1</u> '''Editors''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Definition==== Informal learning is any conscious or unconscious, intentional or non-intentional learning which takes place without an externally imposed curriculum or intended outcome. Unlike formal and non-formal learning, it is unstructured and not directly assessed or accredited (Misko, 2008). ==== Comments on the history ==== The term "informal learning" first appeared in Knowels’ (1950) book ''Informal adult education'', but it was not until the 1990s when, based on a number of exploratory and descriptive studies, Marsick and Watkins (1990) succeeded in delivering a structured definition of the concept. They depicted informal learning as: :“… a category that includes incidental learning, [it] may occur in institutions, but is not typically classroom-based or highly structured, and control of learning rests primarily in the hands of the learner. Incidental learning is defined as a by-product of some other activity, such as task accomplishment , interpersonal interaction, sensing the organizational culture, trial-and-error experimentation, or even formal learning.” (p. 12) To date, users of the term informal learning have not yet agreed upon a unified definition of the concept. This underscores the challenges accompanying the efforts for a clear-cut discrimination especially between formal, non-formal and informal learning on the one hand, and different types of learning within informal learning itself (e.g., incidental learning, socialization, etc.). The debate goes as far as even raising voices against the validity of the concept as all too general categorization of any type of learning which is not formal (Eraut, 2000). This account, however, once again demonstrates the necessity for understanding informal learning as a hyper-category of learning which may allow for diverse modalities varying per learning situation. ====Related terms==== Formal learning, non-formal learning, self-directed learning, experiential learning, workplace learning, learning organization ====Translation issues==== -/- ====Disciplinary issues==== The term has been broadly accepted in the field of Human Resources Development (HRD henceforth) and adult learning. According to Garrick (1998), informal learning as concept in HRD represents a wholesale theory of workplace learning and assumes :“… effects of workplace practices on one’s learning […] there are indeed rich sources of learning in day-to-day practice situations and that what is learned from experience is dynamic and open to multiple configurations.” (p.1) It is a matter of fact, that workplace learning is often seen as a form of informal learning. In the area of (English language) teaching, for example, informal learning traditionally refers to the professional learning resulting from activities which teachers undertake usually at work (Lohman, 2006). Studies into learning to teach among others undoubtedly demonstrate that a great deal of learning comes about through execution of everyday work activities or related to their actions, suggesting that the most informal learning is brought about unintentionally and unconsciously as a by-product since they are embedded in these very activities/actions (e.g., Kwakman, 2003). This fact prompts some researchers to ground their understanding of the concept as learning which emerges from not-learning-intended activities generalizing it to all everyday situations (van Merrienboer et al. 2009). ====Key references==== Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British journal of educational psychology, 70(1), 113-136. Garrick, J. [http://www.telearn.org/open-archive/browse?resource=7043_v1] (1998). Informal learning in the workplace: Unmasking human resources development. City: NY: Routledge. Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and teacher education. 19(2), 149-17. Lohman, M. C. (2006). Factors influencing teachers’ engagement in informal learning activities. Journal of workplace learning, 18(3), 141-156. Marsick, V. J. & Watkins, K. E. [http://www.telearn.org/open-archive/browse?resource=7042_v1] (1990). Informal and incidental learning in the workplace. City: NY: Routledge. Misko, J. (2008). Combining formal, non-formal and informal learning for work-force skill development. Report. Australian Industry Group project and NCVER. Van Merriënboer, J. J. G., Kirschner, P. A., Paas, F., Sloep, P. B., & Caniëls, M. C. J. [http://www.telearn.org/open-archive/browse?resource=7040_v1] (2009). Towards an integrated approach for research on lifelong learning. Educational Technology Magazine, 49(3), 3-15. 550 549 2011-12-20T08:26:35Z Manon 3 /* Key references */ wikitext text/x-wiki <u>draft 1</u> '''Editors''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Definition==== Informal learning is any conscious or unconscious, intentional or non-intentional learning which takes place without an externally imposed curriculum or intended outcome. Unlike formal and non-formal learning, it is unstructured and not directly assessed or accredited (Misko, 2008). ====Comments on the history==== The term ‘ informal learning’ first appeared in Knowels’ (1950) book ''Informal adult education'', but it was not until the 1990s when, based on a number of exploratory and descriptive studies, Marsick and Watkins (1990) succeeded in delivering a structured definition of the concept. They depicted informal learning as: :“… a category that includes incidental learning, [it] may occur in institutions, but is not typically classroom-based or highly structured, and control of learning rests primarily in the hands of the learner. Incidental learning is defined as a by-product of some other activity, such as task accomplishment , interpersonal interaction, sensing the organizational culture, trial-and-error experimentation, or even formal learning.” (p. 12) To date, users of the term informal learning have not yet agreed upon a unified definition of the concept. This underscores the challenges accompanying the efforts for a clear-cut discrimination especially between formal, non-formal and informal learning on the one hand, and different types of learning within informal learning itself (e.g., incidental learning, socialization, etc.). The debate goes as far as even raising voices against the validity of the concept as all too general categorization of any type of learning which is not formal (Eraut, 2000). This account, however, once again demonstrates the necessity for understanding informal learning as a hyper-category of learning which may allow for diverse modalities varying per learning situation. ====Related terms==== Formal learning, non-formal learning, self-directed learning, experiential learning, workplace learning, learning organization ====Translation issues==== -/- ====Disciplinary issues==== The term has been broadly accepted in the field of Human Resources Development (HRD henceforth) and adult learning. According to Garrick (1998), informal learning as concept in HRD represents a wholesale theory of workplace learning and assumes :“… effects of workplace practices on one’s learning […] there are indeed rich sources of learning in day-to-day practice situations and that what is learned from experience is dynamic and open to multiple configurations.” (p.1) It is a matter of fact, that workplace learning is often seen as a form of informal learning. In the area of (English language) teaching, for example, informal learning traditionally refers to the professional learning resulting from activities which teachers undertake usually at work (Lohman, 2006). Studies into learning to teach among others undoubtedly demonstrate that a great deal of learning comes about through execution of everyday work activities or related to their actions, suggesting that the most informal learning is brought about unintentionally and unconsciously as a by-product since they are embedded in these very activities/actions (e.g., Kwakman, 2003). This fact prompts some researchers to ground their understanding of the concept as learning which emerges from not-learning-intended activities generalizing it to all everyday situations (van Merrienboer et al. 2009). ====Key references==== Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British journal of educational psychology, 70(1), 113-136. Garrick, J. [http://www.telearn.org/open-archive/browse?resource=7043_v1] (1998). Informal learning in the workplace: Unmasking human resources development. City: NY: Routledge. Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and teacher education. 19(2), 149-17. Lohman, M. C. (2006). Factors influencing teachers’ engagement in informal learning activities. Journal of workplace learning, 18(3), 141-156. Marsick, V. J. & Watkins, K. E. [http://www.telearn.org/open-archive/browse?resource=7042_v1] (1990). Informal and incidental learning in the workplace. City: NY: Routledge. Misko, J. (2008). Combining formal, non-formal and informal learning for work-force skill development. Report. Australian Industry Group project and NCVER. Van Merriënboer, J. J. G., Kirschner, P. A., Paas, F., Sloep, P. B., & Caniëls, M. C. J. [http://www.telearn.org/open-archive/browse?resource=7040_v1] (2009). Towards an integrated approach for research on lifelong learning. Educational Technology Magazine, 49(3), 3-15. 549 548 2011-12-19T11:20:02Z Manon 3 /* Key references */ wikitext text/x-wiki <u>draft 1</u> '''Editors''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Definition==== Informal learning is any conscious or unconscious, intentional or non-intentional learning which takes place without an externally imposed curriculum or intended outcome. Unlike formal and non-formal learning, it is unstructured and not directly assessed or accredited (Misko, 2008). ====Comments on the history==== The term ‘ informal learning’ first appeared in Knowels’ (1950) book ''Informal adult education'', but it was not until the 1990s when, based on a number of exploratory and descriptive studies, Marsick and Watkins (1990) succeeded in delivering a structured definition of the concept. They depicted informal learning as: :“… a category that includes incidental learning, [it] may occur in institutions, but is not typically classroom-based or highly structured, and control of learning rests primarily in the hands of the learner. Incidental learning is defined as a by-product of some other activity, such as task accomplishment , interpersonal interaction, sensing the organizational culture, trial-and-error experimentation, or even formal learning.” (p. 12) To date, users of the term informal learning have not yet agreed upon a unified definition of the concept. This underscores the challenges accompanying the efforts for a clear-cut discrimination especially between formal, non-formal and informal learning on the one hand, and different types of learning within informal learning itself (e.g., incidental learning, socialization, etc.). The debate goes as far as even raising voices against the validity of the concept as all too general categorization of any type of learning which is not formal (Eraut, 2000). This account, however, once again demonstrates the necessity for understanding informal learning as a hyper-category of learning which may allow for diverse modalities varying per learning situation. ====Related terms==== Formal learning, non-formal learning, self-directed learning, experiential learning, workplace learning, learning organization ====Translation issues==== -/- ====Disciplinary issues==== The term has been broadly accepted in the field of Human Resources Development (HRD henceforth) and adult learning. According to Garrick (1998), informal learning as concept in HRD represents a wholesale theory of workplace learning and assumes :“… effects of workplace practices on one’s learning […] there are indeed rich sources of learning in day-to-day practice situations and that what is learned from experience is dynamic and open to multiple configurations.” (p.1) It is a matter of fact, that workplace learning is often seen as a form of informal learning. In the area of (English language) teaching, for example, informal learning traditionally refers to the professional learning resulting from activities which teachers undertake usually at work (Lohman, 2006). Studies into learning to teach among others undoubtedly demonstrate that a great deal of learning comes about through execution of everyday work activities or related to their actions, suggesting that the most informal learning is brought about unintentionally and unconsciously as a by-product since they are embedded in these very activities/actions (e.g., Kwakman, 2003). This fact prompts some researchers to ground their understanding of the concept as learning which emerges from not-learning-intended activities generalizing it to all everyday situations (van Merrienboer et al. 2009). ====Key references==== Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British journal of educational psychology, 70(1), 113-136. Garrick, J. (1998). Informal learning in the workplace: Unmasking human resources development. City: NY: Routledge. Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and teacher education. 19(2), 149-17. Lohman, M. C. (2006). Factors influencing teachers’ engagement in informal learning activities. Journal of workplace learning, 18(3), 141-156. Marsick, V. J. & Watkins, K. E. [http://www.telearn.org/open-archive/browse?resource=7042_v1] (1990). Informal and incidental learning in the workplace. City: NY: Routledge. Misko, J. (2008). Combining formal, non-formal and informal learning for work-force skill development. Report. Australian Industry Group project and NCVER. Van Merriënboer, J. J. G., Kirschner, P. A., Paas, F., Sloep, P. B., & Caniëls, M. C. J. [http://www.telearn.org/open-archive/browse?resource=7040_v1] (2009). Towards an integrated approach for research on lifelong learning. Educational Technology Magazine, 49(3), 3-15. 548 534 2011-12-16T14:27:14Z Manon 3 /* Key references */ wikitext text/x-wiki <u>draft 1</u> '''Editors''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Definition==== Informal learning is any conscious or unconscious, intentional or non-intentional learning which takes place without an externally imposed curriculum or intended outcome. Unlike formal and non-formal learning, it is unstructured and not directly assessed or accredited (Misko, 2008). ====Comments on the history==== The term ‘ informal learning’ first appeared in Knowels’ (1950) book ''Informal adult education'', but it was not until the 1990s when, based on a number of exploratory and descriptive studies, Marsick and Watkins (1990) succeeded in delivering a structured definition of the concept. They depicted informal learning as: :“… a category that includes incidental learning, [it] may occur in institutions, but is not typically classroom-based or highly structured, and control of learning rests primarily in the hands of the learner. Incidental learning is defined as a by-product of some other activity, such as task accomplishment , interpersonal interaction, sensing the organizational culture, trial-and-error experimentation, or even formal learning.” (p. 12) To date, users of the term informal learning have not yet agreed upon a unified definition of the concept. This underscores the challenges accompanying the efforts for a clear-cut discrimination especially between formal, non-formal and informal learning on the one hand, and different types of learning within informal learning itself (e.g., incidental learning, socialization, etc.). The debate goes as far as even raising voices against the validity of the concept as all too general categorization of any type of learning which is not formal (Eraut, 2000). This account, however, once again demonstrates the necessity for understanding informal learning as a hyper-category of learning which may allow for diverse modalities varying per learning situation. ====Related terms==== Formal learning, non-formal learning, self-directed learning, experiential learning, workplace learning, learning organization ====Translation issues==== -/- ====Disciplinary issues==== The term has been broadly accepted in the field of Human Resources Development (HRD henceforth) and adult learning. According to Garrick (1998), informal learning as concept in HRD represents a wholesale theory of workplace learning and assumes :“… effects of workplace practices on one’s learning […] there are indeed rich sources of learning in day-to-day practice situations and that what is learned from experience is dynamic and open to multiple configurations.” (p.1) It is a matter of fact, that workplace learning is often seen as a form of informal learning. In the area of (English language) teaching, for example, informal learning traditionally refers to the professional learning resulting from activities which teachers undertake usually at work (Lohman, 2006). Studies into learning to teach among others undoubtedly demonstrate that a great deal of learning comes about through execution of everyday work activities or related to their actions, suggesting that the most informal learning is brought about unintentionally and unconsciously as a by-product since they are embedded in these very activities/actions (e.g., Kwakman, 2003). This fact prompts some researchers to ground their understanding of the concept as learning which emerges from not-learning-intended activities generalizing it to all everyday situations (van Merrienboer et al. 2009). ====Key references==== Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British journal of educational psychology, 70(1), 113-136. Garrick, J. (1998). Informal learning in the workplace: Unmasking human resources development. City: NY: Routledge. Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and teacher education. 19(2), 149-17. Lohman, M. C. (2006). Factors influencing teachers’ engagement in informal learning activities. Journal of workplace learning, 18(3), 141-156. Marsick, V. J. & Watkins, K. E. (1990). Informal and incidental learning at work. City: NY: Routledge. Misko, J. (2008). Combining formal, non-formal and informal learning for work-force skill development. Report. Australian Industry Group project and NCVER. Van Merriënboer, J. J. G., Kirschner, P. A., Paas, F., Sloep, P. B., & Caniëls, M. C. J. [http://www.telearn.org/open-archive/browse?resource=7040_v1] (2009). Towards an integrated approach for research on lifelong learning. Educational Technology Magazine, 49(3), 3-15. 534 533 2011-12-15T09:49:18Z Zeiliger 2 /* Comments on the history */ wikitext text/x-wiki <u>draft 1</u> '''Editors''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Definition==== Informal learning is any conscious or unconscious, intentional or non-intentional learning which takes place without an externally imposed curriculum or intended outcome. Unlike formal and non-formal learning, it is unstructured and not directly assessed or accredited (Misko, 2008). ====Comments on the history==== The term ‘ informal learning’ first appeared in Knowels’ (1950) book ''Informal adult education'', but it was not until the 1990s when, based on a number of exploratory and descriptive studies, Marsick and Watkins (1990) succeeded in delivering a structured definition of the concept. They depicted informal learning as: :“… a category that includes incidental learning, [it] may occur in institutions, but is not typically classroom-based or highly structured, and control of learning rests primarily in the hands of the learner. Incidental learning is defined as a by-product of some other activity, such as task accomplishment , interpersonal interaction, sensing the organizational culture, trial-and-error experimentation, or even formal learning.” (p. 12) To date, users of the term informal learning have not yet agreed upon a unified definition of the concept. This underscores the challenges accompanying the efforts for a clear-cut discrimination especially between formal, non-formal and informal learning on the one hand, and different types of learning within informal learning itself (e.g., incidental learning, socialization, etc.). The debate goes as far as even raising voices against the validity of the concept as all too general categorization of any type of learning which is not formal (Eraut, 2000). This account, however, once again demonstrates the necessity for understanding informal learning as a hyper-category of learning which may allow for diverse modalities varying per learning situation. ====Related terms==== Formal learning, non-formal learning, self-directed learning, experiential learning, workplace learning, learning organization ====Translation issues==== -/- ====Disciplinary issues==== The term has been broadly accepted in the field of Human Resources Development (HRD henceforth) and adult learning. According to Garrick (1998), informal learning as concept in HRD represents a wholesale theory of workplace learning and assumes :“… effects of workplace practices on one’s learning […] there are indeed rich sources of learning in day-to-day practice situations and that what is learned from experience is dynamic and open to multiple configurations.” (p.1) It is a matter of fact, that workplace learning is often seen as a form of informal learning. In the area of (English language) teaching, for example, informal learning traditionally refers to the professional learning resulting from activities which teachers undertake usually at work (Lohman, 2006). Studies into learning to teach among others undoubtedly demonstrate that a great deal of learning comes about through execution of everyday work activities or related to their actions, suggesting that the most informal learning is brought about unintentionally and unconsciously as a by-product since they are embedded in these very activities/actions (e.g., Kwakman, 2003). This fact prompts some researchers to ground their understanding of the concept as learning which emerges from not-learning-intended activities generalizing it to all everyday situations (van Merrienboer et al. 2009). ====Key references==== Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British journal of educational psychology, 70(1), 113-136. Garrick, J. (1998). Informal learning in the workplace: Unmasking human resources development. City: NY: Routledge. Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and teacher education. 19(2), 149-17. Lohman, M. C. (2006). Factors influencing teachers’ engagement in informal learning activities. Journal of workplace learning, 18(3), 141-156. Marsick, V. J. & Watkins, K. E. (1990). Informal and incidental learning at work. City: NY: Routledge. Misko, J. (2008). Combining formal, non-formal and informal learning for work-force skill development. Report. Australian Industry Group project and NCVER. Van Merriënboer, J. J. G., Kirschner, P. A., Paas, F., Sloep, P. B., & Caniëls, M. C. J. (2009). Towards an integrated approach for research on lifelong learning. Educational Technology Magazine, 49(3), 3-15. 533 2011-12-15T09:48:34Z Zeiliger 2 Created page with "<u>draft 1</u> '''Editors''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Definition==== Infor..." wikitext text/x-wiki <u>draft 1</u> '''Editors''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Definition==== Informal learning is any conscious or unconscious, intentional or non-intentional learning which takes place without an externally imposed curriculum or intended outcome. Unlike formal and non-formal learning, it is unstructured and not directly assessed or accredited (Misko, 2008). ====Comments on the history==== The term ‘ informal learning’ first appeared in Knowels’ (1950) book '''Informal adult education''', but it was not until the 1990s when, based on a number of exploratory and descriptive studies, Marsick and Watkins (1990) succeeded in delivering a structured definition of the concept. They depicted informal learning as: :“… a category that includes incidental learning, [it] may occur in institutions, but is not typically classroom-based or highly structured, and control of learning rests primarily in the hands of the learner. Incidental learning is defined as a by-product of some other activity, such as task accomplishment , interpersonal interaction, sensing the organizational culture, trial-and-error experimentation, or even formal learning.” (p. 12) To date, users of the term informal learning have not yet agreed upon a unified definition of the concept. This underscores the challenges accompanying the efforts for a clear-cut discrimination especially between formal, non-formal and informal learning on the one hand, and different types of learning within informal learning itself (e.g., incidental learning, socialization, etc.). The debate goes as far as even raising voices against the validity of the concept as all too general categorization of any type of learning which is not formal (Eraut, 2000). This account, however, once again demonstrates the necessity for understanding informal learning as a hyper-category of learning which may allow for diverse modalities varying per learning situation. ====Related terms==== Formal learning, non-formal learning, self-directed learning, experiential learning, workplace learning, learning organization ====Translation issues==== -/- ====Disciplinary issues==== The term has been broadly accepted in the field of Human Resources Development (HRD henceforth) and adult learning. According to Garrick (1998), informal learning as concept in HRD represents a wholesale theory of workplace learning and assumes :“… effects of workplace practices on one’s learning […] there are indeed rich sources of learning in day-to-day practice situations and that what is learned from experience is dynamic and open to multiple configurations.” (p.1) It is a matter of fact, that workplace learning is often seen as a form of informal learning. In the area of (English language) teaching, for example, informal learning traditionally refers to the professional learning resulting from activities which teachers undertake usually at work (Lohman, 2006). Studies into learning to teach among others undoubtedly demonstrate that a great deal of learning comes about through execution of everyday work activities or related to their actions, suggesting that the most informal learning is brought about unintentionally and unconsciously as a by-product since they are embedded in these very activities/actions (e.g., Kwakman, 2003). This fact prompts some researchers to ground their understanding of the concept as learning which emerges from not-learning-intended activities generalizing it to all everyday situations (van Merrienboer et al. 2009). ====Key references==== Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British journal of educational psychology, 70(1), 113-136. Garrick, J. (1998). Informal learning in the workplace: Unmasking human resources development. City: NY: Routledge. Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and teacher education. 19(2), 149-17. Lohman, M. C. (2006). Factors influencing teachers’ engagement in informal learning activities. Journal of workplace learning, 18(3), 141-156. Marsick, V. J. & Watkins, K. E. (1990). Informal and incidental learning at work. City: NY: Routledge. Misko, J. (2008). Combining formal, non-formal and informal learning for work-force skill development. Report. Australian Industry Group project and NCVER. Van Merriënboer, J. J. G., Kirschner, P. A., Paas, F., Sloep, P. B., & Caniëls, M. C. J. (2009). Towards an integrated approach for research on lifelong learning. Educational Technology Magazine, 49(3), 3-15. 0 161 1389 1388 2013-07-15T08:58:44Z Vdimitrova 15 /* Коментар по развитието на термина */ wikitext text/x-wiki <h1>Информално учене</h1> <u>раб. версия 2</u> '''Editor''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributors''': .../... '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands === Определение === Информалното учене е всяко съзнателно или несъзнателно, планирано или непланирано учене, което възниква без външно наложен за самия учащ процес на обучение. === Сродни термини === Формално обучение (formal learning), неформално обучение (nonformal learning), самообучение (self-directed learning), учене чрез преживяване (experiential learning), учене на работното място (workplace learning), учеща организация (learning organization) === Коментар по развитието на термина === Терминът ‘информално учене’ се появява за първи път в книгата на Малкълм Нолс (1950) ''Информално образование на възрастния учащ'', но не добива популярност до 90-те години на 20-ти век, когато въз основа на известен брой дескриптивни изследвания Марсик и Уоткинс (1990) успяват да представят състематизирана дефиниция. Според тази дефиниция информалното учене е: <blockquote>...категория, която съдържа случайното учене, може да възникне в институционална среда, но обичайно не е институционално организирано или строго стурктурирано, като ученето изцяло се намира в ръцете на самия учащ. Случайното учене бива определено като страничен продукт, резултат от други дейности, като изпълнението на дадена задача, междуличностна комуникация, възприемането на културата на дадена организация, експериментирането на принципа проба-грешка или даже формалното обучение. (р. 20) </blockquote> Въпреки това, в по-голямата част от развитието си понятието е белязано от спорове по въпроса какво е неговото точно съдържание и поради това и до наши дни то остава без широко възприета дефиниция. Този факт подчертава трудностите в поставянето на ясни граници между формалното, неформалното и информално учене от една страна и различните форми на учене в рамките на самото информално учене от друга (напр. случайно учене, социализация и т.н.) Тези дискусии достигат дори до поставяне под съмнение на валидността на самия термин като прекалено обобщаваща категория на учене, в която влиза всичко, което не е би могло да бъде определено като формално (Eraut, 2000). Това виждане обаче само по себе си демонстрира убеждението, че информалното учене е хиперкатегория учене, което би могло да варира според особеностите на всяка отделна учебна ситуация. === Проблематика на превода === Това понятие често бива превеждано погрешно на български език като неформално обучение. Двете понятия обаче имат различно съдържание. === Предметна проблематика === Терминът е широко използван в сферата на развитието на човешките ресурси и обучението на възрастни учащи. Според Гарик (1998) информалното учене като концепция представлява цялостна теория за ученето на работното място и съдържа: <blockquote>ефектите на работното място върху процеса на учене на някого […] в действителност съществува богат набор от източници в ежедневната практика и това, което е научено от опита с тях, е динамично и отворено към множество промени. (р. 1) </blockquote> По същество ученето на работното място наистина често бива прието като форма на информално учене. В областта на ученето да се научиш да преподаваш например информалното учене традиционно се отнася до резултатите от професионалните дейности, които учителите предприемат на работното си място (Lohman, 2006). Наред с много други изследвания, тези проучвания без съмнение демонстрират, че голяма част от ученето произхожда от изпълнението на ежедневни работни задачи и свързаните с тях дейности, показвайки, че по-голям дял от информалното учене на работното място се осъществява несъзнателно и нецеленасочено като страничен продукт, тъй като е вгредено в тези дейности/действия (напр., Kwakman, 2003). Този факт кара някои учени да дефинират термина изцяло като учене, което възниква от нецелящи учене дейности, отнасяйки го до всички ежедневни ситуации (van Merrienboer et al. 2009). Независимо от това, макар че такива случаи може да са сравнително редки, една по-пълна представа за информалното учене е нужно да разглежда и примери, в които учащи на експертно ниво в дадена сфера демонстрират необходимите знания и умения за саморегулация и метакогниция, за да определят сами как, какво и защо да усвоят (напр. Glaser, 1985), тъй като и при тези примери най-същественото условие за отсъствие на външно наложен процес на обучение е напълно удовлетворено. От това следва, че една изчерпателна дефиниция е желателно да включва както примери за несъзнателно и непланирано учене, така и примери за такова учене, при което самите учащи самостоятелно и активно контролират процеса на усвояване на знания и умения. === Основна литература === [http://onlinelibrary.wiley.com/doi/10.1348/000709900158001/abstract] Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70(1), 113-136. [http://books.google.fr/books?id=30VxaqIUDaYC&lpg=PP1&ots=5Ng442d-bU&dq=Garrick%2C%20J.%20(1998).%20Informal%20learning%20in%20the%20workplace%3A%20Unmasking%20human%20resources%20development&lr&hl=fr&pg=PP1#v=onepage&q=Garrick,%20J.%20(1998).%20Informal%20learning%20in%20the%20workplace:%20Unmasking%20human%20resources%20development&f=false] Garrick, J. (1998). Informal learning in the workplace: Unmasking human resources development. City: NY: Routledge. [http://www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA157394] Glaser, R. (1985). Thoughts on expertise. (Techincal report No. 8). Learning Research and Development Center. Pittsburgh, PA. [http://www.sciencedirect.com/science/article/pii/S0742051X02001014] Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and teacher education. 19(2), 149-170. [http://www.emeraldinsight.com/journals.htm?articleid=1546154&show=abstract] Lohman, M. C. (2006). Factors influencing teachers’ engagement in informal learning activities. Journal of workplace learning, 18(3), 141-156. [http://books.google.fr/books?id=s88OAAAAQAAJ&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Marsick, V. J. &amp; Watkins, K. E. (1990). Informal and incidental learning in the workplace. City: NY: Routledge. [http://hal.archives-ouvertes.fr/index.php?halsid=apkd3eo630gclvmrsq690tp1j6&view_this_doc=hal-00696399&version=1] Van Merriënboer, J. J. G., Kirschner, P. A., Paas, F., Sloep, P. B., &amp; Caniëls, M. C. J. (2009). Towards an integrated approach for research on lifelong learning. Educational Technology Magazine, 49(3), 3-15. 1388 1352 2013-07-15T08:58:11Z Vdimitrova 15 /* Сродни термини */ wikitext text/x-wiki <h1>Информално учене</h1> <u>раб. версия 2</u> '''Editor''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributors''': .../... '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands === Определение === Информалното учене е всяко съзнателно или несъзнателно, планирано или непланирано учене, което възниква без външно наложен за самия учащ процес на обучение. === Сродни термини === Формално обучение (formal learning), неформално обучение (nonformal learning), самообучение (self-directed learning), учене чрез преживяване (experiential learning), учене на работното място (workplace learning), учеща организация (learning organization) === Коментар по развитието на термина === Терминът ‘информално учене’ се появява за първи път в книгата на Малкълм Нолс (1950) Информално образование на възрастния учащ, но не добива популярност до 90-те години на 20-ти век, когато въз основа на известен брой дескриптивни изследвания Марсик и Уоткинс (1990) успяват да представят състематизирана дефиниция. Според тази дефиниция информалното учене е: <blockquote>...категория, която съдържа случайното учене, може да възникне в институционална среда, но обичайно не е институционално организирано или строго стурктурирано, като ученето изцяло се намира в ръцете на самия учащ. Случайното учене бива определено като страничен продукт, резултат от други дейности, като изпълнението на дадена задача, междуличностна комуникация, възприемането на културата на дадена организация, експериментирането на принципа проба-грешка или даже формалното обучение. (р. 20) </blockquote> Въпреки това, в по-голямата част от развитието си понятието е белязано от спорове по въпроса какво е неговото точно съдържание и поради това и до наши дни то остава без широко възприета дефиниция. Този факт подчертава трудностите в поставянето на ясни граници между формалното, неформалното и информално учене от една страна и различните форми на учене в рамките на самото информално учене от друга (напр. случайно учене, социализация и т.н.) Тези дискусии достигат дори до поставяне под съмнение на валидността на самия термин като прекалено обобщаваща категория на учене, в която влиза всичко, което не е би могло да бъде определено като формално (Eraut, 2000). Това виждане обаче само по себе си демонстрира убеждението, че информалното учене е хиперкатегория учене, което би могло да варира според особеностите на всяка отделна учебна ситуация. === Проблематика на превода === Това понятие често бива превеждано погрешно на български език като неформално обучение. Двете понятия обаче имат различно съдържание. === Предметна проблематика === Терминът е широко използван в сферата на развитието на човешките ресурси и обучението на възрастни учащи. Според Гарик (1998) информалното учене като концепция представлява цялостна теория за ученето на работното място и съдържа: <blockquote>ефектите на работното място върху процеса на учене на някого […] в действителност съществува богат набор от източници в ежедневната практика и това, което е научено от опита с тях, е динамично и отворено към множество промени. (р. 1) </blockquote> По същество ученето на работното място наистина често бива прието като форма на информално учене. В областта на ученето да се научиш да преподаваш например информалното учене традиционно се отнася до резултатите от професионалните дейности, които учителите предприемат на работното си място (Lohman, 2006). Наред с много други изследвания, тези проучвания без съмнение демонстрират, че голяма част от ученето произхожда от изпълнението на ежедневни работни задачи и свързаните с тях дейности, показвайки, че по-голям дял от информалното учене на работното място се осъществява несъзнателно и нецеленасочено като страничен продукт, тъй като е вгредено в тези дейности/действия (напр., Kwakman, 2003). Този факт кара някои учени да дефинират термина изцяло като учене, което възниква от нецелящи учене дейности, отнасяйки го до всички ежедневни ситуации (van Merrienboer et al. 2009). Независимо от това, макар че такива случаи може да са сравнително редки, една по-пълна представа за информалното учене е нужно да разглежда и примери, в които учащи на експертно ниво в дадена сфера демонстрират необходимите знания и умения за саморегулация и метакогниция, за да определят сами как, какво и защо да усвоят (напр. Glaser, 1985), тъй като и при тези примери най-същественото условие за отсъствие на външно наложен процес на обучение е напълно удовлетворено. От това следва, че една изчерпателна дефиниция е желателно да включва както примери за несъзнателно и непланирано учене, така и примери за такова учене, при което самите учащи самостоятелно и активно контролират процеса на усвояване на знания и умения. === Основна литература === [http://onlinelibrary.wiley.com/doi/10.1348/000709900158001/abstract] Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70(1), 113-136. [http://books.google.fr/books?id=30VxaqIUDaYC&lpg=PP1&ots=5Ng442d-bU&dq=Garrick%2C%20J.%20(1998).%20Informal%20learning%20in%20the%20workplace%3A%20Unmasking%20human%20resources%20development&lr&hl=fr&pg=PP1#v=onepage&q=Garrick,%20J.%20(1998).%20Informal%20learning%20in%20the%20workplace:%20Unmasking%20human%20resources%20development&f=false] Garrick, J. (1998). Informal learning in the workplace: Unmasking human resources development. City: NY: Routledge. [http://www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA157394] Glaser, R. (1985). Thoughts on expertise. (Techincal report No. 8). Learning Research and Development Center. Pittsburgh, PA. [http://www.sciencedirect.com/science/article/pii/S0742051X02001014] Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and teacher education. 19(2), 149-170. [http://www.emeraldinsight.com/journals.htm?articleid=1546154&show=abstract] Lohman, M. C. (2006). Factors influencing teachers’ engagement in informal learning activities. Journal of workplace learning, 18(3), 141-156. [http://books.google.fr/books?id=s88OAAAAQAAJ&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Marsick, V. J. &amp; Watkins, K. E. (1990). Informal and incidental learning in the workplace. City: NY: Routledge. [http://hal.archives-ouvertes.fr/index.php?halsid=apkd3eo630gclvmrsq690tp1j6&view_this_doc=hal-00696399&version=1] Van Merriënboer, J. J. G., Kirschner, P. A., Paas, F., Sloep, P. B., &amp; Caniëls, M. C. J. (2009). Towards an integrated approach for research on lifelong learning. Educational Technology Magazine, 49(3), 3-15. 1352 1351 2013-05-15T11:11:37Z Balacheff 4 wikitext text/x-wiki <h1>Информално учене</h1> <u>раб. версия 2</u> '''Editor''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Contributors''': .../... '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands === Определение === Информалното учене е всяко съзнателно или несъзнателно, планирано или непланирано учене, което възниква без външно наложен за самия учащ процес на обучение. === Сродни термини === Формално обучение (formal learning), неформално обучение (nonformal learning), самообучение (self-directed learning), учене чрез опит (experiential learning), учене на работното място (workplace learning), учеща организация (learning organization) === Коментар по развитието на термина === Терминът ‘информално учене’ се появява за първи път в книгата на Малкълм Нолс (1950) Информално образование на възрастния учащ, но не добива популярност до 90-те години на 20-ти век, когато въз основа на известен брой дескриптивни изследвания Марсик и Уоткинс (1990) успяват да представят състематизирана дефиниция. Според тази дефиниция информалното учене е: <blockquote>...категория, която съдържа случайното учене, може да възникне в институционална среда, но обичайно не е институционално организирано или строго стурктурирано, като ученето изцяло се намира в ръцете на самия учащ. Случайното учене бива определено като страничен продукт, резултат от други дейности, като изпълнението на дадена задача, междуличностна комуникация, възприемането на културата на дадена организация, експериментирането на принципа проба-грешка или даже формалното обучение. (р. 20) </blockquote> Въпреки това, в по-голямата част от развитието си понятието е белязано от спорове по въпроса какво е неговото точно съдържание и поради това и до наши дни то остава без широко възприета дефиниция. Този факт подчертава трудностите в поставянето на ясни граници между формалното, неформалното и информално учене от една страна и различните форми на учене в рамките на самото информално учене от друга (напр. случайно учене, социализация и т.н.) Тези дискусии достигат дори до поставяне под съмнение на валидността на самия термин като прекалено обобщаваща категория на учене, в която влиза всичко, което не е би могло да бъде определено като формално (Eraut, 2000). Това виждане обаче само по себе си демонстрира убеждението, че информалното учене е хиперкатегория учене, което би могло да варира според особеностите на всяка отделна учебна ситуация. === Проблематика на превода === Това понятие често бива превеждано погрешно на български език като неформално обучение. Двете понятия обаче имат различно съдържание. === Предметна проблематика === Терминът е широко използван в сферата на развитието на човешките ресурси и обучението на възрастни учащи. Според Гарик (1998) информалното учене като концепция представлява цялостна теория за ученето на работното място и съдържа: <blockquote>ефектите на работното място върху процеса на учене на някого […] в действителност съществува богат набор от източници в ежедневната практика и това, което е научено от опита с тях, е динамично и отворено към множество промени. (р. 1) </blockquote> По същество ученето на работното място наистина често бива прието като форма на информално учене. В областта на ученето да се научиш да преподаваш например информалното учене традиционно се отнася до резултатите от професионалните дейности, които учителите предприемат на работното си място (Lohman, 2006). Наред с много други изследвания, тези проучвания без съмнение демонстрират, че голяма част от ученето произхожда от изпълнението на ежедневни работни задачи и свързаните с тях дейности, показвайки, че по-голям дял от информалното учене на работното място се осъществява несъзнателно и нецеленасочено като страничен продукт, тъй като е вгредено в тези дейности/действия (напр., Kwakman, 2003). Този факт кара някои учени да дефинират термина изцяло като учене, което възниква от нецелящи учене дейности, отнасяйки го до всички ежедневни ситуации (van Merrienboer et al. 2009). Независимо от това, макар че такива случаи може да са сравнително редки, една по-пълна представа за информалното учене е нужно да разглежда и примери, в които учащи на експертно ниво в дадена сфера демонстрират необходимите знания и умения за саморегулация и метакогниция, за да определят сами как, какво и защо да усвоят (напр. Glaser, 1985), тъй като и при тези примери най-същественото условие за отсъствие на външно наложен процес на обучение е напълно удовлетворено. От това следва, че една изчерпателна дефиниция е желателно да включва както примери за несъзнателно и непланирано учене, така и примери за такова учене, при което самите учащи самостоятелно и активно контролират процеса на усвояване на знания и умения. === Основна литература === [http://onlinelibrary.wiley.com/doi/10.1348/000709900158001/abstract] Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70(1), 113-136. [http://books.google.fr/books?id=30VxaqIUDaYC&lpg=PP1&ots=5Ng442d-bU&dq=Garrick%2C%20J.%20(1998).%20Informal%20learning%20in%20the%20workplace%3A%20Unmasking%20human%20resources%20development&lr&hl=fr&pg=PP1#v=onepage&q=Garrick,%20J.%20(1998).%20Informal%20learning%20in%20the%20workplace:%20Unmasking%20human%20resources%20development&f=false] Garrick, J. (1998). Informal learning in the workplace: Unmasking human resources development. City: NY: Routledge. [http://www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA157394] Glaser, R. (1985). Thoughts on expertise. (Techincal report No. 8). Learning Research and Development Center. Pittsburgh, PA. [http://www.sciencedirect.com/science/article/pii/S0742051X02001014] Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and teacher education. 19(2), 149-170. [http://www.emeraldinsight.com/journals.htm?articleid=1546154&show=abstract] Lohman, M. C. (2006). Factors influencing teachers’ engagement in informal learning activities. Journal of workplace learning, 18(3), 141-156. [http://books.google.fr/books?id=s88OAAAAQAAJ&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Marsick, V. J. &amp; Watkins, K. E. (1990). Informal and incidental learning in the workplace. City: NY: Routledge. [http://hal.archives-ouvertes.fr/index.php?halsid=apkd3eo630gclvmrsq690tp1j6&view_this_doc=hal-00696399&version=1] Van Merriënboer, J. J. G., Kirschner, P. A., Paas, F., Sloep, P. B., &amp; Caniëls, M. C. J. (2009). Towards an integrated approach for research on lifelong learning. Educational Technology Magazine, 49(3), 3-15. 1351 2013-05-15T11:09:22Z Balacheff 4 Created page with "<u>draft 2</u> '''Editors''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Adaptation''': Vyara D..." wikitext text/x-wiki <u>draft 2</u> '''Editors''': Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands === Определение === Информалното учене е всяко съзнателно или несъзнателно, планирано или непланирано учене, което възниква без външно наложен за самия учащ процес на обучение. === Сродни термини === Формално обучение (formal learning), неформално обучение (nonformal learning), самообучение (self-directed learning), учене чрез опит (experiential learning), учене на работното място (workplace learning), учеща организация (learning organization) === Коментар по развитието на термина === Терминът ‘информално учене’ се появява за първи път в книгата на Малкълм Нолс (1950) Информално образование на възрастния учащ, но не добива популярност до 90-те години на 20-ти век, когато въз основа на известен брой дескриптивни изследвания Марсик и Уоткинс (1990) успяват да представят състематизирана дефиниция. Според тази дефиниция информалното учене е: <blockquote>...категория, която съдържа случайното учене, може да възникне в институционална среда, но обичайно не е институционално организирано или строго стурктурирано, като ученето изцяло се намира в ръцете на самия учащ. Случайното учене бива определено като страничен продукт, резултат от други дейности, като изпълнението на дадена задача, междуличностна комуникация, възприемането на културата на дадена организация, експериментирането на принципа проба-грешка или даже формалното обучение. (р. 20) </blockquote> Въпреки това, в по-голямата част от развитието си понятието е белязано от спорове по въпроса какво е неговото точно съдържание и поради това и до наши дни то остава без широко възприета дефиниция. Този факт подчертава трудностите в поставянето на ясни граници между формалното, неформалното и информално учене от една страна и различните форми на учене в рамките на самото информално учене от друга (напр. случайно учене, социализация и т.н.) Тези дискусии достигат дори до поставяне под съмнение на валидността на самия термин като прекалено обобщаваща категория на учене, в която влиза всичко, което не е би могло да бъде определено като формално (Eraut, 2000). Това виждане обаче само по себе си демонстрира убеждението, че информалното учене е хиперкатегория учене, което би могло да варира според особеностите на всяка отделна учебна ситуация. === Проблематика на превода === Това понятие често бива превеждано погрешно на български език като неформално обучение. Двете понятия обаче имат различно съдържание. === Предметна проблематика === Терминът е широко използван в сферата на развитието на човешките ресурси и обучението на възрастни учащи. Според Гарик (1998) информалното учене като концепция представлява цялостна теория за ученето на работното място и съдържа: <blockquote>ефектите на работното място върху процеса на учене на някого […] в действителност съществува богат набор от източници в ежедневната практика и това, което е научено от опита с тях, е динамично и отворено към множество промени. (р. 1) </blockquote> По същество ученето на работното място наистина често бива прието като форма на информално учене. В областта на ученето да се научиш да преподаваш например информалното учене традиционно се отнася до резултатите от професионалните дейности, които учителите предприемат на работното си място (Lohman, 2006). Наред с много други изследвания, тези проучвания без съмнение демонстрират, че голяма част от ученето произхожда от изпълнението на ежедневни работни задачи и свързаните с тях дейности, показвайки, че по-голям дял от информалното учене на работното място се осъществява несъзнателно и нецеленасочено като страничен продукт, тъй като е вгредено в тези дейности/действия (напр., Kwakman, 2003). Този факт кара някои учени да дефинират термина изцяло като учене, което възниква от нецелящи учене дейности, отнасяйки го до всички ежедневни ситуации (van Merrienboer et al. 2009). Независимо от това, макар че такива случаи може да са сравнително редки, една по-пълна представа за информалното учене е нужно да разглежда и примери, в които учащи на експертно ниво в дадена сфера демонстрират необходимите знания и умения за саморегулация и метакогниция, за да определят сами как, какво и защо да усвоят (напр. Glaser, 1985), тъй като и при тези примери най-същественото условие за отсъствие на външно наложен процес на обучение е напълно удовлетворено. От това следва, че една изчерпателна дефиниция е желателно да включва както примери за несъзнателно и непланирано учене, така и примери за такова учене, при което самите учащи самостоятелно и активно контролират процеса на усвояване на знания и умения. === Основна литература === [http://onlinelibrary.wiley.com/doi/10.1348/000709900158001/abstract] Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70(1), 113-136. [http://books.google.fr/books?id=30VxaqIUDaYC&lpg=PP1&ots=5Ng442d-bU&dq=Garrick%2C%20J.%20(1998).%20Informal%20learning%20in%20the%20workplace%3A%20Unmasking%20human%20resources%20development&lr&hl=fr&pg=PP1#v=onepage&q=Garrick,%20J.%20(1998).%20Informal%20learning%20in%20the%20workplace:%20Unmasking%20human%20resources%20development&f=false] Garrick, J. (1998). Informal learning in the workplace: Unmasking human resources development. City: NY: Routledge. [http://www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA157394] Glaser, R. (1985). Thoughts on expertise. (Techincal report No. 8). Learning Research and Development Center. Pittsburgh, PA. [http://www.sciencedirect.com/science/article/pii/S0742051X02001014] Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and teacher education. 19(2), 149-170. [http://www.emeraldinsight.com/journals.htm?articleid=1546154&show=abstract] Lohman, M. C. (2006). Factors influencing teachers’ engagement in informal learning activities. Journal of workplace learning, 18(3), 141-156. [http://books.google.fr/books?id=s88OAAAAQAAJ&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Marsick, V. J. &amp; Watkins, K. E. (1990). Informal and incidental learning in the workplace. City: NY: Routledge. [http://hal.archives-ouvertes.fr/index.php?halsid=apkd3eo630gclvmrsq690tp1j6&view_this_doc=hal-00696399&version=1] Van Merriënboer, J. J. G., Kirschner, P. A., Paas, F., Sloep, P. B., &amp; Caniëls, M. C. J. (2009). Towards an integrated approach for research on lifelong learning. Educational Technology Magazine, 49(3), 3-15. 0 131 1046 1045 2013-01-14T13:25:39Z Balacheff 4 /* Jalons historiques */ wikitext text/x-wiki = Apprentissage informel = <u>version 1</u> '''Rédaction'''&nbsp;: Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands. '''Contribution'''&nbsp;: .../... '''Adaptation'''&nbsp;: Nicolas Balacheff, LIG, Grenoble, France ==== Définition ==== L’apprentissage informel désigne tout apprentissage conscient ou inconscient, intentionel ou non intentionnel qui s’engage sans curriculum ou résultat imposé. Contrairement à un apprentissage (Misko, 2008). ==== Jalons historiques ==== L’expression «&nbsp;informal learning&nbsp;» (apprentissage informel) apparait dans l’ouvrage de Knowels, Informal adult education, en 1950, mais ce n’est que dans les années 90, en s’appuyant sur un nombre important d’études exploratoires descriptives, que Marsick et Watkins parviennent à proposer une définition structurée de ce concept. Ils décrivent l’apprentissage informel comme&nbsp;: <blockquote> «&nbsp;… une catégorie qui inclut l’apprentissage incident qui peut se produire dans une institution mais ne relève pas typiquement de situations scolaires ou très structurées, et pour laquelle le contrôle reste dans les mains de l’apprenant. L’apprentissage incident est défini comme un produit dérivé d’une autre activité telle que la réalisation d’une tâche, des interactions inter-personnelles, la perception de la culture organisationnelle, des approches essai-erreur, ou même un apprentissage formel&nbsp;» (Marsick et Watkins, 1990 p.12) </blockquote> Les utilisateurs de l’expression «&nbsp;apprentissage informel&nbsp;» ne sont pas parvenus, jusqu’ici à un accord sur une définition commune. Ceci souligne les défis qui accompagnent les efforts pour une discrimination claire entre apprentissage formel, non-formel et informel d’une part, et différents types d’apprentissages au sein de l’apprentissage informel lui-même (e.g. apprentissage incident, socialisation, etc.). Le débat va jusqu’à la contestation de la validité de ce concept, lui reprochant d’être trop général et d’inclure tout type d’apprentissage qui n’est pas formel (Eraut 2000). Cette situation montre la nécessité de comprendre l’apprentissage informel comme une hyper-catégorie de l’apprentissage qui ferait la place à diverses modalités dépendant des situations d’apprentissage. ==== Termes et expression associés ==== Apprentissage formel, apprentissage non-formel, apprentissage autodidacte, apprentissage par l’expérience, acquis de l’expérience, apprentissage au travail, organisation apprenante ==== Traductions ==== .../... ==== Remarques disciplinaires ==== L’expression a été globalement acceptée dans le domaine du développement des ressources humaines (DRH) et la formation d’adulte. Selon Garrick (1998) l’apprentissage informel comme concept de DRH représente une théorie approximative de l’apprentissage au travail et suppose <blockquote> … des effets de l’activité professionnelle sur l’apprentissage de la personne […] Il y a en effet des ressources riches en opportunité d’apprentissage dans les activités pratiques quotidiennes et ce qui est acquis de l’expérience est dynamique et peut prendre de multiples formes (ibid. p.1) </blockquote> Il est vrai que l’apprentissage sur le lieu de travail est souvent considéré comme une forme d’apprentissage informel. Dans le domaine de l’enseignement, par exemple, l’apprentissage informel renvoie traditionnellement aux acquisitions professionnelles qui viennent des activités que les enseignants réalisent habituellement au travail (Lohman 2006). Les études sur la formation des enseignants, entre autres, démontrent sans aucun doute qu’une grande partie des apprentissages viennent d’activités quotidiennes ou d’actions qui leurs sont associées, suggérant que la plus grande part de l’apprentissage informel est non intentionnelle et implicite, comme un produit dérivé, dans la mesure où elle est incluse dans ces activités/actions (e.g. Kwakman 2003). Cette observation a encouragé certains chercheurs à fonder leur compréhension de ce concept comme celui d’un apprentissage qui émerge d’activité sans intention de provoquer un apprentissage, le généralisant à toutes les situations quotidiennes (van Merrienboer et al. 2009).<br> ==== Principales références ==== [http://www.telearn.org/open-archive/browse?resource=7260_v1] Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70(1), 113-136. [http://www.telearn.org/open-archive/browse?resource=7043_v1] Garrick, J. (1998). Informal learning in the workplace: Unmasking human resources development. City: NY: Routledge. [http://www.telearn.org/open-archive/browse?resource=7145_v1] Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and teacher education. 19(2), 149-170. [http://www.telearn.org/open-archive/browse?resource=7129_v1] Lohman, M. C. (2006). Factors influencing teachers’ engagement in informal learning activities. Journal of workplace learning, 18(3), 141-156. [http://www.telearn.org/open-archive/browse?resource=7042_v1] Marsick, V. J. &amp; Watkins, K. E. (1990). Informal and incidental learning in the workplace. City: NY: Routledge. [http://www.telearn.org/open-archive/browse?resource=7125_v1] Misko, J. (2008). Combining formal, non-formal and informal learning for work-force skill development. Report. Australian Industry Group project and NCVER. [http://www.telearn.org/open-archive/browse?resource=7040_v1] Van Merriënboer, J. J. G., Kirschner, P. A., Paas, F., Sloep, P. B., &amp; Caniëls, M. C. J. (2009). Towards an integrated approach for research on lifelong learning. Educational Technology Magazine, 49(3), 3-15. 1045 1044 2013-01-14T13:24:02Z Balacheff 4 /* Key references */ wikitext text/x-wiki = Apprentissage informel = <u>version 1</u> '''Rédaction'''&nbsp;: Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands. '''Contribution'''&nbsp;: .../... '''Adaptation'''&nbsp;: Nicolas Balacheff, LIG, Grenoble, France ==== Définition ==== L’apprentissage informel désigne tout apprentissage conscient ou inconscient, intentionel ou non intentionnel qui s’engage sans curriculum ou résultat imposé. Contrairement à un apprentissage (Misko, 2008). ==== Jalons historiques ==== L’expression «&nbsp;informal learning&nbsp;» (apprentissage informel) apparait dans l’ouvrage de Knowels, Informal adult education, en 1950, mais ce n’est que dans les années 90, en s’appuyant sur un nombre important d’études exploratoires descriptives, que Marsick et Watkins parviennent à proposer une définition structurée de ce concept. Ils décrivent l’apprentissage informel comme&nbsp;: <blockquote> «&nbsp;… une catégorie qui inclut l’apprentissage incident (http://aile.revues.org/1237) qui peut se produire dans une institution mais ne relève pas typiquement de situations scolaires ou très structurées, et pour laquelle le contrôle reste dans les mains de l’apprenant. L’apprentissage incident est défini comme un produit dérivé d’une autre activité telle que la réalisation d’une tâche, des interactions inter-personnelles, la perception de la culture organisationnelle, des approches essai-erreur, ou même un apprentissage formel&nbsp;» (Marsick et Watkins, 1990 p.12) </blockquote> Les utilisateurs de l’expression «&nbsp;apprentissage informel&nbsp;» ne sont pas parvenus, jusqu’ici à un accord sur une définition commune. Ceci souligne les défis qui accompagnent les efforts pour une discrimination claire entre apprentissage formel, non-formel et informel d’une part, et différents types d’apprentissages au sein de l’apprentissage informel lui-même (e.g. apprentissage incident, socialisation, etc.). Le débat va jusqu’à la contestation de la validité de ce concept, lui reprochant d’être trop général et d’inclure tout type d’apprentissage qui n’est pas formel (Eraut 2000). Cette situation montre la nécessité de comprendre l’apprentissage informel comme une hyper-catégorie de l’apprentissage qui ferait la place à diverses modalités dépendant des situations d’apprentissage. ==== Termes et expression associés ==== Apprentissage formel, apprentissage non-formel, apprentissage autodidacte, apprentissage par l’expérience, acquis de l’expérience, apprentissage au travail, organisation apprenante ==== Traductions ==== .../... ==== Remarques disciplinaires ==== L’expression a été globalement acceptée dans le domaine du développement des ressources humaines (DRH) et la formation d’adulte. Selon Garrick (1998) l’apprentissage informel comme concept de DRH représente une théorie approximative de l’apprentissage au travail et suppose <blockquote> … des effets de l’activité professionnelle sur l’apprentissage de la personne […] Il y a en effet des ressources riches en opportunité d’apprentissage dans les activités pratiques quotidiennes et ce qui est acquis de l’expérience est dynamique et peut prendre de multiples formes (ibid. p.1) </blockquote> Il est vrai que l’apprentissage sur le lieu de travail est souvent considéré comme une forme d’apprentissage informel. Dans le domaine de l’enseignement, par exemple, l’apprentissage informel renvoie traditionnellement aux acquisitions professionnelles qui viennent des activités que les enseignants réalisent habituellement au travail (Lohman 2006). Les études sur la formation des enseignants, entre autres, démontrent sans aucun doute qu’une grande partie des apprentissages viennent d’activités quotidiennes ou d’actions qui leurs sont associées, suggérant que la plus grande part de l’apprentissage informel est non intentionnelle et implicite, comme un produit dérivé, dans la mesure où elle est incluse dans ces activités/actions (e.g. Kwakman 2003). Cette observation a encouragé certains chercheurs à fonder leur compréhension de ce concept comme celui d’un apprentissage qui émerge d’activité sans intention de provoquer un apprentissage, le généralisant à toutes les situations quotidiennes (van Merrienboer et al. 2009).<br> ==== Principales références ==== [http://www.telearn.org/open-archive/browse?resource=7260_v1] Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70(1), 113-136. [http://www.telearn.org/open-archive/browse?resource=7043_v1] Garrick, J. (1998). Informal learning in the workplace: Unmasking human resources development. City: NY: Routledge. [http://www.telearn.org/open-archive/browse?resource=7145_v1] Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and teacher education. 19(2), 149-170. [http://www.telearn.org/open-archive/browse?resource=7129_v1] Lohman, M. C. (2006). Factors influencing teachers’ engagement in informal learning activities. Journal of workplace learning, 18(3), 141-156. [http://www.telearn.org/open-archive/browse?resource=7042_v1] Marsick, V. J. &amp; Watkins, K. E. (1990). Informal and incidental learning in the workplace. City: NY: Routledge. [http://www.telearn.org/open-archive/browse?resource=7125_v1] Misko, J. (2008). Combining formal, non-formal and informal learning for work-force skill development. Report. Australian Industry Group project and NCVER. [http://www.telearn.org/open-archive/browse?resource=7040_v1] Van Merriënboer, J. J. G., Kirschner, P. A., Paas, F., Sloep, P. B., &amp; Caniëls, M. C. J. (2009). Towards an integrated approach for research on lifelong learning. Educational Technology Magazine, 49(3), 3-15. 1044 1042 2013-01-14T13:23:40Z Balacheff 4 /* Principales références */ wikitext text/x-wiki = Apprentissage informel = <u>version 1</u> '''Rédaction'''&nbsp;: Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands. '''Contribution'''&nbsp;: .../... '''Adaptation'''&nbsp;: Nicolas Balacheff, LIG, Grenoble, France ==== Définition ==== L’apprentissage informel désigne tout apprentissage conscient ou inconscient, intentionel ou non intentionnel qui s’engage sans curriculum ou résultat imposé. Contrairement à un apprentissage (Misko, 2008). ==== Jalons historiques ==== L’expression «&nbsp;informal learning&nbsp;» (apprentissage informel) apparait dans l’ouvrage de Knowels, Informal adult education, en 1950, mais ce n’est que dans les années 90, en s’appuyant sur un nombre important d’études exploratoires descriptives, que Marsick et Watkins parviennent à proposer une définition structurée de ce concept. Ils décrivent l’apprentissage informel comme&nbsp;: <blockquote> «&nbsp;… une catégorie qui inclut l’apprentissage incident (http://aile.revues.org/1237) qui peut se produire dans une institution mais ne relève pas typiquement de situations scolaires ou très structurées, et pour laquelle le contrôle reste dans les mains de l’apprenant. L’apprentissage incident est défini comme un produit dérivé d’une autre activité telle que la réalisation d’une tâche, des interactions inter-personnelles, la perception de la culture organisationnelle, des approches essai-erreur, ou même un apprentissage formel&nbsp;» (Marsick et Watkins, 1990 p.12) </blockquote> Les utilisateurs de l’expression «&nbsp;apprentissage informel&nbsp;» ne sont pas parvenus, jusqu’ici à un accord sur une définition commune. Ceci souligne les défis qui accompagnent les efforts pour une discrimination claire entre apprentissage formel, non-formel et informel d’une part, et différents types d’apprentissages au sein de l’apprentissage informel lui-même (e.g. apprentissage incident, socialisation, etc.). Le débat va jusqu’à la contestation de la validité de ce concept, lui reprochant d’être trop général et d’inclure tout type d’apprentissage qui n’est pas formel (Eraut 2000). Cette situation montre la nécessité de comprendre l’apprentissage informel comme une hyper-catégorie de l’apprentissage qui ferait la place à diverses modalités dépendant des situations d’apprentissage. ==== Termes et expression associés ==== Apprentissage formel, apprentissage non-formel, apprentissage autodidacte, apprentissage par l’expérience, acquis de l’expérience, apprentissage au travail, organisation apprenante ==== Traductions ==== .../... ==== Remarques disciplinaires ==== L’expression a été globalement acceptée dans le domaine du développement des ressources humaines (DRH) et la formation d’adulte. Selon Garrick (1998) l’apprentissage informel comme concept de DRH représente une théorie approximative de l’apprentissage au travail et suppose <blockquote> … des effets de l’activité professionnelle sur l’apprentissage de la personne […] Il y a en effet des ressources riches en opportunité d’apprentissage dans les activités pratiques quotidiennes et ce qui est acquis de l’expérience est dynamique et peut prendre de multiples formes (ibid. p.1) </blockquote> Il est vrai que l’apprentissage sur le lieu de travail est souvent considéré comme une forme d’apprentissage informel. Dans le domaine de l’enseignement, par exemple, l’apprentissage informel renvoie traditionnellement aux acquisitions professionnelles qui viennent des activités que les enseignants réalisent habituellement au travail (Lohman 2006). Les études sur la formation des enseignants, entre autres, démontrent sans aucun doute qu’une grande partie des apprentissages viennent d’activités quotidiennes ou d’actions qui leurs sont associées, suggérant que la plus grande part de l’apprentissage informel est non intentionnelle et implicite, comme un produit dérivé, dans la mesure où elle est incluse dans ces activités/actions (e.g. Kwakman 2003). Cette observation a encouragé certains chercheurs à fonder leur compréhension de ce concept comme celui d’un apprentissage qui émerge d’activité sans intention de provoquer un apprentissage, le généralisant à toutes les situations quotidiennes (van Merrienboer et al. 2009).<br> ==== Principales références ==== ==== Key references ==== [http://www.telearn.org/open-archive/browse?resource=7260_v1] Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70(1), 113-136. [http://www.telearn.org/open-archive/browse?resource=7043_v1] Garrick, J. (1998). Informal learning in the workplace: Unmasking human resources development. City: NY: Routledge. [http://www.telearn.org/open-archive/browse?resource=7145_v1] Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and teacher education. 19(2), 149-170. [http://www.telearn.org/open-archive/browse?resource=7129_v1] Lohman, M. C. (2006). Factors influencing teachers’ engagement in informal learning activities. Journal of workplace learning, 18(3), 141-156. [http://www.telearn.org/open-archive/browse?resource=7042_v1] Marsick, V. J. &amp; Watkins, K. E. (1990). Informal and incidental learning in the workplace. City: NY: Routledge. [http://www.telearn.org/open-archive/browse?resource=7125_v1] Misko, J. (2008). Combining formal, non-formal and informal learning for work-force skill development. Report. Australian Industry Group project and NCVER. [http://www.telearn.org/open-archive/browse?resource=7040_v1] Van Merriënboer, J. J. G., Kirschner, P. A., Paas, F., Sloep, P. B., &amp; Caniëls, M. C. J. (2009). Towards an integrated approach for research on lifelong learning. Educational Technology Magazine, 49(3), 3-15. 1042 2013-01-14T13:20:35Z Balacheff 4 Created page with "= Apprentissage informel = <u>version 1</u> '''Rédaction'''&nbsp;: Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of t..." wikitext text/x-wiki = Apprentissage informel = <u>version 1</u> '''Rédaction'''&nbsp;: Vyara Dimitrova and Paul A. Kirschner, Centre for Learning Sciences and Technologies, Open University of the Netherlands. '''Contribution'''&nbsp;: .../... '''Adaptation'''&nbsp;: Nicolas Balacheff, LIG, Grenoble, France ==== Définition ==== L’apprentissage informel désigne tout apprentissage conscient ou inconscient, intentionel ou non intentionnel qui s’engage sans curriculum ou résultat imposé. Contrairement à un apprentissage (Misko, 2008). ==== Jalons historiques ==== L’expression «&nbsp;informal learning&nbsp;» (apprentissage informel) apparait dans l’ouvrage de Knowels, Informal adult education, en 1950, mais ce n’est que dans les années 90, en s’appuyant sur un nombre important d’études exploratoires descriptives, que Marsick et Watkins parviennent à proposer une définition structurée de ce concept. Ils décrivent l’apprentissage informel comme&nbsp;: <blockquote> «&nbsp;… une catégorie qui inclut l’apprentissage incident (http://aile.revues.org/1237) qui peut se produire dans une institution mais ne relève pas typiquement de situations scolaires ou très structurées, et pour laquelle le contrôle reste dans les mains de l’apprenant. L’apprentissage incident est défini comme un produit dérivé d’une autre activité telle que la réalisation d’une tâche, des interactions inter-personnelles, la perception de la culture organisationnelle, des approches essai-erreur, ou même un apprentissage formel&nbsp;» (Marsick et Watkins, 1990 p.12) </blockquote> Les utilisateurs de l’expression «&nbsp;apprentissage informel&nbsp;» ne sont pas parvenus, jusqu’ici à un accord sur une définition commune. Ceci souligne les défis qui accompagnent les efforts pour une discrimination claire entre apprentissage formel, non-formel et informel d’une part, et différents types d’apprentissages au sein de l’apprentissage informel lui-même (e.g. apprentissage incident, socialisation, etc.). Le débat va jusqu’à la contestation de la validité de ce concept, lui reprochant d’être trop général et d’inclure tout type d’apprentissage qui n’est pas formel (Eraut 2000). Cette situation montre la nécessité de comprendre l’apprentissage informel comme une hyper-catégorie de l’apprentissage qui ferait la place à diverses modalités dépendant des situations d’apprentissage. ==== Termes et expression associés ==== Apprentissage formel, apprentissage non-formel, apprentissage autodidacte, apprentissage par l’expérience, acquis de l’expérience, apprentissage au travail, organisation apprenante ==== Traductions ==== .../... ==== Remarques disciplinaires ==== L’expression a été globalement acceptée dans le domaine du développement des ressources humaines (DRH) et la formation d’adulte. Selon Garrick (1998) l’apprentissage informel comme concept de DRH représente une théorie approximative de l’apprentissage au travail et suppose <blockquote> … des effets de l’activité professionnelle sur l’apprentissage de la personne […] Il y a en effet des ressources riches en opportunité d’apprentissage dans les activités pratiques quotidiennes et ce qui est acquis de l’expérience est dynamique et peut prendre de multiples formes (ibid. p.1) </blockquote> Il est vrai que l’apprentissage sur le lieu de travail est souvent considéré comme une forme d’apprentissage informel. Dans le domaine de l’enseignement, par exemple, l’apprentissage informel renvoie traditionnellement aux acquisitions professionnelles qui viennent des activités que les enseignants réalisent habituellement au travail (Lohman 2006). Les études sur la formation des enseignants, entre autres, démontrent sans aucun doute qu’une grande partie des apprentissages viennent d’activités quotidiennes ou d’actions qui leurs sont associées, suggérant que la plus grande part de l’apprentissage informel est non intentionnelle et implicite, comme un produit dérivé, dans la mesure où elle est incluse dans ces activités/actions (e.g. Kwakman 2003). Cette observation a encouragé certains chercheurs à fonder leur compréhension de ce concept comme celui d’un apprentissage qui émerge d’activité sans intention de provoquer un apprentissage, le généralisant à toutes les situations quotidiennes (van Merrienboer et al. 2009).<br> ==== Principales références ==== 0 12 1164 1011 2013-02-28T10:29:15Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands ==== Definition ==== Inquiry learning refers to an educational approach that capitalizes on students' "natural tendency of curiosity". In the science education literature, the term "inquiry" is broadly defined as a learning process that requires learners to learn in a way a scientist would acquire knowledge through research (Krajcik et.al., 1998; de Jong &amp; van Joolingen, 1998; Sandoval, 2005; White &amp; Frederiksen, 1998; Zimmerman 2007). A general definition for inquiry learning is given by National Science Foundation (2000, p. 2): :"An approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding" Specifically, as described by de Jong (2006a), the inquiry process involves: orientation (identification of variables and relations), hypothesis generation, experimentation (changing variable values, making predictions, and interpreting the outcomes), reaching conclusions (hypothesis testing), evaluation (reflection on the learning process and the acquired knowledge), planning and maintaining an overview of the inquiry effectively used to support inquiry process (monitoring) Researchers also define the related term "inquiry-based learning" in the context of science education to mean inquiry learning. Banchi and Bell (2008) identified four different levels in inquiry-based learning, namely: :(i) Confirmation inquiry :(ii) Structured inquiry :(iii) Guided inquiry :(iv) Open inquiry. These levels are based on inquiry progressions. The idea is to slowly let the students explore on their own as the inquiry level progresses (i.e., each inquiry level hinges upon the next level). For instance, conformation inquiry requires from students to confirm an already known scientific principle. They are given the questions and are provided with the methods to derive a solution. They learn already known scientific principles by doing investigations and by collecting and analysing data. In structured inquiry, students are provided with questions and a method; however, they are encouraged to give explanations with supporting evidence. In guided inquiry, only a question is given to the students and they are asked to design methods to test this question and explain the obtained results. Finally in open inquiry, students are better prepared to take their own initiative in doing science; they define their own research question, perform investigations, and derive conclusions, thus applying all the processes of inquiry cycle. Within all of these phases, students should also be supported by so-called "scaffolds", software instruments that help them to perform cognitive actions correctly. An example could be a software tool that helps students to state hypotheses. Overviews of such scaffolds can be found in Chang, Chen, Lin, &amp; Sung (2008), de Jong (2006b, 2010), Quintana et al (2004). The understanding of scientific method and developing scientific skills has already been encouraged by earlier research (Dewey 1938) and the benefits of inquiry learning to gain authentic experience in knowledge construction process has also been advocated (Bruner 1961). Researchers argue that inquiry learning should be central to science education instruction (Banchi &amp; Bell, 2008; Sandoval, 2005; Schwab, 1962) because of its potential to stimulate thinking, acquiring deep knowledge, understanding the science concepts and learning the process of doing science. Recent studies and meta-analysis now prove the effectiveness of inquiry learning as compared to a number of other educational approaches. (Alfieri, Brooks, Aldrich, &amp; Tenenbaum, in press; Eysink et al., 2009). ==== Translation issues ==== .../... ==== Disciplinary issues ==== .../... ==== Key references ==== [http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ815766&ERICExtSearch_SearchType_0=no&accno=EJ815766] Banchi, H. &amp; Bell, R. (2008). The many levels of inquiry. Science and Children, 46, 26-29 [http://psycnet.apa.org/psycinfo/1962-00777-001] Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21-32. [http://www.sciencedirect.com/science/article/pii/S0360131508000365] Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 [http://books.google.fr/books?id=UE2EusaU53IC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Dewey, J. (1938). Experience and education. MacMillan, New York. [http://stem.gstboces.org/Shared%20Documents/STEM%20DEPLOYMENT%20PROJECT%20RESEARCH/InquiryinProject-BasedScience.pdf] Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., Soloway, E. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7(3/4), 313- 350 [http://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf99148] National Science Foundation. (2000). Inquiry : Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 120 pages. [http://books.google.fr/books?id=buY4icX3LbAC&lpg=PA107&ots=mjOpqKtxU0&dq=Scaffolds%20for%20computer%20simulation%20based%20scientific%20discovery%20learning&lr&hl=fr&pg=PA107#v=onepage&q=Scaffolds%20for%20computer%20simulation%20based%20scientific%20discovery%20learning&f=false] de Jong, T. (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Handling complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. [http://users.edte.utwente.nl/jong/JongScience2006.pdf] de Jong, T. (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 [http://books.google.fr/books?id=cCD_thHjuxEC&lpg=PA446&ots=tOO2GcfVpw&dq=Instruction%20based%20on%20computer%20simulations&lr&hl=fr&pg=PA446#v=onepage&q=Instruction%20based%20on%20computer%20simulations&f=false] de Jong, T. (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. [http://rer.sagepub.com/content/68/2/179.abstract] de Jong, T., &amp; van Joolingen, W.R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. [http://www.compassproject.net/sadhana/teaching/readings/13808831.pdf] Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. [hhttp://onlinelibrary.wiley.com/doi/10.1002/sce.20065/pdf] Sandoval, W. A. (2005). Understanding students' practical epistemologies and their influence on learning through inquiry. Science Education, 89, 634-656. [http://halshs.archives-ouvertes.fr/hal-00692064/] Schwab, J.J. (1962). The teaching of science as enquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. [http://www.mendeley.com/catalog/inquiry-modeling-metacognition-making-science-accessible-students-1/] White, B. Y., &amp; Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. [http://www.cogsci.ucsd.edu/~deak/classes/EDS115/ZimmermanSciThinkDR07.pdf] Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223. ==== Related terms ==== Inquiry-based learning, scientific discovery learning ==== Related documents ==== Heather Banchi and Randy Bell, 2008 [http://www.nsta.org/publications/download.aspx?s=mail&amp;d=013111&amp;id=Z349URi8cV7CIwhXjO7KEi4OSfaJzlU50cUKZ1zkldE=&amp;utm_source=enewsletter&amp;utm_medium=email&amp;utm_campaign=ElemSciClassFebruary2011] Inquiry comes in various forms [http://scene.asu.edu/habitat/inquiry.html]The Inquiry Process Inquiry Thoughts, Views, and Strategies for the K–5 Classroom. Foundations, Vol. 2 [http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf] <br> ► [[TEL Dictionary entries]] 1011 1010 2012-11-30T15:40:44Z Balacheff 4 /* Definition */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands ==== Definition ==== Inquiry learning refers to an educational approach that capitalizes on students' "natural tendency of curiosity". In the science education literature, the term "inquiry" is broadly defined as a learning process that requires learners to learn in a way a scientist would acquire knowledge through research (Krajcik et.al., 1998; de Jong &amp; van Joolingen, 1998; Sandoval, 2005; White &amp; Frederiksen, 1998; Zimmerman 2007). A general definition for inquiry learning is given by National Science Foundation (2000, p. 2): :"An approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding" Specifically, as described by de Jong (2006a), the inquiry process involves: orientation (identification of variables and relations), hypothesis generation, experimentation (changing variable values, making predictions, and interpreting the outcomes), reaching conclusions (hypothesis testing), evaluation (reflection on the learning process and the acquired knowledge), planning and maintaining an overview of the inquiry effectively used to support inquiry process (monitoring) Researchers also define the related term "inquiry-based learning" in the context of science education to mean inquiry learning. Banchi and Bell (2008) identified four different levels in inquiry-based learning, namely: :(i) Confirmation inquiry :(ii) Structured inquiry :(iii) Guided inquiry :(iv) Open inquiry. These levels are based on inquiry progressions. The idea is to slowly let the students explore on their own as the inquiry level progresses (i.e., each inquiry level hinges upon the next level). For instance, conformation inquiry requires from students to confirm an already known scientific principle. They are given the questions and are provided with the methods to derive a solution. They learn already known scientific principles by doing investigations and by collecting and analysing data. In structured inquiry, students are provided with questions and a method; however, they are encouraged to give explanations with supporting evidence. In guided inquiry, only a question is given to the students and they are asked to design methods to test this question and explain the obtained results. Finally in open inquiry, students are better prepared to take their own initiative in doing science; they define their own research question, perform investigations, and derive conclusions, thus applying all the processes of inquiry cycle. Within all of these phases, students should also be supported by so-called "scaffolds", software instruments that help them to perform cognitive actions correctly. An example could be a software tool that helps students to state hypotheses. Overviews of such scaffolds can be found in Chang, Chen, Lin, &amp; Sung (2008), de Jong (2006b, 2010), Quintana et al (2004). The understanding of scientific method and developing scientific skills has already been encouraged by earlier research (Dewey 1938) and the benefits of inquiry learning to gain authentic experience in knowledge construction process has also been advocated (Bruner 1961). Researchers argue that inquiry learning should be central to science education instruction (Banchi &amp; Bell, 2008; Sandoval, 2005; Schwab, 1962) because of its potential to stimulate thinking, acquiring deep knowledge, understanding the science concepts and learning the process of doing science. Recent studies and meta-analysis now prove the effectiveness of inquiry learning as compared to a number of other educational approaches. (Alfieri, Brooks, Aldrich, &amp; Tenenbaum, in press; Eysink et al., 2009). ==== Translation issues ==== .../... ==== Disciplinary issues ==== .../... ==== Key references ==== Banchi, H. &amp; Bell, R. [http://www.telearn.org/open-archive/browse?resource=6838_v1] (2008). The many levels of inquiry. Science and Children, 46, 26-29 Bruner, J. S. [http://www.telearn.org/open-archive/browse?resource=6868_v1] (1961). The act of discovery. Harvard Educational Review, 31, 21-32. Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. [http://www.telearn.org/open-archive/browse?resource=7126_v1] (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 Dewey, J. [http://www.telearn.org/open-archive/browse?resource=6837] (1938). Experience and education. MacMillan, New York. Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., Soloway, E. [http://www.telearn.org/open-archive/browse?resource=7127_v1] (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7(3/4), 313- 350 National Science Foundation. [http://www.telearn.org/open-archive/browse?resource=6845_v1] (2000). Inquiry : Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 120 pages. de Jong, T. [http://www.telearn.org/open-archive/browse?resource=6871_v1] (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Handling complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. de Jong, T. [http://www.telearn.org/open-archive/search?resource=1193] (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 de Jong, T. [http://www.telearn.org/open-archive/browse?resource=6844_v1] (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. de Jong, T., &amp; van Joolingen, W.R. [http://www.telearn.org/open-archive/search?resource=1209] (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. [http://www.telearn.org/open-archive/browse?resource=7057_v1] (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. Sandoval, W. A. [http://www.telearn.org/open-archive/search?resource=6848] (2005) Understanding students' practical epistemologies and their influence on learning through inquiry . Science Education, 89, 634-656. Schwab, J.J. [http://www.telearn.org/open-archive/browse?resource=6843_v1] (1962). The teaching of science as enquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. White, B. Y., &amp; Frederiksen, J. R. [http://www.telearn.org/open-archive/browse?resource=7130_v1] (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. Zimmerman, C. [http://www.telearn.org/open-archive/browse?resource=6840_v1] (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223. ==== Related terms ==== Inquiry-based learning, scientific discovery learning ==== Related documents ==== Heather Banchi and Randy Bell, 2008 [http://www.nsta.org/publications/download.aspx?s=mail&amp;d=013111&amp;id=Z349URi8cV7CIwhXjO7KEi4OSfaJzlU50cUKZ1zkldE=&amp;utm_source=enewsletter&amp;utm_medium=email&amp;utm_campaign=ElemSciClassFebruary2011] Inquiry comes in various forms [http://scene.asu.edu/habitat/inquiry.html]The Inquiry Process Inquiry Thoughts, Views, and Strategies for the K–5 Classroom. Foundations, Vol. 2 [http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf] <br> ► [[TEL Dictionary entries]] 1010 721 2012-11-30T15:35:51Z Balacheff 4 /* Definition */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands ==== Definition ==== Inquiry learning refers to an educational approach that capitalizes on students' "natural tendency of curiosity". In the science education literature, the term "inquiry" is broadly defined as a learning process that requires learners to learn in a way a scientist would acquire knowledge through research (Krajcik et.al., 1998; de Jong &amp; van Joolingen, 1998; Sandoval, 2005; White &amp; Frederiksen, 1998; Zimmerman 2007). A general definition for inquiry learning is given by National Science Foundation (2000, p. 2): :"An approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding" Specifically, as described by de Jong (2006a), the inquiry process involves: orientation (identification of variables and relations), hypothesis generation, experimentation (changing variable values, making predictions, and interpreting the outcomes), reaching conclusions (hypothesis testing), evaluation (reflection on the learning process and the acquired knowledge), planning and maintaining an overview of the inquiry effectively used to support inquiry process (monitoring) Researchers also define the related term "inquiry-based learning" in the context of science education to mean inquiry learning. Banchi and Bell (2008) identified four different levels in inquiry-based learning, namely: :(i) Confirmation inquiry :(ii) Structured inquiry :(iii) Guided inquiry :(iv) Open inquiry. These levels are based on inquiry progressions. The idea is to slowly let the students explore on their own as the inquiry level progresses (i.e., each inquiry level hinges upon the next level). For instance, conformation inquiry requires from students to confirm an already known scientific principle. They are given the questions and are provided with the methods to derive a solution. They learn already known scientific principles by doing investigations and by collecting and analysing data. In structured inquiry, students are provided with questions and a method; however, they are encouraged to give explanations with supporting evidence. In guided inquiry, only a question is given to the students and they are asked to design methods to test this question and explain the obtained results. Finally in open inquiry, students are better prepared to take their own initiative in doing science; they define their own research question, perform investigations, and derive conclusions, thus applying all the processes of inquiry cycle. Within all of these phases, students should also be supported by so-called "scaffolds", software instruments that help them to perform cognitive actions correctly. An example could be a software tool that helps students to state hypotheses. Overviews of such scaffolds can be found in Chang, Chen, Lin, &amp; Sung (2008), (de Jong, 2006b, 2010), Quintana et al (2004). The understanding of scientific method and developing scientific skills has already been encouraged from earlier research (Dewey 1938) and the benefits of inquiry learning to gain authentic experience in knowledge construction process has also been advocated (Bruner 1961). Researchers argue that inquiry learning should be central to science education instruction (Banchi &amp; Bell, 2008; Sandoval, 2005; Schwab, 1962) because of its potential to stimulate thinking, acquiring deep knowledge, understanding the science concepts and learning the process of doing science. Recent studies and meta-analysis now proof the effectiveness of inquiry learning as compared to a number of other educational approaches. (Alfieri, Brooks, Aldrich, &amp; Tenenbaum, in press; Eysink et al., 2009) ==== Translation issues ==== .../... ==== Disciplinary issues ==== .../... ==== Key references ==== Banchi, H. &amp; Bell, R. [http://www.telearn.org/open-archive/browse?resource=6838_v1] (2008). The many levels of inquiry. Science and Children, 46, 26-29 Bruner, J. S. [http://www.telearn.org/open-archive/browse?resource=6868_v1] (1961). The act of discovery. Harvard Educational Review, 31, 21-32. Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. [http://www.telearn.org/open-archive/browse?resource=7126_v1] (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 Dewey, J. [http://www.telearn.org/open-archive/browse?resource=6837] (1938). Experience and education. MacMillan, New York. Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., Soloway, E. [http://www.telearn.org/open-archive/browse?resource=7127_v1] (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7(3/4), 313- 350 National Science Foundation. [http://www.telearn.org/open-archive/browse?resource=6845_v1] (2000). Inquiry : Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 120 pages. de Jong, T. [http://www.telearn.org/open-archive/browse?resource=6871_v1] (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Handling complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. de Jong, T. [http://www.telearn.org/open-archive/search?resource=1193] (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 de Jong, T. [http://www.telearn.org/open-archive/browse?resource=6844_v1] (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. de Jong, T., &amp; van Joolingen, W.R. [http://www.telearn.org/open-archive/search?resource=1209] (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. [http://www.telearn.org/open-archive/browse?resource=7057_v1] (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. Sandoval, W. A. [http://www.telearn.org/open-archive/search?resource=6848] (2005) Understanding students' practical epistemologies and their influence on learning through inquiry . Science Education, 89, 634-656. Schwab, J.J. [http://www.telearn.org/open-archive/browse?resource=6843_v1] (1962). The teaching of science as enquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. White, B. Y., &amp; Frederiksen, J. R. [http://www.telearn.org/open-archive/browse?resource=7130_v1] (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. Zimmerman, C. [http://www.telearn.org/open-archive/browse?resource=6840_v1] (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223. ==== Related terms ==== Inquiry-based learning, scientific discovery learning ==== Related documents ==== Heather Banchi and Randy Bell, 2008 [http://www.nsta.org/publications/download.aspx?s=mail&amp;d=013111&amp;id=Z349URi8cV7CIwhXjO7KEi4OSfaJzlU50cUKZ1zkldE=&amp;utm_source=enewsletter&amp;utm_medium=email&amp;utm_campaign=ElemSciClassFebruary2011] Inquiry comes in various forms [http://scene.asu.edu/habitat/inquiry.html]The Inquiry Process Inquiry Thoughts, Views, and Strategies for the K–5 Classroom. Foundations, Vol. 2 [http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf] <br> ► [[TEL Dictionary entries]] 721 720 2012-02-09T10:06:33Z Manon 3 /* Related documents */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands ==== Definition ==== Inquiry learning refers to an educational approach that capitalizes on students' "natural tendency of curiosity". In the science education literature, the term "inquiry" is broadly defined as a learning process that requires learners to learn in a way a scientist would acquire knowledge through research (Krajcik et.al., 1998; de Jong &amp; van Joolingen, 1998; Sandoval, 2005; White &amp; Frederiksen, 1998; Zimmerman 2007). A general definition for inquiry learning is given by National Science Foundation (2000, p. 2): :"An approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding" Specifically, as described by de Jong (2006a), the inquiry process involves: orientation (identification of variables and relations), hypothesis generation, experimentation (changing variable values, making predictions, and interpreting the outcomes), reaching conclusions (hypothesis testing), evaluation (reflection on the learning process and the acquired knowledge), planning and maintaining an overview of the inquiry effectively used to support inquiry process (monitoring) Researchers also define the related term "inquiry-based learning" in the context of science education to mean inquiry learning. Banchi and Bell (2008) identified four different levels in inquiry-based learning, namely: :(i) Conformation inquiry :(ii) Structured inquiry :(iii) Guided inquiry :(iv) Open inquiry. These levels are based on inquiry progressions. The idea is to slowly let the students explore on their own as the inquiry level progresses (i.e., each inquiry level hinges upon the next level). For instance, conformation inquiry requires from students to confirm an already known scientific principle. They are given the questions and are provided with the methods to derive a solution. They learn already known scientific principles by doing investigations and by collecting and analysing data. In structured inquiry, students are provided with questions and a method; however, they are encouraged to give explanations with supporting evidence. In guided inquiry, only a question is given to the students and they are asked to design methods to test this question and explain the obtained results. Finally in open inquiry, students are better prepared to take their own initiative in doing science; they define their own research question, perform investigations, and derive conclusions, thus applying all the processes of inquiry cycle. Within all of these phases, students should also be supported by so-called "scaffolds", software instruments that help them to perform cognitive actions correctly. An example could be a software tool that helps students to state hypotheses. Overviews of such scaffolds can be found in Chang, Chen, Lin, &amp; Sung (2008), (de Jong, 2006b, 2010), Quintana et al (2004). The understanding of scientific method and developing scientific skills has already been encouraged from earlier research (Dewey 1938) and the benefits of inquiry learning to gain authentic experience in knowledge construction process has also been advocated (Bruner 1961). Researchers argue that inquiry learning should be central to science education instruction (Banchi &amp; Bell, 2008; Sandoval, 2005; Schwab, 1962) because of its potential to stimulate thinking, acquiring deep knowledge, understanding the science concepts and learning the process of doing science. Recent studies and meta-analysis now proof the effectiveness of inquiry learning as compared to a number of other educational approaches. (Alfieri, Brooks, Aldrich, &amp; Tenenbaum, in press; Eysink et al., 2009) ==== Translation issues ==== .../... ==== Disciplinary issues ==== .../... ==== Key references ==== Banchi, H. &amp; Bell, R. [http://www.telearn.org/open-archive/browse?resource=6838_v1] (2008). The many levels of inquiry. Science and Children, 46, 26-29 Bruner, J. S. [http://www.telearn.org/open-archive/browse?resource=6868_v1] (1961). The act of discovery. Harvard Educational Review, 31, 21-32. Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. [http://www.telearn.org/open-archive/browse?resource=7126_v1] (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 Dewey, J. [http://www.telearn.org/open-archive/browse?resource=6837] (1938). Experience and education. MacMillan, New York. Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., Soloway, E. [http://www.telearn.org/open-archive/browse?resource=7127_v1] (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7(3/4), 313- 350 National Science Foundation. [http://www.telearn.org/open-archive/browse?resource=6845_v1] (2000). Inquiry : Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 120 pages. de Jong, T. [http://www.telearn.org/open-archive/browse?resource=6871_v1] (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Handling complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. de Jong, T. [http://www.telearn.org/open-archive/search?resource=1193] (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 de Jong, T. [http://www.telearn.org/open-archive/browse?resource=6844_v1] (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. de Jong, T., &amp; van Joolingen, W.R. [http://www.telearn.org/open-archive/search?resource=1209] (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. [http://www.telearn.org/open-archive/browse?resource=7057_v1] (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. Sandoval, W. A. [http://www.telearn.org/open-archive/search?resource=6848] (2005) Understanding students' practical epistemologies and their influence on learning through inquiry . Science Education, 89, 634-656. Schwab, J.J. [http://www.telearn.org/open-archive/browse?resource=6843_v1] (1962). The teaching of science as enquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. White, B. Y., &amp; Frederiksen, J. R. [http://www.telearn.org/open-archive/browse?resource=7130_v1] (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. Zimmerman, C. [http://www.telearn.org/open-archive/browse?resource=6840_v1] (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223. ==== Related terms ==== Inquiry-based learning, scientific discovery learning ==== Related documents ==== Heather Banchi and Randy Bell, 2008 [http://www.nsta.org/publications/download.aspx?s=mail&amp;d=013111&amp;id=Z349URi8cV7CIwhXjO7KEi4OSfaJzlU50cUKZ1zkldE=&amp;utm_source=enewsletter&amp;utm_medium=email&amp;utm_campaign=ElemSciClassFebruary2011] Inquiry comes in various forms [http://scene.asu.edu/habitat/inquiry.html]The Inquiry Process Inquiry Thoughts, Views, and Strategies for the K–5 Classroom. Foundations, Vol. 2 [http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf] <br> ► [[TEL Dictionary entries]] 720 717 2012-02-09T10:06:22Z Manon 3 /* Related documents */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands ==== Definition ==== Inquiry learning refers to an educational approach that capitalizes on students' "natural tendency of curiosity". In the science education literature, the term "inquiry" is broadly defined as a learning process that requires learners to learn in a way a scientist would acquire knowledge through research (Krajcik et.al., 1998; de Jong &amp; van Joolingen, 1998; Sandoval, 2005; White &amp; Frederiksen, 1998; Zimmerman 2007). A general definition for inquiry learning is given by National Science Foundation (2000, p. 2): :"An approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding" Specifically, as described by de Jong (2006a), the inquiry process involves: orientation (identification of variables and relations), hypothesis generation, experimentation (changing variable values, making predictions, and interpreting the outcomes), reaching conclusions (hypothesis testing), evaluation (reflection on the learning process and the acquired knowledge), planning and maintaining an overview of the inquiry effectively used to support inquiry process (monitoring) Researchers also define the related term "inquiry-based learning" in the context of science education to mean inquiry learning. Banchi and Bell (2008) identified four different levels in inquiry-based learning, namely: :(i) Conformation inquiry :(ii) Structured inquiry :(iii) Guided inquiry :(iv) Open inquiry. These levels are based on inquiry progressions. The idea is to slowly let the students explore on their own as the inquiry level progresses (i.e., each inquiry level hinges upon the next level). For instance, conformation inquiry requires from students to confirm an already known scientific principle. They are given the questions and are provided with the methods to derive a solution. They learn already known scientific principles by doing investigations and by collecting and analysing data. In structured inquiry, students are provided with questions and a method; however, they are encouraged to give explanations with supporting evidence. In guided inquiry, only a question is given to the students and they are asked to design methods to test this question and explain the obtained results. Finally in open inquiry, students are better prepared to take their own initiative in doing science; they define their own research question, perform investigations, and derive conclusions, thus applying all the processes of inquiry cycle. Within all of these phases, students should also be supported by so-called "scaffolds", software instruments that help them to perform cognitive actions correctly. An example could be a software tool that helps students to state hypotheses. Overviews of such scaffolds can be found in Chang, Chen, Lin, &amp; Sung (2008), (de Jong, 2006b, 2010), Quintana et al (2004). The understanding of scientific method and developing scientific skills has already been encouraged from earlier research (Dewey 1938) and the benefits of inquiry learning to gain authentic experience in knowledge construction process has also been advocated (Bruner 1961). Researchers argue that inquiry learning should be central to science education instruction (Banchi &amp; Bell, 2008; Sandoval, 2005; Schwab, 1962) because of its potential to stimulate thinking, acquiring deep knowledge, understanding the science concepts and learning the process of doing science. Recent studies and meta-analysis now proof the effectiveness of inquiry learning as compared to a number of other educational approaches. (Alfieri, Brooks, Aldrich, &amp; Tenenbaum, in press; Eysink et al., 2009) ==== Translation issues ==== .../... ==== Disciplinary issues ==== .../... ==== Key references ==== Banchi, H. &amp; Bell, R. [http://www.telearn.org/open-archive/browse?resource=6838_v1] (2008). The many levels of inquiry. Science and Children, 46, 26-29 Bruner, J. S. [http://www.telearn.org/open-archive/browse?resource=6868_v1] (1961). The act of discovery. Harvard Educational Review, 31, 21-32. Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. [http://www.telearn.org/open-archive/browse?resource=7126_v1] (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 Dewey, J. [http://www.telearn.org/open-archive/browse?resource=6837] (1938). Experience and education. MacMillan, New York. Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., Soloway, E. [http://www.telearn.org/open-archive/browse?resource=7127_v1] (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7(3/4), 313- 350 National Science Foundation. [http://www.telearn.org/open-archive/browse?resource=6845_v1] (2000). Inquiry : Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 120 pages. de Jong, T. [http://www.telearn.org/open-archive/browse?resource=6871_v1] (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Handling complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. de Jong, T. [http://www.telearn.org/open-archive/search?resource=1193] (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 de Jong, T. [http://www.telearn.org/open-archive/browse?resource=6844_v1] (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. de Jong, T., &amp; van Joolingen, W.R. [http://www.telearn.org/open-archive/search?resource=1209] (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. [http://www.telearn.org/open-archive/browse?resource=7057_v1] (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. Sandoval, W. A. [http://www.telearn.org/open-archive/search?resource=6848] (2005) Understanding students' practical epistemologies and their influence on learning through inquiry . Science Education, 89, 634-656. Schwab, J.J. [http://www.telearn.org/open-archive/browse?resource=6843_v1] (1962). The teaching of science as enquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. White, B. Y., &amp; Frederiksen, J. R. [http://www.telearn.org/open-archive/browse?resource=7130_v1] (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. Zimmerman, C. [http://www.telearn.org/open-archive/browse?resource=6840_v1] (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223. ==== Related terms ==== Inquiry-based learning, scientific discovery learning ==== Related documents ==== Heather Banchi and Randy Bell, 2008 [http://www.nsta.org/publications/download.aspx?s=mail&amp;d=013111&amp;id=Z349URi8cV7CIwhXjO7KEi4OSfaJzlU50cUKZ1zkldE=&amp;utm_source=enewsletter&amp;utm_medium=email&amp;utm_campaign=ElemSciClassFebruary2011]Inquiry comes in various forms [http://scene.asu.edu/habitat/inquiry.html]The Inquiry Process Inquiry Thoughts, Views, and Strategies for the K–5 Classroom. Foundations, Vol. 2 [http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf] <br> ► [[TEL Dictionary entries]] 717 703 2012-02-09T10:04:31Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands ==== Definition ==== Inquiry learning refers to an educational approach that capitalizes on students' "natural tendency of curiosity". In the science education literature, the term "inquiry" is broadly defined as a learning process that requires learners to learn in a way a scientist would acquire knowledge through research (Krajcik et.al., 1998; de Jong &amp; van Joolingen, 1998; Sandoval, 2005; White &amp; Frederiksen, 1998; Zimmerman 2007). A general definition for inquiry learning is given by National Science Foundation (2000, p. 2): :"An approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding" Specifically, as described by de Jong (2006a), the inquiry process involves: orientation (identification of variables and relations), hypothesis generation, experimentation (changing variable values, making predictions, and interpreting the outcomes), reaching conclusions (hypothesis testing), evaluation (reflection on the learning process and the acquired knowledge), planning and maintaining an overview of the inquiry effectively used to support inquiry process (monitoring) Researchers also define the related term "inquiry-based learning" in the context of science education to mean inquiry learning. Banchi and Bell (2008) identified four different levels in inquiry-based learning, namely: :(i) Conformation inquiry :(ii) Structured inquiry :(iii) Guided inquiry :(iv) Open inquiry. These levels are based on inquiry progressions. The idea is to slowly let the students explore on their own as the inquiry level progresses (i.e., each inquiry level hinges upon the next level). For instance, conformation inquiry requires from students to confirm an already known scientific principle. They are given the questions and are provided with the methods to derive a solution. They learn already known scientific principles by doing investigations and by collecting and analysing data. In structured inquiry, students are provided with questions and a method; however, they are encouraged to give explanations with supporting evidence. In guided inquiry, only a question is given to the students and they are asked to design methods to test this question and explain the obtained results. Finally in open inquiry, students are better prepared to take their own initiative in doing science; they define their own research question, perform investigations, and derive conclusions, thus applying all the processes of inquiry cycle. Within all of these phases, students should also be supported by so-called "scaffolds", software instruments that help them to perform cognitive actions correctly. An example could be a software tool that helps students to state hypotheses. Overviews of such scaffolds can be found in Chang, Chen, Lin, &amp; Sung (2008), (de Jong, 2006b, 2010), Quintana et al (2004). The understanding of scientific method and developing scientific skills has already been encouraged from earlier research (Dewey 1938) and the benefits of inquiry learning to gain authentic experience in knowledge construction process has also been advocated (Bruner 1961). Researchers argue that inquiry learning should be central to science education instruction (Banchi &amp; Bell, 2008; Sandoval, 2005; Schwab, 1962) because of its potential to stimulate thinking, acquiring deep knowledge, understanding the science concepts and learning the process of doing science. Recent studies and meta-analysis now proof the effectiveness of inquiry learning as compared to a number of other educational approaches. (Alfieri, Brooks, Aldrich, &amp; Tenenbaum, in press; Eysink et al., 2009) ==== Translation issues ==== .../... ==== Disciplinary issues ==== .../... ==== Key references ==== Banchi, H. &amp; Bell, R. [http://www.telearn.org/open-archive/browse?resource=6838_v1] (2008). The many levels of inquiry. Science and Children, 46, 26-29 Bruner, J. S. [http://www.telearn.org/open-archive/browse?resource=6868_v1] (1961). The act of discovery. Harvard Educational Review, 31, 21-32. Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. [http://www.telearn.org/open-archive/browse?resource=7126_v1] (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 Dewey, J. [http://www.telearn.org/open-archive/browse?resource=6837] (1938). Experience and education. MacMillan, New York. Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., Soloway, E. [http://www.telearn.org/open-archive/browse?resource=7127_v1] (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7(3/4), 313- 350 National Science Foundation. [http://www.telearn.org/open-archive/browse?resource=6845_v1] (2000). Inquiry : Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 120 pages. de Jong, T. [http://www.telearn.org/open-archive/browse?resource=6871_v1] (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Handling complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. de Jong, T. [http://www.telearn.org/open-archive/search?resource=1193] (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 de Jong, T. [http://www.telearn.org/open-archive/browse?resource=6844_v1] (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. de Jong, T., &amp; van Joolingen, W.R. [http://www.telearn.org/open-archive/search?resource=1209] (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. [http://www.telearn.org/open-archive/browse?resource=7057_v1] (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. Sandoval, W. A. [http://www.telearn.org/open-archive/search?resource=6848] (2005) Understanding students' practical epistemologies and their influence on learning through inquiry . Science Education, 89, 634-656. Schwab, J.J. [http://www.telearn.org/open-archive/browse?resource=6843_v1] (1962). The teaching of science as enquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. White, B. Y., &amp; Frederiksen, J. R. [http://www.telearn.org/open-archive/browse?resource=7130_v1] (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. Zimmerman, C. [http://www.telearn.org/open-archive/browse?resource=6840_v1] (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223. ==== Related terms ==== Inquiry-based learning, scientific discovery learning ==== Related documents ==== Heather Banchi and Randy Bell, 2008 [http://www.nsta.org/publications/download.aspx?s=mail&amp;d=013111&amp;id=Z349URi8cV7CIwhXjO7KEi4OSfaJzlU50cUKZ1zkldE=&amp;utm_source=enewsletter&amp;utm_medium=email&amp;utm_campaign=ElemSciClassFebruary2011 Inquiry comes in various forms] [http://scene.asu.edu/habitat/inquiry.html The Inquiry Process] Inquiry Thoughts, Views, and Strategies for the K–5 Classroom. Foundations, Vol. 2 [http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf] <br> ► [[TEL Dictionary entries]] 703 702 2012-02-08T15:20:54Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands ==== Definition ==== Inquiry learning refers to an educational approach that capitalizes on students' "natural tendency of curiosity". In the science education literature, the term "inquiry" is broadly defined as a learning process that requires learners to learn in a way a scientist would acquire knowledge through research (Krajcik et.al., 1998; de Jong &amp; van Joolingen, 1998; Sandoval, 2005; White &amp; Frederiksen, 1998; Zimmerman 2007). A general definition for inquiry learning is given by National Science Foundation (2000, p. 2): :"An approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding" Specifically, as described by de Jong (2006a), the inquiry process involves: orientation (identification of variables and relations), hypothesis generation, experimentation (changing variable values, making predictions, and interpreting the outcomes), reaching conclusions (hypothesis testing), evaluation (reflection on the learning process and the acquired knowledge), planning and maintaining an overview of the inquiry effectively used to support inquiry process (monitoring) Researchers also define the related term "inquiry-based learning" in the context of science education to mean inquiry learning. Banchi and Bell (2008) identified four different levels in inquiry-based learning, namely: :(i) Conformation inquiry :(ii) Structured inquiry :(iii) Guided inquiry :(iv) Open inquiry. These levels are based on inquiry progressions. The idea is to slowly let the students explore on their own as the inquiry level progresses (i.e., each inquiry level hinges upon the next level). For instance, conformation inquiry requires from students to confirm an already known scientific principle. They are given the questions and are provided with the methods to derive a solution. They learn already known scientific principles by doing investigations and by collecting and analysing data. In structured inquiry, students are provided with questions and a method; however, they are encouraged to give explanations with supporting evidence. In guided inquiry, only a question is given to the students and they are asked to design methods to test this question and explain the obtained results. Finally in open inquiry, students are better prepared to take their own initiative in doing science; they define their own research question, perform investigations, and derive conclusions, thus applying all the processes of inquiry cycle. Within all of these phases, students should also be supported by so-called "scaffolds", software instruments that help them to perform cognitive actions correctly. An example could be a software tool that helps students to state hypotheses. Overviews of such scaffolds can be found in Chang, Chen, Lin, &amp; Sung (2008), (de Jong, 2006b, 2010), Quintana et al (2004). The understanding of scientific method and developing scientific skills has already been encouraged from earlier research (Dewey 1938) and the benefits of inquiry learning to gain authentic experience in knowledge construction process has also been advocated (Bruner 1961). Researchers argue that inquiry learning should be central to science education instruction (Banchi &amp; Bell, 2008; Sandoval, 2005; Schwab, 1962) because of its potential to stimulate thinking, acquiring deep knowledge, understanding the science concepts and learning the process of doing science. Recent studies and meta-analysis now proof the effectiveness of inquiry learning as compared to a number of other educational approaches. (Alfieri, Brooks, Aldrich, &amp; Tenenbaum, in press; Eysink et al., 2009) ==== Translation issues ==== .../... ==== Disciplinary issues ==== .../... ==== Key references ==== Banchi, H. &amp; Bell, R. [http://www.telearn.org/open-archive/browse?resource=6838_v1] (2008). The many levels of inquiry. Science and Children, 46, 26-29 Bruner, J. S. [http://www.telearn.org/open-archive/browse?resource=6868_v1] (1961). The act of discovery. Harvard Educational Review, 31, 21-32. Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. [http://www.telearn.org/open-archive/browse?resource=7126_v1] (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 Dewey, J. [http://www.telearn.org/open-archive/browse?resource=6837] (1938). Experience and education. MacMillan, New York. Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., Soloway, E. [http://www.telearn.org/open-archive/browse?resource=7127_v1] (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7(3/4), 313- 350 National Science Foundation. [http://www.telearn.org/open-archive/browse?resource=6845_v1] (2000). Inquiry : Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 120 pages. de Jong, T. [http://www.telearn.org/open-archive/browse?resource=6871_v1] (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Handling complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. de Jong, T. [http://www.telearn.org/open-archive/search?resource=1193] (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 de Jong, T. [http://www.telearn.org/open-archive/browse?resource=6844_v1] (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. de Jong, T., &amp; van Joolingen, W.R. [http://www.telearn.org/open-archive/search?resource=1209] (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. [http://www.telearn.org/open-archive/browse?resource=7057_v1] (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. Sandoval, W. A. [http://www.telearn.org/open-archive/search?resource=6848] (2005) Understanding students' practical epistemologies and their influence on learning through inquiry . Science Education, 89, 634-656. Schwab, J.J. [http://www.telearn.org/open-archive/browse?resource=6843_v1] (1962). The teaching of science as enquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. White, B. Y., &amp; Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. Zimmerman, C. [http://www.telearn.org/open-archive/browse?resource=6840_v1] (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223. ==== Related terms ==== Inquiry-based learning, scientific discovery learning ==== Related documents ==== Heather Banchi and Randy Bell, 2008 [http://www.nsta.org/publications/download.aspx?s=mail&amp;d=013111&amp;id=Z349URi8cV7CIwhXjO7KEi4OSfaJzlU50cUKZ1zkldE=&amp;utm_source=enewsletter&amp;utm_medium=email&amp;utm_campaign=ElemSciClassFebruary2011 Inquiry comes in various forms] [http://scene.asu.edu/habitat/inquiry.html The Inquiry Process] Inquiry Thoughts, Views, and Strategies for the K–5 Classroom. Foundations, Vol. 2 [http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf] <br> ► [[TEL Dictionary entries]] 702 701 2012-02-08T15:19:45Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands ==== Definition ==== Inquiry learning refers to an educational approach that capitalizes on students' "natural tendency of curiosity". In the science education literature, the term "inquiry" is broadly defined as a learning process that requires learners to learn in a way a scientist would acquire knowledge through research (Krajcik et.al., 1998; de Jong &amp; van Joolingen, 1998; Sandoval, 2005; White &amp; Frederiksen, 1998; Zimmerman 2007). A general definition for inquiry learning is given by National Science Foundation (2000, p. 2): :"An approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding" Specifically, as described by de Jong (2006a), the inquiry process involves: orientation (identification of variables and relations), hypothesis generation, experimentation (changing variable values, making predictions, and interpreting the outcomes), reaching conclusions (hypothesis testing), evaluation (reflection on the learning process and the acquired knowledge), planning and maintaining an overview of the inquiry effectively used to support inquiry process (monitoring) Researchers also define the related term "inquiry-based learning" in the context of science education to mean inquiry learning. Banchi and Bell (2008) identified four different levels in inquiry-based learning, namely: :(i) Conformation inquiry :(ii) Structured inquiry :(iii) Guided inquiry :(iv) Open inquiry. These levels are based on inquiry progressions. The idea is to slowly let the students explore on their own as the inquiry level progresses (i.e., each inquiry level hinges upon the next level). For instance, conformation inquiry requires from students to confirm an already known scientific principle. They are given the questions and are provided with the methods to derive a solution. They learn already known scientific principles by doing investigations and by collecting and analysing data. In structured inquiry, students are provided with questions and a method; however, they are encouraged to give explanations with supporting evidence. In guided inquiry, only a question is given to the students and they are asked to design methods to test this question and explain the obtained results. Finally in open inquiry, students are better prepared to take their own initiative in doing science; they define their own research question, perform investigations, and derive conclusions, thus applying all the processes of inquiry cycle. Within all of these phases, students should also be supported by so-called "scaffolds", software instruments that help them to perform cognitive actions correctly. An example could be a software tool that helps students to state hypotheses. Overviews of such scaffolds can be found in Chang, Chen, Lin, &amp; Sung (2008), (de Jong, 2006b, 2010), Quintana et al (2004). The understanding of scientific method and developing scientific skills has already been encouraged from earlier research (Dewey 1938) and the benefits of inquiry learning to gain authentic experience in knowledge construction process has also been advocated (Bruner 1961). Researchers argue that inquiry learning should be central to science education instruction (Banchi &amp; Bell, 2008; Sandoval, 2005; Schwab, 1962) because of its potential to stimulate thinking, acquiring deep knowledge, understanding the science concepts and learning the process of doing science. Recent studies and meta-analysis now proof the effectiveness of inquiry learning as compared to a number of other educational approaches. (Alfieri, Brooks, Aldrich, &amp; Tenenbaum, in press; Eysink et al., 2009) ==== Translation issues ==== .../... ==== Disciplinary issues ==== .../... ==== Key references ==== Banchi, H. &amp; Bell, R. [http://www.telearn.org/open-archive/browse?resource=6838_v1] (2008). The many levels of inquiry. Science and Children, 46, 26-29 Bruner, J. S. [http://www.telearn.org/open-archive/browse?resource=6868_v1] (1961). The act of discovery. Harvard Educational Review, 31, 21-32. Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. [http://www.telearn.org/open-archive/browse?resource=7126_v1] (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 Dewey, J. [http://www.telearn.org/open-archive/browse?resource=6837] (1938). Experience and education. MacMillan, New York. Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., Soloway, E. [http://www.telearn.org/open-archive/browse?resource=7127_v1] (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7(3/4), 313- 350 National Science Foundation. [http://www.telearn.org/open-archive/browse?resource=6845_v1] (2000). Inquiry : Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 120 pages. de Jong, T. [http://www.telearn.org/open-archive/browse?resource=6871_v1] (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Handling complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. de Jong, T. [http://www.telearn.org/open-archive/search?resource=1193] (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 de Jong, T. [http://www.telearn.org/open-archive/browse?resource=6844_v1] (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. de Jong, T., &amp; van Joolingen, W.R. [http://www.telearn.org/open-archive/search?resource=1209] (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. [http://www.telearn.org/open-archive/browse?resource=7057_v1] (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. Sandoval, W. A. (2005) Understanding students' practical epistemologies and their influence on learning through inquiry . Science Education, 89, 634-656. Schwab, J.J. [http://www.telearn.org/open-archive/browse?resource=6843_v1] (1962). The teaching of science as enquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. White, B. Y., &amp; Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. Zimmerman, C. [http://www.telearn.org/open-archive/browse?resource=6840_v1] (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223. ==== Related terms ==== Inquiry-based learning, scientific discovery learning ==== Related documents ==== Heather Banchi and Randy Bell, 2008 [http://www.nsta.org/publications/download.aspx?s=mail&amp;d=013111&amp;id=Z349URi8cV7CIwhXjO7KEi4OSfaJzlU50cUKZ1zkldE=&amp;utm_source=enewsletter&amp;utm_medium=email&amp;utm_campaign=ElemSciClassFebruary2011 Inquiry comes in various forms] [http://scene.asu.edu/habitat/inquiry.html The Inquiry Process] Inquiry Thoughts, Views, and Strategies for the K–5 Classroom. Foundations, Vol. 2 [http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf] <br> ► [[TEL Dictionary entries]] 701 700 2012-02-08T15:10:25Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands ==== Definition ==== Inquiry learning refers to an educational approach that capitalizes on students' "natural tendency of curiosity". In the science education literature, the term "inquiry" is broadly defined as a learning process that requires learners to learn in a way a scientist would acquire knowledge through research (Krajcik et.al., 1998; de Jong &amp; van Joolingen, 1998; Sandoval, 2005; White &amp; Frederiksen, 1998; Zimmerman 2007). A general definition for inquiry learning is given by National Science Foundation (2000, p. 2): :"An approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding" Specifically, as described by de Jong (2006a), the inquiry process involves: orientation (identification of variables and relations), hypothesis generation, experimentation (changing variable values, making predictions, and interpreting the outcomes), reaching conclusions (hypothesis testing), evaluation (reflection on the learning process and the acquired knowledge), planning and maintaining an overview of the inquiry effectively used to support inquiry process (monitoring) Researchers also define the related term "inquiry-based learning" in the context of science education to mean inquiry learning. Banchi and Bell (2008) identified four different levels in inquiry-based learning, namely: :(i) Conformation inquiry :(ii) Structured inquiry :(iii) Guided inquiry :(iv) Open inquiry. These levels are based on inquiry progressions. The idea is to slowly let the students explore on their own as the inquiry level progresses (i.e., each inquiry level hinges upon the next level). For instance, conformation inquiry requires from students to confirm an already known scientific principle. They are given the questions and are provided with the methods to derive a solution. They learn already known scientific principles by doing investigations and by collecting and analysing data. In structured inquiry, students are provided with questions and a method; however, they are encouraged to give explanations with supporting evidence. In guided inquiry, only a question is given to the students and they are asked to design methods to test this question and explain the obtained results. Finally in open inquiry, students are better prepared to take their own initiative in doing science; they define their own research question, perform investigations, and derive conclusions, thus applying all the processes of inquiry cycle. Within all of these phases, students should also be supported by so-called "scaffolds", software instruments that help them to perform cognitive actions correctly. An example could be a software tool that helps students to state hypotheses. Overviews of such scaffolds can be found in Chang, Chen, Lin, &amp; Sung (2008), (de Jong, 2006b, 2010), Quintana et al (2004). The understanding of scientific method and developing scientific skills has already been encouraged from earlier research (Dewey 1938) and the benefits of inquiry learning to gain authentic experience in knowledge construction process has also been advocated (Bruner 1961). Researchers argue that inquiry learning should be central to science education instruction (Banchi &amp; Bell, 2008; Sandoval, 2005; Schwab, 1962) because of its potential to stimulate thinking, acquiring deep knowledge, understanding the science concepts and learning the process of doing science. Recent studies and meta-analysis now proof the effectiveness of inquiry learning as compared to a number of other educational approaches. (Alfieri, Brooks, Aldrich, &amp; Tenenbaum, in press; Eysink et al., 2009) ==== Translation issues ==== .../... ==== Disciplinary issues ==== .../... ==== Key references ==== Banchi, H. &amp; Bell, R. [http://www.telearn.org/open-archive/browse?resource=6838_v1] (2008). The many levels of inquiry. Science and Children, 46, 26-29 Bruner, J. S. [http://www.telearn.org/open-archive/browse?resource=6868_v1] (1961). The act of discovery. Harvard Educational Review, 31, 21-32. Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. [http://www.telearn.org/open-archive/browse?resource=7126_v1] (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 Dewey, J. [http://www.telearn.org/open-archive/browse?resource=6837] (1938). Experience and education. MacMillan, New York. Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., Soloway, E. [http://www.telearn.org/open-archive/browse?resource=7127_v1] (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7(3/4), 313- 350 National Science Foundation. [http://www.telearn.org/open-archive/browse?resource=6845_v1] (2000). Inquiry : Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 120 pages. de Jong, T. [http://www.telearn.org/open-archive/browse?resource=6871_v1] (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Handling complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. de Jong, T. [http://www.telearn.org/open-archive/search?resource=1193] (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 de Jong, T. [http://www.telearn.org/open-archive/browse?resource=6844_v1] (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. de Jong, T., &amp; van Joolingen, W.R. [http://www.telearn.org/open-archive/search?resource=1209] (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. [http://www.telearn.org/open-archive/browse?resource=7057_v1] (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. Sandoval, W. A. (2005) Understanding students' practical epistemologies and their influence on learning through inquiry . Science Education, 89, 634-656. Schwab, J.J. [http://www.telearn.org/open-archive/browse?resource=6843_v1] (1962). The teaching of science as enquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. White, B. Y., &amp; Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223. ==== Related terms ==== Inquiry-based learning, scientific discovery learning ==== Related documents ==== Heather Banchi and Randy Bell, 2008 [http://www.nsta.org/publications/download.aspx?s=mail&amp;d=013111&amp;id=Z349URi8cV7CIwhXjO7KEi4OSfaJzlU50cUKZ1zkldE=&amp;utm_source=enewsletter&amp;utm_medium=email&amp;utm_campaign=ElemSciClassFebruary2011 Inquiry comes in various forms] [http://scene.asu.edu/habitat/inquiry.html The Inquiry Process] Inquiry Thoughts, Views, and Strategies for the K–5 Classroom. Foundations, Vol. 2 [http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf] <br> ► [[TEL Dictionary entries]] 700 699 2012-02-08T15:09:38Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands ==== Definition ==== Inquiry learning refers to an educational approach that capitalizes on students' "natural tendency of curiosity". In the science education literature, the term "inquiry" is broadly defined as a learning process that requires learners to learn in a way a scientist would acquire knowledge through research (Krajcik et.al., 1998; de Jong &amp; van Joolingen, 1998; Sandoval, 2005; White &amp; Frederiksen, 1998; Zimmerman 2007). A general definition for inquiry learning is given by National Science Foundation (2000, p. 2): :"An approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding" Specifically, as described by de Jong (2006a), the inquiry process involves: orientation (identification of variables and relations), hypothesis generation, experimentation (changing variable values, making predictions, and interpreting the outcomes), reaching conclusions (hypothesis testing), evaluation (reflection on the learning process and the acquired knowledge), planning and maintaining an overview of the inquiry effectively used to support inquiry process (monitoring) Researchers also define the related term "inquiry-based learning" in the context of science education to mean inquiry learning. Banchi and Bell (2008) identified four different levels in inquiry-based learning, namely: :(i) Conformation inquiry :(ii) Structured inquiry :(iii) Guided inquiry :(iv) Open inquiry. These levels are based on inquiry progressions. The idea is to slowly let the students explore on their own as the inquiry level progresses (i.e., each inquiry level hinges upon the next level). For instance, conformation inquiry requires from students to confirm an already known scientific principle. They are given the questions and are provided with the methods to derive a solution. They learn already known scientific principles by doing investigations and by collecting and analysing data. In structured inquiry, students are provided with questions and a method; however, they are encouraged to give explanations with supporting evidence. In guided inquiry, only a question is given to the students and they are asked to design methods to test this question and explain the obtained results. Finally in open inquiry, students are better prepared to take their own initiative in doing science; they define their own research question, perform investigations, and derive conclusions, thus applying all the processes of inquiry cycle. Within all of these phases, students should also be supported by so-called "scaffolds", software instruments that help them to perform cognitive actions correctly. An example could be a software tool that helps students to state hypotheses. Overviews of such scaffolds can be found in Chang, Chen, Lin, &amp; Sung (2008), (de Jong, 2006b, 2010), Quintana et al (2004). The understanding of scientific method and developing scientific skills has already been encouraged from earlier research (Dewey 1938) and the benefits of inquiry learning to gain authentic experience in knowledge construction process has also been advocated (Bruner 1961). Researchers argue that inquiry learning should be central to science education instruction (Banchi &amp; Bell, 2008; Sandoval, 2005; Schwab, 1962) because of its potential to stimulate thinking, acquiring deep knowledge, understanding the science concepts and learning the process of doing science. Recent studies and meta-analysis now proof the effectiveness of inquiry learning as compared to a number of other educational approaches. (Alfieri, Brooks, Aldrich, &amp; Tenenbaum, in press; Eysink et al., 2009) ==== Translation issues ==== .../... ==== Disciplinary issues ==== .../... ==== Key references ==== Banchi, H. &amp; Bell, R. [http://www.telearn.org/open-archive/browse?resource=6838_v1] (2008). The many levels of inquiry. Science and Children, 46, 26-29 Bruner, J. S. [http://www.telearn.org/open-archive/browse?resource=6868_v1] (1961). The act of discovery. Harvard Educational Review, 31, 21-32. Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. [http://www.telearn.org/open-archive/browse?resource=7126_v1] (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 Dewey, J. [http://www.telearn.org/open-archive/browse?resource=6837] (1938). Experience and education. MacMillan, New York. Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., Soloway, E. [http://www.telearn.org/open-archive/browse?resource=7127_v1] (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7, 313- 350 National Science Foundation. [http://www.telearn.org/open-archive/browse?resource=6845_v1] (2000). Inquiry : Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 120 pages. de Jong, T. [http://www.telearn.org/open-archive/browse?resource=6871_v1] (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Handling complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. de Jong, T. [http://www.telearn.org/open-archive/search?resource=1193] (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 de Jong, T. [http://www.telearn.org/open-archive/browse?resource=6844_v1] (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. de Jong, T., &amp; van Joolingen, W.R. [http://www.telearn.org/open-archive/search?resource=1209] (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. [http://www.telearn.org/open-archive/browse?resource=7057_v1] (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. Sandoval, W. A. (2005) Understanding students' practical epistemologies and their influence on learning through inquiry . Science Education, 89, 634-656. Schwab, J.J. [http://www.telearn.org/open-archive/browse?resource=6843_v1] (1962). The teaching of science as enquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. White, B. Y., &amp; Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223. ==== Related terms ==== Inquiry-based learning, scientific discovery learning ==== Related documents ==== Heather Banchi and Randy Bell, 2008 [http://www.nsta.org/publications/download.aspx?s=mail&amp;d=013111&amp;id=Z349URi8cV7CIwhXjO7KEi4OSfaJzlU50cUKZ1zkldE=&amp;utm_source=enewsletter&amp;utm_medium=email&amp;utm_campaign=ElemSciClassFebruary2011 Inquiry comes in various forms] [http://scene.asu.edu/habitat/inquiry.html The Inquiry Process] Inquiry Thoughts, Views, and Strategies for the K–5 Classroom. Foundations, Vol. 2 [http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf] <br> ► [[TEL Dictionary entries]] 699 597 2012-02-08T14:50:42Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands ==== Definition ==== Inquiry learning refers to an educational approach that capitalizes on students' "natural tendency of curiosity". In the science education literature, the term "inquiry" is broadly defined as a learning process that requires learners to learn in a way a scientist would acquire knowledge through research (Krajcik et.al., 1998; de Jong &amp; van Joolingen, 1998; Sandoval, 2005; White &amp; Frederiksen, 1998; Zimmerman 2007). A general definition for inquiry learning is given by National Science Foundation (2000, p. 2): :"An approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding" Specifically, as described by de Jong (2006a), the inquiry process involves: orientation (identification of variables and relations), hypothesis generation, experimentation (changing variable values, making predictions, and interpreting the outcomes), reaching conclusions (hypothesis testing), evaluation (reflection on the learning process and the acquired knowledge), planning and maintaining an overview of the inquiry effectively used to support inquiry process (monitoring) Researchers also define the related term "inquiry-based learning" in the context of science education to mean inquiry learning. Banchi and Bell (2008) identified four different levels in inquiry-based learning, namely: :(i) Conformation inquiry :(ii) Structured inquiry :(iii) Guided inquiry :(iv) Open inquiry. These levels are based on inquiry progressions. The idea is to slowly let the students explore on their own as the inquiry level progresses (i.e., each inquiry level hinges upon the next level). For instance, conformation inquiry requires from students to confirm an already known scientific principle. They are given the questions and are provided with the methods to derive a solution. They learn already known scientific principles by doing investigations and by collecting and analysing data. In structured inquiry, students are provided with questions and a method; however, they are encouraged to give explanations with supporting evidence. In guided inquiry, only a question is given to the students and they are asked to design methods to test this question and explain the obtained results. Finally in open inquiry, students are better prepared to take their own initiative in doing science; they define their own research question, perform investigations, and derive conclusions, thus applying all the processes of inquiry cycle. Within all of these phases, students should also be supported by so-called "scaffolds", software instruments that help them to perform cognitive actions correctly. An example could be a software tool that helps students to state hypotheses. Overviews of such scaffolds can be found in Chang, Chen, Lin, &amp; Sung (2008), (de Jong, 2006b, 2010), Quintana et al (2004). The understanding of scientific method and developing scientific skills has already been encouraged from earlier research (Dewey 1938) and the benefits of inquiry learning to gain authentic experience in knowledge construction process has also been advocated (Bruner 1961). Researchers argue that inquiry learning should be central to science education instruction (Banchi &amp; Bell, 2008; Sandoval, 2005; Schwab, 1962) because of its potential to stimulate thinking, acquiring deep knowledge, understanding the science concepts and learning the process of doing science. Recent studies and meta-analysis now proof the effectiveness of inquiry learning as compared to a number of other educational approaches. (Alfieri, Brooks, Aldrich, &amp; Tenenbaum, in press; Eysink et al., 2009) ==== Translation issues ==== .../... ==== Disciplinary issues ==== .../... ==== Key references ==== Banchi, H. &amp; Bell, R. [http://www.telearn.org/open-archive/browse?resource=6838_v1] (2008). The many levels of inquiry. Science and Children, 46, 26-29 Bruner, J. S. [http://www.telearn.org/open-archive/browse?resource=6868_v1] (1961). The act of discovery. Harvard Educational Review, 31, 21-32. Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. [http://www.telearn.org/open-archive/browse?resource=7126_v1] (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 Dewey, J. [http://www.telearn.org/open-archive/browse?resource=6837] (1938). Experience and education. MacMillan, New York. Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., &amp; Fredricks, J. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7, 313- 350 National Science Foundation. [http://www.telearn.org/open-archive/browse?resource=6845_v1] (2000). Inquiry : Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 120 pages. de Jong, T. [http://www.telearn.org/open-archive/browse?resource=6871_v1] (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Handling complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. de Jong, T. [http://www.telearn.org/open-archive/search?resource=1193] (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 de Jong, T. [http://www.telearn.org/open-archive/browse?resource=6844_v1] (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. de Jong, T., &amp; van Joolingen, W.R. [http://www.telearn.org/open-archive/search?resource=1209] (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. [http://www.telearn.org/open-archive/browse?resource=7057_v1] (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. Sandoval, W. A. (2005) Understanding students' practical epistemologies and their influence on learning through inquiry . Science Education, 89, 634-656. Schwab, J.J. [http://www.telearn.org/open-archive/browse?resource=6843_v1] (1962). The teaching of science as enquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. White, B. Y., &amp; Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223. ==== Related terms ==== Inquiry-based learning, scientific discovery learning ==== Related documents ==== Heather Banchi and Randy Bell, 2008 [http://www.nsta.org/publications/download.aspx?s=mail&amp;d=013111&amp;id=Z349URi8cV7CIwhXjO7KEi4OSfaJzlU50cUKZ1zkldE=&amp;utm_source=enewsletter&amp;utm_medium=email&amp;utm_campaign=ElemSciClassFebruary2011 Inquiry comes in various forms] [http://scene.asu.edu/habitat/inquiry.html The Inquiry Process] Inquiry Thoughts, Views, and Strategies for the K–5 Classroom. Foundations, Vol. 2 [http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf] <br> ► [[TEL Dictionary entries]] 597 596 2012-01-12T10:36:22Z Zeiliger 2 /* Related documents */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands ==== Definition ==== Inquiry learning refers to an educational approach that capitalizes on students' "natural tendency of curiosity". In the science education literature, the term "inquiry" is broadly defined as a learning process that requires learners to learn in a way a scientist would acquire knowledge through research (Krajcik et.al., 1998; de Jong &amp; van Joolingen, 1998; Sandoval, 2005; White &amp; Frederiksen, 1998; Zimmerman 2007). A general definition for inquiry learning is given by National Science Foundation (2000, p. 2): :"An approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding" Specifically, as described by de Jong (2006a), the inquiry process involves: orientation (identification of variables and relations), hypothesis generation, experimentation (changing variable values, making predictions, and interpreting the outcomes), reaching conclusions (hypothesis testing), evaluation (reflection on the learning process and the acquired knowledge), planning and maintaining an overview of the inquiry effectively used to support inquiry process (monitoring) Researchers also define the related term "inquiry-based learning" in the context of science education to mean inquiry learning. Banchi and Bell (2008) identified four different levels in inquiry-based learning, namely: :(i) Conformation inquiry :(ii) Structured inquiry :(iii) Guided inquiry :(iv) Open inquiry. These levels are based on inquiry progressions. The idea is to slowly let the students explore on their own as the inquiry level progresses (i.e., each inquiry level hinges upon the next level). For instance, conformation inquiry requires from students to confirm an already known scientific principle. They are given the questions and are provided with the methods to derive a solution. They learn already known scientific principles by doing investigations and by collecting and analysing data. In structured inquiry, students are provided with questions and a method; however, they are encouraged to give explanations with supporting evidence. In guided inquiry, only a question is given to the students and they are asked to design methods to test this question and explain the obtained results. Finally in open inquiry, students are better prepared to take their own initiative in doing science; they define their own research question, perform investigations, and derive conclusions, thus applying all the processes of inquiry cycle. Within all of these phases, students should also be supported by so-called "scaffolds", software instruments that help them to perform cognitive actions correctly. An example could be a software tool that helps students to state hypotheses. Overviews of such scaffolds can be found in Chang, Chen, Lin, &amp; Sung (2008), (de Jong, 2006b, 2010), Quintana et al (2004). The understanding of scientific method and developing scientific skills has already been encouraged from earlier research (Dewey 1938) and the benefits of inquiry learning to gain authentic experience in knowledge construction process has also been advocated (Bruner 1961). Researchers argue that inquiry learning should be central to science education instruction (Banchi &amp; Bell, 2008; Sandoval, 2005; Schwab, 1962) because of its potential to stimulate thinking, acquiring deep knowledge, understanding the science concepts and learning the process of doing science. Recent studies and meta-analysis now proof the effectiveness of inquiry learning as compared to a number of other educational approaches. (Alfieri, Brooks, Aldrich, &amp; Tenenbaum, in press; Eysink et al., 2009) ==== Translation issues ==== .../... ==== Disciplinary issues ==== .../... ==== Key references ==== Banchi, H. &amp; Bell, R. [http://www.telearn.org/open-archive/browse?resource=6838_v1] (2008). The many levels of inquiry. Science and Children, 46, 26-29 Bruner, J. S. [http://www.telearn.org/open-archive/browse?resource=6868_v1] (1961). The act of discovery. Harvard Educational Review, 31, 21-32. Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 Dewey, J. [http://www.telearn.org/open-archive/browse?resource=6837] (1938). Experience and education. MacMillan, New York. Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., &amp; Fredricks, J. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7, 313- 350 National Science Foundation. [http://www.telearn.org/open-archive/browse?resource=6845_v1] (2000). Inquiry : Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 120 pages. de Jong, T. [http://www.telearn.org/open-archive/browse?resource=6871_v1] (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Handling complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. de Jong, T. [http://www.telearn.org/open-archive/search?resource=1193] (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 de Jong, T. [http://www.telearn.org/open-archive/browse?resource=6844_v1] (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. de Jong, T., &amp; van Joolingen, W.R. [http://www.telearn.org/open-archive/search?resource=1209] (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. [http://www.telearn.org/open-archive/browse?resource=7057_v1] (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. Sandoval, W. A. (2005) Understanding students' practical epistemologies and their influence on learning through inquiry . Science Education, 89, 634-656. Schwab, J.J. [http://www.telearn.org/open-archive/browse?resource=6843_v1] (1962). The teaching of science as enquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. White, B. Y., &amp; Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223. ==== Related terms ==== Inquiry-based learning, scientific discovery learning ==== Related documents ==== Heather Banchi and Randy Bell, 2008 [http://www.nsta.org/publications/download.aspx?s=mail&amp;d=013111&amp;id=Z349URi8cV7CIwhXjO7KEi4OSfaJzlU50cUKZ1zkldE=&amp;utm_source=enewsletter&amp;utm_medium=email&amp;utm_campaign=ElemSciClassFebruary2011 Inquiry comes in various forms] [http://scene.asu.edu/habitat/inquiry.html The Inquiry Process] Inquiry Thoughts, Views, and Strategies for the K–5 Classroom. Foundations, Vol. 2 [http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf] <br> ► [[TEL Dictionary entries]] 596 593 2012-01-12T10:33:22Z Zeiliger 2 /* Related documents */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands ==== Definition ==== Inquiry learning refers to an educational approach that capitalizes on students' "natural tendency of curiosity". In the science education literature, the term "inquiry" is broadly defined as a learning process that requires learners to learn in a way a scientist would acquire knowledge through research (Krajcik et.al., 1998; de Jong &amp; van Joolingen, 1998; Sandoval, 2005; White &amp; Frederiksen, 1998; Zimmerman 2007). A general definition for inquiry learning is given by National Science Foundation (2000, p. 2): :"An approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding" Specifically, as described by de Jong (2006a), the inquiry process involves: orientation (identification of variables and relations), hypothesis generation, experimentation (changing variable values, making predictions, and interpreting the outcomes), reaching conclusions (hypothesis testing), evaluation (reflection on the learning process and the acquired knowledge), planning and maintaining an overview of the inquiry effectively used to support inquiry process (monitoring) Researchers also define the related term "inquiry-based learning" in the context of science education to mean inquiry learning. Banchi and Bell (2008) identified four different levels in inquiry-based learning, namely: :(i) Conformation inquiry :(ii) Structured inquiry :(iii) Guided inquiry :(iv) Open inquiry. These levels are based on inquiry progressions. The idea is to slowly let the students explore on their own as the inquiry level progresses (i.e., each inquiry level hinges upon the next level). For instance, conformation inquiry requires from students to confirm an already known scientific principle. They are given the questions and are provided with the methods to derive a solution. They learn already known scientific principles by doing investigations and by collecting and analysing data. In structured inquiry, students are provided with questions and a method; however, they are encouraged to give explanations with supporting evidence. In guided inquiry, only a question is given to the students and they are asked to design methods to test this question and explain the obtained results. Finally in open inquiry, students are better prepared to take their own initiative in doing science; they define their own research question, perform investigations, and derive conclusions, thus applying all the processes of inquiry cycle. Within all of these phases, students should also be supported by so-called "scaffolds", software instruments that help them to perform cognitive actions correctly. An example could be a software tool that helps students to state hypotheses. Overviews of such scaffolds can be found in Chang, Chen, Lin, &amp; Sung (2008), (de Jong, 2006b, 2010), Quintana et al (2004). The understanding of scientific method and developing scientific skills has already been encouraged from earlier research (Dewey 1938) and the benefits of inquiry learning to gain authentic experience in knowledge construction process has also been advocated (Bruner 1961). Researchers argue that inquiry learning should be central to science education instruction (Banchi &amp; Bell, 2008; Sandoval, 2005; Schwab, 1962) because of its potential to stimulate thinking, acquiring deep knowledge, understanding the science concepts and learning the process of doing science. Recent studies and meta-analysis now proof the effectiveness of inquiry learning as compared to a number of other educational approaches. (Alfieri, Brooks, Aldrich, &amp; Tenenbaum, in press; Eysink et al., 2009) ==== Translation issues ==== .../... ==== Disciplinary issues ==== .../... ==== Key references ==== Banchi, H. &amp; Bell, R. [http://www.telearn.org/open-archive/browse?resource=6838_v1] (2008). The many levels of inquiry. Science and Children, 46, 26-29 Bruner, J. S. [http://www.telearn.org/open-archive/browse?resource=6868_v1] (1961). The act of discovery. Harvard Educational Review, 31, 21-32. Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 Dewey, J. [http://www.telearn.org/open-archive/browse?resource=6837] (1938). Experience and education. MacMillan, New York. Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., &amp; Fredricks, J. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7, 313- 350 National Science Foundation. [http://www.telearn.org/open-archive/browse?resource=6845_v1] (2000). Inquiry : Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 120 pages. de Jong, T. [http://www.telearn.org/open-archive/browse?resource=6871_v1] (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Handling complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. de Jong, T. [http://www.telearn.org/open-archive/search?resource=1193] (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 de Jong, T. [http://www.telearn.org/open-archive/browse?resource=6844_v1] (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. de Jong, T., &amp; van Joolingen, W.R. [http://www.telearn.org/open-archive/search?resource=1209] (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. [http://www.telearn.org/open-archive/browse?resource=7057_v1] (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. Sandoval, W. A. (2005) Understanding students' practical epistemologies and their influence on learning through inquiry . Science Education, 89, 634-656. Schwab, J.J. [http://www.telearn.org/open-archive/browse?resource=6843_v1] (1962). The teaching of science as enquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. White, B. Y., &amp; Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223. ==== Related terms ==== Inquiry-based learning, scientific discovery learning ==== Related documents ==== Heather Banchi and Randy Bell, 2008 [http://www.nsta.org/publications/download.aspx?s=mail&amp;d=013111&amp;id=Z349URi8cV7CIwhXjO7KEi4OSfaJzlU50cUKZ1zkldE=&amp;utm_source=enewsletter&amp;utm_medium=email&amp;utm_campaign=ElemSciClassFebruary2011 Inquiry comes in various forms] http://scene.asu.edu/habitat/inquiry.html http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf <br> ► [[TEL Dictionary entries]] 593 451 2012-01-10T11:24:18Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands ==== Definition ==== Inquiry learning refers to an educational approach that capitalizes on students' "natural tendency of curiosity". In the science education literature, the term "inquiry" is broadly defined as a learning process that requires learners to learn in a way a scientist would acquire knowledge through research (Krajcik et.al., 1998; de Jong &amp; van Joolingen, 1998; Sandoval, 2005; White &amp; Frederiksen, 1998; Zimmerman 2007). A general definition for inquiry learning is given by National Science Foundation (2000, p. 2): :"An approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding" Specifically, as described by de Jong (2006a), the inquiry process involves: orientation (identification of variables and relations), hypothesis generation, experimentation (changing variable values, making predictions, and interpreting the outcomes), reaching conclusions (hypothesis testing), evaluation (reflection on the learning process and the acquired knowledge), planning and maintaining an overview of the inquiry effectively used to support inquiry process (monitoring) Researchers also define the related term "inquiry-based learning" in the context of science education to mean inquiry learning. Banchi and Bell (2008) identified four different levels in inquiry-based learning, namely: :(i) Conformation inquiry :(ii) Structured inquiry :(iii) Guided inquiry :(iv) Open inquiry. These levels are based on inquiry progressions. The idea is to slowly let the students explore on their own as the inquiry level progresses (i.e., each inquiry level hinges upon the next level). For instance, conformation inquiry requires from students to confirm an already known scientific principle. They are given the questions and are provided with the methods to derive a solution. They learn already known scientific principles by doing investigations and by collecting and analysing data. In structured inquiry, students are provided with questions and a method; however, they are encouraged to give explanations with supporting evidence. In guided inquiry, only a question is given to the students and they are asked to design methods to test this question and explain the obtained results. Finally in open inquiry, students are better prepared to take their own initiative in doing science; they define their own research question, perform investigations, and derive conclusions, thus applying all the processes of inquiry cycle. Within all of these phases, students should also be supported by so-called "scaffolds", software instruments that help them to perform cognitive actions correctly. An example could be a software tool that helps students to state hypotheses. Overviews of such scaffolds can be found in Chang, Chen, Lin, &amp; Sung (2008), (de Jong, 2006b, 2010), Quintana et al (2004). The understanding of scientific method and developing scientific skills has already been encouraged from earlier research (Dewey 1938) and the benefits of inquiry learning to gain authentic experience in knowledge construction process has also been advocated (Bruner 1961). Researchers argue that inquiry learning should be central to science education instruction (Banchi &amp; Bell, 2008; Sandoval, 2005; Schwab, 1962) because of its potential to stimulate thinking, acquiring deep knowledge, understanding the science concepts and learning the process of doing science. Recent studies and meta-analysis now proof the effectiveness of inquiry learning as compared to a number of other educational approaches. (Alfieri, Brooks, Aldrich, &amp; Tenenbaum, in press; Eysink et al., 2009) ==== Translation issues ==== .../... ==== Disciplinary issues ==== .../... ==== Key references ==== Banchi, H. &amp; Bell, R. [http://www.telearn.org/open-archive/browse?resource=6838_v1] (2008). The many levels of inquiry. Science and Children, 46, 26-29 Bruner, J. S. [http://www.telearn.org/open-archive/browse?resource=6868_v1] (1961). The act of discovery. Harvard Educational Review, 31, 21-32. Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 Dewey, J. [http://www.telearn.org/open-archive/browse?resource=6837] (1938). Experience and education. MacMillan, New York. Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., &amp; Fredricks, J. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7, 313- 350 National Science Foundation. [http://www.telearn.org/open-archive/browse?resource=6845_v1] (2000). Inquiry : Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 120 pages. de Jong, T. [http://www.telearn.org/open-archive/browse?resource=6871_v1] (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Handling complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. de Jong, T. [http://www.telearn.org/open-archive/search?resource=1193] (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 de Jong, T. [http://www.telearn.org/open-archive/browse?resource=6844_v1] (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. de Jong, T., &amp; van Joolingen, W.R. [http://www.telearn.org/open-archive/search?resource=1209] (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. [http://www.telearn.org/open-archive/browse?resource=7057_v1] (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. Sandoval, W. A. (2005) Understanding students' practical epistemologies and their influence on learning through inquiry . Science Education, 89, 634-656. Schwab, J.J. [http://www.telearn.org/open-archive/browse?resource=6843_v1] (1962). The teaching of science as enquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. White, B. Y., &amp; Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223. ==== Related terms ==== Inquiry-based learning, scientific discovery learning ==== Related documents ==== http://www.nsta.org/publications/download.aspx?s=mail&amp;d=013111&amp;id=Z349URi8cV7CIwhXjO7KEi4OSfaJzlU50cUKZ1zkldE=&amp;utm_source=enewsletter&amp;utm_medium=email&amp;utm_campaign=ElemSciClassFebruary2011 http://scene.asu.edu/habitat/inquiry.html http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf <br> ► [[TEL Dictionary entries]] 451 450 2011-10-20T10:08:45Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands ==== Definition ==== Inquiry learning refers to an educational approach that capitalizes on students' "natural tendency of curiosity". In the science education literature, the term "inquiry" is broadly defined as a learning process that requires learners to learn in a way a scientist would acquire knowledge through research (Krajcik et.al., 1998; de Jong &amp; van Joolingen, 1998; Sandoval, 2005; White &amp; Frederiksen, 1998; Zimmerman 2007). A general definition for inquiry learning is given by National Science Foundation (2000, p. 2): :"An approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding" Specifically, as described by de Jong (2006a), the inquiry process involves: orientation (identification of variables and relations), hypothesis generation, experimentation (changing variable values, making predictions, and interpreting the outcomes), reaching conclusions (hypothesis testing), evaluation (reflection on the learning process and the acquired knowledge), planning and maintaining an overview of the inquiry effectively used to support inquiry process (monitoring) Researchers also define the related term "inquiry-based learning" in the context of science education to mean inquiry learning. Banchi and Bell (2008) identified four different levels in inquiry-based learning, namely: :(i) Conformation inquiry :(ii) Structured inquiry :(iii) Guided inquiry :(iv) Open inquiry. These levels are based on inquiry progressions. The idea is to slowly let the students explore on their own as the inquiry level progresses (i.e., each inquiry level hinges upon the next level). For instance, conformation inquiry requires from students to confirm an already known scientific principle. They are given the questions and are provided with the methods to derive a solution. They learn already known scientific principles by doing investigations and by collecting and analysing data. In structured inquiry, students are provided with questions and a method; however, they are encouraged to give explanations with supporting evidence. In guided inquiry, only a question is given to the students and they are asked to design methods to test this question and explain the obtained results. Finally in open inquiry, students are better prepared to take their own initiative in doing science; they define their own research question, perform investigations, and derive conclusions, thus applying all the processes of inquiry cycle. Within all of these phases, students should also be supported by so-called "scaffolds", software instruments that help them to perform cognitive actions correctly. An example could be a software tool that helps students to state hypotheses. Overviews of such scaffolds can be found in Chang, Chen, Lin, &amp; Sung (2008), (de Jong, 2006b, 2010), Quintana et al (2004). The understanding of scientific method and developing scientific skills has already been encouraged from earlier research (Dewey 1938) and the benefits of inquiry learning to gain authentic experience in knowledge construction process has also been advocated (Bruner 1961). Researchers argue that inquiry learning should be central to science education instruction (Banchi &amp; Bell, 2008; Sandoval, 2005; Schwab, 1962) because of its potential to stimulate thinking, acquiring deep knowledge, understanding the science concepts and learning the process of doing science. Recent studies and meta-analysis now proof the effectiveness of inquiry learning as compared to a number of other educational approaches. (Alfieri, Brooks, Aldrich, &amp; Tenenbaum, in press; Eysink et al., 2009) ==== Translation issues ==== .../... ==== Disciplinary issues ==== .../... ==== Key references ==== Banchi, H. &amp; Bell, R. [http://www.telearn.org/open-archive/browse?resource=6838_v1] (2008). The many levels of inquiry. Science and Children, 46, 26-29 Bruner, J. S. [http://www.telearn.org/open-archive/browse?resource=6868_v1] (1961). The act of discovery. Harvard Educational Review, 31, 21-32. Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 Dewey, J. [http://www.telearn.org/open-archive/browse?resource=6837] (1938). Experience and education. MacMillan, New York. Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., &amp; Fredricks, J. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7, 313- 350 National Science Foundation. [http://www.telearn.org/open-archive/browse?resource=6845_v1] (2000). Inquiry : Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 120 pages. de Jong, T. [http://www.telearn.org/open-archive/browse?resource=6871_v1] (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Handling complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. de Jong, T. [http://www.telearn.org/open-archive/search?resource=1193] (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 de Jong, T. [http://www.telearn.org/open-archive/browse?resource=6844_v1] (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. de Jong, T., &amp; van Joolingen, W.R. [http://www.telearn.org/open-archive/search?resource=1209] (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. Sandoval, W. A. (2005) Understanding students' practical epistemologies and their influence on learning through inquiry . Science Education, 89, 634-656. Schwab, J.J. [http://www.telearn.org/open-archive/browse?resource=6843_v1] (1962). The teaching of science as enquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. White, B. Y., &amp; Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223. ==== Related terms ==== Inquiry-based learning, scientific discovery learning ==== Related documents ==== http://www.nsta.org/publications/download.aspx?s=mail&amp;d=013111&amp;id=Z349URi8cV7CIwhXjO7KEi4OSfaJzlU50cUKZ1zkldE=&amp;utm_source=enewsletter&amp;utm_medium=email&amp;utm_campaign=ElemSciClassFebruary2011 http://scene.asu.edu/habitat/inquiry.html http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf <br> ► [[TEL Dictionary entries]] 450 443 2011-10-20T09:41:55Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands ==== Definition ==== Inquiry learning refers to an educational approach that capitalizes on students' "natural tendency of curiosity". In the science education literature, the term "inquiry" is broadly defined as a learning process that requires learners to learn in a way a scientist would acquire knowledge through research (Krajcik et.al., 1998; de Jong &amp; van Joolingen, 1998; Sandoval, 2005; White &amp; Frederiksen, 1998; Zimmerman 2007). A general definition for inquiry learning is given by National Science Foundation (2000, p. 2): :"An approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding" Specifically, as described by de Jong (2006a), the inquiry process involves: orientation (identification of variables and relations), hypothesis generation, experimentation (changing variable values, making predictions, and interpreting the outcomes), reaching conclusions (hypothesis testing), evaluation (reflection on the learning process and the acquired knowledge), planning and maintaining an overview of the inquiry effectively used to support inquiry process (monitoring) Researchers also define the related term "inquiry-based learning" in the context of science education to mean inquiry learning. Banchi and Bell (2008) identified four different levels in inquiry-based learning, namely: :(i) Conformation inquiry :(ii) Structured inquiry :(iii) Guided inquiry :(iv) Open inquiry. These levels are based on inquiry progressions. The idea is to slowly let the students explore on their own as the inquiry level progresses (i.e., each inquiry level hinges upon the next level). For instance, conformation inquiry requires from students to confirm an already known scientific principle. They are given the questions and are provided with the methods to derive a solution. They learn already known scientific principles by doing investigations and by collecting and analysing data. In structured inquiry, students are provided with questions and a method; however, they are encouraged to give explanations with supporting evidence. In guided inquiry, only a question is given to the students and they are asked to design methods to test this question and explain the obtained results. Finally in open inquiry, students are better prepared to take their own initiative in doing science; they define their own research question, perform investigations, and derive conclusions, thus applying all the processes of inquiry cycle. Within all of these phases, students should also be supported by so-called "scaffolds", software instruments that help them to perform cognitive actions correctly. An example could be a software tool that helps students to state hypotheses. Overviews of such scaffolds can be found in Chang, Chen, Lin, &amp; Sung (2008), (de Jong, 2006b, 2010), Quintana et al (2004). The understanding of scientific method and developing scientific skills has already been encouraged from earlier research (Dewey 1938) and the benefits of inquiry learning to gain authentic experience in knowledge construction process has also been advocated (Bruner 1961). Researchers argue that inquiry learning should be central to science education instruction (Banchi &amp; Bell, 2008; Sandoval, 2005; Schwab, 1962) because of its potential to stimulate thinking, acquiring deep knowledge, understanding the science concepts and learning the process of doing science. Recent studies and meta-analysis now proof the effectiveness of inquiry learning as compared to a number of other educational approaches. (Alfieri, Brooks, Aldrich, &amp; Tenenbaum, in press; Eysink et al., 2009) ==== Translation issues ==== .../... ==== Disciplinary issues ==== .../... ==== Key references ==== Banchi, H. &amp; Bell, R. [http://www.telearn.org/open-archive/browse?resource=6838_v1] (2008). The many levels of inquiry. Science and Children, 46, 26-29 Bruner, J. S. [http://www.telearn.org/open-archive/browse?resource=6868_v1] (1961). The act of discovery. Harvard Educational Review, 31, 21-32. Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 Dewey, J. [http://www.telearn.org/open-archive/browse?resource=6837] (1938). Experience and education. MacMillan, New York. Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., &amp; Fredricks, J. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7, 313- 350 National Science Foundation. [http://www.telearn.org/open-archive/browse?resource=6845_v1] (2000). Inquiry : Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 120 pages. de Jong, T. (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Handling complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. de Jong, T. [http://www.telearn.org/open-archive/search?resource=1193] (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 de Jong, T. [http://www.telearn.org/open-archive/browse?resource=6844_v1] (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. de Jong, T., &amp; van Joolingen, W.R. [http://www.telearn.org/open-archive/search?resource=1209] (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. Sandoval, W. A. (2005) Understanding students' practical epistemologies and their influence on learning through inquiry . Science Education, 89, 634-656. Schwab, J.J. [http://www.telearn.org/open-archive/browse?resource=6843_v1] (1962). The teaching of science as enquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. White, B. Y., &amp; Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223. ==== Related terms ==== Inquiry-based learning, scientific discovery learning ==== Related documents ==== http://www.nsta.org/publications/download.aspx?s=mail&amp;d=013111&amp;id=Z349URi8cV7CIwhXjO7KEi4OSfaJzlU50cUKZ1zkldE=&amp;utm_source=enewsletter&amp;utm_medium=email&amp;utm_campaign=ElemSciClassFebruary2011 http://scene.asu.edu/habitat/inquiry.html http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf <br> ► [[TEL Dictionary entries]] 443 442 2011-10-17T14:48:23Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands ==== Definition ==== Inquiry learning refers to an educational approach that capitalizes on students' "natural tendency of curiosity". In the science education literature, the term "inquiry" is broadly defined as a learning process that requires learners to learn in a way a scientist would acquire knowledge through research (Krajcik et.al., 1998; de Jong &amp; van Joolingen, 1998; Sandoval, 2005; White &amp; Frederiksen, 1998; Zimmerman 2007). A general definition for inquiry learning is given by National Science Foundation (2000, p. 2): :"An approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding" Specifically, as described by de Jong (2006a), the inquiry process involves: orientation (identification of variables and relations), hypothesis generation, experimentation (changing variable values, making predictions, and interpreting the outcomes), reaching conclusions (hypothesis testing), evaluation (reflection on the learning process and the acquired knowledge), planning and maintaining an overview of the inquiry effectively used to support inquiry process (monitoring) Researchers also define the related term "inquiry-based learning" in the context of science education to mean inquiry learning. Banchi and Bell (2008) identified four different levels in inquiry-based learning, namely: :(i) Conformation inquiry :(ii) Structured inquiry :(iii) Guided inquiry :(iv) Open inquiry. These levels are based on inquiry progressions. The idea is to slowly let the students explore on their own as the inquiry level progresses (i.e., each inquiry level hinges upon the next level). For instance, conformation inquiry requires from students to confirm an already known scientific principle. They are given the questions and are provided with the methods to derive a solution. They learn already known scientific principles by doing investigations and by collecting and analysing data. In structured inquiry, students are provided with questions and a method; however, they are encouraged to give explanations with supporting evidence. In guided inquiry, only a question is given to the students and they are asked to design methods to test this question and explain the obtained results. Finally in open inquiry, students are better prepared to take their own initiative in doing science; they define their own research question, perform investigations, and derive conclusions, thus applying all the processes of inquiry cycle. Within all of these phases, students should also be supported by so-called "scaffolds", software instruments that help them to perform cognitive actions correctly. An example could be a software tool that helps students to state hypotheses. Overviews of such scaffolds can be found in Chang, Chen, Lin, &amp; Sung (2008), (de Jong, 2006b, 2010), Quintana et al (2004). The understanding of scientific method and developing scientific skills has already been encouraged from earlier research (Dewey 1938) and the benefits of inquiry learning to gain authentic experience in knowledge construction process has also been advocated (Bruner 1961). Researchers argue that inquiry learning should be central to science education instruction (Banchi &amp; Bell, 2008; Sandoval, 2005; Schwab, 1962) because of its potential to stimulate thinking, acquiring deep knowledge, understanding the science concepts and learning the process of doing science. Recent studies and meta-analysis now proof the effectiveness of inquiry learning as compared to a number of other educational approaches. (Alfieri, Brooks, Aldrich, &amp; Tenenbaum, in press; Eysink et al., 2009) ==== Translation issues ==== .../... ==== Disciplinary issues ==== .../... ==== Key references ==== Banchi, H. &amp; Bell, R. [http://www.telearn.org/open-archive/browse?resource=6838_v1] (2008). The many levels of inquiry. Science and Children, 46, 26-29 Bruner, J. S. [http://www.telearn.org/open-archive/browse?resource=6868_v1] (1961). The act of discovery. Harvard Educational Review, 31, 21-32. Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 Dewey, J. [http://www.telearn.org/open-archive/browse?resource=6837] (1938). Experience and education. MacMillan, New York. Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., &amp; Fredricks, J. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7, 313- 350 National Science Foundation. [http://www.telearn.org/open-archive/browse?resource=6845_v1] (2000). Inquiry : Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 120 pages. de Jong, T. (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Dealing with complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. de Jong, T. [http://www.telearn.org/open-archive/search?resource=1193] (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 de Jong, T. [http://www.telearn.org/open-archive/browse?resource=6844_v1] (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. de Jong, T., &amp; van Joolingen, W.R. [http://www.telearn.org/open-archive/search?resource=1209] (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. Sandoval, W. A. (2005) Understanding students' practical epistemologies and their influence on learning through inquiry . Science Education, 89, 634-656. Schwab, J.J. [http://www.telearn.org/open-archive/browse?resource=6843_v1] (1962). The teaching of science as enquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. White, B. Y., &amp; Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223. ==== Related terms ==== Inquiry-based learning, scientific discovery learning ==== Related documents ==== http://www.nsta.org/publications/download.aspx?s=mail&amp;d=013111&amp;id=Z349URi8cV7CIwhXjO7KEi4OSfaJzlU50cUKZ1zkldE=&amp;utm_source=enewsletter&amp;utm_medium=email&amp;utm_campaign=ElemSciClassFebruary2011 http://scene.asu.edu/habitat/inquiry.html http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf <br> ► [[TEL Dictionary entries]] 442 435 2011-10-17T14:41:19Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands ==== Definition ==== Inquiry learning refers to an educational approach that capitalizes on students' "natural tendency of curiosity". In the science education literature, the term "inquiry" is broadly defined as a learning process that requires learners to learn in a way a scientist would acquire knowledge through research (Krajcik et.al., 1998; de Jong &amp; van Joolingen, 1998; Sandoval, 2005; White &amp; Frederiksen, 1998; Zimmerman 2007). A general definition for inquiry learning is given by National Science Foundation (2000, p. 2): :"An approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding" Specifically, as described by de Jong (2006a), the inquiry process involves: orientation (identification of variables and relations), hypothesis generation, experimentation (changing variable values, making predictions, and interpreting the outcomes), reaching conclusions (hypothesis testing), evaluation (reflection on the learning process and the acquired knowledge), planning and maintaining an overview of the inquiry effectively used to support inquiry process (monitoring) Researchers also define the related term "inquiry-based learning" in the context of science education to mean inquiry learning. Banchi and Bell (2008) identified four different levels in inquiry-based learning, namely: :(i) Conformation inquiry :(ii) Structured inquiry :(iii) Guided inquiry :(iv) Open inquiry. These levels are based on inquiry progressions. The idea is to slowly let the students explore on their own as the inquiry level progresses (i.e., each inquiry level hinges upon the next level). For instance, conformation inquiry requires from students to confirm an already known scientific principle. They are given the questions and are provided with the methods to derive a solution. They learn already known scientific principles by doing investigations and by collecting and analysing data. In structured inquiry, students are provided with questions and a method; however, they are encouraged to give explanations with supporting evidence. In guided inquiry, only a question is given to the students and they are asked to design methods to test this question and explain the obtained results. Finally in open inquiry, students are better prepared to take their own initiative in doing science; they define their own research question, perform investigations, and derive conclusions, thus applying all the processes of inquiry cycle. Within all of these phases, students should also be supported by so-called "scaffolds", software instruments that help them to perform cognitive actions correctly. An example could be a software tool that helps students to state hypotheses. Overviews of such scaffolds can be found in Chang, Chen, Lin, &amp; Sung (2008), (de Jong, 2006b, 2010), Quintana et al (2004). The understanding of scientific method and developing scientific skills has already been encouraged from earlier research (Dewey 1938) and the benefits of inquiry learning to gain authentic experience in knowledge construction process has also been advocated (Bruner 1961). Researchers argue that inquiry learning should be central to science education instruction (Banchi &amp; Bell, 2008; Sandoval, 2005; Schwab, 1962) because of its potential to stimulate thinking, acquiring deep knowledge, understanding the science concepts and learning the process of doing science. Recent studies and meta-analysis now proof the effectiveness of inquiry learning as compared to a number of other educational approaches. (Alfieri, Brooks, Aldrich, &amp; Tenenbaum, in press; Eysink et al., 2009) ==== Translation issues ==== .../... ==== Disciplinary issues ==== .../... ==== Key references ==== Banchi, H. &amp; Bell, R. [http://www.telearn.org/open-archive/browse?resource=6838_v1] (2008). The many levels of inquiry. Science and Children, 46, 26-29 Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21-32. Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 Dewey, J. [http://www.telearn.org/open-archive/browse?resource=6837] (1938). Experience and education. MacMillan, New York. Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., &amp; Fredricks, J. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7, 313- 350 National Science Foundation. [http://www.telearn.org/open-archive/browse?resource=6845_v1] (2000). Inquiry : Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 120 pages. de Jong, T. (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Dealing with complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. de Jong, T. [http://www.telearn.org/open-archive/search?resource=1193] (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 de Jong, T. [http://www.telearn.org/open-archive/browse?resource=6844_v1] (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. de Jong, T., &amp; van Joolingen, W.R. [http://www.telearn.org/open-archive/search?resource=1209] (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. Sandoval, W. A. (2005) Understanding students' practical epistemologies and their influence on learning through inquiry . Science Education, 89, 634-656. Schwab, J.J. [http://www.telearn.org/open-archive/browse?resource=6843_v1] (1962). The teaching of science as enquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. White, B. Y., &amp; Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223. ==== Related terms ==== Inquiry-based learning, scientific discovery learning ==== Related documents ==== http://www.nsta.org/publications/download.aspx?s=mail&amp;d=013111&amp;id=Z349URi8cV7CIwhXjO7KEi4OSfaJzlU50cUKZ1zkldE=&amp;utm_source=enewsletter&amp;utm_medium=email&amp;utm_campaign=ElemSciClassFebruary2011 http://scene.asu.edu/habitat/inquiry.html http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf <br> ► [[TEL Dictionary entries]] 435 434 2011-09-27T12:26:04Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands ==== Definition ==== Inquiry learning refers to an educational approach that capitalizes on students' "natural tendency of curiosity". In the science education literature, the term "inquiry" is broadly defined as a learning process that requires learners to learn in a way a scientist would acquire knowledge through research (Krajcik et.al., 1998; de Jong &amp; van Joolingen, 1998; Sandoval, 2005; White &amp; Frederiksen, 1998; Zimmerman 2007). A general definition for inquiry learning is given by National Science Foundation (2000, p. 2): :"An approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding" Specifically, as described by de Jong (2006a), the inquiry process involves: orientation (identification of variables and relations), hypothesis generation, experimentation (changing variable values, making predictions, and interpreting the outcomes), reaching conclusions (hypothesis testing), evaluation (reflection on the learning process and the acquired knowledge), planning and maintaining an overview of the inquiry effectively used to support inquiry process (monitoring) Researchers also define the related term "inquiry-based learning" in the context of science education to mean inquiry learning. Banchi and Bell (2008) identified four different levels in inquiry-based learning, namely: :(i) Conformation inquiry :(ii) Structured inquiry :(iii) Guided inquiry :(iv) Open inquiry. These levels are based on inquiry progressions. The idea is to slowly let the students explore on their own as the inquiry level progresses (i.e., each inquiry level hinges upon the next level). For instance, conformation inquiry requires from students to confirm an already known scientific principle. They are given the questions and are provided with the methods to derive a solution. They learn already known scientific principles by doing investigations and by collecting and analysing data. In structured inquiry, students are provided with questions and a method; however, they are encouraged to give explanations with supporting evidence. In guided inquiry, only a question is given to the students and they are asked to design methods to test this question and explain the obtained results. Finally in open inquiry, students are better prepared to take their own initiative in doing science; they define their own research question, perform investigations, and derive conclusions, thus applying all the processes of inquiry cycle. Within all of these phases, students should also be supported by so-called "scaffolds", software instruments that help them to perform cognitive actions correctly. An example could be a software tool that helps students to state hypotheses. Overviews of such scaffolds can be found in Chang, Chen, Lin, &amp; Sung (2008), (de Jong, 2006b, 2010), Quintana et al (2004). The understanding of scientific method and developing scientific skills has already been encouraged from earlier research (Dewey 1938) and the benefits of inquiry learning to gain authentic experience in knowledge construction process has also been advocated (Bruner 1961). Researchers argue that inquiry learning should be central to science education instruction (Banchi &amp; Bell, 2008; Sandoval, 2005; Schwab, 1962) because of its potential to stimulate thinking, acquiring deep knowledge, understanding the science concepts and learning the process of doing science. Recent studies and meta-analysis now proof the effectiveness of inquiry learning as compared to a number of other educational approaches. (Alfieri, Brooks, Aldrich, &amp; Tenenbaum, in press; Eysink et al., 2009) ==== Translation issues ==== .../... ==== Disciplinary issues ==== .../... ==== Key references ==== Banchi, H. &amp; Bell, R. (2008). The many levels of inquiry. Science and Children, 46, 26-29 Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21-32. Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 Dewey, J. [http://www.telearn.org/open-archive/browse?resource=6837] (1938). Experience and education. MacMillan, New York. Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., &amp; Fredricks, J. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7, 313- 350 National Science Foundation. [http://www.telearn.org/open-archive/browse?resource=6845_v1] (2000). Inquiry : Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 120 pages. de Jong, T. (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Dealing with complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. de Jong, T. [http://www.telearn.org/open-archive/search?resource=1193] (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 de Jong, T. [http://www.telearn.org/open-archive/browse?resource=6844_v1] (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. de Jong, T., &amp; van Joolingen, W.R. [http://www.telearn.org/open-archive/search?resource=1209] (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. Sandoval, W. A. (2005) Understanding students' practical epistemologies and their influence on learning through inquiry . Science Education, 89, 634-656. Schwab, J.J. [http://www.telearn.org/open-archive/browse?resource=6843_v1] (1962). The teaching of science as enquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. White, B. Y., &amp; Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223. ==== Related terms ==== Inquiry-based learning, scientific discovery learning ==== Related documents ==== http://www.nsta.org/publications/download.aspx?s=mail&amp;d=013111&amp;id=Z349URi8cV7CIwhXjO7KEi4OSfaJzlU50cUKZ1zkldE=&amp;utm_source=enewsletter&amp;utm_medium=email&amp;utm_campaign=ElemSciClassFebruary2011 http://scene.asu.edu/habitat/inquiry.html http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf <br> ► [[TEL Dictionary entries]] 434 406 2011-09-26T15:07:07Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands ==== Definition ==== Inquiry learning refers to an educational approach that capitalizes on students' "natural tendency of curiosity". In the science education literature, the term "inquiry" is broadly defined as a learning process that requires learners to learn in a way a scientist would acquire knowledge through research (Krajcik et.al., 1998; de Jong &amp; van Joolingen, 1998; Sandoval, 2005; White &amp; Frederiksen, 1998; Zimmerman 2007). A general definition for inquiry learning is given by National Science Foundation (2000, p. 2): :"An approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding" Specifically, as described by de Jong (2006a), the inquiry process involves: orientation (identification of variables and relations), hypothesis generation, experimentation (changing variable values, making predictions, and interpreting the outcomes), reaching conclusions (hypothesis testing), evaluation (reflection on the learning process and the acquired knowledge), planning and maintaining an overview of the inquiry effectively used to support inquiry process (monitoring) Researchers also define the related term "inquiry-based learning" in the context of science education to mean inquiry learning. Banchi and Bell (2008) identified four different levels in inquiry-based learning, namely: :(i) Conformation inquiry :(ii) Structured inquiry :(iii) Guided inquiry :(iv) Open inquiry. These levels are based on inquiry progressions. The idea is to slowly let the students explore on their own as the inquiry level progresses (i.e., each inquiry level hinges upon the next level). For instance, conformation inquiry requires from students to confirm an already known scientific principle. They are given the questions and are provided with the methods to derive a solution. They learn already known scientific principles by doing investigations and by collecting and analysing data. In structured inquiry, students are provided with questions and a method; however, they are encouraged to give explanations with supporting evidence. In guided inquiry, only a question is given to the students and they are asked to design methods to test this question and explain the obtained results. Finally in open inquiry, students are better prepared to take their own initiative in doing science; they define their own research question, perform investigations, and derive conclusions, thus applying all the processes of inquiry cycle. Within all of these phases, students should also be supported by so-called "scaffolds", software instruments that help them to perform cognitive actions correctly. An example could be a software tool that helps students to state hypotheses. Overviews of such scaffolds can be found in Chang, Chen, Lin, &amp; Sung (2008), (de Jong, 2006b, 2010), Quintana et al (2004). The understanding of scientific method and developing scientific skills has already been encouraged from earlier research (Dewey 1938) and the benefits of inquiry learning to gain authentic experience in knowledge construction process has also been advocated (Bruner 1961). Researchers argue that inquiry learning should be central to science education instruction (Banchi &amp; Bell, 2008; Sandoval, 2005; Schwab, 1962) because of its potential to stimulate thinking, acquiring deep knowledge, understanding the science concepts and learning the process of doing science. Recent studies and meta-analysis now proof the effectiveness of inquiry learning as compared to a number of other educational approaches. (Alfieri, Brooks, Aldrich, &amp; Tenenbaum, in press; Eysink et al., 2009) ==== Translation issues ==== .../... ==== Disciplinary issues ==== .../... ==== Key references ==== Banchi, H. &amp; Bell, R. (2008). The many levels of inquiry. Science and Children, 46, 26-29 Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21-32. Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 Dewey, J. [http://www.telearn.org/open-archive/browse?resource=6837] (1938). Experience and education. MacMillan, New York. Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., &amp; Fredricks, J. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7, 313- 350 National Science Foundation. (2000). Inquiry: Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 1-5. de Jong, T. (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Dealing with complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. de Jong, T. [http://www.telearn.org/open-archive/search?resource=1193] (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 de Jong, T. [http://www.telearn.org/open-archive/browse?resource=6844_v1] (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. de Jong, T., &amp; van Joolingen, W.R. [http://www.telearn.org/open-archive/search?resource=1209] (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. Sandoval, W. A. (2005) Understanding students' practical epistemologies and their influence on learning through inquiry . Science Education, 89, 634-656. Schwab, J.J. [http://www.telearn.org/open-archive/browse?resource=6843_v1] (1962). The teaching of science as enquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. White, B. Y., &amp; Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223. ==== Related terms ==== Inquiry-based learning, scientific discovery learning ==== Related documents ==== http://www.nsta.org/publications/download.aspx?s=mail&amp;d=013111&amp;id=Z349URi8cV7CIwhXjO7KEi4OSfaJzlU50cUKZ1zkldE=&amp;utm_source=enewsletter&amp;utm_medium=email&amp;utm_campaign=ElemSciClassFebruary2011 http://scene.asu.edu/habitat/inquiry.html http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf <br> ► [[TEL Dictionary entries]] 406 405 2011-09-22T09:15:24Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands ==== Definition ==== Inquiry learning refers to an educational approach that capitalizes on students' "natural tendency of curiosity". In the science education literature, the term "inquiry" is broadly defined as a learning process that requires learners to learn in a way a scientist would acquire knowledge through research (Krajcik et.al., 1998; de Jong &amp; van Joolingen, 1998; Sandoval, 2005; White &amp; Frederiksen, 1998; Zimmerman 2007). A general definition for inquiry learning is given by National Science Foundation (2000, p. 2): :"An approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding" Specifically, as described by de Jong (2006a), the inquiry process involves: orientation (identification of variables and relations), hypothesis generation, experimentation (changing variable values, making predictions, and interpreting the outcomes), reaching conclusions (hypothesis testing), evaluation (reflection on the learning process and the acquired knowledge), planning and maintaining an overview of the inquiry effectively used to support inquiry process (monitoring) Researchers also define the related term "inquiry-based learning" in the context of science education to mean inquiry learning. Banchi and Bell (2008) identified four different levels in inquiry-based learning, namely: :(i) Conformation inquiry :(ii) Structured inquiry :(iii) Guided inquiry :(iv) Open inquiry. These levels are based on inquiry progressions. The idea is to slowly let the students explore on their own as the inquiry level progresses (i.e., each inquiry level hinges upon the next level). For instance, conformation inquiry requires from students to confirm an already known scientific principle. They are given the questions and are provided with the methods to derive a solution. They learn already known scientific principles by doing investigations and by collecting and analysing data. In structured inquiry, students are provided with questions and a method; however, they are encouraged to give explanations with supporting evidence. In guided inquiry, only a question is given to the students and they are asked to design methods to test this question and explain the obtained results. Finally in open inquiry, students are better prepared to take their own initiative in doing science; they define their own research question, perform investigations, and derive conclusions, thus applying all the processes of inquiry cycle. Within all of these phases, students should also be supported by so-called "scaffolds", software instruments that help them to perform cognitive actions correctly. An example could be a software tool that helps students to state hypotheses. Overviews of such scaffolds can be found in Chang, Chen, Lin, &amp; Sung (2008), (de Jong, 2006b, 2010), Quintana et al (2004). The understanding of scientific method and developing scientific skills has already been encouraged from earlier research (Dewey 1938) and the benefits of inquiry learning to gain authentic experience in knowledge construction process has also been advocated (Bruner 1961). Researchers argue that inquiry learning should be central to science education instruction (Banchi &amp; Bell, 2008; Sandoval, 2005; Schwab, 1962) because of its potential to stimulate thinking, acquiring deep knowledge, understanding the science concepts and learning the process of doing science. Recent studies and meta-analysis now proof the effectiveness of inquiry learning as compared to a number of other educational approaches. (Alfieri, Brooks, Aldrich, &amp; Tenenbaum, in press; Eysink et al., 2009) ==== Translation issues ==== .../... ==== Disciplinary issues ==== .../... ==== Key references ==== Banchi, H. &amp; Bell, R. (2008). The many levels of inquiry. Science and Children, 46, 26-29 Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21-32. Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 Dewey, J. [http://www.telearn.org/open-archive/browse?resource=6837] (1938). Experience and education. MacMillan, New York. Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., &amp; Fredricks, J. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7, 313- 350 National Science Foundation. (2000). Inquiry: Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 1-5. de Jong, T. (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Dealing with complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. de Jong, T. [http://www.telearn.org/open-archive/search?resource=1193] (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 de Jong, T. (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. de Jong, T., &amp; van Joolingen, W.R. [http://www.telearn.org/open-archive/search?resource=1209] (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. Sandoval, W. A. (2005) Understanding students' practical epistemologies and their influence on learning through inquiry . Science Education, 89, 634-656. Schwab, J.J. 1962. The teaching of science as inquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. White, B. Y., &amp; Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223. ==== Related terms ==== Inquiry-based learning, scientific discovery learning ==== Related documents ==== http://www.nsta.org/publications/download.aspx?s=mail&amp;d=013111&amp;id=Z349URi8cV7CIwhXjO7KEi4OSfaJzlU50cUKZ1zkldE=&amp;utm_source=enewsletter&amp;utm_medium=email&amp;utm_campaign=ElemSciClassFebruary2011 http://scene.asu.edu/habitat/inquiry.html http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf <br> ► [[TEL Dictionary entries]] 405 404 2011-09-22T09:12:48Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands ==== Definition ==== Inquiry learning refers to an educational approach that capitalizes on students' "natural tendency of curiosity". In the science education literature, the term "inquiry" is broadly defined as a learning process that requires learners to learn in a way a scientist would acquire knowledge through research (Krajcik et.al., 1998; de Jong &amp; van Joolingen, 1998; Sandoval, 2005; White &amp; Frederiksen, 1998; Zimmerman 2007). A general definition for inquiry learning is given by National Science Foundation (2000, p. 2): :"An approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding" Specifically, as described by de Jong (2006a), the inquiry process involves: orientation (identification of variables and relations), hypothesis generation, experimentation (changing variable values, making predictions, and interpreting the outcomes), reaching conclusions (hypothesis testing), evaluation (reflection on the learning process and the acquired knowledge), planning and maintaining an overview of the inquiry effectively used to support inquiry process (monitoring) Researchers also define the related term "inquiry-based learning" in the context of science education to mean inquiry learning. Banchi and Bell (2008) identified four different levels in inquiry-based learning, namely: :(i) Conformation inquiry :(ii) Structured inquiry :(iii) Guided inquiry :(iv) Open inquiry. These levels are based on inquiry progressions. The idea is to slowly let the students explore on their own as the inquiry level progresses (i.e., each inquiry level hinges upon the next level). For instance, conformation inquiry requires from students to confirm an already known scientific principle. They are given the questions and are provided with the methods to derive a solution. They learn already known scientific principles by doing investigations and by collecting and analysing data. In structured inquiry, students are provided with questions and a method; however, they are encouraged to give explanations with supporting evidence. In guided inquiry, only a question is given to the students and they are asked to design methods to test this question and explain the obtained results. Finally in open inquiry, students are better prepared to take their own initiative in doing science; they define their own research question, perform investigations, and derive conclusions, thus applying all the processes of inquiry cycle. Within all of these phases, students should also be supported by so-called "scaffolds", software instruments that help them to perform cognitive actions correctly. An example could be a software tool that helps students to state hypotheses. Overviews of such scaffolds can be found in Chang, Chen, Lin, &amp; Sung (2008), (de Jong, 2006b, 2010), Quintana et al (2004). The understanding of scientific method and developing scientific skills has already been encouraged from earlier research (Dewey 1938) and the benefits of inquiry learning to gain authentic experience in knowledge construction process has also been advocated (Bruner 1961). Researchers argue that inquiry learning should be central to science education instruction (Banchi &amp; Bell, 2008; Sandoval, 2005; Schwab, 1962) because of its potential to stimulate thinking, acquiring deep knowledge, understanding the science concepts and learning the process of doing science. Recent studies and meta-analysis now proof the effectiveness of inquiry learning as compared to a number of other educational approaches. (Alfieri, Brooks, Aldrich, &amp; Tenenbaum, in press; Eysink et al., 2009) ==== Translation issues ==== .../... ==== Disciplinary issues ==== .../... ==== Key references ==== Banchi, H. &amp; Bell, R. (2008). The many levels of inquiry. Science and Children, 46, 26-29 Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21-32. Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 Dewey, J. [http://www.telearn.org/open-archive/browse?resource=6837] (1938). Experience and education. MacMillan, New York. Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., &amp; Fredricks, J. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7, 313- 350 National Science Foundation. (2000). Inquiry: Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 1-5. de Jong, T. (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Dealing with complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. de Jong, T. (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 de Jong, T. (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. de Jong, T., &amp; van Joolingen, W.R. [http://www.telearn.org/open-archive/search?resource=1209] (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. Sandoval, W. A. (2005) Understanding students' practical epistemologies and their influence on learning through inquiry . Science Education, 89, 634-656. Schwab, J.J. 1962. The teaching of science as inquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. White, B. Y., &amp; Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223. ==== Related terms ==== Inquiry-based learning, scientific discovery learning ==== Related documents ==== http://www.nsta.org/publications/download.aspx?s=mail&amp;d=013111&amp;id=Z349URi8cV7CIwhXjO7KEi4OSfaJzlU50cUKZ1zkldE=&amp;utm_source=enewsletter&amp;utm_medium=email&amp;utm_campaign=ElemSciClassFebruary2011 http://scene.asu.edu/habitat/inquiry.html http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf <br> ► [[TEL Dictionary entries]] 404 403 2011-09-21T12:41:27Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands ==== Definition ==== Inquiry learning refers to an educational approach that capitalizes on students' "natural tendency of curiosity". In the science education literature, the term "inquiry" is broadly defined as a learning process that requires learners to learn in a way a scientist would acquire knowledge through research (Krajcik et.al., 1998; de Jong &amp; van Joolingen, 1998; Sandoval, 2005; White &amp; Frederiksen, 1998; Zimmerman 2007). A general definition for inquiry learning is given by National Science Foundation (2000, p. 2): :"An approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding" Specifically, as described by de Jong (2006a), the inquiry process involves: orientation (identification of variables and relations), hypothesis generation, experimentation (changing variable values, making predictions, and interpreting the outcomes), reaching conclusions (hypothesis testing), evaluation (reflection on the learning process and the acquired knowledge), planning and maintaining an overview of the inquiry effectively used to support inquiry process (monitoring) Researchers also define the related term "inquiry-based learning" in the context of science education to mean inquiry learning. Banchi and Bell (2008) identified four different levels in inquiry-based learning, namely: :(i) Conformation inquiry :(ii) Structured inquiry :(iii) Guided inquiry :(iv) Open inquiry. These levels are based on inquiry progressions. The idea is to slowly let the students explore on their own as the inquiry level progresses (i.e., each inquiry level hinges upon the next level). For instance, conformation inquiry requires from students to confirm an already known scientific principle. They are given the questions and are provided with the methods to derive a solution. They learn already known scientific principles by doing investigations and by collecting and analysing data. In structured inquiry, students are provided with questions and a method; however, they are encouraged to give explanations with supporting evidence. In guided inquiry, only a question is given to the students and they are asked to design methods to test this question and explain the obtained results. Finally in open inquiry, students are better prepared to take their own initiative in doing science; they define their own research question, perform investigations, and derive conclusions, thus applying all the processes of inquiry cycle. Within all of these phases, students should also be supported by so-called "scaffolds", software instruments that help them to perform cognitive actions correctly. An example could be a software tool that helps students to state hypotheses. Overviews of such scaffolds can be found in Chang, Chen, Lin, &amp; Sung (2008), (de Jong, 2006b, 2010), Quintana et al (2004). The understanding of scientific method and developing scientific skills has already been encouraged from earlier research (Dewey 1938) and the benefits of inquiry learning to gain authentic experience in knowledge construction process has also been advocated (Bruner 1961). Researchers argue that inquiry learning should be central to science education instruction (Banchi &amp; Bell, 2008; Sandoval, 2005; Schwab, 1962) because of its potential to stimulate thinking, acquiring deep knowledge, understanding the science concepts and learning the process of doing science. Recent studies and meta-analysis now proof the effectiveness of inquiry learning as compared to a number of other educational approaches. (Alfieri, Brooks, Aldrich, &amp; Tenenbaum, in press; Eysink et al., 2009) ==== Translation issues ==== .../... ==== Disciplinary issues ==== .../... ==== Key references ==== Banchi, H. &amp; Bell, R. (2008). The many levels of inquiry. Science and Children, 46, 26-29 Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21-32. Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 Dewey, J. [http://www.telearn.org/open-archive/browse?resource=6837] (1938). Experience and education. MacMillan, New York. Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., &amp; Fredricks, J. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7, 313- 350 National Science Foundation. (2000). Inquiry: Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 1-5. de Jong, T. (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Dealing with complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. de Jong, T. (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 de Jong, T. (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. de Jong, T., &amp; van Joolingen, W.R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. Sandoval, W. A. (2005) Understanding students' practical epistemologies and their influence on learning through inquiry . Science Education, 89, 634-656. Schwab, J.J. 1962. The teaching of science as inquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. White, B. Y., &amp; Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223. ==== Related terms ==== Inquiry-based learning, scientific discovery learning ==== Related documents ==== http://www.nsta.org/publications/download.aspx?s=mail&amp;d=013111&amp;id=Z349URi8cV7CIwhXjO7KEi4OSfaJzlU50cUKZ1zkldE=&amp;utm_source=enewsletter&amp;utm_medium=email&amp;utm_campaign=ElemSciClassFebruary2011 http://scene.asu.edu/habitat/inquiry.html http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf <br> ► [[TEL Dictionary entries]] 403 183 2011-09-21T12:41:18Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands ==== Definition ==== Inquiry learning refers to an educational approach that capitalizes on students' "natural tendency of curiosity". In the science education literature, the term "inquiry" is broadly defined as a learning process that requires learners to learn in a way a scientist would acquire knowledge through research (Krajcik et.al., 1998; de Jong &amp; van Joolingen, 1998; Sandoval, 2005; White &amp; Frederiksen, 1998; Zimmerman 2007). A general definition for inquiry learning is given by National Science Foundation (2000, p. 2): :"An approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding" Specifically, as described by de Jong (2006a), the inquiry process involves: orientation (identification of variables and relations), hypothesis generation, experimentation (changing variable values, making predictions, and interpreting the outcomes), reaching conclusions (hypothesis testing), evaluation (reflection on the learning process and the acquired knowledge), planning and maintaining an overview of the inquiry effectively used to support inquiry process (monitoring) Researchers also define the related term "inquiry-based learning" in the context of science education to mean inquiry learning. Banchi and Bell (2008) identified four different levels in inquiry-based learning, namely: :(i) Conformation inquiry :(ii) Structured inquiry :(iii) Guided inquiry :(iv) Open inquiry. These levels are based on inquiry progressions. The idea is to slowly let the students explore on their own as the inquiry level progresses (i.e., each inquiry level hinges upon the next level). For instance, conformation inquiry requires from students to confirm an already known scientific principle. They are given the questions and are provided with the methods to derive a solution. They learn already known scientific principles by doing investigations and by collecting and analysing data. In structured inquiry, students are provided with questions and a method; however, they are encouraged to give explanations with supporting evidence. In guided inquiry, only a question is given to the students and they are asked to design methods to test this question and explain the obtained results. Finally in open inquiry, students are better prepared to take their own initiative in doing science; they define their own research question, perform investigations, and derive conclusions, thus applying all the processes of inquiry cycle. Within all of these phases, students should also be supported by so-called "scaffolds", software instruments that help them to perform cognitive actions correctly. An example could be a software tool that helps students to state hypotheses. Overviews of such scaffolds can be found in Chang, Chen, Lin, &amp; Sung (2008), (de Jong, 2006b, 2010), Quintana et al (2004). The understanding of scientific method and developing scientific skills has already been encouraged from earlier research (Dewey 1938) and the benefits of inquiry learning to gain authentic experience in knowledge construction process has also been advocated (Bruner 1961). Researchers argue that inquiry learning should be central to science education instruction (Banchi &amp; Bell, 2008; Sandoval, 2005; Schwab, 1962) because of its potential to stimulate thinking, acquiring deep knowledge, understanding the science concepts and learning the process of doing science. Recent studies and meta-analysis now proof the effectiveness of inquiry learning as compared to a number of other educational approaches. (Alfieri, Brooks, Aldrich, &amp; Tenenbaum, in press; Eysink et al., 2009) ==== Translation issues ==== .../... ==== Disciplinary issues ==== .../... ==== Key references ==== Banchi, H. &amp; Bell, R. (2008). The many levels of inquiry. Science and Children, 46, 26-29 Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21-32. Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 Dewey, J. [http://www.telearn.org/open-archive/browse?resource=6837](1938). Experience and education. MacMillan, New York. Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., &amp; Fredricks, J. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7, 313- 350 National Science Foundation. (2000). Inquiry: Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 1-5. de Jong, T. (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Dealing with complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. de Jong, T. (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 de Jong, T. (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. de Jong, T., &amp; van Joolingen, W.R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. Sandoval, W. A. (2005) Understanding students' practical epistemologies and their influence on learning through inquiry . Science Education, 89, 634-656. Schwab, J.J. 1962. The teaching of science as inquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. White, B. Y., &amp; Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223. ==== Related terms ==== Inquiry-based learning, scientific discovery learning ==== Related documents ==== http://www.nsta.org/publications/download.aspx?s=mail&amp;d=013111&amp;id=Z349URi8cV7CIwhXjO7KEi4OSfaJzlU50cUKZ1zkldE=&amp;utm_source=enewsletter&amp;utm_medium=email&amp;utm_campaign=ElemSciClassFebruary2011 http://scene.asu.edu/habitat/inquiry.html http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf <br> ► [[TEL Dictionary entries]] 183 140 2011-05-27T14:06:08Z Admin 1 wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands ==== Definition ==== Inquiry learning refers to an educational approach that capitalizes on students' "natural tendency of curiosity". In the science education literature, the term "inquiry" is broadly defined as a learning process that requires learners to learn in a way a scientist would acquire knowledge through research (Krajcik et.al., 1998; de Jong &amp; van Joolingen, 1998; Sandoval, 2005; White &amp; Frederiksen, 1998; Zimmerman 2007). A general definition for inquiry learning is given by National Science Foundation (2000, p. 2): :"An approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding" Specifically, as described by de Jong (2006a), the inquiry process involves: orientation (identification of variables and relations), hypothesis generation, experimentation (changing variable values, making predictions, and interpreting the outcomes), reaching conclusions (hypothesis testing), evaluation (reflection on the learning process and the acquired knowledge), planning and maintaining an overview of the inquiry effectively used to support inquiry process (monitoring) Researchers also define the related term "inquiry-based learning" in the context of science education to mean inquiry learning. Banchi and Bell (2008) identified four different levels in inquiry-based learning, namely: :(i) Conformation inquiry :(ii) Structured inquiry :(iii) Guided inquiry :(iv) Open inquiry. These levels are based on inquiry progressions. The idea is to slowly let the students explore on their own as the inquiry level progresses (i.e., each inquiry level hinges upon the next level). For instance, conformation inquiry requires from students to confirm an already known scientific principle. They are given the questions and are provided with the methods to derive a solution. They learn already known scientific principles by doing investigations and by collecting and analysing data. In structured inquiry, students are provided with questions and a method; however, they are encouraged to give explanations with supporting evidence. In guided inquiry, only a question is given to the students and they are asked to design methods to test this question and explain the obtained results. Finally in open inquiry, students are better prepared to take their own initiative in doing science; they define their own research question, perform investigations, and derive conclusions, thus applying all the processes of inquiry cycle. Within all of these phases, students should also be supported by so-called "scaffolds", software instruments that help them to perform cognitive actions correctly. An example could be a software tool that helps students to state hypotheses. Overviews of such scaffolds can be found in Chang, Chen, Lin, &amp; Sung (2008), (de Jong, 2006b, 2010), Quintana et al (2004). The understanding of scientific method and developing scientific skills has already been encouraged from earlier research (Dewey 1938) and the benefits of inquiry learning to gain authentic experience in knowledge construction process has also been advocated (Bruner 1961). Researchers argue that inquiry learning should be central to science education instruction (Banchi &amp; Bell, 2008; Sandoval, 2005; Schwab, 1962) because of its potential to stimulate thinking, acquiring deep knowledge, understanding the science concepts and learning the process of doing science. Recent studies and meta-analysis now proof the effectiveness of inquiry learning as compared to a number of other educational approaches. (Alfieri, Brooks, Aldrich, &amp; Tenenbaum, in press; Eysink et al., 2009) ==== Translation issues ==== .../... ==== Disciplinary issues ==== .../... ==== Key references ==== Banchi, H. &amp; Bell, R. (2008). The many levels of inquiry. Science and Children, 46, 26-29 Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21-32. Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 Dewey, J. (1938). Experience and education. MacMillan, New York. Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., &amp; Fredricks, J. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7, 313- 350 National Science Foundation. (2000). Inquiry: Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 1-5. de Jong, T. (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Dealing with complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. de Jong, T. (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 de Jong, T. (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. de Jong, T., &amp; van Joolingen, W.R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. Sandoval, W. A. (2005) Understanding students' practical epistemologies and their influence on learning through inquiry . Science Education, 89, 634-656. Schwab, J.J. 1962. The teaching of science as inquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. White, B. Y., &amp; Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223. ==== Related terms ==== Inquiry-based learning, scientific discovery learning ==== Related documents ==== http://www.nsta.org/publications/download.aspx?s=mail&amp;d=013111&amp;id=Z349URi8cV7CIwhXjO7KEi4OSfaJzlU50cUKZ1zkldE=&amp;utm_source=enewsletter&amp;utm_medium=email&amp;utm_campaign=ElemSciClassFebruary2011 http://scene.asu.edu/habitat/inquiry.html http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf <br> ► [[TEL Dictionary entries]] 140 92 2011-05-26T08:16:00Z Admin 1 wikitext text/x-wiki '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands ==== Definition ==== Inquiry learning refers to an educational approach that capitalizes on students' "natural tendency of curiosity". In the science education literature, the term "inquiry" is broadly defined as a learning process that requires learners to learn in a way a scientist would acquire knowledge through research (Krajcik et.al., 1998; de Jong &amp; van Joolingen, 1998; Sandoval, 2005; White &amp; Frederiksen, 1998; Zimmerman 2007). A general definition for inquiry learning is given by National Science Foundation (2000, p. 2): :"An approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding" Specifically, as described by de Jong (2006a), the inquiry process involves: orientation (identification of variables and relations), hypothesis generation, experimentation (changing variable values, making predictions, and interpreting the outcomes), reaching conclusions (hypothesis testing), evaluation (reflection on the learning process and the acquired knowledge), planning and maintaining an overview of the inquiry effectively used to support inquiry process (monitoring) Researchers also define the related term "inquiry-based learning" in the context of science education to mean inquiry learning. Banchi and Bell (2008) identified four different levels in inquiry-based learning, namely: :(i) Conformation inquiry :(ii) Structured inquiry :(iii) Guided inquiry :(iv) Open inquiry. These levels are based on inquiry progressions. The idea is to slowly let the students explore on their own as the inquiry level progresses (i.e., each inquiry level hinges upon the next level). For instance, conformation inquiry requires from students to confirm an already known scientific principle. They are given the questions and are provided with the methods to derive a solution. They learn already known scientific principles by doing investigations and by collecting and analysing data. In structured inquiry, students are provided with questions and a method; however, they are encouraged to give explanations with supporting evidence. In guided inquiry, only a question is given to the students and they are asked to design methods to test this question and explain the obtained results. Finally in open inquiry, students are better prepared to take their own initiative in doing science; they define their own research question, perform investigations, and derive conclusions, thus applying all the processes of inquiry cycle. Within all of these phases, students should also be supported by so-called "scaffolds", software instruments that help them to perform cognitive actions correctly. An example could be a software tool that helps students to state hypotheses. Overviews of such scaffolds can be found in Chang, Chen, Lin, &amp; Sung (2008), (de Jong, 2006b, 2010), Quintana et al (2004). The understanding of scientific method and developing scientific skills has already been encouraged from earlier research (Dewey 1938) and the benefits of inquiry learning to gain authentic experience in knowledge construction process has also been advocated (Bruner 1961). Researchers argue that inquiry learning should be central to science education instruction (Banchi &amp; Bell, 2008; Sandoval, 2005; Schwab, 1962) because of its potential to stimulate thinking, acquiring deep knowledge, understanding the science concepts and learning the process of doing science. Recent studies and meta-analysis now proof the effectiveness of inquiry learning as compared to a number of other educational approaches. (Alfieri, Brooks, Aldrich, &amp; Tenenbaum, in press; Eysink et al., 2009) ==== Translation issues ==== .../... ==== Disciplinary issues ==== .../... ==== Key references ==== Banchi, H. &amp; Bell, R. (2008). The many levels of inquiry. Science and Children, 46, 26-29 Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21-32. Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 Dewey, J. (1938). Experience and education. MacMillan, New York. Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., &amp; Fredricks, J. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7, 313- 350 National Science Foundation. (2000). Inquiry: Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 1-5. de Jong, T. (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Dealing with complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. de Jong, T. (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 de Jong, T. (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. de Jong, T., &amp; van Joolingen, W.R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. Sandoval, W. A. (2005) Understanding students' practical epistemologies and their influence on learning through inquiry . Science Education, 89, 634-656. Schwab, J.J. 1962. The teaching of science as inquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. White, B. Y., &amp; Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223.<br> ==== Related terms ==== Inquiry-based learning, scientific discovery learning,<br> ==== Related documents ==== http://www.nsta.org/publications/download.aspx?s=mail&amp;d=013111&amp;id=Z349URi8cV7CIwhXjO7KEi4OSfaJzlU50cUKZ1zkldE=&amp;utm_source=enewsletter&amp;utm_medium=email&amp;utm_campaign=ElemSciClassFebruary2011 http://scene.asu.edu/habitat/inquiry.html http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf<br><br> ► [[TEL Dictionary entries]] 92 31 2011-05-24T09:27:21Z Admin 1 wikitext text/x-wiki {{Languages}} '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands ==== Definition ==== Inquiry learning refers to an educational approach that capitalizes on students' "natural tendency of curiosity". In the science education literature, the term "inquiry" is broadly defined as a learning process that requires learners to learn in a way a scientist would acquire knowledge through research (Krajcik et.al., 1998; de Jong &amp; van Joolingen, 1998; Sandoval, 2005; White &amp; Frederiksen, 1998; Zimmerman 2007). A general definition for inquiry learning is given by National Science Foundation (2000, p. 2): :"An approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding" Specifically, as described by de Jong (2006a), the inquiry process involves: orientation (identification of variables and relations), hypothesis generation, experimentation (changing variable values, making predictions, and interpreting the outcomes), reaching conclusions (hypothesis testing), evaluation (reflection on the learning process and the acquired knowledge), planning and maintaining an overview of the inquiry effectively used to support inquiry process (monitoring) Researchers also define the related term "inquiry-based learning" in the context of science education to mean inquiry learning. Banchi and Bell (2008) identified four different levels in inquiry-based learning, namely: :(i) Conformation inquiry :(ii) Structured inquiry :(iii) Guided inquiry :(iv) Open inquiry. These levels are based on inquiry progressions. The idea is to slowly let the students explore on their own as the inquiry level progresses (i.e., each inquiry level hinges upon the next level). For instance, conformation inquiry requires from students to confirm an already known scientific principle. They are given the questions and are provided with the methods to derive a solution. They learn already known scientific principles by doing investigations and by collecting and analysing data. In structured inquiry, students are provided with questions and a method; however, they are encouraged to give explanations with supporting evidence. In guided inquiry, only a question is given to the students and they are asked to design methods to test this question and explain the obtained results. Finally in open inquiry, students are better prepared to take their own initiative in doing science; they define their own research question, perform investigations, and derive conclusions, thus applying all the processes of inquiry cycle. Within all of these phases, students should also be supported by so-called "scaffolds", software instruments that help them to perform cognitive actions correctly. An example could be a software tool that helps students to state hypotheses. Overviews of such scaffolds can be found in Chang, Chen, Lin, &amp; Sung (2008), (de Jong, 2006b, 2010), Quintana et al (2004). The understanding of scientific method and developing scientific skills has already been encouraged from earlier research (Dewey 1938) and the benefits of inquiry learning to gain authentic experience in knowledge construction process has also been advocated (Bruner 1961). Researchers argue that inquiry learning should be central to science education instruction (Banchi &amp; Bell, 2008; Sandoval, 2005; Schwab, 1962) because of its potential to stimulate thinking, acquiring deep knowledge, understanding the science concepts and learning the process of doing science. Recent studies and meta-analysis now proof the effectiveness of inquiry learning as compared to a number of other educational approaches. (Alfieri, Brooks, Aldrich, &amp; Tenenbaum, in press; Eysink et al., 2009) ==== Translation issues ==== .../... ==== Disciplinary issues ==== .../... ==== Key references ==== Banchi, H. &amp; Bell, R. (2008). The many levels of inquiry. Science and Children, 46, 26-29 Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21-32. Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 Dewey, J. (1938). Experience and education. MacMillan, New York. Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., &amp; Fredricks, J. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7, 313- 350 National Science Foundation. (2000). Inquiry: Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 1-5. de Jong, T. (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Dealing with complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. de Jong, T. (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 de Jong, T. (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. de Jong, T., &amp; van Joolingen, W.R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. Sandoval, W. A. (2005) Understanding students' practical epistemologies and their influence on learning through inquiry . Science Education, 89, 634-656. Schwab, J.J. 1962. The teaching of science as inquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. White, B. Y., &amp; Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223.<br> ==== Related terms ==== Inquiry-based learning, scientific discovery learning,<br> ==== Related documents ==== http://www.nsta.org/publications/download.aspx?s=mail&amp;d=013111&amp;id=Z349URi8cV7CIwhXjO7KEi4OSfaJzlU50cUKZ1zkldE=&amp;utm_source=enewsletter&amp;utm_medium=email&amp;utm_campaign=ElemSciClassFebruary2011 http://scene.asu.edu/habitat/inquiry.html http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf<br><br> ► [[TEL Dictionary entries]] 31 30 2011-05-17T14:22:34Z Zeiliger 2 wikitext text/x-wiki '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands ==== Definition ==== Inquiry learning refers to an educational approach that capitalizes on students' "natural tendency of curiosity". In the science education literature, the term "inquiry" is broadly defined as a learning process that requires learners to learn in a way a scientist would acquire knowledge through research (Krajcik et.al., 1998; de Jong &amp; van Joolingen, 1998; Sandoval, 2005; White &amp; Frederiksen, 1998; Zimmerman 2007). A general definition for inquiry learning is given by National Science Foundation (2000, p. 2): :"An approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding" Specifically, as described by de Jong (2006a), the inquiry process involves: orientation (identification of variables and relations), hypothesis generation, experimentation (changing variable values, making predictions, and interpreting the outcomes), reaching conclusions (hypothesis testing), evaluation (reflection on the learning process and the acquired knowledge), planning and maintaining an overview of the inquiry effectively used to support inquiry process (monitoring) Researchers also define the related term "inquiry-based learning" in the context of science education to mean inquiry learning. Banchi and Bell (2008) identified four different levels in inquiry-based learning, namely: :(i) Conformation inquiry :(ii) Structured inquiry :(iii) Guided inquiry :(iv) Open inquiry. These levels are based on inquiry progressions. The idea is to slowly let the students explore on their own as the inquiry level progresses (i.e., each inquiry level hinges upon the next level). For instance, conformation inquiry requires from students to confirm an already known scientific principle. They are given the questions and are provided with the methods to derive a solution. They learn already known scientific principles by doing investigations and by collecting and analysing data. In structured inquiry, students are provided with questions and a method; however, they are encouraged to give explanations with supporting evidence. In guided inquiry, only a question is given to the students and they are asked to design methods to test this question and explain the obtained results. Finally in open inquiry, students are better prepared to take their own initiative in doing science; they define their own research question, perform investigations, and derive conclusions, thus applying all the processes of inquiry cycle. Within all of these phases, students should also be supported by so-called "scaffolds", software instruments that help them to perform cognitive actions correctly. An example could be a software tool that helps students to state hypotheses. Overviews of such scaffolds can be found in Chang, Chen, Lin, &amp; Sung (2008), (de Jong, 2006b, 2010), Quintana et al (2004). The understanding of scientific method and developing scientific skills has already been encouraged from earlier research (Dewey 1938) and the benefits of inquiry learning to gain authentic experience in knowledge construction process has also been advocated (Bruner 1961). Researchers argue that inquiry learning should be central to science education instruction (Banchi &amp; Bell, 2008; Sandoval, 2005; Schwab, 1962) because of its potential to stimulate thinking, acquiring deep knowledge, understanding the science concepts and learning the process of doing science. Recent studies and meta-analysis now proof the effectiveness of inquiry learning as compared to a number of other educational approaches. (Alfieri, Brooks, Aldrich, &amp; Tenenbaum, in press; Eysink et al., 2009) ==== Translation issues ==== .../... ==== Disciplinary issues ==== .../... ==== Key references ==== Banchi, H. &amp; Bell, R. (2008). The many levels of inquiry. Science and Children, 46, 26-29 Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21-32. Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 Dewey, J. (1938). Experience and education. MacMillan, New York. Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., &amp; Fredricks, J. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7, 313- 350 National Science Foundation. (2000). Inquiry: Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 1-5. de Jong, T. (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Dealing with complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. de Jong, T. (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 de Jong, T. (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. de Jong, T., &amp; van Joolingen, W.R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. Sandoval, W. A. (2005) Understanding students' practical epistemologies and their influence on learning through inquiry . Science Education, 89, 634-656. Schwab, J.J. 1962. The teaching of science as inquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. White, B. Y., &amp; Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223.<br> ==== Related terms ==== Inquiry-based learning, scientific discovery learning,<br> ==== Related documents ==== http://www.nsta.org/publications/download.aspx?s=mail&amp;d=013111&amp;id=Z349URi8cV7CIwhXjO7KEi4OSfaJzlU50cUKZ1zkldE=&amp;utm_source=enewsletter&amp;utm_medium=email&amp;utm_campaign=ElemSciClassFebruary2011 http://scene.asu.edu/habitat/inquiry.html http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf<br><br> ► [[TEL Dictionary entries]] 30 29 2011-05-17T13:56:46Z Zeiliger 2 wikitext text/x-wiki '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands ==== Definition ==== Inquiry learning refers to an educational approach that capitalizes on students' "natural tendency of curiosity". In the science education literature, the term "inquiry" is broadly defined as a learning process that requires learners to learn in a way a scientist would acquire knowledge through research (Krajcik et.al., 1998; de Jong &amp; van Joolingen, 1998; Sandoval, 2005; White &amp; Frederiksen, 1998; Zimmerman 2007). A general definition for inquiry learning is given by National Science Foundation (2000, p. 2): :"An approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding" Specifically, as described by de Jong (2006a), the inquiry process involves: orientation (identification of variables and relations), hypothesis generation, experimentation (changing variable values, making predictions, and interpreting the outcomes), reaching conclusions (hypothesis testing), evaluation (reflection on the learning process and the acquired knowledge), planning and maintaining an overview of the inquiry effectively used to support inquiry process (monitoring) Researchers also define the related term "inquiry-based learning" in the context of science education to mean inquiry learning. Banchi and Bell (2008) identified four different levels in inquiry-based learning, namely:<br>:(i) Conformation inquiry<br>:(ii) Structured inquiry<br>:(iii) Guided inquiry<br>:(iv) Open inquiry.<br> These levels are based on inquiry progressions. The idea is to slowly let the students explore on their own as the inquiry level progresses (i.e., each inquiry level hinges upon the next level). For instance, conformation inquiry requires from students to confirm an already known scientific principle. They are given the questions and are provided with the methods to derive a solution. They learn already known scientific principles by doing investigations and by collecting and analysing data. In structured inquiry, students are provided with questions and a method; however, they are encouraged to give explanations with supporting evidence. In guided inquiry, only a question is given to the students and they are asked to design methods to test this question and explain the obtained results. Finally in open inquiry, students are better prepared to take their own initiative in doing science; they define their own research question, perform investigations, and derive conclusions, thus applying all the processes of inquiry cycle. Within all of these phases, students should also be supported by so-called "scaffolds", software instruments that help them to perform cognitive actions correctly. An example could be a software tool that helps students to state hypotheses. Overviews of such scaffolds can be found in Chang, Chen, Lin, &amp; Sung (2008), (de Jong, 2006b, 2010), Quintana et al (2004). The understanding of scientific method and developing scientific skills has already been encouraged from earlier research (Dewey 1938) and the benefits of inquiry learning to gain authentic experience in knowledge construction process has also been advocated (Bruner 1961). Researchers argue that inquiry learning should be central to science education instruction (Banchi &amp; Bell, 2008; Sandoval, 2005; Schwab, 1962) because of its potential to stimulate thinking, acquiring deep knowledge, understanding the science concepts and learning the process of doing science. Recent studies and meta-analysis now proof the effectiveness of inquiry learning as compared to a number of other educational approaches. (Alfieri, Brooks, Aldrich, &amp; Tenenbaum, in press; Eysink et al., 2009) ==== Translation issues ==== .../... ==== Disciplinary issues ==== .../... ==== Key references ==== Banchi, H. &amp; Bell, R. (2008). The many levels of inquiry. Science and Children, 46, 26-29 Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21-32. Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 Dewey, J. (1938). Experience and education. MacMillan, New York. Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., &amp; Fredricks, J. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7, 313- 350 National Science Foundation. (2000). Inquiry: Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 1-5. de Jong, T. (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Dealing with complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. de Jong, T. (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 de Jong, T. (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. de Jong, T., &amp; van Joolingen, W.R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. Sandoval, W. A. (2005) Understanding students' practical epistemologies and their influence on learning through inquiry . Science Education, 89, 634-656. Schwab, J.J. 1962. The teaching of science as inquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. White, B. Y., &amp; Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223.<br> ==== Related terms ==== Inquiry-based learning, scientific discovery learning,<br> ==== Related documents ==== http://www.nsta.org/publications/download.aspx?s=mail&amp;d=013111&amp;id=Z349URi8cV7CIwhXjO7KEi4OSfaJzlU50cUKZ1zkldE=&amp;utm_source=enewsletter&amp;utm_medium=email&amp;utm_campaign=ElemSciClassFebruary2011 http://scene.asu.edu/habitat/inquiry.html http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf<br><br> ► [[TEL Dictionary entries]] 29 2011-05-17T13:41:58Z Zeiliger 2 Created page with "'''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, Univ..." wikitext text/x-wiki '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands ==== <br>Definition<br> ==== Inquiry learning refers to an educational approach that capitalizes on students' "natural tendency of curiosity". In the science education literature, the term "inquiry" is broadly defined as a learning process that requires learners to learn in a way a scientist would acquire knowledge through research (Krajcik et.al., 1998; de Jong &amp; van Joolingen, 1998; Sandoval, 2005; White &amp; Frederiksen, 1998; Zimmerman 2007). A general definition for inquiry learning is given by National Science Foundation (2000, p. 2): "An approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding" Specifically, as described by de Jong (2006a), the inquiry process involves: orientation (identification of variables and relations), hypothesis generation, experimentation (changing variable values, making predictions, and interpreting the outcomes), reaching conclusions (hypothesis testing), evaluation (reflection on the learning process and the acquired knowledge), planning and maintaining an overview of the inquiry effectively used to support inquiry process (monitoring) Researchers also define the related term "inquiry-based learning" in the context of science education to mean inquiry learning. Banchi and Bell (2008) identified four different levels in inquiry-based learning, namely:<br>(i) Conformation inquiry<br>(ii) Structured inquiry<br>(iii) Guided inquiry<br>(iv) Open inquiry.<br>These levels are based on inquiry progressions. The idea is to slowly let the students explore on their own as the inquiry level progresses (i.e., each inquiry level hinges upon the next level). For instance, conformation inquiry requires from students to confirm an already known scientific principle. They are given the questions and are provided with the methods to derive a solution. They learn already known scientific principles by doing investigations and by collecting and analysing data. In structured inquiry, students are provided with questions and a method; however, they are encouraged to give explanations with supporting evidence. In guided inquiry, only a question is given to the students and they are asked to design methods to test this question and explain the obtained results. Finally in open inquiry, students are better prepared to take their own initiative in doing science; they define their own research question, perform investigations, and derive conclusions, thus applying all the processes of inquiry cycle. Within all of these phases, students should also be supported by so-called "scaffolds", software instruments that help them to perform cognitive actions correctly. An example could be a software tool that helps students to state hypotheses. Overviews of such scaffolds can be found in Chang, Chen, Lin, &amp; Sung (2008), (de Jong, 2006b, 2010), Quintana et al (2004). The understanding of scientific method and developing scientific skills has already been encouraged from earlier research (Dewey 1938) and the benefits of inquiry learning to gain authentic experience in knowledge construction process has also been advocated (Bruner 1961). Researchers argue that inquiry learning should be central to science education instruction (Banchi &amp; Bell, 2008; Sandoval, 2005; Schwab, 1962) because of its potential to stimulate thinking, acquiring deep knowledge, understanding the science concepts and learning the process of doing science. Recent studies and meta-analysis now proof the effectiveness of inquiry learning as compared to a number of other educational approaches. (Alfieri, Brooks, Aldrich, &amp; Tenenbaum, in press; Eysink et al., 2009)<br>Translation issues<br> .../...<br>Disciplinary issues<br> .../... ==== <br>Key references<br> ==== Banchi, H. &amp; Bell, R. (2008). The many levels of inquiry. Science and Children, 46, 26-29 Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21-32. Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 Dewey, J. (1938). Experience and education. MacMillan, New York. Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., &amp; Fredricks, J. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7, 313- 350 National Science Foundation. (2000). Inquiry: Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 1-5. de Jong, T. (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Dealing with complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. de Jong, T. (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 de Jong, T. (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. de Jong, T., &amp; van Joolingen, W.R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. Sandoval, W. A. (2005) Understanding students' practical epistemologies and their influence on learning through inquiry . Science Education, 89, 634-656. Schwab, J.J. 1962. The teaching of science as inquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. White, B. Y., &amp; Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223.<br> ==== Related terms<br> ==== Inquiry-based learning, scientific discovery learning,<br> ==== Related documents<br> ==== http://www.nsta.org/publications/download.aspx?s=mail&amp;d=013111&amp;id=Z349URi8cV7CIwhXjO7KEi4OSfaJzlU50cUKZ1zkldE=&amp;utm_source=enewsletter&amp;utm_medium=email&amp;utm_campaign=ElemSciClassFebruary2011 http://scene.asu.edu/habitat/inquiry.html http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf<br><br> <br> ► [[TEL Dictionary entries]] 0 145 1283 1282 2013-03-13T12:12:53Z Vdimitrova 15 /* Определение */ wikitext text/x-wiki <h1>Учене чрез изследв</h1> <u>раб. версия 1</u> '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== Ученето чрез изследване се отнася до подход в образованието, който използва ‘естественото любопитство’ на учащите. Като цяло, в литературата за обучение по естествени науки терминът ‘изследване’ бива дефиниран като учебен процес, който изисква учaщите да усвояват по начинa, по който един учен би извлякал знания чрез изследване (Krajcik et.al., 1998; de Jong & van Joolingen, 1998; Sandoval, 2005; White & Frederiksen, 1998; Zimmerman 2007). Широка дефиниция за това какво е учене чрез изследване е дадена от Националния фонд за научни изследвания (2000, стр. 2): „ Подход на организация на ученето, който съставлява процес на проучване на естествения и материален свят, който процес води от своят страна до задаването на въпроси, правенето на открития и целенасочената проверка на тези открития в търсене на ново разбиране.” По-конертно, както е описано в де Йонг (2006а), процесът на изследване се състои от: насочване (определяне на променливи и връзки), формиране на хипотеза, експериментиране (промяна на стойностите на променливите, даването на прогнози и интерпретация на резултатите), достигането на заключения (проверка на хипотези), оценяване (осмисляне на учебния процес и придобитото познание), планиране и поддържане на поглед върху изследването, приложен по ефективен начин в подкрепа на процеса на проучването (мониторинг). В контекста на обучението по естествени науки изследователите също дефинират сродния термин „ учене, базирано на изследване” със съдържанието, което има термина учене чрез изследване. Банки и Бел (2008) разграничават четири различни нива на учене, основани на процеса на изследване: (1) Изследване с цел потвърждаване на резутати от предишни проучвания (2) Структурирано изследване (3) Ръководено изследване (4) Отворено изследване Тези нива са основани на логика, пo която нивото на сложност расте в нисходящ ред, т.е. 1 е най-ниското, а 4 най-високото ниво. На учащите се позволява да правят открития самостоятелно в хода на усложняването на задачата за изпълнение (т.е. всяко следващо ниво почива на предишното). Изследването с цел потвърждаване на резутати от предишни проучвания например изисква учащите да установят дали принципите, които вече са доказани в науката, са верни. На учащите им се поставят въпроси и им се задават методи, посредством които да стигнат до дадени решения. Те изучават вече известни научни принципи като изследват, събират и анализират данни. В стуктурираното изследване на учащите са им зададени въпроси и метод , обаче търсенето на обеснения със съответстващите им доказателства е задача на самите учащи. В ръководеното изследване единствено е поставен въпрос като се изисква учащите да проектират сами методи за тестване на въпроса и да анализат установените резултати. На най-сложното ниво, в отвореното проучване, учащите са по-добре подготвени да бъдат проактивни в научните си опити. Те определят собствен изследователски въпрос, провеждат проучването и извеждат изводи, като по този начин прилагат в един пълен цикъл всички процеси на едно изследване. В рамките на всички тези фази е добре учащите да бъдат подпомогнати от т. нар. скелета, софтуерни инструменти, които им помагат да извършват когнитивните стъпки правилно. Пример за такъв софтуерен продукт е инстумент, който помага на учащите да генерират хипотези. Преглед на такива скелета може да бъде открит в Chang, Chen, Lin, & Sung (2008), de Jong (2006b, 2010), Quintana et al (2004). Познаването на научните методи и развитието на научни умения са били насърчавани от още по-ранни изследвания (Dewey 1938), а ползите от ученето чрез изследване, които се състоят в това, че учащият натрупва автентичен опит в процеса на изграждане на знание, също са били изтъквани (Bruner 1961). Изследователите подчертават факта, че ученето чрез изследване трябва да бъде поставено в центъра на обучението по естествени науки (Banchi & Bell, 2008; Sandoval, 2005; Schwab, 1962) поради неговия потенциал да стимулира мисленето, да спомага за по-задълбоченото усвояване на знанията, по-задъболченото осмисляне на научните концепции, както и за изучаването на процеса на правене на наука. Скорошни изследвания и мета-анализи доказват ефективността на ученето чрез изследване в сравнение с други образователни подходи (Alfieri, Brooks, Aldrich, & Tenenbaum, in press; Eysink et al., 2009). ==== Коментар по развитието на термина ==== -/- ==== Проблематика на превода ==== -/- ==== Предметна проблематика ==== -/- ==== Основна литература ==== [http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ815766&ERICExtSearch_SearchType_0=no&accno=EJ815766] Banchi, H. &amp; Bell, R. (2008). The many levels of inquiry. Science and Children, 46, 26-29 [http://psycnet.apa.org/psycinfo/1962-00777-001] Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21-32. [http://www.sciencedirect.com/science/article/pii/S0360131508000365] Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 [http://books.google.fr/books?id=UE2EusaU53IC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Dewey, J. (1938). Experience and education. MacMillan, New York. [http://stem.gstboces.org/Shared%20Documents/STEM%20DEPLOYMENT%20PROJECT%20RESEARCH/InquiryinProject-BasedScience.pdf] Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., Soloway, E. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7(3/4), 313- 350 [http://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf99148] National Science Foundation. (2000). Inquiry : Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 120 pages. [http://books.google.fr/books?id=buY4icX3LbAC&lpg=PA107&ots=mjOpqKtxU0&dq=Scaffolds%20for%20computer%20simulation%20based%20scientific%20discovery%20learning&lr&hl=fr&pg=PA107#v=onepage&q=Scaffolds%20for%20computer%20simulation%20based%20scientific%20discovery%20learning&f=false] de Jong, T. (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Handling complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. [http://users.edte.utwente.nl/jong/JongScience2006.pdf] de Jong, T. (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 [http://books.google.fr/books?id=cCD_thHjuxEC&lpg=PA446&ots=tOO2GcfVpw&dq=Instruction%20based%20on%20computer%20simulations&lr&hl=fr&pg=PA446#v=onepage&q=Instruction%20based%20on%20computer%20simulations&f=false] de Jong, T. (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. [http://rer.sagepub.com/content/68/2/179.abstract] de Jong, T., &amp; van Joolingen, W.R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. [http://www.compassproject.net/sadhana/teaching/readings/13808831.pdf] Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. [hhttp://onlinelibrary.wiley.com/doi/10.1002/sce.20065/pdf] Sandoval, W. A. (2005). Understanding students' practical epistemologies and their influence on learning through inquiry. Science Education, 89, 634-656. [http://halshs.archives-ouvertes.fr/hal-00692064/] Schwab, J.J. (1962). The teaching of science as enquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. [http://www.mendeley.com/catalog/inquiry-modeling-metacognition-making-science-accessible-students-1/] White, B. Y., &amp; Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. [http://www.cogsci.ucsd.edu/~deak/classes/EDS115/ZimmermanSciThinkDR07.pdf] Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223. 1282 1281 2013-03-13T12:10:48Z Vdimitrova 15 /* Определение */ wikitext text/x-wiki <h1>Учене чрез изследв</h1> <u>раб. версия 1</u> '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== Ученето чрез изследване се отнася до подход в образованието, който използва ‘естественото любопитство’ на учащите. Като цяло, в литературата за обучение по естествени науки терминът ‘изследване’ бива дефиниран като учебен процес, който изисква учaщите да усвояват по начинa, по който един учен би извлякал знания чрез изследване (Krajcik et.al., 1998; de Jong & van Joolingen, 1998; Sandoval, 2005; White & Frederiksen, 1998; Zimmerman 2007). Широка дефиниция за това какво е учене чрез изследване е дадена от Националния фонд за научни изследвания (2000, стр. 2): „ Подход на организация на ученето, който съставлява процес на проучване на естествения и материален свят, който процес води от своят страна до задаването на въпроси, правенето на открития и целенасочената проверка на тези открития в търсене на ново разбиране.” По-конертно, както е описано в де Йонг (2006а), процесът на изследване се състои от: насочване (определяне на променливи и връзки), формиране на хипотеза, експериментиране (промяна на стойностите на променливите, даването на прогнози и интерпретация на резултатите), достигането на заключения (проверка на хипотези), оценяване (осмисляне на учебния процес и придобитото познание), планиране и поддържане на поглед върху изследването, приложен по ефективен начин в подкрепа на процеса на проучването (мониторинг). В контекста на обучението по естествени науки изследователите също дефинират сродния термин „ учене, базирано на изследване” със съдържанието, което има термина учене чрез изследване. Банки и Бел (2008) разграничават четири различни нива на учене, основани на процеса на изследване: (1) Изследване с цел потвърждаване на резутати от предишни проучвания (2) Структурирано изследване (3) Ръководено изследване (4) Отворено изследване Тези нива са основани на логика, пo която нивото на сложност расте в нисходящ ред, т.е. 1 е най-ниското, а 4 най-високото ниво. На учащите се позволява да правят открития самостоятелно в хода на усложняването на задачата за изпълнение (т.е. всяко следващо ниво почива на предишното). Изследването с цел потвърждаване на резутати от предишни проучвания например изисква учащите да установят дали принципите, които са вече установени в науката, са верни. На учащите им се поставят въпроси и им се задават методи, посредством които да стигнат до дадени решения. Те изучават вече известни научни принципи като изследват, събират и анализират данни. В стуктурираното изследване на учащите са им зададени въпроси и метод , обаче търсенето на обеснения със съответстващите им доказателства е задача на самите учащи. В ръководеното изследване единствено е поставен въпрос като се изисква учащите да проектират сами методи за тестване на въпроса и да анализат установените резултати. На най-сложното ниво, в отвореното проучване, учащите са по-добре подготвени да бъдат проактивни в научните си опити. Те определят собствен изследователски въпрос, провеждат проучването и извеждат изводи, като по този начин прилагат в един пълен цикъл всички процеси на едно изследване. В рамките на всички тези фази е добре учащите да бъдат подпомогнати от т. нар. скелета, софтуерни инструменти, които им помагат да извършват когнитивните стъпки правилно. Пример за такъв софтуерен продукт е инстумент, който помага на учащите да генерират хипотези. Преглед на такива скелета може да бъде открит в Chang, Chen, Lin, & Sung (2008), de Jong (2006b, 2010), Quintana et al (2004). Познаването на научните методи и развитието на научни умения са били насърчавани от още по-ранни изследвания (Dewey 1938), а ползите от ученето чрез изследване, които се състоят в това, че учащият натрупва автентичен опит в процеса на изграждане на знание, също са били изтъквани (Bruner 1961). Изследователите подчертават факта, че ученето чрез изследване трябва да бъде поставено в центъра на обучението по естествени науки (Banchi & Bell, 2008; Sandoval, 2005; Schwab, 1962) поради неговия потенциал да стимулира мисленето, да спомага за по-задълбоченото усвояване на знанията, по-задъболченото осмисляне на научните концепции, както и за изучаването на процеса на правене на наука. Скорошни изследвания и мета-анализи доказват ефективността на ученето чрез изследване в сравнение с други образователни подходи (Alfieri, Brooks, Aldrich, & Tenenbaum, in press; Eysink et al., 2009). ==== Коментар по развитието на термина ==== -/- ==== Проблематика на превода ==== -/- ==== Предметна проблематика ==== -/- ==== Основна литература ==== [http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ815766&ERICExtSearch_SearchType_0=no&accno=EJ815766] Banchi, H. &amp; Bell, R. (2008). The many levels of inquiry. Science and Children, 46, 26-29 [http://psycnet.apa.org/psycinfo/1962-00777-001] Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21-32. [http://www.sciencedirect.com/science/article/pii/S0360131508000365] Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 [http://books.google.fr/books?id=UE2EusaU53IC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Dewey, J. (1938). Experience and education. MacMillan, New York. [http://stem.gstboces.org/Shared%20Documents/STEM%20DEPLOYMENT%20PROJECT%20RESEARCH/InquiryinProject-BasedScience.pdf] Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., Soloway, E. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7(3/4), 313- 350 [http://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf99148] National Science Foundation. (2000). Inquiry : Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 120 pages. [http://books.google.fr/books?id=buY4icX3LbAC&lpg=PA107&ots=mjOpqKtxU0&dq=Scaffolds%20for%20computer%20simulation%20based%20scientific%20discovery%20learning&lr&hl=fr&pg=PA107#v=onepage&q=Scaffolds%20for%20computer%20simulation%20based%20scientific%20discovery%20learning&f=false] de Jong, T. (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Handling complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. [http://users.edte.utwente.nl/jong/JongScience2006.pdf] de Jong, T. (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 [http://books.google.fr/books?id=cCD_thHjuxEC&lpg=PA446&ots=tOO2GcfVpw&dq=Instruction%20based%20on%20computer%20simulations&lr&hl=fr&pg=PA446#v=onepage&q=Instruction%20based%20on%20computer%20simulations&f=false] de Jong, T. (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. [http://rer.sagepub.com/content/68/2/179.abstract] de Jong, T., &amp; van Joolingen, W.R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. [http://www.compassproject.net/sadhana/teaching/readings/13808831.pdf] Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. [hhttp://onlinelibrary.wiley.com/doi/10.1002/sce.20065/pdf] Sandoval, W. A. (2005). Understanding students' practical epistemologies and their influence on learning through inquiry. Science Education, 89, 634-656. [http://halshs.archives-ouvertes.fr/hal-00692064/] Schwab, J.J. (1962). The teaching of science as enquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. [http://www.mendeley.com/catalog/inquiry-modeling-metacognition-making-science-accessible-students-1/] White, B. Y., &amp; Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. [http://www.cogsci.ucsd.edu/~deak/classes/EDS115/ZimmermanSciThinkDR07.pdf] Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223. 1281 1280 2013-03-13T12:09:12Z Vdimitrova 15 /* Определение */ wikitext text/x-wiki <h1>Учене чрез изследв</h1> <u>раб. версия 1</u> '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== Ученето чрез изследване се отнася до подход в образованието, който използва ‘естественото любопитство’ на учащите. Като цяло, в литературата за обучение по естествени науки терминът ‘изследване’ бива дефиниран като учебен процес, който изисква учaщите да усвояват по начинa, по който един учен би извлякал знания чрез изследване (Krajcik et.al., 1998; de Jong & van Joolingen, 1998; Sandoval, 2005; White & Frederiksen, 1998; Zimmerman 2007). Широка дефиниция за това какво е учене чрез изследване е дадена от Националния фонд за научни изследвания (2000, стр. 2): „ Подход на организация на ученето, който съставлява процес на проучване на естествения и материален свят, който процес води от своят страна до задаването на въпроси, правенето на открития и целенасочената проверка на тези открития в търсене на ново разбиране.” По-конертно, както е описано в де Йонг (2006а), процесът на изследване се състои от: насочване (определяне на променливи и връзки), формиране на хипотеза, експериментиране (промяна на стойностите на променливите, даването на прогнози и интерпретация на резултатите), достигането на заключения (проверка на хипотези), оценяване (осмисляне на учебния процес и придобитото познание), планиране и поддържане на поглед върху изследването, приложен по ефективен начин в подкрепа на процеса на проучването (мониторинг). В контекста на обучението по естествени науки изследователите също дефинират сродния термин „ учене, базирано на изследване” със съдържанието, което има термина учене чрез изследване. Банки и Бел (2008) разграничават четири различни нива на учене, основани на процеса на изследване: (1) Изследване с цел потвърждаване на резутати от предишни проучвания (2) Структурирано изследване (3) Ръководено изследване (4) Отворено изследване Тези нива са основани на логиката, пo която нивото на сложност расте в нисходящ ред, т.е. 1 е най-ниското, а 4 най-високото ниво. На учащите се позволява да правят открития самостоятелно в хода на усложняването на задачата за изпълнение (т.е. всяко следващо ниво почива на предишното). Изследването с цел потвърждаване на резутати от предишни проучвания например изисква учащите да установят дали принципите, които са вече установени в науката, са верни. На учащите им се поставят въпроси и им се задават методи, посредством които да стигнат до дадени решения. Те изучават вече известни научни принципи като изследват, събират и анализират данни. В стуктурираното изследване на учащите са им зададени въпроси и метод , обаче търсенето на обеснения със съответстващите им доказателства е задача на самите учащи. В ръководеното изследване единствено е поставен въпрос като се изисква учащите да проектират сами методи за тестване на въпроса и да анализат установените резултати. На най-сложното ниво, в отвореното проучване, учащите са по-добре подготвени да бъдат проактивни в научните си опити. Те определят собствен изследователски въпрос, провеждат проучването и извеждат изводи, като по този начин прилагат в един пълен цикъл всички процеси на едно изследване. В рамките на всички тези фази е добре учащите да бъдат подпомогнати от т. нар. скелета, софтуерни инструменти, които им помагат да извършват когнитивните стъпки правилно. Пример за такъв софтуерен продукт е инстумент, който помага на учащите да генерират хипотези. Преглед на такива скелета може да бъде открит в Chang, Chen, Lin, & Sung (2008), de Jong (2006b, 2010), Quintana et al (2004). Познаването на научните методи и развитието на научни умения са били насърчавани от още по-ранни изследвания (Dewey 1938), а ползите от ученето чрез изследване, които се състоят в това, че учащият натрупва автентичен опит в процеса на изграждане на знание, също са били изтъквани (Bruner 1961). Изследователите подчертават факта, че ученето чрез изследване трябва да бъде поставено в центъра на обучението по естествени науки (Banchi & Bell, 2008; Sandoval, 2005; Schwab, 1962) поради неговия потенциал да стимулира мисленето, да спомага за по-задълбоченото усвояване на знанията, по-задъболченото осмисляне на научните концепции, както и за изучаването на процеса на правене на наука. Скорошни изследвания и мета-анализи доказват ефективността на ученето чрез изследване в сравнение с други образователни подходи (Alfieri, Brooks, Aldrich, & Tenenbaum, in press; Eysink et al., 2009). ==== Коментар по развитието на термина ==== -/- ==== Проблематика на превода ==== -/- ==== Предметна проблематика ==== -/- ==== Основна литература ==== [http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ815766&ERICExtSearch_SearchType_0=no&accno=EJ815766] Banchi, H. &amp; Bell, R. (2008). The many levels of inquiry. Science and Children, 46, 26-29 [http://psycnet.apa.org/psycinfo/1962-00777-001] Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21-32. [http://www.sciencedirect.com/science/article/pii/S0360131508000365] Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 [http://books.google.fr/books?id=UE2EusaU53IC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Dewey, J. (1938). Experience and education. MacMillan, New York. [http://stem.gstboces.org/Shared%20Documents/STEM%20DEPLOYMENT%20PROJECT%20RESEARCH/InquiryinProject-BasedScience.pdf] Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., Soloway, E. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7(3/4), 313- 350 [http://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf99148] National Science Foundation. (2000). Inquiry : Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 120 pages. [http://books.google.fr/books?id=buY4icX3LbAC&lpg=PA107&ots=mjOpqKtxU0&dq=Scaffolds%20for%20computer%20simulation%20based%20scientific%20discovery%20learning&lr&hl=fr&pg=PA107#v=onepage&q=Scaffolds%20for%20computer%20simulation%20based%20scientific%20discovery%20learning&f=false] de Jong, T. (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Handling complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. [http://users.edte.utwente.nl/jong/JongScience2006.pdf] de Jong, T. (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 [http://books.google.fr/books?id=cCD_thHjuxEC&lpg=PA446&ots=tOO2GcfVpw&dq=Instruction%20based%20on%20computer%20simulations&lr&hl=fr&pg=PA446#v=onepage&q=Instruction%20based%20on%20computer%20simulations&f=false] de Jong, T. (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. [http://rer.sagepub.com/content/68/2/179.abstract] de Jong, T., &amp; van Joolingen, W.R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. [http://www.compassproject.net/sadhana/teaching/readings/13808831.pdf] Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. [hhttp://onlinelibrary.wiley.com/doi/10.1002/sce.20065/pdf] Sandoval, W. A. (2005). Understanding students' practical epistemologies and their influence on learning through inquiry. Science Education, 89, 634-656. [http://halshs.archives-ouvertes.fr/hal-00692064/] Schwab, J.J. (1962). The teaching of science as enquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. [http://www.mendeley.com/catalog/inquiry-modeling-metacognition-making-science-accessible-students-1/] White, B. Y., &amp; Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. [http://www.cogsci.ucsd.edu/~deak/classes/EDS115/ZimmermanSciThinkDR07.pdf] Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223. 1280 1165 2013-03-13T12:07:51Z Vdimitrova 15 /* Определение */ wikitext text/x-wiki <h1>Учене чрез изследв</h1> <u>раб. версия 1</u> '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== Ученето чрез изследване се отнася до подход в образованието, който използва ‘естественото любопитство’ на учащите. Като цяло, в литературата за обучение по естествени науки терминът ‘изследване’ бива дефиниран като учебен процес, който изисква учaщите да усвояват по начин, по който един учен би извлякал знания чрез изследване (Krajcik et.al., 1998; de Jong & van Joolingen, 1998; Sandoval, 2005; White & Frederiksen, 1998; Zimmerman 2007). Широка дефиниция за това какво е учене чрез изследване е дадена от Националния фонд за научни изследвания (2000, стр. 2): „ Подход на организация на ученето, който съставлява процес на проучване на естествения и материален свят, който процес води от своят страна до задаването на въпроси, правенето на открития и целенасочената проверка на тези открития в търсене на ново разбиране.” По-конертно, както е описано в де Йонг (2006а), процесът на изследване се състои от: насочване (определяне на променливи и връзки), формиране на хипотеза, експериментиране (промяна на стойностите на променливите, даването на прогнози и интерпретация на резултатите), достигането на заключения (проверка на хипотези), оценяване (осмисляне на учебния процес и придобитото познание), планиране и поддържане на поглед върху изследването, приложен по ефективен начин в подкрепа на процеса на проучването (мониторинг). В контекста на обучението по естествени науки изследователите също дефинират сродния термин „ учене, базирано на изследване” със съдържанието, което има термина учене чрез изследване. Банки и Бел (2008) разграничават четири различни нива на учене, основани на процеса на изследване: (1) Изследване с цел потвърждаване на резутати от предишни проучвания (2) Структурирано изследване (3) Ръководено изследване (4) Отворено изследване Тези нива са основани на логиката, пo която нивото на сложност расте в нисходящ ред, т.е. 1 е най-ниското, а 4 най-високото ниво. На учащите се позволява да правят открития самостоятелно в хода на усложняването на задачата за изпълнение (т.е. всяко следващо ниво почива на предишното). Изследването с цел потвърждаване на резутати от предишни проучвания например изисква учащите да установят дали принципите, които са вече установени в науката, са верни. На учащите им се поставят въпроси и им се задават методи, посредством които да стигнат до дадени решения. Те изучават вече известни научни принципи като изследват, събират и анализират данни. В стуктурираното изследване на учащите са им зададени въпроси и метод , обаче търсенето на обеснения със съответстващите им доказателства е задача на самите учащи. В ръководеното изследване единствено е поставен въпрос като се изисква учащите да проектират сами методи за тестване на въпроса и да анализат установените резултати. На най-сложното ниво, в отвореното проучване, учащите са по-добре подготвени да бъдат проактивни в научните си опити. Те определят собствен изследователски въпрос, провеждат проучването и извеждат изводи, като по този начин прилагат в един пълен цикъл всички процеси на едно изследване. В рамките на всички тези фази е добре учащите да бъдат подпомогнати от т. нар. скелета, софтуерни инструменти, които им помагат да извършват когнитивните стъпки правилно. Пример за такъв софтуерен продукт е инстумент, който помага на учащите да генерират хипотези. Преглед на такива скелета може да бъде открит в Chang, Chen, Lin, & Sung (2008), de Jong (2006b, 2010), Quintana et al (2004). Познаването на научните методи и развитието на научни умения са били насърчавани от още по-ранни изследвания (Dewey 1938), а ползите от ученето чрез изследване, които се състоят в това, че учащият натрупва автентичен опит в процеса на изграждане на знание, също са били изтъквани (Bruner 1961). Изследователите подчертават факта, че ученето чрез изследване трябва да бъде поставено в центъра на обучението по естествени науки (Banchi & Bell, 2008; Sandoval, 2005; Schwab, 1962) поради неговия потенциал да стимулира мисленето, да спомага за по-задълбоченото усвояване на знанията, по-задъболченото осмисляне на научните концепции, както и за изучаването на процеса на правене на наука. Скорошни изследвания и мета-анализи доказват ефективността на ученето чрез изследване в сравнение с други образователни подходи (Alfieri, Brooks, Aldrich, & Tenenbaum, in press; Eysink et al., 2009). ==== Коментар по развитието на термина ==== -/- ==== Проблематика на превода ==== -/- ==== Предметна проблематика ==== -/- ==== Основна литература ==== [http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ815766&ERICExtSearch_SearchType_0=no&accno=EJ815766] Banchi, H. &amp; Bell, R. (2008). The many levels of inquiry. Science and Children, 46, 26-29 [http://psycnet.apa.org/psycinfo/1962-00777-001] Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21-32. [http://www.sciencedirect.com/science/article/pii/S0360131508000365] Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 [http://books.google.fr/books?id=UE2EusaU53IC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Dewey, J. (1938). Experience and education. MacMillan, New York. [http://stem.gstboces.org/Shared%20Documents/STEM%20DEPLOYMENT%20PROJECT%20RESEARCH/InquiryinProject-BasedScience.pdf] Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., Soloway, E. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7(3/4), 313- 350 [http://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf99148] National Science Foundation. (2000). Inquiry : Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 120 pages. [http://books.google.fr/books?id=buY4icX3LbAC&lpg=PA107&ots=mjOpqKtxU0&dq=Scaffolds%20for%20computer%20simulation%20based%20scientific%20discovery%20learning&lr&hl=fr&pg=PA107#v=onepage&q=Scaffolds%20for%20computer%20simulation%20based%20scientific%20discovery%20learning&f=false] de Jong, T. (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Handling complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. [http://users.edte.utwente.nl/jong/JongScience2006.pdf] de Jong, T. (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 [http://books.google.fr/books?id=cCD_thHjuxEC&lpg=PA446&ots=tOO2GcfVpw&dq=Instruction%20based%20on%20computer%20simulations&lr&hl=fr&pg=PA446#v=onepage&q=Instruction%20based%20on%20computer%20simulations&f=false] de Jong, T. (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. [http://rer.sagepub.com/content/68/2/179.abstract] de Jong, T., &amp; van Joolingen, W.R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. [http://www.compassproject.net/sadhana/teaching/readings/13808831.pdf] Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. [hhttp://onlinelibrary.wiley.com/doi/10.1002/sce.20065/pdf] Sandoval, W. A. (2005). Understanding students' practical epistemologies and their influence on learning through inquiry. Science Education, 89, 634-656. [http://halshs.archives-ouvertes.fr/hal-00692064/] Schwab, J.J. (1962). The teaching of science as enquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. [http://www.mendeley.com/catalog/inquiry-modeling-metacognition-making-science-accessible-students-1/] White, B. Y., &amp; Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. [http://www.cogsci.ucsd.edu/~deak/classes/EDS115/ZimmermanSciThinkDR07.pdf] Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223. 1165 1163 2013-02-28T10:29:34Z Balacheff 4 /* Основна литература */ wikitext text/x-wiki <h1>Учене чрез изследв</h1> <u>раб. версия 1</u> '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== Ученето чрез изследване се отнася до подход в образованието, който използва ‘естественото любопитство’ на учащите. Като цяло, в литературата за обучение по естествени науки терминът ‘изследване’ бива дефиниран като учебен процес, който изисква учaщите да усвояват по начин, по който един учен би извлякал знания чрез изследване (Krajcik et.al., 1998; de Jong &amp; van Joolingen, 1998; Sandoval, 2005; White &amp; Frederiksen, 1998; Zimmerman 2007). Обща дефиниция за това какво е учене чрез изследване е дадена от Националния фонд за научни изследвания (2000, стр. 2): „ Подход на организация на ученето, който включва процес на проучване на естествения и материален свят, което от свят страна води до задаването на въпроси, правенето на открития и целенсоченото тестване на тези открития в търсене на ново разбиране.” По-конертно, както е описано в де Йонг (2006а), процесът на изследване се състои от: насочване (определяне на променливи и връзки), формиране на хипотеза, експериментиране (промяна на стойностите на променливите, даването на прогнози и интерпретация на резултатите), достигането на заключения (проверка на хипотези), оценяване (осмисляне на учебния процес и придобитото познание), планиране и поддържане на поглед върху изследването, приложен по ефективен начин в подкрепа на процеса на проучването (мониторинг). В контекста на обучението по естествени науки изследователите също дефинират сродния термин „ учене, базирано на изследване” със съдържанието, което има термина учене чрез изследване. Банки и Бел (2008) разграничават четири различни нива на учене, основано на изследване: <blockquote> (1) Изследване с цел потвърждаване на резутати от предишни проучвания</blockquote> <blockquote>(2) Структурирано изследване</blockquote> <blockquote>(3) Ръководено изследване</blockquote> <blockquote>(4) Отворено изследване</blockquote> Тези нива са основани на логиката, при която нивото на сложност расте в нисходящ ред, т.е. 1 е най-ниското, а 4 най-високото ниво. На учащите се позволява да правят открития самостоятелно в хода на усложняването на задачата за изпълнение (т.е. всяко следващо ниво почива на предишното). Изследването с цел потвърждаване на резутати от предишни проучвания например изисква учащите да установят дали принципите, които са вече установени в науката, са верни. На учащите им се поставят въпросите и им се задават методите, посредством които да стигнат до решенията. Те изучават вече известни научни принципи като изследват, събират данни и ги анализират. В стуктурирано изследване на учащите са им дадени въпроси и метод , обаче търсенето на обеснения със съответстващите им доказателства е задача на самите учащи. В ръководеното изследване на учащите единствено им е зададен въпрос като от тях се изисква да проектират методи за тестване на въпроса и да анализат установените резултати. Накрая в отвореното проучване учащите са по-добре подготвени да бъдат проактивни в научните си опити. Те определят собствен изследователски въпрос, провеждат проучването и вадят заключения, като по този начин прилагат всички процеси на едно изследване в един пълен цикъл. В рамките на всички тези фази учащите е правилно да бъдат подпомогнати от т. нар. ‘скелета’, софтуерни инструменти, които им помагат да извършват когнитивните стъпки правилно. Пример за такъв софтуерен продукт е инстумент, който помага на учащите да генерират хипотези. Преглед на такива скелета може да бъде открит в Chang, Chen, Lin, &amp; Sung (2008), (de Jong, 2006b, 2010), Quintana et al (2004). Познаването на научните методи и развитието на научни умения са били насърчавани от още по-ранни изследвания (Dewey 1938), а ползите от ученето чрез изследване, които се състоят в това, че учащият натрупва автентичен опит в процеса на изграждане на знание, също са били изтъкнати (Bruner 1961). Изследователите подчертават, че ученето чрез изследване трябва да бъде поставено в центъра на обучението по естествени науки (Banchi &amp; Bell, 2008; Sandoval, 2005; Schwab, 1962) поради неговия потенциал да стимулира мисленето, да спомага по-задълбочено усвояване на познания,по-задъболчено осмисляне на научните концепции, както и изучаването на процеса на правене на наука. Скорошни изследвания и мета-анализи сега доказват ефективността на ученето чрез изследване в сравнение с други образователни подходи (Alfieri, Brooks, Aldrich, &amp; Tenenbaum, in press; Eysink et al., 2009). ==== Коментар по развитието на термина ==== -/- ==== Проблематика на превода ==== -/- ==== Предметна проблематика ==== -/- ==== Основна литература ==== [http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ815766&ERICExtSearch_SearchType_0=no&accno=EJ815766] Banchi, H. &amp; Bell, R. (2008). The many levels of inquiry. Science and Children, 46, 26-29 [http://psycnet.apa.org/psycinfo/1962-00777-001] Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21-32. [http://www.sciencedirect.com/science/article/pii/S0360131508000365] Chang, K. E., Chen, Y. L., Lin, H. Y., &amp; Sung, Y. T. (2008). Effects of learning support in simulation-based physics learning. Computers &amp; Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 [http://books.google.fr/books?id=UE2EusaU53IC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Dewey, J. (1938). Experience and education. MacMillan, New York. [http://stem.gstboces.org/Shared%20Documents/STEM%20DEPLOYMENT%20PROJECT%20RESEARCH/InquiryinProject-BasedScience.pdf] Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., Soloway, E. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7(3/4), 313- 350 [http://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf99148] National Science Foundation. (2000). Inquiry : Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 120 pages. [http://books.google.fr/books?id=buY4icX3LbAC&lpg=PA107&ots=mjOpqKtxU0&dq=Scaffolds%20for%20computer%20simulation%20based%20scientific%20discovery%20learning&lr&hl=fr&pg=PA107#v=onepage&q=Scaffolds%20for%20computer%20simulation%20based%20scientific%20discovery%20learning&f=false] de Jong, T. (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen &amp; R. E. Clark (Eds.), Handling complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. [http://users.edte.utwente.nl/jong/JongScience2006.pdf] de Jong, T. (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 [http://books.google.fr/books?id=cCD_thHjuxEC&lpg=PA446&ots=tOO2GcfVpw&dq=Instruction%20based%20on%20computer%20simulations&lr&hl=fr&pg=PA446#v=onepage&q=Instruction%20based%20on%20computer%20simulations&f=false] de Jong, T. (2010). Instruction based on computer simulations. In R. E. Mayer &amp; P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. [http://rer.sagepub.com/content/68/2/179.abstract] de Jong, T., &amp; van Joolingen, W.R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. [http://www.compassproject.net/sadhana/teaching/readings/13808831.pdf] Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. [hhttp://onlinelibrary.wiley.com/doi/10.1002/sce.20065/pdf] Sandoval, W. A. (2005). Understanding students' practical epistemologies and their influence on learning through inquiry. Science Education, 89, 634-656. [http://halshs.archives-ouvertes.fr/hal-00692064/] Schwab, J.J. (1962). The teaching of science as enquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. [http://www.mendeley.com/catalog/inquiry-modeling-metacognition-making-science-accessible-students-1/] White, B. Y., &amp; Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. [http://www.cogsci.ucsd.edu/~deak/classes/EDS115/ZimmermanSciThinkDR07.pdf] Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223. 1163 1162 2013-02-28T10:02:53Z Balacheff 4 /* Определение */ wikitext text/x-wiki <h1>Учене чрез изследв</h1> <u>раб. версия 1</u> '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== Ученето чрез изследване се отнася до подход в образованието, който използва ‘естественото любопитство’ на учащите. Като цяло, в литературата за обучение по естествени науки терминът ‘изследване’ бива дефиниран като учебен процес, който изисква учaщите да усвояват по начин, по който един учен би извлякал знания чрез изследване (Krajcik et.al., 1998; de Jong &amp; van Joolingen, 1998; Sandoval, 2005; White &amp; Frederiksen, 1998; Zimmerman 2007). Обща дефиниция за това какво е учене чрез изследване е дадена от Националния фонд за научни изследвания (2000, стр. 2): „ Подход на организация на ученето, който включва процес на проучване на естествения и материален свят, което от свят страна води до задаването на въпроси, правенето на открития и целенсоченото тестване на тези открития в търсене на ново разбиране.” По-конертно, както е описано в де Йонг (2006а), процесът на изследване се състои от: насочване (определяне на променливи и връзки), формиране на хипотеза, експериментиране (промяна на стойностите на променливите, даването на прогнози и интерпретация на резултатите), достигането на заключения (проверка на хипотези), оценяване (осмисляне на учебния процес и придобитото познание), планиране и поддържане на поглед върху изследването, приложен по ефективен начин в подкрепа на процеса на проучването (мониторинг). В контекста на обучението по естествени науки изследователите също дефинират сродния термин „ учене, базирано на изследване” със съдържанието, което има термина учене чрез изследване. Банки и Бел (2008) разграничават четири различни нива на учене, основано на изследване: <blockquote> (1) Изследване с цел потвърждаване на резутати от предишни проучвания</blockquote> <blockquote>(2) Структурирано изследване</blockquote> <blockquote>(3) Ръководено изследване</blockquote> <blockquote>(4) Отворено изследване</blockquote> Тези нива са основани на логиката, при която нивото на сложност расте в нисходящ ред, т.е. 1 е най-ниското, а 4 най-високото ниво. На учащите се позволява да правят открития самостоятелно в хода на усложняването на задачата за изпълнение (т.е. всяко следващо ниво почива на предишното). Изследването с цел потвърждаване на резутати от предишни проучвания например изисква учащите да установят дали принципите, които са вече установени в науката, са верни. На учащите им се поставят въпросите и им се задават методите, посредством които да стигнат до решенията. Те изучават вече известни научни принципи като изследват, събират данни и ги анализират. В стуктурирано изследване на учащите са им дадени въпроси и метод , обаче търсенето на обеснения със съответстващите им доказателства е задача на самите учащи. В ръководеното изследване на учащите единствено им е зададен въпрос като от тях се изисква да проектират методи за тестване на въпроса и да анализат установените резултати. Накрая в отвореното проучване учащите са по-добре подготвени да бъдат проактивни в научните си опити. Те определят собствен изследователски въпрос, провеждат проучването и вадят заключения, като по този начин прилагат всички процеси на едно изследване в един пълен цикъл. В рамките на всички тези фази учащите е правилно да бъдат подпомогнати от т. нар. ‘скелета’, софтуерни инструменти, които им помагат да извършват когнитивните стъпки правилно. Пример за такъв софтуерен продукт е инстумент, който помага на учащите да генерират хипотези. Преглед на такива скелета може да бъде открит в Chang, Chen, Lin, &amp; Sung (2008), (de Jong, 2006b, 2010), Quintana et al (2004). Познаването на научните методи и развитието на научни умения са били насърчавани от още по-ранни изследвания (Dewey 1938), а ползите от ученето чрез изследване, които се състоят в това, че учащият натрупва автентичен опит в процеса на изграждане на знание, също са били изтъкнати (Bruner 1961). Изследователите подчертават, че ученето чрез изследване трябва да бъде поставено в центъра на обучението по естествени науки (Banchi &amp; Bell, 2008; Sandoval, 2005; Schwab, 1962) поради неговия потенциал да стимулира мисленето, да спомага по-задълбочено усвояване на познания,по-задъболчено осмисляне на научните концепции, както и изучаването на процеса на правене на наука. Скорошни изследвания и мета-анализи сега доказват ефективността на ученето чрез изследване в сравнение с други образователни подходи (Alfieri, Brooks, Aldrich, &amp; Tenenbaum, in press; Eysink et al., 2009). ==== Коментар по развитието на термина ==== -/- ==== Проблематика на превода ==== -/- ==== Предметна проблематика ==== -/- ==== Основна литература ==== 1162 2013-02-28T10:01:24Z Balacheff 4 Created page with "<h1>Учене чрез изследв</h1> <u>раб. версия 1</u> '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danis..." wikitext text/x-wiki <h1>Учене чрез изследв</h1> <u>раб. версия 1</u> '''Editor''': Ton de Jong, University of Twente, Enschede, The Netherlands '''Contributors''': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== Ученето чрез изследване се отнася до подход в образованието, който използва ‘естественото любопитство’ на учащите. Като цяло, в литературата за обучение по естествени науки терминът ‘изследване’ бива дефиниран като учебен процес, който изисква учaщите да усвояват по начин, по който един учен би извлякал знания чрез изследване (Krajcik et.al., 1998; de Jong &amp; van Joolingen, 1998; Sandoval, 2005; White &amp; Frederiksen, 1998; Zimmerman 2007). Обща дефиниция за това какво е учене чрез изследване е дадена от Националния фонд за научни изследвания (2000, стр. 2): „ Подход на организация на ученето, който включва процес на проучване на естествения и материален свят, което от свят страна води до задаването на въпроси, правенето на открития и целенсоченото тестване на тези открития в търсене на ново разбиране.” По-конертно, както е описано в де Йонг (2006а), процесът на изследване се състои от: насочване (определяне на променливи и връзки), формиране на хипотеза, експериментиране (промяна на стойностите на променливите, даването на прогнози и интерпретация на резултатите), достигането на заключения (проверка на хипотези), оценяване (осмисляне на учебния процес и придобитото познание), планиране и поддържане на поглед върху изследването, приложен по ефективен начин в подкрепа на процеса на проучването (мониторинг). В контекста на обучението по естествени науки изследователите също дефинират сродния термин „ учене, базирано на изследване” със съдържанието, което има термина учене чрез изследване. Банки и Бел (2008) разграничават четири различни нива на учене, основано на изследване: <blockquote> (1) Изследване с цел потвърждаване на резутати от предишни проучвания (2) Структурирано изследване (3) Ръководено изследване (4) Отворено изследване </blockquote> Тези нива са основани на логиката, при която нивото на сложност расте в нисходящ ред, т.е. 1 е най-ниското, а 4 най-високото ниво. На учащите се позволява да правят открития самостоятелно в хода на усложняването на задачата за изпълнение (т.е. всяко следващо ниво почива на предишното). Изследването с цел потвърждаване на резутати от предишни проучвания например изисква учащите да установят дали принципите, които са вече установени в науката, са верни. На учащите им се поставят въпросите и им се задават методите, посредством които да стигнат до решенията. Те изучават вече известни научни принципи като изследват, събират данни и ги анализират. В стуктурирано изследване на учащите са им дадени въпроси и метод , обаче търсенето на обеснения със съответстващите им доказателства е задача на самите учащи. В ръководеното изследване на учащите единствено им е зададен въпрос като от тях се изисква да проектират методи за тестване на въпроса и да анализат установените резултати. Накрая в отвореното проучване учащите са по-добре подготвени да бъдат проактивни в научните си опити. Те определят собствен изследователски въпрос, провеждат проучването и вадят заключения, като по този начин прилагат всички процеси на едно изследване в един пълен цикъл. В рамките на всички тези фази учащите е правилно да бъдат подпомогнати от т. нар. ‘скелета’, софтуерни инструменти, които им помагат да извършват когнитивните стъпки правилно. Пример за такъв софтуерен продукт е инстумент, който помага на учащите да генерират хипотези. Преглед на такива скелета може да бъде открит в Chang, Chen, Lin, &amp; Sung (2008), (de Jong, 2006b, 2010), Quintana et al (2004). Познаването на научните методи и развитието на научни умения са били насърчавани от още по-ранни изследвания (Dewey 1938), а ползите от ученето чрез изследване, които се състоят в това, че учащият натрупва автентичен опит в процеса на изграждане на знание, също са били изтъкнати (Bruner 1961). Изследователите подчертават, че ученето чрез изследване трябва да бъде поставено в центъра на обучението по естествени науки (Banchi &amp; Bell, 2008; Sandoval, 2005; Schwab, 1962) поради неговия потенциал да стимулира мисленето, да спомага по-задълбочено усвояване на познания,по-задъболчено осмисляне на научните концепции, както и изучаването на процеса на правене на наука. Скорошни изследвания и мета-анализи сега доказват ефективността на ученето чрез изследване в сравнение с други образователни подходи (Alfieri, Brooks, Aldrich, &amp; Tenenbaum, in press; Eysink et al., 2009). ==== Коментар по развитието на термина ==== -/- ==== Проблематика на превода ==== -/- ==== Предметна проблематика ==== -/- ==== Основна литература ==== 0 24 94 93 2011-05-24T09:30:37Z Admin 1 wikitext text/x-wiki {{Languages}} == Apprentissage par investigation == '''Editeur''': '''Contributeurs''': ==== Définition ==== ==== Questions de traduction ==== ==== Questions disciplinaires ==== ==== Références ==== ==== Termes en rapport ==== ==== Documents en rapport ==== 93 2011-05-24T09:30:08Z Admin 1 Created page with "{{Languages}} == Apprentissage par investigation == '''Editeur''': '''Contributeurs''': ==== Définition ==== ==== Questions de traduction ==== ==== Questions discipli..." wikitext text/x-wiki {{Languages}} == Apprentissage par investigation == '''Editeur''': '''Contributeurs''': ==== Définition ==== ==== Questions de traduction ==== ==== Questions disciplinaires ==== ==== Références ==== ==== Termes en rapport ==== ==== Documents en rapport ==== 0 81 353 2011-09-02T08:59:55Z Zeiliger 2 Created page with "{{languages}} '''Felfedező tanulás (Inquiry learning)''' ''Szerzők'': Ton de Jong, University of Twente, Enschede, The Netherlands <br>''Munkatársak'': Danish Nadeem, Uni..." wikitext text/x-wiki {{languages}} '''Felfedező tanulás (Inquiry learning)''' ''Szerzők'': Ton de Jong, University of Twente, Enschede, The Netherlands <br>''Munkatársak'': Danish Nadeem, University of Twente, Enschede, The Netherlands, Ard Lazonder, University of Twente, Enschede, The Netherlands ====Definíció==== A kutatás-alapú tanulás egy olyan oktatási módszer, amely a természetes emberi kíváncsiságra épít. A természettudományos oktatás irodalmában a „kutatás” alapú tanulási módszer széles körben elterjedt. Ezzel a módszerrel a diákok az ismereteiket kísérleteken és vizsgálatokon, vagyis kutatás módján szerzik meg, épp olyan módon, ahogyan a tudósok is. (Krajcik et.al., 1998; de Jong & van Joolingen, 1998; Sandoval, 2005; White & Frederiksen, 1998; Zimmerman 2007). A general definition for inquiry learning is given by National Science Foundation (2000, p. 2) A felfedező tanulás National Science Foundation által adott általános definíciója: :„A tanulásnak egy olyan megközelítése ez, ami magában foglalja a természeti és anyagi világ felfedezésének folyamatát, kérdések felvetéséhez, felfedezések megtételéhez vezet, majd szigorúan teszteli az eredményeket az új ismeretek megértése során.” Speciálisan, de Jong (2006a) leírása szerint, a felfedezés folyamata magában foglalja: a tájékozódás képességét (változók és összefüggések azonosítása), hipotézis generálását, kísérletezést (a változtatható értékek módosítása, becslések megtétele és az eredmények értelmezése), a konklúzió levonását (a hipotézis tesztelése), kiértékelést (a tanulási folyamat és a megszerzett ismeretek átgondolás és értékelése), a kutatás összefoglalásának megtervezését és valós, értékelhető adatok kiszűrését (ellenőrzés). A kutatók a tudományos oktatással összefüggésben úgy is definiálják a kifejezést „kutatás-alapú tanulás”, hogy felfedező tanulás. Banchi és Bell (2008) ezt a tanulási folyamatot négy szintre bontja: :(i) Megerősítés vizsgálat (Conformation inquiry)<br>(ii) Strukturált vizsgálat (Structured inquiry)<br>(iii) Irányított vizsgálat (Guided inquiry)<br>(iv) Szabad vizsgálat (Open inquiry). Ezek a szintek a felfedezés folyamatán alapszanak. Az alapötlet az, hogy a diákot hagyjuk ezen szintek mentén önállóan felfedezni a világot. Például, a megerősítés vizsgálat megkívánja a diákoktól, hogy bizonyítsanak egy, már ismert tudományos elméletet. Az oktatók kérdéseket tesznek fel és módszereket ajánlanak, amivel rávezetik a hallgatókat a megoldásra. A kutatás, adat-gyűjtés és -analizálás közben már ismert tudományos elméleteket dolgoznak fel. A strukturált vizsgálat szakaszában a tanulókat kérdésekkel és módszerekkel látják el mindamellett arra ösztönzi őket, hogy bizonyítékkal alátámasztott magyarázatokat adjanak. Az irányított vizsgálat szakaszában csak a kérdést kapják meg a diákok és ők választanak módszert, amivel vizsgálják a feltett kérdést és megmagyarázzák a kapott eredményeket. Végül a szabad vizsgálat szakaszában a tanulók rutinosabban és tapasztaltabban választanak folyamatot a tudományos vizsgálatok megfigyelésére. Ebben a szakaszban már maguk állítják fel saját kutatási kérdéseiket, elvégzik a kísérleteket, majd konklúzióra jutnak, így a vizsgálati ciklus teljes folyamatát alkalmazzák. Mindezen fázisok közben a diákokat támogatni kellene egy jól felépített vázzal – úgynevezett „scaffolds”-al –, például olyan szoftveres eszközökkel, amelyek segítik őket abban, hogy a kognitív folyamat helyesen menjen végbe. Ilyen szoftver lehet például egy olyan program, ami segíti a diákokat a hipotézisek felállításában. Ilyen vázak találhatóak az alábbi helyeken Chang, Chen, Lin, & Sung (2008), (de Jong, 2006b, 2010), Quintana et al (2004). A tudományos módszer megértésének és tudományos készségek fejlesztésének lehetősége már az eddigi kutatásokból is kitűnik (Dewey 1938). Emellett a felfedező tanulás további előnye, hogy a tanuló igazi tapasztalatot nyer az ismeret konstrukció folyamatában(Bruner 1961). A kutatók egyetértenek abban, hogy a felfedező tanulásnak meghatározó jelentőségűnek kellene lennie a tudományos oktatás során ((Banchi & Bell, 2008; Sandoval, 2005; Schwab, 1962). Ennek oka a gondolkodás serkentésében, a mély és alapos tudás megszerzésében, a tudományos kompetenciák elsajátításában és a tudomány művelés folyamatának megtanulásában rejlő lehetőségekben keresendő. A mai tanulmányok és meta-analízis bizonyítja a felfedező tanulás hatékonyságát a többi oktatási módszerrel szemben. Alfieri, Brooks, Aldrich, & Tenenbaum, in press; Eysink et al., 2009) ====Fordítási kérdések==== .../... ====Tudományági kérdések==== .../... ====Főbb referenciák==== Banchi, H. & Bell, R. (2008). The many levels of inquiry. Science and Children, 46, 26-29 Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21-32. Chang, K. E., Chen, Y. L., Lin, H. Y., & Sung, Y. T. (2008). Effects of learning support in simulation-based physics learning. Computers & Education, 51, 1486-1498. doi: 10.1016/j.compedu.2008.01.007 Dewey, J. (1938). Experience and education. MacMillan, New York. Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., & Fredricks, J. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7, 313- 350 National Science Foundation. (2000). Inquiry: Thoughts, Views, and Strategies for the K-5 Classroom. In Foundations, 2, 1-5. de Jong, T. (2006a). Scaffolds for computer simulation based scientific discovery learning. In J. Elen & R. E. Clark (Eds.), Dealing with complexity in learning environments (pp. 107-128). London: Elsevier Science Publishers. de Jong, T. (2006b). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533 de Jong, T. (2010). Instruction based on computer simulations. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446-466): Routledge Press. de Jong, T., & van Joolingen, W.R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13, 337-387. Sandoval, W. A. (2005) Understanding students' practical epistemologies and their influence on learning through inquiry . Science Education, 89, 634-656. Schwab, J.J. 1962. The teaching of science as inquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 3-103). Cambridge, MA: Harvard University Press. White, B. Y., & Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3 - 118. Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223. ====Kapcsolódó kifejezések==== Felfedező tanulás, kutatás-alapú tanulás, tudományos felfedező tanulás ====Kapcsolódó dokumentumok==== http://www.nsta.org/publications/download.aspx?s=mail&d=013111&id=Z349URi8cV7CIwhXjO7KEi4OSfaJzlU50cUKZ1zkldE=&utm_source=enewsletter&utm_medium=email&utm_campaign=ElemSciClassFebruary2011 <br>http://scene.asu.edu/habitat/inquiry.html <br>http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf 0 105 1226 799 2013-03-06T09:56:31Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Jacqueline Bourdeau, Télé-université, Montréal; Monique Grandbastien, Université Henri-Poincaré, Nancy '''Contributors''': …/… ====Definition==== An Intelligent tutoring system (ITS) is an AI-based system that can reason upon models of knowledge useful for fostering and evaluating learning. The main function of an ITS is to adapt to the learner through an understanding or an awareness of her cognitive, meta-cognitive or affective states. ====Comments on the history==== The term “intelligent tutoring systems” was coined by David Sleeman and John Seely Brown (Sleeman and Brown 1982 p.1), acknowledging the evolution of Computer Assisted Instruction (CAI) into Intelligent Computer Assisted Instruction (ICAI), and emphasizing the focus on individual learning. In 1987, Wenger provided a detailed description of ITS in his seminal book entitled “Artificial Intelligence and Tutoring Systems”. In 1988 started the series of biannual ''ITS conferences''. Most results from ITS research are to be found in the ''International Journal of Artificial Intelligence and Education''. ====Related terms==== Student modeling; Student model; Learner modeling; Learner model; learner module; Knowledge representation; Knowledge model; Knowledge module; Pedagogical module; Educational data mining; Artificial Intelligence in Education. ====Translation issues==== French: système tutoriel intelligent; tuteur intelligent. ====Disciplinary issues==== The field of ITS is by nature interdisciplinary, at the crossroads of computer science (artificial intelligence, software engineering, data mining, HCI) and educational psychology, cognitive science and instructional science. ITS research challenges these fields both at the fundamental and the methodological levels, and stimulates interdisciplinary thinking. From its origin, it represents an important milestone in the structuration of research on AI and Learning. Characteristics of ITS research is the emphasis on individualization and the requirement for the system to have its own problem solving expertise, as well as specific tutoring to conduct its interaction with the student: “Computer-assisted instruction evolves toward intelligent tutoring systems (ITSs) by passing three tests on intelligence. First, the subject matter, or domain, must be “known” to the computer system well enough for this embedded expert to draw inferences or solve problems in the domain. Second, the system must be able to deduce learners’ approximation of that knowledge. Third the tutorial strategy or pedagogy must be intelligent in that the “instructor in the box” can implement strategies to reduce the difference between expert and student performance.” (Burns and Capps, p.1). This is translated into the classical three modules architecture of ITSs: the domain module, the tutor module and the learner module. Following John Self (1999, p.350), basic architecture of ITSs was already established in the mid-seventies. However, “beside this classic component view of ITSs, these systems offer a number of services. The implementation of some of these services usually transcends the individual components”, all of these aiming at fine-tuned adaptation to the learner (Nkambou et al. 2010, p.5). ====Key references==== [http://books.google.fr/books?id=gOlJgcpAuF4C&lpg=PP1&hl=fr&pg=PA1#v=onepage&q=Burns%20H.&%20Capps%20C.&f=false] Burns H.& Capps C. (1988) Foundation of intelligent tutoring systems: an introduction. In: Polson M. C., Richardson J. J. (eds.), Foundations of Intelligent tutoring systems (pp.1-19).Hillsdale, NJ: Laurence Erlbaum. [http://www.springer.com/engineering/computational+intelligence+and+complexity/book/978-3-642-14362-5] Nkambou R., Bourdeau J., Mizoguchi R. (eds.) (2010). Advances in Intelligent tutoring systems. Springer Verlag. [http://hal.archives-ouvertes.fr/docs/00/19/73/46/PDF/self99.pdf] Self J. (1999) The defining characteristics of intelligent tutoring systems research: ITSs care, precisely. International Journal of Artificial Intelligence in Education, 10, 350-364 [http://www.johnseelybrown.com/pubs.html] Sleeman D., Brown J. S. (eds) (1982) Intelligent tutoring systems. London: Academic Press. [http://www.ewenger.com/pub/index.htm] Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos, CA: Kaufman Publishers. [http://store.elsevier.com/Building-Intelligent-Interactive-Tutors/Beverly-Woolf/isbn-9780123735942/] Woolf B. (2009) Building Intelligent Interactive Tutors: Student-centered Strategies for Revolutionizing E-learning. Burlington, MA, Morgan Kaufmann. 799 798 2012-02-23T13:57:01Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Jacqueline Bourdeau, Télé-université, Montréal; Monique Grandbastien, Université Henri-Poincaré, Nancy '''Contributors''': …/… ====Definition==== An Intelligent tutoring system (ITS) is an AI-based system that can reason upon models of knowledge useful for fostering and evaluating learning. The main function of an ITS is to adapt to the learner through an understanding or an awareness of her cognitive, meta-cognitive or affective states. ====Comments on the history==== The term “intelligent tutoring systems” was coined by David Sleeman and John Seely Brown (Sleeman and Brown 1982 p.1), acknowledging the evolution of Computer Assisted Instruction (CAI) into Intelligent Computer Assisted Instruction (ICAI), and emphasizing the focus on individual learning. In 1987, Wenger provided a detailed description of ITS in his seminal book entitled “Artificial Intelligence and Tutoring Systems”. In 1988 started the series of biannual ''ITS conferences''. Most results from ITS research are to be found in the ''International Journal of Artificial Intelligence and Education''. ====Related terms==== Student modeling; Student model; Learner modeling; Learner model; learner module; Knowledge representation; Knowledge model; Knowledge module; Pedagogical module; Educational data mining; Artificial Intelligence in Education. ====Translation issues==== French: système tutoriel intelligent; tuteur intelligent. ====Disciplinary issues==== The field of ITS is by nature interdisciplinary, at the crossroads of computer science (artificial intelligence, software engineering, data mining, HCI) and educational psychology, cognitive science and instructional science. ITS research challenges these fields both at the fundamental and the methodological levels, and stimulates interdisciplinary thinking. From its origin, it represents an important milestone in the structuration of research on AI and Learning. Characteristics of ITS research is the emphasis on individualization and the requirement for the system to have its own problem solving expertise, as well as specific tutoring to conduct its interaction with the student: “Computer-assisted instruction evolves toward intelligent tutoring systems (ITSs) by passing three tests on intelligence. First, the subject matter, or domain, must be “known” to the computer system well enough for this embedded expert to draw inferences or solve problems in the domain. Second, the system must be able to deduce learners’ approximation of that knowledge. Third the tutorial strategy or pedagogy must be intelligent in that the “instructor in the box” can implement strategies to reduce the difference between expert and student performance.” (Burns and Capps, p.1). This is translated into the classical three modules architecture of ITSs: the domain module, the tutor module and the learner module. Following John Self (1999, p.350), basic architecture of ITSs was already established in the mid-seventies. However, “beside this classic component view of ITSs, these systems offer a number of services. The implementation of some of these services usually transcends the individual components”, all of these aiming at fine-tuned adaptation to the learner (Nkambou et al. 2010, p.5). ====Key references==== Burns H.& Capps C. [http://www.telearn.org/open-archive/browse?resource=7141_v1] (1988) Foundation of intelligent tutoring systems: an introduction. In: Polson M. C., Richardson J. J. (eds.), Foundations of Intelligent tutoring systems (pp.1-19).Hillsdale, NJ: Laurence Erlbaum. Nkambou R., Bourdeau J., Mizoguchi R. (eds.) [http://www.telearn.org/open-archive/browse?resource=7142_v1] (2010). Advances in Intelligent tutoring systems. Springer Verlag. Self J. [http://telearn.archives-ouvertes.fr/hal-00197346_v1/] (1999) The defining characteristics of intelligent tutoring systems research: ITSs care, precisely. International Journal of Artificial Intelligence in Education, 10, 350-364 Sleeman D., Brown J. S. [http://www.telearn.org/open-archive/browse?resource=7269_v1] (eds) (1982) Intelligent tutoring systems. London: Academic Press. Wenger E. [http://www.telearn.org/open-archive/browse?resource=7270_v1] (1987) Artificial Intelligence and Tutoring Systems. Los Altos, CA: Kaufman Publishers. Woolf B. [http://www.telearn.org/open-archive/browse?resource=7143_v1] (2009) Building Intelligent Interactive Tutors: Student-centered Strategies for Revolutionizing E-learning. Burlington, MA, Morgan Kaufmann. 798 746 2012-02-23T13:37:56Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Jacqueline Bourdeau, Télé-université, Montréal; Monique Grandbastien, Université Henri-Poincaré, Nancy '''Contributors''': …/… ====Definition==== An Intelligent tutoring system (ITS) is an AI-based system that can reason upon models of knowledge useful for fostering and evaluating learning. The main function of an ITS is to adapt to the learner through an understanding or an awareness of her cognitive, meta-cognitive or affective states. ====Comments on the history==== The term “intelligent tutoring systems” was coined by David Sleeman and John Seely Brown (Sleeman and Brown 1982 p.1), acknowledging the evolution of Computer Assisted Instruction (CAI) into Intelligent Computer Assisted Instruction (ICAI), and emphasizing the focus on individual learning. In 1987, Wenger provided a detailed description of ITS in his seminal book entitled “Artificial Intelligence and Tutoring Systems”. In 1988 started the series of biannual ''ITS conferences''. Most results from ITS research are to be found in the ''International Journal of Artificial Intelligence and Education''. ====Related terms==== Student modeling; Student model; Learner modeling; Learner model; learner module; Knowledge representation; Knowledge model; Knowledge module; Pedagogical module; Educational data mining; Artificial Intelligence in Education. ====Translation issues==== French: système tutoriel intelligent; tuteur intelligent. ====Disciplinary issues==== The field of ITS is by nature interdisciplinary, at the crossroads of computer science (artificial intelligence, software engineering, data mining, HCI) and educational psychology, cognitive science and instructional science. ITS research challenges these fields both at the fundamental and the methodological levels, and stimulates interdisciplinary thinking. From its origin, it represents an important milestone in the structuration of research on AI and Learning. Characteristics of ITS research is the emphasis on individualization and the requirement for the system to have its own problem solving expertise, as well as specific tutoring to conduct its interaction with the student: “Computer-assisted instruction evolves toward intelligent tutoring systems (ITSs) by passing three tests on intelligence. First, the subject matter, or domain, must be “known” to the computer system well enough for this embedded expert to draw inferences or solve problems in the domain. Second, the system must be able to deduce learners’ approximation of that knowledge. Third the tutorial strategy or pedagogy must be intelligent in that the “instructor in the box” can implement strategies to reduce the difference between expert and student performance.” (Burns and Capps, p.1). This is translated into the classical three modules architecture of ITSs: the domain module, the tutor module and the learner module. Following John Self (1999, p.350), basic architecture of ITSs was already established in the mid-seventies. However, “beside this classic component view of ITSs, these systems offer a number of services. The implementation of some of these services usually transcends the individual components”, all of these aiming at fine-tuned adaptation to the learner (Nkambou et al. 2010, p.5). ====Key references==== Burns H.& Capps C. [http://www.telearn.org/open-archive/browse?resource=7141_v1] (1988) Foundation of intelligent tutoring systems: an introduction. In: Polson M. C., Richardson J. J. (eds.), Foundations of Intelligent tutoring systems (pp.1-19).Hillsdale, NJ: Laurence Erlbaum. Nkambou R., Bourdeau J., Mizoguchi R. (eds.) [http://www.telearn.org/open-archive/browse?resource=7142_v1] (2010). Advances in Intelligent tutoring systems. Springer Verlag. Self J. [http://telearn.archives-ouvertes.fr/hal-00197346_v1/] (1999) The defining characteristics of intelligent tutoring systems research: ITSs care, precisely. International Journal of Artificial Intelligence in Education, 10, 350-364 Sleeman D., Brown J. S. [http://www.telearn.org/open-archive/browse?resource=7269_v1] (eds) (1982) Intelligent tutoring systems. London: Academic Press. Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos, CA: Kaufman Publishers. Woolf B. [http://www.telearn.org/open-archive/browse?resource=7143_v1] (2009) Building Intelligent Interactive Tutors: Student-centered Strategies for Revolutionizing E-learning. Burlington, MA, Morgan Kaufmann. 746 745 2012-02-10T14:59:59Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Jacqueline Bourdeau, Télé-université, Montréal; Monique Grandbastien, Université Henri-Poincaré, Nancy '''Contributors''': …/… ====Definition==== An Intelligent tutoring system (ITS) is an AI-based system that can reason upon models of knowledge useful for fostering and evaluating learning. The main function of an ITS is to adapt to the learner through an understanding or an awareness of her cognitive, meta-cognitive or affective states. ====Comments on the history==== The term “intelligent tutoring systems” was coined by David Sleeman and John Seely Brown (Sleeman and Brown 1982 p.1), acknowledging the evolution of Computer Assisted Instruction (CAI) into Intelligent Computer Assisted Instruction (ICAI), and emphasizing the focus on individual learning. In 1987, Wenger provided a detailed description of ITS in his seminal book entitled “Artificial Intelligence and Tutoring Systems”. In 1988 started the series of biannual ''ITS conferences''. Most results from ITS research are to be found in the ''International Journal of Artificial Intelligence and Education''. ====Related terms==== Student modeling; Student model; Learner modeling; Learner model; learner module; Knowledge representation; Knowledge model; Knowledge module; Pedagogical module; Educational data mining; Artificial Intelligence in Education. ====Translation issues==== French: système tutoriel intelligent; tuteur intelligent. ====Disciplinary issues==== The field of ITS is by nature interdisciplinary, at the crossroads of computer science (artificial intelligence, software engineering, data mining, HCI) and educational psychology, cognitive science and instructional science. ITS research challenges these fields both at the fundamental and the methodological levels, and stimulates interdisciplinary thinking. From its origin, it represents an important milestone in the structuration of research on AI and Learning. Characteristics of ITS research is the emphasis on individualization and the requirement for the system to have its own problem solving expertise, as well as specific tutoring to conduct its interaction with the student: “Computer-assisted instruction evolves toward intelligent tutoring systems (ITSs) by passing three tests on intelligence. First, the subject matter, or domain, must be “known” to the computer system well enough for this embedded expert to draw inferences or solve problems in the domain. Second, the system must be able to deduce learners’ approximation of that knowledge. Third the tutorial strategy or pedagogy must be intelligent in that the “instructor in the box” can implement strategies to reduce the difference between expert and student performance.” (Burns and Capps, p.1). This is translated into the classical three modules architecture of ITSs: the domain module, the tutor module and the learner module. Following John Self (1999, p.350), basic architecture of ITSs was already established in the mid-seventies. However, “beside this classic component view of ITSs, these systems offer a number of services. The implementation of some of these services usually transcends the individual components”, all of these aiming at fine-tuned adaptation to the learner (Nkambou et al. 2010, p.5). ====Key references==== Burns H.& Capps C. [http://www.telearn.org/open-archive/browse?resource=7141_v1] (1988) Foundation of intelligent tutoring systems: an introduction. In: Polson M. C., Richardson J. J. (eds.), Foundations of Intelligent tutoring systems (pp.1-19).Hillsdale, NJ: Laurence Erlbaum. Nkambou R., Bourdeau J., Mizoguchi R. (eds.) [http://www.telearn.org/open-archive/browse?resource=7142_v1] (2010). Advances in Intelligent tutoring systems. Springer Verlag. Self J. [http://telearn.archives-ouvertes.fr/hal-00197346_v1/] (1999) The defining characteristics of intelligent tutoring systems research: ITSs care, precisely. International Journal of Artificial Intelligence in Education, 10, 350-364 Sleeman D., Brown J. S. (eds) (1982) Intelligent tutoring systems. London: Academic Press. Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos, CA: Kaufman Publishers. Woolf B. [http://www.telearn.org/open-archive/browse?resource=7143_v1] (2009) Building Intelligent Interactive Tutors: Student-centered Strategies for Revolutionizing E-learning. Burlington, MA, Morgan Kaufmann. 745 744 2012-02-10T14:30:55Z Balacheff 4 /* Disciplinary issues */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Jacqueline Bourdeau, Télé-université, Montréal; Monique Grandbastien, Université Henri-Poincaré, Nancy '''Contributors''': …/… ====Definition==== An Intelligent tutoring system (ITS) is an AI-based system that can reason upon models of knowledge useful for fostering and evaluating learning. The main function of an ITS is to adapt to the learner through an understanding or an awareness of her cognitive, meta-cognitive or affective states. ====Comments on the history==== The term “intelligent tutoring systems” was coined by David Sleeman and John Seely Brown (Sleeman and Brown 1982 p.1), acknowledging the evolution of Computer Assisted Instruction (CAI) into Intelligent Computer Assisted Instruction (ICAI), and emphasizing the focus on individual learning. In 1987, Wenger provided a detailed description of ITS in his seminal book entitled “Artificial Intelligence and Tutoring Systems”. In 1988 started the series of biannual ''ITS conferences''. Most results from ITS research are to be found in the ''International Journal of Artificial Intelligence and Education''. ====Related terms==== Student modeling; Student model; Learner modeling; Learner model; learner module; Knowledge representation; Knowledge model; Knowledge module; Pedagogical module; Educational data mining; Artificial Intelligence in Education. ====Translation issues==== French: système tutoriel intelligent; tuteur intelligent. ====Disciplinary issues==== The field of ITS is by nature interdisciplinary, at the crossroads of computer science (artificial intelligence, software engineering, data mining, HCI) and educational psychology, cognitive science and instructional science. ITS research challenges these fields both at the fundamental and the methodological levels, and stimulates interdisciplinary thinking. From its origin, it represents an important milestone in the structuration of research on AI and Learning. Characteristics of ITS research is the emphasis on individualization and the requirement for the system to have its own problem solving expertise, as well as specific tutoring to conduct its interaction with the student: “Computer-assisted instruction evolves toward intelligent tutoring systems (ITSs) by passing three tests on intelligence. First, the subject matter, or domain, must be “known” to the computer system well enough for this embedded expert to draw inferences or solve problems in the domain. Second, the system must be able to deduce learners’ approximation of that knowledge. Third the tutorial strategy or pedagogy must be intelligent in that the “instructor in the box” can implement strategies to reduce the difference between expert and student performance.” (Burns and Capps, p.1). This is translated into the classical three modules architecture of ITSs: the domain module, the tutor module and the learner module. Following John Self (1999, p.350), basic architecture of ITSs was already established in the mid-seventies. However, “beside this classic component view of ITSs, these systems offer a number of services. The implementation of some of these services usually transcends the individual components”, all of these aiming at fine-tuned adaptation to the learner (Nkambou et al. 2010, p.5). ====Key references==== Burns H.& Capps C. [http://www.telearn.org/open-archive/browse?resource=7141_v1] (1988) Foundation of intelligent tutoring systems: an introduction. In: Polson M. C., Richardson J. J. (eds.), Foundations of Intelligent tutoring systems (pp.1-19).Hillsdale, NJ: Laurence Erlbaum. Nkambou R., Bourdeau J., Mizoguchi R. (eds.) [http://www.telearn.org/open-archive/browse?resource=7142_v1] (2010). Advances in Intelligent tutoring systems. Springer Verlag. Self J. [http://telearn.archives-ouvertes.fr/hal-00197346_v1/] (1999) The defining characteristics of intelligent tutoring systems research: ITSs care, precisely. International Journal of Artificial Intelligence in Education, 10, 350-364 Sleeman D., Brown J. S. (eds) (1982) Intelligent tutoring systems. London: Academic Press. Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos, CA: Kaufman Publishers. Woolf B. (2009) Building Intelligent Interactive Tutors: Student-centered Strategies for Revolutionizing E-learning. Burlington, MA, Morgan Kaufmann. 744 743 2012-02-10T14:25:38Z Balacheff 4 wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Jacqueline Bourdeau, Télé-université, Montréal; Monique Grandbastien, Université Henri-Poincaré, Nancy '''Contributors''': …/… ====Definition==== An Intelligent tutoring system (ITS) is an AI-based system that can reason upon models of knowledge useful for fostering and evaluating learning. The main function of an ITS is to adapt to the learner through an understanding or an awareness of her cognitive, meta-cognitive or affective states. ====Comments on the history==== The term “intelligent tutoring systems” was coined by David Sleeman and John Seely Brown (Sleeman and Brown 1982 p.1), acknowledging the evolution of Computer Assisted Instruction (CAI) into Intelligent Computer Assisted Instruction (ICAI), and emphasizing the focus on individual learning. In 1987, Wenger provided a detailed description of ITS in his seminal book entitled “Artificial Intelligence and Tutoring Systems”. In 1988 started the series of biannual ''ITS conferences''. Most results from ITS research are to be found in the ''International Journal of Artificial Intelligence and Education''. ====Related terms==== Student modeling; Student model; Learner modeling; Learner model; learner module; Knowledge representation; Knowledge model; Knowledge module; Pedagogical module; Educational data mining; Artificial Intelligence in Education. ====Translation issues==== French: système tutoriel intelligent; tuteur intelligent. ====Disciplinary issues==== The field of ITS is by nature interdisciplinary, at the crossroads of computer science (artificial intelligence, software engineering, data mining, HCI) and educational psychology, cognitive science and instructional science. ITS research challenges these fields both at the fundamental and the methodological levels, and stimulates interdisciplinary thinking. From its origin, it represents an important milestone in the structuration of research on AI and Learning. Characteristics of ITS research is the emphasis on individualization and the requirement for the system to have its own problem solving expertise, as well as specific tutoring to conduct its interaction with the student: “Computer-assisted instruction evolves toward intelligent tutoring systems (ITSs) by passing three tests on intelligence. First, the subject matter, or domain, must be “known” to the computer system well enough for this embedded expert to draw inferences or solve problems in the domain. Second, the system must be able to deduce learners’ approximation of that knowledge. Third the tutorial strategy or pedagogy must be intelligent in that the “instructor in the box” can implement strategies to reduce the difference between expert and student performance.” (Burns and Capps, p.1). This is translated into the classical three modules architecture of ITSs: the domain model, the tutor model and the learner model. Following John Self (1999, p.350), basic architecture of ITSs was already established in the mid-seventies. However, “beside this classic component view of ITSs, these systems offer a number of services. The implementation of some of these services usually transcends the individual components”, all of these aiming at fine-tuned adaptation to the learner (Nkambou et al. 2010, p.5). ====Key references==== Burns H.& Capps C. [http://www.telearn.org/open-archive/browse?resource=7141_v1] (1988) Foundation of intelligent tutoring systems: an introduction. In: Polson M. C., Richardson J. J. (eds.), Foundations of Intelligent tutoring systems (pp.1-19).Hillsdale, NJ: Laurence Erlbaum. Nkambou R., Bourdeau J., Mizoguchi R. (eds.) [http://www.telearn.org/open-archive/browse?resource=7142_v1] (2010). Advances in Intelligent tutoring systems. Springer Verlag. Self J. [http://telearn.archives-ouvertes.fr/hal-00197346_v1/] (1999) The defining characteristics of intelligent tutoring systems research: ITSs care, precisely. International Journal of Artificial Intelligence in Education, 10, 350-364 Sleeman D., Brown J. S. (eds) (1982) Intelligent tutoring systems. London: Academic Press. Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos, CA: Kaufman Publishers. Woolf B. (2009) Building Intelligent Interactive Tutors: Student-centered Strategies for Revolutionizing E-learning. Burlington, MA, Morgan Kaufmann. 743 742 2012-02-10T14:09:27Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Jacqueline Bourdeau, Télé-université, Montréal<br> Monique Grandbastien, Université Henri-Poincaré, Nancy '''Contributors''': …/… ====Definition==== An Intelligent tutoring system (ITS) is an AI-based system that can reason upon models of knowledge useful for fostering and evaluating learning. The main function of an ITS is to adapt to the learner through an understanding or an awareness of her cognitive, meta-cognitive or affective states. ====Comments on the history==== The term “intelligent tutoring systems” was coined by David Sleeman and John Seely Brown (Sleeman and Brown 1982 p.1), acknowledging the evolution of Computer Assisted Instruction (CAI) into Intelligent Computer Assisted Instruction (ICAI), and emphasizing the focus on individual learning. In 1987, Wenger provided a detailed description of ITS in his seminal book entitled “Artificial Intelligence and Tutoring Systems”. In 1988 started the series of biannual ''ITS conferences''. Most results from ITS research are to be found in the ''International Journal of Artificial Intelligence and Education''. ====Related terms==== Student modeling; Student model; Learner modeling; Learner model; learner module; Knowledge representation; Knowledge model; Knowledge module; Pedagogical module; Educational data mining; Artificial Intelligence in Education. ====Translation issues==== French: système tutoriel intelligent; tuteur intelligent. ====Disciplinary issues==== The field of ITS is by nature interdisciplinary, at the crossroads of computer science (artificial intelligence, software engineering, data mining, HCI) and educational psychology, cognitive science and instructional science. ITS research challenges these fields both at the fundamental and the methodological levels, and stimulates interdisciplinary thinking. From its origin, it represents an important milestone in the structuration of research on AI and Learning. Characteristics of ITS research is the emphasis on individualization and the requirement for the system to have its own problem solving expertise, as well as specific tutoring to conduct its interaction with the student: “Computer-assisted instruction evolves toward intelligent tutoring systems (ITSs) by passing three tests on intelligence. First, the subject matter, or domain, must be “known” to the computer system well enough for this embedded expert to draw inferences or solve problems in the domain. Second, the system must be able to deduce learners’ approximation of that knowledge. Third the tutorial strategy or pedagogy must be intelligent in that the “instructor in the box” can implement strategies to reduce the difference between expert and student performance.” (Burns and Capps, p.1). This is translated into the classical three modules architecture of ITSs: the domain model, the tutor model and the learner model. Following John Self (1999, p.350), basic architecture of ITSs was already established in the mid-seventies. However, “beside this classic component view of ITSs, these systems offer a number of services. The implementation of some of these services usually transcends the individual components”, all of these aiming at fine-tuned adaptation to the learner (Nkambou et al. 2010, p.5). ====Key references==== Burns H.& Capps C. [http://www.telearn.org/open-archive/browse?resource=7141_v1] (1988) Foundation of intelligent tutoring systems: an introduction. In: Polson M. C., Richardson J. J. (eds.), Foundations of Intelligent tutoring systems (pp.1-19).Hillsdale, NJ: Laurence Erlbaum. Nkambou R., Bourdeau J., Mizoguchi R. (eds.) [http://www.telearn.org/open-archive/browse?resource=7142_v1] (2010). Advances in Intelligent tutoring systems. Springer Verlag. Self J. [http://telearn.archives-ouvertes.fr/hal-00197346_v1/] (1999) The defining characteristics of intelligent tutoring systems research: ITSs care, precisely. International Journal of Artificial Intelligence in Education, 10, 350-364 Sleeman D., Brown J. S. (eds) (1982) Intelligent tutoring systems. London: Academic Press. Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos, CA: Kaufman Publishers. Woolf B. (2009) Building Intelligent Interactive Tutors: Student-centered Strategies for Revolutionizing E-learning. Burlington, MA, Morgan Kaufmann. 742 741 2012-02-10T13:45:44Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Jacqueline Bourdeau, Télé-université, Montréal<br> Monique Grandbastien, Université Henri-Poincaré, Nancy '''Contributors''': …/… ====Definition==== An Intelligent tutoring system (ITS) is an AI-based system that can reason upon models of knowledge useful for fostering and evaluating learning. The main function of an ITS is to adapt to the learner through an understanding or an awareness of her cognitive, meta-cognitive or affective states. ====Comments on the history==== The term “intelligent tutoring systems” was coined by David Sleeman and John Seely Brown (Sleeman and Brown 1982 p.1), acknowledging the evolution of Computer Assisted Instruction (CAI) into Intelligent Computer Assisted Instruction (ICAI), and emphasizing the focus on individual learning. In 1987, Wenger provided a detailed description of ITS in his seminal book entitled “Artificial Intelligence and Tutoring Systems”. In 1988 started the series of biannual ''ITS conferences''. Most results from ITS research are to be found in the ''International Journal of Artificial Intelligence and Education''. ====Related terms==== Student modeling; Student model; Learner modeling; Learner model; learner module; Knowledge representation; Knowledge model; Knowledge module; Pedagogical module; Educational data mining; Artificial Intelligence in Education. ====Translation issues==== French: système tutoriel intelligent; tuteur intelligent. ====Disciplinary issues==== The field of ITS is by nature interdisciplinary, at the crossroads of computer science (artificial intelligence, software engineering, data mining, HCI) and educational psychology, cognitive science and instructional science. ITS research challenges these fields both at the fundamental and the methodological levels, and stimulates interdisciplinary thinking. From its origin, it represents an important milestone in the structuration of research on AI and Learning. Characteristics of ITS research is the emphasis on individualization and the requirement for the system to have its own problem solving expertise, as well as specific tutoring to conduct its interaction with the student: “Computer-assisted instruction evolves toward intelligent tutoring systems (ITSs) by passing three tests on intelligence. First, the subject matter, or domain, must be “known” to the computer system well enough for this embedded expert to draw inferences or solve problems in the domain. Second, the system must be able to deduce learners’ approximation of that knowledge. Third the tutorial strategy or pedagogy must be intelligent in that the “instructor in the box” can implement strategies to reduce the difference between expert and student performance.” (Burns and Capps, p.1). This is translated into the classical three modules architecture of ITSs: the domain model, the tutor model and the learner model. Following John Self (1999, p.350), basic architecture of ITSs was already established in the mid-seventies. However, “beside this classic component view of ITSs, these systems offer a number of services. The implementation of some of these services usually transcends the individual components”, all of these aiming at fine-tuned adaptation to the learner (Nkambou et al. 2010, p.5). ====Key references==== Burns H.& Capps C. [http://www.telearn.org/open-archive/browse?resource=7141_v1] (1988) Foundation of intelligent tutoring systems: an introduction. In: Polson M. C., Richardson J. J. (eds.), Foundations of Intelligent tutoring systems (pp.1-19).Hillsdale, NJ: Laurence Erlbaum. Nkambou R., Bourdeau J., Mizoguchi R. (eds.) (2010). Advances in Intelligent tutoring systems. Springer Verlag. Self J. [http://telearn.archives-ouvertes.fr/hal-00197346_v1/] (1999) The defining characteristics of intelligent tutoring systems research: ITSs care, precisely. International Journal of Artificial Intelligence in Education, 10, 350-364 Sleeman D., Brown J. S. (eds) (1982) Intelligent tutoring systems. London: Academic Press. Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos, CA: Kaufman Publishers. Woolf B. (2009) Building Intelligent Interactive Tutors: Student-centered Strategies for Revolutionizing E-learning. Burlington, MA, Morgan Kaufmann. 741 740 2012-02-10T13:44:30Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Jacqueline Bourdeau, Télé-université, Montréal<br> Monique Grandbastien, Université Henri-Poincaré, Nancy '''Contributors''': …/… ====Definition==== An Intelligent tutoring system (ITS) is an AI-based system that can reason upon models of knowledge useful for fostering and evaluating learning. The main function of an ITS is to adapt to the learner through an understanding or an awareness of her cognitive, meta-cognitive or affective states. ====Comments on the history==== The term “intelligent tutoring systems” was coined by David Sleeman and John Seely Brown (Sleeman and Brown 1982 p.1), acknowledging the evolution of Computer Assisted Instruction (CAI) into Intelligent Computer Assisted Instruction (ICAI), and emphasizing the focus on individual learning. In 1987, Wenger provided a detailed description of ITS in his seminal book entitled “Artificial Intelligence and Tutoring Systems”. In 1988 started the series of biannual ''ITS conferences''. Most results from ITS research are to be found in the ''International Journal of Artificial Intelligence and Education''. ====Related terms==== Student modeling; Student model; Learner modeling; Learner model; learner module; Knowledge representation; Knowledge model; Knowledge module; Pedagogical module; Educational data mining; Artificial Intelligence in Education. ====Translation issues==== French: système tutoriel intelligent; tuteur intelligent. ====Disciplinary issues==== The field of ITS is by nature interdisciplinary, at the crossroads of computer science (artificial intelligence, software engineering, data mining, HCI) and educational psychology, cognitive science and instructional science. ITS research challenges these fields both at the fundamental and the methodological levels, and stimulates interdisciplinary thinking. From its origin, it represents an important milestone in the structuration of research on AI and Learning. Characteristics of ITS research is the emphasis on individualization and the requirement for the system to have its own problem solving expertise, as well as specific tutoring to conduct its interaction with the student: “Computer-assisted instruction evolves toward intelligent tutoring systems (ITSs) by passing three tests on intelligence. First, the subject matter, or domain, must be “known” to the computer system well enough for this embedded expert to draw inferences or solve problems in the domain. Second, the system must be able to deduce learners’ approximation of that knowledge. Third the tutorial strategy or pedagogy must be intelligent in that the “instructor in the box” can implement strategies to reduce the difference between expert and student performance.” (Burns and Capps, p.1). This is translated into the classical three modules architecture of ITSs: the domain model, the tutor model and the learner model. Following John Self (1999, p.350), basic architecture of ITSs was already established in the mid-seventies. However, “beside this classic component view of ITSs, these systems offer a number of services. The implementation of some of these services usually transcends the individual components”, all of these aiming at fine-tuned adaptation to the learner (Nkambou et al. 2010, p.5). ====Key references==== Burns H.& Capps C. [http://www.telearn.org/open-archive/browse?resource=7141_v1] (1988) Foundation of intelligent tutoring systems: an introduction. In: Polson M. C., Richardson J. J. (eds.), Intelligent tutoring systems (pp.1-19).Hillsdale, NJ: Laurence Erlbaum. Nkambou R., Bourdeau J., Mizoguchi R. (eds.) (2010). Advances in Intelligent tutoring systems. Springer Verlag. Self J. [http://telearn.archives-ouvertes.fr/hal-00197346_v1/] (1999) The defining characteristics of intelligent tutoring systems research: ITSs care, precisely. International Journal of Artificial Intelligence in Education, 10, 350-364 Sleeman D., Brown J. S. (eds) (1982) Intelligent tutoring systems. London: Academic Press. Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos, CA: Kaufman Publishers. Woolf B. (2009) Building Intelligent Interactive Tutors: Student-centered Strategies for Revolutionizing E-learning. Burlington, MA, Morgan Kaufmann. 740 731 2012-02-10T10:48:58Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Jacqueline Bourdeau, Télé-université, Montréal<br> Monique Grandbastien, Université Henri-Poincaré, Nancy '''Contributors''': …/… ====Definition==== An Intelligent tutoring system (ITS) is an AI-based system that can reason upon models of knowledge useful for fostering and evaluating learning. The main function of an ITS is to adapt to the learner through an understanding or an awareness of her cognitive, meta-cognitive or affective states. ====Comments on the history==== The term “intelligent tutoring systems” was coined by David Sleeman and John Seely Brown (Sleeman and Brown 1982 p.1), acknowledging the evolution of Computer Assisted Instruction (CAI) into Intelligent Computer Assisted Instruction (ICAI), and emphasizing the focus on individual learning. In 1987, Wenger provided a detailed description of ITS in his seminal book entitled “Artificial Intelligence and Tutoring Systems”. In 1988 started the series of biannual ''ITS conferences''. Most results from ITS research are to be found in the ''International Journal of Artificial Intelligence and Education''. ====Related terms==== Student modeling; Student model; Learner modeling; Learner model; learner module; Knowledge representation; Knowledge model; Knowledge module; Pedagogical module; Educational data mining; Artificial Intelligence in Education. ====Translation issues==== French: système tutoriel intelligent; tuteur intelligent. ====Disciplinary issues==== The field of ITS is by nature interdisciplinary, at the crossroads of computer science (artificial intelligence, software engineering, data mining, HCI) and educational psychology, cognitive science and instructional science. ITS research challenges these fields both at the fundamental and the methodological levels, and stimulates interdisciplinary thinking. From its origin, it represents an important milestone in the structuration of research on AI and Learning. Characteristics of ITS research is the emphasis on individualization and the requirement for the system to have its own problem solving expertise, as well as specific tutoring to conduct its interaction with the student: “Computer-assisted instruction evolves toward intelligent tutoring systems (ITSs) by passing three tests on intelligence. First, the subject matter, or domain, must be “known” to the computer system well enough for this embedded expert to draw inferences or solve problems in the domain. Second, the system must be able to deduce learners’ approximation of that knowledge. Third the tutorial strategy or pedagogy must be intelligent in that the “instructor in the box” can implement strategies to reduce the difference between expert and student performance.” (Burns and Capps, p.1). This is translated into the classical three modules architecture of ITSs: the domain model, the tutor model and the learner model. Following John Self (1999, p.350), basic architecture of ITSs was already established in the mid-seventies. However, “beside this classic component view of ITSs, these systems offer a number of services. The implementation of some of these services usually transcends the individual components”, all of these aiming at fine-tuned adaptation to the learner (Nkambou et al. 2010, p.5). ====Key references==== Burns & Capps (1988) Foundation of intelligent tutoring systems: an introduction. In: Polson M. C., Richardson J. J. (eds.), Intelligent tutoring systems (pp.1-19).Hillsdale, NJ: Laurence Erlbaum. Nkambou R., Bourdeau J., Mizoguchi R. (eds.) (2010). Advances in Intelligent tutoring systems. Springer Verlag. Self J. [http://telearn.archives-ouvertes.fr/hal-00197346_v1/] (1999) The defining characteristics of intelligent tutoring systems research: ITSs care, precisely. International Journal of Artificial Intelligence in Education, 10, 350-364 Sleeman D., Brown J. S. (eds) (1982) Intelligent tutoring systems. London: Academic Press. Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos, CA: Kaufman Publishers. Woolf B. (2009) Building Intelligent Interactive Tutors: Student-centered Strategies for Revolutionizing E-learning. Burlington, MA, Morgan Kaufmann. 731 626 2012-02-10T09:46:33Z Zeiliger 2 wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Jacqueline Bourdeau, Télé-université, Montréal<br> Monique Grandbastien, Université Henri-Poincaré, Nancy '''Contributors''': …/… ====Definition==== An Intelligent tutoring system (ITS) is an AI-based system that can reason upon models of knowledge useful for fostering and evaluating learning. The main function of an ITS is to adapt to the learner through an understanding or an awareness of her cognitive, meta-cognitive or affective states. ====Comments on the history==== The term “intelligent tutoring systems” was coined by David Sleeman and John Seely Brown (Sleeman and Brown 1982 p.1), acknowledging the evolution of Computer Assisted Instruction (CAI) into Intelligent Computer Assisted Instruction (ICAI), and emphasizing the focus on individual learning. In 1987, Wenger provided a detailed description of ITS in his seminal book entitled “Artificial Intelligence and Tutoring Systems”. In 1988 started the series of biannual ''ITS conferences''. Most results from ITS research are to be found in the ''International Journal of Artificial Intelligence and Education''. ====Related terms==== Student modeling; Student model; Learner modeling; Learner model; learner module; Knowledge representation; Knowledge model; Knowledge module; Pedagogical module; Educational data mining; Artificial Intelligence in Education. ====Translation issues==== French: système tutoriel intelligent; tuteur intelligent. ====Disciplinary issues==== The field of ITS is by nature interdisciplinary, at the crossroads of computer science (artificial intelligence, software engineering, data mining, HCI) and educational psychology, cognitive science and instructional science. ITS research challenges these fields both at the fundamental and the methodological levels, and stimulates interdisciplinary thinking. From its origin, it represents an important milestone in the structuration of research on AI and Learning. Characteristics of ITS research is the emphasis on individualization and the requirement for the system to have its own problem solving expertise, as well as specific tutoring to conduct its interaction with the student: “Computer-assisted instruction evolves toward intelligent tutoring systems (ITSs) by passing three tests on intelligence. First, the subject matter, or domain, must be “known” to the computer system well enough for this embedded expert to draw inferences or solve problems in the domain. Second, the system must be able to deduce learners’ approximation of that knowledge. Third the tutorial strategy or pedagogy must be intelligent in that the “instructor in the box” can implement strategies to reduce the difference between expert and student performance.” (Burns and Capps, p.1). This is translated into the classical three modules architecture of ITSs: the domain model, the tutor model and the learner model. Following John Self (1999, p.350), basic architecture of ITSs was already established in the mid-seventies. However, “beside this classic component view of ITSs, these systems offer a number of services. The implementation of some of these services usually transcends the individual components”, all of these aiming at fine-tuned adaptation to the learner (Nkambou et al. 2010, p.5). ====Key references==== Burns & Capps (1988) Foundation of intelligent tutoring systems: an introduction. In: Polson M. C., Richardson J. J. (eds.), Intelligent tutoring systems (pp.1-19).Hillsdale, NJ: Laurence Erlbaum. Nkambou R., Bourdeau J., Mizoguchi R. (eds.) (2010). Advances in Intelligent tutoring systems. Springer Verlag. Self J. (1999) The defining characteristics of intelligent tutoring systems research: ITSs care, precisely. International Journal of Artificial Intelligence in Education, 10, 350-364 Sleeman D., Brown J. S. (eds) (1982) Intelligent tutoring systems. London: Academic Press. Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos, CA: Kaufman Publishers. Woolf B. (2009) Building Intelligent Interactive Tutors: Student-centered Strategies for Revolutionizing E-learning. Burlington, MA, Morgan Kaufmann. 626 2012-01-19T13:41:29Z Zeiliger 2 Created page with "<u>Draft 1</u> '''Editor''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributors''': Jacqueline Bourdeau, Télé-université, Montréal (Québec); Moniq..." wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributors''': Jacqueline Bourdeau, Télé-université, Montréal (Québec); Monique Grandbastien, LORIA, université Henri Poincaré Nancy1 ====Definition==== An Intelligent tutoring system (ITS) is a computer-based instructional systems with models of instructional content that specify what to teach, and teaching strategies that specify how to teach. ====Comments on the history==== The term “intelligent tutoring systems” was coined by David Sleeman and John Seely Brown acknowledging the evolution of the previously called Computer Assisted Instruction (CAI) into Intelligent Computer Assisted Instruction (ICAI), an expression that ITS replaced then (Sleeman and Brown 1982 p.1). ====Related terms==== Computer Assisted Instruction (CAI), Intelligent Computer Assisted Instruction (ICAI), generative CAI, student model, learner model, knowledge model ====Translation issues==== ''French'': tuteur intelligent ; however, the best translation of “tutor” would have been “précepteur”, the word “tuteur” has in French a connotation close to authoritative instruction. ====Disciplinary issues==== ITS represents an important milestone in the structuration of research on AI and learning, which initially ambitioned covering all types of computer-supported teaching and learning. “ ITS has clearly abandoned on the CAI’s early objective, namely that of providing total courses, and has concentrated on building systems which provide supportive environments for limited topics” (Sleeman and Brown 1982, p.8). A characteristic of ITS research is the emphasis on individualization and the requirement for the system to have its own problem solving expertise, both and their interaction requiring specific tutoring knowledge: “Computer-assisted instruction evolves toward intelligent tutoring systems (ITSs) by passing three tests on intelligence. First, the subject matter, or domain, must be “known” to the computer system well enough for this embedded expert to draw inferences or solve problems in the domain. Second, the system must be able to deduce learners’ approximation of that knowledge. Third the tutorial strategy or pedagogy must be intelligent in that the “instructor in the box” can implement strategies to reduce the difference between expert and student performance.” (Burns and Capps, p.1). This is translated into the classical three modules architecture of ITSs: the domain model, the tutor model and the learner model. Following John Self (1999, p.350), basic architecture of ITSs was already established in the mid-seventies. However, “beside this classic component view of ITSs, these systems offer a number of services. The implementation of some of these services usually transcends the individual components” (Nkambou et al. 2010, p.5). ====Key references==== Burns and Capps (1988) Foundation of intelligent tutoring systems: an introduction. In: Polson M. C., Richardson J. J. (eds.) Intelligent tutoring systems (pp.1-19).Hillsdale, NJ: Laurence Erlbaum. Nkambou R., Bourdeau J., Mizoguchi R. (eds.) (2010) Advances in Intelligent tutoring systems. Springer verlag. Self J. (1999) The defining characteristics of intelligent tutoring systems research: ITSs care, precisely. International Journal of Artificial Intelligence in Education, 10, 350-364 Sleeman D., Brown J. S. (eds) (1982) Intelligent tutoring systems. London: Academic Press. 0 153 1227 1225 2013-03-06T09:56:50Z Balacheff 4 /* Основна литература */ wikitext text/x-wiki <h1>Интелигентни системи за обучение</h1> <u>раб. версия 1</u> '''Editor''': Jacqueline Bourdeau, Télé-université, Montréal; Monique Grandbastien, Université Henri-Poincaré, Nancy '''Contributors''': …/… '''Adaptation''': Krassen Stefanov, University of Sofia (BG) ====Определение==== Интелигентните системи за обучение (ИСО) са базирани на изкуствения интелект и могат да правят изводи на базата на модели на знания, което е полезно за насърчаване и оценяване на обучението. Основната функция на ИСО е да се адаптира към обучаемия посредством разбиране или осведоменост за познавателните, мета- познавателните и емоционални му състояния. ====Коментар по развитието на термина==== Терминът „Интелигентни системи за обучение” е въведен от David Sleeman и John Seely Brown (Sleeman and Brown 1982 p.1), отчитайки еволюцията на понятието „компютърно-подпомогнато обучение” в термина ”интелигентно компютърно-подпомогнато обучение”, и поставяйки ударението на индивидуалното обучение. През 1987 г. Wenger дава детайлно описание на ИСО в книгата си “Artificial Intelligence and Tutoring Systems”. През 1988 г. започват серии от двугодищни конференции в областта на ИСО. Голяма част от резултатите от проучванията в областта на ИСО могат да бъдат намерени в International Journal of Artificial Intelligence and Education. ====Сродни термини==== Моделиране на студент, модел на студент, моделиране на обучаем, модел наобучаем, модул на обучаем, представяне на знания, модел на знания, модул на знания, педагогически модул, извличане на данни в обучението, изкуствен интелект в обучението ====Проблематика на превода==== Френски: système tutoriel intelligent; tuteur intelligent. ====Предметна проблематика==== По своята същност ИСО е интердисциплинарна област, която включва както компютърни науки като изкуствен интелект, софтуерно инженерство, извличане на данни и човеко-машинен интерфейс, така и образователна психология, когнитивна наука и наука за преподаването. ИСО поставя предизвикателства към тези сфери на науката на фундаментално и методологическо ниво и стимулира интердисциплинарното мислене. От създаването си представлява важно събитие в структурирането на проучванията в областта на изкуствения интелект и обучението. Сред характеристиките на научните изследвания в областта на ИСО са ударението върху индивидуализирането (на обучението) и изискването системата да има собствена експертиза за решаване на проблеми, както и специфично умение за провеждане на обучението, с цел да осъществи взаимодействие с обучаемия: „Компютърно подпомаганото обучение еволюира до интелигентни системи за обучение чрез минаване през 3 теста за интелигентност. Първо, предметната област трябва да бъде „позната” на системата, така че нейният експертен модул да може да прави изводи или да решава проблеми в дадената област. Второ, системата трябва да може да прави изводи до каква степен знанията на обучаемия се доближават до желаното ниво на познание. Трето, стратегията за обучение или педагогиката трябва да бъде интелигентна, така че обучителния модул на системата да може да приложи стратегии с цел да намали разликата между знанията на експерта и на обучаемия.” (Burns and Capps, p.1). Така достигаме до класическата архитектура от 3 модула на ИСО: модул за представяне на знанията от областта (експертен модул), модул за обучение и модул за представяне на знанията на обучаемия. Според John Self (1999, p.350) основната архитектура на ИСО вече е била представена в средата на 70-те. Но „освен този класически поглед върху компонентите на ИСО, тези системи предлагат и набор от допълнителни услуги. Разработването на тези услуги обикновено включва допълнителни компоненти”, всеки от които има за цел ИСО да се адаптира по-добре към обучаемия (Nkambou et al. 2010, p.5). ====Основна литература==== [http://books.google.fr/books?id=gOlJgcpAuF4C&lpg=PP1&hl=fr&pg=PA1#v=onepage&q=Burns%20H.&%20Capps%20C.&f=false] Burns H.& Capps C. (1988) Foundation of intelligent tutoring systems: an introduction. In: Polson M. C., Richardson J. J. (eds.), Foundations of Intelligent tutoring systems (pp.1-19).Hillsdale, NJ: Laurence Erlbaum. [http://www.springer.com/engineering/computational+intelligence+and+complexity/book/978-3-642-14362-5] Nkambou R., Bourdeau J., Mizoguchi R. (eds.) (2010). Advances in Intelligent tutoring systems. Springer Verlag. [http://hal.archives-ouvertes.fr/docs/00/19/73/46/PDF/self99.pdf] Self J. (1999) The defining characteristics of intelligent tutoring systems research: ITSs care, precisely. International Journal of Artificial Intelligence in Education, 10, 350-364 [http://www.johnseelybrown.com/pubs.html] Sleeman D., Brown J. S. (eds) (1982) Intelligent tutoring systems. London: Academic Press. [http://www.ewenger.com/pub/index.htm] Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos, CA: Kaufman Publishers. [http://store.elsevier.com/Building-Intelligent-Interactive-Tutors/Beverly-Woolf/isbn-9780123735942/] Woolf B. (2009) Building Intelligent Interactive Tutors: Student-centered Strategies for Revolutionizing E-learning. Burlington, MA, Morgan Kaufmann. 1225 2013-03-06T09:38:52Z Balacheff 4 Created page with "<h1>Интелигентни системи за обучение</h1> <u>раб. версия 1</u> '''Editor''': Jacqueline Bourdeau, Télé-université, Montréal; Monique G..." wikitext text/x-wiki <h1>Интелигентни системи за обучение</h1> <u>раб. версия 1</u> '''Editor''': Jacqueline Bourdeau, Télé-université, Montréal; Monique Grandbastien, Université Henri-Poincaré, Nancy '''Contributors''': …/… '''Adaptation''': Krassen Stefanov, University of Sofia (BG) ====Определение==== Интелигентните системи за обучение (ИСО) са базирани на изкуствения интелект и могат да правят изводи на базата на модели на знания, което е полезно за насърчаване и оценяване на обучението. Основната функция на ИСО е да се адаптира към обучаемия посредством разбиране или осведоменост за познавателните, мета- познавателните и емоционални му състояния. ====Коментар по развитието на термина==== Терминът „Интелигентни системи за обучение” е въведен от David Sleeman и John Seely Brown (Sleeman and Brown 1982 p.1), отчитайки еволюцията на понятието „компютърно-подпомогнато обучение” в термина ”интелигентно компютърно-подпомогнато обучение”, и поставяйки ударението на индивидуалното обучение. През 1987 г. Wenger дава детайлно описание на ИСО в книгата си “Artificial Intelligence and Tutoring Systems”. През 1988 г. започват серии от двугодищни конференции в областта на ИСО. Голяма част от резултатите от проучванията в областта на ИСО могат да бъдат намерени в International Journal of Artificial Intelligence and Education. ====Сродни термини==== Моделиране на студент, модел на студент, моделиране на обучаем, модел наобучаем, модул на обучаем, представяне на знания, модел на знания, модул на знания, педагогически модул, извличане на данни в обучението, изкуствен интелект в обучението ====Проблематика на превода==== Френски: système tutoriel intelligent; tuteur intelligent. ====Предметна проблематика==== По своята същност ИСО е интердисциплинарна област, която включва както компютърни науки като изкуствен интелект, софтуерно инженерство, извличане на данни и човеко-машинен интерфейс, така и образователна психология, когнитивна наука и наука за преподаването. ИСО поставя предизвикателства към тези сфери на науката на фундаментално и методологическо ниво и стимулира интердисциплинарното мислене. От създаването си представлява важно събитие в структурирането на проучванията в областта на изкуствения интелект и обучението. Сред характеристиките на научните изследвания в областта на ИСО са ударението върху индивидуализирането (на обучението) и изискването системата да има собствена експертиза за решаване на проблеми, както и специфично умение за провеждане на обучението, с цел да осъществи взаимодействие с обучаемия: „Компютърно подпомаганото обучение еволюира до интелигентни системи за обучение чрез минаване през 3 теста за интелигентност. Първо, предметната област трябва да бъде „позната” на системата, така че нейният експертен модул да може да прави изводи или да решава проблеми в дадената област. Второ, системата трябва да може да прави изводи до каква степен знанията на обучаемия се доближават до желаното ниво на познание. Трето, стратегията за обучение или педагогиката трябва да бъде интелигентна, така че обучителния модул на системата да може да приложи стратегии с цел да намали разликата между знанията на експерта и на обучаемия.” (Burns and Capps, p.1). Така достигаме до класическата архитектура от 3 модула на ИСО: модул за представяне на знанията от областта (експертен модул), модул за обучение и модул за представяне на знанията на обучаемия. Според John Self (1999, p.350) основната архитектура на ИСО вече е била представена в средата на 70-те. Но „освен този класически поглед върху компонентите на ИСО, тези системи предлагат и набор от допълнителни услуги. Разработването на тези услуги обикновено включва допълнителни компоненти”, всеки от които има за цел ИСО да се адаптира по-добре към обучаемия (Nkambou et al. 2010, p.5). ====Основна литература==== 0 106 1111 800 2013-02-20T16:09:25Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>draft 1</u> '''Editor''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributors''': Anne Lejeune, Laboratoire d’informatique de Grenoble ====Definition==== :(1) ''Learning design'' is the application of learning design knowledge when developing a concrete unit of learning (a course, a lesson, a curriculum). :(2) ''Learning Design'' (LD) is a formal specification of learning design, providing a conceptual model for the description of teaching and learning processes. This specification consists of three different items: an information model, a best practice and implementation guide, and an XML binding with a binding document (Kopper and Tattersall 2005). ====Comments on the history==== The Learning Design (LD) formal specification has been conceived, based on the former Educational Modelling Language (EML), as a response to the need for effective and attractive courses and programs for learners, while at the same time providing a pleasant and effective work environment to those who have the task of developing course materials, planning the learning processes, providing tutoring and assessing performance (Kopper and Tattersall 2005, p.v). The idea of LD originated within the Valkenburg Group in 2002, and was adopted by the IMS consortium in 2003. ====Related terms==== ''Synonymous''<br> instructional design, instructional system design ''Other related terms''<br> educational modelling language (EML), learning design knowledge ====Translation issues==== …/… ====Disciplinary issues==== The challenge of the IMS LD formal specification is to ensure a reasonable balance between flexibility and complexity when adapting to the constantly evolving advances of technology enhanced learning research; this especially applies to the increased interest in CSCL and adaptive learning. Beyond its pedagogical objective, IMS LD has the objective of making effective the sharing and reuse of learning design and ensuring interoperability. ====Key references==== [http://books.google.fr/books/about/Learning_Design.html?id=MNQxDKbTpisC&redir_esc=y] Koper R., Tattersall C. (eds) (2005) Learning design. Berlin: Springer.(Préface|[http://www-jime.open.ac.uk/article/2005-18/262]) 800 788 2012-02-23T14:05:06Z Manon 3 /* Key references */ wikitext text/x-wiki <u>draft 1</u> '''Editor''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributors''': Anne Lejeune, Laboratoire d’informatique de Grenoble ====Definition==== :(1) ''Learning design'' is the application of learning design knowledge when developing a concrete unit of learning (a course, a lesson, a curriculum). :(2) ''Learning Design'' (LD) is a formal specification of learning design, providing a conceptual model for the description of teaching and learning processes. This specification consists of three different items: an information model, a best practice and implementation guide, and an XML binding with a binding document (Kopper and Tattersall 2005). ====Comments on the history==== The Learning Design (LD) formal specification has been conceived, based on the former Educational Modelling Language (EML), as a response to the need for effective and attractive courses and programs for learners, while at the same time providing a pleasant and effective work environment to those who have the task of developing course materials, planning the learning processes, providing tutoring and assessing performance (Kopper and Tattersall 2005, p.v). The idea of LD originated within the Valkenburg Group in 2002, and was adopted by the IMS consortium in 2003. ====Related terms==== ''Synonymous''<br> instructional design, instructional system design ''Other related terms''<br> educational modelling language (EML), learning design knowledge ====Translation issues==== …/… ====Disciplinary issues==== The challenge of the IMS LD formal specification is to ensure a reasonable balance between flexibility and complexity when adapting to the constantly evolving advances of technology enhanced learning research; this especially applies to the increased interest in CSCL and adaptive learning. Beyond its pedagogical objective, IMS LD has the objective of making effective the sharing and reuse of learning design and ensuring interoperability. ====Key references==== Koper R., Tattersall C. [http://www.telearn.org/open-archive/browse?resource=7271_v1] (eds) (2005) Learning design : a handbook on modelling and delivering networked education and training. Berlin: Springer. 788 787 2012-02-22T13:52:57Z Zeiliger 2 wikitext text/x-wiki <u>draft 1</u> '''Editor''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributors''': Anne Lejeune, Laboratoire d’informatique de Grenoble ====Definition==== :(1) ''Learning design'' is the application of learning design knowledge when developing a concrete unit of learning (a course, a lesson, a curriculum). :(2) ''Learning Design'' (LD) is a formal specification of learning design, providing a conceptual model for the description of teaching and learning processes. This specification consists of three different items: an information model, a best practice and implementation guide, and an XML binding with a binding document (Kopper and Tattersall 2005). ====Comments on the history==== The Learning Design (LD) formal specification has been conceived, based on the former Educational Modelling Language (EML), as a response to the need for effective and attractive courses and programs for learners, while at the same time providing a pleasant and effective work environment to those who have the task of developing course materials, planning the learning processes, providing tutoring and assessing performance (Kopper and Tattersall 2005, p.v). The idea of LD originated within the Valkenburg Group in 2002, and was adopted by the IMS consortium in 2003. ====Related terms==== ''Synonymous''<br> instructional design, instructional system design ''Other related terms''<br> educational modelling language (EML), learning design knowledge ====Translation issues==== …/… ====Disciplinary issues==== The challenge of the IMS LD formal specification is to ensure a reasonable balance between flexibility and complexity when adapting to the constantly evolving advances of technology enhanced learning research; this especially applies to the increased interest in CSCL and adaptive learning. Beyond its pedagogical objective, IMS LD has the objective of making effective the sharing and reuse of learning design and ensuring interoperability. ====Key references==== Koper R., Tattersall C. (eds) (2005) Learning design. Berlin: Springer. 787 2012-02-22T13:52:02Z Zeiliger 2 Created page with "<u>draft 1</u> '''Editor''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributors''': Anne Lejeune, Laboratoire d’informatique de Grenoble ====Defini..." wikitext text/x-wiki <u>draft 1</u> '''Editor''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributors''': Anne Lejeune, Laboratoire d’informatique de Grenoble ====Definition==== :(1) ''Learning design'' is the application of learning design knowledge when developing a concrete unit of learning (a course, a lesson, a curriculum). :(2) ''Learning Design'' (LD) is a formal specification of learning design, providing a conceptual model for the description of teaching and learning processes. This specification consists of three different items: an information model, a best practice and implementation guide, and an XML binding with a binding document (Kopper and Tattersall 2005). ====Comments on the history==== The Learning Design (LD) formal specification has been conceived, based on the former Educational Modelling Language (EML), as a response to the need for effective and attractive courses and programs for learners, while at the same time providing a pleasant and effective work environment to those who have the task of developing course materials, planning the learning processes, providing tutoring and assessing performance (Kopper and Tattersall 2005, p.v). The idea of LD originated within the Valkenburg Group in 2002, and was adopted by the IMS consortium in 2003. ====Related terms==== ''Synonymous''<br> instructional design, instructional system design ''Other related terms''<br> educational modelling language (EML), learning design knowledge ====Translation issues==== …/… ====Disciplinary issues==== The challenge of the IMS LD formal specification is to ensure a reasonable balance between flexibility and complexity when adapting to the constantly evolving advances of technology enhanced learning research; this especially applies to the increased interest in CSCL and adaptive learning. Beyond its pedagogical objective, IMS LD has the objective of making effective the sharing and reuse of learning design and ensuring interoperability. ====Key references==== Koper R., Tattersall C. (eds) (2005) Learning design. Berlin: Springer. 0 156 1303 1302 2013-03-19T13:36:06Z Balacheff 4 wikitext text/x-wiki = Учебен дизайн = <u>раб. версия 1</u> '''Editor''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributors''': Anne Lejeune, Laboratoire d’informatique de Grenoble '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== #Учебният дизайн е процесът по прилагането на знанието за учебния дизайн , в случаите в които разработваме отделна учебна единици (курс, урок, програма). #Терминът учебен дизайн стои зад формализираните параметри на учебен дизайн, които задават концептуален модел за описание на процеса на преподаване и процеса на учене. Конкретизацията на тези формализирани параметри съдържа три различни елемента: информационен модел, най-успешно приложение в практиката и ръководство за това приложение, както и XML връзка със свързващ дкумент (Kopper and Tattersall 2005). ==== Сродни термини ==== ''Синоними'' Дизайн на обучение, дизайн на образователни системи ''Други сродни термини'' Език за образователно моделиране, знание за учебен дизайн ==== Коментар по развитието на термина ==== Идеята за формално изражение на учебния дизайн (УД) е създадена въз основа на предхождащия го език за образователно моделиране (ЕОМ) в отговор на нуждата от ефективни и привлекателни за учащите курсове и програми, като заедно с това осигурява приятна и ефективна работна среда за тези, които имат задачата да разработят учебни материали, планират учебния процес, преподават и оценяват изпълнението (Kopper and Tattersall 2005, p.v). Идеята за УД възниква първоначално у Валкенбургската група през 2002 и е възприета от работната група IMS през 2003. ==== Проблематика на превода ==== -/- ==== Предметна проблематика ==== Предизвикателството пред работната група IMS за формализирането на параметри на даден учебен дизайн е да осигури разумен баланс между гъвкавост и сложност в процеса на адаптация към непрестанно еволюиращите технологии за изследване на технологично подпомогнатото учене/обучение. Този факт е от особена важност за нарасналия интерес към компютърно-подпомогнато колаборативно учене и адаптивното учене. Извън своите педагогически задачи, учебният дизайн на работната група IMS има за цел да направи ефективно поделянето и рециклирането на даден учебен дизайн, като същевременно осигури неговата приложимост в различни системи. ==== Основна литература ==== [http://books.google.fr/books/about/Learning_Design.html?id=MNQxDKbTpisC&redir_esc=y] Koper R., Tattersall C. (eds) (2005) Learning design. Berlin: Springer.(предговор|[http://www-jime.open.ac.uk/article/2005-18/262]) 1302 1301 2013-03-19T13:34:48Z Balacheff 4 wikitext text/x-wiki = Учебен дизайн = <u>раб. версия 1</u> '''Editor''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributors''': Anne Lejeune, Laboratoire d’informatique de Grenoble '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== #Учебният дизайн е процесът по прилагането на знанието за учебния дизайн , в случаите в които разработваме отделна учебна единици (курс, урок, програма). #Терминът учебен дизайн стои зад формализираните параметри на учебен дизайн, които задават концептуален модел за описание на процеса на преподаване и процеса на учене. Конкретизацията на тези формализирани параметри съдържа три различни елемента: информационен модел, най-успешно приложение в практиката и ръководство за това приложение, както и XML връзка със свързващ дкумент (Kopper and Tattersall 2005). ==== Сродни термини ==== ''Синоними'' Дизайн на обучение, дизайн на образователни системи ''Други сродни термини'' Език за образователно моделиране, знание за учебен дизайн ==== Коментар по развитието на термина ==== Идеята за формално изражение на учебния дизайн (УД) е създадена въз основа на предхождащия го език за образователно моделиране (ЕОМ) в отговор на нуждата от ефективни и привлекателни за учащите курсове и програми, като заедно с това осигурява приятна и ефективна работна среда за тези, които имат задачата да разработят учебни материали, планират учебния процес, преподават и оценяват изпълнението (Kopper and Tattersall 2005, p.v). Идеята за УД възниква първоначално у Валкенбургската група през 2002 и е възприета от работната група IMS през 2003. ==== Проблематика на превода ==== -/- ==== Предметна проблематика ==== Предизвикателството пред работната група IMS за формализирането на параметри на даден учебен дизайн е да осигури разумен баланс между гъвкавост и сложност в процеса на адаптация към непрестанно еволюиращите технологии за изследване на технологично подпомогнатото учене/обучение. Този факт е от особена важност за нарасналия интерес към компютърно-подпомогнато колаборативно учене и адаптивното учене. Извън своите педагогически задачи, учебният дизайн на работната група IMS има за цел да направи ефективно поделянето и рециклирането на даден учебен дизайн, като същевременно осигури неговата приложимост в различни системи. ==== Основна литература ==== &lt;a href="http://books.google.fr/books/about/Learning_Design.html?id=MNQxDKbTpisC&amp;redir_esc=y"&gt;[n]&lt;/a&gt; Koper R., Tattersall C. (eds) (2005) Learning design. Berlin: Springer.(Préface|&lt;a href="http://www-jime.open.ac.uk/article/2005-18/262"&gt;[n]&lt;/a&gt;) 1301 1300 2013-03-19T13:33:51Z Balacheff 4 /* Основна литература */ wikitext text/x-wiki <h1>Учебен дизайн</h1> <p><u>раб. версия 1</u> </p><p><b>Editor</b>: Nicolas Balacheff, Laboratoire d’informatique de Grenoble </p><p><b>Contributors</b>: Anne Lejeune, Laboratoire d’informatique de Grenoble </p><p><b>Adaptation</b>: Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands </p> <h4> Определение </h4> <ol><li>Учебният дизайн е процесът по прилагането на знанието за учебния дизайн , в случаите в които разработваме отделна учебна единици (курс, урок, програма). </li><li>Терминът учебен дизайн стои зад формализираните параметри на учебен дизайн, които задават концептуален модел за описание на процеса на преподаване и процеса на учене. Конкретизацията на тези формализирани параметри съдържа три различни елемента: информационен модел, най-успешно приложение в практиката и ръководство за това приложение, както и XML връзка със свързващ дкумент (Kopper and Tattersall 2005). </li></ol> <h4>Сродни термини</h4> <p><i>Синоними</i> Дизайн на обучение, дизайн на образователни системи <i>Други сродни термини</i> Език за образователно моделиране, знание за учебен дизайн </p> <h4>Коментар по развитието на термина</h4> <p>Идеята за формално изражение на учебния дизайн (УД) е създадена въз основа на предхождащия го език за образователно моделиране (ЕОМ) в отговор на нуждата от ефективни и привлекателни за учащите курсове и програми, като заедно с това осигурява приятна и ефективна работна среда за тези, които имат задачата да разработят учебни материали, планират учебния процес, преподават и оценяват изпълнението (Kopper and Tattersall 2005, p.v). Идеята за УД възниква първоначално у Валкенбургската група през 2002 и е възприета от работната група IMS през 2003. </p> <h4>Проблематика на превода</h4> <p>-/- </p> <h4>Предметна проблематика</h4> <p>Предизвикателството пред работната група IMS за формализирането на параметри на даден учебен дизайн е да осигури разумен баланс между гъвкавост и сложност в процеса на адаптация към непрестанно еволюиращите технологии за изследване на технологично подпомогнатото учене/обучение. Този факт е от особена важност за нарасналия интерес към компютърно-подпомогнато колаборативно учене и адаптивното учене. Извън своите педагогически задачи, учебният дизайн на работната група IMS има за цел да направи ефективно поделянето и рециклирането на даден учебен дизайн, като същевременно осигури неговата приложимост в различни системи. </p> <h4>Основна литература</h4> <p><a href="http://books.google.fr/books/about/Learning_Design.html?id=MNQxDKbTpisC&amp;redir_esc=y">[n]</a> Koper R., Tattersall C. (eds) (2005) Learning design. Berlin: Springer.(Préface|<a href="http://www-jime.open.ac.uk/article/2005-18/262">[n]</a>) </p> 1300 1299 2013-03-19T13:32:35Z Balacheff 4 /* Основна литература */ wikitext text/x-wiki <h1>Учебен дизайн</h1> <u>раб. версия 1</u> '''Editor''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributors''': Anne Lejeune, Laboratoire d’informatique de Grenoble '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== #Учебният дизайн е процесът по прилагането на знанието за учебния дизайн , в случаите в които разработваме отделна учебна единици (курс, урок, програма). #Терминът учебен дизайн стои зад формализираните параметри на учебен дизайн, които задават концептуален модел за описание на процеса на преподаване и процеса на учене. Конкретизацията на тези формализирани параметри съдържа три различни елемента: информационен модел, най-успешно приложение в практиката и ръководство за това приложение, както и XML връзка със свързващ дкумент (Kopper and Tattersall 2005). ====Сродни термини==== ''Синоними'' Дизайн на обучение, дизайн на образователни системи ''Други сродни термини'' Език за образователно моделиране, знание за учебен дизайн ====Коментар по развитието на термина==== Идеята за формално изражение на учебния дизайн (УД) е създадена въз основа на предхождащия го език за образователно моделиране (ЕОМ) в отговор на нуждата от ефективни и привлекателни за учащите курсове и програми, като заедно с това осигурява приятна и ефективна работна среда за тези, които имат задачата да разработят учебни материали, планират учебния процес, преподават и оценяват изпълнението (Kopper and Tattersall 2005, p.v). Идеята за УД възниква първоначално у Валкенбургската група през 2002 и е възприета от работната група IMS през 2003. ====Проблематика на превода==== -/- ====Предметна проблематика==== Предизвикателството пред работната група IMS за формализирането на параметри на даден учебен дизайн е да осигури разумен баланс между гъвкавост и сложност в процеса на адаптация към непрестанно еволюиращите технологии за изследване на технологично подпомогнатото учене/обучение. Този факт е от особена важност за нарасналия интерес към компютърно-подпомогнато колаборативно учене и адаптивното учене. Извън своите педагогически задачи, учебният дизайн на работната група IMS има за цел да направи ефективно поделянето и рециклирането на даден учебен дизайн, като същевременно осигури неговата приложимост в различни системи. ====Основна литература==== [http://books.google.fr/books/about/Learning_Design.html?id=MNQxDKbTpisC&redir_esc=y] Koper R., Tattersall C. (eds) (2005) Learning design. Berlin: Springer.(Préface|[http://www-jime.open.ac.uk/article/2005-18/262]) 1299 1298 2013-03-19T13:31:26Z Balacheff 4 /* Определение */ wikitext text/x-wiki <h1>Учебен дизайн</h1> <u>раб. версия 1</u> '''Editor''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributors''': Anne Lejeune, Laboratoire d’informatique de Grenoble '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== #Учебният дизайн е процесът по прилагането на знанието за учебния дизайн , в случаите в които разработваме отделна учебна единици (курс, урок, програма). #Терминът учебен дизайн стои зад формализираните параметри на учебен дизайн, които задават концептуален модел за описание на процеса на преподаване и процеса на учене. Конкретизацията на тези формализирани параметри съдържа три различни елемента: информационен модел, най-успешно приложение в практиката и ръководство за това приложение, както и XML връзка със свързващ дкумент (Kopper and Tattersall 2005). ====Сродни термини==== ''Синоними'' Дизайн на обучение, дизайн на образователни системи ''Други сродни термини'' Език за образователно моделиране, знание за учебен дизайн ====Коментар по развитието на термина==== Идеята за формално изражение на учебния дизайн (УД) е създадена въз основа на предхождащия го език за образователно моделиране (ЕОМ) в отговор на нуждата от ефективни и привлекателни за учащите курсове и програми, като заедно с това осигурява приятна и ефективна работна среда за тези, които имат задачата да разработят учебни материали, планират учебния процес, преподават и оценяват изпълнението (Kopper and Tattersall 2005, p.v). Идеята за УД възниква първоначално у Валкенбургската група през 2002 и е възприета от работната група IMS през 2003. ====Проблематика на превода==== -/- ====Предметна проблематика==== Предизвикателството пред работната група IMS за формализирането на параметри на даден учебен дизайн е да осигури разумен баланс между гъвкавост и сложност в процеса на адаптация към непрестанно еволюиращите технологии за изследване на технологично подпомогнатото учене/обучение. Този факт е от особена важност за нарасналия интерес към компютърно-подпомогнато колаборативно учене и адаптивното учене. Извън своите педагогически задачи, учебният дизайн на работната група IMS има за цел да направи ефективно поделянето и рециклирането на даден учебен дизайн, като същевременно осигури неговата приложимост в различни системи. ====Основна литература==== 1298 2013-03-19T13:30:43Z Balacheff 4 Created page with "<h1>Учебен дизайн</h1> <u>раб. версия 1</u> '''Editor''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributors''': Anne Lejeune, L..." wikitext text/x-wiki <h1>Учебен дизайн</h1> <u>раб. версия 1</u> '''Editor''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contributors''': Anne Lejeune, Laboratoire d’informatique de Grenoble '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== (1) Учебният дизайн е процесът по прилагането на знанието за учебния дизайн , в случаите в които разработваме отделна учебна единици (курс, урок, програма). (2) Терминът учебен дизайн стои зад формализираните параметри на учебен дизайн, които задават концептуален модел за описание на процеса на преподаване и процеса на учене. Конкретизацията на тези формализирани параметри съдържа три различни елемента: информационен модел, най-успешно приложение в практиката и ръководство за това приложение, както и XML връзка със свързващ дкумент (Kopper and Tattersall 2005). ====Сродни термини==== ''Синоними'' Дизайн на обучение, дизайн на образователни системи ''Други сродни термини'' Език за образователно моделиране, знание за учебен дизайн ====Коментар по развитието на термина==== Идеята за формално изражение на учебния дизайн (УД) е създадена въз основа на предхождащия го език за образователно моделиране (ЕОМ) в отговор на нуждата от ефективни и привлекателни за учащите курсове и програми, като заедно с това осигурява приятна и ефективна работна среда за тези, които имат задачата да разработят учебни материали, планират учебния процес, преподават и оценяват изпълнението (Kopper and Tattersall 2005, p.v). Идеята за УД възниква първоначално у Валкенбургската група през 2002 и е възприета от работната група IMS през 2003. ====Проблематика на превода==== -/- ====Предметна проблематика==== Предизвикателството пред работната група IMS за формализирането на параметри на даден учебен дизайн е да осигури разумен баланс между гъвкавост и сложност в процеса на адаптация към непрестанно еволюиращите технологии за изследване на технологично подпомогнатото учене/обучение. Този факт е от особена важност за нарасналия интерес към компютърно-подпомогнато колаборативно учене и адаптивното учене. Извън своите педагогически задачи, учебният дизайн на работната група IMS има за цел да направи ефективно поделянето и рециклирането на даден учебен дизайн, като същевременно осигури неговата приложимост в различни системи. ====Основна литература==== 0 137 1112 1110 2013-02-20T16:09:47Z Balacheff 4 /* Key references */ wikitext text/x-wiki <h1>Learning design</h1> <u>version 1</u> '''Rédaction''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contribution''': Anne Lejeune, Laboratoire d’informatique de Grenoble ==== Définition ==== #Learning design est la mise en œuvre de connaissances sur la conception de situations d’apprentissage lors de la spécification effective d’une unité d’apprentissage (un cours, une leçon, un curriculum). #Learning Design (LD) est la spécification formelle du learning design, qui fournit un modèle conceptuel pour la description de processus d’enseignement ou d’apprentissage. Cette spécification comprend trois volets&nbsp;: un modèle informationnel, un guide bonne pratique et de mise en œuvre, et une bibliothèque XML documentée (Kopper and Tattersall 2005). ====Jalons historiques==== La spécification formelle Learning Design (LD) a été construite sur le langage de modélisation pédagogique (Educational Modelling Language, EML) comme une réponse au besoin de cours et de programmes effectifs et attractifs pour les élèves, qui de plus apporte un environnement de travail agréable et efficace pour les auteurs, et leur permette la mise en place de fonctions de tutorat et d’évaluation (Kopper and Tattersall 2005, p.v). L’idée de LD est née au sein du Valkenburg Group en 2002 ; elle a été adoptée par le consortium IMS en 2003. ====Termes associés==== Langage de modélisation pédagogique (EML), connaissance en conception des EIAH, ingénierie pédagogique, ingénierie didactique, Conception des EIAH, scénario pédagogique, scénario d’apprentissage ====Traduction==== L’expression anglaise “learning design” n’a pas de traduction canonique en français, elle est souvent utilisée en anglais dans le texte. L’expression « conception des EIAH », née dans le courant des années 2000, fonctionne effectivement comme l’équivalent de « learning design » dans les textes francophones. ====Remarque disciplinaires==== Le défi de la spécification formelle IMS LD est d’assurer un équilibre raisonnable entre flexibilité et complexité dans l’effort d’adaptation aux progrès constants de la recherche pédagogique et informatique ; ceci s’applique en particulier au cas des environnements d’apprentissage adaptatifs et collaboratifs (CSCL). Au-delà de ses objectifs pédagogiques, IMS LD a l’ambition de permettre le partage et la réutilisation des EIAH, ainsi que d’assurer leur interopérabilité. ==== Principale reference ==== [http://books.google.fr/books/about/Learning_Design.html?id=MNQxDKbTpisC&redir_esc=y] Koper R., Tattersall C. (eds) (2005) Learning design. Berlin: Springer.(Préface|[http://www-jime.open.ac.uk/article/2005-18/262]) 1110 1109 2013-02-20T16:08:31Z Balacheff 4 /* Key references */ wikitext text/x-wiki <h1>Learning design</h1> <u>version 1</u> '''Rédaction''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contribution''': Anne Lejeune, Laboratoire d’informatique de Grenoble ==== Définition ==== #Learning design est la mise en œuvre de connaissances sur la conception de situations d’apprentissage lors de la spécification effective d’une unité d’apprentissage (un cours, une leçon, un curriculum). #Learning Design (LD) est la spécification formelle du learning design, qui fournit un modèle conceptuel pour la description de processus d’enseignement ou d’apprentissage. Cette spécification comprend trois volets&nbsp;: un modèle informationnel, un guide bonne pratique et de mise en œuvre, et une bibliothèque XML documentée (Kopper and Tattersall 2005). ====Jalons historiques==== La spécification formelle Learning Design (LD) a été construite sur le langage de modélisation pédagogique (Educational Modelling Language, EML) comme une réponse au besoin de cours et de programmes effectifs et attractifs pour les élèves, qui de plus apporte un environnement de travail agréable et efficace pour les auteurs, et leur permette la mise en place de fonctions de tutorat et d’évaluation (Kopper and Tattersall 2005, p.v). L’idée de LD est née au sein du Valkenburg Group en 2002 ; elle a été adoptée par le consortium IMS en 2003. ====Termes associés==== Langage de modélisation pédagogique (EML), connaissance en conception des EIAH, ingénierie pédagogique, ingénierie didactique, Conception des EIAH, scénario pédagogique, scénario d’apprentissage ====Traduction==== L’expression anglaise “learning design” n’a pas de traduction canonique en français, elle est souvent utilisée en anglais dans le texte. L’expression « conception des EIAH », née dans le courant des années 2000, fonctionne effectivement comme l’équivalent de « learning design » dans les textes francophones. ====Remarque disciplinaires==== Le défi de la spécification formelle IMS LD est d’assurer un équilibre raisonnable entre flexibilité et complexité dans l’effort d’adaptation aux progrès constants de la recherche pédagogique et informatique ; ceci s’applique en particulier au cas des environnements d’apprentissage adaptatifs et collaboratifs (CSCL). Au-delà de ses objectifs pédagogiques, IMS LD a l’ambition de permettre le partage et la réutilisation des EIAH, ainsi que d’assurer leur interopérabilité. ==== Key references ==== [http://books.google.fr/books/about/Learning_Design.html?id=MNQxDKbTpisC&redir_esc=y] Koper R., Tattersall C. (eds) (2005) Learning design. Berlin: Springer.(Préface|[http://www-jime.open.ac.uk/article/2005-18/262]) 1109 1108 2013-02-20T16:01:06Z Balacheff 4 wikitext text/x-wiki <h1>Learning design</h1> <u>version 1</u> '''Rédaction''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contribution''': Anne Lejeune, Laboratoire d’informatique de Grenoble ==== Définition ==== #Learning design est la mise en œuvre de connaissances sur la conception de situations d’apprentissage lors de la spécification effective d’une unité d’apprentissage (un cours, une leçon, un curriculum). #Learning Design (LD) est la spécification formelle du learning design, qui fournit un modèle conceptuel pour la description de processus d’enseignement ou d’apprentissage. Cette spécification comprend trois volets&nbsp;: un modèle informationnel, un guide bonne pratique et de mise en œuvre, et une bibliothèque XML documentée (Kopper and Tattersall 2005). ====Jalons historiques==== La spécification formelle Learning Design (LD) a été construite sur le langage de modélisation pédagogique (Educational Modelling Language, EML) comme une réponse au besoin de cours et de programmes effectifs et attractifs pour les élèves, qui de plus apporte un environnement de travail agréable et efficace pour les auteurs, et leur permette la mise en place de fonctions de tutorat et d’évaluation (Kopper and Tattersall 2005, p.v). L’idée de LD est née au sein du Valkenburg Group en 2002 ; elle a été adoptée par le consortium IMS en 2003. ====Termes associés==== Langage de modélisation pédagogique (EML), connaissance en conception des EIAH, ingénierie pédagogique, ingénierie didactique, Conception des EIAH, scénario pédagogique, scénario d’apprentissage ====Traduction==== L’expression anglaise “learning design” n’a pas de traduction canonique en français, elle est souvent utilisée en anglais dans le texte. L’expression « conception des EIAH », née dans le courant des années 2000, fonctionne effectivement comme l’équivalent de « learning design » dans les textes francophones. ====Remarque disciplinaires==== Le défi de la spécification formelle IMS LD est d’assurer un équilibre raisonnable entre flexibilité et complexité dans l’effort d’adaptation aux progrès constants de la recherche pédagogique et informatique ; ceci s’applique en particulier au cas des environnements d’apprentissage adaptatifs et collaboratifs (CSCL). Au-delà de ses objectifs pédagogiques, IMS LD a l’ambition de permettre le partage et la réutilisation des EIAH, ainsi que d’assurer leur interopérabilité. ==== Key references ==== [http://books.google.fr/books/about/Learning_Design.html?id=MNQxDKbTpisC&redir_esc=y] Koper R., Tattersall C. (eds) (2005) Learning design. Berlin: Springer. 1108 1107 2013-02-20T15:58:17Z Balacheff 4 /* Définition */ wikitext text/x-wiki <h1>Learning design</h1> <u>version 1</u> '''Rédaction''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contribution''': Anne Lejeune, Laboratoire d’informatique de Grenoble ==== Définition ==== #Learning design est la mise en œuvre de connaissances sur la conception de situations d’apprentissage lors de la spécification effective d’une unité d’apprentissage (un cours, une leçon, un curriculum). #Learning Design (LD) est la spécification formelle du learning design, qui fournit un modèle conceptuel pour la description de processus d’enseignement ou d’apprentissage. Cette spécification comprend trois volets&nbsp;: un modèle informationnel, un guide bonne pratique et de mise en œuvre, et une bibliothèque XML documentée (Kopper and Tattersall 2005). ====Jalons historiques==== La spécification formelle Learning Design (LD) a été construite sur le langage de modélisation pédagogique (Educational Modelling Language, EML) comme une réponse au besoin de cours et de programmes effectifs et attractifs pour les élèves, qui de plus apporte un environnement de travail agréable et efficace pour les auteurs, et leur permette la mise en place de fonctions de tutorat et d’évaluation (Kopper and Tattersall 2005, p.v). L’idée de LD est née au sein du Valkenburg Group en 2002 ; elle a été adoptée par le consortium IMS en 2003. ====Termes associés==== Langage de modélisation pédagogique (EML), connaissance en conception des EIAH, ingénierie pédagogique, ingénierie didactique, Conception des EIAH, scénario pédagogique, scénario d’apprentissage ====Traduction==== L’expression anglaise “learning design” n’a pas de traduction canonique en français, elle est souvent utilisée en anglais dans le texte. L’expression « conception des EIAH », née dans le courant des années 2000, fonctionne effectivement comme l’équivalent de « learning design » dans les textes francophones. ====Remarque disciplinaires==== Le défi de la spécification formelle IMS LD est d’assurer un équilibre raisonnable entre flexibilité et complexité dans l’effort d’adaptation aux progrès constants de la recherche pédagogique et informatique ; ceci s’applique en particulier au cas des environnements d’apprentissage adaptatifs et collaboratifs (CSCL). Au-delà de ses objectifs pédagogiques, IMS LD a l’ambition de permettre le partage et la réutilisation des EIAH, ainsi que d’assurer leur interopérabilité. ====Key references==== Koper R., Tattersall C. (eds) (2005) Learning design. Berlin: Springer. 1107 2013-02-20T15:57:25Z Balacheff 4 Created page with "<h1>Learning design</h1> <u>version 1</u> '''Rédaction''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contribution''': Anne Lejeune, Laboratoire d’info..." wikitext text/x-wiki <h1>Learning design</h1> <u>version 1</u> '''Rédaction''': Nicolas Balacheff, Laboratoire d’informatique de Grenoble '''Contribution''': Anne Lejeune, Laboratoire d’informatique de Grenoble ====Définition==== (1) Learning design est la mise en œuvre de connaissances sur la conception de situations d’apprentissage lors de la spécification effective d’une unité d’apprentissage (un cours, une clçon, un curriculum). (2) Learning Design (LD) est la spécification formelle du learning design, qui fournit un modèle conceptuel pour la description de processus d’enseignement ou d’apprentissage. Cette spécification comprend trois volets : un modèle informationnel, un guide bonne pratique et de mise en œuvre, et une bibliothèque XML documentée (Kopper and Tattersall 2005). ====Jalons historiques==== La spécification formelle Learning Design (LD) a été construite sur le langage de modélisation pédagogique (Educational Modelling Language, EML) comme une réponse au besoin de cours et de programmes effectifs et attractifs pour les élèves, qui de plus apporte un environnement de travail agréable et efficace pour les auteurs, et leur permette la mise en place de fonctions de tutorat et d’évaluation (Kopper and Tattersall 2005, p.v). L’idée de LD est née au sein du Valkenburg Group en 2002 ; elle a été adoptée par le consortium IMS en 2003. ====Termes associés==== Langage de modélisation pédagogique (EML), connaissance en conception des EIAH, ingénierie pédagogique, ingénierie didactique, Conception des EIAH, scénario pédagogique, scénario d’apprentissage ====Traduction==== L’expression anglaise “learning design” n’a pas de traduction canonique en français, elle est souvent utilisée en anglais dans le texte. L’expression « conception des EIAH », née dans le courant des années 2000, fonctionne effectivement comme l’équivalent de « learning design » dans les textes francophones. ====Remarque disciplinaires==== Le défi de la spécification formelle IMS LD est d’assurer un équilibre raisonnable entre flexibilité et complexité dans l’effort d’adaptation aux progrès constants de la recherche pédagogique et informatique ; ceci s’applique en particulier au cas des environnements d’apprentissage adaptatifs et collaboratifs (CSCL). Au-delà de ses objectifs pédagogiques, IMS LD a l’ambition de permettre le partage et la réutilisation des EIAH, ainsi que d’assurer leur interopérabilité. ====Key references==== Koper R., Tattersall C. (eds) (2005) Learning design. Berlin: Springer. 0 91 1333 797 2013-03-28T17:02:31Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 2</u> '''Editors''': Saverio Salerno and Pierluigi Ritrovato CRMPA – Research Center in Pure and Applied Mathematics University of Salerno '''Contributor''': Matteo Gaeta CRMPA – University of Salerno ====Definition==== A Learning Grid is an enabling software architecture based on three pillars: (i) grid technologies, (ii) semantics and (iii) educational Modelling allowing the definition and execution of new kinds of social-collaborative learning experiences obtained as a composition of distributed heterogeneous actors, resources and services, discovered and orchestrated through the Grid. ====Comments on the history==== The Grid technology was first defined in the late 90s by Ian Foster and Carl Kesselman, in the famous book “The Grid: Blueprint for a New Computing Infrastructure” (Foster and Kesselman 1999) as “a hardware and software infrastructure that provides dependable, consistent, pervasive, and inexpensive access to high-end computational capabilities”. The idea was to allow computing to have the same access facilities as those available for the power grid: just plug the cable in the wall and got the services. Further research (Foster et al. 2001, 2002) brought to a new vision of Grid that became synonym of infrastructure to “coordinate resource sharing and problem solving in dynamic, multi-institutional virtual organizations” where the focus is on the concept of Virtual Organization (VO). Starting from this wider vision, where the strict connection with high-end computing has been loosened, the term Learning Grid has got its new definition. The first discussion on the use of Grid technologies for enabling new forms of Learning was held by the Working Group on “eLearning Futures and the Learning GRID” established in the frame of EU-US cooperation in Science and Technology, in the 2001 e-Learning agreement. These research activities first led to the FP5 thematic network LeGE-WG (Learning Grid of Excellence – Working Group) in 2002 and later to a Working Group in the FP6 Network of Excellence Kaleidoscope (Salerno et al. 2008) and an FP6 Integrated Project named ELeGI – European Learning Grid Infrastructure (Ritrovato et al. 2005) where an innovative learning platform (IWT – Intelligent Web Teacher) was integrated with a Grid Middleware (GrASP – Grid Based Application Service Provision) in order to create the services of the Learning Grid Infrastructure (Ritrovato et al. 2009). Currently, the Grid technologies are still under development, mainly in the context of Research Infrastructure, with an evolution towards Service Oriented Architecture before and Cloud Computing now. Indeed, in the 2009 Gartner Hype Cycle for Education there are direct references to the Grid (climbing the scope area) supporting high-intensive computational tasks, Virtual laboratories and the creation of Private Cloud or concepts like CaaS – Computing as a Service. In the 2010 and 2011 hype cycle reports, Grid Computing is moved in the plateau (2010) and off the hype (2011), while Cloud HPC/CaaS are still in at the Peak area. ====Related terms==== Cloud e-Learning; Learning in the Cloud. ====Translation issues==== .../... ====Disciplinary issues==== Even if the Learning Grid has quite unique meaning, sometime, scientist in the computer science and artificial intelligence fields could misunderstand the “learning” meaning due to the direct mind association with the “machine learning”, namely the way the machine automatically learns something. ====Key references==== [http://www.elsevierdirect.com/v2/companion.jsp?ISBN=9781558609334] Foster I. and Kesselman C. (1999) The Grid: Blueprint for a New Computing Infrastructure. Morgan Kaufmann. [http://www.globus.org/alliance/publications/papers/ogsa.pdf] Foster I., Kesselman C., Nick J., Tuecke S. (2002) The Physiology of the Grid: An Open Grid Service Architecture for Distributed System Integration. [http://www.globus.org/alliance/publications/papers/anatomy.pdf] Foster I., Kesselman C., Tuecke S. (2001) The Anatomy of the Grid: Enabling Scalable Virtual Organizations. International Journal of Supercomputer Applications 15 (3) 200-222 [http://hal.archives-ouvertes.fr/hal-00696250/] Ritrovato P., Cerri S. A., Alison C., Gaeta M., Salerno S., Dimitrakos T. (eds.) (2005) Towards the Learning Grid: advances in Human Learning Services. Coll. Frontiers in Artificial Intelligence and Applications, Volume 127. IOS Press 2005. [http://www.mendeley.com/catalog/grid-based-software-architecture-delivery-adaptive-personalised-learning-experiences-4/] Ritrovato P., Gaeta M., Gaeta A. (2009) A grid based software architecture for delivery of adaptive and personalised learning experiences. ACM Personal and Ubiquitous Computing Journal 13 (3) 207-217. [http://books.google.fr/books?id=J2_B5AbqA8sC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Salerno S., Gaeta M., Ritrovato P., Capuano N., Orciuoli F., Miranda S., Pierri A. (eds.) (2008) The Learning Grid Handbook – Concepts, Technologies and Applications. Coll. The Future of Learning Volume 2. IOS Press. 797 704 2012-02-22T15:55:50Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 2</u> '''Editors''': Saverio Salerno and Pierluigi Ritrovato CRMPA – Research Center in Pure and Applied Mathematics University of Salerno '''Contributor''': Matteo Gaeta CRMPA – University of Salerno ====Definition==== A Learning Grid is an enabling software architecture based on three pillars: (i) grid technologies, (ii) semantics and (iii) educational Modelling allowing the definition and execution of new kinds of social-collaborative learning experiences obtained as a composition of distributed heterogeneous actors, resources and services, discovered and orchestrated through the Grid. ====Comments on the history==== The Grid technology was first defined in the late 90s by Ian Foster and Carl Kesselman, in the famous book “The Grid: Blueprint for a New Computing Infrastructure” (Foster and Kesselman 1999) as “a hardware and software infrastructure that provides dependable, consistent, pervasive, and inexpensive access to high-end computational capabilities”. The idea was to allow computing to have the same access facilities as those available for the power grid: just plug the cable in the wall and got the services. Further research (Foster et al. 2001, 2002) brought to a new vision of Grid that became synonym of infrastructure to “coordinate resource sharing and problem solving in dynamic, multi-institutional virtual organizations” where the focus is on the concept of Virtual Organization (VO). Starting from this wider vision, where the strict connection with high-end computing has been loosened, the term Learning Grid has got its new definition. The first discussion on the use of Grid technologies for enabling new forms of Learning was held by the Working Group on “eLearning Futures and the Learning GRID” established in the frame of EU-US cooperation in Science and Technology, in the 2001 e-Learning agreement. These research activities first led to the FP5 thematic network LeGE-WG (Learning Grid of Excellence – Working Group) in 2002 and later to a Working Group in the FP6 Network of Excellence Kaleidoscope (Salerno et al. 2008) and an FP6 Integrated Project named ELeGI – European Learning Grid Infrastructure (Ritrovato et al. 2005) where an innovative learning platform (IWT – Intelligent Web Teacher) was integrated with a Grid Middleware (GrASP – Grid Based Application Service Provision) in order to create the services of the Learning Grid Infrastructure (Ritrovato et al. 2009). Currently, the Grid technologies are still under development, mainly in the context of Research Infrastructure, with an evolution towards Service Oriented Architecture before and Cloud Computing now. Indeed, in the 2009 Gartner Hype Cycle for Education there are direct references to the Grid (climbing the scope area) supporting high-intensive computational tasks, Virtual laboratories and the creation of Private Cloud or concepts like CaaS – Computing as a Service. In the 2010 and 2011 hype cycle reports, Grid Computing is moved in the plateau (2010) and off the hype (2011), while Cloud HPC/CaaS are still in at the Peak area. ====Related terms==== Cloud e-Learning; Learning in the Cloud. ====Translation issues==== .../... ====Disciplinary issues==== Even if the Learning Grid has quite unique meaning, sometime, scientist in the computer science and artificial intelligence fields could misunderstand the “learning” meaning due to the direct mind association with the “machine learning”, namely the way the machine automatically learns something. ====Key references==== Foster I. and Kesselman C. [http://www.telearn.org/open-archive/browse?resource=6877_v1] (1999) The Grid: Blueprint for a New Computing Infrastructure. Morgan Kaufmann. Foster I., Kesselman C., Nick J., Tuecke S. [http://www.telearn.org/open-archive/browse?resource=6879_v1] (2002) The Physiology of the Grid: An Open Grid Service Architecture for Distributed System Integration. Foster I., Kesselman C., Tuecke S. [http://www.telearn.org/open-archive/browse?resource=7128_v1] (2001) The Anatomy of the Grid: Enabling Scalable Virtual Organizations. International Journal of Supercomputer Applications 15 (3) 200-222 Ritrovato P., Cerri S. A., Alison C., Gaeta M., Salerno S., Dimitrakos T. (eds.) [http://www.telearn.org/open-archive/browse?resource=6896_v1] (2005) Towards the Learning Grid: advances in Human Learning Services. Coll. Frontiers in Artificial Intelligence and Applications, Volume 127. IOS Press 2005. Ritrovato P., Gaeta M., Gaeta A. [http://www.telearn.org/open-archive/browse?resource=7268_v1] (2009) A grid based software architecture for delivery of adaptive and personalised learning experiences. ACM Personal and Ubiquitous Computing Journal 13 (3) 207-217. Salerno S., Gaeta M., Ritrovato P., Capuano N., Orciuoli F., Miranda S., Pierri A. (eds.) [http://www.telearn.org/open-archive/browse?resource=6878_v1] (2008) The Learning Grid Handbook – Concepts, Technologies and Applications. Coll. The Future of Learning Volume 2. IOS Press. 704 483 2012-02-08T16:21:02Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 2</u> '''Editors''': Saverio Salerno and Pierluigi Ritrovato CRMPA – Research Center in Pure and Applied Mathematics University of Salerno '''Contributor''': Matteo Gaeta CRMPA – University of Salerno ====Definition==== A Learning Grid is an enabling software architecture based on three pillars: (i) grid technologies, (ii) semantics and (iii) educational Modelling allowing the definition and execution of new kinds of social-collaborative learning experiences obtained as a composition of distributed heterogeneous actors, resources and services, discovered and orchestrated through the Grid. ====Comments on the history==== The Grid technology was first defined in the late 90s by Ian Foster and Carl Kesselman, in the famous book “The Grid: Blueprint for a New Computing Infrastructure” (Foster and Kesselman 1999) as “a hardware and software infrastructure that provides dependable, consistent, pervasive, and inexpensive access to high-end computational capabilities”. The idea was to allow computing to have the same access facilities as those available for the power grid: just plug the cable in the wall and got the services. Further research (Foster et al. 2001, 2002) brought to a new vision of Grid that became synonym of infrastructure to “coordinate resource sharing and problem solving in dynamic, multi-institutional virtual organizations” where the focus is on the concept of Virtual Organization (VO). Starting from this wider vision, where the strict connection with high-end computing has been loosened, the term Learning Grid has got its new definition. The first discussion on the use of Grid technologies for enabling new forms of Learning was held by the Working Group on “eLearning Futures and the Learning GRID” established in the frame of EU-US cooperation in Science and Technology, in the 2001 e-Learning agreement. These research activities first led to the FP5 thematic network LeGE-WG (Learning Grid of Excellence – Working Group) in 2002 and later to a Working Group in the FP6 Network of Excellence Kaleidoscope (Salerno et al. 2008) and an FP6 Integrated Project named ELeGI – European Learning Grid Infrastructure (Ritrovato et al. 2005) where an innovative learning platform (IWT – Intelligent Web Teacher) was integrated with a Grid Middleware (GrASP – Grid Based Application Service Provision) in order to create the services of the Learning Grid Infrastructure (Ritrovato et al. 2009). Currently, the Grid technologies are still under development, mainly in the context of Research Infrastructure, with an evolution towards Service Oriented Architecture before and Cloud Computing now. Indeed, in the 2009 Gartner Hype Cycle for Education there are direct references to the Grid (climbing the scope area) supporting high-intensive computational tasks, Virtual laboratories and the creation of Private Cloud or concepts like CaaS – Computing as a Service. In the 2010 and 2011 hype cycle reports, Grid Computing is moved in the plateau (2010) and off the hype (2011), while Cloud HPC/CaaS are still in at the Peak area. ====Related terms==== Cloud e-Learning; Learning in the Cloud. ====Translation issues==== .../... ====Disciplinary issues==== Even if the Learning Grid has quite unique meaning, sometime, scientist in the computer science and artificial intelligence fields could misunderstand the “learning” meaning due to the direct mind association with the “machine learning”, namely the way the machine automatically learns something. ====Key references==== Foster I. and Kesselman C. [http://www.telearn.org/open-archive/browse?resource=6877_v1] (1999) The Grid: Blueprint for a New Computing Infrastructure. Morgan Kaufmann. Foster I., Kesselman C., Nick J., Tuecke S. [http://www.telearn.org/open-archive/browse?resource=6879_v1] (2002) The Physiology of the Grid: An Open Grid Service Architecture for Distributed System Integration. Foster I., Kesselman C., Tuecke S. [http://www.telearn.org/open-archive/browse?resource=7128_v1] (2001) The Anatomy of the Grid: Enabling Scalable Virtual Organizations. International Journal of Supercomputer Applications 15 (3) 200-222 Ritrovato P., Cerri S. A., Alison C., Gaeta M., Salerno S., Dimitrakos T. (eds.) [http://www.telearn.org/open-archive/browse?resource=6896_v1] (2005) Towards the Learning Grid: advances in Human Learning Services. Coll. Frontiers in Artificial Intelligence and Applications, Volume 127. IOS Press 2005. Ritrovato P., Gaeta M., Gaeta A. (2009) A grid based software architecture for delivery of adaptive and personalised learning experiences. ACM Personal and Ubiquitous Computing Journal 13 (3) 207-217. Salerno S., Gaeta M., Ritrovato P., Capuano N., Orciuoli F., Miranda S., Pierri A. (eds.) [http://www.telearn.org/open-archive/browse?resource=6878_v1] (2008) The Learning Grid Handbook – Concepts, Technologies and Applications. Coll. The Future of Learning Volume 2. IOS Press. 483 476 2011-11-09T08:21:30Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 2</u> '''Editors''': Saverio Salerno and Pierluigi Ritrovato CRMPA – Research Center in Pure and Applied Mathematics University of Salerno '''Contributor''': Matteo Gaeta CRMPA – University of Salerno ====Definition==== A Learning Grid is an enabling software architecture based on three pillars: (i) grid technologies, (ii) semantics and (iii) educational Modelling allowing the definition and execution of new kinds of social-collaborative learning experiences obtained as a composition of distributed heterogeneous actors, resources and services, discovered and orchestrated through the Grid. ====Comments on the history==== The Grid technology was first defined in the late 90s by Ian Foster and Carl Kesselman, in the famous book “The Grid: Blueprint for a New Computing Infrastructure” (Foster and Kesselman 1999) as “a hardware and software infrastructure that provides dependable, consistent, pervasive, and inexpensive access to high-end computational capabilities”. The idea was to allow computing to have the same access facilities as those available for the power grid: just plug the cable in the wall and got the services. Further research (Foster et al. 2001, 2002) brought to a new vision of Grid that became synonym of infrastructure to “coordinate resource sharing and problem solving in dynamic, multi-institutional virtual organizations” where the focus is on the concept of Virtual Organization (VO). Starting from this wider vision, where the strict connection with high-end computing has been loosened, the term Learning Grid has got its new definition. The first discussion on the use of Grid technologies for enabling new forms of Learning was held by the Working Group on “eLearning Futures and the Learning GRID” established in the frame of EU-US cooperation in Science and Technology, in the 2001 e-Learning agreement. These research activities first led to the FP5 thematic network LeGE-WG (Learning Grid of Excellence – Working Group) in 2002 and later to a Working Group in the FP6 Network of Excellence Kaleidoscope (Salerno et al. 2008) and an FP6 Integrated Project named ELeGI – European Learning Grid Infrastructure (Ritrovato et al. 2005) where an innovative learning platform (IWT – Intelligent Web Teacher) was integrated with a Grid Middleware (GrASP – Grid Based Application Service Provision) in order to create the services of the Learning Grid Infrastructure (Ritrovato et al. 2009). Currently, the Grid technologies are still under development, mainly in the context of Research Infrastructure, with an evolution towards Service Oriented Architecture before and Cloud Computing now. Indeed, in the 2009 Gartner Hype Cycle for Education there are direct references to the Grid (climbing the scope area) supporting high-intensive computational tasks, Virtual laboratories and the creation of Private Cloud or concepts like CaaS – Computing as a Service. In the 2010 and 2011 hype cycle reports, Grid Computing is moved in the plateau (2010) and off the hype (2011), while Cloud HPC/CaaS are still in at the Peak area. ====Related terms==== Cloud e-Learning; Learning in the Cloud. ====Translation issues==== .../... ====Disciplinary issues==== Even if the Learning Grid has quite unique meaning, sometime, scientist in the computer science and artificial intelligence fields could misunderstand the “learning” meaning due to the direct mind association with the “machine learning”, namely the way the machine automatically learns something. ====Key references==== Foster I. and Kesselman C. [http://www.telearn.org/open-archive/browse?resource=6877_v1] (1999) The Grid: Blueprint for a New Computing Infrastructure. Morgan Kaufmann. Foster I., Kesselman C., Nick J., Tuecke S. [http://www.telearn.org/open-archive/browse?resource=6879_v1] (2002) The Physiology of the Grid: An Open Grid Service Architecture for Distributed System Integration. Foster I., Kesselman C., Tuecke S. (2001) The Anatomy of the Grid: Enabling Scalable Virtual Organizations. International Journal of Supercomputer Applications 15 (3) 200-222 Ritrovato P., Cerri S. A., Alison C., Gaeta M., Salerno S., Dimitrakos T. (eds.) [http://www.telearn.org/open-archive/browse?resource=6896_v1] (2005) Towards the Learning Grid: advances in Human Learning Services. Coll. Frontiers in Artificial Intelligence and Applications, Volume 127. IOS Press 2005. Ritrovato P., Gaeta M., Gaeta A. (2009) A grid based software architecture for delivery of adaptive and personalised learning experiences. ACM Personal and Ubiquitous Computing Journal 13 (3) 207-217. Salerno S., Gaeta M., Ritrovato P., Capuano N., Orciuoli F., Miranda S., Pierri A. (eds.) [http://www.telearn.org/open-archive/browse?resource=6878_v1] (2008) The Learning Grid Handbook – Concepts, Technologies and Applications. Coll. The Future of Learning Volume 2. IOS Press. 476 474 2011-10-27T07:20:03Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 2</u> '''Editors''': Saverio Salerno and Pierluigi Ritrovato CRMPA – Research Center in Pure and Applied Mathematics University of Salerno '''Contributor''': Matteo Gaeta CRMPA – University of Salerno ====Definition==== A Learning Grid is an enabling software architecture based on three pillars: (i) grid technologies, (ii) semantics and (iii) educational Modelling allowing the definition and execution of new kinds of social-collaborative learning experiences obtained as a composition of distributed heterogeneous actors, resources and services, discovered and orchestrated through the Grid. ====Comments on the history==== The Grid technology was first defined in the late 90s by Ian Foster and Carl Kesselman, in the famous book “The Grid: Blueprint for a New Computing Infrastructure” (Foster and Kesselman 1999) as “a hardware and software infrastructure that provides dependable, consistent, pervasive, and inexpensive access to high-end computational capabilities”. The idea was to allow computing to have the same access facilities as those available for the power grid: just plug the cable in the wall and got the services. Further research (Foster et al. 2001, 2002) brought to a new vision of Grid that became synonym of infrastructure to “coordinate resource sharing and problem solving in dynamic, multi-institutional virtual organizations” where the focus is on the concept of Virtual Organization (VO). Starting from this wider vision, where the strict connection with high-end computing has been loosened, the term Learning Grid has got its new definition. The first discussion on the use of Grid technologies for enabling new forms of Learning was held by the Working Group on “eLearning Futures and the Learning GRID” established in the frame of EU-US cooperation in Science and Technology, in the 2001 e-Learning agreement. These research activities first led to the FP5 thematic network LeGE-WG (Learning Grid of Excellence – Working Group) in 2002 and later to a Working Group in the FP6 Network of Excellence Kaleidoscope (Salerno et al. 2008) and an FP6 Integrated Project named ELeGI – European Learning Grid Infrastructure (Ritrovato et al. 2005) where an innovative learning platform (IWT – Intelligent Web Teacher) was integrated with a Grid Middleware (GrASP – Grid Based Application Service Provision) in order to create the services of the Learning Grid Infrastructure (Ritrovato et al. 2009). Currently, the Grid technologies are still under development, mainly in the context of Research Infrastructure, with an evolution towards Service Oriented Architecture before and Cloud Computing now. Indeed, in the 2009 Gartner Hype Cycle for Education there are direct references to the Grid (climbing the scope area) supporting high-intensive computational tasks, Virtual laboratories and the creation of Private Cloud or concepts like CaaS – Computing as a Service. In the 2010 and 2011 hype cycle reports, Grid Computing is moved in the plateau (2010) and off the hype (2011), while Cloud HPC/CaaS are still in at the Peak area. ====Related terms==== Cloud e-Learning; Learning in the Cloud. ====Translation issues==== .../... ====Disciplinary issues==== Even if the Learning Grid has quite unique meaning, sometime, scientist in the computer science and artificial intelligence fields could misunderstand the “learning” meaning due to the direct mind association with the “machine learning”, namely the way the machine automatically learns something. ====Key references==== Foster I. and Kesselman C. [http://www.telearn.org/open-archive/browse?resource=6877_v1] (1999) The Grid: Blueprint for a New Computing Infrastructure. Morgan Kaufmann. Foster I., Kesselman C., Nick J., Tuecke S. [http://www.telearn.org/open-archive/browse?resource=6879_v1] (2002) The Physiology of the Grid: An Open Grid Service Architecture for Distributed System Integration. Foster I., Kesselman C., Tuecke S. (2001) The Anatomy of the Grid: Enabling Scalable Virtual Organizations. International Journal of Supercomputer Applications 15 (3) 200-222 Ritrovato P., Cerri S. A., Alison C., Gaeta M., Salerno S., Dimitrakos T. (eds.) (2005) Towards the Learning Grid: advances in Human Learning Services. Coll. Frontiers in Artificial Intelligence and Applications, Volume 127. IOS Press 2005 ISBN 1-58603-534-7. Ritrovato P., Gaeta M., Gaeta A. (2009) A grid based software architecture for delivery of adaptive and personalised learning experiences. ACM Personal and Ubiquitous Computing Journal 13 (3) 207-217. Salerno S., Gaeta M., Ritrovato P., Capuano N., Orciuoli F., Miranda S., Pierri A. (eds.) [http://www.telearn.org/open-archive/browse?resource=6878_v1] (2008) The Learning Grid Handbook – Concepts, Technologies and Applications. Coll. The Future of Learning Volume 2. IOS Press. 474 473 2011-10-26T15:24:26Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 2</u> '''Editors''': Saverio Salerno and Pierluigi Ritrovato CRMPA – Research Center in Pure and Applied Mathematics University of Salerno '''Contributor''': Matteo Gaeta CRMPA – University of Salerno ====Definition==== A Learning Grid is an enabling software architecture based on three pillars: (i) grid technologies, (ii) semantics and (iii) educational Modelling allowing the definition and execution of new kinds of social-collaborative learning experiences obtained as a composition of distributed heterogeneous actors, resources and services, discovered and orchestrated through the Grid. ====Comments on the history==== The Grid technology was first defined in the late 90s by Ian Foster and Carl Kesselman, in the famous book “The Grid: Blueprint for a New Computing Infrastructure” (Foster and Kesselman 1999) as “a hardware and software infrastructure that provides dependable, consistent, pervasive, and inexpensive access to high-end computational capabilities”. The idea was to allow computing to have the same access facilities as those available for the power grid: just plug the cable in the wall and got the services. Further research (Foster et al. 2001, 2002) brought to a new vision of Grid that became synonym of infrastructure to “coordinate resource sharing and problem solving in dynamic, multi-institutional virtual organizations” where the focus is on the concept of Virtual Organization (VO). Starting from this wider vision, where the strict connection with high-end computing has been loosened, the term Learning Grid has got its new definition. The first discussion on the use of Grid technologies for enabling new forms of Learning was held by the Working Group on “eLearning Futures and the Learning GRID” established in the frame of EU-US cooperation in Science and Technology, in the 2001 e-Learning agreement. These research activities first led to the FP5 thematic network LeGE-WG (Learning Grid of Excellence – Working Group) in 2002 and later to a Working Group in the FP6 Network of Excellence Kaleidoscope (Salerno et al. 2008) and an FP6 Integrated Project named ELeGI – European Learning Grid Infrastructure (Ritrovato et al. 2005) where an innovative learning platform (IWT – Intelligent Web Teacher) was integrated with a Grid Middleware (GrASP – Grid Based Application Service Provision) in order to create the services of the Learning Grid Infrastructure (Ritrovato et al. 2009). Currently, the Grid technologies are still under development, mainly in the context of Research Infrastructure, with an evolution towards Service Oriented Architecture before and Cloud Computing now. Indeed, in the 2009 Gartner Hype Cycle for Education there are direct references to the Grid (climbing the scope area) supporting high-intensive computational tasks, Virtual laboratories and the creation of Private Cloud or concepts like CaaS – Computing as a Service. In the 2010 and 2011 hype cycle reports, Grid Computing is moved in the plateau (2010) and off the hype (2011), while Cloud HPC/CaaS are still in at the Peak area. ====Related terms==== Cloud e-Learning; Learning in the Cloud. ====Translation issues==== .../... ====Disciplinary issues==== Even if the Learning Grid has quite unique meaning, sometime, scientist in the computer science and artificial intelligence fields could misunderstand the “learning” meaning due to the direct mind association with the “machine learning”, namely the way the machine automatically learns something. ====Key references==== Foster I. and Kesselman C. [http://www.telearn.org/open-archive/browse?resource=6877_v1] (1999) The Grid: Blueprint for a New Computing Infrastructure. Morgan Kaufmann. Foster I., Kesselman C., Nick J., Tuecke S. (2002) The Physiology of the Grid: An Open Grid Service Architecture for Distributed System Integration. Foster I., Kesselman C., Tuecke S. (2001) The Anatomy of the Grid: Enabling Scalable Virtual Organizations. International Journal of Supercomputer Applications 15 (3) 200-222 Ritrovato P., Cerri S. A., Alison C., Gaeta M., Salerno S., Dimitrakos T. (eds.) (2005) Towards the Learning Grid: advances in Human Learning Services. Coll. Frontiers in Artificial Intelligence and Applications, Volume 127. IOS Press 2005 ISBN 1-58603-534-7. Ritrovato P., Gaeta M., Gaeta A. (2009) A grid based software architecture for delivery of adaptive and personalised learning experiences. ACM Personal and Ubiquitous Computing Journal 13 (3) 207-217. Salerno S., Gaeta M., Ritrovato P., Capuano N., Orciuoli F., Miranda S., Pierri A. (eds.) [http://www.telearn.org/open-archive/browse?resource=6878_v1] (2008) The Learning Grid Handbook – Concepts, Technologies and Applications. Coll. The Future of Learning Volume 2. IOS Press. 473 470 2011-10-26T14:48:28Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 2</u> '''Editors''': Saverio Salerno and Pierluigi Ritrovato CRMPA – Research Center in Pure and Applied Mathematics University of Salerno '''Contributor''': Matteo Gaeta CRMPA – University of Salerno ====Definition==== A Learning Grid is an enabling software architecture based on three pillars: (i) grid technologies, (ii) semantics and (iii) educational Modelling allowing the definition and execution of new kinds of social-collaborative learning experiences obtained as a composition of distributed heterogeneous actors, resources and services, discovered and orchestrated through the Grid. ====Comments on the history==== The Grid technology was first defined in the late 90s by Ian Foster and Carl Kesselman, in the famous book “The Grid: Blueprint for a New Computing Infrastructure” (Foster and Kesselman 1999) as “a hardware and software infrastructure that provides dependable, consistent, pervasive, and inexpensive access to high-end computational capabilities”. The idea was to allow computing to have the same access facilities as those available for the power grid: just plug the cable in the wall and got the services. Further research (Foster et al. 2001, 2002) brought to a new vision of Grid that became synonym of infrastructure to “coordinate resource sharing and problem solving in dynamic, multi-institutional virtual organizations” where the focus is on the concept of Virtual Organization (VO). Starting from this wider vision, where the strict connection with high-end computing has been loosened, the term Learning Grid has got its new definition. The first discussion on the use of Grid technologies for enabling new forms of Learning was held by the Working Group on “eLearning Futures and the Learning GRID” established in the frame of EU-US cooperation in Science and Technology, in the 2001 e-Learning agreement. These research activities first led to the FP5 thematic network LeGE-WG (Learning Grid of Excellence – Working Group) in 2002 and later to a Working Group in the FP6 Network of Excellence Kaleidoscope (Salerno et al. 2008) and an FP6 Integrated Project named ELeGI – European Learning Grid Infrastructure (Ritrovato et al. 2005) where an innovative learning platform (IWT – Intelligent Web Teacher) was integrated with a Grid Middleware (GrASP – Grid Based Application Service Provision) in order to create the services of the Learning Grid Infrastructure (Ritrovato et al. 2009). Currently, the Grid technologies are still under development, mainly in the context of Research Infrastructure, with an evolution towards Service Oriented Architecture before and Cloud Computing now. Indeed, in the 2009 Gartner Hype Cycle for Education there are direct references to the Grid (climbing the scope area) supporting high-intensive computational tasks, Virtual laboratories and the creation of Private Cloud or concepts like CaaS – Computing as a Service. In the 2010 and 2011 hype cycle reports, Grid Computing is moved in the plateau (2010) and off the hype (2011), while Cloud HPC/CaaS are still in at the Peak area. ====Related terms==== Cloud e-Learning; Learning in the Cloud. ====Translation issues==== .../... ====Disciplinary issues==== Even if the Learning Grid has quite unique meaning, sometime, scientist in the computer science and artificial intelligence fields could misunderstand the “learning” meaning due to the direct mind association with the “machine learning”, namely the way the machine automatically learns something. ====Key references==== Foster I. and Kesselman C. [http://www.telearn.org/open-archive/browse?resource=6877_v1] (1999) The Grid: Blueprint for a New Computing Infrastructure. Morgan Kaufmann. Foster I., Kesselman C., Nick J., Tuecke S. (2002) The Physiology of the Grid: An Open Grid Service Architecture for Distributed System Integration. Foster I., Kesselman C., Tuecke S. (2001) The Anatomy of the Grid: Enabling Scalable Virtual Organizations. International Journal of Supercomputer Applications 15 (3) 200-222 Ritrovato P., Cerri S. A., Alison C., Gaeta M., Salerno S., Dimitrakos T. (eds.) (2005) Towards the Learning Grid: advances in Human Learning Services. Coll. Frontiers in Artificial Intelligence and Applications, Volume 127. IOS Press 2005 ISBN 1-58603-534-7. Ritrovato P., Gaeta M., Gaeta A. (2009) A grid based software architecture for delivery of adaptive and personalised learning experiences. ACM Personal and Ubiquitous Computing Journal 13 (3) 207-217. Salerno S., Gaeta M., Ritrovato P., Capuano N., Orciuoli F., Miranda S., Pierri A. (eds.) (2008) The Learning Grid Handbook – Concepts, Technologies and Applications. Coll. The Future of Learning Volume 2. IOS Press ISBN 978-1-58603-829-8. 470 469 2011-10-25T09:55:09Z Balacheff 4 /* Translation issues */ wikitext text/x-wiki <u>Draft 2</u> '''Editors''': Saverio Salerno and Pierluigi Ritrovato CRMPA – Research Center in Pure and Applied Mathematics University of Salerno '''Contributor''': Matteo Gaeta CRMPA – University of Salerno ====Definition==== A Learning Grid is an enabling software architecture based on three pillars: (i) grid technologies, (ii) semantics and (iii) educational Modelling allowing the definition and execution of new kinds of social-collaborative learning experiences obtained as a composition of distributed heterogeneous actors, resources and services, discovered and orchestrated through the Grid. ====Comments on the history==== The Grid technology was first defined in the late 90s by Ian Foster and Carl Kesselman, in the famous book “The Grid: Blueprint for a New Computing Infrastructure” (Foster and Kesselman 1999) as “a hardware and software infrastructure that provides dependable, consistent, pervasive, and inexpensive access to high-end computational capabilities”. The idea was to allow computing to have the same access facilities as those available for the power grid: just plug the cable in the wall and got the services. Further research (Foster et al. 2001, 2002) brought to a new vision of Grid that became synonym of infrastructure to “coordinate resource sharing and problem solving in dynamic, multi-institutional virtual organizations” where the focus is on the concept of Virtual Organization (VO). Starting from this wider vision, where the strict connection with high-end computing has been loosened, the term Learning Grid has got its new definition. The first discussion on the use of Grid technologies for enabling new forms of Learning was held by the Working Group on “eLearning Futures and the Learning GRID” established in the frame of EU-US cooperation in Science and Technology, in the 2001 e-Learning agreement. These research activities first led to the FP5 thematic network LeGE-WG (Learning Grid of Excellence – Working Group) in 2002 and later to a Working Group in the FP6 Network of Excellence Kaleidoscope (Salerno et al. 2008) and an FP6 Integrated Project named ELeGI – European Learning Grid Infrastructure (Ritrovato et al. 2005) where an innovative learning platform (IWT – Intelligent Web Teacher) was integrated with a Grid Middleware (GrASP – Grid Based Application Service Provision) in order to create the services of the Learning Grid Infrastructure (Ritrovato et al. 2009). Currently, the Grid technologies are still under development, mainly in the context of Research Infrastructure, with an evolution towards Service Oriented Architecture before and Cloud Computing now. Indeed, in the 2009 Gartner Hype Cycle for Education there are direct references to the Grid (climbing the scope area) supporting high-intensive computational tasks, Virtual laboratories and the creation of Private Cloud or concepts like CaaS – Computing as a Service. In the 2010 and 2011 hype cycle reports, Grid Computing is moved in the plateau (2010) and off the hype (2011), while Cloud HPC/CaaS are still in at the Peak area. ====Related terms==== Cloud e-Learning; Learning in the Cloud. ====Translation issues==== .../... ====Disciplinary issues==== Even if the Learning Grid has quite unique meaning, sometime, scientist in the computer science and artificial intelligence fields could misunderstand the “learning” meaning due to the direct mind association with the “machine learning”, namely the way the machine automatically learns something. ====Key references==== Foster I. and Kesselman C. (1999) The Grid: Blueprint for a New Computing Infrastructure. Morgan Kaufmann. Foster I., Kesselman C., Nick J., Tuecke S. (2002) The Physiology of the Grid: An Open Grid Service Architecture for Distributed System Integration. Foster I., Kesselman C., Tuecke S. (2001) The Anatomy of the Grid: Enabling Scalable Virtual Organizations. International Journal of Supercomputer Applications 15 (3) 200-222 Ritrovato P., Cerri S. A., Alison C., Gaeta M., Salerno S., Dimitrakos T. (eds.) (2005) Towards the Learning Grid: advances in Human Learning Services. Coll. Frontiers in Artificial Intelligence and Applications, Volume 127. IOS Press 2005 ISBN 1-58603-534-7. Ritrovato P., Gaeta M., Gaeta A. (2009) A grid based software architecture for delivery of adaptive and personalised learning experiences. ACM Personal and Ubiquitous Computing Journal 13 (3) 207-217. Salerno S., Gaeta M., Ritrovato P., Capuano N., Orciuoli F., Miranda S., Pierri A. (eds.) (2008) The Learning Grid Handbook – Concepts, Technologies and Applications. Coll. The Future of Learning Volume 2. IOS Press ISBN 978-1-58603-829-8. 469 458 2011-10-25T09:54:30Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 2</u> '''Editors''': Saverio Salerno and Pierluigi Ritrovato CRMPA – Research Center in Pure and Applied Mathematics University of Salerno '''Contributor''': Matteo Gaeta CRMPA – University of Salerno ====Definition==== A Learning Grid is an enabling software architecture based on three pillars: (i) grid technologies, (ii) semantics and (iii) educational Modelling allowing the definition and execution of new kinds of social-collaborative learning experiences obtained as a composition of distributed heterogeneous actors, resources and services, discovered and orchestrated through the Grid. ====Comments on the history==== The Grid technology was first defined in the late 90s by Ian Foster and Carl Kesselman, in the famous book “The Grid: Blueprint for a New Computing Infrastructure” (Foster and Kesselman 1999) as “a hardware and software infrastructure that provides dependable, consistent, pervasive, and inexpensive access to high-end computational capabilities”. The idea was to allow computing to have the same access facilities as those available for the power grid: just plug the cable in the wall and got the services. Further research (Foster et al. 2001, 2002) brought to a new vision of Grid that became synonym of infrastructure to “coordinate resource sharing and problem solving in dynamic, multi-institutional virtual organizations” where the focus is on the concept of Virtual Organization (VO). Starting from this wider vision, where the strict connection with high-end computing has been loosened, the term Learning Grid has got its new definition. The first discussion on the use of Grid technologies for enabling new forms of Learning was held by the Working Group on “eLearning Futures and the Learning GRID” established in the frame of EU-US cooperation in Science and Technology, in the 2001 e-Learning agreement. These research activities first led to the FP5 thematic network LeGE-WG (Learning Grid of Excellence – Working Group) in 2002 and later to a Working Group in the FP6 Network of Excellence Kaleidoscope (Salerno et al. 2008) and an FP6 Integrated Project named ELeGI – European Learning Grid Infrastructure (Ritrovato et al. 2005) where an innovative learning platform (IWT – Intelligent Web Teacher) was integrated with a Grid Middleware (GrASP – Grid Based Application Service Provision) in order to create the services of the Learning Grid Infrastructure (Ritrovato et al. 2009). Currently, the Grid technologies are still under development, mainly in the context of Research Infrastructure, with an evolution towards Service Oriented Architecture before and Cloud Computing now. Indeed, in the 2009 Gartner Hype Cycle for Education there are direct references to the Grid (climbing the scope area) supporting high-intensive computational tasks, Virtual laboratories and the creation of Private Cloud or concepts like CaaS – Computing as a Service. In the 2010 and 2011 hype cycle reports, Grid Computing is moved in the plateau (2010) and off the hype (2011), while Cloud HPC/CaaS are still in at the Peak area. ====Related terms==== Cloud e-Learning; Learning in the Cloud. ====Translation issues==== None. ====Disciplinary issues==== Even if the Learning Grid has quite unique meaning, sometime, scientist in the computer science and artificial intelligence fields could misunderstand the “learning” meaning due to the direct mind association with the “machine learning”, namely the way the machine automatically learns something. ====Key references==== Foster I. and Kesselman C. (1999) The Grid: Blueprint for a New Computing Infrastructure. Morgan Kaufmann. Foster I., Kesselman C., Nick J., Tuecke S. (2002) The Physiology of the Grid: An Open Grid Service Architecture for Distributed System Integration. Foster I., Kesselman C., Tuecke S. (2001) The Anatomy of the Grid: Enabling Scalable Virtual Organizations. International Journal of Supercomputer Applications 15 (3) 200-222 Ritrovato P., Cerri S. A., Alison C., Gaeta M., Salerno S., Dimitrakos T. (eds.) (2005) Towards the Learning Grid: advances in Human Learning Services. Coll. Frontiers in Artificial Intelligence and Applications, Volume 127. IOS Press 2005 ISBN 1-58603-534-7. Ritrovato P., Gaeta M., Gaeta A. (2009) A grid based software architecture for delivery of adaptive and personalised learning experiences. ACM Personal and Ubiquitous Computing Journal 13 (3) 207-217. Salerno S., Gaeta M., Ritrovato P., Capuano N., Orciuoli F., Miranda S., Pierri A. (eds.) (2008) The Learning Grid Handbook – Concepts, Technologies and Applications. Coll. The Future of Learning Volume 2. IOS Press ISBN 978-1-58603-829-8. 458 457 2011-10-25T09:12:24Z Zeiliger 2 wikitext text/x-wiki <u>Draft 2</u> '''Editors''': Saverio Salerno and Pierluigi Ritrovato CRMPA – Research Center in Pure and Applied Mathematics University of Salerno '''Contributor''': Matteo Gaeta CRMPA – University of Salerno ====Definition==== A Learning Grid is an enabling software architecture based on three pillars: (i) grid technologies, (ii) semantics and (iii) educational Modelling allowing the definition and execution of new kinds of social-collaborative learning experiences obtained as a composition of distributed heterogeneous actors, resources and services, discovered and orchestrated through the Grid. ====Comments on the history==== The Grid technology was first defined in the late 90s by Ian Foster and Carl Kesselman, in the famous book “The Grid: Blueprint for a New Computing Infrastructure” (Foster and Kesselman 1999) as “a hardware and software infrastructure that provides dependable, consistent, pervasive, and inexpensive access to high-end computational capabilities”. The idea was to allow computing to have the same access facilities as those available for the power grid: just plug the cable in the wall and got the services. Further research (Foster et al. 2001, 2002) brought to a new vision of Grid that became synonym of infrastructure to “coordinate resource sharing and problem solving in dynamic, multi-institutional virtual organizations” where the focus is on the concept of Virtual Organization (VO). Starting from this wider vision, where the strict connection with high-end computing has been loosened, the term Learning Grid has got its new definition. The first discussion on the use of Grid technologies for enabling new forms of Learning was held by the Working Group on “eLearning Futures and the Learning GRID” established in the frame of EU-US cooperation in Science and Technology, in the 2001 e-Learning agreement. These research activities first led to the FP5 thematic network LeGE-WG (Learning Grid of Excellence – Working Group) in 2002 and later to a Working Group in the FP6 Network of Excellence Kaleidoscope (Salerno et al. 2008) and an FP6 Integrated Project named ELeGI – European Learning Grid Infrastructure (Ritrovato et al. 2005) where an innovative learning platform (IWT – Intelligent Web Teacher) was integrated with a Grid Middleware (GrASP – Grid Based Application Service Provision) in order to create the services of the Learning Grid Infrastructure (Ritrovato et al. 2009). Currently, the Grid technologies are still under development, mainly in the context of Research Infrastructure, with an evolution towards Service Oriented Architecture before and Cloud Computing now. Indeed, in the 2009 Gartner Hype Cycle for Education there are direct references to the Grid (climbing the scope area) supporting high-intensive computational tasks, Virtual laboratories and the creation of Private Cloud or concepts like CaaS – Computing as a Service. In the 2010 and 2011 hype cycle reports, Grid Computing is moved in the plateau (2010) and off the hype (2011), while Cloud HPC/CaaS are still in at the Peak area. ====Related terms==== Cloud e-Learning; Learning in the Cloud. ====Translation issues==== None. ====Disciplinary issues==== Even if the Learning Grid has quite unique meaning, sometime, scientist in the computer science and artificial intelligence fields could misunderstand the “learning” meaning due to the direct mind association with the “machine learning”, namely the way the machine automatically learns something. ====Key references==== Foster I. and Kesselman C. (1999) The Grid: Blueprint for a New Computing Infrastructure. Morgan Kaufmann. Foster I., Kesselman C., Nick J., Tuecke S. (2002) The Physiology of the Grid: An Open Grid Service Architecture for Distributed System Integration. Foster I., Kesselman C., Tuecke S. (2001) The Anatomy of the Grid: Enabling Scalable Virtual Organizations. International Journal of Supercomputer Applications 15 (3) 200-222 Ritrovato P., Cerri S. A., Alison C., Gaeta M., Salerno S., Dimitrakos T. (eds.) (2005) Towards the Learning Grid: advances in Human Learning Services. Coll. Frontiers in Artificial Intelligence and Applications, Volume 127. IOS Press 2005 ISBN: 1-58603-534-7. Ritrovato P., Gaeta M., Gaeta A. (2009) A grid based software architecture for delivery of adaptive and personalised learning experiences. ACM Personal and Ubiquitous Computing Journal 13 (3) 207-217. Salerno S., Gaeta M., Ritrovato P., Capuano N., Orciuoli F., Miranda S., Pierri A. (eds.) (2008) The Learning Grid Handbook – Concepts, Technologies and Applications. Coll. The Future of Learning Volume 2. IOS Press ISBN 978-1-58603-829-8. 457 2011-10-25T09:11:36Z Zeiliger 2 Created page with "<u>Draft 2</u> '''Editors''': Saverio Salerno and Pierluigi Ritrovato CRMPA – Research Center in Pure and Applied Mathematics University of Salerno '''Contributor''': Matteo ..." wikitext text/x-wiki <u>Draft 2</u> '''Editors''': Saverio Salerno and Pierluigi Ritrovato CRMPA – Research Center in Pure and Applied Mathematics University of Salerno '''Contributor''': Matteo Gaeta CRMPA – University of Salerno ====Definition==== A Learning Grid is an enabling software architecture based on three pillars: (i) grid technologies, (ii) semantics and (iii) educational Modelling allowing the definition and execution of new kinds of social-collaborative learning experiences obtained as a composition of distributed heterogeneous actors, resources and services, discovered and orchestrated through the Grid. ====Comments on the history==== The Grid technology was first defined in the late 90s by Ian Foster and Carl Kesselman, in the famous book “The Grid: Blueprint for a New Computing Infrastructure” (Foster and Kesselman 1999) as “a hardware and software infrastructure that provides dependable, consistent, pervasive, and inexpensive access to high-end computational capabilities”. The idea was to allow computing to have the same access facilities as those available for the power grid: just plug the cable in the wall and got the services. Further research (Foster et al. 2001, 2002) brought to a new vision of Grid that became synonym of infrastructure to “coordinate resource sharing and problem solving in dynamic, multi-institutional virtual organizations” where the focus is on the concept of Virtual Organization (VO). Starting from this wider vision, where the strict connection with high-end computing has been loosened, the term Learning Grid has got its new definition. The first discussion on the use of Grid technologies for enabling new forms of Learning was held by the Working Group on “eLearning Futures and the Learning GRID” established in the frame of EU-US cooperation in Science and Technology, in the 2001 e-Learning agreement. These research activities first led to the FP5 thematic network LeGE-WG (Learning Grid of Excellence – Working Group) in 2002 and later to a Working Group in the FP6 Network of Excellence Kaleidoscope (Salerno et al. 2008) and an FP6 Integrated Project named ELeGI – European Learning Grid Infrastructure (Ritrovato et al. 2005) where an innovative learning platform (IWT – Intelligent Web Teacher) was integrated with a Grid Middleware (GrASP – Grid Based Application Service Provision) in order to create the services of the Learning Grid Infrastructure (Ritrovato et al. 2009). Currently, the Grid technologies are still under development, mainly in the context of Research Infrastructure, with an evolution towards Service Oriented Architecture before and Cloud Computing now. Indeed, in the 2009 Gartner Hype Cycle for Education there are direct references to the Grid (climbing the scope area) supporting high-intensive computational tasks, Virtual laboratories and the creation of Private Cloud or concepts like CaaS – Computing as a Service. In the 2010 and 2011 hype cycle reports, Grid Computing is moved in the plateau (2010) and off the hype (2011), while Cloud HPC/CaaS are still in at the Peak area. ====Related terms==== Cloud e-Learning; Learning in the Cloud. ====Translation issues==== None. ====Disciplinary issues==== Even if the Learning Grid has quite unique meaning, sometime, scientist in the computer science and artificial intelligence fields could misunderstand the “learning” meaning due to the direct mind association with the “machine learning”, namely the way the machine automatically learns something. ====Key references==== Foster I. and Kesselman C. (1999) The Grid: Blueprint for a New Computing Infrastructure. Morgan Kaufmann. Foster I., Kesselman C., Nick J., Tuecke S. (2002) The Physiology of the Grid: An Open Grid Service Architecture for Distributed System Integration. Foster I., Kesselman C., Tuecke S. (2001) The Anatomy of the Grid: Enabling Scalable Virtual Organizations. International Journal of Supercomputer Applications 15 (3) 200-222 Ritrovato P., Cerri S. A., Alison C., Gaeta M., Salerno S., Dimitrakos T. (eds.) (2005) Towards the Learning Grid: advances in Human Learning Services. Coll. Frontiers in Artificial Intelligence and Applications, Volume 127. IOS Press 2005 ISBN: 1-58603-534-7. Ritrovato P., Gaeta M., Gaeta A. (2009) A grid based software architecture for delivery of adaptive and personalised learning experiences. ACM Personal and Ubiquitous Computing Journal 13 (3) 207-217. Salerno S., Gaeta M., Ritrovato P., Capuano N., Orciuoli F., Miranda S., Pierri A. (eds.) (2008) The Learning Grid Handbook – Concepts, Technologies and Applications. Coll. The Future of Learning Volume 2. IOS Press ISBN 978-1-58603-829-8. 0 159 1335 1334 2013-03-28T17:03:59Z Balacheff 4 /* Коментар по развитието на термина */ wikitext text/x-wiki <h1>Учебен грид</h1> <u>раб. версия 2</u> '''Editor''': Saverio Salerno and Pierluigi Ritrovato CRMPA – Research Center in Pure and Applied Mathematics University of Salerno '''Contributors''': Matteo Gaeta CRMPA – University of Salerno '''Adaptation''': Krassen Stefanov, University of Sofia (BG) ====Определение==== Учебният грид (решетка, мрежа) представлява софтуерна архитектура, която е базирана на 3 части (1) грид технологии, (2) семантика и (3) образователно моделиране, които позволяват дефиниране и изпълнение на нови видове социално сътрудничещи си учебни практики, получени посредством съчетание на разпределени хетерогенни участници, ресурси и услуги, открити и управлявани посредством Грид (решетка, Grid). ==== Коментар по развитието на термина ==== Грид технологията е дефинирана за първи път в края на 90-те от Ian Foster и Carl Kesselman, в известната книга “The Grid: Blueprint for a New Computing Infrastructure” (Foster and Kesselman 1999), като „хардуерна и софтуерна инфраструктура, която осигурява зависим, последователен, всепроникващ и евтин достъп до високоскоростни изчислителни ресурси”. Идеята е да се позволи изчислителните услуги да имат същия лесен достъп до ресурси както електрическите уреди чрез електрическата мрежа - само включването на един кабел в стената прави услугите достъпни. Нови изследвания (Foster et al. 2001, 2002) доведоха до нова визия за грид като синоним на инфраструктура, която „координира споделянето на ресурси и решаването на проблеми в динамични, многоинституционални виртуални организиации”, където фокусът е поставен върху концепциията за виртуална организация (ВО). Започвайки от тази по-широка визия, където строгата връзка с високоскоростните изчисленията не е вече толкова съществена, достигаме до нова дефиниция за термина ” учебен грид”. Първата дискусия за използване на грид технологиите за развитие на нови форми на обучение бе проведена от работната група “eLearning Futures and the Learning GRID”, основана в рамките на сътрудничесството между европейския съюз и САЩ в областта на науката и технологиите в съглашението за електронно обучение от 2001 г. Тези първи изследователски дейности водят до тематичната мрежа LeGE-WG (Learning Grid of Excellence – Working Group) по 5 Рамкова програма през 2002 г. и по-късно до работна група към проекта Network of Excellence Kaleidoscope (Salerno et al. 2008) в 6РП. В рамките на интегрирания проект по 6РП ELeGI – European Learning Grid Infrastructure (Ritrovato et al. 2005) се създава иновативна учебна платформа (IWT – Intelligent Web Teacher) с цел да предостави услуги за инфраструктурата на учебния грид (Ritrovato et al. 2009). В момента грид технологиите все още са в процес на разработка, основно в контекста на създаване на изследователска инфраструктура, с ориентация към „архитектура ориентирана към услуги (SOA)” и „облачни изчисленията (cloud computing)”. Например в прогнозните доклади за развитие на технологиите с използване в обучението на Gartner, през 2009 г. има директни препратки към грид, поддържащ високо интензивни изчислителни задачи, виртуални лаборатории и създаването на „частен облак” или концепции като „Изчисленията като услуга” (CaaS). В докладите за 2010 и 2011 грид изчисленията вече се приемат за утвърдени (2010) и масово прилагани (2011), докато облачните изчисления и „Изчисленията като услуга” (CaaS) все още са на върха на популярността. ====Сродни термини==== Облачно електронно обучение (Cloud e-Learning); Учене в облака (Learning in the Cloud). ====Проблематика на превода==== .../... ====Предметна проблематика==== Въпреки че учебният грид има уникално значение, понякога учените в областта на компютърните науки и изкуствения интелект могат да разберат погрешно значението на „обучение” във връзка с директната асоциация с термина „машинно обучение” т.е. начина, по който машините научават нещо автоматично. ====Основна литература==== [http://www.elsevierdirect.com/v2/companion.jsp?ISBN=9781558609334] Foster I. and Kesselman C. (1999) The Grid: Blueprint for a New Computing Infrastructure. Morgan Kaufmann. [http://www.globus.org/alliance/publications/papers/ogsa.pdf] Foster I., Kesselman C., Nick J., Tuecke S. (2002) The Physiology of the Grid: An Open Grid Service Architecture for Distributed System Integration. [http://www.globus.org/alliance/publications/papers/anatomy.pdf] Foster I., Kesselman C., Tuecke S. (2001) The Anatomy of the Grid: Enabling Scalable Virtual Organizations. International Journal of Supercomputer Applications 15 (3) 200-222 [http://hal.archives-ouvertes.fr/hal-00696250/] Ritrovato P., Cerri S. A., Alison C., Gaeta M., Salerno S., Dimitrakos T. (eds.) (2005) Towards the Learning Grid: advances in Human Learning Services. Coll. Frontiers in Artificial Intelligence and Applications, Volume 127. IOS Press 2005. [http://www.mendeley.com/catalog/grid-based-software-architecture-delivery-adaptive-personalised-learning-experiences-4/] Ritrovato P., Gaeta M., Gaeta A. (2009) A grid based software architecture for delivery of adaptive and personalised learning experiences. ACM Personal and Ubiquitous Computing Journal 13 (3) 207-217. [http://books.google.fr/books?id=J2_B5AbqA8sC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Salerno S., Gaeta M., Ritrovato P., Capuano N., Orciuoli F., Miranda S., Pierri A. (eds.) (2008) The Learning Grid Handbook – Concepts, Technologies and Applications. Coll. The Future of Learning Volume 2. IOS Press. 1334 1332 2013-03-28T17:03:08Z Balacheff 4 /* Основна литература */ wikitext text/x-wiki <h1>Учебен грид</h1> <u>раб. версия 2</u> '''Editor''': Saverio Salerno and Pierluigi Ritrovato CRMPA – Research Center in Pure and Applied Mathematics University of Salerno '''Contributors''': Matteo Gaeta CRMPA – University of Salerno '''Adaptation''': Krassen Stefanov, University of Sofia (BG) ====Определение==== Учебният грид (решетка, мрежа) представлява софтуерна архитектура, която е базирана на 3 части (1) грид технологии, (2) семантика и (3) образователно моделиране, които позволяват дефиниране и изпълнение на нови видове социално сътрудничещи си учебни практики, получени посредством съчетание на разпределени хетерогенни участници, ресурси и услуги, открити и управлявани посредством Грид (решетка, Grid). ====Коментар по развитието на термина==== Грид технологията е дефинирана за първи път в края на 90-те от Ian Foster и Carl Kesselman, в известната книга “The Grid: Blueprint for a New Computing Infrastructure” (Foster and Kesselman 1999), като „хардуерна и софтуерна инфраструктура, която осигурява зависим, последователен, всепроникващ и евтин достъп до високоскоростни изчислителни ресурси”. Идеята е да се позволи изчислителните услуги да имат същия лесен достъп до ресурси както електрическите уреди чрез електрическата мрежа - само включването на един кабел в стената прави услугите достъпни. Нови изследвания (Foster et al. 2001, 2002) доведоха до нова визия за грид като синоним на инфраструктура, която „координира споделянето на ресурси и решаването на проблеми в динамични, многоинституционални виртуални организиации”, където фокусът е поставен върху концепциията за виртуална организация (ВО). Започвайки от тази по-широка визия, където строгата връзка с високоскоростните изчисленията не е вече толкова съществена, достигаме до нова дефиниция за термина ” учебен грид”. Първата дискусия за използване на грид технологиите за развитие на нови форми на обучение бе проведена от работната група “eLearning Futures and the Learning GRID”, основана в рамките на сътрудничесството между европейския съюз и САЩ в областта на науката и технологиите в съглашението за електронно обучение от 2001 г. Тези първи изследователски дейности водят до тематичната мрежа LeGE-WG (Learning Grid of Excellence – Working Group) по 5 Рамкова програма през 2002 г. и по-късно до работна група към проекта Network of Excellence Kaleidoscope (Salerno et al. 2008) в 6РП. В рамките на интегрирания проект по 6РП ELeGI – European Learning Grid Infrastructure (Ritrovato et al. 2005) се създава иновативна учебна платформа (IWT – Intelligent Web Teacher) с цел да предостави услуги за инфраструктурата на учебния грид (Ritrovato et al. 2009). В момента грид технологиите все още са в процес на разработка, основно в контекста на създаване на изследователска инфраструктура, с ориентация към „архитектура ориентирана към услуги (SOA)” и „облачни изчисленията (cloud computing)”. Например в прогнозните доклади за развитие на технологиите с използване в обучението на Gartner, през 2009 г. има директни препратки към грид, поддържащ високо интензивни изчислителни задачи, виртуални лаборатории и създаването на „частен облак” или концепции като „Изчисленията като услуга” (CaaS). В докладите за 2010 и 2011 грид изчисленията вече се приемат за утвърдени (2010) и масово прилагани (2011), докато облачните изчисления и „Изчисленията като услуга” (CaaS) все още са на върха на популярността. ====Сродни термини==== Облачно електронно обучение (Cloud e-Learning); Учене в облака (Learning in the Cloud). ====Проблематика на превода==== .../... ====Предметна проблематика==== Въпреки че учебният грид има уникално значение, понякога учените в областта на компютърните науки и изкуствения интелект могат да разберат погрешно значението на „обучение” във връзка с директната асоциация с термина „машинно обучение” т.е. начина, по който машините научават нещо автоматично. ====Основна литература==== [http://www.elsevierdirect.com/v2/companion.jsp?ISBN=9781558609334] Foster I. and Kesselman C. (1999) The Grid: Blueprint for a New Computing Infrastructure. Morgan Kaufmann. [http://www.globus.org/alliance/publications/papers/ogsa.pdf] Foster I., Kesselman C., Nick J., Tuecke S. (2002) The Physiology of the Grid: An Open Grid Service Architecture for Distributed System Integration. [http://www.globus.org/alliance/publications/papers/anatomy.pdf] Foster I., Kesselman C., Tuecke S. (2001) The Anatomy of the Grid: Enabling Scalable Virtual Organizations. International Journal of Supercomputer Applications 15 (3) 200-222 [http://hal.archives-ouvertes.fr/hal-00696250/] Ritrovato P., Cerri S. A., Alison C., Gaeta M., Salerno S., Dimitrakos T. (eds.) (2005) Towards the Learning Grid: advances in Human Learning Services. Coll. Frontiers in Artificial Intelligence and Applications, Volume 127. IOS Press 2005. [http://www.mendeley.com/catalog/grid-based-software-architecture-delivery-adaptive-personalised-learning-experiences-4/] Ritrovato P., Gaeta M., Gaeta A. (2009) A grid based software architecture for delivery of adaptive and personalised learning experiences. ACM Personal and Ubiquitous Computing Journal 13 (3) 207-217. [http://books.google.fr/books?id=J2_B5AbqA8sC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Salerno S., Gaeta M., Ritrovato P., Capuano N., Orciuoli F., Miranda S., Pierri A. (eds.) (2008) The Learning Grid Handbook – Concepts, Technologies and Applications. Coll. The Future of Learning Volume 2. IOS Press. 1332 2013-03-28T16:50:51Z Balacheff 4 Created page with "<h1>Учебен грид</h1> <u>раб. версия 2</u> '''Editor''': Saverio Salerno and Pierluigi Ritrovato CRMPA – Research Center in Pure and Applied Mathematics Uni..." wikitext text/x-wiki <h1>Учебен грид</h1> <u>раб. версия 2</u> '''Editor''': Saverio Salerno and Pierluigi Ritrovato CRMPA – Research Center in Pure and Applied Mathematics University of Salerno '''Contributors''': Matteo Gaeta CRMPA – University of Salerno '''Adaptation''': Krassen Stefanov, University of Sofia (BG) ====Определение==== Учебният грид (решетка, мрежа) представлява софтуерна архитектура, която е базирана на 3 части (1) грид технологии, (2) семантика и (3) образователно моделиране, които позволяват дефиниране и изпълнение на нови видове социално сътрудничещи си учебни практики, получени посредством съчетание на разпределени хетерогенни участници, ресурси и услуги, открити и управлявани посредством Грид (решетка, Grid). ====Коментар по развитието на термина==== Грид технологията е дефинирана за първи път в края на 90-те от Ian Foster и Carl Kesselman, в известната книга “The Grid: Blueprint for a New Computing Infrastructure” (Foster and Kesselman 1999), като „хардуерна и софтуерна инфраструктура, която осигурява зависим, последователен, всепроникващ и евтин достъп до високоскоростни изчислителни ресурси”. Идеята е да се позволи изчислителните услуги да имат същия лесен достъп до ресурси както електрическите уреди чрез електрическата мрежа - само включването на един кабел в стената прави услугите достъпни. Нови изследвания (Foster et al. 2001, 2002) доведоха до нова визия за грид като синоним на инфраструктура, която „координира споделянето на ресурси и решаването на проблеми в динамични, многоинституционални виртуални организиации”, където фокусът е поставен върху концепциията за виртуална организация (ВО). Започвайки от тази по-широка визия, където строгата връзка с високоскоростните изчисленията не е вече толкова съществена, достигаме до нова дефиниция за термина ” учебен грид”. Първата дискусия за използване на грид технологиите за развитие на нови форми на обучение бе проведена от работната група “eLearning Futures and the Learning GRID”, основана в рамките на сътрудничесството между европейския съюз и САЩ в областта на науката и технологиите в съглашението за електронно обучение от 2001 г. Тези първи изследователски дейности водят до тематичната мрежа LeGE-WG (Learning Grid of Excellence – Working Group) по 5 Рамкова програма през 2002 г. и по-късно до работна група към проекта Network of Excellence Kaleidoscope (Salerno et al. 2008) в 6РП. В рамките на интегрирания проект по 6РП ELeGI – European Learning Grid Infrastructure (Ritrovato et al. 2005) се създава иновативна учебна платформа (IWT – Intelligent Web Teacher) с цел да предостави услуги за инфраструктурата на учебния грид (Ritrovato et al. 2009). В момента грид технологиите все още са в процес на разработка, основно в контекста на създаване на изследователска инфраструктура, с ориентация към „архитектура ориентирана към услуги (SOA)” и „облачни изчисленията (cloud computing)”. Например в прогнозните доклади за развитие на технологиите с използване в обучението на Gartner, през 2009 г. има директни препратки към грид, поддържащ високо интензивни изчислителни задачи, виртуални лаборатории и създаването на „частен облак” или концепции като „Изчисленията като услуга” (CaaS). В докладите за 2010 и 2011 грид изчисленията вече се приемат за утвърдени (2010) и масово прилагани (2011), докато облачните изчисления и „Изчисленията като услуга” (CaaS) все още са на върха на популярността. ====Сродни термини==== Облачно електронно обучение (Cloud e-Learning); Учене в облака (Learning in the Cloud). ====Проблематика на превода==== .../... ====Предметна проблематика==== Въпреки че учебният грид има уникално значение, понякога учените в областта на компютърните науки и изкуствения интелект могат да разберат погрешно значението на „обучение” във връзка с директната асоциация с термина „машинно обучение” т.е. начина, по който машините научават нещо автоматично. ====Основна литература==== 0 90 1222 472 2013-03-06T09:29:08Z Balacheff 4 wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Daniel Burgos, AtoS & International University of La Rioja '''Contributors''': Dai Griffiths, University of Bolton; Fabrizio Giorgini, eXact Learning Solutions, Martin Wolpers, Fraunhofer FIT. ====Definition==== The term ''Learning Management System'' (LMS) refers to an integrated system that supports learners and teachers to delivering, using, managing, and tracking online training and education. This system may be used to plan, implement, and assess specific learning processes. ====Comments on the history==== Following Watson and Watson (2007 p.28) “LMS has its history in another term, integrated learning system (ILS) which offers functionality beyond instructional content such as management and tracking, personalized instruction and integration across the system […] LMS was originally used to describe the management system component of the PLATO K-12 learning system, content-free and separate from the courseware […]”. LMS is today used to refer to integrated Web based, typically domain independent applications, which enable educational institutions and teachers to manage large numbers of learners with access to course related information, resources and services. ====Related terms==== Synonymous :Course Management Systems, Learning Content Management System (LCMS), Virtual Learning Environment (VLE) Other related terms :E-Training System, Instructional management systems, Integrated learning System, Learning Social Networks, Personal Learning Environment. ====Translation issues==== …/… ====Disciplinary issues==== LMSs are used to support a range of activities and objectives, with the system being used in slightly different ways in each case. For example, formal and informal learning are often mixed in the different uses of an LMS. In the workplace, the development of formally defined professional competences can be facilitated by an LMS and social tools which it makes available. On the other hand an LMS can support social networks which concentrate on informal learning in non-regulated programs, but which nonetheless also have to engage with formal learning objectives. A framework for the pedagogical evaluation of the ways in which LMS systems can be used is available in Britain and Liber, 2004. LMS's provide institutions with a content management system (CMS) combined with an integrated suite of learning services, and a means of managing access to contents and organizational items (e.g. courses) for large numbers of users. LMS design includes roles, typically: :(i) ''administrators'' who determine the structure of the server and the services which are made available by the system; :(ii) ''teachers'' who determine the structure of an individual course, select services from those made available by administrators, and provide content and instructions to learners; :(iii) ''learners'' who access the services and content of a particular instance of a course, and can input their own texts and files to designated areas of the server. The following features are typical of an LMS: management of users and roles; course management; synchronous services (e.g. online chat); asynchronous services (e.g. forum); mentoring; assessment; personalization features ==== Key references ==== [http://hal.archives-ouvertes.fr/hal-00696234/] Britain, S. &amp; Liber, O. (2004) A Framework for Pedagogical Evaluation of VLEs, JTAP. [http://www.adlnet.gov/wp-content/uploads/2011/07/choosing-lms-v.2.4_201104132.pdf] Berking, P &amp; Gallagher, S. (2010). Choosing a Learning Management System. Advanced Distributed Learning (ADL) Co-Laboratories. [http://halshs.archives-ouvertes.fr/docs/00/69/20/67/PDF/Watson-2007.pdf] Watson W. R., Watson S. L. (2007). An argument for clarity: what are learning management systems, what are they not, and what should they become? TechTrends, 51(2), 28-34. 472 452 2011-10-26T08:11:10Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Daniel Burgos, AtoS & International University of La Rioja '''Contributors''': Dai Griffiths, University of Bolton; Fabrizio Giorgini, eXact Learning Solutions, Martin Wolpers, Fraunhofer FIT. ====Definition==== The term ''Learning Management System'' (LMS) refers to an integrated system that supports learners and teachers to delivering, using, managing, and tracking online training and education. This system may be used to plan, implement, and assess specific learning processes. ====Comments on the history==== Following Watson and Watson (2007 p.28) “LMS has its history in another term, integrated learning system (ILS) which offers functionality beyond instructional content such as management and tracking, personalized instruction and integration across the system […] LMS was originally used to describe the management system component of the PLATO K-12 learning system, content-free and separate from the courseware […]”. LMS is today used to refer to integrated Web based, typically domain independent applications, which enable educational institutions and teachers to manage large numbers of learners with access to course related information, resources and services. ====Related terms==== Synonymous :Course Management Systems, Learning Content Management System (LCMS), Virtual Learning Environment (VLE) Other related terms :E-Training System, Instructional management systems, Integrated learning System, Learning Social Networks, Personal Learning Environment. ====Translation issues==== …/… ====Disciplinary issues==== LMSs are used to support a range of activities and objectives, with the system being used in slightly different ways in each case. For example, formal and informal learning are often mixed in the different uses of an LMS. In the workplace, the development of formally defined professional competences can be facilitated by an LMS and social tools which it makes available. On the other hand an LMS can support social networks which concentrate on informal learning in non-regulated programs, but which nonetheless also have to engage with formal learning objectives. A framework for the pedagogical evaluation of the ways in which LMS systems can be used is available in Britain and Liber, 2004. LMS's provide institutions with a content management system (CMS) combined with an integrated suite of learning services, and a means of managing access to contents and organizational items (e.g. courses) for large numbers of users. LMS design includes roles, typically: :(i) ''administrators'' who determine the structure of the server and the services which are made available by the system; :(ii) ''teachers'' who determine the structure of an individual course, select services from those made available by administrators, and provide content and instructions to learners; :(iii) ''learners'' who access the services and content of a particular instance of a course, and can input their own texts and files to designated areas of the server. The following features are typical of an LMS: management of users and roles; course management; synchronous services (e.g. online chat); asynchronous services (e.g. forum); mentoring; assessment; personalization features ====Key references==== Britain, S. & Liber, O. [http://www.telearn.org/open-archive/browse?resource=6872_v1] (2004) A Framework for Pedagogical Evaluation of VLEs, JTAP. Berking, P & Gallagher, S. [http://www.telearn.org/open-archive/browse?resource=6869] (2010). Choosing a Learning Management System. Advanced Distributed Learning (ADL) Co-Laboratories. Watson W. R., Watson S. L. [http://www.telearn.org/open-archive/browse?resource=6847_v1](2007). An argument for clarity: what are learning management systems, what are they not, and what should they become? TechTrends, 51(2), 28-34. 452 444 2011-10-20T12:58:49Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Daniel Burgos, AtoS & International University of La Rioja '''Contributors''': Dai Griffiths, University of Bolton; Fabrizio Giorgini, eXact Learning Solutions, Martin Wolpers, Fraunhofer FIT. ====Definition==== The term ''Learning Management System'' (LMS) refers to an integrated system that supports learners and teachers to delivering, using, managing, and tracking online training and education. This system may be used to plan, implement, and assess specific learning processes. ====Comments on the history==== Following Watson and Watson (2007 p.28) “LMS has its history in another term, integrated learning system (ILS) which offers functionality beyond instructional content such as management and tracking, personalized instruction and integration across the system […] LMS was originally used to describe the management system component of the PLATO K-12 learning system, content-free and separate from the courseware […]”. LMS is today used to refer to integrated Web based, typically domain independent applications, which enable educational institutions and teachers to manage large numbers of learners with access to course related information, resources and services. ====Related terms==== Synonymous :Course Management Systems, Learning Content Management System (LCMS), Virtual Learning Environment (VLE) Other related terms :E-Training System, Instructional management systems, Integrated learning System, Learning Social Networks, Personal Learning Environment. ====Translation issues==== …/… ====Disciplinary issues==== LMSs are used to support a range of activities and objectives, with the system being used in slightly different ways in each case. For example, formal and informal learning are often mixed in the different uses of an LMS. In the workplace, the development of formally defined professional competences can be facilitated by an LMS and social tools which it makes available. On the other hand an LMS can support social networks which concentrate on informal learning in non-regulated programs, but which nonetheless also have to engage with formal learning objectives. A framework for the pedagogical evaluation of the ways in which LMS systems can be used is available in Britain and Liber, 2004. LMS's provide institutions with a content management system (CMS) combined with an integrated suite of learning services, and a means of managing access to contents and organizational items (e.g. courses) for large numbers of users. LMS design includes roles, typically: :(i) ''administrators'' who determine the structure of the server and the services which are made available by the system; :(ii) ''teachers'' who determine the structure of an individual course, select services from those made available by administrators, and provide content and instructions to learners; :(iii) ''learners'' who access the services and content of a particular instance of a course, and can input their own texts and files to designated areas of the server. The following features are typical of an LMS: management of users and roles; course management; synchronous services (e.g. online chat); asynchronous services (e.g. forum); mentoring; assessment; personalization features ====Key references==== Britain, S. & Liber, O. [http://www.telearn.org/open-archive/browse?resource=6872_v1] (1999) A Framework for Pedagogical Evaluation of VLEs, JTAP. Berking, P & Gallagher, S. [http://www.telearn.org/open-archive/browse?resource=6869] (2010). Choosing a Learning Management System. Advanced Distributed Learning (ADL) Co-Laboratories. Watson W. R., Watson S. L. [http://www.telearn.org/open-archive/browse?resource=6847_v1](2007). An argument for clarity: what are learning management systems, what are they not, and what should they become? TechTrends, 51(2), 28-34. 444 439 2011-10-18T07:56:13Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Daniel Burgos, AtoS & International University of La Rioja '''Contributors''': Dai Griffiths, University of Bolton; Fabrizio Giorgini, eXact Learning Solutions, Martin Wolpers, Fraunhofer FIT. ====Definition==== The term ''Learning Management System'' (LMS) refers to an integrated system that supports learners and teachers to delivering, using, managing, and tracking online training and education. This system may be used to plan, implement, and assess specific learning processes. ====Comments on the history==== Following Watson and Watson (2007 p.28) “LMS has its history in another term, integrated learning system (ILS) which offers functionality beyond instructional content such as management and tracking, personalized instruction and integration across the system […] LMS was originally used to describe the management system component of the PLATO K-12 learning system, content-free and separate from the courseware […]”. LMS is today used to refer to integrated Web based, typically domain independent applications, which enable educational institutions and teachers to manage large numbers of learners with access to course related information, resources and services. ====Related terms==== Synonymous :Course Management Systems, Learning Content Management System (LCMS), Virtual Learning Environment (VLE) Other related terms :E-Training System, Instructional management systems, Integrated learning System, Learning Social Networks, Personal Learning Environment. ====Translation issues==== …/… ====Disciplinary issues==== LMSs are used to support a range of activities and objectives, with the system being used in slightly different ways in each case. For example, formal and informal learning are often mixed in the different uses of an LMS. In the workplace, the development of formally defined professional competences can be facilitated by an LMS and social tools which it makes available. On the other hand an LMS can support social networks which concentrate on informal learning in non-regulated programs, but which nonetheless also have to engage with formal learning objectives. A framework for the pedagogical evaluation of the ways in which LMS systems can be used is available in Britain and Liber, 2004. LMS's provide institutions with a content management system (CMS) combined with an integrated suite of learning services, and a means of managing access to contents and organizational items (e.g. courses) for large numbers of users. LMS design includes roles, typically: :(i) ''administrators'' who determine the structure of the server and the services which are made available by the system; :(ii) ''teachers'' who determine the structure of an individual course, select services from those made available by administrators, and provide content and instructions to learners; :(iii) ''learners'' who access the services and content of a particular instance of a course, and can input their own texts and files to designated areas of the server. The following features are typical of an LMS: management of users and roles; course management; synchronous services (e.g. online chat); asynchronous services (e.g. forum); mentoring; assessment; personalization features ====Key references==== Britain, S. & Liber, O. (2004) A Framework for Pedagogical Evaluation of VLEs, JTAP. http://www.jisc.ac.uk/uploaded_documents/jtap-041.doc Berking, P & Gallagher, S. [http://www.telearn.org/open-archive/browse?resource=6869] (2010). Choosing a Learning Management System. Advanced Distributed Learning (ADL) Co-Laboratories. Watson W. R., Watson S. L. [http://www.telearn.org/open-archive/browse?resource=6847_v1](2007). An argument for clarity: what are learning management systems, what are they not, and what should they become? TechTrends, 51(2), 28-34. 439 420 2011-09-28T14:29:38Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Daniel Burgos, AtoS & International University of La Rioja '''Contributors''': Dai Griffiths, University of Bolton; Fabrizio Giorgini, eXact Learning Solutions, Martin Wolpers, Fraunhofer FIT. ====Definition==== The term ''Learning Management System'' (LMS) refers to an integrated system that supports learners and teachers to delivering, using, managing, and tracking online training and education. This system may be used to plan, implement, and assess specific learning processes. ====Comments on the history==== Following Watson and Watson (2007 p.28) “LMS has its history in another term, integrated learning system (ILS) which offers functionality beyond instructional content such as management and tracking, personalized instruction and integration across the system […] LMS was originally used to describe the management system component of the PLATO K-12 learning system, content-free and separate from the courseware […]”. LMS is today used to refer to integrated Web based, typically domain independent applications, which enable educational institutions and teachers to manage large numbers of learners with access to course related information, resources and services. ====Related terms==== Synonymous :Course Management Systems, Learning Content Management System (LCMS), Virtual Learning Environment (VLE) Other related terms :E-Training System, Instructional management systems, Integrated learning System, Learning Social Networks, Personal Learning Environment. ====Translation issues==== …/… ====Disciplinary issues==== LMSs are used to support a range of activities and objectives, with the system being used in slightly different ways in each case. For example, formal and informal learning are often mixed in the different uses of an LMS. In the workplace, the development of formally defined professional competences can be facilitated by an LMS and social tools which it makes available. On the other hand an LMS can support social networks which concentrate on informal learning in non-regulated programs, but which nonetheless also have to engage with formal learning objectives. A framework for the pedagogical evaluation of the ways in which LMS systems can be used is available in Britain and Liber, 2004. LMS's provide institutions with a content management system (CMS) combined with an integrated suite of learning services, and a means of managing access to contents and organizational items (e.g. courses) for large numbers of users. LMS design includes roles, typically: :(i) ''administrators'' who determine the structure of the server and the services which are made available by the system; :(ii) ''teachers'' who determine the structure of an individual course, select services from those made available by administrators, and provide content and instructions to learners; :(iii) ''learners'' who access the services and content of a particular instance of a course, and can input their own texts and files to designated areas of the server. The following features are typical of an LMS: management of users and roles; course management; synchronous services (e.g. online chat); asynchronous services (e.g. forum); mentoring; assessment; personalization features ====Key references==== Britain, S. & Liber, O. (2004) A Framework for Pedagogical Evaluation of VLEs, JTAP. http://www.jisc.ac.uk/uploaded_documents/jtap-041.doc Peter Berking and Shane Gallagher (2010). Choosing a Learning Management System. Advanced Distributed Learning (ADL) Co-Laboratories, 21 December 2010, Version 2.2, http://www.adlnet.gov/Technologies/Lab/Learning%20Technology%20Lab%20Documents/Library/Choosing%20LMS%20v.2.2_20101221.pdf Watson W. R., Watson S. L. [http://www.telearn.org/open-archive/browse?resource=6847_v1](2007). An argument for clarity: what are learning management systems, what are they not, and what should they become? TechTrends, 51(2), 28-34. 420 419 2011-09-26T12:35:15Z Zeiliger 2 wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Daniel Burgos, AtoS & International University of La Rioja '''Contributors''': Dai Griffiths, University of Bolton; Fabrizio Giorgini, eXact Learning Solutions, Martin Wolpers, Fraunhofer FIT. ====Definition==== The term ''Learning Management System'' (LMS) refers to an integrated system that supports learners and teachers to delivering, using, managing, and tracking online training and education. This system may be used to plan, implement, and assess specific learning processes. ====Comments on the history==== Following Watson and Watson (2007 p.28) “LMS has its history in another term, integrated learning system (ILS) which offers functionality beyond instructional content such as management and tracking, personalized instruction and integration across the system […] LMS was originally used to describe the management system component of the PLATO K-12 learning system, content-free and separate from the courseware […]”. LMS is today used to refer to integrated Web based, typically domain independent applications, which enable educational institutions and teachers to manage large numbers of learners with access to course related information, resources and services. ====Related terms==== Synonymous :Course Management Systems, Learning Content Management System (LCMS), Virtual Learning Environment (VLE) Other related terms :E-Training System, Instructional management systems, Integrated learning System, Learning Social Networks, Personal Learning Environment. ====Translation issues==== …/… ====Disciplinary issues==== LMSs are used to support a range of activities and objectives, with the system being used in slightly different ways in each case. For example, formal and informal learning are often mixed in the different uses of an LMS. In the workplace, the development of formally defined professional competences can be facilitated by an LMS and social tools which it makes available. On the other hand an LMS can support social networks which concentrate on informal learning in non-regulated programs, but which nonetheless also have to engage with formal learning objectives. A framework for the pedagogical evaluation of the ways in which LMS systems can be used is available in Britain and Liber, 2004. LMS's provide institutions with a content management system (CMS) combined with an integrated suite of learning services, and a means of managing access to contents and organizational items (e.g. courses) for large numbers of users. LMS design includes roles, typically: :(i) ''administrators'' who determine the structure of the server and the services which are made available by the system; :(ii) ''teachers'' who determine the structure of an individual course, select services from those made available by administrators, and provide content and instructions to learners; :(iii) ''learners'' who access the services and content of a particular instance of a course, and can input their own texts and files to designated areas of the server. The following features are typical of an LMS: management of users and roles; course management; synchronous services (e.g. online chat); asynchronous services (e.g. forum); mentoring; assessment; personalization features ====Key references==== Britain, S. & Liber, O. (2004) A Framework for Pedagogical Evaluation of VLEs, JTAP. http://www.jisc.ac.uk/uploaded_documents/jtap-041.doc Peter Berking and Shane Gallagher (2010). Choosing a Learning Management System. Advanced Distributed Learning (ADL) Co-Laboratories, 21 December 2010, Version 2.2, http://www.adlnet.gov/Technologies/Lab/Learning%20Technology%20Lab%20Documents/Library/Choosing%20LMS%20v.2.2_20101221.pdf Watson W. R., Watson S. L. (2007). An argument for clarity: what are learning management systems, what are they not, and what should they become? TechTrends, 51(2), 28-34. 419 2011-09-26T12:33:34Z Zeiliger 2 Created page with "<u>Draft 1</u> '''Editor''': Daniel Burgos, AtoS & International University of La Rioja '''Contributors''': Dai Griffiths, University of Bolton; Fabrizio Giorgini, eXact Learn..." wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Daniel Burgos, AtoS & International University of La Rioja '''Contributors''': Dai Griffiths, University of Bolton; Fabrizio Giorgini, eXact Learning Solutions, Martin Wolpers, Fraunhofer FIT. ====Definition==== The term '''Learning Management System''' (LMS) refers to an integrated system that supports learners and teachers to delivering, using, managing, and tracking online training and education. This system may be used to plan, implement, and assess specific learning processes. ====Comments on the history==== Following Watson and Watson (2007 p.28) “LMS has its history in another term, integrated learning system (ILS) which offers functionality beyond instructional content such as management and tracking, personalized instruction and integration across the system […] LMS was originally used to describe the management system component of the PLATO K-12 learning system, content-free and separate from the courseware […]”. LMS is today used to refer to integrated Web based, typically domain independent applications, which enable educational institutions and teachers to manage large numbers of learners with access to course related information, resources and services. ====Related terms==== Synonymous :Course Management Systems, Learning Content Management System (LCMS), Virtual Learning Environment (VLE) Other related terms :E-Training System, Instructional management systems, Integrated learning System, Learning Social Networks, Personal Learning Environment. ====Translation issues==== …/… ====Disciplinary issues==== LMSs are used to support a range of activities and objectives, with the system being used in slightly different ways in each case. For example, formal and informal learning are often mixed in the different uses of an LMS. In the workplace, the development of formally defined professional competences can be facilitated by an LMS and social tools which it makes available. On the other hand an LMS can support social networks which concentrate on informal learning in non-regulated programs, but which nonetheless also have to engage with formal learning objectives. A framework for the pedagogical evaluation of the ways in which LMS systems can be used is available in Britain and Liber, 2004. LMS's provide institutions with a content management system (CMS) combined with an integrated suite of learning services, and a means of managing access to contents and organizational items (e.g. courses) for large numbers of users. LMS design includes roles, typically: :(i) '''administrators''' who determine the structure of the server and the services which are made available by the system; :(ii) '''teachers''' who determine the structure of an individual course, select services from those made available by administrators, and provide content and instructions to learners; :(iii) '''learners''' who access the services and content of a particular instance of a course, and can input their own texts and files to designated areas of the server. The following features are typical of an LMS: management of users and roles; course management; synchronous services (e.g. online chat); asynchronous services (e.g. forum); mentoring; assessment; personalization features ====Key references==== Britain, S. & Liber, O. (2004) A Framework for Pedagogical Evaluation of VLEs, JTAP. http://www.jisc.ac.uk/uploaded_documents/jtap-041.doc Peter Berking and Shane Gallagher (2010). Choosing a Learning Management System. Advanced Distributed Learning (ADL) Co-Laboratories, 21 December 2010, Version 2.2, [http://www.adlnet.gov/Technologies/Lab/Learning%20Technology%20Lab%20Documents/Library/Choosing%20LMS%20v.2.2_20101221.pdf] Watson W. R., Watson S. L. (2007). An argument for clarity: what are learning management systems, what are they not, and what should they become? TechTrends, 51(2), 28-34. 0 152 1223 1221 2013-03-06T09:29:32Z Balacheff 4 /* Основна литература */ wikitext text/x-wiki <h1>Системи за управление на обучението</h1> <u>раб. версия 1</u> '''Editor''': Daniel Burgos, AtoS &amp; International University of La Rioja '''Contributors''': Dai Griffiths, University of Bolton; Fabrizio Giorgini, eXact Learning Solutions, Martin Wolpers, Fraunhofer FIT. '''Adaptation''': Krassen Stefanov, University of Sofia (BG) ==== Определение ==== Терминът „Система за Управление на Обученето” (СУО, LMS) се отнася за интегрирана система, която подпомага обучаемите и преподавателите чрез предоставяне, използване, управление и проследяване на онлайн обучение. Тази система може да бъде използвана за планиране, провеждане и оценяване на специфични учебни процеси. ==== Коментар по развитието на термина ==== Според Watson и Watson (2007 p.28) „историята на СУО има своите корени в друг термин „интегрирани учебни системи” (ILS), които предоставят различна функционалност от предоставяне на учебно съдържание, като управление и проследяване, персонализирано обучение и интеграция между системите […] СУО се използват първоначално за описание на компонента за управление от системата за обучение PLATO K-12, в който няма учебно съдържание и който е отделен от процеса на обучение […]”. В наше време СУО се използва за обозначаване на интегрирани уеб-базирани, обикновено независими от учебната област приложения, които позволяват на образователните институции и преподавателите да управляват голям брой обучаеми, които имат достъп до информация за курсовете, ресурсите и услугите. ==== Сродни термини ==== Синоними Системи <blockquote>за управление на курсове, Системи за управление на учебното съдържание, Виртуални среди за обучение </blockquote> Други сродни термини <blockquote>Системи за е-трейнинг, Системи за управление на преподаването, Интегрирани учебни системи, Социални мрежи за обучение, Персонални учебни среди</blockquote> ==== Проблематика на превода ==== …/… ==== Предметна проблематика ==== СУО се използват за поддържането на множество от дейности и цели, като системата се използва по малко по-различен начин в отделни ситуации. Например формалното и неформалното обучение често изискват различни начини на използване на СУО. Развитието на формално дефинирани професионални компетенции на работното място може да бъде подържано от СУО и социални софтуерни компоненти, достъпни посредством системата. От друга страна СУО могат да поддържат социални мрежи, които се концентрират върху неформално обучение в нерегулирани програми, но които също трябва да се фокусират и върху формални учебни цели. Рамка за педагогическо оценяване на начина, по който СУО могат да бъдат изпозлвани, е налична в Britain and Liber, 2004. СУО предоставят на институциите системи за управление на съдържанието и интегриран пакет от учебни услуги, както и средства за управление на достъпа до съдържание и организационни обекти ( напр. курсове) за голям брой потребители. Дизайнът на СУО включва роли като: <blockquote>(1) Администратори, които определят структурата на сървъра и услугите, които са достъпни посредством системата</blockquote> <blockquote>(2) Преподаватели, които определят структурата на даден курс, избират услуги от тези, които администраторът е предоставил, и осигуряват съдържание и указания на обучаемите</blockquote> <blockquote>(3) Обучаемите, които използват услугите и съдържанието на даден курс, и могат да създават собствени текстове и файлове в определени области на сървъра</blockquote> Следните характеристики са типични за СУО: управление на потребителите и техните роли; управление на курсовете; синхронни услуги (напр. онлайн чат); асинхронни услуги (напр. форуми); оценяване; средства за персонализиция. ==== Основна литература ==== [http://hal.archives-ouvertes.fr/hal-00696234/] Britain, S. &amp; Liber, O. (2004) A Framework for Pedagogical Evaluation of VLEs, JTAP. [http://www.adlnet.gov/wp-content/uploads/2011/07/choosing-lms-v.2.4_201104132.pdf] Berking, P &amp; Gallagher, S. (2010). Choosing a Learning Management System. Advanced Distributed Learning (ADL) Co-Laboratories. [http://halshs.archives-ouvertes.fr/docs/00/69/20/67/PDF/Watson-2007.pdf] Watson W. R., Watson S. L. (2007). An argument for clarity: what are learning management systems, what are they not, and what should they become? TechTrends, 51(2), 28-34. 1221 1220 2013-03-06T09:24:38Z Balacheff 4 /* Сродни термини */ wikitext text/x-wiki <h1>Системи за управление на обучението</h1> <u>раб. версия 1</u> '''Editor''': Daniel Burgos, AtoS &amp; International University of La Rioja '''Contributors''': Dai Griffiths, University of Bolton; Fabrizio Giorgini, eXact Learning Solutions, Martin Wolpers, Fraunhofer FIT. '''Adaptation''': Krassen Stefanov, University of Sofia (BG) ==== Определение ==== Терминът „Система за Управление на Обученето” (СУО, LMS) се отнася за интегрирана система, която подпомага обучаемите и преподавателите чрез предоставяне, използване, управление и проследяване на онлайн обучение. Тази система може да бъде използвана за планиране, провеждане и оценяване на специфични учебни процеси. ==== Коментар по развитието на термина ==== Според Watson и Watson (2007 p.28) „историята на СУО има своите корени в друг термин „интегрирани учебни системи” (ILS), които предоставят различна функционалност от предоставяне на учебно съдържание, като управление и проследяване, персонализирано обучение и интеграция между системите […] СУО се използват първоначално за описание на компонента за управление от системата за обучение PLATO K-12, в който няма учебно съдържание и който е отделен от процеса на обучение […]”. В наше време СУО се използва за обозначаване на интегрирани уеб-базирани, обикновено независими от учебната област приложения, които позволяват на образователните институции и преподавателите да управляват голям брой обучаеми, които имат достъп до информация за курсовете, ресурсите и услугите. ==== Сродни термини ==== Синоними Системи <blockquote>за управление на курсове, Системи за управление на учебното съдържание, Виртуални среди за обучение </blockquote> Други сродни термини <blockquote>Системи за е-трейнинг, Системи за управление на преподаването, Интегрирани учебни системи, Социални мрежи за обучение, Персонални учебни среди</blockquote> ==== Проблематика на превода ==== …/… ==== Предметна проблематика ==== СУО се използват за поддържането на множество от дейности и цели, като системата се използва по малко по-различен начин в отделни ситуации. Например формалното и неформалното обучение често изискват различни начини на използване на СУО. Развитието на формално дефинирани професионални компетенции на работното място може да бъде подържано от СУО и социални софтуерни компоненти, достъпни посредством системата. От друга страна СУО могат да поддържат социални мрежи, които се концентрират върху неформално обучение в нерегулирани програми, но които също трябва да се фокусират и върху формални учебни цели. Рамка за педагогическо оценяване на начина, по който СУО могат да бъдат изпозлвани, е налична в Britain and Liber, 2004. СУО предоставят на институциите системи за управление на съдържанието и интегриран пакет от учебни услуги, както и средства за управление на достъпа до съдържание и организационни обекти ( напр. курсове) за голям брой потребители. Дизайнът на СУО включва роли като: <blockquote>(1) Администратори, които определят структурата на сървъра и услугите, които са достъпни посредством системата</blockquote> <blockquote>(2) Преподаватели, които определят структурата на даден курс, избират услуги от тези, които администраторът е предоставил, и осигуряват съдържание и указания на обучаемите</blockquote> <blockquote>(3) Обучаемите, които използват услугите и съдържанието на даден курс, и могат да създават собствени текстове и файлове в определени области на сървъра</blockquote> Следните характеристики са типични за СУО: управление на потребителите и техните роли; управление на курсовете; синхронни услуги (напр. онлайн чат); асинхронни услуги (напр. форуми); оценяване; средства за персонализиция. ==== Основна литература ==== 1220 2013-03-06T09:22:56Z Balacheff 4 Created page with "<h1>Системи за управление на обучението</h1> <u>раб. версия 1</u> '''Editor''': Daniel Burgos, AtoS &amp; International University of La..." wikitext text/x-wiki <h1>Системи за управление на обучението</h1> <u>раб. версия 1</u> '''Editor''': Daniel Burgos, AtoS &amp; International University of La Rioja '''Contributors''': Dai Griffiths, University of Bolton; Fabrizio Giorgini, eXact Learning Solutions, Martin Wolpers, Fraunhofer FIT. '''Adaptation''': Krassen Stefanov, University of Sofia (BG) ==== Определение ==== Терминът „Система за Управление на Обученето” (СУО, LMS) се отнася за интегрирана система, която подпомага обучаемите и преподавателите чрез предоставяне, използване, управление и проследяване на онлайн обучение. Тази система може да бъде използвана за планиране, провеждане и оценяване на специфични учебни процеси. ==== Коментар по развитието на термина ==== Според Watson и Watson (2007 p.28) „историята на СУО има своите корени в друг термин „интегрирани учебни системи” (ILS), които предоставят различна функционалност от предоставяне на учебно съдържание, като управление и проследяване, персонализирано обучение и интеграция между системите […] СУО се използват първоначално за описание на компонента за управление от системата за обучение PLATO K-12, в който няма учебно съдържание и който е отделен от процеса на обучение […]”. В наше време СУО се използва за обозначаване на интегрирани уеб-базирани, обикновено независими от учебната област приложения, които позволяват на образователните институции и преподавателите да управляват голям брой обучаеми, които имат достъп до информация за курсовете, ресурсите и услугите. ==== Сродни термини ==== Синоними Системи за управление на курсове, Системи за управление на учебното съдържание, Виртуални среди за обучение Други сродни термини Системи за е-трейнинг, Системи за управление на преподаването, Интегрирани учебни системи, Социални мрежи за обучение, Персонални учебни среди ==== Проблематика на превода ==== …/… ==== Предметна проблематика ==== СУО се използват за поддържането на множество от дейности и цели, като системата се използва по малко по-различен начин в отделни ситуации. Например формалното и неформалното обучение често изискват различни начини на използване на СУО. Развитието на формално дефинирани професионални компетенции на работното място може да бъде подържано от СУО и социални софтуерни компоненти, достъпни посредством системата. От друга страна СУО могат да поддържат социални мрежи, които се концентрират върху неформално обучение в нерегулирани програми, но които също трябва да се фокусират и върху формални учебни цели. Рамка за педагогическо оценяване на начина, по който СУО могат да бъдат изпозлвани, е налична в Britain and Liber, 2004. СУО предоставят на институциите системи за управление на съдържанието и интегриран пакет от учебни услуги, както и средства за управление на достъпа до съдържание и организационни обекти ( напр. курсове) за голям брой потребители. Дизайнът на СУО включва роли като: <blockquote>(1) Администратори, които определят структурата на сървъра и услугите, които са достъпни посредством системата</blockquote> <blockquote>(2) Преподаватели, които определят структурата на даден курс, избират услуги от тези, които администраторът е предоставил, и осигуряват съдържание и указания на обучаемите</blockquote> <blockquote>(3) Обучаемите, които използват услугите и съдържанието на даден курс, и могат да създават собствени текстове и файлове в определени области на сървъра</blockquote> Следните характеристики са типични за СУО: управление на потребителите и техните роли; управление на курсовете; синхронни услуги (напр. онлайн чат); асинхронни услуги (напр. форуми); оценяване; средства за персонализиция. ==== Основна литература ==== 0 97 723 722 2012-02-09T11:12:29Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Nicolas Balacheff, CNRS, Laboratoire d’Informatique de Grenoble '''Contributor''': Erik Duval, Katholieke Universiteit Leuven ====Definition==== A learning object is “any entity -digital or non-digital- that may be used for learning, education or training” (IEEE LTSC 2002). ====Comments on the history==== The first functional use of the term “learning object” is often attributed to Wayne Hodgins, who used this expression in the early 90s (Polsani 2003, Saum 2007). The attention was drawn to this concept by the need for a more effective and efficient approach to eLearning , through the possibility of reusing educational/learning resources. In 1996, several events marked the emergence of the concept (Saum 2007), among them the European funding of ARIADNE [http://ariadne-eu.org/] for the sharing and reuse of educational resources, the start of the Advanced Distributed Learning initiative [http://adlnet.org/] . the setting up of the IMS Global Learning Consortium [http://www.imsproject.org/], the creation of the trademark “rapid learning object” by EM-Assist Inc., and eventually the formation of the IEEE Learning Technology Standards Committee (LTSC). ====Related terms==== educational object, teaching material, learning material, learning object metadata, reusable learning object, unit of study, instructional unit, learning resource, SCORM ====Translation issues==== Chinese: the most common translations are 学习对象 / 学习元 (cn) and 學習元件/學習物件 (tw) which literally mean "learning target". This may introduce a misunderstanding. However, 學習元件 which literally means “learning element” would be closer to the definition. ====Disciplinary issues==== There are several definitions of “learning object” (see esp. Saum 2007): this diversity raises questions about the robustness of the concept either from an educational perspective or from a computational perspective. From an educational perspective, the definitions range from any object which may be used for a learning purpose, to the requirement that this object has a demonstrated pedagogical value. From a computational perspective, the definition raises the issue of granularity, some requiring the learning object to be atomic, and the issue of interoperability which explains the importance of technical standards related to this concept. A debatable issue is the independence of the learning object from specific instructional or learning theories. ====Key references==== IEEE LTSC [http://www.telearn.org/open-archive/browse?resource=7131_v1] (2002) Draft Standard for Learning Object Metadata. IEEE-SA Standard 1484.12.1. New York: Institute of Electrical and Electronics Engineers, Inc. Polsani P. R. [http://www.telearn.org/open-archive/browse?resource=7132_v1] (2003) Use and Abuse of Reusable Learning Objects. Journal of Digital Information 3 (4) Saum R. R. [http://www.telearn.org/open-archive/browse?resource=7058_v1] (2007) An abridged history of learning objects. In: Northrup P. (ed.) Learning Objects for Instruction: Design and Evaluation. Hershey PA: IGI Global. 722 594 2012-02-09T10:53:21Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Nicolas Balacheff, CNRS, Laboratoire d’Informatique de Grenoble '''Contributor''': Erik Duval, Katholieke Universiteit Leuven ====Definition==== A learning object is “any entity -digital or non-digital- that may be used for learning, education or training” (IEEE LTSC 2002). ====Comments on the history==== The first functional use of the term “learning object” is often attributed to Wayne Hodgins, who used this expression in the early 90s (Polsani 2003, Saum 2007). The attention was drawn to this concept by the need for a more effective and efficient approach to eLearning , through the possibility of reusing educational/learning resources. In 1996, several events marked the emergence of the concept (Saum 2007), among them the European funding of ARIADNE [http://ariadne-eu.org/] for the sharing and reuse of educational resources, the start of the Advanced Distributed Learning initiative [http://adlnet.org/] . the setting up of the IMS Global Learning Consortium [http://www.imsproject.org/], the creation of the trademark “rapid learning object” by EM-Assist Inc., and eventually the formation of the IEEE Learning Technology Standards Committee (LTSC). ====Related terms==== educational object, teaching material, learning material, learning object metadata, reusable learning object, unit of study, instructional unit, learning resource, SCORM ====Translation issues==== Chinese: the most common translations are 学习对象 / 学习元 (cn) and 學習元件/學習物件 (tw) which literally mean "learning target". This may introduce a misunderstanding. However, 學習元件 which literally means “learning element” would be closer to the definition. ====Disciplinary issues==== There are several definitions of “learning object” (see esp. Saum 2007): this diversity raises questions about the robustness of the concept either from an educational perspective or from a computational perspective. From an educational perspective, the definitions range from any object which may be used for a learning purpose, to the requirement that this object has a demonstrated pedagogical value. From a computational perspective, the definition raises the issue of granularity, some requiring the learning object to be atomic, and the issue of interoperability which explains the importance of technical standards related to this concept. A debatable issue is the independence of the learning object from specific instructional or learning theories. ====Key references==== IEEE LTSC [http://www.telearn.org/open-archive/browse?resource=7131_v1] (2002) Draft Standard for Learning Object Metadata. IEEE-SA Standard 1484.12.1. New York: Institute of Electrical and Electronics Engineers, Inc. Polsani P. R. (2003) Use and Abuse of Reusable Learning Objects. Journal of Digital Information 3 (4) Saum R. R. [http://www.telearn.org/open-archive/browse?resource=7058_v1] (2007) An abridged history of learning objects. In: Northrup P. (ed.) Learning Objects for Instruction: Design and Evaluation. Hershey PA: IGI Global. 594 587 2012-01-10T12:04:50Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Nicolas Balacheff, CNRS, Laboratoire d’Informatique de Grenoble '''Contributor''': Erik Duval, Katholieke Universiteit Leuven ====Definition==== A learning object is “any entity -digital or non-digital- that may be used for learning, education or training” (IEEE LTSC 2002). ====Comments on the history==== The first functional use of the term “learning object” is often attributed to Wayne Hodgins, who used this expression in the early 90s (Polsani 2003, Saum 2007). The attention was drawn to this concept by the need for a more effective and efficient approach to eLearning , through the possibility of reusing educational/learning resources. In 1996, several events marked the emergence of the concept (Saum 2007), among them the European funding of ARIADNE [http://ariadne-eu.org/] for the sharing and reuse of educational resources, the start of the Advanced Distributed Learning initiative [http://adlnet.org/] . the setting up of the IMS Global Learning Consortium [http://www.imsproject.org/], the creation of the trademark “rapid learning object” by EM-Assist Inc., and eventually the formation of the IEEE Learning Technology Standards Committee (LTSC). ====Related terms==== educational object, teaching material, learning material, learning object metadata, reusable learning object, unit of study, instructional unit, learning resource, SCORM ====Translation issues==== Chinese: the most common translations are 学习对象 / 学习元 (cn) and 學習元件/學習物件 (tw) which literally mean "learning target". This may introduce a misunderstanding. However, 學習元件 which literally means “learning element” would be closer to the definition. ====Disciplinary issues==== There are several definitions of “learning object” (see esp. Saum 2007): this diversity raises questions about the robustness of the concept either from an educational perspective or from a computational perspective. From an educational perspective, the definitions range from any object which may be used for a learning purpose, to the requirement that this object has a demonstrated pedagogical value. From a computational perspective, the definition raises the issue of granularity, some requiring the learning object to be atomic, and the issue of interoperability which explains the importance of technical standards related to this concept. A debatable issue is the independence of the learning object from specific instructional or learning theories. ====Key references==== IEEE LTSC (2002) Draft Standard for Learning Object Metadata. IEEE-SA Standard 1484.12.1. New York: Institute of Electrical and Electronics Engineers, Inc. Polsani P. R. (2003) Use and Abuse of Reusable Learning Objects. Journal of Digital Information 3 (4) Saum R. R. [http://www.telearn.org/open-archive/browse?resource=7058_v1] (2007) An abridged history of learning objects. In: Northrup P. (ed.) Learning Objects for Instruction: Design and Evaluation. Hershey PA: IGI Global. 587 572 2012-01-06T10:49:05Z Balacheff 4 /* Disciplinary issues */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Nicolas Balacheff, CNRS, Laboratoire d’Informatique de Grenoble '''Contributor''': Erik Duval, Katholieke Universiteit Leuven ====Definition==== A learning object is “any entity -digital or non-digital- that may be used for learning, education or training” (IEEE LTSC 2002). ====Comments on the history==== The first functional use of the term “learning object” is often attributed to Wayne Hodgins, who used this expression in the early 90s (Polsani 2003, Saum 2007). The attention was drawn to this concept by the need for a more effective and efficient approach to eLearning , through the possibility of reusing educational/learning resources. In 1996, several events marked the emergence of the concept (Saum 2007), among them the European funding of ARIADNE [http://ariadne-eu.org/] for the sharing and reuse of educational resources, the start of the Advanced Distributed Learning initiative [http://adlnet.org/] . the setting up of the IMS Global Learning Consortium [http://www.imsproject.org/], the creation of the trademark “rapid learning object” by EM-Assist Inc., and eventually the formation of the IEEE Learning Technology Standards Committee (LTSC). ====Related terms==== educational object, teaching material, learning material, learning object metadata, reusable learning object, unit of study, instructional unit, learning resource, SCORM ====Translation issues==== Chinese: the most common translations are 学习对象 / 学习元 (cn) and 學習元件/學習物件 (tw) which literally mean "learning target". This may introduce a misunderstanding. However, 學習元件 which literally means “learning element” would be closer to the definition. ====Disciplinary issues==== There are several definitions of “learning object” (see esp. Saum 2007): this diversity raises questions about the robustness of the concept either from an educational perspective or from a computational perspective. From an educational perspective, the definitions range from any object which may be used for a learning purpose, to the requirement that this object has a demonstrated pedagogical value. From a computational perspective, the definition raises the issue of granularity, some requiring the learning object to be atomic, and the issue of interoperability which explains the importance of technical standards related to this concept. A debatable issue is the independence of the learning object from specific instructional or learning theories. ====Key references==== IEEE LTSC (2002) Draft Standard for Learning Object Metadata. IEEE-SA Standard 1484.12.1. New York: Institute of Electrical and Electronics Engineers, Inc. Polsani P. R. (2003) Use and Abuse of Reusable Learning Objects. Journal of Digital Information 3 (4) Saum R. R. (2007) An abridged history of learning objects. In: Northrup P. (ed.) Learning Objects for Instruction: Design and Evaluation. Hershey PA: IGI Global. 572 571 2012-01-05T15:43:36Z Zeiliger 2 wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Nicolas Balacheff, CNRS, Laboratoire d’Informatique de Grenoble '''Contributor''': Erik Duval, Katholieke Universiteit Leuven ====Definition==== A learning object is “any entity -digital or non-digital- that may be used for learning, education or training” (IEEE LTSC 2002). ====Comments on the history==== The first functional use of the term “learning object” is often attributed to Wayne Hodgins, who used this expression in the early 90s (Polsani 2003, Saum 2007). The attention was drawn to this concept by the need for a more effective and efficient approach to eLearning , through the possibility of reusing educational/learning resources. In 1996, several events marked the emergence of the concept (Saum 2007), among them the European funding of ARIADNE [http://ariadne-eu.org/] for the sharing and reuse of educational resources, the start of the Advanced Distributed Learning initiative [http://adlnet.org/] . the setting up of the IMS Global Learning Consortium [http://www.imsproject.org/], the creation of the trademark “rapid learning object” by EM-Assist Inc., and eventually the formation of the IEEE Learning Technology Standards Committee (LTSC). ====Related terms==== educational object, teaching material, learning material, learning object metadata, reusable learning object, unit of study, instructional unit, learning resource, SCORM ====Translation issues==== Chinese: the most common translations are 学习对象 / 学习元 (cn) and 學習元件/學習物件 (tw) which literally mean "learning target". This may introduce a misunderstanding. However, 學習元件 which literally means “learning element” would be closer to the definition. ====Disciplinary issues==== There are several definitions of “learning object” (see esp. Saum 2007): this diversity raises questions about the robustness of the concept either from an educational perspective or from a computational perspective. From an educational perspective, the definitions range from any object which may be used for a learning purpose, to the requirement that this object has a demonstrated pedagogical value. From a computational perspective, the definition raises the issue of granularity, some requiring the learning object to be atomic, and the issue of interoperability which explains the importance of technical standards research related to this concept. A debatable issue is the independence of the learning object from specific instructional or learning theories. ====Key references==== IEEE LTSC (2002) Draft Standard for Learning Object Metadata. IEEE-SA Standard 1484.12.1. New York: Institute of Electrical and Electronics Engineers, Inc. Polsani P. R. (2003) Use and Abuse of Reusable Learning Objects. Journal of Digital Information 3 (4) Saum R. R. (2007) An abridged history of learning objects. In: Northrup P. (ed.) Learning Objects for Instruction: Design and Evaluation. Hershey PA: IGI Global. 571 2012-01-05T15:42:36Z Zeiliger 2 Created page with "<u>draft 1</u> '''Editor''': Nicolas Balacheff, CNRS, Laboratoire d’Informatique de Grenoble '''Contributor''': Erik Duval, Katholieke Universiteit Leuven ====Definition====..." wikitext text/x-wiki <u>draft 1</u> '''Editor''': Nicolas Balacheff, CNRS, Laboratoire d’Informatique de Grenoble '''Contributor''': Erik Duval, Katholieke Universiteit Leuven ====Definition==== A learning object is “any entity -digital or non-digital- that may be used for learning, education or training” (IEEE LTSC 2002). ====Comments on the history==== The first functional use of the term “learning object” is often attributed to Wayne Hodgins, who used this expression in the early 90s (Polsani 2003, Saum 2007). The attention was drawn to this concept by the need for a more effective and efficient approach to eLearning , through the possibility of reusing educational/learning resources. In 1996, several events marked the emergence of the concept (Saum 2007), among them the European funding of ARIADNE [http://ariadne-eu.org/] for the sharing and reuse of educational resources, the start of the Advanced Distributed Learning initiative [http://adlnet.org/] . the setting up of the IMS Global Learning Consortium [http://www.imsproject.org/], the creation of the trademark “rapid learning object” by EM-Assist Inc., and eventually the formation of the IEEE Learning Technology Standards Committee (LTSC). ====Related terms==== educational object, teaching material, learning material, learning object metadata, reusable learning object, unit of study, instructional unit, learning resource, SCORM ====Translation issues==== Chinese: the most common translations are 学习对象 / 学习元 (cn) and 學習元件/學習物件 (tw) which literally mean "learning target". This may introduce a misunderstanding. However, 學習元件 which literally means “learning element” would be closer to the definition. ====Disciplinary issues==== There are several definitions of “learning object” (see esp. Saum 2007): this diversity raises questions about the robustness of the concept either from an educational perspective or from a computational perspective. From an educational perspective, the definitions range from any object which may be used for a learning purpose, to the requirement that this object has a demonstrated pedagogical value. From a computational perspective, the definition raises the issue of granularity, some requiring the learning object to be atomic, and the issue of interoperability which explains the importance of technical standards research related to this concept. A debatable issue is the independence of the learning object from specific instructional or learning theories. ====Key references==== IEEE LTSC (2002) Draft Standard for Learning Object Metadata. IEEE-SA Standard 1484.12.1. New York: Institute of Electrical and Electronics Engineers, Inc. Polsani P. R. (2003) Use and Abuse of Reusable Learning Objects. Journal of Digital Information 3 (4) Saum R. R. (2007) An abridged history of learning objects. In: Northrup P. (ed.) Learning Objects for Instruction: Design and Evaluation. Hershey PA: IGI Global. 0 71 1116 1115 2013-02-21T14:45:07Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Viviane Guéraud, Université Stendhal, Laboratoire d’Informatique de Grenoble (LIG) '''Contributors''': Anne Lejeune, Université Pierre Mendès France, Laboratoire d’Informatique de Grenoble (LIG) ; Jean-Philippe Pernin, Université Stendhal, Laboratoire d’Informatique de Grenoble ==== Definition ==== A learning scenario is an a priori description of a learning situation, independently of the underlying pedagogical approach. It describes its organization with the goal of ensuring the appropriation of a precise set of knowledge, competences or skills. It may specify roles, activities and required resources, tools and services. ==== Comments on the history ==== The expression "learning scenario" appeared progressively in the TEL context when learning design approaches began to focus more on the learning activities rather than on the learning resources. From a learning design perspective, a learning scenario refers to the formal description of a "unit of learning" as defined by Koper (2003). Within the LD specification which is proposed as a standard Educational Modeling Language (EML), a learning scenario corresponds to the method ([http://www.imsglobal.org/learningdesign/]). Whereas the “method” concept is an abstract term without learning connotation, many researchers in learning design commonly use the learning scenario notion instead of it. ==== Related terms ==== Synonymous :Pedagogical scenario, Educational scenario, Instructional scenario Other related terms :Abstract learning scenario, Adaptive learning scenario, Assistance scenario, Collaboration script, Computable learning scenario, Contextualized learning scenario, Formal learning scenario, Generic learning scenario, Informal learning scenario, ==== Translation issues ==== ''French'' : scénario d’apprentissage, scénario pédagogique ==== Disciplinary issues ==== According to the designer's point of view, “learning scenario” can address either the description of the learning tasks or the assistance tasks or both of them. For example, [Paquette, 2003] distinguishes learning scenario from assistance scenario, while for [Koper, 2005] the learning activities and the staff activities can be described in the same learning scenario. Learning scenarios may be based on different pedagogical strategies (e.g. collaborative learning, inquiry learning, problem based learning, etc.) [Wichmann et al., 2010]. Considering collaborative learning, a learning scenario is usually called a collaboration script (Dillenbourg 2002). Learning scenarios (LS) can be classified according to different criteria (Lejeune & Pernin, 2004): granularity of the targeted learning situation, constraint level associated to the learning situations, personalization level, formalization level, abstraction level. ==== Key references ==== [http://books.google.fr/books?id=SznmQUflJucC&lpg=PP1&hl=fr&pg=PA46#v=onepage&q=Koper&f=false] Koper, R. (2003). Combining re-usable learning resources and services to pedagogical purposeful units of learning. In A. Littlejohn (Ed.),Reusing Online Resources: A Sustainable Approach to eLearning (pp. 46-59). London: Kogan Page. [http://telearn.archives-ouvertes.fr/index.php?halsid=ttmmj9cfmv5c770b5oshce2vq4&view_this_doc=hal-00190230&version=1] Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL. Can we support CSCL (pp. 61-91). Heerlen: Open Universiteit Nederland. [http://books.google.fr/books?id=MNQxDKbTpisC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Koper. R., Tattersall C. (2005). Learning Design : A Handbook on Modelling and Delivering Networked Education and Training, Springer Verlag. [http://www.iadis.net/dl/final_uploads/200407L031.pdf] Lejeune A., Pernin J-P. (2004). A taxonomy for scenario-based engineering, Cognition and Exploratory Learning in Digital Age (CELDA 2004) Proceedings, Lisboa, Portugal, 2004, p.249-256 [http://books.google.fr/books?id=fOb68uUqOggC&lpg=PP1&dq=Instructional%20engineering%20in%20networked%20environments%2C%20John%20Wiley%20and%20Sons&hl=fr&pg=PP1#v=onepage&q=Instructional%20engineering%20in%20networked%20environments,%20John%20Wiley%20and%20Sons&f=false] Paquette G. (2003). Instructional engineering in networked environments, John Wiley and Sons, 262 p. [http://dspace.ou.nl/bitstream/1820/227/2/eml-report-cen-isss.pdf] Rawlings A., Van Rosmalen P., Koper E.J.R., Rodríguez-Artacho M.R., Lefrere P. (2002). Survey of Educational Modelling Languages (EMLs), Publication CEN/ISSS WS/Learning Technologies.). [http://dl.acm.org/citation.cfm?id=1854456&dl=ACM&coll=DL&CFID=279203810&CFTOKEN=90796724] Wichmann, A., Engler, J., & Hoppe, U. (2010). Sharing educational scenario designs in practitioner communities. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines. Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010), Vol 2 (pp. 750-757). International Society of the Learning Sciences, Inc. 1115 806 2013-02-21T14:24:57Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Viviane Guéraud, Université Stendhal, Laboratoire d’Informatique de Grenoble (LIG) '''Contributors''': Anne Lejeune, Université Pierre Mendès France, Laboratoire d’Informatique de Grenoble (LIG) ; Jean-Philippe Pernin, Université Stendhal, Laboratoire d’Informatique de Grenoble ==== Definition ==== A learning scenario is an a priori description of a learning situation, independently of the underlying pedagogical approach. It describes its organization with the goal of ensuring the appropriation of a precise set of knowledge, competences or skills. It may specify roles, activities and required resources, tools and services. ==== Comments on the history ==== The expression "learning scenario" appeared progressively in the TEL context when learning design approaches began to focus more on the learning activities rather than on the learning resources. From a learning design perspective, a learning scenario refers to the formal description of a "unit of learning" as defined by Koper (2003). Within the LD specification which is proposed as a standard Educational Modeling Language (EML), a learning scenario corresponds to the method ([http://www.imsglobal.org/learningdesign/]). Whereas the “method” concept is an abstract term without learning connotation, many researchers in learning design commonly use the learning scenario notion instead of it. ==== Related terms ==== Synonymous :Pedagogical scenario, Educational scenario, Instructional scenario Other related terms :Abstract learning scenario, Adaptive learning scenario, Assistance scenario, Collaboration script, Computable learning scenario, Contextualized learning scenario, Formal learning scenario, Generic learning scenario, Informal learning scenario, ==== Translation issues ==== ''French'' : scénario d’apprentissage, scénario pédagogique ==== Disciplinary issues ==== According to the designer's point of view, “learning scenario” can address either the description of the learning tasks or the assistance tasks or both of them. For example, [Paquette, 2003] distinguishes learning scenario from assistance scenario, while for [Koper, 2005] the learning activities and the staff activities can be described in the same learning scenario. Learning scenarios may be based on different pedagogical strategies (e.g. collaborative learning, inquiry learning, problem based learning, etc.) [Wichmann et al., 2010]. Considering collaborative learning, a learning scenario is usually called a collaboration script (Dillenbourg 2002). Learning scenarios (LS) can be classified according to different criteria (Lejeune & Pernin, 2004): granularity of the targeted learning situation, constraint level associated to the learning situations, personalization level, formalization level, abstraction level. ==== Key references ==== [http://www.telearn.org/open-archive/browse?resource=7133_v1] Koper, R. (2003). Combining re-usable learning resources and services to pedagogical purposeful units of learning. In A. Littlejohn (Ed.),Reusing Online Resources: A Sustainable Approach to eLearning (pp. 46-59). London: Kogan Page. [http://www.telearn.org/open-archive/search?resource=170] Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL. Can we support CSCL (pp. 61-91). Heerlen: Open Universiteit Nederland. [http://www.telearn.org/open-archive/browse?resource=6841_v1] Koper. R., Tattersall C. (2005). Learning Design : A Handbook on Modelling and Delivering Networked Education and Training, Springer Verlag. [http://www.telearn.org/open-archive/browse?resource=7274_v1] Lejeune A., Pernin J-P. (2004). A taxonomy for scenario-based engineering, Cognition and Exploratory Learning in Digital Age (CELDA 2004) Proceedings, Lisboa, Portugal, 2004, p.249-256 [http://www.telearn.org/open-archive/browse?resource=6846_v1] Paquette G. (2003). Instructional engineering in networked environments, John Wiley and Sons, 262 p. [http://www.telearn.org/open-archive/browse?resource=7272_v1] Rawlings A., Van Rosmalen P., Koper E.J.R., Rodríguez-Artacho M.R., Lefrere P. (2002). Survey of Educational Modelling Languages (EMLs), Publication CEN/ISSS WS/Learning Technologies.). [http://www.telearn.org/open-archive/browse?resource=6874_v1] Wichmann, A., Engler, J., & Hoppe, U. (2010). Sharing educational scenario designs in practitioner communities. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines. Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010), Vol 2 (pp. 750-757). International Society of the Learning Sciences, Inc. 806 801 2012-02-28T09:06:19Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Viviane Guéraud, Université Stendhal, Laboratoire d’Informatique de Grenoble (LIG) '''Contributors''': Anne Lejeune, Université Pierre Mendès France, Laboratoire d’Informatique de Grenoble (LIG) ; Jean-Philippe Pernin, Université Stendhal, Laboratoire d’Informatique de Grenoble ==== Definition ==== A learning scenario is an a priori description of a learning situation, independently of the underlying pedagogical approach. It describes its organization with the goal of ensuring the appropriation of a precise set of knowledge, competences or skills. It may specify roles, activities and required resources, tools and services. ==== Comments on the history ==== The expression "learning scenario" appeared progressively in the TEL context when learning design approaches began to focus more on the learning activities rather than on the learning resources. From a learning design perspective, a learning scenario refers to the formal description of a "unit of learning" as defined by Koper (2003). Within the LD specification which is proposed as a standard Educational Modeling Language (EML), a learning scenario corresponds to the method ([http://www.imsglobal.org/learningdesign/]). Whereas the “method” concept is an abstract term without learning connotation, many researchers in learning design commonly use the learning scenario notion instead of it. ==== Related terms ==== Synonymous :Pedagogical scenario, Educational scenario, Instructional scenario Other related terms :Abstract learning scenario, Adaptive learning scenario, Assistance scenario, Collaboration script, Computable learning scenario, Contextualized learning scenario, Formal learning scenario, Generic learning scenario, Informal learning scenario, ==== Translation issues ==== ''French'' : scénario d’apprentissage, scénario pédagogique ==== Disciplinary issues ==== According to the designer's point of view, “learning scenario” can address either the description of the learning tasks or the assistance tasks or both of them. For example, [Paquette, 2003] distinguishes learning scenario from assistance scenario, while for [Koper, 2005] the learning activities and the staff activities can be described in the same learning scenario. Learning scenarios may be based on different pedagogical strategies (e.g. collaborative learning, inquiry learning, problem based learning, etc.) [Wichmann et al., 2010]. Considering collaborative learning, a learning scenario is usually called a collaboration script (Dillenbourg 2002). Learning scenarios (LS) can be classified according to different criteria (Lejeune & Pernin, 2004): granularity of the targeted learning situation, constraint level associated to the learning situations, personalization level, formalization level, abstraction level. ==== Key references ==== Koper, R. [http://www.telearn.org/open-archive/browse?resource=7133_v1] (2003). Combining re-usable learning resources and services to pedagogical purposeful units of learning. In A. Littlejohn (Ed.),Reusing Online Resources: A Sustainable Approach to eLearning (pp. 46-59). London: Kogan Page. Dillenbourg, P. [http://www.telearn.org/open-archive/search?resource=170] (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL. Can we support CSCL (pp. 61-91). Heerlen: Open Universiteit Nederland. Koper. R., Tattersall C. [http://www.telearn.org/open-archive/browse?resource=6841_v1](2005). Learning Design : A Handbook on Modelling and Delivering Networked Education and Training, Springer Verlag. Lejeune A., Pernin J-P., [http://www.telearn.org/open-archive/browse?resource=7274_v1] (2004). A taxonomy for scenario-based engineering, Cognition and Exploratory Learning in Digital Age (CELDA 2004) Proceedings, Lisboa, Portugal, 2004, p.249-256 Paquette G. [http://www.telearn.org/open-archive/browse?resource=6846_v1] (2003). Instructional engineering in networked environments, John Wiley and Sons, 262 p. Rawlings A., Van Rosmalen P., Koper E.J.R., Rodríguez-Artacho M.R., Lefrere P. [http://www.telearn.org/open-archive/browse?resource=7272_v1] (2002). Survey of Educational Modelling Languages (EMLs), Publication CEN/ISSS WS/Learning Technologies.). Wichmann, A., Engler, J., & Hoppe, U. [http://www.telearn.org/open-archive/browse?resource=6874_v1] (2010). Sharing educational scenario designs in practitioner communities. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines. Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010), Vol 2 (pp. 750-757). International Society of the Learning Sciences, Inc. 801 724 2012-02-23T14:17:20Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Viviane Guéraud, Université Stendhal, Laboratoire d’Informatique de Grenoble (LIG) '''Contributors''': Anne Lejeune, Université Pierre Mendès France, Laboratoire d’Informatique de Grenoble (LIG) ; Jean-Philippe Pernin, Université Stendhal, Laboratoire d’Informatique de Grenoble ==== Definition ==== A learning scenario is an a priori description of a learning situation, independently of the underlying pedagogical approach. It describes its organization with the goal of ensuring the appropriation of a precise set of knowledge, competences or skills. It may specify roles, activities and required resources, tools and services. ==== Comments on the history ==== The expression "learning scenario" appeared progressively in the TEL context when learning design approaches began to focus more on the learning activities rather than on the learning resources. From a learning design perspective, a learning scenario refers to the formal description of a "unit of learning" as defined by Koper (2003). Within the LD specification which is proposed as a standard Educational Modeling Language (EML), a learning scenario corresponds to the method ([http://www.imsglobal.org/learningdesign/]). Whereas the “method” concept is an abstract term without learning connotation, many researchers in learning design commonly use the learning scenario notion instead of it. ==== Related terms ==== Synonymous :Pedagogical scenario, Educational scenario, Instructional scenario Other related terms :Abstract learning scenario, Adaptive learning scenario, Assistance scenario, Collaboration script, Computable learning scenario, Contextualized learning scenario, Formal learning scenario, Generic learning scenario, Informal learning scenario, ==== Translation issues ==== ''French'' : scénario d’apprentissage, scénario pédagogique ==== Disciplinary issues ==== According to the designer's point of view, “learning scenario” can address either the description of the learning tasks or the assistance tasks or both of them. For example, [Paquette, 2003] distinguishes learning scenario from assistance scenario, while for [Koper, 2005] the learning activities and the staff activities can be described in the same learning scenario. Learning scenarios may be based on different pedagogical strategies (e.g. collaborative learning, inquiry learning, problem based learning, etc.) [Wichmann et al., 2010]. Considering collaborative learning, a learning scenario is usually called a collaboration script (Dillenbourg 2002). Learning scenarios (LS) can be classified according to different criteria (Lejeune & Pernin, 2004): granularity of the targeted learning situation, constraint level associated to the learning situations, personalization level, formalization level, abstraction level. ==== Key references ==== Koper, R. [http://www.telearn.org/open-archive/browse?resource=7133_v1] (2003). Combining re-usable learning resources and services to pedagogical purposeful units of learning. In A. Littlejohn (Ed.),Reusing Online Resources: A Sustainable Approach to eLearning (pp. 46-59). London: Kogan Page. Dillenbourg, P. [http://www.telearn.org/open-archive/search?resource=170] (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL. Can we support CSCL (pp. 61-91). Heerlen: Open Universiteit Nederland. Koper. R., Tattersall C. [http://www.telearn.org/open-archive/browse?resource=6841_v1](2005). Learning Design : A Handbook on Modelling and Delivering Networked Education and Training, Springer Verlag. Lejeune A., Pernin J-P., A taxonomy for scenario-based engineering, Cognition and Exploratory Learning in Digital Age (CELDA 2004) Proceedings, Lisboa, Portugal, 2004, p.249-256 Paquette G. [http://www.telearn.org/open-archive/browse?resource=6846_v1] (2003). Instructional engineering in networked environments, John Wiley and Sons, 262 p. Rawlings A., Van Rosmalen P., Koper E.J.R., Rodríguez-Artacho M.R., Lefrere P. [http://www.telearn.org/open-archive/browse?resource=7272_v1] (2002). Survey of Educational Modelling Languages (EMLs), Publication CEN/ISSS WS/Learning Technologies.). Wichmann, A., Engler, J., & Hoppe, U. [http://www.telearn.org/open-archive/browse?resource=6874_v1] (2010). Sharing educational scenario designs in practitioner communities. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines. Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010), Vol 2 (pp. 750-757). International Society of the Learning Sciences, Inc. 724 599 2012-02-09T14:05:22Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Viviane Guéraud, Université Stendhal, Laboratoire d’Informatique de Grenoble (LIG) '''Contributors''': Anne Lejeune, Université Pierre Mendès France, Laboratoire d’Informatique de Grenoble (LIG) ; Jean-Philippe Pernin, Université Stendhal, Laboratoire d’Informatique de Grenoble ==== Definition ==== A learning scenario is an a priori description of a learning situation, independently of the underlying pedagogical approach. It describes its organization with the goal of ensuring the appropriation of a precise set of knowledge, competences or skills. It may specify roles, activities and required resources, tools and services. ==== Comments on the history ==== The expression "learning scenario" appeared progressively in the TEL context when learning design approaches began to focus more on the learning activities rather than on the learning resources. From a learning design perspective, a learning scenario refers to the formal description of a "unit of learning" as defined by Koper (2003). Within the LD specification which is proposed as a standard Educational Modeling Language (EML), a learning scenario corresponds to the method ([http://www.imsglobal.org/learningdesign/]). Whereas the “method” concept is an abstract term without learning connotation, many researchers in learning design commonly use the learning scenario notion instead of it. ==== Related terms ==== Synonymous :Pedagogical scenario, Educational scenario, Instructional scenario Other related terms :Abstract learning scenario, Adaptive learning scenario, Assistance scenario, Collaboration script, Computable learning scenario, Contextualized learning scenario, Formal learning scenario, Generic learning scenario, Informal learning scenario, ==== Translation issues ==== ''French'' : scénario d’apprentissage, scénario pédagogique ==== Disciplinary issues ==== According to the designer's point of view, “learning scenario” can address either the description of the learning tasks or the assistance tasks or both of them. For example, [Paquette, 2003] distinguishes learning scenario from assistance scenario, while for [Koper, 2005] the learning activities and the staff activities can be described in the same learning scenario. Learning scenarios may be based on different pedagogical strategies (e.g. collaborative learning, inquiry learning, problem based learning, etc.) [Wichmann et al., 2010]. Considering collaborative learning, a learning scenario is usually called a collaboration script (Dillenbourg 2002). Learning scenarios (LS) can be classified according to different criteria (Lejeune & Pernin, 2004): granularity of the targeted learning situation, constraint level associated to the learning situations, personalization level, formalization level, abstraction level. ==== Key references ==== Koper, R. [http://www.telearn.org/open-archive/browse?resource=7133_v1] (2003). Combining re-usable learning resources and services to pedagogical purposeful units of learning. In A. Littlejohn (Ed.),Reusing Online Resources: A Sustainable Approach to eLearning (pp. 46-59). London: Kogan Page. Dillenbourg, P. [http://www.telearn.org/open-archive/search?resource=170] (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL. Can we support CSCL (pp. 61-91). Heerlen: Open Universiteit Nederland. Koper. R., Tattersall C. [http://www.telearn.org/open-archive/browse?resource=6841_v1](2005). Learning Design : A Handbook on Modelling and Delivering Networked Education and Training, Springer Verlag. Lejeune A., Pernin J-P., A taxonomy for scenario-based engineering, Cognition and Exploratory Learning in Digital Age (CELDA 2004) Proceedings, Lisboa, Portugal, 2004, p.249-256 Paquette G. [http://www.telearn.org/open-archive/browse?resource=6846_v1] (2003). Instructional engineering in networked environments, John Wiley and Sons, 262 p. Rawlings A., Van Rosmalen P., Koper E.J.R., Rodríguez-Artacho M.R., Lefrere P. (2002). Survey of Educational Modelling Languages (EMLs), Publication CEN/ISSS WS/Learning Technologies.). Wichmann, A., Engler, J., & Hoppe, U. [http://www.telearn.org/open-archive/browse?resource=6874_v1] (2010). Sharing educational scenario designs in practitioner communities. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines. Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010), Vol 2 (pp. 750-757). International Society of the Learning Sciences, Inc. 599 454 2012-01-12T10:43:16Z Zeiliger 2 /* Comments on the history */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Viviane Guéraud, Université Stendhal, Laboratoire d’Informatique de Grenoble (LIG) '''Contributors''': Anne Lejeune, Université Pierre Mendès France, Laboratoire d’Informatique de Grenoble (LIG) ; Jean-Philippe Pernin, Université Stendhal, Laboratoire d’Informatique de Grenoble ==== Definition ==== A learning scenario is an a priori description of a learning situation, independently of the underlying pedagogical approach. It describes its organization with the goal of ensuring the appropriation of a precise set of knowledge, competences or skills. It may specify roles, activities and required resources, tools and services. ==== Comments on the history ==== The expression "learning scenario" appeared progressively in the TEL context when learning design approaches began to focus more on the learning activities rather than on the learning resources. From a learning design perspective, a learning scenario refers to the formal description of a "unit of learning" as defined by Koper (2003). Within the LD specification which is proposed as a standard Educational Modeling Language (EML), a learning scenario corresponds to the method ([http://www.imsglobal.org/learningdesign/]). Whereas the “method” concept is an abstract term without learning connotation, many researchers in learning design commonly use the learning scenario notion instead of it. ==== Related terms ==== Synonymous :Pedagogical scenario, Educational scenario, Instructional scenario Other related terms :Abstract learning scenario, Adaptive learning scenario, Assistance scenario, Collaboration script, Computable learning scenario, Contextualized learning scenario, Formal learning scenario, Generic learning scenario, Informal learning scenario, ==== Translation issues ==== ''French'' : scénario d’apprentissage, scénario pédagogique ==== Disciplinary issues ==== According to the designer's point of view, “learning scenario” can address either the description of the learning tasks or the assistance tasks or both of them. For example, [Paquette, 2003] distinguishes learning scenario from assistance scenario, while for [Koper, 2005] the learning activities and the staff activities can be described in the same learning scenario. Learning scenarios may be based on different pedagogical strategies (e.g. collaborative learning, inquiry learning, problem based learning, etc.) [Wichmann et al., 2010]. Considering collaborative learning, a learning scenario is usually called a collaboration script (Dillenbourg 2002). Learning scenarios (LS) can be classified according to different criteria (Lejeune & Pernin, 2004): granularity of the targeted learning situation, constraint level associated to the learning situations, personalization level, formalization level, abstraction level. ==== Key references ==== Koper, E.J.R. (2003). Combining re-usable learning resources and services to pedagogical purposeful units of learning. In A. Littlejohn (Ed.),Reusing Online Resources: A Sustainable Approach to eLearning (pp. 46-59). London: Kogan Page. Dillenbourg, P. [http://www.telearn.org/open-archive/search?resource=170] (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL. Can we support CSCL (pp. 61-91). Heerlen: Open Universiteit Nederland. Koper. R., Tattersall C. [http://www.telearn.org/open-archive/browse?resource=6841_v1](2005). Learning Design : A Handbook on Modelling and Delivering Networked Education and Training, Springer Verlag. Lejeune A., Pernin J-P., A taxonomy for scenario-based engineering, Cognition and Exploratory Learning in Digital Age (CELDA 2004) Proceedings, Lisboa, Portugal, 2004, p.249-256 Paquette G. [http://www.telearn.org/open-archive/browse?resource=6846_v1] (2003). Instructional engineering in networked environments, John Wiley and Sons, 262 p. Rawlings A., Van Rosmalen P., Koper E.J.R., Rodríguez-Artacho M.R., Lefrere P. (2002). Survey of Educational Modelling Languages (EMLs), Publication CEN/ISSS WS/Learning Technologies.). Wichmann, A., Engler, J., & Hoppe, U. [http://www.telearn.org/open-archive/browse?resource=6874_v1] (2010). Sharing educational scenario designs in practitioner communities. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines. Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010), Vol 2 (pp. 750-757). International Society of the Learning Sciences, Inc. 454 437 2011-10-21T13:19:10Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Viviane Guéraud, Université Stendhal, Laboratoire d’Informatique de Grenoble (LIG) '''Contributors''': Anne Lejeune, Université Pierre Mendès France, Laboratoire d’Informatique de Grenoble (LIG) ; Jean-Philippe Pernin, Université Stendhal, Laboratoire d’Informatique de Grenoble ==== Definition ==== A learning scenario is an a priori description of a learning situation, independently of the underlying pedagogical approach. It describes its organization with the goal of ensuring the appropriation of a precise set of knowledge, competences or skills. It may specify roles, activities and required resources, tools and services. ==== Comments on the history ==== The expression "learning scenario" appeared progressively in the TEL context when learning design approaches began to focus more on the learning activities rather than on the learning resources. From a learning design perspective, a learning scenario refers to the formal description of a "unit of learning" as defined by Koper (2003). Within the LD specification which is proposed as a standard Educational Modeling Language (EML), a learning scenario corresponds to the method (http://www.imsglobal.org/learningdesign/). Whereas the “method” concept is an abstract term without learning connotation, many researchers in learning design commonly use the learning scenario notion instead of it. ==== Related terms ==== Synonymous :Pedagogical scenario, Educational scenario, Instructional scenario Other related terms :Abstract learning scenario, Adaptive learning scenario, Assistance scenario, Collaboration script, Computable learning scenario, Contextualized learning scenario, Formal learning scenario, Generic learning scenario, Informal learning scenario, ==== Translation issues ==== ''French'' : scénario d’apprentissage, scénario pédagogique ==== Disciplinary issues ==== According to the designer's point of view, “learning scenario” can address either the description of the learning tasks or the assistance tasks or both of them. For example, [Paquette, 2003] distinguishes learning scenario from assistance scenario, while for [Koper, 2005] the learning activities and the staff activities can be described in the same learning scenario. Learning scenarios may be based on different pedagogical strategies (e.g. collaborative learning, inquiry learning, problem based learning, etc.) [Wichmann et al., 2010]. Considering collaborative learning, a learning scenario is usually called a collaboration script (Dillenbourg 2002). Learning scenarios (LS) can be classified according to different criteria (Lejeune & Pernin, 2004): granularity of the targeted learning situation, constraint level associated to the learning situations, personalization level, formalization level, abstraction level. ==== Key references ==== Koper, E.J.R. (2003). Combining re-usable learning resources and services to pedagogical purposeful units of learning. In A. Littlejohn (Ed.),Reusing Online Resources: A Sustainable Approach to eLearning (pp. 46-59). London: Kogan Page. Dillenbourg, P. [http://www.telearn.org/open-archive/search?resource=170] (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL. Can we support CSCL (pp. 61-91). Heerlen: Open Universiteit Nederland. Koper. R., Tattersall C. [http://www.telearn.org/open-archive/browse?resource=6841_v1](2005). Learning Design : A Handbook on Modelling and Delivering Networked Education and Training, Springer Verlag. Lejeune A., Pernin J-P., A taxonomy for scenario-based engineering, Cognition and Exploratory Learning in Digital Age (CELDA 2004) Proceedings, Lisboa, Portugal, 2004, p.249-256 Paquette G. [http://www.telearn.org/open-archive/browse?resource=6846_v1] (2003). Instructional engineering in networked environments, John Wiley and Sons, 262 p. Rawlings A., Van Rosmalen P., Koper E.J.R., Rodríguez-Artacho M.R., Lefrere P. (2002). Survey of Educational Modelling Languages (EMLs), Publication CEN/ISSS WS/Learning Technologies.). Wichmann, A., Engler, J., & Hoppe, U. [http://www.telearn.org/open-archive/browse?resource=6874_v1] (2010). Sharing educational scenario designs in practitioner communities. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines. Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010), Vol 2 (pp. 750-757). International Society of the Learning Sciences, Inc. 437 436 2011-09-28T12:36:52Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Viviane Guéraud, Université Stendhal, Laboratoire d’Informatique de Grenoble (LIG) '''Contributors''': Anne Lejeune, Université Pierre Mendès France, Laboratoire d’Informatique de Grenoble (LIG) ; Jean-Philippe Pernin, Université Stendhal, Laboratoire d’Informatique de Grenoble ==== Definition ==== A learning scenario is an a priori description of a learning situation, independently of the underlying pedagogical approach. It describes its organization with the goal of ensuring the appropriation of a precise set of knowledge, competences or skills. It may specify roles, activities and required resources, tools and services. ==== Comments on the history ==== The expression "learning scenario" appeared progressively in the TEL context when learning design approaches began to focus more on the learning activities rather than on the learning resources. From a learning design perspective, a learning scenario refers to the formal description of a "unit of learning" as defined by Koper (2003). Within the LD specification which is proposed as a standard Educational Modeling Language (EML), a learning scenario corresponds to the method (http://www.imsglobal.org/learningdesign/). Whereas the “method” concept is an abstract term without learning connotation, many researchers in learning design commonly use the learning scenario notion instead of it. ==== Related terms ==== Synonymous :Pedagogical scenario, Educational scenario, Instructional scenario Other related terms :Abstract learning scenario, Adaptive learning scenario, Assistance scenario, Collaboration script, Computable learning scenario, Contextualized learning scenario, Formal learning scenario, Generic learning scenario, Informal learning scenario, ==== Translation issues ==== ''French'' : scénario d’apprentissage, scénario pédagogique ==== Disciplinary issues ==== According to the designer's point of view, “learning scenario” can address either the description of the learning tasks or the assistance tasks or both of them. For example, [Paquette, 2003] distinguishes learning scenario from assistance scenario, while for [Koper, 2005] the learning activities and the staff activities can be described in the same learning scenario. Learning scenarios may be based on different pedagogical strategies (e.g. collaborative learning, inquiry learning, problem based learning, etc.) [Wichmann et al., 2010]. Considering collaborative learning, a learning scenario is usually called a collaboration script (Dillenbourg 2002). Learning scenarios (LS) can be classified according to different criteria (Lejeune & Pernin, 2004): granularity of the targeted learning situation, constraint level associated to the learning situations, personalization level, formalization level, abstraction level. ==== Key references ==== Koper, E.J.R. (2003). Combining re-usable learning resources and services to pedagogical purposeful units of learning. In A. Littlejohn (Ed.),Reusing Online Resources: A Sustainable Approach to eLearning (pp. 46-59). London: Kogan Page. Dillenbourg, P. [http://www.telearn.org/open-archive/search?resource=170] (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL. Can we support CSCL (pp. 61-91). Heerlen: Open Universiteit Nederland. Koper. R., Tattersall C. [http://www.telearn.org/open-archive/browse?resource=6841_v1](2005). Learning Design : A Handbook on Modelling and Delivering Networked Education and Training, Springer Verlag. Lejeune A., Pernin J-P., A taxonomy for scenario-based engineering, Cognition and Exploratory Learning in Digital Age (CELDA 2004) Proceedings, Lisboa, Portugal, 2004, p.249-256 Paquette G. [http://www.telearn.org/open-archive/browse?resource=6846_v1] (2003). Instructional engineering in networked environments, John Wiley and Sons, 262 p. Rawlings A., Van Rosmalen P., Koper E.J.R., Rodríguez-Artacho M.R., Lefrere P. (2002). Survey of Educational Modelling Languages (EMLs), Publication CEN/ISSS WS/Learning Technologies.). Wichmann, A., Engler, J., & Hoppe, U. (2010). Sharing educational scenario designs in practitioner communities. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines. Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010), Vol 2 (pp. 750-757). International Society of the Learning Sciences, Inc. 436 410 2011-09-28T12:26:05Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Viviane Guéraud, Université Stendhal, Laboratoire d’Informatique de Grenoble (LIG) '''Contributors''': Anne Lejeune, Université Pierre Mendès France, Laboratoire d’Informatique de Grenoble (LIG) ; Jean-Philippe Pernin, Université Stendhal, Laboratoire d’Informatique de Grenoble ==== Definition ==== A learning scenario is an a priori description of a learning situation, independently of the underlying pedagogical approach. It describes its organization with the goal of ensuring the appropriation of a precise set of knowledge, competences or skills. It may specify roles, activities and required resources, tools and services. ==== Comments on the history ==== The expression "learning scenario" appeared progressively in the TEL context when learning design approaches began to focus more on the learning activities rather than on the learning resources. From a learning design perspective, a learning scenario refers to the formal description of a "unit of learning" as defined by Koper (2003). Within the LD specification which is proposed as a standard Educational Modeling Language (EML), a learning scenario corresponds to the method (http://www.imsglobal.org/learningdesign/). Whereas the “method” concept is an abstract term without learning connotation, many researchers in learning design commonly use the learning scenario notion instead of it. ==== Related terms ==== Synonymous :Pedagogical scenario, Educational scenario, Instructional scenario Other related terms :Abstract learning scenario, Adaptive learning scenario, Assistance scenario, Collaboration script, Computable learning scenario, Contextualized learning scenario, Formal learning scenario, Generic learning scenario, Informal learning scenario, ==== Translation issues ==== ''French'' : scénario d’apprentissage, scénario pédagogique ==== Disciplinary issues ==== According to the designer's point of view, “learning scenario” can address either the description of the learning tasks or the assistance tasks or both of them. For example, [Paquette, 2003] distinguishes learning scenario from assistance scenario, while for [Koper, 2005] the learning activities and the staff activities can be described in the same learning scenario. Learning scenarios may be based on different pedagogical strategies (e.g. collaborative learning, inquiry learning, problem based learning, etc.) [Wichmann et al., 2010]. Considering collaborative learning, a learning scenario is usually called a collaboration script (Dillenbourg 2002). Learning scenarios (LS) can be classified according to different criteria (Lejeune & Pernin, 2004): granularity of the targeted learning situation, constraint level associated to the learning situations, personalization level, formalization level, abstraction level. ==== Key references ==== Koper, E.J.R. (2003). Combining re-usable learning resources and services to pedagogical purposeful units of learning. In A. Littlejohn (Ed.),Reusing Online Resources: A Sustainable Approach to eLearning (pp. 46-59). London: Kogan Page. Dillenbourg, P. [http://www.telearn.org/open-archive/search?resource=170] (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL. Can we support CSCL (pp. 61-91). Heerlen: Open Universiteit Nederland. Koper. R., Tattersall C. [http://www.telearn.org/open-archive/browse?resource=6841_v1](2005). Learning Design : A Handbook on Modelling and Delivering Networked Education and Training, Springer Verlag. Lejeune A., Pernin J-P., A taxonomy for scenario-based engineering, Cognition and Exploratory Learning in Digital Age (CELDA 2004) Proceedings, Lisboa, Portugal, 2004, p.249-256 Paquette G., Instructional engineering in networked environments (Pfeiffer), 2003 Rawlings A., Van Rosmalen P., Koper E.J.R., Rodríguez-Artacho M.R., Lefrere P. (2002). Survey of Educational Modelling Languages (EMLs), Publication CEN/ISSS WS/Learning Technologies.). Wichmann, A., Engler, J., & Hoppe, U. (2010). Sharing educational scenario designs in practitioner communities. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines. Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010), Vol 2 (pp. 750-757). International Society of the Learning Sciences, Inc. 410 329 2011-09-23T09:03:13Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Viviane Guéraud, Université Stendhal, Laboratoire d’Informatique de Grenoble (LIG) '''Contributors''': Anne Lejeune, Université Pierre Mendès France, Laboratoire d’Informatique de Grenoble (LIG) ; Jean-Philippe Pernin, Université Stendhal, Laboratoire d’Informatique de Grenoble ==== Definition ==== A learning scenario is an a priori description of a learning situation, independently of the underlying pedagogical approach. It describes its organization with the goal of ensuring the appropriation of a precise set of knowledge, competences or skills. It may specify roles, activities and required resources, tools and services. ==== Comments on the history ==== The expression "learning scenario" appeared progressively in the TEL context when learning design approaches began to focus more on the learning activities rather than on the learning resources. From a learning design perspective, a learning scenario refers to the formal description of a "unit of learning" as defined by Koper (2003). Within the LD specification which is proposed as a standard Educational Modeling Language (EML), a learning scenario corresponds to the method (http://www.imsglobal.org/learningdesign/). Whereas the “method” concept is an abstract term without learning connotation, many researchers in learning design commonly use the learning scenario notion instead of it. ==== Related terms ==== Synonymous :Pedagogical scenario, Educational scenario, Instructional scenario Other related terms :Abstract learning scenario, Adaptive learning scenario, Assistance scenario, Collaboration script, Computable learning scenario, Contextualized learning scenario, Formal learning scenario, Generic learning scenario, Informal learning scenario, ==== Translation issues ==== ''French'' : scénario d’apprentissage, scénario pédagogique ==== Disciplinary issues ==== According to the designer's point of view, “learning scenario” can address either the description of the learning tasks or the assistance tasks or both of them. For example, [Paquette, 2003] distinguishes learning scenario from assistance scenario, while for [Koper, 2005] the learning activities and the staff activities can be described in the same learning scenario. Learning scenarios may be based on different pedagogical strategies (e.g. collaborative learning, inquiry learning, problem based learning, etc.) [Wichmann et al., 2010]. Considering collaborative learning, a learning scenario is usually called a collaboration script (Dillenbourg 2002). Learning scenarios (LS) can be classified according to different criteria (Lejeune & Pernin, 2004): granularity of the targeted learning situation, constraint level associated to the learning situations, personalization level, formalization level, abstraction level. ==== Key references ==== Koper, E.J.R. (2003). Combining re-usable learning resources and services to pedagogical purposeful units of learning. In A. Littlejohn (Ed.),Reusing Online Resources: A Sustainable Approach to eLearning (pp. 46-59). London: Kogan Page. Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL. Can we support CSCL (pp. 61-91). Heerlen: Open Universiteit Nederland. Koper. R., Tattersall C. [http://www.telearn.org/open-archive/browse?resource=6841_v1](2005). Learning Design : A Handbook on Modelling and Delivering Networked Education and Training, Springer Verlag. Lejeune A., Pernin J-P., A taxonomy for scenario-based engineering, Cognition and Exploratory Learning in Digital Age (CELDA 2004) Proceedings, Lisboa, Portugal, 2004, p.249-256 Paquette G., Instructional engineering in networked environments (Pfeiffer), 2003 Rawlings A., Van Rosmalen P., Koper E.J.R., Rodríguez-Artacho M.R., Lefrere P. (2002). Survey of Educational Modelling Languages (EMLs), Publication CEN/ISSS WS/Learning Technologies.). Wichmann, A., Engler, J., & Hoppe, U. (2010). Sharing educational scenario designs in practitioner communities. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines. Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010), Vol 2 (pp. 750-757). International Society of the Learning Sciences, Inc. 329 295 2011-08-30T06:59:02Z Balacheff 4 /* Comments on the history */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Viviane Guéraud, Université Stendhal, Laboratoire d’Informatique de Grenoble (LIG) '''Contributors''': Anne Lejeune, Université Pierre Mendès France, Laboratoire d’Informatique de Grenoble (LIG) ; Jean-Philippe Pernin, Université Stendhal, Laboratoire d’Informatique de Grenoble ==== Definition ==== A learning scenario is an a priori description of a learning situation, independently of the underlying pedagogical approach. It describes its organization with the goal of ensuring the appropriation of a precise set of knowledge, competences or skills. It may specify roles, activities and required resources, tools and services. ==== Comments on the history ==== The expression "learning scenario" appeared progressively in the TEL context when learning design approaches began to focus more on the learning activities rather than on the learning resources. From a learning design perspective, a learning scenario refers to the formal description of a "unit of learning" as defined by Koper (2003). Within the LD specification which is proposed as a standard Educational Modeling Language (EML), a learning scenario corresponds to the method (http://www.imsglobal.org/learningdesign/). Whereas the “method” concept is an abstract term without learning connotation, many researchers in learning design commonly use the learning scenario notion instead of it. ==== Related terms ==== Synonymous :Pedagogical scenario, Educational scenario, Instructional scenario Other related terms :Abstract learning scenario, Adaptive learning scenario, Assistance scenario, Collaboration script, Computable learning scenario, Contextualized learning scenario, Formal learning scenario, Generic learning scenario, Informal learning scenario, ==== Translation issues ==== ''French'' : scénario d’apprentissage, scénario pédagogique ==== Disciplinary issues ==== According to the designer's point of view, “learning scenario” can address either the description of the learning tasks or the assistance tasks or both of them. For example, [Paquette, 2003] distinguishes learning scenario from assistance scenario, while for [Koper, 2005] the learning activities and the staff activities can be described in the same learning scenario. Learning scenarios may be based on different pedagogical strategies (e.g. collaborative learning, inquiry learning, problem based learning, etc.) [Wichmann et al., 2010]. Considering collaborative learning, a learning scenario is usually called a collaboration script (Dillenbourg 2002). Learning scenarios (LS) can be classified according to different criteria (Lejeune & Pernin, 2004): granularity of the targeted learning situation, constraint level associated to the learning situations, personalization level, formalization level, abstraction level. ==== Key references ==== Koper, E.J.R. (2003). Combining re-usable learning resources and services to pedagogical purposeful units of learning. In A. Littlejohn (Ed.),Reusing Online Resources: A Sustainable Approach to eLearning (pp. 46-59). London: Kogan Page. Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL. Can we support CSCL (pp. 61-91). Heerlen: Open Universiteit Nederland. Koper. R., Tattersall C., Learning Design : A Handbook on Modelling and Delivering Networked Education and Training, Springer Verlag, (2005). Lejeune A., Pernin J-P., A taxonomy for scenario-based engineering, Cognition and Exploratory Learning in Digital Age (CELDA 2004) Proceedings, Lisboa, Portugal, 2004, p.249-256 Paquette G., Instructional engineering in networked environments (Pfeiffer), 2003 Rawlings A., Van Rosmalen P., Koper E.J.R., Rodríguez-Artacho M.R., Lefrere P. (2002). Survey of Educational Modelling Languages (EMLs), Publication CEN/ISSS WS/Learning Technologies.). Wichmann, A., Engler, J., & Hoppe, U. (2010). Sharing educational scenario designs in practitioner communities. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines. Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010), Vol 2 (pp. 750-757). International Society of the Learning Sciences, Inc. 295 294 2011-08-26T09:02:28Z Zeiliger 2 wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Viviane Guéraud, Université Stendhal, Laboratoire d’Informatique de Grenoble (LIG) '''Contributors''': Anne Lejeune, Université Pierre Mendès France, Laboratoire d’Informatique de Grenoble (LIG) ; Jean-Philippe Pernin, Université Stendhal, Laboratoire d’Informatique de Grenoble ==== Definition ==== A learning scenario is an a priori description of a learning situation, independently of the underlying pedagogical approach. It describes its organization with the goal of ensuring the appropriation of a precise set of knowledge, competences or skills. It may specify roles, activities and required resources, tools and services. ==== Comments on the history ==== The expression "learning scenario" appeared progressively in the TEL context when learning design approaches began to focus more on the learning activities rather than on the learning resources. From a learning design perspective, a learning scenario refers to the formal description of a unit of Learning as defined by Koper (2003). Within the LD specification which is proposed as a standard Educational Modeling Language (EML), a learning scenario corresponds to the method (http://www.imsglobal.org/learningdesign/). Whereas the “method” concept is an abstract term without learning connotation, many researchers in learning design commonly use the learning scenario notion instead of it. ==== Related terms ==== Synonymous :Pedagogical scenario, Educational scenario, Instructional scenario Other related terms :Abstract learning scenario, Adaptive learning scenario, Assistance scenario, Collaboration script, Computable learning scenario, Contextualized learning scenario, Formal learning scenario, Generic learning scenario, Informal learning scenario, ==== Translation issues ==== ''French'' : scénario d’apprentissage, scénario pédagogique ==== Disciplinary issues ==== According to the designer's point of view, “learning scenario” can address either the description of the learning tasks or the assistance tasks or both of them. For example, [Paquette, 2003] distinguishes learning scenario from assistance scenario, while for [Koper, 2005] the learning activities and the staff activities can be described in the same learning scenario. Learning scenarios may be based on different pedagogical strategies (e.g. collaborative learning, inquiry learning, problem based learning, etc.) [Wichmann et al., 2010]. Considering collaborative learning, a learning scenario is usually called a collaboration script (Dillenbourg 2002). Learning scenarios (LS) can be classified according to different criteria (Lejeune & Pernin, 2004): granularity of the targeted learning situation, constraint level associated to the learning situations, personalization level, formalization level, abstraction level. ==== Key references ==== Koper, E.J.R. (2003). Combining re-usable learning resources and services to pedagogical purposeful units of learning. In A. Littlejohn (Ed.),Reusing Online Resources: A Sustainable Approach to eLearning (pp. 46-59). London: Kogan Page. Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL. Can we support CSCL (pp. 61-91). Heerlen: Open Universiteit Nederland. Koper. R., Tattersall C., Learning Design : A Handbook on Modelling and Delivering Networked Education and Training, Springer Verlag, (2005). Lejeune A., Pernin J-P., A taxonomy for scenario-based engineering, Cognition and Exploratory Learning in Digital Age (CELDA 2004) Proceedings, Lisboa, Portugal, 2004, p.249-256 Paquette G., Instructional engineering in networked environments (Pfeiffer), 2003 Rawlings A., Van Rosmalen P., Koper E.J.R., Rodríguez-Artacho M.R., Lefrere P. (2002). Survey of Educational Modelling Languages (EMLs), Publication CEN/ISSS WS/Learning Technologies.). Wichmann, A., Engler, J., & Hoppe, U. (2010). Sharing educational scenario designs in practitioner communities. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines. Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010), Vol 2 (pp. 750-757). International Society of the Learning Sciences, Inc. 294 2011-08-26T09:00:58Z Zeiliger 2 Created page with "<u>Draft 1</u> '''Editor''': Viviane Guéraud, Université Stendhal, Laboratoire d’Informatique de Grenoble (LIG) '''Contributors''': Anne Lejeune, Université Pierre Mendès..." wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Viviane Guéraud, Université Stendhal, Laboratoire d’Informatique de Grenoble (LIG) '''Contributors''': Anne Lejeune, Université Pierre Mendès France, Laboratoire d’Informatique de Grenoble (LIG) ; Jean-Philippe Pernin, Université Stendhal, Laboratoire d’Informatique de Grenoble ==== Definition ==== A learning scenario is an a priori description of a learning situation, independently of the underlying pedagogical approach. It describes its organization with the goal of ensuring the appropriation of a precise set of knowledge, competences or skills. It may specify roles, activities and required resources, tools and services. ==== Comments on the history ==== The expression "learning scenario" appeared progressively in the TEL context when learning design approaches began to focus more on the learning activities rather than on the learning resources. From a learning design perspective, a learning scenario refers to the formal description of a unit of Learning as defined by Koper (2003). Within the LD specification which is proposed as a standard Educational Modeling Language (EML), a learning scenario corresponds to the method (http://www.imsglobal.org/learningdesign/). Whereas the “method” concept is an abstract term without learning connotation, many researchers in learning design commonly use the learning scenario notion instead of it. ==== Related terms ==== Synonymous Pedagogical scenario, Educational scenario, Instructional scenario Other related terms Abstract learning scenario, Adaptive learning scenario, Assistance scenario, Collaboration script, Computable learning scenario, Contextualized learning scenario, Formal learning scenario, Generic learning scenario, Informal learning scenario, ==== Translation issues ==== ''French'' : scénario d’apprentissage, scénario pédagogique ==== Disciplinary issues ==== According to the designer's point of view, “learning scenario” can address either the description of the learning tasks or the assistance tasks or both of them. For example, [Paquette, 2003] distinguishes learning scenario from assistance scenario, while for [Koper, 2005] the learning activities and the staff activities can be described in the same learning scenario. Learning scenarios may be based on different pedagogical strategies (e.g. collaborative learning, inquiry learning, problem based learning, etc.) [Wichmann et al., 2010]. Considering collaborative learning, a learning scenario is usually called a collaboration script (Dillenbourg 2002). Learning scenarios (LS) can be classified according to different criteria (Lejeune & Pernin, 2004): granularity of the targeted learning situation, constraint level associated to the learning situations, personalization level, formalization level, abstraction level. ==== Key references ==== Koper, E.J.R. (2003). Combining re-usable learning resources and services to pedagogical purposeful units of learning. In A. Littlejohn (Ed.),Reusing Online Resources: A Sustainable Approach to eLearning (pp. 46-59). London: Kogan Page. Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL. Can we support CSCL (pp. 61-91). Heerlen: Open Universiteit Nederland. Koper. R., Tattersall C., Learning Design : A Handbook on Modelling and Delivering Networked Education and Training, Springer Verlag, (2005). Lejeune A., Pernin J-P., A taxonomy for scenario-based engineering, Cognition and Exploratory Learning in Digital Age (CELDA 2004) Proceedings, Lisboa, Portugal, 2004, p.249-256 Paquette G., Instructional engineering in networked environments (Pfeiffer), 2003 Rawlings A., Van Rosmalen P., Koper E.J.R., Rodríguez-Artacho M.R., Lefrere P. (2002). Survey of Educational Modelling Languages (EMLs), Publication CEN/ISSS WS/Learning Technologies.). Wichmann, A., Engler, J., & Hoppe, U. (2010). Sharing educational scenario designs in practitioner communities. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines. Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010), Vol 2 (pp. 750-757). International Society of the Learning Sciences, Inc. 0 138 1117 1114 2013-02-21T14:45:43Z Balacheff 4 /* Principales références */ wikitext text/x-wiki <h1>Scénario d'apprentissage</h1> <u>version 1</u> '''Rédaction''': Viviane Guéraud, Université Stendhal, Laboratoire d’Informatique de Grenoble (LIG) '''Contribution''': Anne Lejeune, Université Pierre Mendès France, Laboratoire d’Informatique de Grenoble (LIG) ; Jean-Philippe Pernin, Université Stendhal, Laboratoire d’Informatique de Grenoble '''Adaptation''' : Anne Lejeune, Laboratoire d’Informatique de Grenoble (LIG) ====Définition==== Un scénario d’apprentissage est une description a priori d’une situation d’apprentissage indépendamment de l’approche pédagogique qui la sous-tend. Il décrit son organisation avec l’objectif d’assurer l’appropriation d’un ensemble précis de connaissances, de compétences ou de savoir-faire. Il peut spécifier des rôles, des activités ainsi que les ressources, outils et services nécessaires. ====Jalons historiques==== L’expression “scénario d’apprentissage” est apparue progressivement dans le champ des EIAH quand la conception (learning design) a commencé à se centrer plus sur les activités que sur les ressources pour l’apprentissage. Dans une perspective learning design, un scénario d’apprentissage est la description formelle d’une unité pour l’apprentissage (« unit of learning » au sens de Koper, 2003). Relativement au standard IMS LD (Educational Modeling Language), un scénario d’apprentissage correspond au concept méthode (http://www.imsglobal.org/learningdesign/). Parce que « méthode » est un terme abstrait sans connotation d’apprentissage, de nombreux chercheurs en conception des EIAH préfèrent l’expression « scénario d’apprentissage ». ====Termes et expression associés==== Synonymes :Scénario pédagogique Autres termes :Script collaboratif, script de collaboration, scénario d’assistance, ====Traduction==== …/… ====Remarques disciplinaires==== Pour le concepteur, scénario d’apprentissage peut renvoyer à la description des tâches d’apprentissage, des tâches d’accompagnement de l’apprentissage ou des deux. Par exemple, Paquette (2003) distingue le scénario d’apprentissage de celui d’assistance, alors que pour Koper (2005) les activités d’apprentissage et d’assistance sont décrites dans le même scénario. Les scénarios d’apprentissage peuvent s’appuyer sur différentes stratégies pédagogiques (e.g. apprentissage collaboratif, apprentissage expérientiel, apprentissage par la résolution de problème, etc.) (Wichmann et al., 2010). Dans le cas d’une approche collaborative, le scenario d’apprentissage est en général appelé script de collaboration (Dillenbourg 2002). Les scénarios d’apprentissage peuvent être classés selon différents critères (Lejeune & Pernin, 2004) : granularité de la description de la situation d’apprentissage visée, niveaux de contraintes associés aux situations d’apprentissage, niveau de personnalisation, de formalisation ou d’abstraction. ====Principales références==== [http://books.google.fr/books?id=SznmQUflJucC&lpg=PP1&hl=fr&pg=PA46#v=onepage&q=Koper&f=false] Koper, R. (2003). Combining re-usable learning resources and services to pedagogical purposeful units of learning. In A. Littlejohn (Ed.),Reusing Online Resources: A Sustainable Approach to eLearning (pp. 46-59). London: Kogan Page. [http://telearn.archives-ouvertes.fr/index.php?halsid=ttmmj9cfmv5c770b5oshce2vq4&view_this_doc=hal-00190230&version=1] Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL. Can we support CSCL (pp. 61-91). Heerlen: Open Universiteit Nederland. [http://books.google.fr/books?id=MNQxDKbTpisC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Koper. R., Tattersall C. (2005). Learning Design : A Handbook on Modelling and Delivering Networked Education and Training, Springer Verlag. [http://www.iadis.net/dl/final_uploads/200407L031.pdf] Lejeune A., Pernin J-P. (2004). A taxonomy for scenario-based engineering, Cognition and Exploratory Learning in Digital Age (CELDA 2004) Proceedings, Lisboa, Portugal, 2004, p.249-256 [http://books.google.fr/books?id=fOb68uUqOggC&lpg=PP1&dq=Instructional%20engineering%20in%20networked%20environments%2C%20John%20Wiley%20and%20Sons&hl=fr&pg=PP1#v=onepage&q=Instructional%20engineering%20in%20networked%20environments,%20John%20Wiley%20and%20Sons&f=false] Paquette G. (2003). Instructional engineering in networked environments, John Wiley and Sons, 262 p. [http://dspace.ou.nl/bitstream/1820/227/2/eml-report-cen-isss.pdf] Rawlings A., Van Rosmalen P., Koper E.J.R., Rodríguez-Artacho M.R., Lefrere P. (2002). Survey of Educational Modelling Languages (EMLs), Publication CEN/ISSS WS/Learning Technologies.). [http://dl.acm.org/citation.cfm?id=1854456&dl=ACM&coll=DL&CFID=279203810&CFTOKEN=90796724] Wichmann, A., Engler, J., & Hoppe, U. (2010). Sharing educational scenario designs in practitioner communities. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines. Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010), Vol 2 (pp. 750-757). International Society of the Learning Sciences, Inc. 1114 2013-02-21T14:22:29Z Balacheff 4 Created page with "<h1>Scénario d'apprentissage</h1> <u>version 1</u> '''Rédaction''': Viviane Guéraud, Université Stendhal, Laboratoire d’Informatique de Grenoble (LIG) '''Contribution''..." wikitext text/x-wiki <h1>Scénario d'apprentissage</h1> <u>version 1</u> '''Rédaction''': Viviane Guéraud, Université Stendhal, Laboratoire d’Informatique de Grenoble (LIG) '''Contribution''': Anne Lejeune, Université Pierre Mendès France, Laboratoire d’Informatique de Grenoble (LIG) ; Jean-Philippe Pernin, Université Stendhal, Laboratoire d’Informatique de Grenoble '''Adaptation''' : Anne Lejeune, Laboratoire d’Informatique de Grenoble (LIG) ====Définition==== Un scénario d’apprentissage est une description a priori d’une situation d’apprentissage indépendamment de l’approche pédagogique qui la sous-tend. Il décrit son organisation avec l’objectif d’assurer l’appropriation d’un ensemble précis de connaissances, de compétences ou de savoir-faire. Il peut spécifier des rôles, des activités ainsi que les ressources, outils et services nécessaires. ====Jalons historiques==== L’expression “scénario d’apprentissage” est apparue progressivement dans le champ des EIAH quand la conception (learning design) a commencé à se centrer plus sur les activités que sur les ressources pour l’apprentissage. Dans une perspective learning design, un scénario d’apprentissage est la description formelle d’une unité pour l’apprentissage (« unit of learning » au sens de Koper, 2003). Relativement au standard IMS LD (Educational Modeling Language), un scénario d’apprentissage correspond au concept méthode (http://www.imsglobal.org/learningdesign/). Parce que « méthode » est un terme abstrait sans connotation d’apprentissage, de nombreux chercheurs en conception des EIAH préfèrent l’expression « scénario d’apprentissage ». ====Termes et expression associés==== Synonymes :Scénario pédagogique Autres termes :Script collaboratif, script de collaboration, scénario d’assistance, ====Traduction==== …/… ====Remarques disciplinaires==== Pour le concepteur, scénario d’apprentissage peut renvoyer à la description des tâches d’apprentissage, des tâches d’accompagnement de l’apprentissage ou des deux. Par exemple, Paquette (2003) distingue le scénario d’apprentissage de celui d’assistance, alors que pour Koper (2005) les activités d’apprentissage et d’assistance sont décrites dans le même scénario. Les scénarios d’apprentissage peuvent s’appuyer sur différentes stratégies pédagogiques (e.g. apprentissage collaboratif, apprentissage expérientiel, apprentissage par la résolution de problème, etc.) (Wichmann et al., 2010). Dans le cas d’une approche collaborative, le scenario d’apprentissage est en général appelé script de collaboration (Dillenbourg 2002). Les scénarios d’apprentissage peuvent être classés selon différents critères (Lejeune & Pernin, 2004) : granularité de la description de la situation d’apprentissage visée, niveaux de contraintes associés aux situations d’apprentissage, niveau de personnalisation, de formalisation ou d’abstraction. ====Principales références==== Koper, E.J.R. (2003). Combining re-usable learning resources and services to pedagogical purposeful units of learning. In A. Littlejohn (Ed.),Reusing Online Resources: A Sustainable Approach to eLearning (pp. 46-59). London: Kogan Page. Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL. Can we support CSCL (pp. 61-91). Heerlen: Open Universiteit Nederland. Koper. R., Tattersall C., Learning Design : A Handbook on Modelling and Delivering Networked Education and Training, Springer Verlag, (2005). Lejeune A., Pernin J-P., A taxonomy for scenario-based engineering, Cognition and Exploratory Learning in Digital Age (CELDA 2004) Proceedings, Lisboa, Portugal, 2004, p.249-256 Paquette G., Instructional engineering in networked environments (Pfeiffer), 2003 Rawlings A., Van Rosmalen P., Koper E.J.R., Rodríguez-Artacho M.R., Lefrere P. (2002). Survey of Educational Modelling Languages (EMLs), Publication CEN/ISSS WS/Learning Technologies.). Wichmann, A., Engler, J., & Hoppe, U. (2010). Sharing educational scenario designs in practitioner communities. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines. Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010), Vol 2 (pp. 750-757). International Society of the Learning Sciences, Inc. 0 93 1325 802 2013-03-27T15:04:12Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Brett Bligh, Learning Sciences Research Institute, University of Nottingham '''Contributors''': Mike Sharples, Learning Sciences Research Institute, University of Nottingham ==== Definition ==== The term ”learning space” highlights the mutually supporting ways in which learning as an activity and space as an environment construct and modify each other. Space mediates our thinking and is a vehicle for our objectified thoughts; it both shapes and is shaped by practice. Learning space is the product of design processes that rely on assumptions of relationships between forms of space and practices of learning. The ‘space’ component is intended to refer to physical space, although its meaning has been extended to include virtual and conceptual space. ====Comments on the history==== The concept of learning space has developed from many fragmented antecedents. The expression entered the lexicon in its currently understood sense around 2000. A common approach was to discuss the affordances inherent in design and to see space and learning as related ''representationally''. For example, Monahan (2002) argues, firstly, that space should be ‘flexible’ in order to meet learners’ sensory and mobility needs and, secondly, that designers should adopt ''built pedagogy'' as their design philosophy, based on the need to influence individuals’ behavior and action through design. Other approaches have emerged that place increasing emphasis on contextual factors and the multi-voiced nature of learning activity. Boys (2011, p.81) argues that learning space should be understood as a series of intersecting aspects: :&bull; ''Engagement and adaptation'': how people understand and are affected by their environment, and how they use space and transform it through their use; :&bull; ''Spatial routine'': those everyday social and spatial practices which affect, and are understood by, others within a community; :&bull; ''Design'': established repertoires of spatial designs and the process and outcome of attempted innovation. Some use space almost entirely as a metaphor for how individuals manage their life-worlds (e.g. Savin-Baden 2008). A parallel strand of work emphasizes that use and perception of learning space is intertwined with institutional visions and politics. Recently, some work has sought to shift the granularity of discussion about learning space, for example to focus on Universities as campuses. Neary et al. (2010) introduced the expression “learning landscapes”, suggesting that such spaces can embody the ’idea’ of the University as an institution and that campuses can be understood according to a profile, mapping measures of expression, efficiency and effectiveness against institutional visions. ====Related terms==== Classroom Design, Context, Learning Environments, Communities of Practice, Learning Design, Learning Landscapes. ====Translation issues==== / ====Disciplinary issues==== Learning space is an interdisciplinary field of enquiry by its very nature and remains fragmented across a range of perspectives. Van Note Chism (2002, pp. 7-9) catalogues several such perspectives that remain in evidence nearly a decade later, including: :- ''Basic research'' about space, perception and related factors, usually occurring within disciplines such as psychology and engineering. Factors studied include the effects of temperature, noise, etc. on performance, and individuals’ attachment to place (Gallagher 1993). :- ''Theoretical perspectives'' on space and learning, emerging from disciplines such as sociology, philosophy and education (e.g. Boys 2011; Vavoula & Sharples 2009). :- ''Design specification'' literature, often a product of service practitioners. Such work may often make only slight reference to other literature or else seek to derive its guidelines from basic research positioned as an authority. :- ''Investigating the impact of physical arrangements on learning'', encompassing a range of work that investigates the processes and outcomes of fine-grained variations in classroom design. A disciplinary perspective on learning space work that is not covered by Van Note Chism’s categories is ''phenomenological investigation'', which is popular within architecture. A prominent example is Juhani Pallasmaa (1995/2005), who emphasises the importance of considering the holistic sensory experiences that occur when encountering space. Work adhering to each of these perspectives often seems to progress in isolation rather than either mutually informing or competing with other vantage points, resulting in ongoing fragmentation in how learning space is conceptualized. Boys (2011), for example, discusses at length the tensions between architects’, estates planners’ and educationalists’ conceptions of learning space. Such points could be made with equal validity about technology designers, learners, teachers, support staff, and policymakers. ==== Key references ==== [http://books.google.fr/books?id=8nDron_oXf4C&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Boys, J. (2010) Towards Creative Learning Spaces: Re-thinking the architecture of post-compulsory education. London: Routledge. [http://books.google.fr/books/about/The_power_of_place.html?id=Cw5HAAAAMAAJ&redir_esc=y] Gallagher, W. (1993) The Power of Place: How our surroundings shape our thoughts, emotions and actions. New York, NY: Harper Perennial Library. [http://www.torinmonahan.com/papers/Inventio.html] Monahan, T. (2002) Flexible Space &amp; Built Pedagogy: Emerging IT Embodiments. Inventio, 4(1), 1-19. [http://learninglandscapes.blogs.lincoln.ac.uk/files/2010/04/FinalReport.pdf] Neary, M., Harrison, A., Crellin, G., Parekh, N., Saunders, G., Duggan, F., Williams, S., &amp; Austin, A. (2010) Learning Landscapes in Higher Education: Clearing pathways, making spaces, involving academics in the leadership, governance and management of academic spaces in higher education. Lincoln: Centre for Educational Research and Development. [http://books.google.fr/books/about/The_Eyes_of_the_Skin.html?id=duBkQgAACAAJ&redir_esc=y] Pallasmaa, J. (2005) The Eyes of the Skin: Architecture and the Senses. London: John Wiley &amp; Sons Ltd. [http://hal.archives-ouvertes.fr/hal-00699840/] Savin-Baden, M. (2008). Learning Spaces: Creating opportunities for knowledge creation in academic life. Maidenhead: Open University Press. [http://onlinelibrary.wiley.com/doi/10.1002/tl.74/abstract] Van Note Chism, N. (2002) A Tale of Two Classrooms. New Directions for Teaching and Learning, 92, 5-12. [http://www2.le.ac.uk/Members/gv18/downloads/publicationpreprints/journals/VavoulaSharples-IJMBL09-Preprint.pdf] Vavoula, G. &amp; Sharples, M. (2009) Meeting the Challenges in Evaluating Mobile Learning: A 3-level Evaluation Framework. International Journal of Mobile and Blended Learning, 1(2), 54-75. 802 728 2012-02-23T14:40:10Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Brett Bligh, Learning Sciences Research Institute, University of Nottingham '''Contributors''': Mike Sharples, Learning Sciences Research Institute, University of Nottingham ==== Definition ==== The term ”learning space” highlights the mutually supporting ways in which learning as an activity and space as an environment construct and modify each other. Space mediates our thinking and is a vehicle for our objectified thoughts; it both shapes and is shaped by practice. Learning space is the product of design processes that rely on assumptions of relationships between forms of space and practices of learning. The ‘space’ component is intended to refer to physical space, although its meaning has been extended to include virtual and conceptual space. ====Comments on the history==== The concept of learning space has developed from many fragmented antecedents. The expression entered the lexicon in its currently understood sense around 2000. A common approach was to discuss the affordances inherent in design and to see space and learning as related ''representationally''. For example, Monahan (2002) argues, firstly, that space should be ‘flexible’ in order to meet learners’ sensory and mobility needs and, secondly, that designers should adopt ''built pedagogy'' as their design philosophy, based on the need to influence individuals’ behavior and action through design. Other approaches have emerged that place increasing emphasis on contextual factors and the multi-voiced nature of learning activity. Boys (2011, p.81) argues that learning space should be understood as a series of intersecting aspects: :&bull; ''Engagement and adaptation'': how people understand and are affected by their environment, and how they use space and transform it through their use; :&bull; ''Spatial routine'': those everyday social and spatial practices which affect, and are understood by, others within a community; :&bull; ''Design'': established repertoires of spatial designs and the process and outcome of attempted innovation. Some use space almost entirely as a metaphor for how individuals manage their life-worlds (e.g. Savin-Baden 2008). A parallel strand of work emphasizes that use and perception of learning space is intertwined with institutional visions and politics. Recently, some work has sought to shift the granularity of discussion about learning space, for example to focus on Universities as campuses. Neary et al. (2010) introduced the expression “learning landscapes”, suggesting that such spaces can embody the ’idea’ of the University as an institution and that campuses can be understood according to a profile, mapping measures of expression, efficiency and effectiveness against institutional visions. ====Related terms==== Classroom Design, Context, Learning Environments, Communities of Practice, Learning Design, Learning Landscapes. ====Translation issues==== / ====Disciplinary issues==== Learning space is an interdisciplinary field of enquiry by its very nature and remains fragmented across a range of perspectives. Van Note Chism (2002, pp. 7-9) catalogues several such perspectives that remain in evidence nearly a decade later, including: :- ''Basic research'' about space, perception and related factors, usually occurring within disciplines such as psychology and engineering. Factors studied include the effects of temperature, noise, etc. on performance, and individuals’ attachment to place (Gallagher 1993). :- ''Theoretical perspectives'' on space and learning, emerging from disciplines such as sociology, philosophy and education (e.g. Boys 2011; Vavoula & Sharples 2009). :- ''Design specification'' literature, often a product of service practitioners. Such work may often make only slight reference to other literature or else seek to derive its guidelines from basic research positioned as an authority. :- ''Investigating the impact of physical arrangements on learning'', encompassing a range of work that investigates the processes and outcomes of fine-grained variations in classroom design. A disciplinary perspective on learning space work that is not covered by Van Note Chism’s categories is ''phenomenological investigation'', which is popular within architecture. A prominent example is Juhani Pallasmaa (1995/2005), who emphasises the importance of considering the holistic sensory experiences that occur when encountering space. Work adhering to each of these perspectives often seems to progress in isolation rather than either mutually informing or competing with other vantage points, resulting in ongoing fragmentation in how learning space is conceptualized. Boys (2011), for example, discusses at length the tensions between architects’, estates planners’ and educationalists’ conceptions of learning space. Such points could be made with equal validity about technology designers, learners, teachers, support staff, and policymakers. ====Key references==== Boys, J. [http://www.telearn.org/open-archive/browse?resource=7007_v1] (2010) Towards Creative Learning Spaces: Re-thinking the architecture of post-compulsory education. London: Routledge. Gallagher, W. [http://www.telearn.org/open-archive/browse?resource=7016_v1] (1993) The Power of Place: How our surroundings shape our thoughts, emotions and actions. New York, NY: Harper Perennial Library. Monahan, T. [http://www.telearn.org/open-archive/browse?resource=6933_v1] (2002) Flexible Space & Built Pedagogy: Emerging IT Embodiments. Inventio, 4(1), 1-19. Neary, M., Harrison, A., Crellin, G., Parekh, N., Saunders, G., Duggan, F., Williams, S., & Austin, A. [http://www.telearn.org/open-archive/browse?resource=7138_v1] (2010) Learning Landscapes in Higher Education: Clearing pathways, making spaces, involving academics in the leadership, governance and management of academic spaces in higher education. Lincoln: Centre for Educational Research and Development. Pallasmaa, J. [http://www.telearn.org/open-archive/browse?resource=7044_v1] (2005) The Eyes of the Skin: Architecture and the Senses. London: John Wiley & Sons Ltd. Savin-Baden, M. [http://www.telearn.org/open-archive/browse?resource=7134_v1] (2008). Learning Spaces: Creating opportunities for knowledge creation in academic life. Maidenhead: Open University Press. Van Note Chism, N. [http://www.telearn.org/open-archive/browse?resource=7137_v1] (2002) A Tale of Two Classrooms. New Directions for Teaching and Learning, 92, 5-12. Vavoula, G. & Sharples, M. [http://www.telearn.org/open-archive/search?resource=2730] (2009) Meeting the Challenges in Evaluating Mobile Learning: A 3-level Evaluation Framework. International Journal of Mobile and Blended Learning, 1(2), 54-75. 728 725 2012-02-10T08:02:29Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Brett Bligh, Learning Sciences Research Institute, University of Nottingham '''Contributors''': Mike Sharples, Learning Sciences Research Institute, University of Nottingham ==== Definition ==== The term ”learning space” highlights the mutually supporting ways in which learning as an activity and space as an environment construct and modify each other. Space mediates our thinking and is a vehicle for our objectified thoughts; it both shapes and is shaped by practice. Learning space is the product of design processes that rely on assumptions of relationships between forms of space and practices of learning. The ‘space’ component is intended to refer to physical space, although its meaning has been extended to include virtual and conceptual space. ====Comments on the history==== The concept of learning space has developed from many fragmented antecedents. The expression entered the lexicon in its currently understood sense around 2000. A common approach was to discuss the affordances inherent in design and to see space and learning as related ''representationally''. For example, Monahan (2002) argues, firstly, that space should be ‘flexible’ in order to meet learners’ sensory and mobility needs and, secondly, that designers should adopt ''built pedagogy'' as their design philosophy, based on the need to influence individuals’ behavior and action through design. Other approaches have emerged that place increasing emphasis on contextual factors and the multi-voiced nature of learning activity. Boys (2011, p.81) argues that learning space should be understood as a series of intersecting aspects: :&bull; ''Engagement and adaptation'': how people understand and are affected by their environment, and how they use space and transform it through their use; :&bull; ''Spatial routine'': those everyday social and spatial practices which affect, and are understood by, others within a community; :&bull; ''Design'': established repertoires of spatial designs and the process and outcome of attempted innovation. Some use space almost entirely as a metaphor for how individuals manage their life-worlds (e.g. Savin-Baden 2008). A parallel strand of work emphasizes that use and perception of learning space is intertwined with institutional visions and politics. Recently, some work has sought to shift the granularity of discussion about learning space, for example to focus on Universities as campuses. Neary et al. (2010) introduced the expression “learning landscapes”, suggesting that such spaces can embody the ’idea’ of the University as an institution and that campuses can be understood according to a profile, mapping measures of expression, efficiency and effectiveness against institutional visions. ====Related terms==== Classroom Design, Context, Learning Environments, Communities of Practice, Learning Design, Learning Landscapes. ====Translation issues==== / ====Disciplinary issues==== Learning space is an interdisciplinary field of enquiry by its very nature and remains fragmented across a range of perspectives. Van Note Chism (2002, pp. 7-9) catalogues several such perspectives that remain in evidence nearly a decade later, including: :- ''Basic research'' about space, perception and related factors, usually occurring within disciplines such as psychology and engineering. Factors studied include the effects of temperature, noise, etc. on performance, and individuals’ attachment to place (Gallagher 1993). :- ''Theoretical perspectives'' on space and learning, emerging from disciplines such as sociology, philosophy and education (e.g. Boys 2011; Vavoula & Sharples 2009). :- ''Design specification'' literature, often a product of service practitioners. Such work may often make only slight reference to other literature or else seek to derive its guidelines from basic research positioned as an authority. :- ''Investigating the impact of physical arrangements on learning'', encompassing a range of work that investigates the processes and outcomes of fine-grained variations in classroom design. A disciplinary perspective on learning space work that is not covered by Van Note Chism’s categories is ''phenomenological investigation'', which is popular within architecture. A prominent example is Juhani Pallasmaa (1995/2005), who emphasises the importance of considering the holistic sensory experiences that occur when encountering space. Work adhering to each of these perspectives often seems to progress in isolation rather than either mutually informing or competing with other vantage points, resulting in ongoing fragmentation in how learning space is conceptualized. Boys (2011), for example, discusses at length the tensions between architects’, estates planners’ and educationalists’ conceptions of learning space. Such points could be made with equal validity about technology designers, learners, teachers, support staff, and policymakers. ====Key references==== Boys, J. [http://www.telearn.org/open-archive/browse?resource=7007_v1] (2010) Towards Creative Learning Spaces: Re-thinking the architecture of post-compulsory education. London: Routledge. Gallagher, W. [http://www.telearn.org/open-archive/browse?resource=7016_v1] (1993) The Power of Place: How our surroundings shape our thoughts, emotions and actions. New York, NY: Harper Perennial Library. Monahan, T. [http://www.telearn.org/open-archive/browse?resource=6933_v1] (2002) Flexible Space & Built Pedagogy: Emerging IT Embodiments. Inventio, 4(1), 1-19. Neary, M., Harrison, A., Crellin, G., Parekh, N., Saunders, G., Duggan, F., Williams, S., & Austin, A. (2010) Learning Landscapes in Higher Education: Clearing pathways, making spaces, involving academics in the leadership, governance and management of academic spaces in higher education. Lincoln: Centre for Educational Research and Development. Pallasmaa, J. [http://www.telearn.org/open-archive/browse?resource=7044_v1] (2005) The Eyes of the Skin: Architecture and the Senses. London: John Wiley & Sons Ltd. Savin-Baden, M. [http://www.telearn.org/open-archive/browse?resource=7134_v1] (2008). Learning Spaces: Creating opportunities for knowledge creation in academic life. Maidenhead: Open University Press. Van Note Chism, N. [http://www.telearn.org/open-archive/browse?resource=7137_v1] (2002) A Tale of Two Classrooms. New Directions for Teaching and Learning, 92, 5-12. Vavoula, G. & Sharples, M. [http://www.telearn.org/open-archive/search?resource=2730] (2009) Meeting the Challenges in Evaluating Mobile Learning: A 3-level Evaluation Framework. International Journal of Mobile and Blended Learning, 1(2), 54-75. 725 551 2012-02-09T15:09:48Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Brett Bligh, Learning Sciences Research Institute, University of Nottingham '''Contributors''': Mike Sharples, Learning Sciences Research Institute, University of Nottingham ==== Definition ==== The term ”learning space” highlights the mutually supporting ways in which learning as an activity and space as an environment construct and modify each other. Space mediates our thinking and is a vehicle for our objectified thoughts; it both shapes and is shaped by practice. Learning space is the product of design processes that rely on assumptions of relationships between forms of space and practices of learning. The ‘space’ component is intended to refer to physical space, although its meaning has been extended to include virtual and conceptual space. ====Comments on the history==== The concept of learning space has developed from many fragmented antecedents. The expression entered the lexicon in its currently understood sense around 2000. A common approach was to discuss the affordances inherent in design and to see space and learning as related ''representationally''. For example, Monahan (2002) argues, firstly, that space should be ‘flexible’ in order to meet learners’ sensory and mobility needs and, secondly, that designers should adopt ''built pedagogy'' as their design philosophy, based on the need to influence individuals’ behavior and action through design. Other approaches have emerged that place increasing emphasis on contextual factors and the multi-voiced nature of learning activity. Boys (2011, p.81) argues that learning space should be understood as a series of intersecting aspects: :&bull; ''Engagement and adaptation'': how people understand and are affected by their environment, and how they use space and transform it through their use; :&bull; ''Spatial routine'': those everyday social and spatial practices which affect, and are understood by, others within a community; :&bull; ''Design'': established repertoires of spatial designs and the process and outcome of attempted innovation. Some use space almost entirely as a metaphor for how individuals manage their life-worlds (e.g. Savin-Baden 2008). A parallel strand of work emphasizes that use and perception of learning space is intertwined with institutional visions and politics. Recently, some work has sought to shift the granularity of discussion about learning space, for example to focus on Universities as campuses. Neary et al. (2010) introduced the expression “learning landscapes”, suggesting that such spaces can embody the ’idea’ of the University as an institution and that campuses can be understood according to a profile, mapping measures of expression, efficiency and effectiveness against institutional visions. ====Related terms==== Classroom Design, Context, Learning Environments, Communities of Practice, Learning Design, Learning Landscapes. ====Translation issues==== / ====Disciplinary issues==== Learning space is an interdisciplinary field of enquiry by its very nature and remains fragmented across a range of perspectives. Van Note Chism (2002, pp. 7-9) catalogues several such perspectives that remain in evidence nearly a decade later, including: :- ''Basic research'' about space, perception and related factors, usually occurring within disciplines such as psychology and engineering. Factors studied include the effects of temperature, noise, etc. on performance, and individuals’ attachment to place (Gallagher 1993). :- ''Theoretical perspectives'' on space and learning, emerging from disciplines such as sociology, philosophy and education (e.g. Boys 2011; Vavoula & Sharples 2009). :- ''Design specification'' literature, often a product of service practitioners. Such work may often make only slight reference to other literature or else seek to derive its guidelines from basic research positioned as an authority. :- ''Investigating the impact of physical arrangements on learning'', encompassing a range of work that investigates the processes and outcomes of fine-grained variations in classroom design. A disciplinary perspective on learning space work that is not covered by Van Note Chism’s categories is ''phenomenological investigation'', which is popular within architecture. A prominent example is Juhani Pallasmaa (1995/2005), who emphasises the importance of considering the holistic sensory experiences that occur when encountering space. Work adhering to each of these perspectives often seems to progress in isolation rather than either mutually informing or competing with other vantage points, resulting in ongoing fragmentation in how learning space is conceptualized. Boys (2011), for example, discusses at length the tensions between architects’, estates planners’ and educationalists’ conceptions of learning space. Such points could be made with equal validity about technology designers, learners, teachers, support staff, and policymakers. ====Key references==== Boys, J. [http://www.telearn.org/open-archive/browse?resource=7007_v1] (2010) Towards Creative Learning Spaces: Re-thinking the architecture of post-compulsory education. London: Routledge. Gallagher, W. [http://www.telearn.org/open-archive/browse?resource=7016_v1] (1993) The Power of Place: How our surroundings shape our thoughts, emotions and actions. New York, NY: Harper Perennial Library. Monahan, T. [http://www.telearn.org/open-archive/browse?resource=6933_v1] (2002) Flexible Space & Built Pedagogy: Emerging IT Embodiments. Inventio, 4(1), 1-19. Neary, M., Harrison, A., Crellin, G., Parekh, N., Saunders, G., Duggan, F., Williams, S., & Austin, A. (2010) Learning Landscapes in Higher Education: Clearing pathways, making spaces, involving academics in the leadership, governance and management of academic spaces in higher education. Lincoln: Centre for Educational Research and Development. Pallasmaa, J. [http://www.telearn.org/open-archive/browse?resource=7044_v1] (2005) The Eyes of the Skin: Architecture and the Senses. London: John Wiley & Sons Ltd. Savin-Baden, M. [http://www.telearn.org/open-archive/browse?resource=7134_v1] (2008). Learning Spaces: Creating opportunities for knowledge creation in academic life. Maidenhead: Open University Press. Van Note Chism, N. (2002) A Tale of Two Classrooms. New Directions for Teaching and Learning, 92, 5-12. Vavoula, G. & Sharples, M. [http://www.telearn.org/open-archive/search?resource=2730] (2009) Meeting the Challenges in Evaluating Mobile Learning: A 3-level Evaluation Framework. International Journal of Mobile and Blended Learning, 1(2), 54-75. 551 531 2011-12-21T08:33:00Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Brett Bligh, Learning Sciences Research Institute, University of Nottingham '''Contributors''': Mike Sharples, Learning Sciences Research Institute, University of Nottingham ==== Definition ==== The term ”learning space” highlights the mutually supporting ways in which learning as an activity and space as an environment construct and modify each other. Space mediates our thinking and is a vehicle for our objectified thoughts; it both shapes and is shaped by practice. Learning space is the product of design processes that rely on assumptions of relationships between forms of space and practices of learning. The ‘space’ component is intended to refer to physical space, although its meaning has been extended to include virtual and conceptual space. ====Comments on the history==== The concept of learning space has developed from many fragmented antecedents. The expression entered the lexicon in its currently understood sense around 2000. A common approach was to discuss the affordances inherent in design and to see space and learning as related ''representationally''. For example, Monahan (2002) argues, firstly, that space should be ‘flexible’ in order to meet learners’ sensory and mobility needs and, secondly, that designers should adopt ''built pedagogy'' as their design philosophy, based on the need to influence individuals’ behavior and action through design. Other approaches have emerged that place increasing emphasis on contextual factors and the multi-voiced nature of learning activity. Boys (2011, p.81) argues that learning space should be understood as a series of intersecting aspects: :&bull; ''Engagement and adaptation'': how people understand and are affected by their environment, and how they use space and transform it through their use; :&bull; ''Spatial routine'': those everyday social and spatial practices which affect, and are understood by, others within a community; :&bull; ''Design'': established repertoires of spatial designs and the process and outcome of attempted innovation. Some use space almost entirely as a metaphor for how individuals manage their life-worlds (e.g. Savin-Baden 2008). A parallel strand of work emphasizes that use and perception of learning space is intertwined with institutional visions and politics. Recently, some work has sought to shift the granularity of discussion about learning space, for example to focus on Universities as campuses. Neary et al. (2010) introduced the expression “learning landscapes”, suggesting that such spaces can embody the ’idea’ of the University as an institution and that campuses can be understood according to a profile, mapping measures of expression, efficiency and effectiveness against institutional visions. ====Related terms==== Classroom Design, Context, Learning Environments, Communities of Practice, Learning Design, Learning Landscapes. ====Translation issues==== / ====Disciplinary issues==== Learning space is an interdisciplinary field of enquiry by its very nature and remains fragmented across a range of perspectives. Van Note Chism (2002, pp. 7-9) catalogues several such perspectives that remain in evidence nearly a decade later, including: :- ''Basic research'' about space, perception and related factors, usually occurring within disciplines such as psychology and engineering. Factors studied include the effects of temperature, noise, etc. on performance, and individuals’ attachment to place (Gallagher 1993). :- ''Theoretical perspectives'' on space and learning, emerging from disciplines such as sociology, philosophy and education (e.g. Boys 2011; Vavoula & Sharples 2009). :- ''Design specification'' literature, often a product of service practitioners. Such work may often make only slight reference to other literature or else seek to derive its guidelines from basic research positioned as an authority. :- ''Investigating the impact of physical arrangements on learning'', encompassing a range of work that investigates the processes and outcomes of fine-grained variations in classroom design. A disciplinary perspective on learning space work that is not covered by Van Note Chism’s categories is ''phenomenological investigation'', which is popular within architecture. A prominent example is Juhani Pallasmaa (1995/2005), who emphasises the importance of considering the holistic sensory experiences that occur when encountering space. Work adhering to each of these perspectives often seems to progress in isolation rather than either mutually informing or competing with other vantage points, resulting in ongoing fragmentation in how learning space is conceptualized. Boys (2011), for example, discusses at length the tensions between architects’, estates planners’ and educationalists’ conceptions of learning space. Such points could be made with equal validity about technology designers, learners, teachers, support staff, and policymakers. ====Key references==== Boys, J. [http://www.telearn.org/open-archive/browse?resource=7007_v1] (2010) Towards Creative Learning Spaces: Re-thinking the architecture of post-compulsory education. London: Routledge. Gallagher, W. [http://www.telearn.org/open-archive/browse?resource=7016_v1] (1993) The Power of Place: How our surroundings shape our thoughts, emotions and actions. New York, NY: Harper Perennial Library. Monahan, T. [http://www.telearn.org/open-archive/browse?resource=6933_v1] (2002) Flexible Space & Built Pedagogy: Emerging IT Embodiments. Inventio, 4(1), 1-19. Neary, M., Harrison, A., Crellin, G., Parekh, N., Saunders, G., Duggan, F., Williams, S., & Austin, A. (2010) Learning Landscapes in Higher Education: Clearing pathways, making spaces, involving academics in the leadership, governance and management of academic spaces in higher education. Lincoln: Centre for Educational Research and Development. Pallasmaa, J. [http://www.telearn.org/open-archive/browse?resource=7044_v1] (2005) The Eyes of the Skin: Architecture and the Senses. London: John Wiley & Sons Ltd. Savin-Baden, M. (2008). Learning Spaces: Creating opportunities for knowledge creation in academic life. Maidenhead: Open University Press. Van Note Chism, N. (2002) A Tale of Two Classrooms. New Directions for Teaching and Learning, 92, 5-12. Vavoula, G. & Sharples, M. [http://www.telearn.org/open-archive/search?resource=2730] (2009) Meeting the Challenges in Evaluating Mobile Learning: A 3-level Evaluation Framework. International Journal of Mobile and Blended Learning, 1(2), 54-75. 531 530 2011-12-09T10:49:36Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Brett Bligh, Learning Sciences Research Institute, University of Nottingham '''Contributors''': Mike Sharples, Learning Sciences Research Institute, University of Nottingham ==== Definition ==== The term ”learning space” highlights the mutually supporting ways in which learning as an activity and space as an environment construct and modify each other. Space mediates our thinking and is a vehicle for our objectified thoughts; it both shapes and is shaped by practice. Learning space is the product of design processes that rely on assumptions of relationships between forms of space and practices of learning. The ‘space’ component is intended to refer to physical space, although its meaning has been extended to include virtual and conceptual space. ====Comments on the history==== The concept of learning space has developed from many fragmented antecedents. The expression entered the lexicon in its currently understood sense around 2000. A common approach was to discuss the affordances inherent in design and to see space and learning as related ''representationally''. For example, Monahan (2002) argues, firstly, that space should be ‘flexible’ in order to meet learners’ sensory and mobility needs and, secondly, that designers should adopt ''built pedagogy'' as their design philosophy, based on the need to influence individuals’ behavior and action through design. Other approaches have emerged that place increasing emphasis on contextual factors and the multi-voiced nature of learning activity. Boys (2011, p.81) argues that learning space should be understood as a series of intersecting aspects: :&bull; ''Engagement and adaptation'': how people understand and are affected by their environment, and how they use space and transform it through their use; :&bull; ''Spatial routine'': those everyday social and spatial practices which affect, and are understood by, others within a community; :&bull; ''Design'': established repertoires of spatial designs and the process and outcome of attempted innovation. Some use space almost entirely as a metaphor for how individuals manage their life-worlds (e.g. Savin-Baden 2008). A parallel strand of work emphasizes that use and perception of learning space is intertwined with institutional visions and politics. Recently, some work has sought to shift the granularity of discussion about learning space, for example to focus on Universities as campuses. Neary et al. (2010) introduced the expression “learning landscapes”, suggesting that such spaces can embody the ’idea’ of the University as an institution and that campuses can be understood according to a profile, mapping measures of expression, efficiency and effectiveness against institutional visions. ====Related terms==== Classroom Design, Context, Learning Environments, Communities of Practice, Learning Design, Learning Landscapes. ====Translation issues==== / ====Disciplinary issues==== Learning space is an interdisciplinary field of enquiry by its very nature and remains fragmented across a range of perspectives. Van Note Chism (2002, pp. 7-9) catalogues several such perspectives that remain in evidence nearly a decade later, including: :- ''Basic research'' about space, perception and related factors, usually occurring within disciplines such as psychology and engineering. Factors studied include the effects of temperature, noise, etc. on performance, and individuals’ attachment to place (Gallagher 1993). :- ''Theoretical perspectives'' on space and learning, emerging from disciplines such as sociology, philosophy and education (e.g. Boys 2011; Vavoula & Sharples 2009). :- ''Design specification'' literature, often a product of service practitioners. Such work may often make only slight reference to other literature or else seek to derive its guidelines from basic research positioned as an authority. :- ''Investigating the impact of physical arrangements on learning'', encompassing a range of work that investigates the processes and outcomes of fine-grained variations in classroom design. A disciplinary perspective on learning space work that is not covered by Van Note Chism’s categories is ''phenomenological investigation'', which is popular within architecture. A prominent example is Juhani Pallasmaa (1995/2005), who emphasises the importance of considering the holistic sensory experiences that occur when encountering space. Work adhering to each of these perspectives often seems to progress in isolation rather than either mutually informing or competing with other vantage points, resulting in ongoing fragmentation in how learning space is conceptualized. Boys (2011), for example, discusses at length the tensions between architects’, estates planners’ and educationalists’ conceptions of learning space. Such points could be made with equal validity about technology designers, learners, teachers, support staff, and policymakers. ====Key references==== Boys, J. [http://www.telearn.org/open-archive/browse?resource=7007_v1] (2010) Towards Creative Learning Spaces: Re-thinking the architecture of post-compulsory education. London: Routledge. Gallagher, W. [http://www.telearn.org/open-archive/browse?resource=7016_v1] (1993) The Power of Place: How our surroundings shape our thoughts, emotions and actions. New York, NY: Harper Perennial Library. Monahan, T. [http://www.telearn.org/open-archive/browse?resource=6933_v1] (2002) Flexible Space & Built Pedagogy: Emerging IT Embodiments. Inventio, 4(1), 1-19. Neary, M., Harrison, A., Crellin, G., Parekh, N., Saunders, G., Duggan, F., Williams, S., & Austin, A. (2010) Learning Landscapes in Higher Education: Clearing pathways, making spaces, involving academics in the leadership, governance and management of academic spaces in higher education. Lincoln: Centre for Educational Research and Development. Pallasmaa, J. (1995/2005) The Eyes of the Skin: Architecture and the Senses. Chichester: John Wiley & Sons Ltd. Savin-Baden, M. (2008). Learning Spaces: Creating opportunities for knowledge creation in academic life. Maidenhead: Open University Press. Van Note Chism, N. (2002) A Tale of Two Classrooms. New Directions for Teaching and Learning, 92, 5-12. Vavoula, G. & Sharples, M. [http://www.telearn.org/open-archive/search?resource=2730] (2009) Meeting the Challenges in Evaluating Mobile Learning: A 3-level Evaluation Framework. International Journal of Mobile and Blended Learning, 1(2), 54-75. 530 528 2011-12-09T10:23:37Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Brett Bligh, Learning Sciences Research Institute, University of Nottingham '''Contributors''': Mike Sharples, Learning Sciences Research Institute, University of Nottingham ==== Definition ==== The term ”learning space” highlights the mutually supporting ways in which learning as an activity and space as an environment construct and modify each other. Space mediates our thinking and is a vehicle for our objectified thoughts; it both shapes and is shaped by practice. Learning space is the product of design processes that rely on assumptions of relationships between forms of space and practices of learning. The ‘space’ component is intended to refer to physical space, although its meaning has been extended to include virtual and conceptual space. ====Comments on the history==== The concept of learning space has developed from many fragmented antecedents. The expression entered the lexicon in its currently understood sense around 2000. A common approach was to discuss the affordances inherent in design and to see space and learning as related ''representationally''. For example, Monahan (2002) argues, firstly, that space should be ‘flexible’ in order to meet learners’ sensory and mobility needs and, secondly, that designers should adopt ''built pedagogy'' as their design philosophy, based on the need to influence individuals’ behavior and action through design. Other approaches have emerged that place increasing emphasis on contextual factors and the multi-voiced nature of learning activity. Boys (2011, p.81) argues that learning space should be understood as a series of intersecting aspects: :&bull; ''Engagement and adaptation'': how people understand and are affected by their environment, and how they use space and transform it through their use; :&bull; ''Spatial routine'': those everyday social and spatial practices which affect, and are understood by, others within a community; :&bull; ''Design'': established repertoires of spatial designs and the process and outcome of attempted innovation. Some use space almost entirely as a metaphor for how individuals manage their life-worlds (e.g. Savin-Baden 2008). A parallel strand of work emphasizes that use and perception of learning space is intertwined with institutional visions and politics. Recently, some work has sought to shift the granularity of discussion about learning space, for example to focus on Universities as campuses. Neary et al. (2010) introduced the expression “learning landscapes”, suggesting that such spaces can embody the ’idea’ of the University as an institution and that campuses can be understood according to a profile, mapping measures of expression, efficiency and effectiveness against institutional visions. ====Related terms==== Classroom Design, Context, Learning Environments, Communities of Practice, Learning Design, Learning Landscapes. ====Translation issues==== / ====Disciplinary issues==== Learning space is an interdisciplinary field of enquiry by its very nature and remains fragmented across a range of perspectives. Van Note Chism (2002, pp. 7-9) catalogues several such perspectives that remain in evidence nearly a decade later, including: :- ''Basic research'' about space, perception and related factors, usually occurring within disciplines such as psychology and engineering. Factors studied include the effects of temperature, noise, etc. on performance, and individuals’ attachment to place (Gallagher 1993). :- ''Theoretical perspectives'' on space and learning, emerging from disciplines such as sociology, philosophy and education (e.g. Boys 2011; Vavoula & Sharples 2009). :- ''Design specification'' literature, often a product of service practitioners. Such work may often make only slight reference to other literature or else seek to derive its guidelines from basic research positioned as an authority. :- ''Investigating the impact of physical arrangements on learning'', encompassing a range of work that investigates the processes and outcomes of fine-grained variations in classroom design. A disciplinary perspective on learning space work that is not covered by Van Note Chism’s categories is ''phenomenological investigation'', which is popular within architecture. A prominent example is Juhani Pallasmaa (1995/2005), who emphasises the importance of considering the holistic sensory experiences that occur when encountering space. Work adhering to each of these perspectives often seems to progress in isolation rather than either mutually informing or competing with other vantage points, resulting in ongoing fragmentation in how learning space is conceptualized. Boys (2011), for example, discusses at length the tensions between architects’, estates planners’ and educationalists’ conceptions of learning space. Such points could be made with equal validity about technology designers, learners, teachers, support staff, and policymakers. ====Key references==== Boys, J. [http://www.telearn.org/open-archive/browse?resource=7007_v1] (2010) Towards Creative Learning Spaces: Re-thinking the architecture of post-compulsory education. London: Routledge. Gallagher, W. (1993) The Power of Place: How our surroundings shape our thoughts, emotions and actions. New York, NY: Harper Perennial Library. Monahan, T. [http://www.telearn.org/open-archive/browse?resource=6933_v1] (2002) Flexible Space & Built Pedagogy: Emerging IT Embodiments. Inventio, 4(1), 1-19. Neary, M., Harrison, A., Crellin, G., Parekh, N., Saunders, G., Duggan, F., Williams, S., & Austin, A. (2010) Learning Landscapes in Higher Education: Clearing pathways, making spaces, involving academics in the leadership, governance and management of academic spaces in higher education. Lincoln: Centre for Educational Research and Development. Pallasmaa, J. (1995/2005) The Eyes of the Skin: Architecture and the Senses. Chichester: John Wiley & Sons Ltd. Savin-Baden, M. (2008). Learning Spaces: Creating opportunities for knowledge creation in academic life. Maidenhead: Open University Press. Van Note Chism, N. (2002) A Tale of Two Classrooms. New Directions for Teaching and Learning, 92, 5-12. Vavoula, G. & Sharples, M. [http://www.telearn.org/open-archive/search?resource=2730] (2009) Meeting the Challenges in Evaluating Mobile Learning: A 3-level Evaluation Framework. International Journal of Mobile and Blended Learning, 1(2), 54-75. 528 520 2011-12-08T10:54:19Z Zeiliger 2 /* Disciplinary issues */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Brett Bligh, Learning Sciences Research Institute, University of Nottingham '''Contributors''': Mike Sharples, Learning Sciences Research Institute, University of Nottingham ==== Definition ==== The term ”learning space” highlights the mutually supporting ways in which learning as an activity and space as an environment construct and modify each other. Space mediates our thinking and is a vehicle for our objectified thoughts; it both shapes and is shaped by practice. Learning space is the product of design processes that rely on assumptions of relationships between forms of space and practices of learning. The ‘space’ component is intended to refer to physical space, although its meaning has been extended to include virtual and conceptual space. ====Comments on the history==== The concept of learning space has developed from many fragmented antecedents. The expression entered the lexicon in its currently understood sense around 2000. A common approach was to discuss the affordances inherent in design and to see space and learning as related ''representationally''. For example, Monahan (2002) argues, firstly, that space should be ‘flexible’ in order to meet learners’ sensory and mobility needs and, secondly, that designers should adopt ''built pedagogy'' as their design philosophy, based on the need to influence individuals’ behavior and action through design. Other approaches have emerged that place increasing emphasis on contextual factors and the multi-voiced nature of learning activity. Boys (2011, p.81) argues that learning space should be understood as a series of intersecting aspects: :&bull; ''Engagement and adaptation'': how people understand and are affected by their environment, and how they use space and transform it through their use; :&bull; ''Spatial routine'': those everyday social and spatial practices which affect, and are understood by, others within a community; :&bull; ''Design'': established repertoires of spatial designs and the process and outcome of attempted innovation. Some use space almost entirely as a metaphor for how individuals manage their life-worlds (e.g. Savin-Baden 2008). A parallel strand of work emphasizes that use and perception of learning space is intertwined with institutional visions and politics. Recently, some work has sought to shift the granularity of discussion about learning space, for example to focus on Universities as campuses. Neary et al. (2010) introduced the expression “learning landscapes”, suggesting that such spaces can embody the ’idea’ of the University as an institution and that campuses can be understood according to a profile, mapping measures of expression, efficiency and effectiveness against institutional visions. ====Related terms==== Classroom Design, Context, Learning Environments, Communities of Practice, Learning Design, Learning Landscapes. ====Translation issues==== / ====Disciplinary issues==== Learning space is an interdisciplinary field of enquiry by its very nature and remains fragmented across a range of perspectives. Van Note Chism (2002, pp. 7-9) catalogues several such perspectives that remain in evidence nearly a decade later, including: :- ''Basic research'' about space, perception and related factors, usually occurring within disciplines such as psychology and engineering. Factors studied include the effects of temperature, noise, etc. on performance, and individuals’ attachment to place (Gallagher 1993). :- ''Theoretical perspectives'' on space and learning, emerging from disciplines such as sociology, philosophy and education (e.g. Boys 2011; Vavoula & Sharples 2009). :- ''Design specification'' literature, often a product of service practitioners. Such work may often make only slight reference to other literature or else seek to derive its guidelines from basic research positioned as an authority. :- ''Investigating the impact of physical arrangements on learning'', encompassing a range of work that investigates the processes and outcomes of fine-grained variations in classroom design. A disciplinary perspective on learning space work that is not covered by Van Note Chism’s categories is ''phenomenological investigation'', which is popular within architecture. A prominent example is Juhani Pallasmaa (1995/2005), who emphasises the importance of considering the holistic sensory experiences that occur when encountering space. Work adhering to each of these perspectives often seems to progress in isolation rather than either mutually informing or competing with other vantage points, resulting in ongoing fragmentation in how learning space is conceptualized. Boys (2011), for example, discusses at length the tensions between architects’, estates planners’ and educationalists’ conceptions of learning space. Such points could be made with equal validity about technology designers, learners, teachers, support staff, and policymakers. ====Key references==== Boys, J. (2011) Towards Creative Learning Spaces: Re-thinking the architecture of post-compulsory education. London: Routledge. Gallagher, W. (1993) The Power of Place: How our surroundings shape our thoughts, emotions and actions. New York, NY: Harper Perennial Library. Monahan, T. [http://www.telearn.org/open-archive/browse?resource=6933_v1] (2002) Flexible Space & Built Pedagogy: Emerging IT Embodiments. Inventio, 4(1), 1-19. Neary, M., Harrison, A., Crellin, G., Parekh, N., Saunders, G., Duggan, F., Williams, S., & Austin, A. (2010) Learning Landscapes in Higher Education: Clearing pathways, making spaces, involving academics in the leadership, governance and management of academic spaces in higher education. Lincoln: Centre for Educational Research and Development. Pallasmaa, J. (1995/2005) The Eyes of the Skin: Architecture and the Senses. Chichester: John Wiley & Sons Ltd. Savin-Baden, M. (2008). Learning Spaces: Creating opportunities for knowledge creation in academic life. Maidenhead: Open University Press. Van Note Chism, N. (2002) A Tale of Two Classrooms. New Directions for Teaching and Learning, 92, 5-12. Vavoula, G. & Sharples, M. [http://www.telearn.org/open-archive/search?resource=2730] (2009) Meeting the Challenges in Evaluating Mobile Learning: A 3-level Evaluation Framework. International Journal of Mobile and Blended Learning, 1(2), 54-75. 520 519 2011-11-30T08:51:46Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Brett Bligh, Learning Sciences Research Institute, University of Nottingham '''Contributors''': Mike Sharples, Learning Sciences Research Institute, University of Nottingham ==== Definition ==== The term ”learning space” highlights the mutually supporting ways in which learning as an activity and space as an environment construct and modify each other. Space mediates our thinking and is a vehicle for our objectified thoughts; it both shapes and is shaped by practice. Learning space is the product of design processes that rely on assumptions of relationships between forms of space and practices of learning. The ‘space’ component is intended to refer to physical space, although its meaning has been extended to include virtual and conceptual space. ====Comments on the history==== The concept of learning space has developed from many fragmented antecedents. The expression entered the lexicon in its currently understood sense around 2000. A common approach was to discuss the affordances inherent in design and to see space and learning as related ''representationally''. For example, Monahan (2002) argues, firstly, that space should be ‘flexible’ in order to meet learners’ sensory and mobility needs and, secondly, that designers should adopt ''built pedagogy'' as their design philosophy, based on the need to influence individuals’ behavior and action through design. Other approaches have emerged that place increasing emphasis on contextual factors and the multi-voiced nature of learning activity. Boys (2011, p.81) argues that learning space should be understood as a series of intersecting aspects: :&bull; ''Engagement and adaptation'': how people understand and are affected by their environment, and how they use space and transform it through their use; :&bull; ''Spatial routine'': those everyday social and spatial practices which affect, and are understood by, others within a community; :&bull; ''Design'': established repertoires of spatial designs and the process and outcome of attempted innovation. Some use space almost entirely as a metaphor for how individuals manage their life-worlds (e.g. Savin-Baden 2008). A parallel strand of work emphasizes that use and perception of learning space is intertwined with institutional visions and politics. Recently, some work has sought to shift the granularity of discussion about learning space, for example to focus on Universities as campuses. Neary et al. (2010) introduced the expression “learning landscapes”, suggesting that such spaces can embody the ’idea’ of the University as an institution and that campuses can be understood according to a profile, mapping measures of expression, efficiency and effectiveness against institutional visions. ====Related terms==== Classroom Design, Context, Learning Environments, Communities of Practice, Learning Design, Learning Landscapes. ====Translation issues==== / ====Disciplinary issues==== Learning space is an interdisciplinary field of enquiry by its very nature and remains fragmented across a range of perspectives. Van Note Chism (2002, pp. 7-9) catalogues several such perspectives that remain in evidence nearly a decade later, including: :- ''Basic research'' about space, perception and related factors, usually occurring within disciplines such as psychology and engineering. Factors studied include the effects of temperature, noise, temperature, etc. on performance, and individuals’ attachment to place (Gallagher 1993). :- ''Theoretical perspectives'' on space and learning, emerging from disciplines such as sociology, philosophy and education (e.g. Boys 2011; Vavoula & Sharples 2009). :- ''Design specification'' literature, often a product of service practitioners. Such work may often make only slight reference to other literature or else seek to derive its guidelines from basic research positioned as an authority. :- ''Investigating the impact of physical arrangements on learning'', encompassing a range of work that investigates the processes and outcomes of fine-grained variations in classroom design. A disciplinary perspective on learning space work that is not covered by Van Note Chism’s categories is ''phenomenological investigation'', which is popular within architecture. A prominent example is Juhani Pallasmaa (1995/2005), who emphasises the importance of considering the holistic sensory experiences that occur when encountering space. Work adhering to each of these perspectives often seems to progress in isolation rather than either mutually informing or competing with other vantage points, resulting in ongoing fragmentation in how learning space is conceptualized. Boys (2011), for example, discusses at length the tensions between architects’, estates planners’ and educationalists’ conceptions of learning space. Such points could be made with equal validity about technology designers, learners, teachers, support staff, and policymakers. ====Key references==== Boys, J. (2011) Towards Creative Learning Spaces: Re-thinking the architecture of post-compulsory education. London: Routledge. Gallagher, W. (1993) The Power of Place: How our surroundings shape our thoughts, emotions and actions. New York, NY: Harper Perennial Library. Monahan, T. [http://www.telearn.org/open-archive/browse?resource=6933_v1] (2002) Flexible Space & Built Pedagogy: Emerging IT Embodiments. Inventio, 4(1), 1-19. Neary, M., Harrison, A., Crellin, G., Parekh, N., Saunders, G., Duggan, F., Williams, S., & Austin, A. (2010) Learning Landscapes in Higher Education: Clearing pathways, making spaces, involving academics in the leadership, governance and management of academic spaces in higher education. Lincoln: Centre for Educational Research and Development. Pallasmaa, J. (1995/2005) The Eyes of the Skin: Architecture and the Senses. Chichester: John Wiley & Sons Ltd. Savin-Baden, M. (2008). Learning Spaces: Creating opportunities for knowledge creation in academic life. Maidenhead: Open University Press. Van Note Chism, N. (2002) A Tale of Two Classrooms. New Directions for Teaching and Learning, 92, 5-12. Vavoula, G. & Sharples, M. [http://www.telearn.org/open-archive/search?resource=2730] (2009) Meeting the Challenges in Evaluating Mobile Learning: A 3-level Evaluation Framework. International Journal of Mobile and Blended Learning, 1(2), 54-75. 519 507 2011-11-28T15:59:37Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Brett Bligh, Learning Sciences Research Institute, University of Nottingham '''Contributors''': Mike Sharples, Learning Sciences Research Institute, University of Nottingham ==== Definition ==== The term ”learning space” highlights the mutually supporting ways in which learning as an activity and space as an environment construct and modify each other. Space mediates our thinking and is a vehicle for our objectified thoughts; it both shapes and is shaped by practice. Learning space is the product of design processes that rely on assumptions of relationships between forms of space and practices of learning. The ‘space’ component is intended to refer to physical space, although its meaning has been extended to include virtual and conceptual space. ====Comments on the history==== The concept of learning space has developed from many fragmented antecedents. The expression entered the lexicon in its currently understood sense around 2000. A common approach was to discuss the affordances inherent in design and to see space and learning as related ''representationally''. For example, Monahan (2002) argues, firstly, that space should be ‘flexible’ in order to meet learners’ sensory and mobility needs and, secondly, that designers should adopt ''built pedagogy'' as their design philosophy, based on the need to influence individuals’ behavior and action through design. Other approaches have emerged that place increasing emphasis on contextual factors and the multi-voiced nature of learning activity. Boys (2011, p.81) argues that learning space should be understood as a series of intersecting aspects: :&bull; ''Engagement and adaptation'': how people understand and are affected by their environment, and how they use space and transform it through their use; :&bull; ''Spatial routine'': those everyday social and spatial practices which affect, and are understood by, others within a community; :&bull; ''Design'': established repertoires of spatial designs and the process and outcome of attempted innovation. Some use space almost entirely as a metaphor for how individuals manage their life-worlds (e.g. Savin-Baden 2008). A parallel strand of work emphasizes that use and perception of learning space is intertwined with institutional visions and politics. Recently, some work has sought to shift the granularity of discussion about learning space, for example to focus on Universities as campuses. Neary et al. (2010) introduced the expression “learning landscapes”, suggesting that such spaces can embody the ’idea’ of the University as an institution and that campuses can be understood according to a profile, mapping measures of expression, efficiency and effectiveness against institutional visions. ====Related terms==== Classroom Design, Context, Learning Environments, Communities of Practice, Learning Design, Learning Landscapes. ====Translation issues==== / ====Disciplinary issues==== Learning space is an interdisciplinary field of enquiry by its very nature and remains fragmented across a range of perspectives. Van Note Chism (2002, pp. 7-9) catalogues several such perspectives that remain in evidence nearly a decade later, including: :- ''Basic research'' about space, perception and related factors, usually occurring within disciplines such as psychology and engineering. Factors studied include the effects of temperature, noise, temperature, etc. on performance, and individuals’ attachment to place (Gallagher 1993). :- ''Theoretical perspectives'' on space and learning, emerging from disciplines such as sociology, philosophy and education (e.g. Boys 2011; Vavoula & Sharples 2009). :- ''Design specification'' literature, often a product of service practitioners. Such work may often make only slight reference to other literature or else seek to derive its guidelines from basic research positioned as an authority. :- ''Investigating the impact of physical arrangements on learning'', encompassing a range of work that investigates the processes and outcomes of fine-grained variations in classroom design. A disciplinary perspective on learning space work that is not covered by Van Note Chism’s categories is ''phenomenological investigation'', which is popular within architecture. A prominent example is Juhani Pallasmaa (1995/2005), who emphasises the importance of considering the holistic sensory experiences that occur when encountering space. Work adhering to each of these perspectives often seems to progress in isolation rather than either mutually informing or competing with other vantage points, resulting in ongoing fragmentation in how learning space is conceptualized. Boys (2011), for example, discusses at length the tensions between architects’, estates planners’ and educationalists’ conceptions of learning space. Such points could be made with equal validity about technology designers, learners, teachers, support staff, and policymakers. ====Key references==== Boys, J. (2011) Towards Creative Learning Spaces: Re-thinking the architecture of post-compulsory education. London: Routledge. Gallagher, W. (1993) The Power of Place: How our surroundings shape our thoughts, emotions and actions. New York, NY: Harper Perennial Library. Monahan, T. (2002) Flexible Space & Built Pedagogy: Emerging IT Embodiments. Inventio, 4(1), 1-19. Neary, M., Harrison, A., Crellin, G., Parekh, N., Saunders, G., Duggan, F., Williams, S., & Austin, A. (2010) Learning Landscapes in Higher Education: Clearing pathways, making spaces, involving academics in the leadership, governance and management of academic spaces in higher education. Lincoln: Centre for Educational Research and Development. Pallasmaa, J. (1995/2005) The Eyes of the Skin: Architecture and the Senses. Chichester: John Wiley & Sons Ltd. Savin-Baden, M. (2008). Learning Spaces: Creating opportunities for knowledge creation in academic life. Maidenhead: Open University Press. Van Note Chism, N. (2002) A Tale of Two Classrooms. New Directions for Teaching and Learning, 92, 5-12. Vavoula, G. & Sharples, M. [http://www.telearn.org/open-archive/search?resource=2730] (2009) Meeting the Challenges in Evaluating Mobile Learning: A 3-level Evaluation Framework. International Journal of Mobile and Blended Learning, 1(2), 54-75. 507 506 2011-11-25T14:28:52Z Zeiliger 2 wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Brett Bligh, Learning Sciences Research Institute, University of Nottingham '''Contributors''': Mike Sharples, Learning Sciences Research Institute, University of Nottingham ==== Definition ==== The term ”learning space” highlights the mutually supporting ways in which learning as an activity and space as an environment construct and modify each other. Space mediates our thinking and is a vehicle for our objectified thoughts; it both shapes and is shaped by practice. Learning space is the product of design processes that rely on assumptions of relationships between forms of space and practices of learning. The ‘space’ component is intended to refer to physical space, although its meaning has been extended to include virtual and conceptual space. ====Comments on the history==== The concept of learning space has developed from many fragmented antecedents. The expression entered the lexicon in its currently understood sense around 2000. A common approach was to discuss the affordances inherent in design and to see space and learning as related ''representationally''. For example, Monahan (2002) argues, firstly, that space should be ‘flexible’ in order to meet learners’ sensory and mobility needs and, secondly, that designers should adopt ''built pedagogy'' as their design philosophy, based on the need to influence individuals’ behavior and action through design. Other approaches have emerged that place increasing emphasis on contextual factors and the multi-voiced nature of learning activity. Boys (2011, p.81) argues that learning space should be understood as a series of intersecting aspects: :&bull; ''Engagement and adaptation'': how people understand and are affected by their environment, and how they use space and transform it through their use; :&bull; ''Spatial routine'': those everyday social and spatial practices which affect, and are understood by, others within a community; :&bull; ''Design'': established repertoires of spatial designs and the process and outcome of attempted innovation. Some use space almost entirely as a metaphor for how individuals manage their life-worlds (e.g. Savin-Baden 2008). A parallel strand of work emphasizes that use and perception of learning space is intertwined with institutional visions and politics. Recently, some work has sought to shift the granularity of discussion about learning space, for example to focus on Universities as campuses. Neary et al. (2010) introduced the expression “learning landscapes”, suggesting that such spaces can embody the ’idea’ of the University as an institution and that campuses can be understood according to a profile, mapping measures of expression, efficiency and effectiveness against institutional visions. ====Related terms==== Classroom Design, Context, Learning Environments, Communities of Practice, Learning Design, Learning Landscapes. ====Translation issues==== / ====Disciplinary issues==== Learning space is an interdisciplinary field of enquiry by its very nature and remains fragmented across a range of perspectives. Van Note Chism (2002, pp. 7-9) catalogues several such perspectives that remain in evidence nearly a decade later, including: :- ''Basic research'' about space, perception and related factors, usually occurring within disciplines such as psychology and engineering. Factors studied include the effects of temperature, noise, temperature, etc. on performance, and individuals’ attachment to place (Gallagher 1993). :- ''Theoretical perspectives'' on space and learning, emerging from disciplines such as sociology, philosophy and education (e.g. Boys 2011; Vavoula & Sharples 2009). :- ''Design specification'' literature, often a product of service practitioners. Such work may often make only slight reference to other literature or else seek to derive its guidelines from basic research positioned as an authority. :- ''Investigating the impact of physical arrangements on learning'', encompassing a range of work that investigates the processes and outcomes of fine-grained variations in classroom design. A disciplinary perspective on learning space work that is not covered by Van Note Chism’s categories is ''phenomenological investigation'', which is popular within architecture. A prominent example is Juhani Pallasmaa (1995/2005), who emphasises the importance of considering the holistic sensory experiences that occur when encountering space. Work adhering to each of these perspectives often seems to progress in isolation rather than either mutually informing or competing with other vantage points, resulting in ongoing fragmentation in how learning space is conceptualized. Boys (2011), for example, discusses at length the tensions between architects’, estates planners’ and educationalists’ conceptions of learning space. Such points could be made with equal validity about technology designers, learners, teachers, support staff, and policymakers. ====Key references==== Boys, J. (2011) Towards Creative Learning Spaces: Re-thinking the architecture of post-compulsory education. London: Routledge. Gallagher, W. (1993) The Power of Place: How our surroundings shape our thoughts, emotions and actions. New York, NY: Harper Perennial Library. Monahan, T. (2002) Flexible Space & Built Pedagogy: Emerging IT Embodiments. Inventio, 4(1), 1-19. Neary, M., Harrison, A., Crellin, G., Parekh, N., Saunders, G., Duggan, F., Williams, S., & Austin, A. (2010) Learning Landscapes in Higher Education: Clearing pathways, making spaces, involving academics in the leadership, governance and management of academic spaces in higher education. Lincoln: Centre for Educational Research and Development. Pallasmaa, J. (1995/2005) The Eyes of the Skin: Architecture and the Senses. Chichester: John Wiley & Sons Ltd. Savin-Baden, M. (2008). Learning Spaces: Creating opportunities for knowledge creation in academic life. Maidenhead: Open University Press. Van Note Chism, N. (2002) A Tale of Two Classrooms. New Directions for Teaching and Learning, 92, 5-12. Vavoula, G. & Sharples, M. (2009) Meeting the Challenges in Evaluating Mobile Learning: A 3-level Evaluation Framework. International Journal of Mobile and Blended Learning, 1(2), 54-75. 506 2011-11-25T14:26:00Z Zeiliger 2 Created page with "<u>Draft 1</u> '''Editor''': Brett Bligh, Learning Sciences Research Institute, University of Nottingham '''Contributors''': Mike Sharples, Learning Sciences Research Institute..." wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Brett Bligh, Learning Sciences Research Institute, University of Nottingham '''Contributors''': Mike Sharples, Learning Sciences Research Institute, University of Nottingham ====Definition==== The term ”learning space” highlights the mutually supporting ways in which learning as an activity and space as an environment construct and modify each other. Space mediates our thinking and is a vehicle for our objectified thoughts; it both shapes and is shaped by practice. Learning space is the product of design processes that rely on assumptions of relationships between forms of space and practices of learning. The ‘space’ component is intended to refer to physical space, although its meaning has been extended to include virtual and conceptual space. ====Comments on the history==== The concept of learning space has developed from many fragmented antecedents. The expression entered the lexicon in its currently understood sense around 2000. A common approach was to discuss the affordances inherent in design and to see space and learning as related ''representationally''. For example, Monahan (2002) argues, firstly, that space should be ‘flexible’ in order to meet learners’ sensory and mobility needs and, secondly, that designers should adopt ''built pedagogy'' as their design philosophy, based on the need to influence individuals’ behavior and action through design. Other approaches have emerged that place increasing emphasis on contextual factors and the multi-voiced nature of learning activity. Boys (2011, p.81) argues that learning space should be understood as a series of intersecting aspects: :&bull; ''Engagement and adaptation'': how people understand and are affected by their environment, and how they use space and transform it through their use; :&bull; ''Spatial routine'': those everyday social and spatial practices which affect, and are understood by, others within a community; :&bull; ''Design'': established repertoires of spatial designs and the process and outcome of attempted innovation. Some use space almost entirely as a metaphor for how individuals manage their life-worlds (e.g. Savin-Baden 2008). A parallel strand of work emphasizes that use and perception of learning space is intertwined with institutional visions and politics. Recently, some work has sought to shift the granularity of discussion about learning space, for example to focus on Universities as campuses. Neary et al. (2010) introduced the expression “learning landscapes”, suggesting that such spaces can embody the ’idea’ of the University as an institution and that campuses can be understood according to a profile, mapping measures of expression, efficiency and effectiveness against institutional visions. ====Related terms==== Classroom Design, Context, Learning Environments, Communities of Practice, Learning Design, Learning Landscapes. ====Translation issues==== / ====Disciplinary issues==== Learning space is an interdisciplinary field of enquiry by its very nature and remains fragmented across a range of perspectives. Van Note Chism (2002, pp. 7-9) catalogues several such perspectives that remain in evidence nearly a decade later, including: :- ''Basic research'' about space, perception and related factors, usually occurring within disciplines such as psychology and engineering. Factors studied include the effects of temperature, noise, temperature, etc. on performance, and individuals’ attachment to place (Gallagher 1993). :- ''Theoretical perspectives'' on space and learning, emerging from disciplines such as sociology, philosophy and education (e.g. Boys 2011; Vavoula & Sharples 2009). :- ''Design specification'' literature, often a product of service practitioners. Such work may often make only slight reference to other literature or else seek to derive its guidelines from basic research positioned as an authority. :- ''Investigating the impact of physical arrangements on learning'', encompassing a range of work that investigates the processes and outcomes of fine-grained variations in classroom design. A disciplinary perspective on learning space work that is not covered by Van Note Chism’s categories is ''phenomenological investigation'', which is popular within architecture. A prominent example is Juhani Pallasmaa (1995/2005), who emphasises the importance of considering the holistic sensory experiences that occur when encountering space. Work adhering to each of these perspectives often seems to progress in isolation rather than either mutually informing or competing with other vantage points, resulting in ongoing fragmentation in how learning space is conceptualized. Boys (2011), for example, discusses at length the tensions between architects’, estates planners’ and educationalists’ conceptions of learning space. Such points could be made with equal validity about technology designers, learners, teachers, support staff, and policymakers. ====Key references==== Boys, J. (2011) Towards Creative Learning Spaces: Re-thinking the architecture of post-compulsory education. London: Routledge. Gallagher, W. (1993) The Power of Place: How our surroundings shape our thoughts, emotions and actions. New York, NY: Harper Perennial Library. Monahan, T. (2002) Flexible Space & Built Pedagogy: Emerging IT Embodiments. Inventio, 4(1), 1-19. Neary, M., Harrison, A., Crellin, G., Parekh, N., Saunders, G., Duggan, F., Williams, S., & Austin, A. (2010) Learning Landscapes in Higher Education: Clearing pathways, making spaces, involving academics in the leadership, governance and management of academic spaces in higher education. Lincoln: Centre for Educational Research and Development. Pallasmaa, J. (1995/2005) The Eyes of the Skin: Architecture and the Senses. Chichester: John Wiley & Sons Ltd. Savin-Baden, M. (2008). Learning Spaces: Creating opportunities for knowledge creation in academic life. Maidenhead: Open University Press. Van Note Chism, N. (2002) A Tale of Two Classrooms. New Directions for Teaching and Learning, 92, 5-12. Vavoula, G. & Sharples, M. (2009) Meeting the Challenges in Evaluating Mobile Learning: A 3-level Evaluation Framework. International Journal of Mobile and Blended Learning, 1(2), 54-75. 0 158 1327 1326 2013-03-27T19:54:13Z Vdimitrova 15 /* Предметна проблематика */ wikitext text/x-wiki <h1>Учебно пространство</h1> <u>раб. версия 1</u> '''Editor''': Brett Bligh, Learning Sciences Research Institute, University of Nottingham '''Contributors''': Mike Sharples, Learning Sciences Research Institute, University of Nottingham '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Терминът ‘ учебно пространство’ подчертава взаимно поддържащите се начини, по които ученето, като дейност, и пространството, като среда, взаимно се изграждат и се променят. Пространството опосредства начина на мислене и е средство за нашите материализирани разсъждения; то придава форма, но и бива формирано от практиката. Учебното пространство е продуктът на процеса на проектиране, който почива на презумцията, че има връзка между формата на пространството и учебната практика. Компонентът ‘пространство’ отразява идеята за физическото пространство, макар че значението на думата е разширено в такава степен, че да включва виртуално и концептуално пространство. ====Сродни термини==== Дизайн на класни стаи, контекст, учебна среда, професионални общности, учебен дизайн, учебни материални пространства ==== Коментар по развитието на термина ==== Понятието учебно пространство се е развило на базата на множество частични предходни идеи. Изразът е въведен в съвременната му употреба около 2000 г. Стандартен подход преди това е било да се обсъждат същностните за дизайна образователните параметри на материалната среда като пространството и ученето се разглеждат като свързани по формализиран начин. Например Монахън (2002) твърди, че първо пространството трябва да бъде ‘гъвкаво’, за да отговаря адекватно на сензорните и двигателни нужди на учащите, и второ, че дизайнерите е добре да възприемат принципите на съградената педагогика поради нуждата от това да се влияе върху поведението и действията на индивида чрез самия дизайн. Други възникнали подходи поставят ударение върху ситуативни фактори и многостранната природа на ученето. Бойс (2011, стр. 81) посочва, че учебното пространство трябва да бъде приемано като поредица от аспекти, споделящи множество общи точки: <blockquote> *Включване и адаптация: как хората разбират и са повлияни от тяхната среда, и как те използват пространството и го преобразуват чрез употреба; *Ежедневни дейности, свързани с пространството: това са тези ежедневни социални и пространствени практики, които засягат, и са споделени от, всички останали в дадена общност; *Дизайн: установени рутинни операции за проектиране на пространство,включително и процеса, и резултата от опита за иновации. </blockquote> Някои учени използват понятието пространство почти напълно като метафора за това как индивидите управляват техното житие (e.g. Savin-Baden 2008). Паралелна насока на научни разработки по въпроса подчертава, че употребата и възприемането на учебното пространство са преплетени с институционалните представи и политики. В последно време някои разработки се стремят да изменят аналитичната единици в дискусиите по темата за учебното пространство, като например тя да бъде съсредоточена върху университетите като кампуси. Ниъри и др. (2010) въвеждат израза „учебни материални пространства”, имайки предвид, че такива пространства могат да въплътят ‘идеята’ за университета като институция и че кампусите могат да бъдат възприемани според техния профил, т.е. съответстващи стъпки за формализиране, ефективност и качество спрямо институционалните представи. ====Проблематика на превода==== -/- ==== Предметна проблематика ==== Учебното пространство по същество е интердисциплинарна област на изследване и поради тази причина продължава да бъде разкъсвана от множество гледни точки. Ван Ноут Кисъм (2002, стр. 7-9) прави преглед на такива гледни точки, които дори и почти цяло десетилетие по-късно могат да бъдат отчетени, като включва: <blockquote> *''Базисни изследвания ''на пространството, перцепцията и свързаните с тях фактори, които обичайно възникват в дицсиплини като психологията и инженерните науки. Факторите, които биват изследвани, включват ефектите на температурата, шума и т.н. върху изпълнението на дадена задача, както и връзката на индивидите с дадено място (например Boys 2011; Vavoula &amp; Sharples 2009). *''Теоретични перспективи'' върху пространството и ученето, които произхождат от такива дисциплини като социологията, философията и науките, свързани с образованието (e.g. Boys 2011; Vavoula &amp; Sharples 2009). *Разработки по''спецификацията на дизайна'', които често са продукт на специалисти, които директно прилагат своите разработкив практиката. В такива разработки много рядко се правят препратки към останалата литература, като само в някои случаи като ориентир биват почерпени насоки от базисни изследвания. *''Изследвания на влиянието на организацията на физическата среда върху ученето'', които включват поредица от разработки за проучване на процесите и резултатите от влиянието на фини вариации при проектирането на пространството на учебните стаи върху ученето. </blockquote> Насока за работа по учебното пространство като дисциплина, която не е включена в категориите на Ван Ноут Кисъм, е феноменологичното проучване, което е популярно в архитектурните среди. Важен пример е Юхани Паласмаа (1995/2005), който поставя ударение върху важността на холистичните сензорни преживявания, които възникват, когато някой се намира в дадено пространство. Става ясно, че често разработки, които се придържат към една или друга перспектива, се развиват повече в изолация отколкото взаимно да си влияят или да се конкурират. Това явление води до продължаваща фрагментация на концепцията за учебното пространство. Бойс (2011) например разглежда в детайли напрежението между идеите на архитекти, проектанти на сгради и образователни специалисти за учебното пространство. За подобно напрежение може да се говори със същата давност и между идеите на дизайнери на технологии, учащи, преподаватели, поддържащ персонал и хора, които отговарят за съставянето на политики. ====Основна литература==== [http://books.google.fr/books?id=8nDron_oXf4C&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Boys, J. (2010) Towards Creative Learning Spaces: Re-thinking the architecture of post-compulsory education. London: Routledge. [http://books.google.fr/books/about/The_power_of_place.html?id=Cw5HAAAAMAAJ&redir_esc=y] Gallagher, W. (1993) The Power of Place: How our surroundings shape our thoughts, emotions and actions. New York, NY: Harper Perennial Library. [http://www.torinmonahan.com/papers/Inventio.html] Monahan, T. (2002) Flexible Space &amp; Built Pedagogy: Emerging IT Embodiments. Inventio, 4(1), 1-19. [http://learninglandscapes.blogs.lincoln.ac.uk/files/2010/04/FinalReport.pdf] Neary, M., Harrison, A., Crellin, G., Parekh, N., Saunders, G., Duggan, F., Williams, S., &amp; Austin, A. (2010) Learning Landscapes in Higher Education: Clearing pathways, making spaces, involving academics in the leadership, governance and management of academic spaces in higher education. Lincoln: Centre for Educational Research and Development. [http://books.google.fr/books/about/The_Eyes_of_the_Skin.html?id=duBkQgAACAAJ&redir_esc=y] Pallasmaa, J. (2005) The Eyes of the Skin: Architecture and the Senses. London: John Wiley &amp; Sons Ltd. [http://hal.archives-ouvertes.fr/hal-00699840/] Savin-Baden, M. (2008). Learning Spaces: Creating opportunities for knowledge creation in academic life. Maidenhead: Open University Press. [http://onlinelibrary.wiley.com/doi/10.1002/tl.74/abstract] Van Note Chism, N. (2002) A Tale of Two Classrooms. New Directions for Teaching and Learning, 92, 5-12. [http://www2.le.ac.uk/Members/gv18/downloads/publicationpreprints/journals/VavoulaSharples-IJMBL09-Preprint.pdf] Vavoula, G. &amp; Sharples, M. (2009) Meeting the Challenges in Evaluating Mobile Learning: A 3-level Evaluation Framework. International Journal of Mobile and Blended Learning, 1(2), 54-75. 1326 1324 2013-03-27T15:04:42Z Balacheff 4 /* Основна литература */ wikitext text/x-wiki <h1>Учебно пространство</h1> <u>раб. версия 1</u> '''Editor''': Brett Bligh, Learning Sciences Research Institute, University of Nottingham '''Contributors''': Mike Sharples, Learning Sciences Research Institute, University of Nottingham '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Терминът ‘ учебно пространство’ подчертава взаимно поддържащите се начини, по които ученето, като дейност, и пространството, като среда, взаимно се изграждат и се променят. Пространството опосредства начина на мислене и е средство за нашите материализирани разсъждения; то придава форма, но и бива формирано от практиката. Учебното пространство е продуктът на процеса на проектиране, който почива на презумцията, че има връзка между формата на пространството и учебната практика. Компонентът ‘пространство’ отразява идеята за физическото пространство, макар че значението на думата е разширено в такава степен, че да включва виртуално и концептуално пространство. ====Сродни термини==== Дизайн на класни стаи, контекст, учебна среда, професионални общности, учебен дизайн, учебни материални пространства ==== Коментар по развитието на термина ==== Понятието учебно пространство се е развило на базата на множество частични предходни идеи. Изразът е въведен в съвременната му употреба около 2000 г. Стандартен подход преди това е било да се обсъждат същностните за дизайна образователните параметри на материалната среда като пространството и ученето се разглеждат като свързани по формализиран начин. Например Монахън (2002) твърди, че първо пространството трябва да бъде ‘гъвкаво’, за да отговаря адекватно на сензорните и двигателни нужди на учащите, и второ, че дизайнерите е добре да възприемат принципите на съградената педагогика поради нуждата от това да се влияе върху поведението и действията на индивида чрез самия дизайн. Други възникнали подходи поставят ударение върху ситуативни фактори и многостранната природа на ученето. Бойс (2011, стр. 81) посочва, че учебното пространство трябва да бъде приемано като поредица от аспекти, споделящи множество общи точки: <blockquote> *Включване и адаптация: как хората разбират и са повлияни от тяхната среда, и как те използват пространството и го преобразуват чрез употреба; *Ежедневни дейности, свързани с пространството: това са тези ежедневни социални и пространствени практики, които засягат, и са споделени от, всички останали в дадена общност; *Дизайн: установени рутинни операции за проектиране на пространство,включително и процеса, и резултата от опита за иновации. </blockquote> Някои учени използват понятието пространство почти напълно като метафора за това как индивидите управляват техното житие (e.g. Savin-Baden 2008). Паралелна насока на научни разработки по въпроса подчертава, че употребата и възприемането на учебното пространство са преплетени с институционалните представи и политики. В последно време някои разработки се стремят да изменят аналитичната единици в дискусиите по темата за учебното пространство, като например тя да бъде съсредоточена върху университетите като кампуси. Ниъри и др. (2010) въвеждат израза „учебни материални пространства”, имайки предвид, че такива пространства могат да въплътят ‘идеята’ за университета като институция и че кампусите могат да бъдат възприемани според техния профил, т.е. съответстващи стъпки за формализиране, ефективност и качество спрямо институционалните представи. ====Проблематика на превода==== -/- ==== Предметна проблематика ==== Учебното пространство по същество е интердисциплинарна област на изследване и продължава да бъдеразкъсвана от множество гледни точки. Ван Ноут Кисъм (2002, стр. 7-9) прави преглед на такива гледни точки, които дори и почти цяло десетилетие по-късно могат да бъдат отчетени, като включва: <blockquote> *''Базисни изследвания ''на пространството, перцепцията и свързаните с тях фактори, които обичайно възникват в дицсиплини като психологията и инженерните науки. Факторите, които биват изследвани, включват ефектите на температурата, шума и т.н. върху изпълнението на дадена задача, както и връзката на индивидите с някакво място (например Boys 2011; Vavoula &amp; Sharples 2009). *''Теоретични перспективи'' върху пространството и ученето, които произхождат от такива дисциплини като социологията, философията и образованието (e.g. Boys 2011; Vavoula &amp; Sharples 2009). *Разработки по''спецификацията на дизайна'', които често са продукт на специалисти, които директно прилагат в практиката своите разработки. В такива разработки много рядко се правят препратки към останалата литература, като само в някои случаи биват почерпени насоки от базисни изследвания като ориентир. *''Изследвания на влиянието на организацията на физическата среда върху ученето'', които включват поредица от разработки за проучване на процесите и резултатите от фини вариации в проектирането на пространството на учебните стаи. </blockquote> Насока за работа по учебното пространство като дисциплина, която не е включена в категориите на Ван Ноут Кисъм, е феноменологичното проучване, което е популярно в архитектурните среди. Важен пример е Юхани Паласмаа (1995/2005), който поставя ударение върху важността на холистичните сензорни преживявания, които възникват, когато някой се натъква на дадено пространство. Става ясно, че често разработки, които се придържат към една или друга перспектива, се развиват повече в изолация отколкото взаимно да си влияят или да се конкурирират. Това явление води до продължаваща фрагментация на концепцията за учебното пространство. Бойс (2011) например разглежда в детайли напрежението между идеите на архитекти, проектанти на сгради и образователни специалисти за учебното пространство. За подобно напрежение може да се говори със същата давност и между идеите на дизайнери на технологии, учащи, преподаватели, поддържащ персонал и хора, които отговарят за изграждането на политики. ====Основна литература==== [http://books.google.fr/books?id=8nDron_oXf4C&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Boys, J. (2010) Towards Creative Learning Spaces: Re-thinking the architecture of post-compulsory education. London: Routledge. [http://books.google.fr/books/about/The_power_of_place.html?id=Cw5HAAAAMAAJ&redir_esc=y] Gallagher, W. (1993) The Power of Place: How our surroundings shape our thoughts, emotions and actions. New York, NY: Harper Perennial Library. [http://www.torinmonahan.com/papers/Inventio.html] Monahan, T. (2002) Flexible Space &amp; Built Pedagogy: Emerging IT Embodiments. Inventio, 4(1), 1-19. [http://learninglandscapes.blogs.lincoln.ac.uk/files/2010/04/FinalReport.pdf] Neary, M., Harrison, A., Crellin, G., Parekh, N., Saunders, G., Duggan, F., Williams, S., &amp; Austin, A. (2010) Learning Landscapes in Higher Education: Clearing pathways, making spaces, involving academics in the leadership, governance and management of academic spaces in higher education. Lincoln: Centre for Educational Research and Development. [http://books.google.fr/books/about/The_Eyes_of_the_Skin.html?id=duBkQgAACAAJ&redir_esc=y] Pallasmaa, J. (2005) The Eyes of the Skin: Architecture and the Senses. London: John Wiley &amp; Sons Ltd. [http://hal.archives-ouvertes.fr/hal-00699840/] Savin-Baden, M. (2008). Learning Spaces: Creating opportunities for knowledge creation in academic life. Maidenhead: Open University Press. [http://onlinelibrary.wiley.com/doi/10.1002/tl.74/abstract] Van Note Chism, N. (2002) A Tale of Two Classrooms. New Directions for Teaching and Learning, 92, 5-12. [http://www2.le.ac.uk/Members/gv18/downloads/publicationpreprints/journals/VavoulaSharples-IJMBL09-Preprint.pdf] Vavoula, G. &amp; Sharples, M. (2009) Meeting the Challenges in Evaluating Mobile Learning: A 3-level Evaluation Framework. International Journal of Mobile and Blended Learning, 1(2), 54-75. 1324 1323 2013-03-27T14:48:32Z Balacheff 4 wikitext text/x-wiki <h1>Учебно пространство</h1> <u>раб. версия 1</u> '''Editor''': Brett Bligh, Learning Sciences Research Institute, University of Nottingham '''Contributors''': Mike Sharples, Learning Sciences Research Institute, University of Nottingham '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Терминът ‘ учебно пространство’ подчертава взаимно поддържащите се начини, по които ученето, като дейност, и пространството, като среда, взаимно се изграждат и се променят. Пространството опосредства начина на мислене и е средство за нашите материализирани разсъждения; то придава форма, но и бива формирано от практиката. Учебното пространство е продуктът на процеса на проектиране, който почива на презумцията, че има връзка между формата на пространството и учебната практика. Компонентът ‘пространство’ отразява идеята за физическото пространство, макар че значението на думата е разширено в такава степен, че да включва виртуално и концептуално пространство. ====Сродни термини==== Дизайн на класни стаи, контекст, учебна среда, професионални общности, учебен дизайн, учебни материални пространства ==== Коментар по развитието на термина ==== Понятието учебно пространство се е развило на базата на множество частични предходни идеи. Изразът е въведен в съвременната му употреба около 2000 г. Стандартен подход преди това е било да се обсъждат същностните за дизайна образователните параметри на материалната среда като пространството и ученето се разглеждат като свързани по формализиран начин. Например Монахън (2002) твърди, че първо пространството трябва да бъде ‘гъвкаво’, за да отговаря адекватно на сензорните и двигателни нужди на учащите, и второ, че дизайнерите е добре да възприемат принципите на съградената педагогика поради нуждата от това да се влияе върху поведението и действията на индивида чрез самия дизайн. Други възникнали подходи поставят ударение върху ситуативни фактори и многостранната природа на ученето. Бойс (2011, стр. 81) посочва, че учебното пространство трябва да бъде приемано като поредица от аспекти, споделящи множество общи точки: <blockquote> *Включване и адаптация: как хората разбират и са повлияни от тяхната среда, и как те използват пространството и го преобразуват чрез употреба; *Ежедневни дейности, свързани с пространството: това са тези ежедневни социални и пространствени практики, които засягат, и са споделени от, всички останали в дадена общност; *Дизайн: установени рутинни операции за проектиране на пространство,включително и процеса, и резултата от опита за иновации. </blockquote> Някои учени използват понятието пространство почти напълно като метафора за това как индивидите управляват техното житие (e.g. Savin-Baden 2008). Паралелна насока на научни разработки по въпроса подчертава, че употребата и възприемането на учебното пространство са преплетени с институционалните представи и политики. В последно време някои разработки се стремят да изменят аналитичната единици в дискусиите по темата за учебното пространство, като например тя да бъде съсредоточена върху университетите като кампуси. Ниъри и др. (2010) въвеждат израза „учебни материални пространства”, имайки предвид, че такива пространства могат да въплътят ‘идеята’ за университета като институция и че кампусите могат да бъдат възприемани според техния профил, т.е. съответстващи стъпки за формализиране, ефективност и качество спрямо институционалните представи. ====Проблематика на превода==== -/- ==== Предметна проблематика ==== Учебното пространство по същество е интердисциплинарна област на изследване и продължава да бъдеразкъсвана от множество гледни точки. Ван Ноут Кисъм (2002, стр. 7-9) прави преглед на такива гледни точки, които дори и почти цяло десетилетие по-късно могат да бъдат отчетени, като включва: <blockquote> *''Базисни изследвания ''на пространството, перцепцията и свързаните с тях фактори, които обичайно възникват в дицсиплини като психологията и инженерните науки. Факторите, които биват изследвани, включват ефектите на температурата, шума и т.н. върху изпълнението на дадена задача, както и връзката на индивидите с някакво място (например Boys 2011; Vavoula &amp; Sharples 2009). *''Теоретични перспективи'' върху пространството и ученето, които произхождат от такива дисциплини като социологията, философията и образованието (e.g. Boys 2011; Vavoula &amp; Sharples 2009). *Разработки по''спецификацията на дизайна'', които често са продукт на специалисти, които директно прилагат в практиката своите разработки. В такива разработки много рядко се правят препратки към останалата литература, като само в някои случаи биват почерпени насоки от базисни изследвания като ориентир. *''Изследвания на влиянието на организацията на физическата среда върху ученето'', които включват поредица от разработки за проучване на процесите и резултатите от фини вариации в проектирането на пространството на учебните стаи. </blockquote> Насока за работа по учебното пространство като дисциплина, която не е включена в категориите на Ван Ноут Кисъм, е феноменологичното проучване, което е популярно в архитектурните среди. Важен пример е Юхани Паласмаа (1995/2005), който поставя ударение върху важността на холистичните сензорни преживявания, които възникват, когато някой се натъква на дадено пространство. Става ясно, че често разработки, които се придържат към една или друга перспектива, се развиват повече в изолация отколкото взаимно да си влияят или да се конкурирират. Това явление води до продължаваща фрагментация на концепцията за учебното пространство. Бойс (2011) например разглежда в детайли напрежението между идеите на архитекти, проектанти на сгради и образователни специалисти за учебното пространство. За подобно напрежение може да се говори със същата давност и между идеите на дизайнери на технологии, учащи, преподаватели, поддържащ персонал и хора, които отговарят за изграждането на политики. ====Основна литература==== 1323 1322 2013-03-27T14:46:10Z Balacheff 4 /* Коментар по развитието на термина */ wikitext text/x-wiki <h1>Учебно пространство</h1> <u>раб. версия 1</u> '''Editor''': Brett Bligh, Learning Sciences Research Institute, University of Nottingham '''Contributors''': Mike Sharples, Learning Sciences Research Institute, University of Nottingham '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Терминът ‘ учебно пространство’ подчертава взаимно поддържащите се начини, по които ученето, като дейност, и пространството, като среда, взаимно се изграждат и се променят. Пространството опосредства начина на мислене и е средство за нашите материализирани разсъждения; то придава форма, но и бива формирано от практиката. Учебното пространство е продуктът на процеса на проектиране, който почива на презумцията, че има връзка между формата на пространството и учебната практика. Компонентът ‘пространство’ отразява идеята за физическото пространство, макар че значението на думата е разширено в такава степен, че да включва виртуално и концептуално пространство. ====Сродни термини==== Дизайн на класни стаи, контекст, учебна среда, професионални общности, учебен дизайн, учебни материални пространства ==== Коментар по развитието на термина ==== Понятието учебно пространство се е развило на базата на множество частични предходни идеи. Изразът е въведен в съвременната му употреба около 2000 г. Стандартен подход преди това е било да се обсъждат същностните за дизайна образователните параметри на материалната среда като пространството и ученето се разглеждат като свързани по формализиран начин. Например Монахън (2002) твърди, че първо пространството трябва да бъде ‘гъвкаво’, за да отговаря адекватно на сензорните и двигателни нужди на учащите, и второ, че дизайнерите е добре да възприемат принципите на съградената педагогика поради нуждата от това да се влияе върху поведението и действията на индивида чрез самия дизайн. Други възникнали подходи поставят ударение върху ситуативни фактори и многостранната природа на ученето. Бойс (2011, стр. 81) посочва, че учебното пространство трябва да бъде приемано като поредица от аспекти, споделящи множество общи точки: <blockquote> *Включване и адаптация: как хората разбират и са повлияни от тяхната среда, и как те използват пространството и го преобразуват чрез употреба; *Ежедневни дейности, свързани с пространството: това са тези ежедневни социални и пространствени практики, които засягат, и са споделени от, всички останали в дадена общност; *Дизайн: установени рутинни операции за проектиране на пространство,включително и процеса, и резултата от опита за иновации. </blockquote> Някои учени използват понятието пространство почти напълно като метафора за това как индивидите управляват техното житие (e.g. Savin-Baden 2008). Паралелна насока на научни разработки по въпроса подчертава, че употребата и възприемането на учебното пространство са преплетени с институционалните представи и политики. В последно време някои разработки се стремят да изменят аналитичната единици в дискусиите по темата за учебното пространство, като например тя да бъде съсредоточена върху университетите като кампуси. Ниъри и др. (2010) въвеждат израза „учебни материални пространства”, имайки предвид, че такива пространства могат да въплътят ‘идеята’ за университета като институция и че кампусите могат да бъдат възприемани според техния профил, т.е. съответстващи стъпки за формализиране, ефективност и качество спрямо институционалните представи. ====Проблематика на превода==== -/- ====Предметна проблематика==== Учебното пространство по същество е интердисциплинарна област на изследване и продължава да бъдеразкъсвана от множество гледни точки. Ван Ноут Кисъм (2002, стр. 7-9) прави преглед на такива гледни точки, които дори и почти цяло десетилетие по-късно могат да бъдат отчетени, като включва: - Базисни изследвания на пространството, перцепцията и свързаните с тях фактори, които обичайно възникват в дицсиплини като психологията и инженерните науки. Факторите, които биват изследвани, включват ефектите на температурата, шума и т.н. върху изпълнението на дадена задача, както и връзката на индивидите с някакво място (например Boys 2011; Vavoula & Sharples 2009). - Теоретични перспективи върху пространството и ученето, които произхождат от такива дисциплини като социологията, философията и образованието (e.g. Boys 2011; Vavoula & Sharples 2009). - Разработки по спецификацията на дизайна, които често са продукт на специалисти, които директно прилагат в практиката своите разработки. В такива разработки много рядко се правят препратки към останалата литература, като само в някои случаи биват почерпени насоки от базисни изследвания като ориентир. - Изследвания на влиянието на организацията на физическата среда върху ученето, които включват поредица от разработки за проучване на процесите и резултатите от фини вариации в проектирането на пространството на учебните стаи. Насока за работа по учебното пространство като дисциплина, която не е включена в категориите на Ван Ноут Кисъм, е феноменологичното проучване, което е популярно в архитектурните среди. Важен пример е Юхани Паласмаа (1995/2005), който поставя ударение върху важността на холистичните сензорни преживявания, които възникват, когато някой се натъква на дадено пространство. Става ясно, че често разработки, които се придържат към една или друга перспектива, се развиват повече в изолация отколкото взаимно да си влияят или да се конкурирират. Това явление води до продължаваща фрагментация на концепцията за учебното пространство. Бойс (2011) например разглежда в детайли напрежението между идеите на архитекти, проектанти на сгради и образователни специалисти за учебното пространство. За подобно напрежение може да се говори със същата давност и между идеите на дизайнери на технологии, учащи, преподаватели, поддържащ персонал и хора, които отговарят за изграждането на политики. ====Основна литература==== 1322 2013-03-27T14:44:35Z Balacheff 4 Created page with "<h1>Учебно пространство</h1> <u>раб. версия 1</u> '''Editor''': Brett Bligh, Learning Sciences Research Institute, University of Nottingham '''Con..." wikitext text/x-wiki <h1>Учебно пространство</h1> <u>раб. версия 1</u> '''Editor''': Brett Bligh, Learning Sciences Research Institute, University of Nottingham '''Contributors''': Mike Sharples, Learning Sciences Research Institute, University of Nottingham '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Терминът ‘ учебно пространство’ подчертава взаимно поддържащите се начини, по които ученето, като дейност, и пространството, като среда, взаимно се изграждат и се променят. Пространството опосредства начина на мислене и е средство за нашите материализирани разсъждения; то придава форма, но и бива формирано от практиката. Учебното пространство е продуктът на процеса на проектиране, който почива на презумцията, че има връзка между формата на пространството и учебната практика. Компонентът ‘пространство’ отразява идеята за физическото пространство, макар че значението на думата е разширено в такава степен, че да включва виртуално и концептуално пространство. ====Сродни термини==== Дизайн на класни стаи, контекст, учебна среда, професионални общности, учебен дизайн, учебни материални пространства ====Коментар по развитието на термина==== Понятието учебно пространство се е развило на базата на множество частични предходни идеи. Изразът е въведен в съвременната му употреба около 2000 г. Стандартен подход преди това е било да се обсъждат същностните за дизайна образователните параметри на материалната среда като пространството и ученето се разглеждат като свързани по формализиран начин. Например Монахън (2002) твърди, че първо пространството трябва да бъде ‘гъвкаво’, за да отговаря адекватно на сензорните и двигателни нужди на учащите, и второ, че дизайнерите е добре да възприемат принципите на съградената педагогика поради нуждата от това да се влияе върху поведението и действията на индивида чрез самия дизайн. Други възникнали подходи поставят ударение върху ситуативни фактори и многостранната природа на ученето. Бойс (2011, стр. 81) посочва, че учебното пространство трябва да бъде приемано като поредица от аспекти, споделящи множество общи точки: • Включване и адаптация: как хората разбират и са повлияни от тяхната среда, и как те използват пространството и го преобразуват чрез употреба; • Ежедневни дейности, свързани с пространството: това са тези ежедневни социални и пространствени практики, които засягат, и са споделени от, всички останали в дадена общност; • Дизайн: установени рутинни операции за проектиране на пространство,включително и процеса, и резултата от опита за иновации. Някои учени използват понятието пространство почти напълно като метафора за това как индивидите управляват техното житие (e.g. Savin-Baden 2008). Паралелна насока на научни разработки по въпроса подчертава, че употребата и възприемането на учебното пространство са преплетени с институционалните представи и политики. В последно време някои разработки се стремят да изменят аналитичната единици в дискусиите по темата за учебното пространство, като например тя да бъде съсредоточена върху университетите като кампуси. Ниъри и др. (2010) въвеждат израза „учебни материални пространства”, имайки предвид, че такива пространства могат да въплътят ‘идеята’ за университета като институция и че кампусите могат да бъдат възприемани според техния профил, т.е. съответстващи стъпки за формализиране, ефективност и качество спрямо институционалните представи. ====Проблематика на превода==== -/- ====Предметна проблематика==== Учебното пространство по същество е интердисциплинарна област на изследване и продължава да бъдеразкъсвана от множество гледни точки. Ван Ноут Кисъм (2002, стр. 7-9) прави преглед на такива гледни точки, които дори и почти цяло десетилетие по-късно могат да бъдат отчетени, като включва: - Базисни изследвания на пространството, перцепцията и свързаните с тях фактори, които обичайно възникват в дицсиплини като психологията и инженерните науки. Факторите, които биват изследвани, включват ефектите на температурата, шума и т.н. върху изпълнението на дадена задача, както и връзката на индивидите с някакво място (например Boys 2011; Vavoula & Sharples 2009). - Теоретични перспективи върху пространството и ученето, които произхождат от такива дисциплини като социологията, философията и образованието (e.g. Boys 2011; Vavoula & Sharples 2009). - Разработки по спецификацията на дизайна, които често са продукт на специалисти, които директно прилагат в практиката своите разработки. В такива разработки много рядко се правят препратки към останалата литература, като само в някои случаи биват почерпени насоки от базисни изследвания като ориентир. - Изследвания на влиянието на организацията на физическата среда върху ученето, които включват поредица от разработки за проучване на процесите и резултатите от фини вариации в проектирането на пространството на учебните стаи. Насока за работа по учебното пространство като дисциплина, която не е включена в категориите на Ван Ноут Кисъм, е феноменологичното проучване, което е популярно в архитектурните среди. Важен пример е Юхани Паласмаа (1995/2005), който поставя ударение върху важността на холистичните сензорни преживявания, които възникват, когато някой се натъква на дадено пространство. Става ясно, че често разработки, които се придържат към една или друга перспектива, се развиват повече в изолация отколкото взаимно да си влияят или да се конкурирират. Това явление води до продължаваща фрагментация на концепцията за учебното пространство. Бойс (2011) например разглежда в детайли напрежението между идеите на архитекти, проектанти на сгради и образователни специалисти за учебното пространство. За подобно напрежение може да се говори със същата давност и между идеите на дизайнери на технологии, учащи, преподаватели, поддържащ персонал и хора, които отговарят за изграждането на политики. ====Основна литература==== 0 46 161 2011-05-27T08:59:27Z Admin 1 moved [[Main Page]] to [[The TEL Thesaurus and Dictionary meta-project]] wikitext text/x-wiki #REDIRECT [[The TEL Thesaurus and Dictionary meta-project]] 0 11 1431 1430 2019-07-03T18:54:02Z Sharples 16 wikitext text/x-wiki <u>Draft 4</u> '''Editor:''' Mike Sharples, Institute of Educational Technology, The Open University '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== Learning across multiple contexts, through social and content interactions, using personal electronic devices. ==== Comments on the history ==== In the early 1970s Alan Kay and colleagues proposed the concept of a Dynabook as a "personal dynamic medium the size of a notebook". That group developed the desktop computer as an "interim Dynabook" and the Smalltalk language as its communications system. In 1991 Apple Classrooms of Tomorrow used a tablet computers connected by a wireless network to communicate between children on a field trip and others located in the school 15 miles away. Two projects funded in the early 2000s by the European commission - MOBIlearn and M-learning - established mobile learning in Europe, leading to the mLearn, WMUTE, and IADIS Mobile Learning international conference series and establishment of the [http://www.iamlearn.org/ International Association for Mobile Learning]. ==== Related terms ==== Pervasive Learning, Ubiquitous Learning, Seamless Learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== The definition above, adapted from [http://en.wikipedia.org/wiki/MLearning Crompton (2013)], is generally accepted . It indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment. The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts. Mobile technologies, and mobility of learning, are ‘boundary objects’ with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context’ for mobile learning can be seen from a technology perspective as an integration of data sources or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning. ==== Key references ==== [https://www.researchgate.net/publication/263852116_A_historical_overview_of_mobile_learning_Toward_learner-centered_education] Crompton, H. (2013). "A historical overview of mobile learning: Toward learner-centered education". In Z. L. Berge & L. Y. Muilenburg (Eds.), Handbook of mobile learning (pp. 3–14). Florence, KY: Routledge. [http://www.open.ac.uk/personalpages/mike.sharples/documents/Preprint_Innovation_in_Mobile_Learning_IJMBL.pdf] Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. [http://telearn.archives-ouvertes.fr/docs/00/19/06/32/PDF/A132_Chan-et-al2006_OneToOne.pdf] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. [http://hal.archives-ouvertes.fr/docs/00/69/62/44/PDF/OMalley-2005.pdf] O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. (2005). Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. [http://telearn.archives-ouvertes.fr/docs/00/19/06/15/PDF/A110_Roschelle_Pea_02_WILD.pdf] Roschelle, J., Pea, R. (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. [http://telearn.archives-ouvertes.fr/docs/00/19/02/76/PDF/Sharples_et_al_Theory_of_Mobile_Learning_preprint.pdf] Sharples, M., Taylor, J., &amp; Vavoula, G. (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. [http://www.open.ac.uk/deep/Public/web/publications/pdfs/JTraxlerJLeach2006-WMUTE.pdf] Traxler J. &amp; Leach J. (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. <br> ► [[TEL Dictionary entries]] 423d8ea8a6ff0c6fbc18342646ba7aa576e66e42 1430 1429 2019-07-03T18:53:16Z Sharples 16 Edited the definition - changed to Crompton, 2013 wikitext text/x-wiki <u>Draft 3</u> '''Editor:''' Mike Sharples, Institute of Educational Technology, The Open University '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== Learning across multiple contexts, through social and content interactions, using personal electronic devices. ==== Comments on the history ==== In the early 1970s Alan Kay and colleagues proposed the concept of a Dynabook as a "personal dynamic medium the size of a notebook". That group developed the desktop computer as an "interim Dynabook" and the Smalltalk language as its communications system. In 1991 Apple Classrooms of Tomorrow used a tablet computers connected by a wireless network to communicate between children on a field trip and others located in the school 15 miles away. Two projects funded in the early 2000s by the European commission - MOBIlearn and M-learning - established mobile learning in Europe, leading to the mLearn, WMUTE, and IADIS Mobile Learning international conference series and establishment of the [http://www.iamlearn.org/ International Association for Mobile Learning]. ==== Related terms ==== Pervasive Learning, Ubiquitous Learning, Seamless Learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== The definition above, adapted from [http://en.wikipedia.org/wiki/MLearning Crompton (2013)], is generally accepted . It indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment. The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts. Mobile technologies, and mobility of learning, are ‘boundary objects’ with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context’ for mobile learning can be seen from a technology perspective as an integration of data sources or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning. ==== Key references ==== [https://www.researchgate.net/publication/263852116_A_historical_overview_of_mobile_learning_Toward_learner-centered_education] Crompton, H. (2013). "A historical overview of mobile learning: Toward learner-centered education". In Z. L. Berge & L. Y. Muilenburg (Eds.), Handbook of mobile learning (pp. 3–14). Florence, KY: Routledge. [http://www.open.ac.uk/personalpages/mike.sharples/documents/Preprint_Innovation_in_Mobile_Learning_IJMBL.pdf] Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. [http://telearn.archives-ouvertes.fr/docs/00/19/06/32/PDF/A132_Chan-et-al2006_OneToOne.pdf] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. [http://hal.archives-ouvertes.fr/docs/00/69/62/44/PDF/OMalley-2005.pdf] O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. (2005). Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. [http://telearn.archives-ouvertes.fr/docs/00/19/06/15/PDF/A110_Roschelle_Pea_02_WILD.pdf] Roschelle, J., Pea, R. (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. [http://telearn.archives-ouvertes.fr/docs/00/19/02/76/PDF/Sharples_et_al_Theory_of_Mobile_Learning_preprint.pdf] Sharples, M., Taylor, J., &amp; Vavoula, G. (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. [http://www.open.ac.uk/deep/Public/web/publications/pdfs/JTraxlerJLeach2006-WMUTE.pdf] Traxler J. &amp; Leach J. (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. <br> ► [[TEL Dictionary entries]] e1486b42a289f8a17e5a6dcf4dff5b8ecea7c8c3 1429 1428 2019-07-03T18:52:23Z Sharples 16 wikitext text/x-wiki <u>Draft 3</u> '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== Learning across multiple contexts, through social and content interactions, using personal electronic devices. ==== Comments on the history ==== In the early 1970s Alan Kay and colleagues proposed the concept of a Dynabook as a "personal dynamic medium the size of a notebook". That group developed the desktop computer as an "interim Dynabook" and the Smalltalk language as its communications system. In 1991 Apple Classrooms of Tomorrow used a tablet computers connected by a wireless network to communicate between children on a field trip and others located in the school 15 miles away. Two projects funded in the early 2000s by the European commission - MOBIlearn and M-learning - established mobile learning in Europe, leading to the mLearn, WMUTE, and IADIS Mobile Learning international conference series and establishment of the [http://www.iamlearn.org/ International Association for Mobile Learning]. ==== Related terms ==== Pervasive Learning, Ubiquitous Learning, Seamless Learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== The definition above, adapted from [http://en.wikipedia.org/wiki/MLearning Crompton (2013)], is generally accepted . It indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment. The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts. Mobile technologies, and mobility of learning, are ‘boundary objects’ with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context’ for mobile learning can be seen from a technology perspective as an integration of data sources or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning. ==== Key references ==== [https://www.researchgate.net/publication/263852116_A_historical_overview_of_mobile_learning_Toward_learner-centered_education] Crompton, H. (2013). "A historical overview of mobile learning: Toward learner-centered education". In Z. L. Berge & L. Y. Muilenburg (Eds.), Handbook of mobile learning (pp. 3–14). Florence, KY: Routledge. [http://www.open.ac.uk/personalpages/mike.sharples/documents/Preprint_Innovation_in_Mobile_Learning_IJMBL.pdf] Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. [http://telearn.archives-ouvertes.fr/docs/00/19/06/32/PDF/A132_Chan-et-al2006_OneToOne.pdf] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. [http://hal.archives-ouvertes.fr/docs/00/69/62/44/PDF/OMalley-2005.pdf] O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. (2005). Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. [http://telearn.archives-ouvertes.fr/docs/00/19/06/15/PDF/A110_Roschelle_Pea_02_WILD.pdf] Roschelle, J., Pea, R. (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. [http://telearn.archives-ouvertes.fr/docs/00/19/02/76/PDF/Sharples_et_al_Theory_of_Mobile_Learning_preprint.pdf] Sharples, M., Taylor, J., &amp; Vavoula, G. (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. [http://www.open.ac.uk/deep/Public/web/publications/pdfs/JTraxlerJLeach2006-WMUTE.pdf] Traxler J. &amp; Leach J. (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. <br> ► [[TEL Dictionary entries]] 4bc421efd761e4aedf062eecc6e0a0171efdadc3 1428 1427 2019-07-03T18:46:17Z Sharples 16 wikitext text/x-wiki <u>Draft 3</u> '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== Learning across multiple contexts, through social and content interactions, using personal electronic devices. Crompton, H. (2013, p.4). "A historical overview of mobile learning: Toward learner-centered education". In Z. L. Berge & L. Y. Muilenburg (Eds.), Handbook of mobile learning (pp. 3–14). Florence, KY: Routledge. ==== Comments on the history ==== In the early 1970s Alan Kay and colleagues proposed the concept of a Dynabook as a "personal dynamic medium the size of a notebook". That group developed the desktop computer as an "interim Dynabook" and the Smalltalk language as its communications system. In 1991 Apple Classrooms of Tomorrow used a tablet computers connected by a wireless network to communicate between children on a field trip and others located in the school 15 miles away. Two projects funded in the early 2000s by the European commission - MOBIlearn and M-learning - established mobile learning in Europe, leading to the mLearn, WMUTE, and IADIS Mobile Learning international conference series and establishment of the [http://www.iamlearn.org/ International Association for Mobile Learning]. ==== Related terms ==== Pervasive Learning, Ubiquitous Learning, Seamless Learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== The definition above, adapted from [http://en.wikipedia.org/wiki/MLearning O’Malley et al. (2003)], is generally accepted . It indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment. The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts. Mobile technologies, and mobility of learning, are ‘boundary objects’ with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context’ for mobile learning can be seen from a technology perspective as an integration of data sources or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning. ==== Key references ==== [http://www.open.ac.uk/personalpages/mike.sharples/documents/Preprint_Innovation_in_Mobile_Learning_IJMBL.pdf] Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. [http://telearn.archives-ouvertes.fr/docs/00/19/06/32/PDF/A132_Chan-et-al2006_OneToOne.pdf] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. [http://hal.archives-ouvertes.fr/docs/00/69/62/44/PDF/OMalley-2005.pdf] O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. (2005). Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. [http://telearn.archives-ouvertes.fr/docs/00/19/06/15/PDF/A110_Roschelle_Pea_02_WILD.pdf] Roschelle, J., Pea, R. (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. [http://telearn.archives-ouvertes.fr/docs/00/19/02/76/PDF/Sharples_et_al_Theory_of_Mobile_Learning_preprint.pdf] Sharples, M., Taylor, J., &amp; Vavoula, G. (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. [http://www.open.ac.uk/deep/Public/web/publications/pdfs/JTraxlerJLeach2006-WMUTE.pdf] Traxler J. &amp; Leach J. (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. <br> ► [[TEL Dictionary entries]] bb06b04f897bb1e877dd60db7bdd4e0255232f78 1427 1172 2019-07-03T18:45:49Z Sharples 16 wikitext text/x-wiki <u>Draft 3</u> '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== Learning across multiple contexts, through social and content interactions, using personal electronic devices. ences Crompton, H. (2013, p.4). "A historical overview of mobile learning: Toward learner-centered education". In Z. L. Berge & L. Y. Muilenburg (Eds.), Handbook of mobile learning (pp. 3–14). Florence, KY: Routledge. ==== Comments on the history ==== In the early 1970s Alan Kay and colleagues proposed the concept of a Dynabook as a "personal dynamic medium the size of a notebook". That group developed the desktop computer as an "interim Dynabook" and the Smalltalk language as its communications system. In 1991 Apple Classrooms of Tomorrow used a tablet computers connected by a wireless network to communicate between children on a field trip and others located in the school 15 miles away. Two projects funded in the early 2000s by the European commission - MOBIlearn and M-learning - established mobile learning in Europe, leading to the mLearn, WMUTE, and IADIS Mobile Learning international conference series and establishment of the [http://www.iamlearn.org/ International Association for Mobile Learning]. ==== Related terms ==== Pervasive Learning, Ubiquitous Learning, Seamless Learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== The definition above, adapted from [http://en.wikipedia.org/wiki/MLearning O’Malley et al. (2003)], is generally accepted . It indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment. The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts. Mobile technologies, and mobility of learning, are ‘boundary objects’ with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context’ for mobile learning can be seen from a technology perspective as an integration of data sources or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning. ==== Key references ==== [http://www.open.ac.uk/personalpages/mike.sharples/documents/Preprint_Innovation_in_Mobile_Learning_IJMBL.pdf] Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. [http://telearn.archives-ouvertes.fr/docs/00/19/06/32/PDF/A132_Chan-et-al2006_OneToOne.pdf] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. [http://hal.archives-ouvertes.fr/docs/00/69/62/44/PDF/OMalley-2005.pdf] O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. (2005). Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. [http://telearn.archives-ouvertes.fr/docs/00/19/06/15/PDF/A110_Roschelle_Pea_02_WILD.pdf] Roschelle, J., Pea, R. (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. [http://telearn.archives-ouvertes.fr/docs/00/19/02/76/PDF/Sharples_et_al_Theory_of_Mobile_Learning_preprint.pdf] Sharples, M., Taylor, J., &amp; Vavoula, G. (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. [http://www.open.ac.uk/deep/Public/web/publications/pdfs/JTraxlerJLeach2006-WMUTE.pdf] Traxler J. &amp; Leach J. (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. <br> ► [[TEL Dictionary entries]] a50b31eaaad4575457966b95f8da8a8916976e18 1172 1058 2013-03-01T10:11:55Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 3</u> '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== Any sort of [technology enhanced] learning that happens when the learner is not at a fixed, predetermined location or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies.. ==== Comments on the history ==== In the early 1970s Alan Kay and colleagues proposed the concept of a Dynabook as a "personal dynamic medium the size of a notebook". That group developed the desktop computer as an "interim Dynabook" and the Smalltalk language as its communications system. In 1991 Apple Classrooms of Tomorrow used a tablet computers connected by a wireless network to communicate between children on a field trip and others located in the school 15 miles away. Two projects funded in the early 2000s by the European commission - MOBIlearn and M-learning - established mobile learning in Europe, leading to the mLearn, WMUTE, and IADIS Mobile Learning international conference series and establishment of the [http://www.iamlearn.org/ International Association for Mobile Learning]. ==== Related terms ==== Pervasive Learning, Ubiquitous Learning, Seamless Learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== The definition above, adapted from [http://en.wikipedia.org/wiki/MLearning O’Malley et al. (2003)], is generally accepted . It indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment. The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts. Mobile technologies, and mobility of learning, are ‘boundary objects’ with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context’ for mobile learning can be seen from a technology perspective as an integration of data sources or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning. ==== Key references ==== [http://www.open.ac.uk/personalpages/mike.sharples/documents/Preprint_Innovation_in_Mobile_Learning_IJMBL.pdf] Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. [http://telearn.archives-ouvertes.fr/docs/00/19/06/32/PDF/A132_Chan-et-al2006_OneToOne.pdf] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. [http://hal.archives-ouvertes.fr/docs/00/69/62/44/PDF/OMalley-2005.pdf] O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. (2005). Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. [http://telearn.archives-ouvertes.fr/docs/00/19/06/15/PDF/A110_Roschelle_Pea_02_WILD.pdf] Roschelle, J., Pea, R. (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. [http://telearn.archives-ouvertes.fr/docs/00/19/02/76/PDF/Sharples_et_al_Theory_of_Mobile_Learning_preprint.pdf] Sharples, M., Taylor, J., &amp; Vavoula, G. (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. [http://www.open.ac.uk/deep/Public/web/publications/pdfs/JTraxlerJLeach2006-WMUTE.pdf] Traxler J. &amp; Leach J. (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. <br> ► [[TEL Dictionary entries]] 1058 1057 2013-01-25T18:07:15Z Balacheff 4 wikitext text/x-wiki <u>Draft 3</u> '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== Any sort of [technology enhanced] learning that happens when the learner is not at a fixed, predetermined location or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies.. ==== Comments on the history ==== In the early 1970s Alan Kay and colleagues proposed the concept of a Dynabook as a "personal dynamic medium the size of a notebook". That group developed the desktop computer as an "interim Dynabook" and the Smalltalk language as its communications system. In 1991 Apple Classrooms of Tomorrow used a tablet computers connected by a wireless network to communicate between children on a field trip and others located in the school 15 miles away. Two projects funded in the early 2000s by the European commission - MOBIlearn and M-learning - established mobile learning in Europe, leading to the mLearn, WMUTE, and IADIS Mobile Learning international conference series and establishment of the [http://www.iamlearn.org/ International Association for Mobile Learning]. ==== Related terms ==== Pervasive Learning, Ubiquitous Learning, Seamless Learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== The definition above, adapted from [http://en.wikipedia.org/wiki/MLearning O’Malley et al. (2003)], is generally accepted . It indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment. The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts. Mobile technologies, and mobility of learning, are ‘boundary objects’ with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context’ for mobile learning can be seen from a technology perspective as an integration of data sources or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning. ==== Key references ==== [http://www.open.ac.uk/personalpages/mike.sharples/documents/Preprint_Innovation_in_Mobile_Learning_IJMBL.pdf] Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. [http://telearn.archives-ouvertes.fr/docs/00/19/06/32/PDF/A132_Chan-et-al2006_OneToOne.pdf] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. [http://hal.archives-ouvertes.fr/docs/00/69/62/44/PDF/OMalley-2005.pdf] O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. (2005). ‘Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. [http://telearn.archives-ouvertes.fr/docs/00/19/06/15/PDF/A110_Roschelle_Pea_02_WILD.pdf] Roschelle, J., Pea, R. (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. [http://telearn.archives-ouvertes.fr/docs/00/19/02/76/PDF/Sharples_et_al_Theory_of_Mobile_Learning_preprint.pdf] Sharples, M., Taylor, J., &amp; Vavoula, G. (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. [http://www.open.ac.uk/deep/Public/web/publications/pdfs/JTraxlerJLeach2006-WMUTE.pdf] Traxler J. &amp; Leach J. (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. <br> ► [[TEL Dictionary entries]] 1057 1056 2013-01-25T18:06:12Z Balacheff 4 /* Comments on the history */ wikitext text/x-wiki <u>Draft 2</u> '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== Any sort of [technology enhanced] learning that happens when the learner is not at a fixed, predetermined location or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies.. ==== Comments on the history ==== In the early 1970s Alan Kay and colleagues proposed the concept of a Dynabook as a "personal dynamic medium the size of a notebook". That group developed the desktop computer as an "interim Dynabook" and the Smalltalk language as its communications system. In 1991 Apple Classrooms of Tomorrow used a tablet computers connected by a wireless network to communicate between children on a field trip and others located in the school 15 miles away. Two projects funded in the early 2000s by the European commission - MOBIlearn and M-learning - established mobile learning in Europe, leading to the mLearn, WMUTE, and IADIS Mobile Learning international conference series and establishment of the [http://www.iamlearn.org/ International Association for Mobile Learning]. ==== Related terms ==== Pervasive Learning, Ubiquitous Learning, Seamless Learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== The definition above, adapted from [http://en.wikipedia.org/wiki/MLearning O’Malley et al. (2003)], is generally accepted . It indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment. The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts. Mobile technologies, and mobility of learning, are ‘boundary objects’ with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context’ for mobile learning can be seen from a technology perspective as an integration of data sources or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning. ==== Key references ==== [http://www.open.ac.uk/personalpages/mike.sharples/documents/Preprint_Innovation_in_Mobile_Learning_IJMBL.pdf] Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. [http://telearn.archives-ouvertes.fr/docs/00/19/06/32/PDF/A132_Chan-et-al2006_OneToOne.pdf] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. [http://hal.archives-ouvertes.fr/docs/00/69/62/44/PDF/OMalley-2005.pdf] O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. (2005). ‘Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. [http://telearn.archives-ouvertes.fr/docs/00/19/06/15/PDF/A110_Roschelle_Pea_02_WILD.pdf] Roschelle, J., Pea, R. (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. [http://telearn.archives-ouvertes.fr/docs/00/19/02/76/PDF/Sharples_et_al_Theory_of_Mobile_Learning_preprint.pdf] Sharples, M., Taylor, J., &amp; Vavoula, G. (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. [http://www.open.ac.uk/deep/Public/web/publications/pdfs/JTraxlerJLeach2006-WMUTE.pdf] Traxler J. &amp; Leach J. (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. <br> ► [[TEL Dictionary entries]] 1056 1055 2013-01-25T17:58:58Z Balacheff 4 wikitext text/x-wiki <u>Draft 2</u> '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== Any sort of [technology enhanced] learning that happens when the learner is not at a fixed, predetermined location or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies.. ==== Comments on the history ==== In the early 1970s Alan Kay and colleagues proposed the concept of a Dynabook as a "personal dynamic medium the size of a notebook". That group developed the desktop computer as an "interim Dynabook" and the Smalltalk language as its communications system. In 1991 Apple Classrooms of Tomorrow used a tablet computers connected by a wireless network to communicate between children on a field trip and others located in the school 15 miles away. Two projects funded in the early 2000s by the European commission - MOBIlearn and M-learning - established mobile learning in Europe, leading to the mLearn, WMUTE, and IADIS Mobile Learning international conference series and establishment of the ''International Association for Mobile Learning''. ==== Related terms ==== Pervasive Learning, Ubiquitous Learning, Seamless Learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== The definition above, adapted from [http://en.wikipedia.org/wiki/MLearning O’Malley et al. (2003)], is generally accepted . It indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment. The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts. Mobile technologies, and mobility of learning, are ‘boundary objects’ with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context’ for mobile learning can be seen from a technology perspective as an integration of data sources or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning. ==== Key references ==== [http://www.open.ac.uk/personalpages/mike.sharples/documents/Preprint_Innovation_in_Mobile_Learning_IJMBL.pdf] Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. [http://telearn.archives-ouvertes.fr/docs/00/19/06/32/PDF/A132_Chan-et-al2006_OneToOne.pdf] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. [http://hal.archives-ouvertes.fr/docs/00/69/62/44/PDF/OMalley-2005.pdf] O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. (2005). ‘Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. [http://telearn.archives-ouvertes.fr/docs/00/19/06/15/PDF/A110_Roschelle_Pea_02_WILD.pdf] Roschelle, J., Pea, R. (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. [http://telearn.archives-ouvertes.fr/docs/00/19/02/76/PDF/Sharples_et_al_Theory_of_Mobile_Learning_preprint.pdf] Sharples, M., Taylor, J., &amp; Vavoula, G. (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. [http://www.open.ac.uk/deep/Public/web/publications/pdfs/JTraxlerJLeach2006-WMUTE.pdf] Traxler J. &amp; Leach J. (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. <br> ► [[TEL Dictionary entries]] 1055 1054 2013-01-25T17:46:44Z Balacheff 4 /* Disciplinary issues */ wikitext text/x-wiki <u>Draft 2</u> '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== Any sort of [technology enhanced] learning that happens when the learner is not at a fixed, predetermined location or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies.. ==== Comments on the history ==== In the early 1970s Alan Kay and colleagues proposed the concept of a Dynabook as a "personal dynamic medium the size of a notebook". That group developed the desktop computer as an "interim Dynabook" and the Smalltalk language as its communications system. In 1991 Apple Classrooms of Tomorrow used a tablet computers connected by a wireless network to communicate between children on a field trip and others located in the school 15 miles away. Two projects funded in the early 2000s by the European commission - MOBIlearn and M-learning - established mobile learning in Europe, leading to the mLearn, WMUTE, and IADIS Mobile Learning international conference series and establishment of the ''International Association for Mobile Learning''. ==== Related terms ==== Pervasive Learning, Ubiquitous Learning, Seamless Learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== The definition above, adapted from [http://en.wikipedia.org/wiki/MLearning O’Malley et al. (2003)], is generally accepted . It indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment. The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts. Mobile technologies, and mobility of learning, are ‘boundary objects’ with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context’ for mobile learning can be seen from a technology perspective as an integration of data sources or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning. ==== Key references ==== [http://www.telearn.org/open-archive/browse?resource=6875_v1] Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. [http://www.telearn.org/open-archive/search?resource=827] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. [http://www.telearn.org/open-archive/browse?resource=6880_v1] O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. (2005). ‘Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. [http://www.telearn.org/open-archive/search?resource=805] Roschelle, J., &amp; Pea, R. (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. [http://www.telearn.org/open-archive/search?resource=215_v1] Sharples, M., Taylor, J., &amp; Vavoula, G. (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. [http://www.telearn.org/open-archive/browse?resource=7136_v1] Traxler J. &amp; Leach J. (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. <br> ► [[TEL Dictionary entries]] 1054 1053 2013-01-25T17:40:48Z Balacheff 4 /* Related documents */ wikitext text/x-wiki <u>Draft 2</u> '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== Any sort of [technology enhanced] learning that happens when the learner is not at a fixed, predetermined location or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies.. ==== Comments on the history ==== In the early 1970s Alan Kay and colleagues proposed the concept of a Dynabook as a "personal dynamic medium the size of a notebook". That group developed the desktop computer as an "interim Dynabook" and the Smalltalk language as its communications system. In 1991 Apple Classrooms of Tomorrow used a tablet computers connected by a wireless network to communicate between children on a field trip and others located in the school 15 miles away. Two projects funded in the early 2000s by the European commission - MOBIlearn and M-learning - established mobile learning in Europe, leading to the mLearn, WMUTE, and IADIS Mobile Learning international conference series and establishment of the ''International Association for Mobile Learning''. ==== Related terms ==== Pervasive Learning, Ubiquitous Learning, Seamless Learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== The definition above, adapted from O’Malley et al. (2003), is generally accepted. It indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment. The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts. Mobile technologies, and mobility of learning, are ‘boundary objects’ with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context’ for mobile learning can be seen from a technology perspective as an integration of data sources or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning. ==== Key references ==== [http://www.telearn.org/open-archive/browse?resource=6875_v1] Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. [http://www.telearn.org/open-archive/search?resource=827] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. [http://www.telearn.org/open-archive/browse?resource=6880_v1] O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. (2005). ‘Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. [http://www.telearn.org/open-archive/search?resource=805] Roschelle, J., &amp; Pea, R. (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. [http://www.telearn.org/open-archive/search?resource=215_v1] Sharples, M., Taylor, J., &amp; Vavoula, G. (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. [http://www.telearn.org/open-archive/browse?resource=7136_v1] Traxler J. &amp; Leach J. (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. <br> ► [[TEL Dictionary entries]] 1053 1052 2013-01-25T17:39:44Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 2</u> '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== Any sort of [technology enhanced] learning that happens when the learner is not at a fixed, predetermined location or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies.. ==== Comments on the history ==== In the early 1970s Alan Kay and colleagues proposed the concept of a Dynabook as a "personal dynamic medium the size of a notebook". That group developed the desktop computer as an "interim Dynabook" and the Smalltalk language as its communications system. In 1991 Apple Classrooms of Tomorrow used a tablet computers connected by a wireless network to communicate between children on a field trip and others located in the school 15 miles away. Two projects funded in the early 2000s by the European commission - MOBIlearn and M-learning - established mobile learning in Europe, leading to the mLearn, WMUTE, and IADIS Mobile Learning international conference series and establishment of the ''International Association for Mobile Learning''. ==== Related terms ==== Pervasive Learning, Ubiquitous Learning, Seamless Learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== The definition above, adapted from O’Malley et al. (2003), is generally accepted. It indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment. The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts. Mobile technologies, and mobility of learning, are ‘boundary objects’ with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context’ for mobile learning can be seen from a technology perspective as an integration of data sources or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning. ==== Key references ==== [http://www.telearn.org/open-archive/browse?resource=6875_v1] Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. [http://www.telearn.org/open-archive/search?resource=827] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. [http://www.telearn.org/open-archive/browse?resource=6880_v1] O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. (2005). ‘Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. [http://www.telearn.org/open-archive/search?resource=805] Roschelle, J., &amp; Pea, R. (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. [http://www.telearn.org/open-archive/search?resource=215_v1] Sharples, M., Taylor, J., &amp; Vavoula, G. (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. [http://www.telearn.org/open-archive/browse?resource=7136_v1] Traxler J. &amp; Leach J. (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. ==== Related documents ==== Naismith, L., Lonsdale, P., Vavoula, G. &amp; Sharples, M. [http://www.telearn.org/open-archive/search?resource=64] (2005) Literature Review in Mobile Technologies and Learning. Report 11, NESTA Futurelab. Bristol: NESTA Futurelab. Shuler, C. [http://www.telearn.org/open-archive/browse?resource=6901_v1] (2009). Pockets of Potential: Using Mobile Technologies to Promote Children's Learning. New York: Joan Ganz Cooney Center at Sesame Workshop <br> ► [[TEL Dictionary entries]] 1052 1051 2013-01-25T17:37:03Z Balacheff 4 /* Related terms */ wikitext text/x-wiki <u>Draft 2</u> '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== Any sort of [technology enhanced] learning that happens when the learner is not at a fixed, predetermined location or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies.. ==== Comments on the history ==== In the early 1970s Alan Kay and colleagues proposed the concept of a Dynabook as a "personal dynamic medium the size of a notebook". That group developed the desktop computer as an "interim Dynabook" and the Smalltalk language as its communications system. In 1991 Apple Classrooms of Tomorrow used a tablet computers connected by a wireless network to communicate between children on a field trip and others located in the school 15 miles away. Two projects funded in the early 2000s by the European commission - MOBIlearn and M-learning - established mobile learning in Europe, leading to the mLearn, WMUTE, and IADIS Mobile Learning international conference series and establishment of the ''International Association for Mobile Learning''. ==== Related terms ==== Pervasive Learning, Ubiquitous Learning, Seamless Learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== The definition above, adapted from O’Malley et al. (2003), is generally accepted. It indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment. The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts. Mobile technologies, and mobility of learning, are ‘boundary objects’ with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context’ for mobile learning can be seen from a technology perspective as an integration of data sources or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning. ==== Key references ==== Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. [http://www.telearn.org/open-archive/browse?resource=6875_v1] (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others [http://www.telearn.org/open-archive/search?resource=827] (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. Nardi, B. A. [http://www.telearn.org/open-archive/browse?resource=6897_v1] (1996). Studying context: a comparison of activity theory, situated action models, and distributed cognition. In B. A. Nardi, (ed.) Context and Consciousness: Activity theory and Human-Computer interaction, Cambridge, MA: MIT Press, pp. 69-102. O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. [http://www.telearn.org/open-archive/browse?resource=6880_v1] (2005). ‘Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. Roschelle, J., &amp; Pea, R. [http://www.telearn.org/open-archive/search?resource=805] (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. Sharples, M., Taylor, J., &amp; Vavoula, G. [http://www.telearn.org/open-archive/search?resource=215_v1] (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. Star S.L. &amp; Griesemer J.R. [http://www.telearn.org/open-archive/browse?resource=7135_v1] (1989). Institutional Ecology, 'Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science, 19 (4): 387-420. doi:10.1177/030631289019003001 Traxler J. &amp; Leach J. [http://www.telearn.org/open-archive/browse?resource=7136_v1] (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. Want, R., Hopper, A., Falcao, V., and Gibbons, J. [http://www.telearn.org/open-archive/browse?resource=7139_v1] (1992). The Active Badge Location system: ACM Transactions on Information Systems, 10(1), pp. 91-102. Zurita G., Nussbaum M., [http://www.telearn.org/open-archive/browse?resource=7140_v1] (2004) Computer supported collaborative learning using wirelessly interconnected handheld computers. Computers &amp; Education, April, 42(3):289-314. ==== Related documents ==== Naismith, L., Lonsdale, P., Vavoula, G. &amp; Sharples, M. [http://www.telearn.org/open-archive/search?resource=64] (2005) Literature Review in Mobile Technologies and Learning. Report 11, NESTA Futurelab. Bristol: NESTA Futurelab. Shuler, C. [http://www.telearn.org/open-archive/browse?resource=6901_v1] (2009). Pockets of Potential: Using Mobile Technologies to Promote Children's Learning. New York: Joan Ganz Cooney Center at Sesame Workshop <br> ► [[TEL Dictionary entries]] 1051 1050 2013-01-25T17:36:42Z Balacheff 4 /* Comments in the history */ wikitext text/x-wiki <u>Draft 2</u> '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== Any sort of [technology enhanced] learning that happens when the learner is not at a fixed, predetermined location or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies.. ==== Comments on the history ==== In the early 1970s Alan Kay and colleagues proposed the concept of a Dynabook as a "personal dynamic medium the size of a notebook". That group developed the desktop computer as an "interim Dynabook" and the Smalltalk language as its communications system. In 1991 Apple Classrooms of Tomorrow used a tablet computers connected by a wireless network to communicate between children on a field trip and others located in the school 15 miles away. Two projects funded in the early 2000s by the European commission - MOBIlearn and M-learning - established mobile learning in Europe, leading to the mLearn, WMUTE, and IADIS Mobile Learning international conference series and establishment of the ''International Association for Mobile Learning''. ==== Related terms ==== Pervasive Learning, Ubiquitous Learning, Seamless Learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== The definition above, adapted from O’Malley et al. (2003), is generally accepted. It indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment. The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts. Mobile technologies, and mobility of learning, are ‘boundary objects’ with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context’ for mobile learning can be seen from a technology perspective as an integration of data sources or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning. ==== Key references ==== Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. [http://www.telearn.org/open-archive/browse?resource=6875_v1] (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others [http://www.telearn.org/open-archive/search?resource=827] (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. Nardi, B. A. [http://www.telearn.org/open-archive/browse?resource=6897_v1] (1996). Studying context: a comparison of activity theory, situated action models, and distributed cognition. In B. A. Nardi, (ed.) Context and Consciousness: Activity theory and Human-Computer interaction, Cambridge, MA: MIT Press, pp. 69-102. O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. [http://www.telearn.org/open-archive/browse?resource=6880_v1] (2005). ‘Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. Roschelle, J., &amp; Pea, R. [http://www.telearn.org/open-archive/search?resource=805] (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. Sharples, M., Taylor, J., &amp; Vavoula, G. [http://www.telearn.org/open-archive/search?resource=215_v1] (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. Star S.L. &amp; Griesemer J.R. [http://www.telearn.org/open-archive/browse?resource=7135_v1] (1989). Institutional Ecology, 'Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science, 19 (4): 387-420. doi:10.1177/030631289019003001 Traxler J. &amp; Leach J. [http://www.telearn.org/open-archive/browse?resource=7136_v1] (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. Want, R., Hopper, A., Falcao, V., and Gibbons, J. [http://www.telearn.org/open-archive/browse?resource=7139_v1] (1992). The Active Badge Location system: ACM Transactions on Information Systems, 10(1), pp. 91-102. Zurita G., Nussbaum M., [http://www.telearn.org/open-archive/browse?resource=7140_v1] (2004) Computer supported collaborative learning using wirelessly interconnected handheld computers. Computers &amp; Education, April, 42(3):289-314. ==== Related terms ==== Pervasive Learning, Ubiquitous learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Related documents ==== Naismith, L., Lonsdale, P., Vavoula, G. &amp; Sharples, M. [http://www.telearn.org/open-archive/search?resource=64] (2005) Literature Review in Mobile Technologies and Learning. Report 11, NESTA Futurelab. Bristol: NESTA Futurelab. Shuler, C. [http://www.telearn.org/open-archive/browse?resource=6901_v1] (2009). Pockets of Potential: Using Mobile Technologies to Promote Children's Learning. New York: Joan Ganz Cooney Center at Sesame Workshop <br> ► [[TEL Dictionary entries]] 1050 1049 2013-01-25T17:36:21Z Balacheff 4 /* Disciplinary issues */ wikitext text/x-wiki <u>Draft 2</u> '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== Any sort of [technology enhanced] learning that happens when the learner is not at a fixed, predetermined location or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies.. ==== Comments in the history ==== In the early 1970s Alan Kay and colleagues proposed the concept of a Dynabook as a "personal dynamic medium the size of a notebook". That group developed the desktop computer as an "interim Dynabook" and the Smalltalk language as its communications system. In 1991 Apple Classrooms of Tomorrow used a tablet computers connected by a wireless network to communicate between children on a field trip and others located in the school 15 miles away. Two projects funded in the early 2000s by the European commission - MOBIlearn and M-learning - established mobile learning in Europe, leading to the mLearn, WMUTE, and IADIS Mobile Learning international conference series and establishment of the ''International Association for Mobile Learning''. ==== Related terms ==== Pervasive Learning, Ubiquitous Learning, Seamless Learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== The definition above, adapted from O’Malley et al. (2003), is generally accepted. It indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment. The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts. Mobile technologies, and mobility of learning, are ‘boundary objects’ with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context’ for mobile learning can be seen from a technology perspective as an integration of data sources or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning. ==== Key references ==== Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. [http://www.telearn.org/open-archive/browse?resource=6875_v1] (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others [http://www.telearn.org/open-archive/search?resource=827] (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. Nardi, B. A. [http://www.telearn.org/open-archive/browse?resource=6897_v1] (1996). Studying context: a comparison of activity theory, situated action models, and distributed cognition. In B. A. Nardi, (ed.) Context and Consciousness: Activity theory and Human-Computer interaction, Cambridge, MA: MIT Press, pp. 69-102. O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. [http://www.telearn.org/open-archive/browse?resource=6880_v1] (2005). ‘Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. Roschelle, J., &amp; Pea, R. [http://www.telearn.org/open-archive/search?resource=805] (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. Sharples, M., Taylor, J., &amp; Vavoula, G. [http://www.telearn.org/open-archive/search?resource=215_v1] (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. Star S.L. &amp; Griesemer J.R. [http://www.telearn.org/open-archive/browse?resource=7135_v1] (1989). Institutional Ecology, 'Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science, 19 (4): 387-420. doi:10.1177/030631289019003001 Traxler J. &amp; Leach J. [http://www.telearn.org/open-archive/browse?resource=7136_v1] (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. Want, R., Hopper, A., Falcao, V., and Gibbons, J. [http://www.telearn.org/open-archive/browse?resource=7139_v1] (1992). The Active Badge Location system: ACM Transactions on Information Systems, 10(1), pp. 91-102. Zurita G., Nussbaum M., [http://www.telearn.org/open-archive/browse?resource=7140_v1] (2004) Computer supported collaborative learning using wirelessly interconnected handheld computers. Computers &amp; Education, April, 42(3):289-314. ==== Related terms ==== Pervasive Learning, Ubiquitous learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Related documents ==== Naismith, L., Lonsdale, P., Vavoula, G. &amp; Sharples, M. [http://www.telearn.org/open-archive/search?resource=64] (2005) Literature Review in Mobile Technologies and Learning. Report 11, NESTA Futurelab. Bristol: NESTA Futurelab. Shuler, C. [http://www.telearn.org/open-archive/browse?resource=6901_v1] (2009). Pockets of Potential: Using Mobile Technologies to Promote Children's Learning. New York: Joan Ganz Cooney Center at Sesame Workshop <br> ► [[TEL Dictionary entries]] 1049 1048 2013-01-25T17:35:15Z Balacheff 4 /* Comments in the history */ wikitext text/x-wiki <u>Draft 2</u> '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== Any sort of [technology enhanced] learning that happens when the learner is not at a fixed, predetermined location or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies.. ==== Comments in the history ==== In the early 1970s Alan Kay and colleagues proposed the concept of a Dynabook as a "personal dynamic medium the size of a notebook". That group developed the desktop computer as an "interim Dynabook" and the Smalltalk language as its communications system. In 1991 Apple Classrooms of Tomorrow used a tablet computers connected by a wireless network to communicate between children on a field trip and others located in the school 15 miles away. Two projects funded in the early 2000s by the European commission - MOBIlearn and M-learning - established mobile learning in Europe, leading to the mLearn, WMUTE, and IADIS Mobile Learning international conference series and establishment of the ''International Association for Mobile Learning''. ==== Related terms ==== Pervasive Learning, Ubiquitous Learning, Seamless Learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== Mobile technologies, and mobility of learning, are ‘boundary objects' (Star, 1989) with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context' for mobile learning can be seen from a technology perspective as an integration of data sources (Want, 1992) or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology (Nardi, 1995). Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning. ==== Key references ==== Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. [http://www.telearn.org/open-archive/browse?resource=6875_v1] (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others [http://www.telearn.org/open-archive/search?resource=827] (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. Nardi, B. A. [http://www.telearn.org/open-archive/browse?resource=6897_v1] (1996). Studying context: a comparison of activity theory, situated action models, and distributed cognition. In B. A. Nardi, (ed.) Context and Consciousness: Activity theory and Human-Computer interaction, Cambridge, MA: MIT Press, pp. 69-102. O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. [http://www.telearn.org/open-archive/browse?resource=6880_v1] (2005). ‘Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. Roschelle, J., &amp; Pea, R. [http://www.telearn.org/open-archive/search?resource=805] (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. Sharples, M., Taylor, J., &amp; Vavoula, G. [http://www.telearn.org/open-archive/search?resource=215_v1] (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. Star S.L. &amp; Griesemer J.R. [http://www.telearn.org/open-archive/browse?resource=7135_v1] (1989). Institutional Ecology, 'Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science, 19 (4): 387-420. doi:10.1177/030631289019003001 Traxler J. &amp; Leach J. [http://www.telearn.org/open-archive/browse?resource=7136_v1] (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. Want, R., Hopper, A., Falcao, V., and Gibbons, J. [http://www.telearn.org/open-archive/browse?resource=7139_v1] (1992). The Active Badge Location system: ACM Transactions on Information Systems, 10(1), pp. 91-102. Zurita G., Nussbaum M., [http://www.telearn.org/open-archive/browse?resource=7140_v1] (2004) Computer supported collaborative learning using wirelessly interconnected handheld computers. Computers &amp; Education, April, 42(3):289-314. ==== Related terms ==== Pervasive Learning, Ubiquitous learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Related documents ==== Naismith, L., Lonsdale, P., Vavoula, G. &amp; Sharples, M. [http://www.telearn.org/open-archive/search?resource=64] (2005) Literature Review in Mobile Technologies and Learning. Report 11, NESTA Futurelab. Bristol: NESTA Futurelab. Shuler, C. [http://www.telearn.org/open-archive/browse?resource=6901_v1] (2009). Pockets of Potential: Using Mobile Technologies to Promote Children's Learning. New York: Joan Ganz Cooney Center at Sesame Workshop <br> ► [[TEL Dictionary entries]] 1048 1047 2013-01-25T17:33:54Z Balacheff 4 /* Definition */ wikitext text/x-wiki <u>Draft 2</u> '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== Any sort of [technology enhanced] learning that happens when the learner is not at a fixed, predetermined location or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies.. ==== Comments in the history ==== In the early 1970s Alan Kay and colleagues proposed the concept of a Dynabook as a "personal dynamic medium the size of a notebook". That group developed the desktop computer as an "interim Dynabook" and the Smalltalk language as its communications system. In 1991 Apple Classrooms of Tomorrow used a tablet computers connected by a wireless network to communicate between children on a field trip and others located in the school 15 miles away. Two projects funded in the early 2000s by the European commission - MOBIlearn and M-learning - established mobile learning in Europe, leading to the mLearn, WMUTE, and IADIS Mobile Learning international conference series and establishment of the ''International Association for Mobile Learning''. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== Mobile technologies, and mobility of learning, are ‘boundary objects' (Star, 1989) with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context' for mobile learning can be seen from a technology perspective as an integration of data sources (Want, 1992) or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology (Nardi, 1995). Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning. ==== Key references ==== Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. [http://www.telearn.org/open-archive/browse?resource=6875_v1] (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others [http://www.telearn.org/open-archive/search?resource=827] (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. Nardi, B. A. [http://www.telearn.org/open-archive/browse?resource=6897_v1] (1996). Studying context: a comparison of activity theory, situated action models, and distributed cognition. In B. A. Nardi, (ed.) Context and Consciousness: Activity theory and Human-Computer interaction, Cambridge, MA: MIT Press, pp. 69-102. O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. [http://www.telearn.org/open-archive/browse?resource=6880_v1] (2005). ‘Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. Roschelle, J., &amp; Pea, R. [http://www.telearn.org/open-archive/search?resource=805] (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. Sharples, M., Taylor, J., &amp; Vavoula, G. [http://www.telearn.org/open-archive/search?resource=215_v1] (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. Star S.L. &amp; Griesemer J.R. [http://www.telearn.org/open-archive/browse?resource=7135_v1] (1989). Institutional Ecology, 'Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science, 19 (4): 387-420. doi:10.1177/030631289019003001 Traxler J. &amp; Leach J. [http://www.telearn.org/open-archive/browse?resource=7136_v1] (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. Want, R., Hopper, A., Falcao, V., and Gibbons, J. [http://www.telearn.org/open-archive/browse?resource=7139_v1] (1992). The Active Badge Location system: ACM Transactions on Information Systems, 10(1), pp. 91-102. Zurita G., Nussbaum M., [http://www.telearn.org/open-archive/browse?resource=7140_v1] (2004) Computer supported collaborative learning using wirelessly interconnected handheld computers. Computers &amp; Education, April, 42(3):289-314. ==== Related terms ==== Pervasive Learning, Ubiquitous learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Related documents ==== Naismith, L., Lonsdale, P., Vavoula, G. &amp; Sharples, M. [http://www.telearn.org/open-archive/search?resource=64] (2005) Literature Review in Mobile Technologies and Learning. Report 11, NESTA Futurelab. Bristol: NESTA Futurelab. Shuler, C. [http://www.telearn.org/open-archive/browse?resource=6901_v1] (2009). Pockets of Potential: Using Mobile Technologies to Promote Children's Learning. New York: Joan Ganz Cooney Center at Sesame Workshop <br> ► [[TEL Dictionary entries]] 1047 739 2013-01-25T17:30:15Z Balacheff 4 /* Definition */ wikitext text/x-wiki <u>Draft 2</u> '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== Any sort of [technology enhanced] learning that happens when the learner is not at a fixed, predetermined location or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies.. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== Mobile technologies, and mobility of learning, are ‘boundary objects' (Star, 1989) with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context' for mobile learning can be seen from a technology perspective as an integration of data sources (Want, 1992) or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology (Nardi, 1995). Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning. ==== Key references ==== Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. [http://www.telearn.org/open-archive/browse?resource=6875_v1] (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others [http://www.telearn.org/open-archive/search?resource=827] (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. Nardi, B. A. [http://www.telearn.org/open-archive/browse?resource=6897_v1] (1996). Studying context: a comparison of activity theory, situated action models, and distributed cognition. In B. A. Nardi, (ed.) Context and Consciousness: Activity theory and Human-Computer interaction, Cambridge, MA: MIT Press, pp. 69-102. O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. [http://www.telearn.org/open-archive/browse?resource=6880_v1] (2005). ‘Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. Roschelle, J., &amp; Pea, R. [http://www.telearn.org/open-archive/search?resource=805] (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. Sharples, M., Taylor, J., &amp; Vavoula, G. [http://www.telearn.org/open-archive/search?resource=215_v1] (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. Star S.L. &amp; Griesemer J.R. [http://www.telearn.org/open-archive/browse?resource=7135_v1] (1989). Institutional Ecology, 'Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science, 19 (4): 387-420. doi:10.1177/030631289019003001 Traxler J. &amp; Leach J. [http://www.telearn.org/open-archive/browse?resource=7136_v1] (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. Want, R., Hopper, A., Falcao, V., and Gibbons, J. [http://www.telearn.org/open-archive/browse?resource=7139_v1] (1992). The Active Badge Location system: ACM Transactions on Information Systems, 10(1), pp. 91-102. Zurita G., Nussbaum M., [http://www.telearn.org/open-archive/browse?resource=7140_v1] (2004) Computer supported collaborative learning using wirelessly interconnected handheld computers. Computers &amp; Education, April, 42(3):289-314. ==== Related terms ==== Pervasive Learning, Ubiquitous learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Related documents ==== Naismith, L., Lonsdale, P., Vavoula, G. &amp; Sharples, M. [http://www.telearn.org/open-archive/search?resource=64] (2005) Literature Review in Mobile Technologies and Learning. Report 11, NESTA Futurelab. Bristol: NESTA Futurelab. Shuler, C. [http://www.telearn.org/open-archive/browse?resource=6901_v1] (2009). Pockets of Potential: Using Mobile Technologies to Promote Children's Learning. New York: Joan Ganz Cooney Center at Sesame Workshop <br> ► [[TEL Dictionary entries]] 739 738 2012-02-10T10:38:30Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 2</u> '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== A generally accepted definition is: :Any sort of [technology enhanced] learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies. (Adapted from O'Malley et al., 2003). This indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment. The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== Mobile technologies, and mobility of learning, are ‘boundary objects' (Star, 1989) with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context' for mobile learning can be seen from a technology perspective as an integration of data sources (Want, 1992) or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology (Nardi, 1995). Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning. ==== Key references ==== Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. [http://www.telearn.org/open-archive/browse?resource=6875_v1] (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others [http://www.telearn.org/open-archive/search?resource=827] (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. Nardi, B. A. [http://www.telearn.org/open-archive/browse?resource=6897_v1] (1996). Studying context: a comparison of activity theory, situated action models, and distributed cognition. In B. A. Nardi, (ed.) Context and Consciousness: Activity theory and Human-Computer interaction, Cambridge, MA: MIT Press, pp. 69-102. O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. [http://www.telearn.org/open-archive/browse?resource=6880_v1] (2005). ‘Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. Roschelle, J., &amp; Pea, R. [http://www.telearn.org/open-archive/search?resource=805] (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. Sharples, M., Taylor, J., &amp; Vavoula, G. [http://www.telearn.org/open-archive/search?resource=215_v1] (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. Star S.L. &amp; Griesemer J.R. [http://www.telearn.org/open-archive/browse?resource=7135_v1] (1989). Institutional Ecology, 'Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science, 19 (4): 387-420. doi:10.1177/030631289019003001 Traxler J. &amp; Leach J. [http://www.telearn.org/open-archive/browse?resource=7136_v1] (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. Want, R., Hopper, A., Falcao, V., and Gibbons, J. [http://www.telearn.org/open-archive/browse?resource=7139_v1] (1992). The Active Badge Location system: ACM Transactions on Information Systems, 10(1), pp. 91-102. Zurita G., Nussbaum M., [http://www.telearn.org/open-archive/browse?resource=7140_v1] (2004) Computer supported collaborative learning using wirelessly interconnected handheld computers. Computers &amp; Education, April, 42(3):289-314. ==== Related terms ==== Pervasive Learning, Ubiquitous learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Related documents ==== Naismith, L., Lonsdale, P., Vavoula, G. &amp; Sharples, M. [http://www.telearn.org/open-archive/search?resource=64] (2005) Literature Review in Mobile Technologies and Learning. Report 11, NESTA Futurelab. Bristol: NESTA Futurelab. Shuler, C. [http://www.telearn.org/open-archive/browse?resource=6901_v1] (2009). Pockets of Potential: Using Mobile Technologies to Promote Children's Learning. New York: Joan Ganz Cooney Center at Sesame Workshop <br> ► [[TEL Dictionary entries]] 738 737 2012-02-10T10:24:59Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 2</u> '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== A generally accepted definition is: :Any sort of [technology enhanced] learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies. (Adapted from O'Malley et al., 2003). This indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment. The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== Mobile technologies, and mobility of learning, are ‘boundary objects' (Star, 1989) with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context' for mobile learning can be seen from a technology perspective as an integration of data sources (Want, 1992) or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology (Nardi, 1995). Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning. ==== Key references ==== Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. [http://www.telearn.org/open-archive/browse?resource=6875_v1] (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others [http://www.telearn.org/open-archive/search?resource=827] (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. Nardi, B. A. [http://www.telearn.org/open-archive/browse?resource=6897_v1] (1996). Studying context: a comparison of activity theory, situated action models, and distributed cognition. In B. A. Nardi, (ed.) Context and Consciousness: Activity theory and Human-Computer interaction, Cambridge, MA: MIT Press, pp. 69-102. O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. [http://www.telearn.org/open-archive/browse?resource=6880_v1] (2005). ‘Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. Roschelle, J., &amp; Pea, R. [http://www.telearn.org/open-archive/search?resource=805] (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. Sharples, M., Taylor, J., &amp; Vavoula, G. [http://www.telearn.org/open-archive/search?resource=215_v1] (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. Star S.L. &amp; Griesemer J.R. [http://www.telearn.org/open-archive/browse?resource=7135_v1] (1989). Institutional Ecology, 'Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science, 19 (4): 387-420. doi:10.1177/030631289019003001 Traxler J. &amp; Leach J. [http://www.telearn.org/open-archive/browse?resource=7136_v1] (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. Want, R., Hopper, A., Falcao, V., and Gibbons, J. [http://www.telearn.org/open-archive/browse?resource=7139_v1] (1992). The Active Badge Location system: ACM Transactions on Information Systems, 10(1), pp. 91-102. Zurita G., Nussbaum M., (2004) Computer supported collaborative learning using wirelessly interconnected handheld computers. Computers &amp; Education, April, 42(3):289-314. ==== Related terms ==== Pervasive Learning, Ubiquitous learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Related documents ==== Naismith, L., Lonsdale, P., Vavoula, G. &amp; Sharples, M. [http://www.telearn.org/open-archive/search?resource=64] (2005) Literature Review in Mobile Technologies and Learning. Report 11, NESTA Futurelab. Bristol: NESTA Futurelab. Shuler, C. [http://www.telearn.org/open-archive/browse?resource=6901_v1] (2009). Pockets of Potential: Using Mobile Technologies to Promote Children's Learning. New York: Joan Ganz Cooney Center at Sesame Workshop <br> ► [[TEL Dictionary entries]] 737 727 2012-02-10T10:12:46Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 2</u> '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== A generally accepted definition is: :Any sort of [technology enhanced] learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies. (Adapted from O'Malley et al., 2003). This indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment. The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== Mobile technologies, and mobility of learning, are ‘boundary objects' (Star, 1989) with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context' for mobile learning can be seen from a technology perspective as an integration of data sources (Want, 1992) or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology (Nardi, 1995). Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning. ==== Key references ==== Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. [http://www.telearn.org/open-archive/browse?resource=6875_v1] (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others [http://www.telearn.org/open-archive/search?resource=827] (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. Nardi, B. A. [http://www.telearn.org/open-archive/browse?resource=6897_v1] (1996). Studying context: a comparison of activity theory, situated action models, and distributed cognition. In B. A. Nardi, (ed.) Context and Consciousness: Activity theory and Human-Computer interaction, Cambridge, MA: MIT Press, pp. 69-102. O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. [http://www.telearn.org/open-archive/browse?resource=6880_v1] (2005). ‘Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. Roschelle, J., &amp; Pea, R. [http://www.telearn.org/open-archive/search?resource=805] (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. Sharples, M., Taylor, J., &amp; Vavoula, G. [http://www.telearn.org/open-archive/search?resource=215_v1] (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. Star S.L. &amp; Griesemer J.R. [http://www.telearn.org/open-archive/browse?resource=7135_v1] (1989). Institutional Ecology, 'Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science, 19 (4): 387-420. doi:10.1177/030631289019003001 Traxler J. &amp; Leach J. [http://www.telearn.org/open-archive/browse?resource=7136_v1] (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. Want, R., Hopper, A., Falcao, V., and Gibbons, J. [http://www.telearn.org/open-archive/browse?resource=7139_v1] (1992). The Active Badge Location system: ACM Transactions on Information Systems, 10(1), pp. 91-102. Zurita G., Nussbaum M., (2004) MCSCL: Mobile Computer Supported Collaborative Learning. Computers &amp; Education, April, 42(3):289-314. ==== Related terms ==== Pervasive Learning, Ubiquitous learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Related documents ==== Naismith, L., Lonsdale, P., Vavoula, G. &amp; Sharples, M. [http://www.telearn.org/open-archive/search?resource=64] (2005) Literature Review in Mobile Technologies and Learning. Report 11, NESTA Futurelab. Bristol: NESTA Futurelab. Shuler, C. [http://www.telearn.org/open-archive/browse?resource=6901_v1] (2009). Pockets of Potential: Using Mobile Technologies to Promote Children's Learning. New York: Joan Ganz Cooney Center at Sesame Workshop <br> ► [[TEL Dictionary entries]] 727 726 2012-02-09T16:21:33Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 2</u> '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== A generally accepted definition is: :Any sort of [technology enhanced] learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies. (Adapted from O'Malley et al., 2003). This indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment. The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== Mobile technologies, and mobility of learning, are ‘boundary objects' (Star, 1989) with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context' for mobile learning can be seen from a technology perspective as an integration of data sources (Want, 1992) or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology (Nardi, 1995). Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning. ==== Key references ==== Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. [http://www.telearn.org/open-archive/browse?resource=6875_v1] (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others [http://www.telearn.org/open-archive/search?resource=827] (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. Nardi, B. A. [http://www.telearn.org/open-archive/browse?resource=6897_v1] (1996). Studying context: a comparison of activity theory, situated action models, and distributed cognition. In B. A. Nardi, (ed.) Context and Consciousness: Activity theory and Human-Computer interaction, Cambridge, MA: MIT Press, pp. 69-102. O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. [http://www.telearn.org/open-archive/browse?resource=6880_v1] (2005). ‘Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. Roschelle, J., &amp; Pea, R. [http://www.telearn.org/open-archive/search?resource=805] (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. Sharples, M., Taylor, J., &amp; Vavoula, G. [http://www.telearn.org/open-archive/search?resource=215_v1] (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. Star S.L. &amp; Griesemer J.R. [http://www.telearn.org/open-archive/browse?resource=7135_v1] (1989). Institutional Ecology, 'Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science, 19 (4): 387-420. doi:10.1177/030631289019003001 Traxler J. &amp; Leach J. [http://www.telearn.org/open-archive/browse?resource=7136_v1] (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. Want, R., Hopper, A., Falcao, V., and Gibbons, J. (1992). The Active Badge Location system: ACM Transactions on Information Systems, 10(1), pp. 91-102. Zurita G., Nussbaum M., (2004) MCSCL: Mobile Computer Supported Collaborative Learning. Computers &amp; Education, April, 42(3):289-314. ==== Related terms ==== Pervasive Learning, Ubiquitous learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Related documents ==== Naismith, L., Lonsdale, P., Vavoula, G. &amp; Sharples, M. [http://www.telearn.org/open-archive/search?resource=64] (2005) Literature Review in Mobile Technologies and Learning. Report 11, NESTA Futurelab. Bristol: NESTA Futurelab. Shuler, C. [http://www.telearn.org/open-archive/browse?resource=6901_v1] (2009). Pockets of Potential: Using Mobile Technologies to Promote Children's Learning. New York: Joan Ganz Cooney Center at Sesame Workshop <br> ► [[TEL Dictionary entries]] 726 491 2012-02-09T15:37:35Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 2</u> '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== A generally accepted definition is: :Any sort of [technology enhanced] learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies. (Adapted from O'Malley et al., 2003). This indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment. The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== Mobile technologies, and mobility of learning, are ‘boundary objects' (Star, 1989) with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context' for mobile learning can be seen from a technology perspective as an integration of data sources (Want, 1992) or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology (Nardi, 1995). Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning. ==== Key references ==== Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. [http://www.telearn.org/open-archive/browse?resource=6875_v1] (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others [http://www.telearn.org/open-archive/search?resource=827] (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. Nardi, B. A. [http://www.telearn.org/open-archive/browse?resource=6897_v1] (1996). Studying context: a comparison of activity theory, situated action models, and distributed cognition. In B. A. Nardi, (ed.) Context and Consciousness: Activity theory and Human-Computer interaction, Cambridge, MA: MIT Press, pp. 69-102. O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. [http://www.telearn.org/open-archive/browse?resource=6880_v1] (2005). ‘Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. Roschelle, J., &amp; Pea, R. [http://www.telearn.org/open-archive/search?resource=805] (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. Sharples, M., Taylor, J., &amp; Vavoula, G. [http://www.telearn.org/open-archive/search?resource=215_v1] (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. Star S.L. &amp; Griesemer J.R. [http://www.telearn.org/open-archive/browse?resource=7135_v1] (1989). Institutional Ecology, 'Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science, 19 (4): 387-420. doi:10.1177/030631289019003001 Traxler J. &amp; Leach J. (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. Want, R., Hopper, A., Falcao, V., and Gibbons, J. (1992). The Active Badge Location system: ACM Transactions on Information Systems, 10(1), pp. 91-102. Zurita G., Nussbaum M., (2004) MCSCL: Mobile Computer Supported Collaborative Learning. Computers &amp; Education, April, 42(3):289-314. ==== Related terms ==== Pervasive Learning, Ubiquitous learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Related documents ==== Naismith, L., Lonsdale, P., Vavoula, G. &amp; Sharples, M. [http://www.telearn.org/open-archive/search?resource=64] (2005) Literature Review in Mobile Technologies and Learning. Report 11, NESTA Futurelab. Bristol: NESTA Futurelab. Shuler, C. [http://www.telearn.org/open-archive/browse?resource=6901_v1] (2009). Pockets of Potential: Using Mobile Technologies to Promote Children's Learning. New York: Joan Ganz Cooney Center at Sesame Workshop <br> ► [[TEL Dictionary entries]] 491 485 2011-11-16T14:10:34Z Manon 3 /* Related documents */ wikitext text/x-wiki <u>Draft 2</u> '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== A generally accepted definition is: :Any sort of [technology enhanced] learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies. (Adapted from O'Malley et al., 2003). This indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment. The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== Mobile technologies, and mobility of learning, are ‘boundary objects' (Star, 1989) with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context' for mobile learning can be seen from a technology perspective as an integration of data sources (Want, 1992) or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology (Nardi, 1995). Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning. ==== Key references ==== Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. [http://www.telearn.org/open-archive/browse?resource=6875_v1] (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others [http://www.telearn.org/open-archive/search?resource=827] (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. Nardi, B. A. [http://www.telearn.org/open-archive/browse?resource=6897_v1] (1996). Studying context: a comparison of activity theory, situated action models, and distributed cognition. In B. A. Nardi, (ed.) Context and Consciousness: Activity theory and Human-Computer interaction, Cambridge, MA: MIT Press, pp. 69-102. O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. [http://www.telearn.org/open-archive/browse?resource=6880_v1] (2005). ‘Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. Roschelle, J., &amp; Pea, R. [http://www.telearn.org/open-archive/search?resource=805] (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. Sharples, M., Taylor, J., &amp; Vavoula, G. [http://www.telearn.org/open-archive/search?resource=215_v1] (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. Star S.L. &amp; Griesemer J.R. (1989). Institutional Ecology, 'Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science, 19 (4): 387-420. doi:10.1177/030631289019003001 Traxler J. &amp; Leach J. (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. Want, R., Hopper, A., Falcao, V., and Gibbons, J. (1992). The Active Badge Location system: ACM Transactions on Information Systems, 10(1), pp. 91-102. Zurita G., Nussbaum M., (2004) MCSCL: Mobile Computer Supported Collaborative Learning. Computers &amp; Education, April, 42(3):289-314. ==== Related terms ==== Pervasive Learning, Ubiquitous learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Related documents ==== Naismith, L., Lonsdale, P., Vavoula, G. &amp; Sharples, M. [http://www.telearn.org/open-archive/search?resource=64] (2005) Literature Review in Mobile Technologies and Learning. Report 11, NESTA Futurelab. Bristol: NESTA Futurelab. Shuler, C. [http://www.telearn.org/open-archive/browse?resource=6901_v1] (2009). Pockets of Potential: Using Mobile Technologies to Promote Children's Learning. New York: Joan Ganz Cooney Center at Sesame Workshop <br> ► [[TEL Dictionary entries]] 485 484 2011-11-09T09:51:14Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 2</u> '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== A generally accepted definition is: :Any sort of [technology enhanced] learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies. (Adapted from O'Malley et al., 2003). This indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment. The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== Mobile technologies, and mobility of learning, are ‘boundary objects' (Star, 1989) with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context' for mobile learning can be seen from a technology perspective as an integration of data sources (Want, 1992) or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology (Nardi, 1995). Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning. ==== Key references ==== Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. [http://www.telearn.org/open-archive/browse?resource=6875_v1] (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others [http://www.telearn.org/open-archive/search?resource=827] (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. Nardi, B. A. [http://www.telearn.org/open-archive/browse?resource=6897_v1] (1996). Studying context: a comparison of activity theory, situated action models, and distributed cognition. In B. A. Nardi, (ed.) Context and Consciousness: Activity theory and Human-Computer interaction, Cambridge, MA: MIT Press, pp. 69-102. O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. [http://www.telearn.org/open-archive/browse?resource=6880_v1] (2005). ‘Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. Roschelle, J., &amp; Pea, R. [http://www.telearn.org/open-archive/search?resource=805] (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. Sharples, M., Taylor, J., &amp; Vavoula, G. [http://www.telearn.org/open-archive/search?resource=215_v1] (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. Star S.L. &amp; Griesemer J.R. (1989). Institutional Ecology, 'Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science, 19 (4): 387-420. doi:10.1177/030631289019003001 Traxler J. &amp; Leach J. (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. Want, R., Hopper, A., Falcao, V., and Gibbons, J. (1992). The Active Badge Location system: ACM Transactions on Information Systems, 10(1), pp. 91-102. Zurita G., Nussbaum M., (2004) MCSCL: Mobile Computer Supported Collaborative Learning. Computers &amp; Education, April, 42(3):289-314. ==== Related terms ==== Pervasive Learning, Ubiquitous learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Related documents ==== Naismith, L., Lonsdale, P., Vavoula, G. &amp; Sharples, M. [http://www.telearn.org/open-archive/search?resource=64] (2005) Literature Review in Mobile Technologies and Learning. Report 11, NESTA Futurelab. Bristol: NESTA Futurelab. Shuler, C. (2009). Pockets of Potential: Using Mobile Technologies to Promote Children's Learning. New York: Joan Ganz Cooney Center at Sesame Workshop <br> ► [[TEL Dictionary entries]] 484 479 2011-11-09T09:11:56Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 2</u> '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== A generally accepted definition is: :Any sort of [technology enhanced] learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies. (Adapted from O'Malley et al., 2003). This indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment. The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== Mobile technologies, and mobility of learning, are ‘boundary objects' (Star, 1989) with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context' for mobile learning can be seen from a technology perspective as an integration of data sources (Want, 1992) or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology (Nardi, 1995). Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning. ==== Key references ==== Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. [http://www.telearn.org/open-archive/browse?resource=6875_v1] (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others [http://www.telearn.org/open-archive/search?resource=827] (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. Nardi, B. A. (1995). Studying context: a comparison of activity theory, situated action models, and distributed cognition. In B. A. Nardi, (ed.) Context and Consciousness: Activity theory and Human-Computer interaction, Cambridge, MA: MIT Press, pp. 69-102. O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. [http://www.telearn.org/open-archive/browse?resource=6880_v1] (2005). ‘Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. Roschelle, J., &amp; Pea, R. [http://www.telearn.org/open-archive/search?resource=805] (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. Sharples, M., Taylor, J., &amp; Vavoula, G. [http://www.telearn.org/open-archive/search?resource=215_v1] (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. Star S.L. &amp; Griesemer J.R. (1989). Institutional Ecology, 'Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science, 19 (4): 387-420. doi:10.1177/030631289019003001 Traxler J. &amp; Leach J. (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. Want, R., Hopper, A., Falcao, V., and Gibbons, J. (1992). The Active Badge Location system: ACM Transactions on Information Systems, 10(1), pp. 91-102. Zurita G., Nussbaum M., (2004) MCSCL: Mobile Computer Supported Collaborative Learning. Computers &amp; Education, April, 42(3):289-314. ==== Related terms ==== Pervasive Learning, Ubiquitous learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Related documents ==== Naismith, L., Lonsdale, P., Vavoula, G. &amp; Sharples, M. [http://www.telearn.org/open-archive/search?resource=64] (2005) Literature Review in Mobile Technologies and Learning. Report 11, NESTA Futurelab. Bristol: NESTA Futurelab. Shuler, C. (2009). Pockets of Potential: Using Mobile Technologies to Promote Children's Learning. New York: Joan Ganz Cooney Center at Sesame Workshop <br> ► [[TEL Dictionary entries]] 479 475 2011-11-08T08:03:10Z Manon 3 /* Related documents */ wikitext text/x-wiki <u>Draft 2</u> '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== A generally accepted definition is: :Any sort of [technology enhanced] learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies. (Adapted from O'Malley et al., 2003). This indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment. The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== Mobile technologies, and mobility of learning, are ‘boundary objects' (Star, 1989) with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context' for mobile learning can be seen from a technology perspective as an integration of data sources (Want, 1992) or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology (Nardi, 1995). Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning. ==== Key references ==== Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. [http://www.telearn.org/open-archive/browse?resource=6875_v1] (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. Nardi, B. A. (1995). Studying context: a comparison of activity theory, situated action models, and distributed cognition. In B. A. Nardi, (ed.) Context and Consciousness: Activity theory and Human-Computer interaction, Cambridge, MA: MIT Press, pp. 69-102. O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. [http://www.telearn.org/open-archive/browse?resource=6880_v1] (2005). ‘Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. Roschelle, J., &amp; Pea, R. [http://www.telearn.org/open-archive/search?resource=805] (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. Sharples, M., Taylor, J., &amp; Vavoula, G. [http://www.telearn.org/open-archive/search?resource=215_v1] (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. Star S.L. &amp; Griesemer J.R. (1989). Institutional Ecology, 'Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science, 19 (4): 387-420. doi:10.1177/030631289019003001 Traxler J. &amp; Leach J. (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. Want, R., Hopper, A., Falcao, V., and Gibbons, J. (1992). The Active Badge Location system: ACM Transactions on Information Systems, 10(1), pp. 91-102. Zurita G., Nussbaum M., (2004) MCSCL: Mobile Computer Supported Collaborative Learning. Computers &amp; Education, April, 42(3):289-314. ==== Related terms ==== Pervasive Learning, Ubiquitous learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Related documents ==== Naismith, L., Lonsdale, P., Vavoula, G. &amp; Sharples, M. [http://www.telearn.org/open-archive/search?resource=64] (2005) Literature Review in Mobile Technologies and Learning. Report 11, NESTA Futurelab. Bristol: NESTA Futurelab. Shuler, C. (2009). Pockets of Potential: Using Mobile Technologies to Promote Children's Learning. New York: Joan Ganz Cooney Center at Sesame Workshop <br> ► [[TEL Dictionary entries]] 475 455 2011-10-27T07:18:43Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 2</u> '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== A generally accepted definition is: :Any sort of [technology enhanced] learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies. (Adapted from O'Malley et al., 2003). This indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment. The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== Mobile technologies, and mobility of learning, are ‘boundary objects' (Star, 1989) with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context' for mobile learning can be seen from a technology perspective as an integration of data sources (Want, 1992) or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology (Nardi, 1995). Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning. ==== Key references ==== Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. [http://www.telearn.org/open-archive/browse?resource=6875_v1] (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. Nardi, B. A. (1995). Studying context: a comparison of activity theory, situated action models, and distributed cognition. In B. A. Nardi, (ed.) Context and Consciousness: Activity theory and Human-Computer interaction, Cambridge, MA: MIT Press, pp. 69-102. O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. [http://www.telearn.org/open-archive/browse?resource=6880_v1] (2005). ‘Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. Roschelle, J., &amp; Pea, R. [http://www.telearn.org/open-archive/search?resource=805] (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. Sharples, M., Taylor, J., &amp; Vavoula, G. [http://www.telearn.org/open-archive/search?resource=215_v1] (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. Star S.L. &amp; Griesemer J.R. (1989). Institutional Ecology, 'Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science, 19 (4): 387-420. doi:10.1177/030631289019003001 Traxler J. &amp; Leach J. (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. Want, R., Hopper, A., Falcao, V., and Gibbons, J. (1992). The Active Badge Location system: ACM Transactions on Information Systems, 10(1), pp. 91-102. Zurita G., Nussbaum M., (2004) MCSCL: Mobile Computer Supported Collaborative Learning. Computers &amp; Education, April, 42(3):289-314. ==== Related terms ==== Pervasive Learning, Ubiquitous learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Related documents ==== Naismith, L., Lonsdale, P., Vavoula, G. &amp; Sharples, M. (2005) Literature Review in Mobile Technologies and Learning. Report 11, NESTA Futurelab. Bristol: NESTA Futurelab. Also available at http://www.nestafuturelab.org/research/reviews/reviews_11_and12/11_01.htm Shuler, C. (2009). Pockets of Potential: Using Mobile Technologies to Promote Children's Learning. New York: Joan Ganz Cooney Center at Sesame Workshop <br> ► [[TEL Dictionary entries]] 455 445 2011-10-21T13:43:34Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 2</u> '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== A generally accepted definition is: :Any sort of [technology enhanced] learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies. (Adapted from O'Malley et al., 2003). This indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment. The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== Mobile technologies, and mobility of learning, are ‘boundary objects' (Star, 1989) with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context' for mobile learning can be seen from a technology perspective as an integration of data sources (Want, 1992) or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology (Nardi, 1995). Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning. ==== Key references ==== Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. [http://www.telearn.org/open-archive/browse?resource=6875_v1] (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. Nardi, B. A. (1995). Studying context: a comparison of activity theory, situated action models, and distributed cognition. In B. A. Nardi, (ed.) Context and Consciousness: Activity theory and Human-Computer interaction, Cambridge, MA: MIT Press, pp. 69-102. O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. (2003). ‘Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. Available online at http://www.mobilearn.org/download/results/guidelines.pdf Roschelle, J., &amp; Pea, R. [http://www.telearn.org/open-archive/search?resource=805] (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. Sharples, M., Taylor, J., &amp; Vavoula, G. [http://www.telearn.org/open-archive/search?resource=215_v1] (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. Star S.L. &amp; Griesemer J.R. (1989). Institutional Ecology, 'Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science, 19 (4): 387-420. doi:10.1177/030631289019003001 Traxler J. &amp; Leach J. (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. Want, R., Hopper, A., Falcao, V., and Gibbons, J. (1992). The Active Badge Location system: ACM Transactions on Information Systems, 10(1), pp. 91-102. Zurita G., Nussbaum M., (2004) MCSCL: Mobile Computer Supported Collaborative Learning. Computers &amp; Education, April, 42(3):289-314. ==== Related terms ==== Pervasive Learning, Ubiquitous learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Related documents ==== Naismith, L., Lonsdale, P., Vavoula, G. &amp; Sharples, M. (2005) Literature Review in Mobile Technologies and Learning. Report 11, NESTA Futurelab. Bristol: NESTA Futurelab. Also available at http://www.nestafuturelab.org/research/reviews/reviews_11_and12/11_01.htm Shuler, C. (2009). Pockets of Potential: Using Mobile Technologies to Promote Children's Learning. New York: Joan Ganz Cooney Center at Sesame Workshop <br> ► [[TEL Dictionary entries]] 445 438 2011-10-18T14:00:53Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 2</u> '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== A generally accepted definition is: :Any sort of [technology enhanced] learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies. (Adapted from O'Malley et al., 2003). This indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment. The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== Mobile technologies, and mobility of learning, are ‘boundary objects' (Star, 1989) with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context' for mobile learning can be seen from a technology perspective as an integration of data sources (Want, 1992) or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology (Nardi, 1995). Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning. ==== Key references ==== Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. Nardi, B. A. (1995). Studying context: a comparison of activity theory, situated action models, and distributed cognition. In B. A. Nardi, (ed.) Context and Consciousness: Activity theory and Human-Computer interaction, Cambridge, MA: MIT Press, pp. 69-102. O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. (2003). ‘Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. Available online at http://www.mobilearn.org/download/results/guidelines.pdf Roschelle, J., &amp; Pea, R. [http://www.telearn.org/open-archive/search?resource=805] (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. Sharples, M., Taylor, J., &amp; Vavoula, G. [http://www.telearn.org/open-archive/search?resource=215_v1] (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. Star S.L. &amp; Griesemer J.R. (1989). Institutional Ecology, 'Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science, 19 (4): 387-420. doi:10.1177/030631289019003001 Traxler J. &amp; Leach J. (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. Want, R., Hopper, A., Falcao, V., and Gibbons, J. (1992). The Active Badge Location system: ACM Transactions on Information Systems, 10(1), pp. 91-102. Zurita G., Nussbaum M., (2004) MCSCL: Mobile Computer Supported Collaborative Learning. Computers &amp; Education, April, 42(3):289-314. ==== Related terms ==== Pervasive Learning, Ubiquitous learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Related documents ==== Naismith, L., Lonsdale, P., Vavoula, G. &amp; Sharples, M. (2005) Literature Review in Mobile Technologies and Learning. Report 11, NESTA Futurelab. Bristol: NESTA Futurelab. Also available at http://www.nestafuturelab.org/research/reviews/reviews_11_and12/11_01.htm Shuler, C. (2009). Pockets of Potential: Using Mobile Technologies to Promote Children's Learning. New York: Joan Ganz Cooney Center at Sesame Workshop <br> ► [[TEL Dictionary entries]] 438 184 2011-09-28T12:57:06Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 2</u> '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== A generally accepted definition is: :Any sort of [technology enhanced] learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies. (Adapted from O'Malley et al., 2003). This indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment. The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== Mobile technologies, and mobility of learning, are ‘boundary objects' (Star, 1989) with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context' for mobile learning can be seen from a technology perspective as an integration of data sources (Want, 1992) or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology (Nardi, 1995). Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning. ==== Key references ==== Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. Nardi, B. A. (1995). Studying context: a comparison of activity theory, situated action models, and distributed cognition. In B. A. Nardi, (ed.) Context and Consciousness: Activity theory and Human-Computer interaction, Cambridge, MA: MIT Press, pp. 69-102. O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. (2003). ‘Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. Available online at http://www.mobilearn.org/download/results/guidelines.pdf Roschelle, J., &amp; Pea, R. [http://www.telearn.org/open-archive/search?resource=805] (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. Sharples, M., Taylor, J., &amp; Vavoula, G. (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. Star S.L. &amp; Griesemer J.R. (1989). Institutional Ecology, 'Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science, 19 (4): 387-420. doi:10.1177/030631289019003001 Traxler J. &amp; Leach J. (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. Want, R., Hopper, A., Falcao, V., and Gibbons, J. (1992). The Active Badge Location system: ACM Transactions on Information Systems, 10(1), pp. 91-102. Zurita G., Nussbaum M., (2004) MCSCL: Mobile Computer Supported Collaborative Learning. Computers &amp; Education, April, 42(3):289-314. ==== Related terms ==== Pervasive Learning, Ubiquitous learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Related documents ==== Naismith, L., Lonsdale, P., Vavoula, G. &amp; Sharples, M. (2005) Literature Review in Mobile Technologies and Learning. Report 11, NESTA Futurelab. Bristol: NESTA Futurelab. Also available at http://www.nestafuturelab.org/research/reviews/reviews_11_and12/11_01.htm Shuler, C. (2009). Pockets of Potential: Using Mobile Technologies to Promote Children's Learning. New York: Joan Ganz Cooney Center at Sesame Workshop <br> ► [[TEL Dictionary entries]] 184 141 2011-05-27T14:07:25Z Admin 1 wikitext text/x-wiki <u>Draft 2</u> '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== A generally accepted definition is: :Any sort of [technology enhanced] learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies. (Adapted from O'Malley et al., 2003). This indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment. The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== Mobile technologies, and mobility of learning, are ‘boundary objects' (Star, 1989) with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context' for mobile learning can be seen from a technology perspective as an integration of data sources (Want, 1992) or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology (Nardi, 1995). Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning. ==== Key references ==== Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. Nardi, B. A. (1995). Studying context: a comparison of activity theory, situated action models, and distributed cognition. In B. A. Nardi, (ed.) Context and Consciousness: Activity theory and Human-Computer interaction, Cambridge, MA: MIT Press, pp. 69-102. O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. (2003). ‘Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. Available online at http://www.mobilearn.org/download/results/guidelines.pdf Roschelle, J., &amp; Pea, R. (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. Sharples, M., Taylor, J., &amp; Vavoula, G. (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. Star S.L. &amp; Griesemer J.R. (1989). Institutional Ecology, 'Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science, 19 (4): 387-420. doi:10.1177/030631289019003001 Traxler J. &amp; Leach J. (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. Want, R., Hopper, A., Falcao, V., and Gibbons, J. (1992). The Active Badge Location system: ACM Transactions on Information Systems, 10(1), pp. 91-102. Zurita G., Nussbaum M., (2004) MCSCL: Mobile Computer Supported Collaborative Learning. Computers &amp; Education, April, 42(3):289-314. ==== Related terms ==== Pervasive Learning, Ubiquitous learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Related documents ==== Naismith, L., Lonsdale, P., Vavoula, G. &amp; Sharples, M. (2005) Literature Review in Mobile Technologies and Learning. Report 11, NESTA Futurelab. Bristol: NESTA Futurelab. Also available at http://www.nestafuturelab.org/research/reviews/reviews_11_and12/11_01.htm Shuler, C. (2009). Pockets of Potential: Using Mobile Technologies to Promote Children's Learning. New York: Joan Ganz Cooney Center at Sesame Workshop <br> ► [[TEL Dictionary entries]] 141 95 2011-05-26T08:16:30Z Admin 1 wikitext text/x-wiki '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== A generally accepted definition is: :Any sort of [technology enhanced] learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies. (Adapted from O'Malley et al., 2003). This indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment. The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== Mobile technologies, and mobility of learning, are ‘boundary objects' (Star, 1989) with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context' for mobile learning can be seen from a technology perspective as an integration of data sources (Want, 1992) or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology (Nardi, 1995). Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning.<br> ==== Key references ==== Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. Nardi, B. A. (1995). Studying context: a comparison of activity theory, situated action models, and distributed cognition. In B. A. Nardi, (ed.) Context and Consciousness: Activity theory and Human-Computer interaction, Cambridge, MA: MIT Press, pp. 69-102. O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. (2003). ‘Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. Available online at http://www.mobilearn.org/download/results/guidelines.pdf Roschelle, J., &amp; Pea, R. (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. Sharples, M., Taylor, J., &amp; Vavoula, G. (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. Star S.L. &amp; Griesemer J.R. (1989). Institutional Ecology, 'Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science, 19 (4): 387-420. doi:10.1177/030631289019003001 Traxler J. &amp; Leach J. (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. Want, R., Hopper, A., Falcao, V., and Gibbons, J. (1992). The Active Badge Location system: ACM Transactions on Information Systems, 10(1), pp. 91-102. Zurita G., Nussbaum M., (2004) MCSCL: Mobile Computer Supported Collaborative Learning. Computers &amp; Education, April, 42(3):289-314.<br> ==== Related terms ==== Pervasive Learning, Ubiquitous learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Related documents ==== Naismith, L., Lonsdale, P., Vavoula, G. &amp; Sharples, M. (2005) Literature Review in Mobile Technologies and Learning. Report 11, NESTA Futurelab. Bristol: NESTA Futurelab. Also available at http://www.nestafuturelab.org/research/reviews/reviews_11_and12/11_01.htm Shuler, C. (2009). Pockets of Potential: Using Mobile Technologies to Promote Children's Learning. New York: Joan Ganz Cooney Center at Sesame Workshop<br> <br> ► [[TEL Dictionary entries]] 95 28 2011-05-24T09:33:18Z Admin 1 wikitext text/x-wiki {{Languages}} '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== A generally accepted definition is: :Any sort of [technology enhanced] learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies. (Adapted from O'Malley et al., 2003). This indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment. The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== Mobile technologies, and mobility of learning, are ‘boundary objects' (Star, 1989) with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context' for mobile learning can be seen from a technology perspective as an integration of data sources (Want, 1992) or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology (Nardi, 1995). Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning.<br> ==== Key references ==== Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. Nardi, B. A. (1995). Studying context: a comparison of activity theory, situated action models, and distributed cognition. In B. A. Nardi, (ed.) Context and Consciousness: Activity theory and Human-Computer interaction, Cambridge, MA: MIT Press, pp. 69-102. O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. (2003). ‘Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. Available online at http://www.mobilearn.org/download/results/guidelines.pdf Roschelle, J., &amp; Pea, R. (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. Sharples, M., Taylor, J., &amp; Vavoula, G. (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. Star S.L. &amp; Griesemer J.R. (1989). Institutional Ecology, 'Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science, 19 (4): 387-420. doi:10.1177/030631289019003001 Traxler J. &amp; Leach J. (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. Want, R., Hopper, A., Falcao, V., and Gibbons, J. (1992). The Active Badge Location system: ACM Transactions on Information Systems, 10(1), pp. 91-102. Zurita G., Nussbaum M., (2004) MCSCL: Mobile Computer Supported Collaborative Learning. Computers &amp; Education, April, 42(3):289-314.<br> ==== Related terms ==== Pervasive Learning, Ubiquitous learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Related documents ==== Naismith, L., Lonsdale, P., Vavoula, G. &amp; Sharples, M. (2005) Literature Review in Mobile Technologies and Learning. Report 11, NESTA Futurelab. Bristol: NESTA Futurelab. Also available at http://www.nestafuturelab.org/research/reviews/reviews_11_and12/11_01.htm Shuler, C. (2009). Pockets of Potential: Using Mobile Technologies to Promote Children's Learning. New York: Joan Ganz Cooney Center at Sesame Workshop<br> <br> ► [[TEL Dictionary entries]] 28 27 2011-05-17T13:39:12Z Zeiliger 2 wikitext text/x-wiki '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK<br>'''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== Definition ==== A generally accepted definition is: :Any sort of [technology enhanced] learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies. (Adapted from O'Malley et al., 2003). This indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment. The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts. ==== Translation issues ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). ==== Disciplinary issues ==== Mobile technologies, and mobility of learning, are ‘boundary objects' (Star, 1989) with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context' for mobile learning can be seen from a technology perspective as an integration of data sources (Want, 1992) or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology (Nardi, 1995). Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning.<br> ==== Key references ==== Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. Nardi, B. A. (1995). Studying context: a comparison of activity theory, situated action models, and distributed cognition. In B. A. Nardi, (ed.) Context and Consciousness: Activity theory and Human-Computer interaction, Cambridge, MA: MIT Press, pp. 69-102. O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. (2003). ‘Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. Available online at http://www.mobilearn.org/download/results/guidelines.pdf Roschelle, J., &amp; Pea, R. (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. Sharples, M., Taylor, J., &amp; Vavoula, G. (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. Star S.L. &amp; Griesemer J.R. (1989). Institutional Ecology, 'Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science, 19 (4): 387-420. doi:10.1177/030631289019003001 Traxler J. &amp; Leach J. (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. Want, R., Hopper, A., Falcao, V., and Gibbons, J. (1992). The Active Badge Location system: ACM Transactions on Information Systems, 10(1), pp. 91-102. Zurita G., Nussbaum M., (2004) MCSCL: Mobile Computer Supported Collaborative Learning. Computers &amp; Education, April, 42(3):289-314.<br> ==== Related terms ==== Pervasive Learning, Ubiquitous learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning. ==== Related documents ==== Naismith, L., Lonsdale, P., Vavoula, G. &amp; Sharples, M. (2005) Literature Review in Mobile Technologies and Learning. Report 11, NESTA Futurelab. Bristol: NESTA Futurelab. Also available at http://www.nestafuturelab.org/research/reviews/reviews_11_and12/11_01.htm Shuler, C. (2009). Pockets of Potential: Using Mobile Technologies to Promote Children's Learning. New York: Joan Ganz Cooney Center at Sesame Workshop<br> <br> ► [[TEL Dictionary entries]] 27 2011-05-17T13:31:53Z Zeiliger 2 Created page with "'''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK<br>'''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli ..." wikitext text/x-wiki '''Editor:''' Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK<br>'''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ==== <br>Definition<br> ==== A generally accepted definition is: Any sort of [technology enhanced] learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies. (Adapted from O'Malley et al., 2003). This indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment. The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts. ==== Translation issues<br> ==== There are translation issues related to the phrase ‘mobile learning'. For example, in French there are several terms in use: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, and le mobile-learning. In English there are related and overlapping terms, including: handheld learning, pervasive learning, ambient learning and ubiquitous learning. Each of these terms can be used in some combination of technology orientation, learning orientation, or socio-cultural orientation (e.g. learning in a mobile world). There are also differences in the interpretation of ‘mobile learning' that arise from cultural and national priorities and research cultures. Thus, research in Europe arising from the MOBIlearn and m-Learning projects has an emphasis on the mobility of the learner and connecting learning across contexts (Kukulska-Hulme et al., 2009). In the US, a predominant focus is on effective delivery of educational content and applications on portable devices such as smartphones and tablet computers (Roschelle &amp; Pea, 2002). A related perspective associated with the G1:1 network (Chan et al. 2006) embraces 1 to 1 learning in classrooms with each child equipped with a personal wireless device (see also, Zurita &amp; Nussbaum, 2004). Another perspective embraces ‘mobile technology for development', where mobile services including SMS and mobile web access can enable learning for professional development, conversation and collaboration where such communication was not previously available (Traxler, J. &amp; Leach, J, 2007). <br>'''Disciplinary issues'''<br> <br>Mobile technologies, and mobility of learning, are ‘boundary objects' (Star, 1989) with interpretations that differ amongst disciplinary communities. Thus, the key concept of ‘context' for mobile learning can be seen from a technology perspective as an integration of data sources (Want, 1992) or from a activity theory perspective as being generated through by the activities of objective-oriented people mediated by technology (Nardi, 1995). Sharples et al. (2007) is an attempt to reconcile the technical and socio-cultural perspectives of mobile learning.<br>Key references<br>Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. Nardi, B. A. (1995). Studying context: a comparison of activity theory, situated action models, and distributed cognition. In B. A. Nardi, (ed.) Context and Consciousness: Activity theory and Human-Computer interaction, Cambridge, MA: MIT Press, pp. 69-102. O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. (2003). ‘Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. Available online at http://www.mobilearn.org/download/results/guidelines.pdf Roschelle, J., &amp; Pea, R. (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. Sharples, M., Taylor, J., &amp; Vavoula, G. (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. Star S.L. &amp; Griesemer J.R. (1989). Institutional Ecology, 'Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science, 19 (4): 387-420. doi:10.1177/030631289019003001 Traxler J. &amp; Leach J. (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. Want, R., Hopper, A., Falcao, V., and Gibbons, J. (1992). The Active Badge Location system: ACM Transactions on Information Systems, 10(1), pp. 91-102. Zurita G., Nussbaum M., (2004) MCSCL: Mobile Computer Supported Collaborative Learning. Computers &amp; Education, April, 42(3):289-314.<br>Related terms<br>Pervasive Learning, Ubiquitous learning, Augmented Reality Learning, One to One Learning, Handheld Learning, Mobile Ubiquitous and Immersive Technology Enhanced Learning, Blended Learning.<br>Related documents<br>Naismith, L., Lonsdale, P., Vavoula, G. &amp; Sharples, M. (2005) Literature Review in Mobile Technologies and Learning. Report 11, NESTA Futurelab. Bristol: NESTA Futurelab. Also available at http://www.nestafuturelab.org/research/reviews/reviews_11_and12/11_01.htm Shuler, C. (2009). Pockets of Potential: Using Mobile Technologies to Promote Children's Learning. New York: Joan Ganz Cooney Center at Sesame Workshop<br><br> 0 146 1173 1171 2013-03-01T10:12:20Z Balacheff 4 /* Основна литература */ wikitext text/x-wiki <h1>Мобилно учене/обучение</h1> <u>раб. версия 1</u> '''Editor''': Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Всякакъв вид учене или обучение [подпомогнато от технологии], което се състои, когато учащият не се намира на фиксирано, предопределено място, или учене, което се състои, когато учащият се възползва от учебните възможности, предоставени от мобилните технологии. ====Сродни термини==== Проникващо учене (Pervasive Learning), Повсеместно учене (Ubiquitous learning), Учене чрез добавена реалност (Augmented Reality Learning), One to One Learning (Учене лице в лице), Учене с ръчни технологии (Handheld Learning), Мобилно повсеместно и потапящо технологично подпомогнато учене (Mobile Ubiquitous and Immersive Technology Enhanced Learning), Смесено учене (Blended Learning). ====Коментар по развитието на термина==== В началото на 70-те години Алън Кей и неговите колеги представят идеята за Дайнабук (Dynabook) като „персонално динамично устройство с размера на тетрадка”. Тяхната група развива стационарния компютър като „временен Дайнабук” и езика Смолток като негова комуникационна система. През 1991 Класните Стаи на Бъдещето на Eпъл използват безжично свързани в мрежа таблет компютри за комуникация между деца по време на полева работа и останалите дейности в самото училище, като комуникацията от разстояние е 15 мили. Два проекта ( MOBIlearn и M-learning), финансирани от Европейската комисия в началото на този век, поставят основите на мобилното учене/обучение в Европа. Тези проекти водят до международните конференции mLearn, WMUTE и IADIS Мобилно Учене, както и до създаването на Международната Организация за Мобилно Учене ([http://www.iamlearn.org/ International Association for Mobile Learning]). ====Проблематика на превода==== Съществуват известни проблеми в превода на израза ‘мобилно учене’. Във френския език например няколко термина биват употребявани: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, и le mobile-learning. В английския език съществуват сродни и припокриващи се термини: handheld learning, pervasive learning, ambient learning и ubiquitous learning. Всеки един от тези термини може да бъде използван в технологичен, учебен или социо-културена смисъл (т. е. учене в мобилен свят). Съществуват също разлики в интерпретацията на ‘мобилното учене’, които произхождат от конкретни културни и национални приоритети, както и от културата на изследователска работа. Така например изследванията в Европа, свързани с проектите MOBIlearn и m-Learning, се съсредоточават върху мобилността на учащия и създаването на връзки между учебния процес и различните ситуации на употреба (Kukulska-Hulme et al., 2009). В САЩ основно внимание се обръща на ефективното създаване на образователно съдържание и приложения на преносими средства като смартфони и таблети (Roschelle & Pea, 2002). Друго подобно виждане, свъзано с G1:1 мрежата (Chan et al. 2006), включва учене в класната статя, при което всеки учащ е оборудван с лично безжично устройсто (вж. също, Zurita & Nussbaum, 2004). Друга гледна точка пък включва ‘мобилни технологии за развитие’, при които мобилните услуги, включително ес-ем-ес и мобилния достъп до мрежата, могат да бъдат използвани в подкрепа на ученето с цел професионално развитие, диалог и сътрудничество там, където такива комуникационни средства преди това не са били налични (Traxler, J. & Leach, J, 2007). ====Предметна проблематика==== Даденото по-горе определение, адаптация от [http://en.wikipedia.org/wiki/MLearning O’Malley et al. (2003)], е широко възприето. То свидетелства за двойнствената природа на ученето, спомогнато от мобилни устройства, които могат да бъдат с конкретно местоположение като класна стая или работно място, или в която и да е друга среда, подпомогната от разнообразие от фиксирани и мобилни технологии. В първия случай фокусът е съсредоточен върху реализацията на учене с мобилни технологии, които могат да бъдат държани в ръката. Във втория случай ударението е поставено върху мобилността на учащия в богата на технологии среда. Сферата на мобилното учене се характеризира с два вида дейности: първо, възприемането на мобилните технологии за учене в разнообразна физическа, социална и икономическа среда и разделението между тях; и второ, употребата на технологии за ръчна употреба за оптимизиране, разширяване или прекъсване на наложени представи за учене. Начинът, по който тези дейности са изразени, може да бъде определен от физически и пространствени фактори, както и от различаващите се по характер образователни идеи във формална и неформална учебна среда. Мобилните технологии и мобилността на ученето са ‘погранични предмети’ (Star, 1989), които имат различна интерпретация в различните области. В този смисъл ключовата идея за ‘контекст’ на мобилно учене може да бъде разглеждана от технологична гледна точка като интегриране на източници на данни (Want, 1992) или от гледна точка на дейностния подход (теория на дейността) като продукт на технологично опосредствани дейности, извършвани от хора с определена цел (Nardi, 1995). Работата на Шарпълс и др. (2007) представлява опит за доближаване на техническата и сoциално-културната перспектива за мобилното учене. ====Основна литература==== [http://www.open.ac.uk/personalpages/mike.sharples/documents/Preprint_Innovation_in_Mobile_Learning_IJMBL.pdf] Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. &amp; Vavoula, G. (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. [http://telearn.archives-ouvertes.fr/docs/00/19/06/32/PDF/A132_Chan-et-al2006_OneToOne.pdf] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. [http://hal.archives-ouvertes.fr/docs/00/69/62/44/PDF/OMalley-2005.pdf] O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. &amp; Lefrere, P. (2005). Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. [http://telearn.archives-ouvertes.fr/docs/00/19/06/15/PDF/A110_Roschelle_Pea_02_WILD.pdf] Roschelle, J., Pea, R. (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. [http://telearn.archives-ouvertes.fr/docs/00/19/02/76/PDF/Sharples_et_al_Theory_of_Mobile_Learning_preprint.pdf] Sharples, M., Taylor, J., &amp; Vavoula, G. (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. [http://www.open.ac.uk/deep/Public/web/publications/pdfs/JTraxlerJLeach2006-WMUTE.pdf] Traxler J. &amp; Leach J. (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. 1171 1170 2013-03-01T09:51:16Z Balacheff 4 /* Предметна проблематика */ wikitext text/x-wiki <h1>Мобилно учене/обучение</h1> <u>раб. версия 1</u> '''Editor''': Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Всякакъв вид учене или обучение [подпомогнато от технологии], което се състои, когато учащият не се намира на фиксирано, предопределено място, или учене, което се състои, когато учащият се възползва от учебните възможности, предоставени от мобилните технологии. ====Сродни термини==== Проникващо учене (Pervasive Learning), Повсеместно учене (Ubiquitous learning), Учене чрез добавена реалност (Augmented Reality Learning), One to One Learning (Учене лице в лице), Учене с ръчни технологии (Handheld Learning), Мобилно повсеместно и потапящо технологично подпомогнато учене (Mobile Ubiquitous and Immersive Technology Enhanced Learning), Смесено учене (Blended Learning). ====Коментар по развитието на термина==== В началото на 70-те години Алън Кей и неговите колеги представят идеята за Дайнабук (Dynabook) като „персонално динамично устройство с размера на тетрадка”. Тяхната група развива стационарния компютър като „временен Дайнабук” и езика Смолток като негова комуникационна система. През 1991 Класните Стаи на Бъдещето на Eпъл използват безжично свързани в мрежа таблет компютри за комуникация между деца по време на полева работа и останалите дейности в самото училище, като комуникацията от разстояние е 15 мили. Два проекта ( MOBIlearn и M-learning), финансирани от Европейската комисия в началото на този век, поставят основите на мобилното учене/обучение в Европа. Тези проекти водят до международните конференции mLearn, WMUTE и IADIS Мобилно Учене, както и до създаването на Международната Организация за Мобилно Учене ([http://www.iamlearn.org/ International Association for Mobile Learning]). ====Проблематика на превода==== Съществуват известни проблеми в превода на израза ‘мобилно учене’. Във френския език например няколко термина биват употребявани: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, и le mobile-learning. В английския език съществуват сродни и припокриващи се термини: handheld learning, pervasive learning, ambient learning и ubiquitous learning. Всеки един от тези термини може да бъде използван в технологичен, учебен или социо-културена смисъл (т. е. учене в мобилен свят). Съществуват също разлики в интерпретацията на ‘мобилното учене’, които произхождат от конкретни културни и национални приоритети, както и от културата на изследователска работа. Така например изследванията в Европа, свързани с проектите MOBIlearn и m-Learning, се съсредоточават върху мобилността на учащия и създаването на връзки между учебния процес и различните ситуации на употреба (Kukulska-Hulme et al., 2009). В САЩ основно внимание се обръща на ефективното създаване на образователно съдържание и приложения на преносими средства като смартфони и таблети (Roschelle & Pea, 2002). Друго подобно виждане, свъзано с G1:1 мрежата (Chan et al. 2006), включва учене в класната статя, при което всеки учащ е оборудван с лично безжично устройсто (вж. също, Zurita & Nussbaum, 2004). Друга гледна точка пък включва ‘мобилни технологии за развитие’, при които мобилните услуги, включително ес-ем-ес и мобилния достъп до мрежата, могат да бъдат използвани в подкрепа на ученето с цел професионално развитие, диалог и сътрудничество там, където такива комуникационни средства преди това не са били налични (Traxler, J. & Leach, J, 2007). ====Предметна проблематика==== Даденото по-горе определение, адаптация от [http://en.wikipedia.org/wiki/MLearning O’Malley et al. (2003)], е широко възприето. То свидетелства за двойнствената природа на ученето, спомогнато от мобилни устройства, които могат да бъдат с конкретно местоположение като класна стая или работно място, или в която и да е друга среда, подпомогната от разнообразие от фиксирани и мобилни технологии. В първия случай фокусът е съсредоточен върху реализацията на учене с мобилни технологии, които могат да бъдат държани в ръката. Във втория случай ударението е поставено върху мобилността на учащия в богата на технологии среда. Сферата на мобилното учене се характеризира с два вида дейности: първо, възприемането на мобилните технологии за учене в разнообразна физическа, социална и икономическа среда и разделението между тях; и второ, употребата на технологии за ръчна употреба за оптимизиране, разширяване или прекъсване на наложени представи за учене. Начинът, по който тези дейности са изразени, може да бъде определен от физически и пространствени фактори, както и от различаващите се по характер образователни идеи във формална и неформална учебна среда. Мобилните технологии и мобилността на ученето са ‘погранични предмети’ (Star, 1989), които имат различна интерпретация в различните области. В този смисъл ключовата идея за ‘контекст’ на мобилно учене може да бъде разглеждана от технологична гледна точка като интегриране на източници на данни (Want, 1992) или от гледна точка на дейностния подход (теория на дейността) като продукт на технологично опосредствани дейности, извършвани от хора с определена цел (Nardi, 1995). Работата на Шарпълс и др. (2007) представлява опит за доближаване на техническата и сoциално-културната перспектива за мобилното учене. ====Основна литература==== 1170 1169 2013-03-01T09:50:36Z Balacheff 4 /* Предметна проблематика */ wikitext text/x-wiki <h1>Мобилно учене/обучение</h1> <u>раб. версия 1</u> '''Editor''': Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Всякакъв вид учене или обучение [подпомогнато от технологии], което се състои, когато учащият не се намира на фиксирано, предопределено място, или учене, което се състои, когато учащият се възползва от учебните възможности, предоставени от мобилните технологии. ====Сродни термини==== Проникващо учене (Pervasive Learning), Повсеместно учене (Ubiquitous learning), Учене чрез добавена реалност (Augmented Reality Learning), One to One Learning (Учене лице в лице), Учене с ръчни технологии (Handheld Learning), Мобилно повсеместно и потапящо технологично подпомогнато учене (Mobile Ubiquitous and Immersive Technology Enhanced Learning), Смесено учене (Blended Learning). ====Коментар по развитието на термина==== В началото на 70-те години Алън Кей и неговите колеги представят идеята за Дайнабук (Dynabook) като „персонално динамично устройство с размера на тетрадка”. Тяхната група развива стационарния компютър като „временен Дайнабук” и езика Смолток като негова комуникационна система. През 1991 Класните Стаи на Бъдещето на Eпъл използват безжично свързани в мрежа таблет компютри за комуникация между деца по време на полева работа и останалите дейности в самото училище, като комуникацията от разстояние е 15 мили. Два проекта ( MOBIlearn и M-learning), финансирани от Европейската комисия в началото на този век, поставят основите на мобилното учене/обучение в Европа. Тези проекти водят до международните конференции mLearn, WMUTE и IADIS Мобилно Учене, както и до създаването на Международната Организация за Мобилно Учене ([http://www.iamlearn.org/ International Association for Mobile Learning]). ====Проблематика на превода==== Съществуват известни проблеми в превода на израза ‘мобилно учене’. Във френския език например няколко термина биват употребявани: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, и le mobile-learning. В английския език съществуват сродни и припокриващи се термини: handheld learning, pervasive learning, ambient learning и ubiquitous learning. Всеки един от тези термини може да бъде използван в технологичен, учебен или социо-културена смисъл (т. е. учене в мобилен свят). Съществуват също разлики в интерпретацията на ‘мобилното учене’, които произхождат от конкретни културни и национални приоритети, както и от културата на изследователска работа. Така например изследванията в Европа, свързани с проектите MOBIlearn и m-Learning, се съсредоточават върху мобилността на учащия и създаването на връзки между учебния процес и различните ситуации на употреба (Kukulska-Hulme et al., 2009). В САЩ основно внимание се обръща на ефективното създаване на образователно съдържание и приложения на преносими средства като смартфони и таблети (Roschelle & Pea, 2002). Друго подобно виждане, свъзано с G1:1 мрежата (Chan et al. 2006), включва учене в класната статя, при което всеки учащ е оборудван с лично безжично устройсто (вж. също, Zurita & Nussbaum, 2004). Друга гледна точка пък включва ‘мобилни технологии за развитие’, при които мобилните услуги, включително ес-ем-ес и мобилния достъп до мрежата, могат да бъдат използвани в подкрепа на ученето с цел професионално развитие, диалог и сътрудничество там, където такива комуникационни средства преди това не са били налични (Traxler, J. & Leach, J, 2007). ====Предметна проблематика==== Даденото по-горе определение, адаптация от [http://en.wikipedia.org/wiki/MLearning O’Malley et al. (2003)], е широко възприето. То свидетелства за двойнствената природа на ученето, спомогнато от мобилни устройства, които могат да бъдат с конкретно местоположение като класна стая или работно място, или в която и да е друга среда, подпомогната от разнообразие от фиксирани и мобилни технологии. В първия случай фокусът е съсредоточен върху реализацията на учене с мобилни технологии, които могат да бъдат държани в ръката. Във втория случай ударението е поставено върху мобилността на учащия в богата на технологии среда. Сферата на мобилното учене се характеризира с два вида дейности: първо, възприемането на мобилните технологии за учене в разнообразна физическа, социална и икономическа среда и разделението между тях; и второ, употребата на технологии за ръчна употреба за оптимизиране, разширяване или прекъсване на наложени представи за учене. Начинът, по който тези дейности са изразени, може да бъде определен от физически и пространствени фактори, както и от различаващите се по характер образователни идеи във формална и неформална учебна среда. Мобилните технологии и мобилността на ученето са ‘погранични предмети’ (Star, 1989), които имат различна интерпретация в различните области. В този смисъл ключовата идея за ‘контекст’ на мобилно учене може да бъде разглеждана от технологична гледна точка като интегриране на източници на данни (Want, 1992) или от гледна точка на дейностния подход (теория на дейността) като продукт на технологично опосредствани дейности, извършвани от хора с определена цел (Nardi, 1995). Работата на Шарпълс и др. (2007) представлява опит за доближаване на техническата и сoциално-културната перспектива за мобилното учене. Основна литература 1169 1168 2013-03-01T09:48:47Z Balacheff 4 /* Проблематика на превода */ wikitext text/x-wiki <h1>Мобилно учене/обучение</h1> <u>раб. версия 1</u> '''Editor''': Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Всякакъв вид учене или обучение [подпомогнато от технологии], което се състои, когато учащият не се намира на фиксирано, предопределено място, или учене, което се състои, когато учащият се възползва от учебните възможности, предоставени от мобилните технологии. ====Сродни термини==== Проникващо учене (Pervasive Learning), Повсеместно учене (Ubiquitous learning), Учене чрез добавена реалност (Augmented Reality Learning), One to One Learning (Учене лице в лице), Учене с ръчни технологии (Handheld Learning), Мобилно повсеместно и потапящо технологично подпомогнато учене (Mobile Ubiquitous and Immersive Technology Enhanced Learning), Смесено учене (Blended Learning). ====Коментар по развитието на термина==== В началото на 70-те години Алън Кей и неговите колеги представят идеята за Дайнабук (Dynabook) като „персонално динамично устройство с размера на тетрадка”. Тяхната група развива стационарния компютър като „временен Дайнабук” и езика Смолток като негова комуникационна система. През 1991 Класните Стаи на Бъдещето на Eпъл използват безжично свързани в мрежа таблет компютри за комуникация между деца по време на полева работа и останалите дейности в самото училище, като комуникацията от разстояние е 15 мили. Два проекта ( MOBIlearn и M-learning), финансирани от Европейската комисия в началото на този век, поставят основите на мобилното учене/обучение в Европа. Тези проекти водят до международните конференции mLearn, WMUTE и IADIS Мобилно Учене, както и до създаването на Международната Организация за Мобилно Учене ([http://www.iamlearn.org/ International Association for Mobile Learning]). ====Проблематика на превода==== Съществуват известни проблеми в превода на израза ‘мобилно учене’. Във френския език например няколко термина биват употребявани: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, и le mobile-learning. В английския език съществуват сродни и припокриващи се термини: handheld learning, pervasive learning, ambient learning и ubiquitous learning. Всеки един от тези термини може да бъде използван в технологичен, учебен или социо-културена смисъл (т. е. учене в мобилен свят). Съществуват също разлики в интерпретацията на ‘мобилното учене’, които произхождат от конкретни културни и национални приоритети, както и от културата на изследователска работа. Така например изследванията в Европа, свързани с проектите MOBIlearn и m-Learning, се съсредоточават върху мобилността на учащия и създаването на връзки между учебния процес и различните ситуации на употреба (Kukulska-Hulme et al., 2009). В САЩ основно внимание се обръща на ефективното създаване на образователно съдържание и приложения на преносими средства като смартфони и таблети (Roschelle & Pea, 2002). Друго подобно виждане, свъзано с G1:1 мрежата (Chan et al. 2006), включва учене в класната статя, при което всеки учащ е оборудван с лично безжично устройсто (вж. също, Zurita & Nussbaum, 2004). Друга гледна точка пък включва ‘мобилни технологии за развитие’, при които мобилните услуги, включително ес-ем-ес и мобилния достъп до мрежата, могат да бъдат използвани в подкрепа на ученето с цел професионално развитие, диалог и сътрудничество там, където такива комуникационни средства преди това не са били налични (Traxler, J. & Leach, J, 2007). ====Предметна проблематика==== Даденото по-горе определение, адаптация от О’Майли (2003), е широко възприето. То свидетелства за двойнствената природа на ученето, спомогнато от мобилни устройства, които могат да бъдат с конкретно местоположение като класна стая или работно място, или в която и да е друга среда, подпомогната от разнообразие от фиксирани и мобилни технологии. В първия случай фокусът е съсредоточен върху реализацията на учене с мобилни технологии, които могат да бъдат държани в ръката. Във втория случай ударението е поставено върху мобилността на учащия в богата на технологии среда. Сферата на мобилното учене се характеризира с два вида дейности: първо, възприемането на мобилните технологии за учене в разнообразна физическа, социална и икономическа среда и разделението между тях; и второ, употребата на технологии за ръчна употреба за оптимизиране, разширяване или прекъсване на наложени представи за учене. Начинът, по който тези дейности са изразени, може да бъде определен от физически и пространствени фактори, както и от различаващите се по характер образователни идеи във формална и неформална учебна среда. Мобилните технологии и мобилността на ученето са ‘погранични предмети’ (Star, 1989), които имат различна интерпретация в различните области. В този смисъл ключовата идея за ‘контекст’ на мобилно учене може да бъде разглеждана от технологична гледна точка като интегриране на източници на данни (Want, 1992) или от гледна точка на дейностния подход (теория на дейността) като продукт на технологично опосредствани дейности, извършвани от хора с определена цел (Nardi, 1995). Работата на Шарпълс и др. (2007) представлява опит за доближаване на техническата и сoциално-културната перспектива за мобилното учене. Основна литература 1168 1167 2013-03-01T09:48:15Z Balacheff 4 /* Коментар по развитието на термина */ wikitext text/x-wiki <h1>Мобилно учене/обучение</h1> <u>раб. версия 1</u> '''Editor''': Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Всякакъв вид учене или обучение [подпомогнато от технологии], което се състои, когато учащият не се намира на фиксирано, предопределено място, или учене, което се състои, когато учащият се възползва от учебните възможности, предоставени от мобилните технологии. ====Сродни термини==== Проникващо учене (Pervasive Learning), Повсеместно учене (Ubiquitous learning), Учене чрез добавена реалност (Augmented Reality Learning), One to One Learning (Учене лице в лице), Учене с ръчни технологии (Handheld Learning), Мобилно повсеместно и потапящо технологично подпомогнато учене (Mobile Ubiquitous and Immersive Technology Enhanced Learning), Смесено учене (Blended Learning). ====Коментар по развитието на термина==== В началото на 70-те години Алън Кей и неговите колеги представят идеята за Дайнабук (Dynabook) като „персонално динамично устройство с размера на тетрадка”. Тяхната група развива стационарния компютър като „временен Дайнабук” и езика Смолток като негова комуникационна система. През 1991 Класните Стаи на Бъдещето на Eпъл използват безжично свързани в мрежа таблет компютри за комуникация между деца по време на полева работа и останалите дейности в самото училище, като комуникацията от разстояние е 15 мили. Два проекта ( MOBIlearn и M-learning), финансирани от Европейската комисия в началото на този век, поставят основите на мобилното учене/обучение в Европа. Тези проекти водят до международните конференции mLearn, WMUTE и IADIS Мобилно Учене, както и до създаването на Международната Организация за Мобилно Учене ([http://www.iamlearn.org/ International Association for Mobile Learning]). ====Проблематика на превода==== Съществуват известни проблеми в превода на израза ‘мобилно учене’. Във френския език например няколко термина биват употребявани: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, и le mobile-learning. В английския език съществуват сродни и припокриващи се термини: handheld learning, pervasive learning, ambient learning и ubiquitous learning. Всеки един от тези термини може да бъде използван в технологичен, учебен или социо-културена смисъл (т. е. учене в мобилен свят). Съществуват също разлики в интерпретацията на ‘мобилното учене’, които произхождат от конкретни културни и национални приоритети, както и от културата на изследователска работа. Така например изследванията в Европа, свързани с проектите MOBIlearn и m-Learning, се съсредоточават върху мобилността на учащия и създаването на връзки между учебния процес и различните ситуации на употреба (Kukulska-Hulme et al., 2009). В САЩ основно внимание се обръща на ефективното създаване на образователно съдържание и приложения на преносими средства като смартфони и таблети (Roschelle & Pea, 2002). Друго подобно виждане, свъзано с G1:1 мрежата (Chan et al. 2006), включва учене в класната статя, при което всеки учащ е оборудван с лично безжично устройсто (вж. също, Zurita & Nussbaum, 2004). Друга гледна точка пък включва ‘мобилни технологии за развитие’, при които мобилните услуги, включително ес-ем-ес и мобилния достъп до мрежата, могат да бъдат използвани в подкрепа на ученето с цел професионално развитие, диалог и сътрудничество там, където такива комуникационни средства преди това не са били налични (Traxler, J. & Leach, J, 2007). ====Предметна проблематика==== Даденото по-горе определение, адаптация от О’Майли (2003), е широко възприето. То свидетелства за двойнствената природа на ученето, спомогнато от мобилни устройства, които могат да бъдат с конкретно местоположение като класна стая или работно място, или в която и да е друга среда, подпомогната от разнообразие от фиксирани и мобилни технологии. В първия случай фокусът е съсредоточен върху реализацията на учене с мобилни технологии, които могат да бъдат държани в ръката. Във втория случай ударението е поставено върху мобилността на учащия в богата на технологии среда. Сферата на мобилното учене се характеризира с два вида дейности: първо, възприемането на мобилните технологии за учене в разнообразна физическа, социална и икономическа среда и разделението между тях; и второ, употребата на технологии за ръчна употреба за оптимизиране, разширяване или прекъсване на наложени представи за учене. Начинът, по който тези дейности са изразени, може да бъде определен от физически и пространствени фактори, както и от различаващите се по характер образователни идеи във формална и неформална учебна среда. Мобилните технологии и мобилността на ученето са ‘погранични предмети’ (Star, 1989), които имат различна интерпретация в различните области. В този смисъл ключовата идея за ‘контекст’ на мобилно учене може да бъде разглеждана от технологична гледна точка като интегриране на източници на данни (Want, 1992) или от гледна точка на дейностния подход (теория на дейността) като продукт на технологично опосредствани дейности, извършвани от хора с определена цел (Nardi, 1995). Работата на Шарпълс и др. (2007) представлява опит за доближаване на техническата и сoциално-културната перспектива за мобилното учене. Основна литература 1167 2013-03-01T09:46:31Z Balacheff 4 Created page with "<h1>Мобилно учене/обучение</h1> <u>раб. версия 1</u> '''Editor''': Mike Sharples, Learning Sciences Research institute, University of Nottingham, U..." wikitext text/x-wiki <h1>Мобилно учене/обучение</h1> <u>раб. версия 1</u> '''Editor''': Mike Sharples, Learning Sciences Research institute, University of Nottingham, UK '''Contributors''': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Всякакъв вид учене или обучение [подпомогнато от технологии], което се състои, когато учащият не се намира на фиксирано, предопределено място, или учене, което се състои, когато учащият се възползва от учебните възможности, предоставени от мобилните технологии. ====Сродни термини==== Проникващо учене (Pervasive Learning), Повсеместно учене (Ubiquitous learning), Учене чрез добавена реалност (Augmented Reality Learning), One to One Learning (Учене лице в лице), Учене с ръчни технологии (Handheld Learning), Мобилно повсеместно и потапящо технологично подпомогнато учене (Mobile Ubiquitous and Immersive Technology Enhanced Learning), Смесено учене (Blended Learning). ====Коментар по развитието на термина==== В началото на 70-те години Алън Кей и неговите колеги представят идеята за Дайнабук (Dynabook) като „персонално динамично устройство с размера на тетрадка”. Тяхната група развива стационарния компютър като „временен Дайнабук” и езика Смолток като негова комуникационна система. През 1991 Класните Стаи на Бъдещето на Eпъл използват безжично свързани в мрежа таблет компютри за комуникация между деца по време на полева работа и останалите дейности в самото училище, като комуникацията от разстояние е 15 мили. Два проекта ( MOBIlearn и M-learning), финансирани от Европейската комисия в началото на този век, поставят основите на мобилното учене/обучение в Европа. Тези проекти водят до международните конференции mLearn, WMUTE и IADIS Мобилно Учене, както и до създаването на Международната Организация за Мобилно Учене. ====Проблематика на превода==== Съществуват известни проблеми в превода на израза ‘мобилно учене’. Във френския език например няколко термина биват употребявани: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, и le mobile-learning. В английския език съществуват сродни и припокриващи се термини: handheld learning, pervasive learning, ambient learning и ubiquitous learning. Всеки един от тези термини може да бъде използван в технологичен, учебен или социо-културена смисъл (т. е. учене в мобилен свят). Съществуват също разлики в интерпретацията на ‘мобилното учене’, които произхождат от конкретни културни и национални приоритети, както и от културата на изследователска работа. Така например изследванията в Европа, свързани с проектите MOBIlearn и m-Learning, се съсредоточават върху мобилността на учащия и създаването на връзки между учебния процес и различните ситуации на употреба (Kukulska-Hulme et al., 2009). В САЩ основно внимание се обръща на ефективното създаване на образователно съдържание и приложения на преносими средства като смартфони и таблети (Roschelle & Pea, 2002). Друго подобно виждане, свъзано с G1:1 мрежата (Chan et al. 2006), включва учене в класната статя, при което всеки учащ е оборудван с лично безжично устройсто (вж. също, Zurita & Nussbaum, 2004). Друга гледна точка пък включва ‘мобилни технологии за развитие’, при които мобилните услуги, включително ес-ем-ес и мобилния достъп до мрежата, могат да бъдат използвани в подкрепа на ученето с цел професионално развитие, диалог и сътрудничество там, където такива комуникационни средства преди това не са били налични (Traxler, J. & Leach, J, 2007). ====Предметна проблематика==== Даденото по-горе определение, адаптация от О’Майли (2003), е широко възприето. То свидетелства за двойнствената природа на ученето, спомогнато от мобилни устройства, които могат да бъдат с конкретно местоположение като класна стая или работно място, или в която и да е друга среда, подпомогната от разнообразие от фиксирани и мобилни технологии. В първия случай фокусът е съсредоточен върху реализацията на учене с мобилни технологии, които могат да бъдат държани в ръката. Във втория случай ударението е поставено върху мобилността на учащия в богата на технологии среда. Сферата на мобилното учене се характеризира с два вида дейности: първо, възприемането на мобилните технологии за учене в разнообразна физическа, социална и икономическа среда и разделението между тях; и второ, употребата на технологии за ръчна употреба за оптимизиране, разширяване или прекъсване на наложени представи за учене. Начинът, по който тези дейности са изразени, може да бъде определен от физически и пространствени фактори, както и от различаващите се по характер образователни идеи във формална и неформална учебна среда. Мобилните технологии и мобилността на ученето са ‘погранични предмети’ (Star, 1989), които имат различна интерпретация в различните области. В този смисъл ключовата идея за ‘контекст’ на мобилно учене може да бъде разглеждана от технологична гледна точка като интегриране на източници на данни (Want, 1992) или от гледна точка на дейностния подход (теория на дейността) като продукт на технологично опосредствани дейности, извършвани от хора с определена цел (Nardi, 1995). Работата на Шарпълс и др. (2007) представлява опит за доближаване на техническата и сoциално-културната перспектива за мобилното учене. Основна литература 0 25 97 96 2011-05-24T09:35:18Z Admin 1 wikitext text/x-wiki {{Languages}} == Apprentissage nomade, enseignement nomade == '''Editeur''': '''Contributeurs''': ==== Définition ==== ==== Questions de traduction ==== ==== Questions disciplinaires ==== ==== Références ==== ==== Termes en rapport ==== ==== Documents en rapport ==== 96 2011-05-24T09:35:07Z Admin 1 Created page with "{{Languages}} == Apprentissage nomade, enseignement nomade == '''Editeur''': '''Contributeurs''': ==== Définition ==== ==== Questions de traduction ==== ==== Questions..." wikitext text/x-wiki {{Languages}} == Apprentissage nomade, enseignement nomade == '''Editeur''': '''Contributeurs''': ==== Définition ==== ==== Questions de traduction ==== ==== Questions disciplinaires ==== ==== Références ==== ==== Termes en rapport ==== ==== Documents en rapport ==== 0 82 354 2011-09-02T09:05:13Z Zeiliger 2 Created page with "{{languages}} '''Mobil tanulás (mobile learning)''' ''Szerkesztők'': Mike Sharples, Learning Sciences Research Institute, University of Nottingham, UK <br>''Munkatársak'':..." wikitext text/x-wiki {{languages}} '''Mobil tanulás (mobile learning)''' ''Szerkesztők'': Mike Sharples, Learning Sciences Research Institute, University of Nottingham, UK <br>''Munkatársak'': Agnes Kukulska-Hulme, The Open University UK / Gonca Telli Yamamoto, Okan University, Turkey / John Traxler, University of Wolverhampton, UK ====Definíció ==== Az általánosan elfogadott definíció a következő: :Bármilyen [technológia által támogatott] tanulás, amely akkor történik, amikor a tanuló nincs fix, előre meghatározott helyszínen, vagy pedig az a tanulás, ami akkor történik, amikor a tanuló a tanulás során kihasználja a mobil technológiák kínálta lehetőségeket. (O'Malley et al., 2003). Ez a mobil eszközök segítette tanulás kettős természetét jelzi, amely megvalósulhat fix helyszínen, mint például osztályterem vagy munkahely, vagy pedig a rögzített és mobil technológia keverékéből kialakított környezeten keresztül. Az előbbinél a figyelem a hordozható technológia által lehetővé tett tanuláson van. Az utóbbi esetében a hangsúly a tanuló mobilitásán van egy technológia-gazdag környezetben. A terület két tevékenységgel került jellemzésre: az első, a mobil technológia alkalmazása a tanulásban fizikai, szociális vagy gazdasági távolságokon és elkülönüléseken keresztül; a második a hordozható eszközök használata a tanulás elterjedt elméleteinek fejlesztésére, kiterjesztésére vagy szétválasztására. Hogy ezek a tevékenységek hogyan kerülnek kifejezésre az meghatározható fizikai és környezeti faktorokkal és az oktatási fogalmak megkülönböztetésével formális és informális összefüggésben. ====Fordítási kérdések==== Van itt néhány kérdés a „mobil tanulás“ kifejezéssel kapcsolatban. A francia nyelvben például több szakkifejezés is használható rá: l'apprentissage nomade, l'enseignement nomade, le nomad-learning, l'apprentissage mobile, le m-learning, és le mobile-learning. Az angol nyelvben is előfordulnak kapcsolódó és átfedő kifejezések: handheld learning, pervasive learning, ambient learning és ubiquitous learning. Ezeknek a szakkifejezéseknek mindegyike használható a technológiai, a tanulási, a szocio-kulturális beállítottság bizonyos kombinációjában (pl. tanulás egy mobil világban). Különbségek előfordulnak a „mobil tanulás“ értelmezésében is, ami a kulturális és nemzeti prioritásokból valamint a kultúrák kutatásából származik. Így Európában a MOBIlearn és m-Learning projektekből eredő kutatások nagy hangsúlyt fektetnek a tanuló mobilitására és környezeteken keresztül kapcsolják össze a tanulást (Kukulska-Hulme et al., 2009). Az Egyesült Államokban az oktatási tartalom és alkalmazások hordozható eszközökön (okostelefonok, tabletek) történő effektív átadására fókuszálnak elsősorban (Roschelle & Pea, 2002). Egy ehhez köthető perspektíva, amely a G1-gyel kapcsolatos: Egy olyan hálózat (Chan et al. 2006), amely magába foglalja az osztálytermeken belüli egy az egyhez tanulást minden személyes, vezetéknélküli berendezéssel felszerelt diákkal (Zurita & Nussbaum, 2004). Egy másik elképzelés, a mobil technológiák alkalmazása a fejlesztéseknél. Itt a mobil szolgáltatások, mint az SMS vagy a mobil web hozzáférés, beindíthatja a szakmai fejlesztést, kommunikációt és együttműködést ott, ahol ilyesmire eddig nem volt lehetőség (Traxler, J. & Leach, J, 2007).. ====Tudományági kérdések==== A mobil technológiák és a tanulás mobilitása „határvonal tárgyak“ (Star, 1989), amelyek értelmezése különbözik az egyes közösségeknél. Így a kulcsfogalomra a mobil tanulással összefüggésben tekinthetünk technológiai szemszögből úgy, mint az adatforrások integrálására (Want, 1992). Vagy tekinthetünk rá a tevékenység elmélete szempontjából úgy, hogy a technológia közvetíti és az objektum-orientált emberek tevékenységei generálják (Nardi, 1995). Sharples et al. (2007) egy kísérlet a mobil tanulás technikai és szocio-kulturális szemszögének összeegyeztetésére. ====Főbb referenciák ==== Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. & Vavoula, G. (2009) Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35. Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others (2006) One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29. Nardi, B. A. (1995). Studying context: a comparison of activity theory, situated action models, and distributed cognition. In B. A. Nardi, (ed.) Context and Consciousness: Activity theory and Human-Computer interaction, Cambridge, MA: MIT Press, pp. 69-102. O'Malley, C., Vavoula, G., Glew, JpP., Taylor, J., Sharples, M. & Lefrere, P. (2003). ‘Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. MOBIlearn project report, D4.1. Available online at http://www.mobilearn.org/download/results/guidelines.pdf Roschelle, J., & Pea, R. (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168. Sharples, M., Taylor, J., & Vavoula, G. (2007) A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook of Elearning Research. London: Sage, pp. 221-47. Star S.L. & Griesemer J.R. (1989). Institutional Ecology, 'Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science, 19 (4): 387-420. doi:10.1177/030631289019003001 Traxler J. & Leach J. (2006) Innovative and sustainable mobile learning in Africa. WMUTE 2006: Proceedings of the IEEE 4th International Workshop on Wireless, Mobile and Ubiquitous Technologies in Education, Los Alamitos, CA, USA, IEEE Computer Society. Want, R., Hopper, A., Falcao, V., and Gibbons, J. (1992). The Active Badge Location system: ACM Transactions on Information Systems, 10(1), pp. 91-102. Zurita G., Nussbaum M., (2004) MCSCL: Mobile Computer Supported Collaborative Learning. Computers & Education, April, 42(3):289-314. ====Kapcsolódó kifejezések==== Átható tanulás, Mindenütt jelenlévő tanulás, Kibővített valóság tanulás, Egy az egyben tanulás, Hordozható tanulás, Mobil mindenütt jelenlévő és magával ragadó technológiával továbbfejlesztett tanulás, Összekevert tanulás. ====Kapcsolódó dokumentumok==== Naismith, L., Lonsdale, P., Vavoula, G. & Sharples, M. (2005) Literature Review in Mobile Technologies and Learning. Report 11, NESTA Futurelab. Bristol: NESTA Futurelab. Also available at http://www.nestafuturelab.org/research/reviews/reviews_11_and12/11_01.htm Shuler, C. (2009). Pockets of Potential: Using Mobile Technologies to Promote Children's Learning. New York: Joan Ganz Cooney Center at Sesame Workshop 0 103 1177 754 2013-03-01T10:35:20Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>draft 1</u> '''Editor''': Mireille Bétrancourt, TECFA, Faculty of Psychology and Education, university of Geneva, Switzerland '''Contributors: …/…''' ====Definition==== Multimedia Learning is a form of learning supported by different sources of information (e.g. text and graphics) being handled jointly in order to understand and memorize a given content (facts, concept, procedure…). ====Comments on the history==== Multimedia learning emerged from the field of text comprehension. In the 1970s, it was observed that including pictures in the text dramatically increased comprehension and memorization of text information (see the review from Levie & Lentz, 1982). A large body of research was carried out to identify the underlying cognitive processes explaining the positive effect of pictures in learning from text (Mandl & Levin, 1989; Johnson-Laird, 1983; Schnotz, 2001). Simultaneously, another current was focusing on the instructional issues: what pictures help which learners for what learning outcomes? This double theoretical and instructional objective is still very present in the current research and large body of recommendations for the design of effective multimedia instruction is now available (e.g., Mayer, 2005). ====Related terms==== Multiple representation, external representation, multimedia instruction ====Translation issues==== French: Apprendre à partir d’informations multimédia ; Compréhension de documents multimédia.<br> German: Wissenserwerb mit Multimedia. ====Disciplinary issues==== By multimedia (Mayer 2001, p. 2) is meant the presentation of material using both words (e.g. printing or spoken text) and pictures (e.g. static graphics, including graphs photos, maps, or dynamic graphics, including animation or video); hence the definition of multimedia learning as learning with multiple representations. However, multimedia learning is often mistaken as multimodal learning, in the sense of learning through different sensory channels (auditory, visual, kinesthetic). For example, learning from auditory and written text would not be considered as multimedia learning in its original sense. However, multimedia learning also considers the modality issues, especially in the case where different media are conveyed through different sensory modalities. Interactivity is also a major issue in Multimedia learning, that then get close to the concept of simulation. ====Key references==== [http://ruccs.rutgers.edu/~jacob/teaching/CompCog/johnsonlaird.pdf] Johnson-Laird P. N. (1983) Mental Models: Toward a Cognitive Science of Language, Inference and Consciousness. Harvard University Press. [http://link.springer.com/article/10.1007%2FBF02765184?LI=true] Levie W. H., Lentz R. (1982) Effects of text illustrations: A review of research. Educational Communication and Technology, 30(4), 195-233. [http://books.google.fr/books?id=2xSx7y5DMAUC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Mandl, H., Levin J.R. (1989) Knowledge acquisition from text and pictures, North-Holland, Amsterdam (1989). [http://books.google.fr/books?id=ymJ9o-w_6WEC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Mayer R. E. (2001) Multimedia learning. New York: Cambridge University Press. [http://books.google.fr/books?id=duWx8fxkkk0C&lpg=PR9&ots=x7-er1rg4C&dq=Multimedia%20learning&lr&hl=fr&pg=PP1#v=onepage&q=Multimedia%20learning&f=false] Mayer R. E. (Ed). (2005) Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press. [http://telearn.archives-ouvertes.fr/hal-00702929/] Schnotz W. (2001) Sign systems, technologies, and the acquisition of knowledge. In J.F. Rouet, J.J. Levonen, & A. Biardeau, A. (Eds.), Multimedia learning: Cognitive and instructional issues (pp. 9-29). Amsterdam: Elsevier. 754 753 2012-02-13T13:13:56Z Manon 3 /* Key references */ wikitext text/x-wiki <u>draft 1</u> '''Editor''': Mireille Bétrancourt, TECFA, Faculty of Psychology and Education, university of Geneva, Switzerland '''Contributors: …/…''' ====Definition==== Multimedia Learning is a form of learning supported by different sources of information (e.g. text and graphics) being handled jointly in order to understand and memorize a given content (facts, concept, procedure…). ====Comments on the history==== Multimedia learning emerged from the field of text comprehension. In the 1970s, it was observed that including pictures in the text dramatically increased comprehension and memorization of text information (see the review from Levie & Lentz, 1982). A large body of research was carried out to identify the underlying cognitive processes explaining the positive effect of pictures in learning from text (Mandl & Levin, 1989; Johnson-Laird, 1983; Schnotz, 2001). Simultaneously, another current was focusing on the instructional issues: what pictures help which learners for what learning outcomes? This double theoretical and instructional objective is still very present in the current research and large body of recommendations for the design of effective multimedia instruction is now available (e.g., Mayer, 2005). ====Related terms==== Multiple representation, external representation, multimedia instruction ====Translation issues==== French: Apprendre à partir d’informations multimédia ; Compréhension de documents multimédia.<br> German: Wissenserwerb mit Multimedia. ====Disciplinary issues==== By multimedia (Mayer 2001, p. 2) is meant the presentation of material using both words (e.g. printing or spoken text) and pictures (e.g. static graphics, including graphs photos, maps, or dynamic graphics, including animation or video); hence the definition of multimedia learning as learning with multiple representations. However, multimedia learning is often mistaken as multimodal learning, in the sense of learning through different sensory channels (auditory, visual, kinesthetic). For example, learning from auditory and written text would not be considered as multimedia learning in its original sense. However, multimedia learning also considers the modality issues, especially in the case where different media are conveyed through different sensory modalities. Interactivity is also a major issue in Multimedia learning, that then get close to the concept of simulation. ====Key references==== Johnson-Laird P. N. [http://www.telearn.org/open-archive/browse?resource=7144_v1] (1983) Mental Models: Toward a Cognitive Science of Language, Inference and Consciousness. Harvard University Press. Levie W. H., Lentz R. [http://www.telearn.org/open-archive/browse?resource=7121_v1] (1982) Effects of text illustrations: A review of research. Educational Communication and Technology, 30(4), 195-233. Mandl, H., Levin J.R. [http://www.telearn.org/open-archive/browse?resource=7146_v1] (1989) Knowledge acquisition from text and pictures, North-Holland, Amsterdam (1989). Mayer R. E. [http://www.telearn.org/open-archive/browse?resource=7150_v1] (2001) Multimedia learning. New York: Cambridge University Press. Mayer R. E. (Ed). [http://www.telearn.org/open-archive/browse?resource=7154_v1] (2005) Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press. Schnotz W. [http://www.telearn.org/open-archive/browse?resource=7155_v1] (2001) Sign systems, technologies, and the acquisition of knowledge. In J.F. Rouet, J.J. Levonen, & A. Biardeau, A. (Eds.), Multimedia learning: Cognitive and instructional issues (pp. 9-29). Amsterdam: Elsevier. 753 752 2012-02-13T10:29:32Z Manon 3 /* Key references */ wikitext text/x-wiki <u>draft 1</u> '''Editor''': Mireille Bétrancourt, TECFA, Faculty of Psychology and Education, university of Geneva, Switzerland '''Contributors: …/…''' ====Definition==== Multimedia Learning is a form of learning supported by different sources of information (e.g. text and graphics) being handled jointly in order to understand and memorize a given content (facts, concept, procedure…). ====Comments on the history==== Multimedia learning emerged from the field of text comprehension. In the 1970s, it was observed that including pictures in the text dramatically increased comprehension and memorization of text information (see the review from Levie & Lentz, 1982). A large body of research was carried out to identify the underlying cognitive processes explaining the positive effect of pictures in learning from text (Mandl & Levin, 1989; Johnson-Laird, 1983; Schnotz, 2001). Simultaneously, another current was focusing on the instructional issues: what pictures help which learners for what learning outcomes? This double theoretical and instructional objective is still very present in the current research and large body of recommendations for the design of effective multimedia instruction is now available (e.g., Mayer, 2005). ====Related terms==== Multiple representation, external representation, multimedia instruction ====Translation issues==== French: Apprendre à partir d’informations multimédia ; Compréhension de documents multimédia.<br> German: Wissenserwerb mit Multimedia. ====Disciplinary issues==== By multimedia (Mayer 2001, p. 2) is meant the presentation of material using both words (e.g. printing or spoken text) and pictures (e.g. static graphics, including graphs photos, maps, or dynamic graphics, including animation or video); hence the definition of multimedia learning as learning with multiple representations. However, multimedia learning is often mistaken as multimodal learning, in the sense of learning through different sensory channels (auditory, visual, kinesthetic). For example, learning from auditory and written text would not be considered as multimedia learning in its original sense. However, multimedia learning also considers the modality issues, especially in the case where different media are conveyed through different sensory modalities. Interactivity is also a major issue in Multimedia learning, that then get close to the concept of simulation. ====Key references==== Johnson-Laird P. N. [http://www.telearn.org/open-archive/browse?resource=7144_v1] (1983) Mental Models: Toward a Cognitive Science of Language, Inference and Consciousness. Harvard University Press. Levie W. H., Lentz R. [http://www.telearn.org/open-archive/browse?resource=7121_v1] (1982) Effects of text illustrations: A review of research. Educational Communication and Technology, 30(4), 195-233. Mandl, H., Levin J.R. [http://www.telearn.org/open-archive/browse?resource=7146_v1] (1989) Knowledge acquisition from text and pictures, North-Holland, Amsterdam (1989). Mayer R. E. [http://www.telearn.org/open-archive/browse?resource=7150_v1] (2001) Multimedia learning. New York: Cambridge University Press. Mayer R. E. (Ed). [http://www.telearn.org/open-archive/browse?resource=7154_v1] (2005) Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press. Schnotz W. (2001) Sign systems, technologies, and the acquisition of knowledge. In J.F. Rouet, J.J. Levonen, & A. Biardeau, A. (Eds.), Multimedia learning: Cognitive and instructional issues (pp. 9-29). Amsterdam: Elsevier. 752 751 2012-02-13T10:17:31Z Manon 3 /* Key references */ wikitext text/x-wiki <u>draft 1</u> '''Editor''': Mireille Bétrancourt, TECFA, Faculty of Psychology and Education, university of Geneva, Switzerland '''Contributors: …/…''' ====Definition==== Multimedia Learning is a form of learning supported by different sources of information (e.g. text and graphics) being handled jointly in order to understand and memorize a given content (facts, concept, procedure…). ====Comments on the history==== Multimedia learning emerged from the field of text comprehension. In the 1970s, it was observed that including pictures in the text dramatically increased comprehension and memorization of text information (see the review from Levie & Lentz, 1982). A large body of research was carried out to identify the underlying cognitive processes explaining the positive effect of pictures in learning from text (Mandl & Levin, 1989; Johnson-Laird, 1983; Schnotz, 2001). Simultaneously, another current was focusing on the instructional issues: what pictures help which learners for what learning outcomes? This double theoretical and instructional objective is still very present in the current research and large body of recommendations for the design of effective multimedia instruction is now available (e.g., Mayer, 2005). ====Related terms==== Multiple representation, external representation, multimedia instruction ====Translation issues==== French: Apprendre à partir d’informations multimédia ; Compréhension de documents multimédia.<br> German: Wissenserwerb mit Multimedia. ====Disciplinary issues==== By multimedia (Mayer 2001, p. 2) is meant the presentation of material using both words (e.g. printing or spoken text) and pictures (e.g. static graphics, including graphs photos, maps, or dynamic graphics, including animation or video); hence the definition of multimedia learning as learning with multiple representations. However, multimedia learning is often mistaken as multimodal learning, in the sense of learning through different sensory channels (auditory, visual, kinesthetic). For example, learning from auditory and written text would not be considered as multimedia learning in its original sense. However, multimedia learning also considers the modality issues, especially in the case where different media are conveyed through different sensory modalities. Interactivity is also a major issue in Multimedia learning, that then get close to the concept of simulation. ====Key references==== Johnson-Laird P. N. [http://www.telearn.org/open-archive/browse?resource=7144_v1] (1983) Mental Models: Toward a Cognitive Science of Language, Inference and Consciousness. Harvard University Press. Levie W. H., Lentz R. [http://www.telearn.org/open-archive/browse?resource=7121_v1] (1982) Effects of text illustrations: A review of research. Educational Communication and Technology, 30(4), 195-233. Mandl, H., Levin J.R. [http://www.telearn.org/open-archive/browse?resource=7146_v1] (1989) Knowledge acquisition from text and pictures, North-Holland, Amsterdam (1989). Mayer R. E. [http://www.telearn.org/open-archive/browse?resource=7150_v1] (2001) Multimedia learning. New York: Cambridge University Press. Mayer R. E. (Ed). (2005) Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press. Schnotz W. (2001) Sign systems, technologies, and the acquisition of knowledge. In J.F. Rouet, J.J. Levonen, & A. Biardeau, A. (Eds.), Multimedia learning: Cognitive and instructional issues (pp. 9-29). Amsterdam: Elsevier. 751 747 2012-02-13T09:16:44Z Manon 3 /* Key references */ wikitext text/x-wiki <u>draft 1</u> '''Editor''': Mireille Bétrancourt, TECFA, Faculty of Psychology and Education, university of Geneva, Switzerland '''Contributors: …/…''' ====Definition==== Multimedia Learning is a form of learning supported by different sources of information (e.g. text and graphics) being handled jointly in order to understand and memorize a given content (facts, concept, procedure…). ====Comments on the history==== Multimedia learning emerged from the field of text comprehension. In the 1970s, it was observed that including pictures in the text dramatically increased comprehension and memorization of text information (see the review from Levie & Lentz, 1982). A large body of research was carried out to identify the underlying cognitive processes explaining the positive effect of pictures in learning from text (Mandl & Levin, 1989; Johnson-Laird, 1983; Schnotz, 2001). Simultaneously, another current was focusing on the instructional issues: what pictures help which learners for what learning outcomes? This double theoretical and instructional objective is still very present in the current research and large body of recommendations for the design of effective multimedia instruction is now available (e.g., Mayer, 2005). ====Related terms==== Multiple representation, external representation, multimedia instruction ====Translation issues==== French: Apprendre à partir d’informations multimédia ; Compréhension de documents multimédia.<br> German: Wissenserwerb mit Multimedia. ====Disciplinary issues==== By multimedia (Mayer 2001, p. 2) is meant the presentation of material using both words (e.g. printing or spoken text) and pictures (e.g. static graphics, including graphs photos, maps, or dynamic graphics, including animation or video); hence the definition of multimedia learning as learning with multiple representations. However, multimedia learning is often mistaken as multimodal learning, in the sense of learning through different sensory channels (auditory, visual, kinesthetic). For example, learning from auditory and written text would not be considered as multimedia learning in its original sense. However, multimedia learning also considers the modality issues, especially in the case where different media are conveyed through different sensory modalities. Interactivity is also a major issue in Multimedia learning, that then get close to the concept of simulation. ====Key references==== Johnson-Laird P. N. [http://www.telearn.org/open-archive/browse?resource=7144_v1] (1983) Mental Models: Toward a Cognitive Science of Language, Inference and Consciousness. Harvard University Press. Levie W. H., Lentz R. [http://www.telearn.org/open-archive/browse?resource=7121_v1] (1982) Effects of text illustrations: A review of research. Educational Communication and Technology, 30(4), 195-233. Mandl, H., Levin J.R. [http://www.telearn.org/open-archive/browse?resource=7146_v1] (1989) Knowledge acquisition from text and pictures, North-Holland, Amsterdam (1989). Mayer R. E. (2001) Multimedia learning. New York: Cambridge University Press. Mayer R. E. (Ed). (2005) Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press. Schnotz W. (2001) Sign systems, technologies, and the acquisition of knowledge. In J.F. Rouet, J.J. Levonen, & A. Biardeau, A. (Eds.), Multimedia learning: Cognitive and instructional issues (pp. 9-29). Amsterdam: Elsevier. 747 688 2012-02-10T15:28:36Z Manon 3 /* Key references */ wikitext text/x-wiki <u>draft 1</u> '''Editor''': Mireille Bétrancourt, TECFA, Faculty of Psychology and Education, university of Geneva, Switzerland '''Contributors: …/…''' ====Definition==== Multimedia Learning is a form of learning supported by different sources of information (e.g. text and graphics) being handled jointly in order to understand and memorize a given content (facts, concept, procedure…). ====Comments on the history==== Multimedia learning emerged from the field of text comprehension. In the 1970s, it was observed that including pictures in the text dramatically increased comprehension and memorization of text information (see the review from Levie & Lentz, 1982). A large body of research was carried out to identify the underlying cognitive processes explaining the positive effect of pictures in learning from text (Mandl & Levin, 1989; Johnson-Laird, 1983; Schnotz, 2001). Simultaneously, another current was focusing on the instructional issues: what pictures help which learners for what learning outcomes? This double theoretical and instructional objective is still very present in the current research and large body of recommendations for the design of effective multimedia instruction is now available (e.g., Mayer, 2005). ====Related terms==== Multiple representation, external representation, multimedia instruction ====Translation issues==== French: Apprendre à partir d’informations multimédia ; Compréhension de documents multimédia.<br> German: Wissenserwerb mit Multimedia. ====Disciplinary issues==== By multimedia (Mayer 2001, p. 2) is meant the presentation of material using both words (e.g. printing or spoken text) and pictures (e.g. static graphics, including graphs photos, maps, or dynamic graphics, including animation or video); hence the definition of multimedia learning as learning with multiple representations. However, multimedia learning is often mistaken as multimodal learning, in the sense of learning through different sensory channels (auditory, visual, kinesthetic). For example, learning from auditory and written text would not be considered as multimedia learning in its original sense. However, multimedia learning also considers the modality issues, especially in the case where different media are conveyed through different sensory modalities. Interactivity is also a major issue in Multimedia learning, that then get close to the concept of simulation. ====Key references==== Johnson-Laird P. N. [http://www.telearn.org/open-archive/browse?resource=7144_v1] (1983) Mental Models: Toward a Cognitive Science of Language, Inference and Consciousness. Harvard University Press. Levie W. H., Lentz R. [http://www.telearn.org/open-archive/browse?resource=7121_v1] (1982) Effects of text illustrations: A review of research. Educational Communication and Technology, 30(4), 195-233. Mandl, H., Levin J.R. (1989) Knowledge acquisition from text and pictures, North-Holland, Amsterdam (1989). Mayer R. E. (2001) Multimedia learning. New York: Cambridge University Press. Mayer R. E. (Ed). (2005) Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press. Schnotz W. (2001) Sign systems, technologies, and the acquisition of knowledge. In J.F. Rouet, J.J. Levonen, & A. Biardeau, A. (Eds.), Multimedia learning: Cognitive and instructional issues (pp. 9-29). Amsterdam: Elsevier. 688 665 2012-02-03T15:56:25Z Manon 3 /* Key references */ wikitext text/x-wiki <u>draft 1</u> '''Editor''': Mireille Bétrancourt, TECFA, Faculty of Psychology and Education, university of Geneva, Switzerland '''Contributors: …/…''' ====Definition==== Multimedia Learning is a form of learning supported by different sources of information (e.g. text and graphics) being handled jointly in order to understand and memorize a given content (facts, concept, procedure…). ====Comments on the history==== Multimedia learning emerged from the field of text comprehension. In the 1970s, it was observed that including pictures in the text dramatically increased comprehension and memorization of text information (see the review from Levie & Lentz, 1982). A large body of research was carried out to identify the underlying cognitive processes explaining the positive effect of pictures in learning from text (Mandl & Levin, 1989; Johnson-Laird, 1983; Schnotz, 2001). Simultaneously, another current was focusing on the instructional issues: what pictures help which learners for what learning outcomes? This double theoretical and instructional objective is still very present in the current research and large body of recommendations for the design of effective multimedia instruction is now available (e.g., Mayer, 2005). ====Related terms==== Multiple representation, external representation, multimedia instruction ====Translation issues==== French: Apprendre à partir d’informations multimédia ; Compréhension de documents multimédia.<br> German: Wissenserwerb mit Multimedia. ====Disciplinary issues==== By multimedia (Mayer 2001, p. 2) is meant the presentation of material using both words (e.g. printing or spoken text) and pictures (e.g. static graphics, including graphs photos, maps, or dynamic graphics, including animation or video); hence the definition of multimedia learning as learning with multiple representations. However, multimedia learning is often mistaken as multimodal learning, in the sense of learning through different sensory channels (auditory, visual, kinesthetic). For example, learning from auditory and written text would not be considered as multimedia learning in its original sense. However, multimedia learning also considers the modality issues, especially in the case where different media are conveyed through different sensory modalities. Interactivity is also a major issue in Multimedia learning, that then get close to the concept of simulation. ====Key references==== Johnson-Laird P. N. (1983) Mental Models: Toward a Cognitive Science of Language, Inference and Consciousness. Harvard University Press. Levie W. H., Lentz R. [http://www.telearn.org/open-archive/browse?resource=7121_v1] (1982) Effects of text illustrations: A review of research. Educational Communication and Technology, 30(4), 195-233. Mandl, H., Levin J.R. (1989) Knowledge acquisition from text and pictures, North-Holland, Amsterdam (1989). Mayer R. E. (2001) Multimedia learning. New York: Cambridge University Press. Mayer R. E. (Ed). (2005) Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press. Schnotz W. (2001) Sign systems, technologies, and the acquisition of knowledge. In J.F. Rouet, J.J. Levonen, & A. Biardeau, A. (Eds.), Multimedia learning: Cognitive and instructional issues (pp. 9-29). Amsterdam: Elsevier. 665 2012-01-30T09:19:57Z Zeiliger 2 Created page with "<u>draft 1</u> '''Editor''': Mireille Bétrancourt, TECFA, Faculty of Psychology and Education, university of Geneva, Switzerland '''Contributors: …/…''' ====Definition===..." wikitext text/x-wiki <u>draft 1</u> '''Editor''': Mireille Bétrancourt, TECFA, Faculty of Psychology and Education, university of Geneva, Switzerland '''Contributors: …/…''' ====Definition==== Multimedia Learning is a form of learning supported by different sources of information (e.g. text and graphics) being handled jointly in order to understand and memorize a given content (facts, concept, procedure…). ====Comments on the history==== Multimedia learning emerged from the field of text comprehension. In the 1970s, it was observed that including pictures in the text dramatically increased comprehension and memorization of text information (see the review from Levie & Lentz, 1982). A large body of research was carried out to identify the underlying cognitive processes explaining the positive effect of pictures in learning from text (Mandl & Levin, 1989; Johnson-Laird, 1983; Schnotz, 2001). Simultaneously, another current was focusing on the instructional issues: what pictures help which learners for what learning outcomes? This double theoretical and instructional objective is still very present in the current research and large body of recommendations for the design of effective multimedia instruction is now available (e.g., Mayer, 2005). ====Related terms==== Multiple representation, external representation, multimedia instruction ====Translation issues==== French: Apprendre à partir d’informations multimédia ; Compréhension de documents multimédia.<br> German: Wissenserwerb mit Multimedia. ====Disciplinary issues==== By multimedia (Mayer 2001, p. 2) is meant the presentation of material using both words (e.g. printing or spoken text) and pictures (e.g. static graphics, including graphs photos, maps, or dynamic graphics, including animation or video); hence the definition of multimedia learning as learning with multiple representations. However, multimedia learning is often mistaken as multimodal learning, in the sense of learning through different sensory channels (auditory, visual, kinesthetic). For example, learning from auditory and written text would not be considered as multimedia learning in its original sense. However, multimedia learning also considers the modality issues, especially in the case where different media are conveyed through different sensory modalities. Interactivity is also a major issue in Multimedia learning, that then get close to the concept of simulation. ====Key references==== Johnson-Laird P. N. (1983) Mental Models: Toward a Cognitive Science of Language, Inference and Consciousness. Harvard University Press. Levie W. H., Lentz R. (1982) Effects of text illustrations: A review of research. Educational Communication and Technology, 30(4), 195-233. Mandl, H., Levin J.R. (1989) Knowledge acquisition from text and pictures, North-Holland, Amsterdam (1989). Mayer R. E. (2001) Multimedia learning. New York: Cambridge University Press. Mayer R. E. (Ed). (2005) Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press. Schnotz W. (2001) Sign systems, technologies, and the acquisition of knowledge. In J.F. Rouet, J.J. Levonen, & A. Biardeau, A. (Eds.), Multimedia learning: Cognitive and instructional issues (pp. 9-29). Amsterdam: Elsevier. 0 147 1178 1176 2013-03-01T10:36:06Z Balacheff 4 /* Основна литература */ wikitext text/x-wiki = Мултимедийно обучение = <u>раб. версия 1</u> '''Editor''': Mireille Bétrancourt, TECFA, Faculty of Psychology and Education, university of Geneva, Switzerland '''Contributors''': …/… '''Adaptation''': Krassen Stefanov, University of Sofia (BG) ====Определение==== Мултимедийното обучение е форма на обучение, поддържано от различни източници на информация (напр. текст и графики), които се използват заедно с цел да се разбере и запамети дадено съдържание (факти, понятие, процедура...). ====Коментар по развитието на термина==== Мултимедийното обучение възниква от направлението свързано с разбирането на текст. През 70-те години се правят наблюдения, които установяват, че включването на изображения в текста значително увеличава разбирането и запаметяването на текстова информация (вижте обзора на Levie & Lentz, 1982). Голям брой проучвания са проведени за идентифициране на познавателните процеси, които обясняват положителния ефект за обучението при използване на изображения в текст (Mandl & Levin, 1989; Johnson-Laird, 1983; Schnotz, 2001). Едновременно с това се обръща внимание на въпросите, свързани с учебната дейност: какви изображения помагат на кои от обучаемите за постигане на какви резултати от обучението? Тази двойна познавателна и педагогическа задача все още е актуална и са предоставени множество препоръки за проектиране на ефективно мултимедийно преподаване (напр. Mayer, 2005). ====Сродни термини==== Множествено представяне, външно представяне, мултимедийно преподаване ====Проблематика на превода==== Френски: Apprendre à partir d’informations multimédia ; Compréhension de documents multimédia. Немски: Wissenserwerb mit Multimedia. ====Предметна проблематика==== Под мултимедия (Mayer 2001, p. 2) се има предвид представянето на материала посредством думи (например написан или прочетен текст) и изображения (например статични картини включващи графики, снимки, карти, както и динамични картини, включващи анимация или видео); следователно дефиницията на мултимедийно обучение е обучение с множествени (различни) представяния на информацията. Мултимедийното обучение често е бъркано с мултимодалното обучение (обучение в различни форми), в смисъла на обучение посредством различни сензорни канали (слухов, визуален, кинетичен). Например ученето чрез слушане и четене на писан текст не може да бъде разглеждано като мултимедийно обучение в неговия оригинален смисъл. Но мултимедийното обучение включва също и модални характеристики особено в случаите, когато различните средства са предадени посредством различни сензорни модалности. Интерактивността също е важен фактор в мултимедийното обучение и се доближава до понятието симулация. ====Основна литература==== [http://ruccs.rutgers.edu/~jacob/teaching/CompCog/johnsonlaird.pdf] Johnson-Laird P. N. (1983) Mental Models: Toward a Cognitive Science of Language, Inference and Consciousness. Harvard University Press. [http://link.springer.com/article/10.1007%2FBF02765184?LI=true] Levie W. H., Lentz R. (1982) Effects of text illustrations: A review of research. Educational Communication and Technology, 30(4), 195-233. [http://books.google.fr/books?id=2xSx7y5DMAUC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Mandl, H., Levin J.R. (1989) Knowledge acquisition from text and pictures, North-Holland, Amsterdam (1989). [http://books.google.fr/books?id=ymJ9o-w_6WEC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Mayer R. E. (2001) Multimedia learning. New York: Cambridge University Press. [http://books.google.fr/books?id=duWx8fxkkk0C&lpg=PR9&ots=x7-er1rg4C&dq=Multimedia%20learning&lr&hl=fr&pg=PP1#v=onepage&q=Multimedia%20learning&f=false] Mayer R. E. (Ed). (2005) Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press. [http://telearn.archives-ouvertes.fr/hal-00702929/] Schnotz W. (2001) Sign systems, technologies, and the acquisition of knowledge. In J.F. Rouet, J.J. Levonen, & A. Biardeau, A. (Eds.), Multimedia learning: Cognitive and instructional issues (pp. 9-29). Amsterdam: Elsevier. 1176 1175 2013-03-01T10:22:20Z Balacheff 4 wikitext text/x-wiki = Мултимедийно обучение = <u>раб. версия 1</u> '''Editor''': Mireille Bétrancourt, TECFA, Faculty of Psychology and Education, university of Geneva, Switzerland '''Contributors''': …/… '''Adaptation''': Krassen Stefanov, University of Sofia (BG) ====Определение==== Мултимедийното обучение е форма на обучение, поддържано от различни източници на информация (напр. текст и графики), които се използват заедно с цел да се разбере и запамети дадено съдържание (факти, понятие, процедура...). ====Коментар по развитието на термина==== Мултимедийното обучение възниква от направлението свързано с разбирането на текст. През 70-те години се правят наблюдения, които установяват, че включването на изображения в текста значително увеличава разбирането и запаметяването на текстова информация (вижте обзора на Levie & Lentz, 1982). Голям брой проучвания са проведени за идентифициране на познавателните процеси, които обясняват положителния ефект за обучението при използване на изображения в текст (Mandl & Levin, 1989; Johnson-Laird, 1983; Schnotz, 2001). Едновременно с това се обръща внимание на въпросите, свързани с учебната дейност: какви изображения помагат на кои от обучаемите за постигане на какви резултати от обучението? Тази двойна познавателна и педагогическа задача все още е актуална и са предоставени множество препоръки за проектиране на ефективно мултимедийно преподаване (напр. Mayer, 2005). ====Сродни термини==== Множествено представяне, външно представяне, мултимедийно преподаване ====Проблематика на превода==== Френски: Apprendre à partir d’informations multimédia ; Compréhension de documents multimédia. Немски: Wissenserwerb mit Multimedia. ====Предметна проблематика==== Под мултимедия (Mayer 2001, p. 2) се има предвид представянето на материала посредством думи (например написан или прочетен текст) и изображения (например статични картини включващи графики, снимки, карти, както и динамични картини, включващи анимация или видео); следователно дефиницията на мултимедийно обучение е обучение с множествени (различни) представяния на информацията. Мултимедийното обучение често е бъркано с мултимодалното обучение (обучение в различни форми), в смисъла на обучение посредством различни сензорни канали (слухов, визуален, кинетичен). Например ученето чрез слушане и четене на писан текст не може да бъде разглеждано като мултимедийно обучение в неговия оригинален смисъл. Но мултимедийното обучение включва също и модални характеристики особено в случаите, когато различните средства са предадени посредством различни сензорни модалности. Интерактивността също е важен фактор в мултимедийното обучение и се доближава до понятието симулация. ====Основна литература==== 1175 2013-03-01T10:19:45Z Balacheff 4 Created page with "Мултимедийно обучение Версия 1 Редактор: Mireille Bétrancourt, TECFA, Faculty of Psychology and Education, university of Geneva, Switzerland ..." wikitext text/x-wiki Мултимедийно обучение Версия 1 Редактор: Mireille Bétrancourt, TECFA, Faculty of Psychology and Education, university of Geneva, Switzerland Сътрудници: …/… ====Определение==== Мултимедийното обучение е форма на обучение, поддържано от различни източници на информация (напр. текст и графики), които се използват заедно с цел да се разбере и запамети дадено съдържание (факти, понятие, процедура...). ====Коментар по развитието на термина==== Мултимедийното обучение възниква от направлението свързано с разбирането на текст. През 70-те години се правят наблюдения, които установяват, че включването на изображения в текста значително увеличава разбирането и запаметяването на текстова информация (вижте обзора на Levie & Lentz, 1982). Голям брой проучвания са проведени за идентифициране на познавателните процеси, които обясняват положителния ефект за обучението при използване на изображения в текст (Mandl & Levin, 1989; Johnson-Laird, 1983; Schnotz, 2001). Едновременно с това се обръща внимание на въпросите, свързани с учебната дейност: какви изображения помагат на кои от обучаемите за постигане на какви резултати от обучението? Тази двойна познавателна и педагогическа задача все още е актуална и са предоставени множество препоръки за проектиране на ефективно мултимедийно преподаване (напр. Mayer, 2005). ====Сродни термини==== Множествено представяне, външно представяне, мултимедийно преподаване ====Проблематика на превода==== Френски: Apprendre à partir d’informations multimédia ; Compréhension de documents multimédia. Немски: Wissenserwerb mit Multimedia. ====Предметна проблематика==== Под мултимедия (Mayer 2001, p. 2) се има предвид представянето на материала посредством думи (например написан или прочетен текст) и изображения (например статични картини включващи графики, снимки, карти, както и динамични картини, включващи анимация или видео); следователно дефиницията на мултимедийно обучение е обучение с множествени (различни) представяния на информацията. Мултимедийното обучение често е бъркано с мултимодалното обучение (обучение в различни форми), в смисъла на обучение посредством различни сензорни канали (слухов, визуален, кинетичен). Например ученето чрез слушане и четене на писан текст не може да бъде разглеждано като мултимедийно обучение в неговия оригинален смисъл. Но мултимедийното обучение включва също и модални характеристики особено в случаите, когато различните средства са предадени посредством различни сензорни модалности. Интерактивността също е важен фактор в мултимедийното обучение и се доближава до понятието симулация. ====Основна литература==== 0 38 1236 1234 2013-03-10T20:11:18Z Balacheff 4 /* Related documents */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Giuliana Dettori, Institute for Educational Technology, CNR, Genoa, Italy ==== Definition ==== A ''Narrative Learning Environment (NLE)'' is a learning environment involving its user(s) in ICT-mediated activities where narratives (i.e., stories or narrations) related to the proposed cognitive task play a central role in facilitating learning. In this definition, the emphasis on ''activity'' excludes story-based tutorials from NLEs, since this type of tutorials does not involve learners in any activity apart from reading. Analogously, the emphasis on the ''connection of narrative'' and ''cognitive task'' leads to exclude from NLEs all learning environments which only use stories as appealing backgrounds for unrelated problem solving activity, with the aim to raise extrinsic motivation but without exploiting the learning potential of narrative. An ''Interactive NLE'' is an AI-based NLE which allows the joint construction of stories by the user and the system. ==== Comments on the history ==== The expression ''Narrative Learning Environment'' was created in the 90s within the field of Artificial Intelligence (AI), to name learning environments where stories, interactively created by user and software, had a central role in facilitating learning. Afterwards, the widespread interest raised by the educational potential of narrative led this expression to be used to name a variety of learning environments based on different kinds of technology, which share with the original NLEs a similar use of narrative-based activities to support learning (Dettori &amp; Paiva, 2009, p. 58). AI-based NLEs are ''technological'' constructions, with all the necessary components packaged in them (assignment of task-related narrative activities, pedagogical approach, selection of suitable technological tools to represent stories, support dialogues and play artificial characters). On the other hand, NLEs based on Educational Design, Multimedia or web 2.0 technology do not consist of single programs but are ''conceptual'' constructions in which widely-available technological tools (such as multimedia editors and communication technologies) facilitate the execution of learning-related narrative tasks. Tasks need to be defined by teachers or educational designers. Together with a pedagogical approach, they are apt to foster the achievement of the expected learning. These NLEs allow the level of interactivity afforded by the technological tools employed, such as hypermedia navigation and communication with networked users, but can not support joint story construction by user and software; for this reason, they are not considered interactive, even though the learner actually interacts with a story and with other learners. ==== Related terms ==== Synonymous Narrative-centred learning environments, Story-based learning environments Other related terms Interactive narrative learning environment, narrative learning. ==== Translation issues ==== .../... ==== Disciplinary issues ==== NLEs may be mediating tools for the development of narrative competence, as well as mediators for the development of other kinds of competence, both subject-related (linguistic expression in foreign or mother language, history, science, etc.), or soft skills (decision making, relational behaviour in critical conditions, etc.). In either case, cognitively relevant skills are also put into play, such as creativity, understanding, communication, awareness of logical constraints, negotiation with peers, memory. This multiple influence on learning is not surprising since narrative is a cultural artefact mediating learners' action, and it is typical of mediated action to have several simultaneous goals (Wertsch, 1998, p. 25). The term "narrative" is often improperly used to mean non-technical or non-pictorial discourse, instead of a "sequence of events, mental states, happenings" interrelated with each other (Bruner, 1990, p.43). A wide-angle, generic, use of this term voids of meaning the use of narrative in education, missing to exploit its learning potential, which derives from the fact that story elements constitute, all together, a whole from which each of them takes meaning (Bruner, 2003; Ricoeur, 2005). This allows people interacting with a narrative to infer more than what is explicitly reported, and hence to engage in an instinctive meaning-construction process. Narrative communicates ideas in a holistic way, which grants it the potential to convey rich and complex messages in simple form. For this reason, stories are considered the prime means by which human beings give meaning to their experience of temporality, cause-effect and personal actions (Polkinghorne, 1988). ==== Key references ==== [http://books.google.fr/books?id=YHt_M41uIuUC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press. [http://books.google.fr/books?id=7p2ApsvrclcC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Bruner, J. (2003). Making Stories. Cambridge, MA: Harvard University Press. [http://gaips.inesc-id.pt/gaips/component/gaips/publications/showPublicationPdf?pid=13&format=raw] Dettori, G., &amp; Paiva, A. (2009). Narrative Learning in technology-enhanced environments. In S. Ludvigsen, N. Balacheff, T. de Jong, A. Lazonder and S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 55-69). Berlin: Springer. [http://books.google.fr/books?id=7HXn29yaDeoC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Polkinghorne, D. (1988). Narrative Knowing and the Human Sciences. New York, NY: State University of New York Press. [http://books.google.fr/books?id=8L1CwJ0U_DsC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Ricoeur, P. (2005). Hermeneutics and the Human Sciences. Edited and translated by J. B. Thompson, 17th edition. Cambridge, MA: Cambridge University Press. [http://www.oxfordscholarship.com/view/10.1093/acprof:oso/9780195117530.001.0001/acprof-9780195117530] Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press, 216p. 1234 1036 2013-03-10T20:09:44Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Giuliana Dettori, Institute for Educational Technology, CNR, Genoa, Italy ==== Definition ==== A ''Narrative Learning Environment (NLE)'' is a learning environment involving its user(s) in ICT-mediated activities where narratives (i.e., stories or narrations) related to the proposed cognitive task play a central role in facilitating learning. In this definition, the emphasis on ''activity'' excludes story-based tutorials from NLEs, since this type of tutorials does not involve learners in any activity apart from reading. Analogously, the emphasis on the ''connection of narrative'' and ''cognitive task'' leads to exclude from NLEs all learning environments which only use stories as appealing backgrounds for unrelated problem solving activity, with the aim to raise extrinsic motivation but without exploiting the learning potential of narrative. An ''Interactive NLE'' is an AI-based NLE which allows the joint construction of stories by the user and the system. ==== Comments on the history ==== The expression ''Narrative Learning Environment'' was created in the 90s within the field of Artificial Intelligence (AI), to name learning environments where stories, interactively created by user and software, had a central role in facilitating learning. Afterwards, the widespread interest raised by the educational potential of narrative led this expression to be used to name a variety of learning environments based on different kinds of technology, which share with the original NLEs a similar use of narrative-based activities to support learning (Dettori &amp; Paiva, 2009, p. 58). AI-based NLEs are ''technological'' constructions, with all the necessary components packaged in them (assignment of task-related narrative activities, pedagogical approach, selection of suitable technological tools to represent stories, support dialogues and play artificial characters). On the other hand, NLEs based on Educational Design, Multimedia or web 2.0 technology do not consist of single programs but are ''conceptual'' constructions in which widely-available technological tools (such as multimedia editors and communication technologies) facilitate the execution of learning-related narrative tasks. Tasks need to be defined by teachers or educational designers. Together with a pedagogical approach, they are apt to foster the achievement of the expected learning. These NLEs allow the level of interactivity afforded by the technological tools employed, such as hypermedia navigation and communication with networked users, but can not support joint story construction by user and software; for this reason, they are not considered interactive, even though the learner actually interacts with a story and with other learners. ==== Related terms ==== Synonymous Narrative-centred learning environments, Story-based learning environments Other related terms Interactive narrative learning environment, narrative learning. ==== Translation issues ==== .../... ==== Disciplinary issues ==== NLEs may be mediating tools for the development of narrative competence, as well as mediators for the development of other kinds of competence, both subject-related (linguistic expression in foreign or mother language, history, science, etc.), or soft skills (decision making, relational behaviour in critical conditions, etc.). In either case, cognitively relevant skills are also put into play, such as creativity, understanding, communication, awareness of logical constraints, negotiation with peers, memory. This multiple influence on learning is not surprising since narrative is a cultural artefact mediating learners' action, and it is typical of mediated action to have several simultaneous goals (Wertsch, 1998, p. 25). The term "narrative" is often improperly used to mean non-technical or non-pictorial discourse, instead of a "sequence of events, mental states, happenings" interrelated with each other (Bruner, 1990, p.43). A wide-angle, generic, use of this term voids of meaning the use of narrative in education, missing to exploit its learning potential, which derives from the fact that story elements constitute, all together, a whole from which each of them takes meaning (Bruner, 2003; Ricoeur, 2005). This allows people interacting with a narrative to infer more than what is explicitly reported, and hence to engage in an instinctive meaning-construction process. Narrative communicates ideas in a holistic way, which grants it the potential to convey rich and complex messages in simple form. For this reason, stories are considered the prime means by which human beings give meaning to their experience of temporality, cause-effect and personal actions (Polkinghorne, 1988). ==== Key references ==== [http://books.google.fr/books?id=YHt_M41uIuUC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press. [http://books.google.fr/books?id=7p2ApsvrclcC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Bruner, J. (2003). Making Stories. Cambridge, MA: Harvard University Press. [http://gaips.inesc-id.pt/gaips/component/gaips/publications/showPublicationPdf?pid=13&format=raw] Dettori, G., &amp; Paiva, A. (2009). Narrative Learning in technology-enhanced environments. In S. Ludvigsen, N. Balacheff, T. de Jong, A. Lazonder and S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 55-69). Berlin: Springer. [http://books.google.fr/books?id=7HXn29yaDeoC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Polkinghorne, D. (1988). Narrative Knowing and the Human Sciences. New York, NY: State University of New York Press. [http://books.google.fr/books?id=8L1CwJ0U_DsC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Ricoeur, P. (2005). Hermeneutics and the Human Sciences. Edited and translated by J. B. Thompson, 17th edition. Cambridge, MA: Cambridge University Press. [http://www.oxfordscholarship.com/view/10.1093/acprof:oso/9780195117530.001.0001/acprof-9780195117530] Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press, 216p. ==== Related documents ==== NLEs special interest group's website [http://nle.noe-kaleidoscope.org/] <br>"Narrative" in Wikipedia [http://en.wikipedia.org/wiki/Narrative]<br> 1036 1035 2012-12-10T17:17:32Z Balacheff 4 /* Comments on the history */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Giuliana Dettori, Institute for Educational Technology, CNR, Genoa, Italy ==== Definition ==== A ''Narrative Learning Environment (NLE)'' is a learning environment involving its user(s) in ICT-mediated activities where narratives (i.e., stories or narrations) related to the proposed cognitive task play a central role in facilitating learning. In this definition, the emphasis on ''activity'' excludes story-based tutorials from NLEs, since this type of tutorials does not involve learners in any activity apart from reading. Analogously, the emphasis on the ''connection of narrative'' and ''cognitive task'' leads to exclude from NLEs all learning environments which only use stories as appealing backgrounds for unrelated problem solving activity, with the aim to raise extrinsic motivation but without exploiting the learning potential of narrative. An ''Interactive NLE'' is an AI-based NLE which allows the joint construction of stories by the user and the system. ==== Comments on the history ==== The expression ''Narrative Learning Environment'' was created in the 90s within the field of Artificial Intelligence (AI), to name learning environments where stories, interactively created by user and software, had a central role in facilitating learning. Afterwards, the widespread interest raised by the educational potential of narrative led this expression to be used to name a variety of learning environments based on different kinds of technology, which share with the original NLEs a similar use of narrative-based activities to support learning (Dettori &amp; Paiva, 2009, p. 58). AI-based NLEs are ''technological'' constructions, with all the necessary components packaged in them (assignment of task-related narrative activities, pedagogical approach, selection of suitable technological tools to represent stories, support dialogues and play artificial characters). On the other hand, NLEs based on Educational Design, Multimedia or web 2.0 technology do not consist of single programs but are ''conceptual'' constructions in which widely-available technological tools (such as multimedia editors and communication technologies) facilitate the execution of learning-related narrative tasks. Tasks need to be defined by teachers or educational designers. Together with a pedagogical approach, they are apt to foster the achievement of the expected learning. These NLEs allow the level of interactivity afforded by the technological tools employed, such as hypermedia navigation and communication with networked users, but can not support joint story construction by user and software; for this reason, they are not considered interactive, even though the learner actually interacts with a story and with other learners. ==== Related terms ==== Synonymous Narrative-centred learning environments, Story-based learning environments Other related terms Interactive narrative learning environment, narrative learning. ==== Translation issues ==== .../... ==== Disciplinary issues ==== NLEs may be mediating tools for the development of narrative competence, as well as mediators for the development of other kinds of competence, both subject-related (linguistic expression in foreign or mother language, history, science, etc.), or soft skills (decision making, relational behaviour in critical conditions, etc.). In either case, cognitively relevant skills are also put into play, such as creativity, understanding, communication, awareness of logical constraints, negotiation with peers, memory. This multiple influence on learning is not surprising since narrative is a cultural artefact mediating learners' action, and it is typical of mediated action to have several simultaneous goals (Wertsch, 1998, p. 25). The term "narrative" is often improperly used to mean non-technical or non-pictorial discourse, instead of a "sequence of events, mental states, happenings" interrelated with each other (Bruner, 1990, p.43). A wide-angle, generic, use of this term voids of meaning the use of narrative in education, missing to exploit its learning potential, which derives from the fact that story elements constitute, all together, a whole from which each of them takes meaning (Bruner, 2003; Ricoeur, 2005). This allows people interacting with a narrative to infer more than what is explicitly reported, and hence to engage in an instinctive meaning-construction process. Narrative communicates ideas in a holistic way, which grants it the potential to convey rich and complex messages in simple form. For this reason, stories are considered the prime means by which human beings give meaning to their experience of temporality, cause-effect and personal actions (Polkinghorne, 1988). ==== Key references ==== [http://www.telearn.org/open-archive/browse?resource=6859_v1] Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press. [http://www.telearn.org/open-archive/browse?resource=6860_v1] Bruner, J. (2003). Making Stories. Cambridge, MA: Harvard University Press. [http://www.telearn.org/open-archive/browse?resource=7156_v1] Dettori, G., &amp; Paiva, A. (2009). Narrative Learning in technology-enhanced environments. In S. Ludvigsen, N. Balacheff, T. de Jong, A. Lazonder and S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 55-69). Berlin: Springer. [http://www.telearn.org/open-archive/browse?resource=6870_v1] Polkinghorne, D. (1988). Narrative Knowing and the Human Sciences. New York, NY: State University of New York Press. [http://www.telearn.org/open-archive/browse?resource=7157_v1] Ricoeur, P. (2005). Hermeneutics and the Human Sciences. Edited and translated by J. B. Thompson, 17th edition. Cambridge, MA: Cambridge University Press. [http://www.telearn.org/open-archive/browse?resource=6942_v1] Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press, 216p. ==== Related documents ==== NLEs special interest group's website [http://nle.noe-kaleidoscope.org/] <br>"Narrative" in Wikipedia [http://en.wikipedia.org/wiki/Narrative]<br> 1035 1034 2012-12-10T17:16:06Z Balacheff 4 /* Definition */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Giuliana Dettori, Institute for Educational Technology, CNR, Genoa, Italy ==== Definition ==== A ''Narrative Learning Environment (NLE)'' is a learning environment involving its user(s) in ICT-mediated activities where narratives (i.e., stories or narrations) related to the proposed cognitive task play a central role in facilitating learning. In this definition, the emphasis on ''activity'' excludes story-based tutorials from NLEs, since this type of tutorials does not involve learners in any activity apart from reading. Analogously, the emphasis on the ''connection of narrative'' and ''cognitive task'' leads to exclude from NLEs all learning environments which only use stories as appealing backgrounds for unrelated problem solving activity, with the aim to raise extrinsic motivation but without exploiting the learning potential of narrative. An ''Interactive NLE'' is an AI-based NLE which allows the joint construction of stories by the user and the system. ==== Comments on the history ==== The expression ''Narrative Learning Environment'' was created in the 90s within the field of Artificial Intelligence (AI), to name learning environments where stories, interactively created by user and software, had a central role in facilitating learning. Afterwards, the widespread interest raised by the educational potential of narrative led this expression to be used to name a variety of learning environments based on different kinds of technology, which share with the original NLEs a similar use of narrative-based activities to support learning (Dettori &amp; Paiva, 2009, p. 58). AI-based NLEs are ''technological'' constructions, with all the necessary components packaged in them (assignment of task-related narrative activities, pedagogical approach, selection of suitable technological tools to represent stories, support dialogues and play artificial characters). On the other hand, NLEs based on Educational Design, Multimedia or web 2.0 technology do not consist of single programs but are ''conceptual'' constructions in which widely-available technological tools (such as multimedia editors and communication technologies) facilitate the execution of learning-related narrative tasks. Tasks need to be defined by teachers or educational designers, together with a pedagogical approach apt to foster the achievement of the expected learning. These NLEs allow the level of interactivity afforded by the technological tools employed, such as hypermedia navigation and communication with networked users, but can not support joint story construction by user and software; for this reason, they are not considered interactive, even though the learner actually interacts with a story and with other learners. ==== Related terms ==== Synonymous Narrative-centred learning environments, Story-based learning environments Other related terms Interactive narrative learning environment, narrative learning. ==== Translation issues ==== .../... ==== Disciplinary issues ==== NLEs may be mediating tools for the development of narrative competence, as well as mediators for the development of other kinds of competence, both subject-related (linguistic expression in foreign or mother language, history, science, etc.), or soft skills (decision making, relational behaviour in critical conditions, etc.). In either case, cognitively relevant skills are also put into play, such as creativity, understanding, communication, awareness of logical constraints, negotiation with peers, memory. This multiple influence on learning is not surprising since narrative is a cultural artefact mediating learners' action, and it is typical of mediated action to have several simultaneous goals (Wertsch, 1998, p. 25). The term "narrative" is often improperly used to mean non-technical or non-pictorial discourse, instead of a "sequence of events, mental states, happenings" interrelated with each other (Bruner, 1990, p.43). A wide-angle, generic, use of this term voids of meaning the use of narrative in education, missing to exploit its learning potential, which derives from the fact that story elements constitute, all together, a whole from which each of them takes meaning (Bruner, 2003; Ricoeur, 2005). This allows people interacting with a narrative to infer more than what is explicitly reported, and hence to engage in an instinctive meaning-construction process. Narrative communicates ideas in a holistic way, which grants it the potential to convey rich and complex messages in simple form. For this reason, stories are considered the prime means by which human beings give meaning to their experience of temporality, cause-effect and personal actions (Polkinghorne, 1988). ==== Key references ==== [http://www.telearn.org/open-archive/browse?resource=6859_v1] Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press. [http://www.telearn.org/open-archive/browse?resource=6860_v1] Bruner, J. (2003). Making Stories. Cambridge, MA: Harvard University Press. [http://www.telearn.org/open-archive/browse?resource=7156_v1] Dettori, G., &amp; Paiva, A. (2009). Narrative Learning in technology-enhanced environments. In S. Ludvigsen, N. Balacheff, T. de Jong, A. Lazonder and S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 55-69). Berlin: Springer. [http://www.telearn.org/open-archive/browse?resource=6870_v1] Polkinghorne, D. (1988). Narrative Knowing and the Human Sciences. New York, NY: State University of New York Press. [http://www.telearn.org/open-archive/browse?resource=7157_v1] Ricoeur, P. (2005). Hermeneutics and the Human Sciences. Edited and translated by J. B. Thompson, 17th edition. Cambridge, MA: Cambridge University Press. [http://www.telearn.org/open-archive/browse?resource=6942_v1] Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press, 216p. ==== Related documents ==== NLEs special interest group's website [http://nle.noe-kaleidoscope.org/] <br>"Narrative" in Wikipedia [http://en.wikipedia.org/wiki/Narrative]<br> 1034 1024 2012-12-10T17:14:29Z Balacheff 4 /* Definition */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Giuliana Dettori, Institute for Educational Technology, CNR, Genoa, Italy ==== Definition ==== A ''Narrative Learning Environment (NLE)'' is a learning environment involving its user(s) in ICT-mediated activities where narratives (i.e., stories or narrations) related to the proposed cognitive task play a central role in facilitating learning. In this definition, the emphasis on ''activity'' excludes story-based tutorials from NLEs, since this type of tutorials do not involve learners in any activity apart from reading. Analogously, the emphasis on the ''connection of narrative'' and ''cognitive task'' leads to exclude from NLEs all learning environments which only use stories as appealing backgrounds for unrelated problem solving activity, with the aim to raise extrinsic motivation but without exploiting the learning potential of narrative. An ''Interactive NLE'' is an AI-based NLE which allows the joint construction of stories by the user and the system. ==== Comments on the history ==== The expression ''Narrative Learning Environment'' was created in the 90s within the field of Artificial Intelligence (AI), to name learning environments where stories, interactively created by user and software, had a central role in facilitating learning. Afterwards, the widespread interest raised by the educational potential of narrative led this expression to be used to name a variety of learning environments based on different kinds of technology, which share with the original NLEs a similar use of narrative-based activities to support learning (Dettori &amp; Paiva, 2009, p. 58). AI-based NLEs are ''technological'' constructions, with all the necessary components packaged in them (assignment of task-related narrative activities, pedagogical approach, selection of suitable technological tools to represent stories, support dialogues and play artificial characters). On the other hand, NLEs based on Educational Design, Multimedia or web 2.0 technology do not consist of single programs but are ''conceptual'' constructions in which widely-available technological tools (such as multimedia editors and communication technologies) facilitate the execution of learning-related narrative tasks. Tasks need to be defined by teachers or educational designers, together with a pedagogical approach apt to foster the achievement of the expected learning. These NLEs allow the level of interactivity afforded by the technological tools employed, such as hypermedia navigation and communication with networked users, but can not support joint story construction by user and software; for this reason, they are not considered interactive, even though the learner actually interacts with a story and with other learners. ==== Related terms ==== Synonymous Narrative-centred learning environments, Story-based learning environments Other related terms Interactive narrative learning environment, narrative learning. ==== Translation issues ==== .../... ==== Disciplinary issues ==== NLEs may be mediating tools for the development of narrative competence, as well as mediators for the development of other kinds of competence, both subject-related (linguistic expression in foreign or mother language, history, science, etc.), or soft skills (decision making, relational behaviour in critical conditions, etc.). In either case, cognitively relevant skills are also put into play, such as creativity, understanding, communication, awareness of logical constraints, negotiation with peers, memory. This multiple influence on learning is not surprising since narrative is a cultural artefact mediating learners' action, and it is typical of mediated action to have several simultaneous goals (Wertsch, 1998, p. 25). The term "narrative" is often improperly used to mean non-technical or non-pictorial discourse, instead of a "sequence of events, mental states, happenings" interrelated with each other (Bruner, 1990, p.43). A wide-angle, generic, use of this term voids of meaning the use of narrative in education, missing to exploit its learning potential, which derives from the fact that story elements constitute, all together, a whole from which each of them takes meaning (Bruner, 2003; Ricoeur, 2005). This allows people interacting with a narrative to infer more than what is explicitly reported, and hence to engage in an instinctive meaning-construction process. Narrative communicates ideas in a holistic way, which grants it the potential to convey rich and complex messages in simple form. For this reason, stories are considered the prime means by which human beings give meaning to their experience of temporality, cause-effect and personal actions (Polkinghorne, 1988). ==== Key references ==== [http://www.telearn.org/open-archive/browse?resource=6859_v1] Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press. [http://www.telearn.org/open-archive/browse?resource=6860_v1] Bruner, J. (2003). Making Stories. Cambridge, MA: Harvard University Press. [http://www.telearn.org/open-archive/browse?resource=7156_v1] Dettori, G., &amp; Paiva, A. (2009). Narrative Learning in technology-enhanced environments. In S. Ludvigsen, N. Balacheff, T. de Jong, A. Lazonder and S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 55-69). Berlin: Springer. [http://www.telearn.org/open-archive/browse?resource=6870_v1] Polkinghorne, D. (1988). Narrative Knowing and the Human Sciences. New York, NY: State University of New York Press. [http://www.telearn.org/open-archive/browse?resource=7157_v1] Ricoeur, P. (2005). Hermeneutics and the Human Sciences. Edited and translated by J. B. Thompson, 17th edition. Cambridge, MA: Cambridge University Press. [http://www.telearn.org/open-archive/browse?resource=6942_v1] Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press, 216p. ==== Related documents ==== NLEs special interest group's website [http://nle.noe-kaleidoscope.org/] <br>"Narrative" in Wikipedia [http://en.wikipedia.org/wiki/Narrative]<br> 1024 1023 2012-12-08T15:43:42Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Giuliana Dettori, Institute for Educational Technology, CNR, Genoa, Italy ==== Definition ==== A ''Narrative Learning Environment (NLE)'' is a learning environment involving its user(s) in ICT-mediated activities where narratives (i.e., stories or narrations) related to the proposed cognitive task play a central role in facilitating learning. In this definition, the emphasis on ''activity'' excludes from NLEs story-based tutorials which do not involve learners in any activity apart from reading. Analogously, the emphasis on the ''connection of narrative'' and ''cognitive task'' leads to exclude from NLEs all learning environments which only use stories as appealing backgrounds for unrelated problem solving activity, with the aim to raise extrinsic motivation but without exploiting the learning potential of narrative. An ''Interactive NLE'' is an AI-based NLE which allows the joint construction of stories by the user and the system. ==== Comments on the history ==== The expression ''Narrative Learning Environment'' was created in the 90s within the field of Artificial Intelligence (AI), to name learning environments where stories, interactively created by user and software, had a central role in facilitating learning. Afterwards, the widespread interest raised by the educational potential of narrative led this expression to be used to name a variety of learning environments based on different kinds of technology, which share with the original NLEs a similar use of narrative-based activities to support learning (Dettori &amp; Paiva, 2009, p. 58). AI-based NLEs are ''technological'' constructions, with all the necessary components packaged in them (assignment of task-related narrative activities, pedagogical approach, selection of suitable technological tools to represent stories, support dialogues and play artificial characters). On the other hand, NLEs based on Educational Design, Multimedia or web 2.0 technology do not consist of single programs but are ''conceptual'' constructions in which widely-available technological tools (such as multimedia editors and communication technologies) facilitate the execution of learning-related narrative tasks. Tasks need to be defined by teachers or educational designers, together with a pedagogical approach apt to foster the achievement of the expected learning. These NLEs allow the level of interactivity afforded by the technological tools employed, such as hypermedia navigation and communication with networked users, but can not support joint story construction by user and software; for this reason, they are not considered interactive, even though the learner actually interacts with a story and with other learners. ==== Related terms ==== Synonymous Narrative-centred learning environments, Story-based learning environments Other related terms Interactive narrative learning environment, narrative learning. ==== Translation issues ==== .../... ==== Disciplinary issues ==== NLEs may be mediating tools for the development of narrative competence, as well as mediators for the development of other kinds of competence, both subject-related (linguistic expression in foreign or mother language, history, science, etc.), or soft skills (decision making, relational behaviour in critical conditions, etc.). In either case, cognitively relevant skills are also put into play, such as creativity, understanding, communication, awareness of logical constraints, negotiation with peers, memory. This multiple influence on learning is not surprising since narrative is a cultural artefact mediating learners' action, and it is typical of mediated action to have several simultaneous goals (Wertsch, 1998, p. 25). The term "narrative" is often improperly used to mean non-technical or non-pictorial discourse, instead of a "sequence of events, mental states, happenings" interrelated with each other (Bruner, 1990, p.43). A wide-angle, generic, use of this term voids of meaning the use of narrative in education, missing to exploit its learning potential, which derives from the fact that story elements constitute, all together, a whole from which each of them takes meaning (Bruner, 2003; Ricoeur, 2005). This allows people interacting with a narrative to infer more than what is explicitly reported, and hence to engage in an instinctive meaning-construction process. Narrative communicates ideas in a holistic way, which grants it the potential to convey rich and complex messages in simple form. For this reason, stories are considered the prime means by which human beings give meaning to their experience of temporality, cause-effect and personal actions (Polkinghorne, 1988). ==== Key references ==== [http://www.telearn.org/open-archive/browse?resource=6859_v1] Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press. [http://www.telearn.org/open-archive/browse?resource=6860_v1] Bruner, J. (2003). Making Stories. Cambridge, MA: Harvard University Press. [http://www.telearn.org/open-archive/browse?resource=7156_v1] Dettori, G., &amp; Paiva, A. (2009). Narrative Learning in technology-enhanced environments. In S. Ludvigsen, N. Balacheff, T. de Jong, A. Lazonder and S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 55-69). Berlin: Springer. [http://www.telearn.org/open-archive/browse?resource=6870_v1] Polkinghorne, D. (1988). Narrative Knowing and the Human Sciences. New York, NY: State University of New York Press. [http://www.telearn.org/open-archive/browse?resource=7157_v1] Ricoeur, P. (2005). Hermeneutics and the Human Sciences. Edited and translated by J. B. Thompson, 17th edition. Cambridge, MA: Cambridge University Press. [http://www.telearn.org/open-archive/browse?resource=6942_v1] Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press, 216p. ==== Related documents ==== NLEs special interest group's website [http://nle.noe-kaleidoscope.org/] <br>"Narrative" in Wikipedia [http://en.wikipedia.org/wiki/Narrative]<br> 1023 756 2012-12-08T15:42:07Z Balacheff 4 /* Comments on the history */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Giuliana Dettori, Institute for Educational Technology, CNR, Genoa, Italy ==== Definition ==== A ''Narrative Learning Environment (NLE)'' is a learning environment involving its user(s) in ICT-mediated activities where narratives (i.e., stories or narrations) related to the proposed cognitive task play a central role in facilitating learning. In this definition, the emphasis on ''activity'' excludes from NLEs story-based tutorials which do not involve learners in any activity apart from reading. Analogously, the emphasis on the ''connection of narrative'' and ''cognitive task'' leads to exclude from NLEs all learning environments which only use stories as appealing backgrounds for unrelated problem solving activity, with the aim to raise extrinsic motivation but without exploiting the learning potential of narrative. An ''Interactive NLE'' is an AI-based NLE which allows the joint construction of stories by the user and the system. ==== Comments on the history ==== The expression ''Narrative Learning Environment'' was created in the 90s within the field of Artificial Intelligence (AI), to name learning environments where stories, interactively created by user and software, had a central role in facilitating learning. Afterwards, the widespread interest raised by the educational potential of narrative led this expression to be used to name a variety of learning environments based on different kinds of technology, which share with the original NLEs a similar use of narrative-based activities to support learning (Dettori &amp; Paiva, 2009, p. 58). AI-based NLEs are ''technological'' constructions, with all the necessary components packaged in them (assignment of task-related narrative activities, pedagogical approach, selection of suitable technological tools to represent stories, support dialogues and play artificial characters). On the other hand, NLEs based on Educational Design, Multimedia or web 2.0 technology do not consist of single programs but are ''conceptual'' constructions in which widely-available technological tools (such as multimedia editors and communication technologies) facilitate the execution of learning-related narrative tasks. Tasks need to be defined by teachers or educational designers, together with a pedagogical approach apt to foster the achievement of the expected learning. These NLEs allow the level of interactivity afforded by the technological tools employed, such as hypermedia navigation and communication with networked users, but can not support joint story construction by user and software; for this reason, they are not considered interactive, even though the learner actually interacts with a story and with other learners. ==== Related terms ==== Synonymous Narrative-centred learning environments, Story-based learning environments Other related terms Interactive narrative learning environment, narrative learning. ==== Translation issues ==== .../... ==== Disciplinary issues ==== NLEs may be mediating tools for the development of narrative competence, as well as mediators for the development of other kinds of competence, both subject-related (linguistic expression in foreign or mother language, history, science, etc.), or soft skills (decision making, relational behaviour in critical conditions, etc.). In either case, cognitively relevant skills are also put into play, such as creativity, understanding, communication, awareness of logical constraints, negotiation with peers, memory. This multiple influence on learning is not surprising since narrative is a cultural artefact mediating learners' action, and it is typical of mediated action to have several simultaneous goals (Wertsch, 1998, p. 25). The term "narrative" is often improperly used to mean non-technical or non-pictorial discourse, instead of a "sequence of events, mental states, happenings" interrelated with each other (Bruner, 1990, p.43). A wide-angle, generic, use of this term voids of meaning the use of narrative in education, missing to exploit its learning potential, which derives from the fact that story elements constitute, all together, a whole from which each of them takes meaning (Bruner, 2003; Ricoeur, 2005). This allows people interacting with a narrative to infer more than what is explicitly reported, and hence to engage in an instinctive meaning-construction process. Narrative communicates ideas in a holistic way, which grants it the potential to convey rich and complex messages in simple form. For this reason, stories are considered the prime means by which human beings give meaning to their experience of temporality, cause-effect and personal actions (Polkinghorne, 1988). ==== Key references ==== Bruner, J. [http://www.telearn.org/open-archive/browse?resource=6859_v1] (1990). Acts of meaning. Cambridge, MA: Harvard University Press. Bruner, J. [http://www.telearn.org/open-archive/browse?resource=6860_v1] (2003). Making Stories. Cambridge, MA: Harvard University Press. Dettori, G., &amp; Paiva, A. [http://www.telearn.org/open-archive/browse?resource=7156_v1] (2009). Narrative Learning in technology-enhanced environments. In S. Ludvigsen, N. Balacheff, T. de Jong, A. Lazonder and S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 55-69). Berlin: Springer. Polkinghorne, D. [http://www.telearn.org/open-archive/browse?resource=6870_v1] (1988). Narrative Knowing and the Human Sciences. New York, NY: State University of New York Press. Ricoeur, P. [http://www.telearn.org/open-archive/browse?resource=7157_v1] (2005). Hermeneutics and the Human Sciences. Edited and translated by J. B. Thompson, 17th edition. Cambridge, MA: Cambridge University Press. Wertsch, J. V. [http://www.telearn.org/open-archive/browse?resource=6942_v1] (1998). Mind as action. New York, NY: Oxford University Press, 216p. ==== Related documents ==== NLEs special interest group's website [http://nle.noe-kaleidoscope.org/] <br>"Narrative" in Wikipedia [http://en.wikipedia.org/wiki/Narrative]<br> 756 755 2012-02-13T13:49:10Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Giuliana Dettori, Institute for Educational Technology, CNR, Genoa, Italy ==== Definition ==== A ''Narrative Learning Environment (NLE)'' is a learning environment involving its user(s) in ICT-mediated activities where narratives (i.e., stories or narrations) related to the proposed cognitive task play a central role in facilitating learning. In this definition, the emphasis on ''activity'' excludes from NLEs story-based tutorials which do not involve learners in any activity apart from reading. Analogously, the emphasis on the ''connection of narrative'' and ''cognitive task'' leads to exclude from NLEs all learning environments which only use stories as appealing backgrounds for unrelated problem solving activity, with the aim to raise extrinsic motivation but without exploiting the learning potential of narrative. An ''Interactive NLE'' is an AI-based NLE which allows the joint construction of stories by the user and the system. ==== Comments on the history ==== The expression ''Narrative Learning Environment'' was created in the 90s within the field of Artificial Intelligence (AI), to name learning environments where stories, interactively created by user and software, had a central role in facilitating learning. Afterwards, the widespread interest raised by the educational potential of narrative led this expression to be used to name a variety of learning environments based on different kinds of technology, which share with the original NLEs a similar use of narrative-based activities to support learning (Dettori &amp; Paiva, 2009, p. 58). AI-based NLEs are ''technological'' constructions, with all the necessary components packaged in them (assignment of task-related narrative activities, pedagogical approach, selection of suitable technological tools to represent stories, support dialogues and play artificial characters). On the other hand, NLEs based on Educational Design, Multimedia or web 2.0 technology do not consist of single programs but are ''conceptual'' constructions in which widely-available technological tools (such as multimedia editors and communication technologies) facilitate the execution of learning-related narrative tasks. Tasks need to be defined by teachers or educational designers, together with a pedagogical approach apt to favour the achievement of the expected learning. These NLEs allow the level of interactivity afforded by the technological tools employed, such as hypermedia navigation and communication with networked users, but can not support joint story construction by user and software; for this reason, they are not considered interactive, even though the learner actually interacts with a story and with other learners. ==== Related terms ==== Synonymous Narrative-centred learning environments, Story-based learning environments Other related terms Interactive narrative learning environment, narrative learning. ==== Translation issues ==== .../... ==== Disciplinary issues ==== NLEs may be mediating tools for the development of narrative competence, as well as mediators for the development of other kinds of competence, both subject-related (linguistic expression in foreign or mother language, history, science, etc.), or soft skills (decision making, relational behaviour in critical conditions, etc.). In either case, cognitively relevant skills are also put into play, such as creativity, understanding, communication, awareness of logical constraints, negotiation with peers, memory. This multiple influence on learning is not surprising since narrative is a cultural artefact mediating learners' action, and it is typical of mediated action to have several simultaneous goals (Wertsch, 1998, p. 25). The term "narrative" is often improperly used to mean non-technical or non-pictorial discourse, instead of a "sequence of events, mental states, happenings" interrelated with each other (Bruner, 1990, p.43). A wide-angle, generic, use of this term voids of meaning the use of narrative in education, missing to exploit its learning potential, which derives from the fact that story elements constitute, all together, a whole from which each of them takes meaning (Bruner, 2003; Ricoeur, 2005). This allows people interacting with a narrative to infer more than what is explicitly reported, and hence to engage in an instinctive meaning-construction process. Narrative communicates ideas in a holistic way, which grants it the potential to convey rich and complex messages in simple form. For this reason, stories are considered the prime means by which human beings give meaning to their experience of temporality, cause-effect and personal actions (Polkinghorne, 1988). ==== Key references ==== Bruner, J. [http://www.telearn.org/open-archive/browse?resource=6859_v1] (1990). Acts of meaning. Cambridge, MA: Harvard University Press. Bruner, J. [http://www.telearn.org/open-archive/browse?resource=6860_v1] (2003). Making Stories. Cambridge, MA: Harvard University Press. Dettori, G., &amp; Paiva, A. [http://www.telearn.org/open-archive/browse?resource=7156_v1] (2009). Narrative Learning in technology-enhanced environments. In S. Ludvigsen, N. Balacheff, T. de Jong, A. Lazonder and S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 55-69). Berlin: Springer. Polkinghorne, D. [http://www.telearn.org/open-archive/browse?resource=6870_v1] (1988). Narrative Knowing and the Human Sciences. New York, NY: State University of New York Press. Ricoeur, P. [http://www.telearn.org/open-archive/browse?resource=7157_v1] (2005). Hermeneutics and the Human Sciences. Edited and translated by J. B. Thompson, 17th edition. Cambridge, MA: Cambridge University Press. Wertsch, J. V. [http://www.telearn.org/open-archive/browse?resource=6942_v1] (1998). Mind as action. New York, NY: Oxford University Press, 216p. ==== Related documents ==== NLEs special interest group's website [http://nle.noe-kaleidoscope.org/] <br>"Narrative" in Wikipedia [http://en.wikipedia.org/wiki/Narrative]<br> 755 600 2012-02-13T13:34:52Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Giuliana Dettori, Institute for Educational Technology, CNR, Genoa, Italy ==== Definition ==== A ''Narrative Learning Environment (NLE)'' is a learning environment involving its user(s) in ICT-mediated activities where narratives (i.e., stories or narrations) related to the proposed cognitive task play a central role in facilitating learning. In this definition, the emphasis on ''activity'' excludes from NLEs story-based tutorials which do not involve learners in any activity apart from reading. Analogously, the emphasis on the ''connection of narrative'' and ''cognitive task'' leads to exclude from NLEs all learning environments which only use stories as appealing backgrounds for unrelated problem solving activity, with the aim to raise extrinsic motivation but without exploiting the learning potential of narrative. An ''Interactive NLE'' is an AI-based NLE which allows the joint construction of stories by the user and the system. ==== Comments on the history ==== The expression ''Narrative Learning Environment'' was created in the 90s within the field of Artificial Intelligence (AI), to name learning environments where stories, interactively created by user and software, had a central role in facilitating learning. Afterwards, the widespread interest raised by the educational potential of narrative led this expression to be used to name a variety of learning environments based on different kinds of technology, which share with the original NLEs a similar use of narrative-based activities to support learning (Dettori &amp; Paiva, 2009, p. 58). AI-based NLEs are ''technological'' constructions, with all the necessary components packaged in them (assignment of task-related narrative activities, pedagogical approach, selection of suitable technological tools to represent stories, support dialogues and play artificial characters). On the other hand, NLEs based on Educational Design, Multimedia or web 2.0 technology do not consist of single programs but are ''conceptual'' constructions in which widely-available technological tools (such as multimedia editors and communication technologies) facilitate the execution of learning-related narrative tasks. Tasks need to be defined by teachers or educational designers, together with a pedagogical approach apt to favour the achievement of the expected learning. These NLEs allow the level of interactivity afforded by the technological tools employed, such as hypermedia navigation and communication with networked users, but can not support joint story construction by user and software; for this reason, they are not considered interactive, even though the learner actually interacts with a story and with other learners. ==== Related terms ==== Synonymous Narrative-centred learning environments, Story-based learning environments Other related terms Interactive narrative learning environment, narrative learning. ==== Translation issues ==== .../... ==== Disciplinary issues ==== NLEs may be mediating tools for the development of narrative competence, as well as mediators for the development of other kinds of competence, both subject-related (linguistic expression in foreign or mother language, history, science, etc.), or soft skills (decision making, relational behaviour in critical conditions, etc.). In either case, cognitively relevant skills are also put into play, such as creativity, understanding, communication, awareness of logical constraints, negotiation with peers, memory. This multiple influence on learning is not surprising since narrative is a cultural artefact mediating learners' action, and it is typical of mediated action to have several simultaneous goals (Wertsch, 1998, p. 25). The term "narrative" is often improperly used to mean non-technical or non-pictorial discourse, instead of a "sequence of events, mental states, happenings" interrelated with each other (Bruner, 1990, p.43). A wide-angle, generic, use of this term voids of meaning the use of narrative in education, missing to exploit its learning potential, which derives from the fact that story elements constitute, all together, a whole from which each of them takes meaning (Bruner, 2003; Ricoeur, 2005). This allows people interacting with a narrative to infer more than what is explicitly reported, and hence to engage in an instinctive meaning-construction process. Narrative communicates ideas in a holistic way, which grants it the potential to convey rich and complex messages in simple form. For this reason, stories are considered the prime means by which human beings give meaning to their experience of temporality, cause-effect and personal actions (Polkinghorne, 1988). ==== Key references ==== Bruner, J. [http://www.telearn.org/open-archive/browse?resource=6859_v1] (1990). Acts of meaning. Cambridge, MA: Harvard University Press. Bruner, J. [http://www.telearn.org/open-archive/browse?resource=6860_v1] (2003). Making Stories. Cambridge, MA: Harvard University Press. Dettori, G., &amp; Paiva, A. [http://www.telearn.org/open-archive/browse?resource=7156_v1] (2009). Narrative Learning in technology-enhanced environments. In S. Ludvigsen, N. Balacheff, T. de Jong, A. Lazonder and S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 55-69). Berlin: Springer. Polkinghorne, D. [http://www.telearn.org/open-archive/browse?resource=6870_v1] (1988). Narrative Knowing and the Human Sciences. New York, NY: State University of New York Press. Ricoeur, P. (2005). Hermeneutics and the Human Sciences. Edited and translated by J. B. Thompson, 17th edition. Cambridge, MA: Cambridge University Press. Wertsch, J. V. [http://www.telearn.org/open-archive/browse?resource=6942_v1] (1998). Mind as action. New York, NY: Oxford University Press, 216p. ==== Related documents ==== NLEs special interest group's website [http://nle.noe-kaleidoscope.org/] <br>"Narrative" in Wikipedia [http://en.wikipedia.org/wiki/Narrative]<br> 600 529 2012-01-12T10:45:35Z Zeiliger 2 /* Related documents */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Giuliana Dettori, Institute for Educational Technology, CNR, Genoa, Italy ==== Definition ==== A ''Narrative Learning Environment (NLE)'' is a learning environment involving its user(s) in ICT-mediated activities where narratives (i.e., stories or narrations) related to the proposed cognitive task play a central role in facilitating learning. In this definition, the emphasis on ''activity'' excludes from NLEs story-based tutorials which do not involve learners in any activity apart from reading. Analogously, the emphasis on the ''connection of narrative'' and ''cognitive task'' leads to exclude from NLEs all learning environments which only use stories as appealing backgrounds for unrelated problem solving activity, with the aim to raise extrinsic motivation but without exploiting the learning potential of narrative. An ''Interactive NLE'' is an AI-based NLE which allows the joint construction of stories by the user and the system. ==== Comments on the history ==== The expression ''Narrative Learning Environment'' was created in the 90s within the field of Artificial Intelligence (AI), to name learning environments where stories, interactively created by user and software, had a central role in facilitating learning. Afterwards, the widespread interest raised by the educational potential of narrative led this expression to be used to name a variety of learning environments based on different kinds of technology, which share with the original NLEs a similar use of narrative-based activities to support learning (Dettori &amp; Paiva, 2009, p. 58). AI-based NLEs are ''technological'' constructions, with all the necessary components packaged in them (assignment of task-related narrative activities, pedagogical approach, selection of suitable technological tools to represent stories, support dialogues and play artificial characters). On the other hand, NLEs based on Educational Design, Multimedia or web 2.0 technology do not consist of single programs but are ''conceptual'' constructions in which widely-available technological tools (such as multimedia editors and communication technologies) facilitate the execution of learning-related narrative tasks. Tasks need to be defined by teachers or educational designers, together with a pedagogical approach apt to favour the achievement of the expected learning. These NLEs allow the level of interactivity afforded by the technological tools employed, such as hypermedia navigation and communication with networked users, but can not support joint story construction by user and software; for this reason, they are not considered interactive, even though the learner actually interacts with a story and with other learners. ==== Related terms ==== Synonymous Narrative-centred learning environments, Story-based learning environments Other related terms Interactive narrative learning environment, narrative learning. ==== Translation issues ==== .../... ==== Disciplinary issues ==== NLEs may be mediating tools for the development of narrative competence, as well as mediators for the development of other kinds of competence, both subject-related (linguistic expression in foreign or mother language, history, science, etc.), or soft skills (decision making, relational behaviour in critical conditions, etc.). In either case, cognitively relevant skills are also put into play, such as creativity, understanding, communication, awareness of logical constraints, negotiation with peers, memory. This multiple influence on learning is not surprising since narrative is a cultural artefact mediating learners' action, and it is typical of mediated action to have several simultaneous goals (Wertsch, 1998, p. 25). The term "narrative" is often improperly used to mean non-technical or non-pictorial discourse, instead of a "sequence of events, mental states, happenings" interrelated with each other (Bruner, 1990, p.43). A wide-angle, generic, use of this term voids of meaning the use of narrative in education, missing to exploit its learning potential, which derives from the fact that story elements constitute, all together, a whole from which each of them takes meaning (Bruner, 2003; Ricoeur, 2005). This allows people interacting with a narrative to infer more than what is explicitly reported, and hence to engage in an instinctive meaning-construction process. Narrative communicates ideas in a holistic way, which grants it the potential to convey rich and complex messages in simple form. For this reason, stories are considered the prime means by which human beings give meaning to their experience of temporality, cause-effect and personal actions (Polkinghorne, 1988). ==== Key references ==== Bruner, J. [http://www.telearn.org/open-archive/browse?resource=6859_v1] (1990). Acts of meaning. Cambridge, MA: Harvard University Press. Bruner, J. [http://www.telearn.org/open-archive/browse?resource=6860_v1] (2003). Making Stories. Cambridge, MA: Harvard University Press. Dettori, G., &amp; Paiva, A. (2009). Narrative Learning in technology-enhanced environments. In S. Ludvigsen, N. Balacheff, T. de Jong, A. Lazonder and S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 55-69). Berlin: Springer. Polkinghorne, D. [http://www.telearn.org/open-archive/browse?resource=6870_v1] (1988). Narrative Knowing and the Human Sciences. New York, NY: State University of New York Press. Ricoeur, P. (2005). Hermeneutics and the Human Sciences. Edited and translated by J. B. Thompson, 17th edition. Cambridge, MA: Cambridge University Press. Wertsch, J. V. [http://www.telearn.org/open-archive/browse?resource=6942_v1] (1998). Mind as action. New York, NY: Oxford University Press, 216p. ==== Related documents ==== NLEs special interest group's website [http://nle.noe-kaleidoscope.org/] <br>"Narrative" in Wikipedia [http://en.wikipedia.org/wiki/Narrative]<br> 529 446 2011-12-08T12:38:49Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Giuliana Dettori, Institute for Educational Technology, CNR, Genoa, Italy ==== Definition ==== A ''Narrative Learning Environment (NLE)'' is a learning environment involving its user(s) in ICT-mediated activities where narratives (i.e., stories or narrations) related to the proposed cognitive task play a central role in facilitating learning. In this definition, the emphasis on ''activity'' excludes from NLEs story-based tutorials which do not involve learners in any activity apart from reading. Analogously, the emphasis on the ''connection of narrative'' and ''cognitive task'' leads to exclude from NLEs all learning environments which only use stories as appealing backgrounds for unrelated problem solving activity, with the aim to raise extrinsic motivation but without exploiting the learning potential of narrative. An ''Interactive NLE'' is an AI-based NLE which allows the joint construction of stories by the user and the system. ==== Comments on the history ==== The expression ''Narrative Learning Environment'' was created in the 90s within the field of Artificial Intelligence (AI), to name learning environments where stories, interactively created by user and software, had a central role in facilitating learning. Afterwards, the widespread interest raised by the educational potential of narrative led this expression to be used to name a variety of learning environments based on different kinds of technology, which share with the original NLEs a similar use of narrative-based activities to support learning (Dettori &amp; Paiva, 2009, p. 58). AI-based NLEs are ''technological'' constructions, with all the necessary components packaged in them (assignment of task-related narrative activities, pedagogical approach, selection of suitable technological tools to represent stories, support dialogues and play artificial characters). On the other hand, NLEs based on Educational Design, Multimedia or web 2.0 technology do not consist of single programs but are ''conceptual'' constructions in which widely-available technological tools (such as multimedia editors and communication technologies) facilitate the execution of learning-related narrative tasks. Tasks need to be defined by teachers or educational designers, together with a pedagogical approach apt to favour the achievement of the expected learning. These NLEs allow the level of interactivity afforded by the technological tools employed, such as hypermedia navigation and communication with networked users, but can not support joint story construction by user and software; for this reason, they are not considered interactive, even though the learner actually interacts with a story and with other learners. ==== Related terms ==== Synonymous Narrative-centred learning environments, Story-based learning environments Other related terms Interactive narrative learning environment, narrative learning. ==== Translation issues ==== .../... ==== Disciplinary issues ==== NLEs may be mediating tools for the development of narrative competence, as well as mediators for the development of other kinds of competence, both subject-related (linguistic expression in foreign or mother language, history, science, etc.), or soft skills (decision making, relational behaviour in critical conditions, etc.). In either case, cognitively relevant skills are also put into play, such as creativity, understanding, communication, awareness of logical constraints, negotiation with peers, memory. This multiple influence on learning is not surprising since narrative is a cultural artefact mediating learners' action, and it is typical of mediated action to have several simultaneous goals (Wertsch, 1998, p. 25). The term "narrative" is often improperly used to mean non-technical or non-pictorial discourse, instead of a "sequence of events, mental states, happenings" interrelated with each other (Bruner, 1990, p.43). A wide-angle, generic, use of this term voids of meaning the use of narrative in education, missing to exploit its learning potential, which derives from the fact that story elements constitute, all together, a whole from which each of them takes meaning (Bruner, 2003; Ricoeur, 2005). This allows people interacting with a narrative to infer more than what is explicitly reported, and hence to engage in an instinctive meaning-construction process. Narrative communicates ideas in a holistic way, which grants it the potential to convey rich and complex messages in simple form. For this reason, stories are considered the prime means by which human beings give meaning to their experience of temporality, cause-effect and personal actions (Polkinghorne, 1988). ==== Key references ==== Bruner, J. [http://www.telearn.org/open-archive/browse?resource=6859_v1] (1990). Acts of meaning. Cambridge, MA: Harvard University Press. Bruner, J. [http://www.telearn.org/open-archive/browse?resource=6860_v1] (2003). Making Stories. Cambridge, MA: Harvard University Press. Dettori, G., &amp; Paiva, A. (2009). Narrative Learning in technology-enhanced environments. In S. Ludvigsen, N. Balacheff, T. de Jong, A. Lazonder and S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 55-69). Berlin: Springer. Polkinghorne, D. [http://www.telearn.org/open-archive/browse?resource=6870_v1] (1988). Narrative Knowing and the Human Sciences. New York, NY: State University of New York Press. Ricoeur, P. (2005). Hermeneutics and the Human Sciences. Edited and translated by J. B. Thompson, 17th edition. Cambridge, MA: Cambridge University Press. Wertsch, J. V. [http://www.telearn.org/open-archive/browse?resource=6942_v1] (1998). Mind as action. New York, NY: Oxford University Press, 216p. ==== Related documents ==== NLEs special interest group's website: http://nle.noe-kaleidoscope.org/<br>"Narrative" in Wikipedia: http://en.wikipedia.org/wiki/Narrative<br> 446 441 2011-10-18T15:11:27Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Giuliana Dettori, Institute for Educational Technology, CNR, Genoa, Italy ==== Definition ==== A ''Narrative Learning Environment (NLE)'' is a learning environment involving its user(s) in ICT-mediated activities where narratives (i.e., stories or narrations) related to the proposed cognitive task play a central role in facilitating learning. In this definition, the emphasis on ''activity'' excludes from NLEs story-based tutorials which do not involve learners in any activity apart from reading. Analogously, the emphasis on the ''connection of narrative'' and ''cognitive task'' leads to exclude from NLEs all learning environments which only use stories as appealing backgrounds for unrelated problem solving activity, with the aim to raise extrinsic motivation but without exploiting the learning potential of narrative. An ''Interactive NLE'' is an AI-based NLE which allows the joint construction of stories by the user and the system. ==== Comments on the history ==== The expression ''Narrative Learning Environment'' was created in the 90s within the field of Artificial Intelligence (AI), to name learning environments where stories, interactively created by user and software, had a central role in facilitating learning. Afterwards, the widespread interest raised by the educational potential of narrative led this expression to be used to name a variety of learning environments based on different kinds of technology, which share with the original NLEs a similar use of narrative-based activities to support learning (Dettori &amp; Paiva, 2009, p. 58). AI-based NLEs are ''technological'' constructions, with all the necessary components packaged in them (assignment of task-related narrative activities, pedagogical approach, selection of suitable technological tools to represent stories, support dialogues and play artificial characters). On the other hand, NLEs based on Educational Design, Multimedia or web 2.0 technology do not consist of single programs but are ''conceptual'' constructions in which widely-available technological tools (such as multimedia editors and communication technologies) facilitate the execution of learning-related narrative tasks. Tasks need to be defined by teachers or educational designers, together with a pedagogical approach apt to favour the achievement of the expected learning. These NLEs allow the level of interactivity afforded by the technological tools employed, such as hypermedia navigation and communication with networked users, but can not support joint story construction by user and software; for this reason, they are not considered interactive, even though the learner actually interacts with a story and with other learners. ==== Related terms ==== Synonymous Narrative-centred learning environments, Story-based learning environments Other related terms Interactive narrative learning environment, narrative learning. ==== Translation issues ==== .../... ==== Disciplinary issues ==== NLEs may be mediating tools for the development of narrative competence, as well as mediators for the development of other kinds of competence, both subject-related (linguistic expression in foreign or mother language, history, science, etc.), or soft skills (decision making, relational behaviour in critical conditions, etc.). In either case, cognitively relevant skills are also put into play, such as creativity, understanding, communication, awareness of logical constraints, negotiation with peers, memory. This multiple influence on learning is not surprising since narrative is a cultural artefact mediating learners' action, and it is typical of mediated action to have several simultaneous goals (Wertsch, 1998, p. 25). The term "narrative" is often improperly used to mean non-technical or non-pictorial discourse, instead of a "sequence of events, mental states, happenings" interrelated with each other (Bruner, 1990, p.43). A wide-angle, generic, use of this term voids of meaning the use of narrative in education, missing to exploit its learning potential, which derives from the fact that story elements constitute, all together, a whole from which each of them takes meaning (Bruner, 2003; Ricoeur, 2005). This allows people interacting with a narrative to infer more than what is explicitly reported, and hence to engage in an instinctive meaning-construction process. Narrative communicates ideas in a holistic way, which grants it the potential to convey rich and complex messages in simple form. For this reason, stories are considered the prime means by which human beings give meaning to their experience of temporality, cause-effect and personal actions (Polkinghorne, 1988). ==== Key references ==== Bruner, J. [http://www.telearn.org/open-archive/browse?resource=6859_v1] (1990). Acts of meaning. Cambridge, MA: Harvard University Press. Bruner, J. [http://www.telearn.org/open-archive/browse?resource=6860_v1] (2003). Making Stories. Cambridge, MA: Harvard University Press. Dettori, G., &amp; Paiva, A. (2009). Narrative Learning in technology-enhanced environments. In S. Ludvigsen, N. Balacheff, T. de Jong, A. Lazonder and S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 55-69). Berlin: Springer. Polkinghorne, D. [http://www.telearn.org/open-archive/browse?resource=6870_v1] (1988). Narrative Knowing and the Human Sciences. New York, NY: State University of New York Press. Ricoeur, P. (2005). Hermeneutics and the Human Sciences. Edited and translated by J. B. Thompson, 17th edition. Cambridge, MA: Cambridge University Press. Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press, ==== Related documents ==== NLEs special interest group's website: http://nle.noe-kaleidoscope.org/<br>"Narrative" in Wikipedia: http://en.wikipedia.org/wiki/Narrative<br> 441 440 2011-10-14T08:53:26Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Giuliana Dettori, Institute for Educational Technology, CNR, Genoa, Italy ==== Definition ==== A ''Narrative Learning Environment (NLE)'' is a learning environment involving its user(s) in ICT-mediated activities where narratives (i.e., stories or narrations) related to the proposed cognitive task play a central role in facilitating learning. In this definition, the emphasis on ''activity'' excludes from NLEs story-based tutorials which do not involve learners in any activity apart from reading. Analogously, the emphasis on the ''connection of narrative'' and ''cognitive task'' leads to exclude from NLEs all learning environments which only use stories as appealing backgrounds for unrelated problem solving activity, with the aim to raise extrinsic motivation but without exploiting the learning potential of narrative. An ''Interactive NLE'' is an AI-based NLE which allows the joint construction of stories by the user and the system. ==== Comments on the history ==== The expression ''Narrative Learning Environment'' was created in the 90s within the field of Artificial Intelligence (AI), to name learning environments where stories, interactively created by user and software, had a central role in facilitating learning. Afterwards, the widespread interest raised by the educational potential of narrative led this expression to be used to name a variety of learning environments based on different kinds of technology, which share with the original NLEs a similar use of narrative-based activities to support learning (Dettori &amp; Paiva, 2009, p. 58). AI-based NLEs are ''technological'' constructions, with all the necessary components packaged in them (assignment of task-related narrative activities, pedagogical approach, selection of suitable technological tools to represent stories, support dialogues and play artificial characters). On the other hand, NLEs based on Educational Design, Multimedia or web 2.0 technology do not consist of single programs but are ''conceptual'' constructions in which widely-available technological tools (such as multimedia editors and communication technologies) facilitate the execution of learning-related narrative tasks. Tasks need to be defined by teachers or educational designers, together with a pedagogical approach apt to favour the achievement of the expected learning. These NLEs allow the level of interactivity afforded by the technological tools employed, such as hypermedia navigation and communication with networked users, but can not support joint story construction by user and software; for this reason, they are not considered interactive, even though the learner actually interacts with a story and with other learners. ==== Related terms ==== Synonymous Narrative-centred learning environments, Story-based learning environments Other related terms Interactive narrative learning environment, narrative learning. ==== Translation issues ==== .../... ==== Disciplinary issues ==== NLEs may be mediating tools for the development of narrative competence, as well as mediators for the development of other kinds of competence, both subject-related (linguistic expression in foreign or mother language, history, science, etc.), or soft skills (decision making, relational behaviour in critical conditions, etc.). In either case, cognitively relevant skills are also put into play, such as creativity, understanding, communication, awareness of logical constraints, negotiation with peers, memory. This multiple influence on learning is not surprising since narrative is a cultural artefact mediating learners' action, and it is typical of mediated action to have several simultaneous goals (Wertsch, 1998, p. 25). The term "narrative" is often improperly used to mean non-technical or non-pictorial discourse, instead of a "sequence of events, mental states, happenings" interrelated with each other (Bruner, 1990, p.43). A wide-angle, generic, use of this term voids of meaning the use of narrative in education, missing to exploit its learning potential, which derives from the fact that story elements constitute, all together, a whole from which each of them takes meaning (Bruner, 2003; Ricoeur, 2005). This allows people interacting with a narrative to infer more than what is explicitly reported, and hence to engage in an instinctive meaning-construction process. Narrative communicates ideas in a holistic way, which grants it the potential to convey rich and complex messages in simple form. For this reason, stories are considered the prime means by which human beings give meaning to their experience of temporality, cause-effect and personal actions (Polkinghorne, 1988). ==== Key references ==== Bruner, J. [http://www.telearn.org/open-archive/browse?resource=6859_v1] (1990). Acts of meaning. Cambridge, MA: Harvard University Press. Bruner, J. [http://www.telearn.org/open-archive/browse?resource=6860_v1] (2003). Making Stories. Cambridge, MA: Harvard University Press. Dettori, G., &amp; Paiva, A. (2009). Narrative Learning in technology-enhanced environments. In S. Ludvigsen, N. Balacheff, T. de Jong, A. Lazonder and S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 55-69). Berlin: Springer. Polkinghorne, D. (1988). Narrative Knowing and the Human Sciences. New York, NY: State University of New York Press. Ricoeur, P. (2005). Hermeneutics and the Human Sciences. Edited and translated by J. B. Thompson, 17th edition. Cambridge, MA: Cambridge University Press. Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press, ==== Related documents ==== NLEs special interest group's website: http://nle.noe-kaleidoscope.org/<br>"Narrative" in Wikipedia: http://en.wikipedia.org/wiki/Narrative<br> 440 185 2011-10-13T15:36:04Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Giuliana Dettori, Institute for Educational Technology, CNR, Genoa, Italy ==== Definition ==== A ''Narrative Learning Environment (NLE)'' is a learning environment involving its user(s) in ICT-mediated activities where narratives (i.e., stories or narrations) related to the proposed cognitive task play a central role in facilitating learning. In this definition, the emphasis on ''activity'' excludes from NLEs story-based tutorials which do not involve learners in any activity apart from reading. Analogously, the emphasis on the ''connection of narrative'' and ''cognitive task'' leads to exclude from NLEs all learning environments which only use stories as appealing backgrounds for unrelated problem solving activity, with the aim to raise extrinsic motivation but without exploiting the learning potential of narrative. An ''Interactive NLE'' is an AI-based NLE which allows the joint construction of stories by the user and the system. ==== Comments on the history ==== The expression ''Narrative Learning Environment'' was created in the 90s within the field of Artificial Intelligence (AI), to name learning environments where stories, interactively created by user and software, had a central role in facilitating learning. Afterwards, the widespread interest raised by the educational potential of narrative led this expression to be used to name a variety of learning environments based on different kinds of technology, which share with the original NLEs a similar use of narrative-based activities to support learning (Dettori &amp; Paiva, 2009, p. 58). AI-based NLEs are ''technological'' constructions, with all the necessary components packaged in them (assignment of task-related narrative activities, pedagogical approach, selection of suitable technological tools to represent stories, support dialogues and play artificial characters). On the other hand, NLEs based on Educational Design, Multimedia or web 2.0 technology do not consist of single programs but are ''conceptual'' constructions in which widely-available technological tools (such as multimedia editors and communication technologies) facilitate the execution of learning-related narrative tasks. Tasks need to be defined by teachers or educational designers, together with a pedagogical approach apt to favour the achievement of the expected learning. These NLEs allow the level of interactivity afforded by the technological tools employed, such as hypermedia navigation and communication with networked users, but can not support joint story construction by user and software; for this reason, they are not considered interactive, even though the learner actually interacts with a story and with other learners. ==== Related terms ==== Synonymous Narrative-centred learning environments, Story-based learning environments Other related terms Interactive narrative learning environment, narrative learning. ==== Translation issues ==== .../... ==== Disciplinary issues ==== NLEs may be mediating tools for the development of narrative competence, as well as mediators for the development of other kinds of competence, both subject-related (linguistic expression in foreign or mother language, history, science, etc.), or soft skills (decision making, relational behaviour in critical conditions, etc.). In either case, cognitively relevant skills are also put into play, such as creativity, understanding, communication, awareness of logical constraints, negotiation with peers, memory. This multiple influence on learning is not surprising since narrative is a cultural artefact mediating learners' action, and it is typical of mediated action to have several simultaneous goals (Wertsch, 1998, p. 25). The term "narrative" is often improperly used to mean non-technical or non-pictorial discourse, instead of a "sequence of events, mental states, happenings" interrelated with each other (Bruner, 1990, p.43). A wide-angle, generic, use of this term voids of meaning the use of narrative in education, missing to exploit its learning potential, which derives from the fact that story elements constitute, all together, a whole from which each of them takes meaning (Bruner, 2003; Ricoeur, 2005). This allows people interacting with a narrative to infer more than what is explicitly reported, and hence to engage in an instinctive meaning-construction process. Narrative communicates ideas in a holistic way, which grants it the potential to convey rich and complex messages in simple form. For this reason, stories are considered the prime means by which human beings give meaning to their experience of temporality, cause-effect and personal actions (Polkinghorne, 1988). ==== Key references ==== Bruner, J. [http://www.telearn.org/open-archive/browse?resource=6859_v1] (1990). Acts of meaning. Cambridge, MA: Harvard University Press. Bruner, J. (2003). Making Stories. Cambridge, MA: Harvard University Press. Dettori, G., &amp; Paiva, A. (2009). Narrative Learning in technology-enhanced environments. In S. Ludvigsen, N. Balacheff, T. de Jong, A. Lazonder and S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 55-69). Berlin: Springer. Polkinghorne, D. (1988). Narrative Knowing and the Human Sciences. New York, NY: State University of New York Press. Ricoeur, P. (2005). Hermeneutics and the Human Sciences. Edited and translated by J. B. Thompson, 17th edition. Cambridge, MA: Cambridge University Press. Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press, ==== Related documents ==== NLEs special interest group's website: http://nle.noe-kaleidoscope.org/<br>"Narrative" in Wikipedia: http://en.wikipedia.org/wiki/Narrative<br> 185 150 2011-05-27T14:09:54Z Admin 1 wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Giuliana Dettori, Institute for Educational Technology, CNR, Genoa, Italy ==== Definition ==== A ''Narrative Learning Environment (NLE)'' is a learning environment involving its user(s) in ICT-mediated activities where narratives (i.e., stories or narrations) related to the proposed cognitive task play a central role in facilitating learning. In this definition, the emphasis on ''activity'' excludes from NLEs story-based tutorials which do not involve learners in any activity apart from reading. Analogously, the emphasis on the ''connection of narrative'' and ''cognitive task'' leads to exclude from NLEs all learning environments which only use stories as appealing backgrounds for unrelated problem solving activity, with the aim to raise extrinsic motivation but without exploiting the learning potential of narrative. An ''Interactive NLE'' is an AI-based NLE which allows the joint construction of stories by the user and the system. ==== Comments on the history ==== The expression ''Narrative Learning Environment'' was created in the 90s within the field of Artificial Intelligence (AI), to name learning environments where stories, interactively created by user and software, had a central role in facilitating learning. Afterwards, the widespread interest raised by the educational potential of narrative led this expression to be used to name a variety of learning environments based on different kinds of technology, which share with the original NLEs a similar use of narrative-based activities to support learning (Dettori &amp; Paiva, 2009, p. 58). AI-based NLEs are ''technological'' constructions, with all the necessary components packaged in them (assignment of task-related narrative activities, pedagogical approach, selection of suitable technological tools to represent stories, support dialogues and play artificial characters). On the other hand, NLEs based on Educational Design, Multimedia or web 2.0 technology do not consist of single programs but are ''conceptual'' constructions in which widely-available technological tools (such as multimedia editors and communication technologies) facilitate the execution of learning-related narrative tasks. Tasks need to be defined by teachers or educational designers, together with a pedagogical approach apt to favour the achievement of the expected learning. These NLEs allow the level of interactivity afforded by the technological tools employed, such as hypermedia navigation and communication with networked users, but can not support joint story construction by user and software; for this reason, they are not considered interactive, even though the learner actually interacts with a story and with other learners. ==== Related terms ==== Synonymous Narrative-centred learning environments, Story-based learning environments Other related terms Interactive narrative learning environment, narrative learning. ==== Translation issues ==== .../... ==== Disciplinary issues ==== NLEs may be mediating tools for the development of narrative competence, as well as mediators for the development of other kinds of competence, both subject-related (linguistic expression in foreign or mother language, history, science, etc.), or soft skills (decision making, relational behaviour in critical conditions, etc.). In either case, cognitively relevant skills are also put into play, such as creativity, understanding, communication, awareness of logical constraints, negotiation with peers, memory. This multiple influence on learning is not surprising since narrative is a cultural artefact mediating learners' action, and it is typical of mediated action to have several simultaneous goals (Wertsch, 1998, p. 25). The term "narrative" is often improperly used to mean non-technical or non-pictorial discourse, instead of a "sequence of events, mental states, happenings" interrelated with each other (Bruner, 1990, p.43). A wide-angle, generic, use of this term voids of meaning the use of narrative in education, missing to exploit its learning potential, which derives from the fact that story elements constitute, all together, a whole from which each of them takes meaning (Bruner, 2003; Ricoeur, 2005). This allows people interacting with a narrative to infer more than what is explicitly reported, and hence to engage in an instinctive meaning-construction process. Narrative communicates ideas in a holistic way, which grants it the potential to convey rich and complex messages in simple form. For this reason, stories are considered the prime means by which human beings give meaning to their experience of temporality, cause-effect and personal actions (Polkinghorne, 1988). ==== Key references ==== Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press. Bruner, J. (2003). Making Stories. Cambridge, MA: Harvard University Press. Dettori, G., &amp; Paiva, A. (2009). Narrative Learning in technology-enhanced environments. In S. Ludvigsen, N. Balacheff, T. de Jong, A. Lazonder and S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 55-69). Berlin: Springer. Polkinghorne, D. (1988). Narrative Knowing and the Human Sciences. New York, NY: State University of New York Press. Ricoeur, P. (2005). Hermeneutics and the Human Sciences. Edited and translated by J. B. Thompson, 17th edition. Cambridge, MA: Cambridge University Press. Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press, ==== Related documents ==== NLEs special interest group's website: http://nle.noe-kaleidoscope.org/<br>"Narrative" in Wikipedia: http://en.wikipedia.org/wiki/Narrative<br> 150 149 2011-05-26T09:51:43Z Admin 1 wikitext text/x-wiki '''Editor''': Giuliana Dettori, Institute for Educational Technology, CNR, Genoa, Italy<br> ==== <br>Definition<br> ==== A ''Narrative Learning Environment (NLE)'' is a learning environment involving its user(s) in ICT-mediated activities where narratives (i.e., stories or narrations) related to the proposed cognitive task play a central role in facilitating learning. In this definition, the emphasis on ''activity'' excludes from NLEs story-based tutorials which do not involve learners in any activity apart from reading. Analogously, the emphasis on the ''connection of narrative'' and ''cognitive task'' leads to exclude from NLEs all learning environments which only use stories as appealing backgrounds for unrelated problem solving activity, with the aim to raise extrinsic motivation but without exploiting the learning potential of narrative. An ''Interactive NLE'' is an AI-based NLE which allows the joint construction of stories by the user and the system.<br><br> ==== Comments on the history<br> ==== The expression ''Narrative Learning Environment'' was created in the 90s within the field of Artificial Intelligence (AI), to name learning environments where stories, interactively created by user and software, had a central role in facilitating learning. Afterwards, the widespread interest raised by the educational potential of narrative led this expression to be used to name a variety of learning environments based on different kinds of technology, which share with the original NLEs a similar use of narrative-based activities to support learning (Dettori &amp; Paiva, 2009, p. 58). AI-based NLEs are ''technological'' constructions, with all the necessary components packaged in them (assignment of task-related narrative activities, pedagogical approach, selection of suitable technological tools to represent stories, support dialogues and play artificial characters). On the other hand, NLEs based on Educational Design, Multimedia or web 2.0 technology do not consist of single programs but are ''conceptual'' constructions in which widely-available technological tools (such as multimedia editors and communication technologies) facilitate the execution of learning-related narrative tasks. Tasks need to be defined by teachers or educational designers, together with a pedagogical approach apt to favour the achievement of the expected learning. These NLEs allow the level of interactivity afforded by the technological tools employed, such as hypermedia navigation and communication with networked users, but can not support joint story construction by user and software; for this reason, they are not considered interactive, even though the learner actually interacts with a story and with other learners.<br><br> ==== Related terms<br> ==== Synonymous Narrative-centred learning environments, Story-based learning environments Other related terms Interactive narrative learning environment, narrative learning.<br> <br> ==== Translation issues<br> ==== .../...<br> ==== Disciplinary issues ==== NLEs may be mediating tools for the development of narrative competence, as well as mediators for the development of other kinds of competence, both subject-related (linguistic expression in foreign or mother language, history, science, etc.), or soft skills (decision making, relational behaviour in critical conditions, etc.). In either case, cognitively relevant skills are also put into play, such as creativity, understanding, communication, awareness of logical constraints, negotiation with peers, memory. This multiple influence on learning is not surprising since narrative is a cultural artefact mediating learners' action, and it is typical of mediated action to have several simultaneous goals (Wertsch, 1998, p. 25). The term "narrative" is often improperly used to mean non-technical or non-pictorial discourse, instead of a "sequence of events, mental states, happenings" interrelated with each other (Bruner, 1990, p.43). A wide-angle, generic, use of this term voids of meaning the use of narrative in education, missing to exploit its learning potential, which derives from the fact that story elements constitute, all together, a whole from which each of them takes meaning (Bruner, 2003; Ricoeur, 2005). This allows people interacting with a narrative to infer more than what is explicitly reported, and hence to engage in an instinctive meaning-construction process. Narrative communicates ideas in a holistic way, which grants it the potential to convey rich and complex messages in simple form. For this reason, stories are considered the prime means by which human beings give meaning to their experience of temporality, cause-effect and personal actions (Polkinghorne, 1988). ==== <br>Key references<br> ==== Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press. Bruner, J. (2003). Making Stories. Cambridge, MA: Harvard University Press. Dettori, G., &amp; Paiva, A. (2009). Narrative Learning in technology-enhanced environments. In S. Ludvigsen, N. Balacheff, T. de Jong, A. Lazonder and S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 55-69). Berlin: Springer. Polkinghorne, D. (1988). Narrative Knowing and the Human Sciences. New York, NY: State University of New York Press. Ricoeur, P. (2005). Hermeneutics and the Human Sciences. Edited and translated by J. B. Thompson, 17th edition. Cambridge, MA: Cambridge University Press. Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press, ==== <br>Related documents<br> ==== NLEs special interest group's website: http://nle.noe-kaleidoscope.org/<br>"Narrative" in Wikipedia: http://en.wikipedia.org/wiki/Narrative<br> 149 2011-05-26T09:50:47Z Admin 1 Created page with "'''Editor''': Giuliana Dettori, Institute for Educational Technology, CNR, Genoa, Italy<br> ==== <br>Definition<br> ==== A ''Narrative Learning Environment (NLE)'' is a learnin..." wikitext text/x-wiki '''Editor''': Giuliana Dettori, Institute for Educational Technology, CNR, Genoa, Italy<br> ==== <br>Definition<br> ==== A ''Narrative Learning Environment (NLE)'' is a learning environment involving its user(s) in ICT-mediated activities where narratives (i.e., stories or narrations) related to the proposed cognitive task play a central role in facilitating learning. In this definition, the emphasis on ''activity'' excludes from NLEs story-based tutorials which do not involve learners in any activity apart from reading. Analogously, the emphasis on the ''connection of narrative'' and ''cognitive task'' leads to exclude from NLEs all learning environments which only use stories as appealing backgrounds for unrelated problem solving activity, with the aim to raise extrinsic motivation but without exploiting the learning potential of narrative. An ''Interactive NLE'' is an AI-based NLE which allows the joint construction of stories by the user and the system.<br><br> ==== Comments on the history<br> ==== The expression ''Narrative Learning Environment'' was created in the 90s within the field of Artificial Intelligence (AI), to name learning environments where stories, interactively created by user and software, had a central role in facilitating learning. Afterwards, the widespread interest raised by the educational potential of narrative led this expression to be used to name a variety of learning environments based on different kinds of technology, which share with the original NLEs a similar use of narrative-based activities to support learning (Dettori &amp; Paiva, 2009, p. 58). AI-based NLEs are ''technological'' constructions, with all the necessary components packaged in them (assignment of task-related narrative activities, pedagogical approach, selection of suitable technological tools to represent stories, support dialogues and play artificial characters). On the other hand, NLEs based on Educational Design, Multimedia or web 2.0 technology do not consist of single programs but are ''conceptual'' constructions in which widely-available technological tools (such as multimedia editors and communication technologies) facilitate the execution of learning-related narrative tasks. Tasks need to be defined by teachers or educational designers, together with a pedagogical approach apt to favour the achievement of the expected learning. These NLEs allow the level of interactivity afforded by the technological tools employed, such as hypermedia navigation and communication with networked users, but can not support joint story construction by user and software; for this reason, they are not considered interactive, even though the learner actually interacts with a story and with other learners.<br><br> ==== Related terms<br> ==== Synonymous Narrative-centred learning environments, Story-based learning environments Other related terms Interactive narrative learning environment, narrative learning.<br> <br> ==== Translation issues<br> ==== .../...<br> ==== Disciplinary issues<br><br> ==== NLEs may be mediating tools for the development of narrative competence, as well as mediators for the development of other kinds of competence, both subject-related (linguistic expression in foreign or mother language, history, science, etc.), or soft skills (decision making, relational behaviour in critical conditions, etc.). In either case, cognitively relevant skills are also put into play, such as creativity, understanding, communication, awareness of logical constraints, negotiation with peers, memory. This multiple influence on learning is not surprising since narrative is a cultural artefact mediating learners' action, and it is typical of mediated action to have several simultaneous goals (Wertsch, 1998, p. 25). The term "narrative" is often improperly used to mean non-technical or non-pictorial discourse, instead of a "sequence of events, mental states, happenings" interrelated with each other (Bruner, 1990, p.43). A wide-angle, generic, use of this term voids of meaning the use of narrative in education, missing to exploit its learning potential, which derives from the fact that story elements constitute, all together, a whole from which each of them takes meaning (Bruner, 2003; Ricoeur, 2005). This allows people interacting with a narrative to infer more than what is explicitly reported, and hence to engage in an instinctive meaning-construction process. Narrative communicates ideas in a holistic way, which grants it the potential to convey rich and complex messages in simple form. For this reason, stories are considered the prime means by which human beings give meaning to their experience of temporality, cause-effect and personal actions (Polkinghorne, 1988). ==== <br>Key references<br> ==== Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press. Bruner, J. (2003). Making Stories. Cambridge, MA: Harvard University Press. Dettori, G., &amp; Paiva, A. (2009). Narrative Learning in technology-enhanced environments. In S. Ludvigsen, N. Balacheff, T. de Jong, A. Lazonder and S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 55-69). Berlin: Springer. Polkinghorne, D. (1988). Narrative Knowing and the Human Sciences. New York, NY: State University of New York Press. Ricoeur, P. (2005). Hermeneutics and the Human Sciences. Edited and translated by J. B. Thompson, 17th edition. Cambridge, MA: Cambridge University Press. Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press, ==== <br>Related documents<br> ==== NLEs special interest group's website: http://nle.noe-kaleidoscope.org/<br>"Narrative" in Wikipedia: http://en.wikipedia.org/wiki/Narrative<br> 0 154 1291 1290 2013-03-13T12:35:59Z Vdimitrova 15 /* Предметна проблематика */ wikitext text/x-wiki <h1>Повествователна учебна среда</h1> <u>раб. версия 1</u> '''Editor''': Giuliana Dettori, Institute for Educational Technology, CNR, Genoa, Italy '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Повествователната учебна среда е учебна среда, която включва нейния потребител/и в опосредствани от компютърните технологии дейности, в които повествованието (т.е. истории и случки), свързано с представената когнитивна задача, играе централна роля в осъществяването на учебния процес. В тази дефиниция поставянето на ударението върху думата дейност изключва базираното на истории индивидуално и в малки групи преподаване, което не ангажира учащите в никакви други дейности освен четене. По аналогичен начин фокусът върху интегрирането на разказвателните с когнитивните задачи води до изключването на всякакъв вид учебна среда, която използва само истории като забавен фон за несвързани с решаването на сложни когнитивни проблеми задачи, целящи повишаването на външната мотивация, но неизследващи учебния потенциал на разказването. Инерактивната повествователна учебна среда е базирана на технологии с изкуствен интелект. Това създава условия за потребителя и системата съвместно да изграждат истории. ====Сродни термини==== ''Синоними'' Учебни пространства с фокус върху повествованеито (Narrative-centred learning environments), Учебни пространства, базирани на история (Story-based learning environments) ''Други'' Интерактивно повествователно учебно пространство (Interactive narrative learning environment), учене чрез повествование (narrative learning) ====Коментар по развитието на термина==== Изразът повествователна учебна среда е въведен в употреба през 90-те години на 20-и век в областта на изкуствения интелект, за да даде име на тези учебни пространства, в които историите, създадени интерактивно от потребителя и софтуера, играят централна роля в спомагането на учебния процес. Впоследствие широкоразпространеният интерес, създаден от образователния потенциал на разказването на истории, води до употребата на израза като наименование на групи от учебни пространства, които са основани на различни видове технологии. По подобие на първоначалните ПУС, тези технологии използват базирани на повествование дейности, които целят подпомагането на ученето (Dettori & Paiva, 2009, стp. 58). Базираните на изкуствен ителект ПУС са технологични съвкупности с всички необходими придружаващи ги компоненти (задаване на дейности, свързани с разказвателната задача, педагогически подход, избор на подходящи технологични инструменти, които да представят историите, поддържане на диалозите и изпълнение на измислените герои). От друга страна, ПУС, базирани на образователен дизайн, мултимедия или уеб 2.0 технологии не са изградени от единни програми , а са концептуални структури, в които широко достъпни технологични инструменти (напр. мултимедийни редактори и комуникационни технологии) улесняват изпълнението на свързаните с ученето повествователни задачи. Необходимо е задачите да бъдат определени от учители или образователни дизайнери,тъй като в съчетание с педагогически подход те увеличават шансовете за постигане на желаните учебни резултати. Тези ПУС допринасят за ниво на интерактивност, което е спомогнато от използваните технологични инструменти, като например хипермедийна навигация и комуникация със свързаните в мрежа потребители. Само по себе си това обаче не води до поддържане на общото изграждане на дадена история от потребителя и софтуера, и макар че учащият в действителност си взаимодейства с историята и останалите участници, тези среди не се считат за интерактивни. ====Проблематика на превода==== -/- ====Предметна проблематика==== ПУС са опосредващи инструменти за развитие на разказвателни умения, както и медиатори за развитие на други видове умения, едновременно твърди умения (езикови изрази по чужд и роден език, история, естествени науки и т.н.) или меки умения (вземане на решения, поведенчески реакции в критични ситуации спрямо останалите участници и т.н.) При всички случаи когнитивно релевантните умения, като например креативност, разбиране, комуникация, осъзнаване на ограничения при решаването на сложни когнитивни проблеми, водене на преговори в група, памет, са включени в действе. Това многостранно влияние върху ученето не е изненадващо, тъй като разказването на истории е културен артефакт опосредстващ действията на учащите, като същевременно е типично за опосредстваните действия да имат няколко паралелни цели (Wertsch, 1998, стр. 25). Вместо в смисъла на „ последователност от събития, душевни състояния, случки”, които са свързани помежду си (Bruner, 1990, стр.43), терминът ‘повествование’ често е използван в значението на нетехническо или некартинно създаване на реч. Тази широка и твърде обща употреба на термина обаче го лишава от съдържанието на не просто повествование, а на повествование с образователна цел, пропускайки да реализира учебния му потенциал. Причината за това е, че частите на една история представляват едно цяло, в рамките на което всеки един елемент има собствено значение (Bruner, 2003; Ricoeur, 2005). Това позволява на хората, които си взаимодействат с повествованието, да достигат до много повече съждения отколкото експлицитно изразените в даден разказ елементи и следователно да се включват инстиктивно в процеса на изграждане на значение. Повествованието предава идеите по холистичен начин, който от своя страна му гарантира потенциала да пренася богат и сложен смисъл в проста форма. Поради тази причина се счита, че историите са основно средство, чрез което човек придава значение на неговия опит с времевите и личностните аспекти на действията, както и причинно-следствените връзки в тях (Polkinghorne, 1988). ====Основна литература==== [http://books.google.fr/books?id=YHt_M41uIuUC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press. [http://books.google.fr/books?id=7p2ApsvrclcC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Bruner, J. (2003). Making Stories. Cambridge, MA: Harvard University Press. [http://gaips.inesc-id.pt/gaips/component/gaips/publications/showPublicationPdf?pid=13&format=raw] Dettori, G., &amp; Paiva, A. (2009). Narrative Learning in technology-enhanced environments. In S. Ludvigsen, N. Balacheff, T. de Jong, A. Lazonder and S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 55-69). Berlin: Springer. [http://books.google.fr/books?id=7HXn29yaDeoC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Polkinghorne, D. (1988). Narrative Knowing and the Human Sciences. New York, NY: State University of New York Press. [http://books.google.fr/books?id=8L1CwJ0U_DsC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Ricoeur, P. (2005). Hermeneutics and the Human Sciences. Edited and translated by J. B. Thompson, 17th edition. Cambridge, MA: Cambridge University Press. [http://www.oxfordscholarship.com/view/10.1093/acprof:oso/9780195117530.001.0001/acprof-9780195117530] Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press, 216p. 1290 1289 2013-03-13T12:30:01Z Vdimitrova 15 /* Коментар по развитието на термина */ wikitext text/x-wiki <h1>Повествователна учебна среда</h1> <u>раб. версия 1</u> '''Editor''': Giuliana Dettori, Institute for Educational Technology, CNR, Genoa, Italy '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Повествователната учебна среда е учебна среда, която включва нейния потребител/и в опосредствани от компютърните технологии дейности, в които повествованието (т.е. истории и случки), свързано с представената когнитивна задача, играе централна роля в осъществяването на учебния процес. В тази дефиниция поставянето на ударението върху думата дейност изключва базираното на истории индивидуално и в малки групи преподаване, което не ангажира учащите в никакви други дейности освен четене. По аналогичен начин фокусът върху интегрирането на разказвателните с когнитивните задачи води до изключването на всякакъв вид учебна среда, която използва само истории като забавен фон за несвързани с решаването на сложни когнитивни проблеми задачи, целящи повишаването на външната мотивация, но неизследващи учебния потенциал на разказването. Инерактивната повествователна учебна среда е базирана на технологии с изкуствен интелект. Това създава условия за потребителя и системата съвместно да изграждат истории. ====Сродни термини==== ''Синоними'' Учебни пространства с фокус върху повествованеито (Narrative-centred learning environments), Учебни пространства, базирани на история (Story-based learning environments) ''Други'' Интерактивно повествователно учебно пространство (Interactive narrative learning environment), учене чрез повествование (narrative learning) ====Коментар по развитието на термина==== Изразът повествователна учебна среда е въведен в употреба през 90-те години на 20-и век в областта на изкуствения интелект, за да даде име на тези учебни пространства, в които историите, създадени интерактивно от потребителя и софтуера, играят централна роля в спомагането на учебния процес. Впоследствие широкоразпространеният интерес, създаден от образователния потенциал на разказването на истории, води до употребата на израза като наименование на групи от учебни пространства, които са основани на различни видове технологии. По подобие на първоначалните ПУС, тези технологии използват базирани на повествование дейности, които целят подпомагането на ученето (Dettori & Paiva, 2009, стp. 58). Базираните на изкуствен ителект ПУС са технологични съвкупности с всички необходими придружаващи ги компоненти (задаване на дейности, свързани с разказвателната задача, педагогически подход, избор на подходящи технологични инструменти, които да представят историите, поддържане на диалозите и изпълнение на измислените герои). От друга страна, ПУС, базирани на образователен дизайн, мултимедия или уеб 2.0 технологии не са изградени от единни програми , а са концептуални структури, в които широко достъпни технологични инструменти (напр. мултимедийни редактори и комуникационни технологии) улесняват изпълнението на свързаните с ученето повествователни задачи. Необходимо е задачите да бъдат определени от учители или образователни дизайнери,тъй като в съчетание с педагогически подход те увеличават шансовете за постигане на желаните учебни резултати. Тези ПУС допринасят за ниво на интерактивност, което е спомогнато от използваните технологични инструменти, като например хипермедийна навигация и комуникация със свързаните в мрежа потребители. Само по себе си това обаче не води до поддържане на общото изграждане на дадена история от потребителя и софтуера, и макар че учащият в действителност си взаимодейства с историята и останалите участници, тези среди не се считат за интерактивни. ====Проблематика на превода==== -/- ====Предметна проблематика==== ПУС са опосредващи инструменти за развитие на разказвателни умения, както и медиатори за развитие на други видове умения, едновременно твърди умения (езикови изрази по чужд и роден език, история, естествени науки и т.н.) или меки умения (вземане на решения, поведение във дадени взаимоотношения в критични ситуации и т.н.) При всички случаи когнитивно релевантните умения, като например креативност, разбиране, комуникация, осъзнаване на ограничения при решаването на сложни когнитивни проблеми, водене на преговори в група, памет, са включени в действе. Това многостранно влияние върху ученето не е изненадващо, тъй като разказването на истории е културен артефакт опосредстващ действията на учащите, като същевременно е типично за опосредстваните действия да имат няколко паралелни цели (Wertsch, 1998, стр. 25). Вместо в смисъла на „ последователност от събития, душевни състояния, случки”, които са свързани помежду си (Bruner, 1990, стр.43), терминът ‘повествование’ често е използван в значението на нетехническо или некартинно създаване на реч. Тази широка и твърде обща употреба на термина обаче го лишава от съдържанието на не просто повествование, а на повествование с образователна цел, пропускайки да реализира учебния му потенциал. Причината за това е, че частите на една история представляват едно цяло, в рамките на което всеки един елемент има собствено значение (Bruner, 2003; Ricoeur, 2005). Това позволява на хората, които си взаимодействат с повествованието, да достигат до много повече съждения отколкото експлицитно изразените в даден разказ елементи и следователно да се включват инстиктивно в процеса на изграждане на значение. Повествованието предава идеите по холистичен начин, който от своя страна му гарантира потенциала да пренася богат и сложен смисъл в проста форма. Поради тази причина се счита, че историите са основно средство, чрез което човек придава значение на неговия опит с времевите личностните аспекти на действията, както и причинно-следствените връзки в тях (Polkinghorne, 1988). ====Основна литература==== [http://books.google.fr/books?id=YHt_M41uIuUC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press. [http://books.google.fr/books?id=7p2ApsvrclcC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Bruner, J. (2003). Making Stories. Cambridge, MA: Harvard University Press. [http://gaips.inesc-id.pt/gaips/component/gaips/publications/showPublicationPdf?pid=13&format=raw] Dettori, G., &amp; Paiva, A. (2009). Narrative Learning in technology-enhanced environments. In S. Ludvigsen, N. Balacheff, T. de Jong, A. Lazonder and S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 55-69). Berlin: Springer. [http://books.google.fr/books?id=7HXn29yaDeoC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Polkinghorne, D. (1988). Narrative Knowing and the Human Sciences. New York, NY: State University of New York Press. [http://books.google.fr/books?id=8L1CwJ0U_DsC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Ricoeur, P. (2005). Hermeneutics and the Human Sciences. Edited and translated by J. B. Thompson, 17th edition. Cambridge, MA: Cambridge University Press. [http://www.oxfordscholarship.com/view/10.1093/acprof:oso/9780195117530.001.0001/acprof-9780195117530] Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press, 216p. 1289 1288 2013-03-13T12:26:05Z Vdimitrova 15 /* Определение */ wikitext text/x-wiki <h1>Повествователна учебна среда</h1> <u>раб. версия 1</u> '''Editor''': Giuliana Dettori, Institute for Educational Technology, CNR, Genoa, Italy '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Повествователната учебна среда е учебна среда, която включва нейния потребител/и в опосредствани от компютърните технологии дейности, в които повествованието (т.е. истории и случки), свързано с представената когнитивна задача, играе централна роля в осъществяването на учебния процес. В тази дефиниция поставянето на ударението върху думата дейност изключва базираното на истории индивидуално и в малки групи преподаване, което не ангажира учащите в никакви други дейности освен четене. По аналогичен начин фокусът върху интегрирането на разказвателните с когнитивните задачи води до изключването на всякакъв вид учебна среда, която използва само истории като забавен фон за несвързани с решаването на сложни когнитивни проблеми задачи, целящи повишаването на външната мотивация, но неизследващи учебния потенциал на разказването. Инерактивната повествователна учебна среда е базирана на технологии с изкуствен интелект. Това създава условия за потребителя и системата съвместно да изграждат истории. ====Сродни термини==== ''Синоними'' Учебни пространства с фокус върху повествованеито (Narrative-centred learning environments), Учебни пространства, базирани на история (Story-based learning environments) ''Други'' Интерактивно повествователно учебно пространство (Interactive narrative learning environment), учене чрез повествование (narrative learning) ====Коментар по развитието на термина==== Изразът повествователна учебна среда е въведен в употреба през 90-те години на 20-и век в областта на изкуствения интелект, за да даде име на тези учебни пространства, в които историите, създадени интерактивно от потребителя и софтуера, играят централна роля в спомагането на учебния процес. Впоследствие широкоразпространеният интерес, създаден от образователния потенциал на разказването на истории, води до употребата на израза като наименование на групи от учебни пространства, които са основани на различни видове технологии. По подобие на първоначалните ПУС, тези технологии използват базирани на повествование дейности, които целят подпомагането на ученето (Dettori & Paiva, 2009, стp. 58). Базираните на изкуствен ителект ПУС са технологични съвкупности с всички необходими придружаващи ги компоненти (задаване на дейности, свързани с разказвателната задача, педагогически подход, избор на подходящи технологични инструменти, които да представят историите, поддържане на диалозите и изпълнение на измислените герои). От друга страна, ПУС, базирани на образователен дизайн, мултимедия или уеб 2.0 технологии не са изградени от единни програми , а са концептуални структури, в които широко достъпни технологични инструменти (например мултимедийни редактори и комуникационни технологии) улесняват изпълнението на свързаните с ученето повествователни задачи. Необходимо е задачите да бъдат определени от учители или образователни дизайнери,тъй като в съчетание с педагогически подход те увеличават шансовете за постигането на очакваните учебни резултати. Тези ПУС допринасят за ниво на интерактивност, което е спомогнато от използваните технологични инструменти, като например хипермедийна навигация и комуникация със свързаните в мрежа потребители. Само по себе си това обаче не води до поддържане на общото изграждане на дадена история от потребителя и софтуера, и макар че учащият в действителност си взаимодейства с историята и останалите участници, те не се считат за интерактивни. ====Проблематика на превода==== -/- ====Предметна проблематика==== ПУС са опосредващи инструменти за развитие на разказвателни умения, както и медиатори за развитие на други видове умения, едновременно твърди умения (езикови изрази по чужд и роден език, история, естествени науки и т.н.) или меки умения (вземане на решения, поведение във дадени взаимоотношения в критични ситуации и т.н.) При всички случаи когнитивно релевантните умения, като например креативност, разбиране, комуникация, осъзнаване на ограничения при решаването на сложни когнитивни проблеми, водене на преговори в група, памет, са включени в действе. Това многостранно влияние върху ученето не е изненадващо, тъй като разказването на истории е културен артефакт опосредстващ действията на учащите, като същевременно е типично за опосредстваните действия да имат няколко паралелни цели (Wertsch, 1998, стр. 25). Вместо в смисъла на „ последователност от събития, душевни състояния, случки”, които са свързани помежду си (Bruner, 1990, стр.43), терминът ‘повествование’ често е използван в значението на нетехническо или некартинно създаване на реч. Тази широка и твърде обща употреба на термина обаче го лишава от съдържанието на не просто повествование, а на повествование с образователна цел, пропускайки да реализира учебния му потенциал. Причината за това е, че частите на една история представляват едно цяло, в рамките на което всеки един елемент има собствено значение (Bruner, 2003; Ricoeur, 2005). Това позволява на хората, които си взаимодействат с повествованието, да достигат до много повече съждения отколкото експлицитно изразените в даден разказ елементи и следователно да се включват инстиктивно в процеса на изграждане на значение. Повествованието предава идеите по холистичен начин, който от своя страна му гарантира потенциала да пренася богат и сложен смисъл в проста форма. Поради тази причина се счита, че историите са основно средство, чрез което човек придава значение на неговия опит с времевите личностните аспекти на действията, както и причинно-следствените връзки в тях (Polkinghorne, 1988). ====Основна литература==== [http://books.google.fr/books?id=YHt_M41uIuUC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press. [http://books.google.fr/books?id=7p2ApsvrclcC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Bruner, J. (2003). Making Stories. Cambridge, MA: Harvard University Press. [http://gaips.inesc-id.pt/gaips/component/gaips/publications/showPublicationPdf?pid=13&format=raw] Dettori, G., &amp; Paiva, A. (2009). Narrative Learning in technology-enhanced environments. In S. Ludvigsen, N. Balacheff, T. de Jong, A. Lazonder and S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 55-69). Berlin: Springer. [http://books.google.fr/books?id=7HXn29yaDeoC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Polkinghorne, D. (1988). Narrative Knowing and the Human Sciences. New York, NY: State University of New York Press. [http://books.google.fr/books?id=8L1CwJ0U_DsC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Ricoeur, P. (2005). Hermeneutics and the Human Sciences. Edited and translated by J. B. Thompson, 17th edition. Cambridge, MA: Cambridge University Press. [http://www.oxfordscholarship.com/view/10.1093/acprof:oso/9780195117530.001.0001/acprof-9780195117530] Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press, 216p. 1288 1287 2013-03-13T12:23:46Z Vdimitrova 15 /* Определение */ wikitext text/x-wiki <h1>Повествователна учебна среда</h1> <u>раб. версия 1</u> '''Editor''': Giuliana Dettori, Institute for Educational Technology, CNR, Genoa, Italy '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Повествователната учебна среда е учебна среда, която включва нейния потребител/и в опосредствани от компютърните технологии дейности, в които поветствованието (т.е. истории и случки), свързано с представената когнитивна задача, играе централна роля в осъществяването на учебния процес. В тази дефиниция поставянето на ударението върху думата дейност изключва базираното на истории индивидуално и в малки групи преподаване, което не ангажира учащите в никакви други дейности освен четене. По аналогичен начин фокусът върху интегрирането на разказвателните с когнитивните задачи води до изключването на всякакъв вид учебна среда, която използва само истории като забавен фон за несвързани с решаването на сложни когнитивни проблеми задачи, целящи повишаването на външната мотивация, но без да изследват учебния потенциал на разказването. Инерактивната повествователна учебна среда е базирана на технологии с изкуствен интелект. Това създава условия за потребителя и системата съвместно да изграждат истории. ====Сродни термини==== ''Синоними'' Учебни пространства с фокус върху повествованеито (Narrative-centred learning environments), Учебни пространства, базирани на история (Story-based learning environments) ''Други'' Интерактивно повествователно учебно пространство (Interactive narrative learning environment), учене чрез повествование (narrative learning) ====Коментар по развитието на термина==== Изразът повествователна учебна среда е въведен в употреба през 90-те години на 20-и век в областта на изкуствения интелект, за да даде име на тези учебни пространства, в които историите, създадени интерактивно от потребителя и софтуера, играят централна роля в спомагането на учебния процес. Впоследствие широкоразпространеният интерес, създаден от образователния потенциал на разказването на истории, води до употребата на израза като наименование на групи от учебни пространства, които са основани на различни видове технологии. По подобие на първоначалните ПУС, тези технологии използват базирани на повествование дейности, които целят подпомагането на ученето (Dettori & Paiva, 2009, стp. 58). Базираните на изкуствен ителект ПУС са технологични съвкупности с всички необходими придружаващи ги компоненти (задаване на дейности, свързани с разказвателната задача, педагогически подход, избор на подходящи технологични инструменти, които да представят историите, поддържане на диалозите и изпълнение на измислените герои). От друга страна, ПУС, базирани на образователен дизайн, мултимедия или уеб 2.0 технологии не са изградени от единни програми , а са концептуални структури, в които широко достъпни технологични инструменти (например мултимедийни редактори и комуникационни технологии) улесняват изпълнението на свързаните с ученето повествователни задачи. Необходимо е задачите да бъдат определени от учители или образователни дизайнери,тъй като в съчетание с педагогически подход те увеличават шансовете за постигането на очакваните учебни резултати. Тези ПУС допринасят за ниво на интерактивност, което е спомогнато от използваните технологични инструменти, като например хипермедийна навигация и комуникация със свързаните в мрежа потребители. Само по себе си това обаче не води до поддържане на общото изграждане на дадена история от потребителя и софтуера, и макар че учащият в действителност си взаимодейства с историята и останалите участници, те не се считат за интерактивни. ====Проблематика на превода==== -/- ====Предметна проблематика==== ПУС са опосредващи инструменти за развитие на разказвателни умения, както и медиатори за развитие на други видове умения, едновременно твърди умения (езикови изрази по чужд и роден език, история, естествени науки и т.н.) или меки умения (вземане на решения, поведение във дадени взаимоотношения в критични ситуации и т.н.) При всички случаи когнитивно релевантните умения, като например креативност, разбиране, комуникация, осъзнаване на ограничения при решаването на сложни когнитивни проблеми, водене на преговори в група, памет, са включени в действе. Това многостранно влияние върху ученето не е изненадващо, тъй като разказването на истории е културен артефакт опосредстващ действията на учащите, като същевременно е типично за опосредстваните действия да имат няколко паралелни цели (Wertsch, 1998, стр. 25). Вместо в смисъла на „ последователност от събития, душевни състояния, случки”, които са свързани помежду си (Bruner, 1990, стр.43), терминът ‘повествование’ често е използван в значението на нетехническо или некартинно създаване на реч. Тази широка и твърде обща употреба на термина обаче го лишава от съдържанието на не просто повествование, а на повествование с образователна цел, пропускайки да реализира учебния му потенциал. Причината за това е, че частите на една история представляват едно цяло, в рамките на което всеки един елемент има собствено значение (Bruner, 2003; Ricoeur, 2005). Това позволява на хората, които си взаимодействат с повествованието, да достигат до много повече съждения отколкото експлицитно изразените в даден разказ елементи и следователно да се включват инстиктивно в процеса на изграждане на значение. Повествованието предава идеите по холистичен начин, който от своя страна му гарантира потенциала да пренася богат и сложен смисъл в проста форма. Поради тази причина се счита, че историите са основно средство, чрез което човек придава значение на неговия опит с времевите личностните аспекти на действията, както и причинно-следствените връзки в тях (Polkinghorne, 1988). ====Основна литература==== [http://books.google.fr/books?id=YHt_M41uIuUC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press. [http://books.google.fr/books?id=7p2ApsvrclcC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Bruner, J. (2003). Making Stories. Cambridge, MA: Harvard University Press. [http://gaips.inesc-id.pt/gaips/component/gaips/publications/showPublicationPdf?pid=13&format=raw] Dettori, G., &amp; Paiva, A. (2009). Narrative Learning in technology-enhanced environments. In S. Ludvigsen, N. Balacheff, T. de Jong, A. Lazonder and S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 55-69). Berlin: Springer. [http://books.google.fr/books?id=7HXn29yaDeoC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Polkinghorne, D. (1988). Narrative Knowing and the Human Sciences. New York, NY: State University of New York Press. [http://books.google.fr/books?id=8L1CwJ0U_DsC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Ricoeur, P. (2005). Hermeneutics and the Human Sciences. Edited and translated by J. B. Thompson, 17th edition. Cambridge, MA: Cambridge University Press. [http://www.oxfordscholarship.com/view/10.1093/acprof:oso/9780195117530.001.0001/acprof-9780195117530] Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press, 216p. 1287 1235 2013-03-13T12:23:13Z Vdimitrova 15 /* Определение */ wikitext text/x-wiki <h1>Повествователна учебна среда</h1> <u>раб. версия 1</u> '''Editor''': Giuliana Dettori, Institute for Educational Technology, CNR, Genoa, Italy '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Повествователната учебна среда е учебна среда, която включва нейния потребител/и в опосредстваните от компютърните технологии дейности, в които поветствованието (т.е. истории и случки), свързано с представената когнитивна задача, играе централна роля в осъществяването на учебния процес. В тази дефиниция поставянето на ударението върху думата дейност изключва базираното на истории индивидуално и в малки групи преподаване, което не ангажира учащите в никакви други дейности освен четене. По аналогичен начин фокусът върху интегрирането на разказвателните с когнитивните задачи води до изключването на всякакъв вид учебна среда, която използва само истории като забавен фон за несвързани с решаването на сложни когнитивни проблеми задачи, целящи повишаването на външната мотивация, но без да изследват учебния потенциал на разказването. Инерактивната повествователна учебна среда е базирана на технологии с изкуствен интелект. Това създава условия за потребителя и системата съвместно да изграждат истории. ====Сродни термини==== ''Синоними'' Учебни пространства с фокус върху повествованеито (Narrative-centred learning environments), Учебни пространства, базирани на история (Story-based learning environments) ''Други'' Интерактивно повествователно учебно пространство (Interactive narrative learning environment), учене чрез повествование (narrative learning) ====Коментар по развитието на термина==== Изразът повествователна учебна среда е въведен в употреба през 90-те години на 20-и век в областта на изкуствения интелект, за да даде име на тези учебни пространства, в които историите, създадени интерактивно от потребителя и софтуера, играят централна роля в спомагането на учебния процес. Впоследствие широкоразпространеният интерес, създаден от образователния потенциал на разказването на истории, води до употребата на израза като наименование на групи от учебни пространства, които са основани на различни видове технологии. По подобие на първоначалните ПУС, тези технологии използват базирани на повествование дейности, които целят подпомагането на ученето (Dettori & Paiva, 2009, стp. 58). Базираните на изкуствен ителект ПУС са технологични съвкупности с всички необходими придружаващи ги компоненти (задаване на дейности, свързани с разказвателната задача, педагогически подход, избор на подходящи технологични инструменти, които да представят историите, поддържане на диалозите и изпълнение на измислените герои). От друга страна, ПУС, базирани на образователен дизайн, мултимедия или уеб 2.0 технологии не са изградени от единни програми , а са концептуални структури, в които широко достъпни технологични инструменти (например мултимедийни редактори и комуникационни технологии) улесняват изпълнението на свързаните с ученето повествователни задачи. Необходимо е задачите да бъдат определени от учители или образователни дизайнери,тъй като в съчетание с педагогически подход те увеличават шансовете за постигането на очакваните учебни резултати. Тези ПУС допринасят за ниво на интерактивност, което е спомогнато от използваните технологични инструменти, като например хипермедийна навигация и комуникация със свързаните в мрежа потребители. Само по себе си това обаче не води до поддържане на общото изграждане на дадена история от потребителя и софтуера, и макар че учащият в действителност си взаимодейства с историята и останалите участници, те не се считат за интерактивни. ====Проблематика на превода==== -/- ====Предметна проблематика==== ПУС са опосредващи инструменти за развитие на разказвателни умения, както и медиатори за развитие на други видове умения, едновременно твърди умения (езикови изрази по чужд и роден език, история, естествени науки и т.н.) или меки умения (вземане на решения, поведение във дадени взаимоотношения в критични ситуации и т.н.) При всички случаи когнитивно релевантните умения, като например креативност, разбиране, комуникация, осъзнаване на ограничения при решаването на сложни когнитивни проблеми, водене на преговори в група, памет, са включени в действе. Това многостранно влияние върху ученето не е изненадващо, тъй като разказването на истории е културен артефакт опосредстващ действията на учащите, като същевременно е типично за опосредстваните действия да имат няколко паралелни цели (Wertsch, 1998, стр. 25). Вместо в смисъла на „ последователност от събития, душевни състояния, случки”, които са свързани помежду си (Bruner, 1990, стр.43), терминът ‘повествование’ често е използван в значението на нетехническо или некартинно създаване на реч. Тази широка и твърде обща употреба на термина обаче го лишава от съдържанието на не просто повествование, а на повествование с образователна цел, пропускайки да реализира учебния му потенциал. Причината за това е, че частите на една история представляват едно цяло, в рамките на което всеки един елемент има собствено значение (Bruner, 2003; Ricoeur, 2005). Това позволява на хората, които си взаимодействат с повествованието, да достигат до много повече съждения отколкото експлицитно изразените в даден разказ елементи и следователно да се включват инстиктивно в процеса на изграждане на значение. Повествованието предава идеите по холистичен начин, който от своя страна му гарантира потенциала да пренася богат и сложен смисъл в проста форма. Поради тази причина се счита, че историите са основно средство, чрез което човек придава значение на неговия опит с времевите личностните аспекти на действията, както и причинно-следствените връзки в тях (Polkinghorne, 1988). ====Основна литература==== [http://books.google.fr/books?id=YHt_M41uIuUC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press. [http://books.google.fr/books?id=7p2ApsvrclcC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Bruner, J. (2003). Making Stories. Cambridge, MA: Harvard University Press. [http://gaips.inesc-id.pt/gaips/component/gaips/publications/showPublicationPdf?pid=13&format=raw] Dettori, G., &amp; Paiva, A. (2009). Narrative Learning in technology-enhanced environments. In S. Ludvigsen, N. Balacheff, T. de Jong, A. Lazonder and S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 55-69). Berlin: Springer. [http://books.google.fr/books?id=7HXn29yaDeoC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Polkinghorne, D. (1988). Narrative Knowing and the Human Sciences. New York, NY: State University of New York Press. [http://books.google.fr/books?id=8L1CwJ0U_DsC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Ricoeur, P. (2005). Hermeneutics and the Human Sciences. Edited and translated by J. B. Thompson, 17th edition. Cambridge, MA: Cambridge University Press. [http://www.oxfordscholarship.com/view/10.1093/acprof:oso/9780195117530.001.0001/acprof-9780195117530] Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press, 216p. 1235 1233 2013-03-10T20:10:31Z Balacheff 4 /* Основна литература */ wikitext text/x-wiki <h1>Повествователна учебна среда</h1> <u>раб. версия 1</u> '''Editor''': Giuliana Dettori, Institute for Educational Technology, CNR, Genoa, Italy '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Повествователна учебна среда е учебна среда, която включва нейния потребител/и в опосредстваните от компютърните технологии дейности, в които поветствованието (т.е. истории и случки), свързано с представената когнитивна задача, играе централна роля в осъществяването на учебния процес. В тази дефиниция поставянето на ударението върху думата дейност изключва базираното на истории индивидуално и в малки групи преподаване, което не ангажира учащите в никакви други дейности освен четене. По аналогичен начин фокусът върху интегрирането на разказвателните с когнитивните задачи води до изключването на всякакъв вид учебна среда, която използва само истории като забавен фон за несвързани с решаването на сложни когнитивни проблеми задачи, целящи повишаването на външната мотивация, но без да изследват учебния потенциал на разказването. Инерактивната повествователна учебна среда е базирана на технологии с изкуствен интелект. Това създава условия за потребителя и системата съвместно да изграждат истории. ====Сродни термини==== ''Синоними'' Учебни пространства с фокус върху повествованеито (Narrative-centred learning environments), Учебни пространства, базирани на история (Story-based learning environments) ''Други'' Интерактивно повествователно учебно пространство (Interactive narrative learning environment), учене чрез повествование (narrative learning) ====Коментар по развитието на термина==== Изразът повествователна учебна среда е въведен в употреба през 90-те години на 20-и век в областта на изкуствения интелект, за да даде име на тези учебни пространства, в които историите, създадени интерактивно от потребителя и софтуера, играят централна роля в спомагането на учебния процес. Впоследствие широкоразпространеният интерес, създаден от образователния потенциал на разказването на истории, води до употребата на израза като наименование на групи от учебни пространства, които са основани на различни видове технологии. По подобие на първоначалните ПУС, тези технологии използват базирани на повествование дейности, които целят подпомагането на ученето (Dettori & Paiva, 2009, стp. 58). Базираните на изкуствен ителект ПУС са технологични съвкупности с всички необходими придружаващи ги компоненти (задаване на дейности, свързани с разказвателната задача, педагогически подход, избор на подходящи технологични инструменти, които да представят историите, поддържане на диалозите и изпълнение на измислените герои). От друга страна, ПУС, базирани на образователен дизайн, мултимедия или уеб 2.0 технологии не са изградени от единни програми , а са концептуални структури, в които широко достъпни технологични инструменти (например мултимедийни редактори и комуникационни технологии) улесняват изпълнението на свързаните с ученето повествователни задачи. Необходимо е задачите да бъдат определени от учители или образователни дизайнери,тъй като в съчетание с педагогически подход те увеличават шансовете за постигането на очакваните учебни резултати. Тези ПУС допринасят за ниво на интерактивност, което е спомогнато от използваните технологични инструменти, като например хипермедийна навигация и комуникация със свързаните в мрежа потребители. Само по себе си това обаче не води до поддържане на общото изграждане на дадена история от потребителя и софтуера, и макар че учащият в действителност си взаимодейства с историята и останалите участници, те не се считат за интерактивни. ====Проблематика на превода==== -/- ====Предметна проблематика==== ПУС са опосредващи инструменти за развитие на разказвателни умения, както и медиатори за развитие на други видове умения, едновременно твърди умения (езикови изрази по чужд и роден език, история, естествени науки и т.н.) или меки умения (вземане на решения, поведение във дадени взаимоотношения в критични ситуации и т.н.) При всички случаи когнитивно релевантните умения, като например креативност, разбиране, комуникация, осъзнаване на ограничения при решаването на сложни когнитивни проблеми, водене на преговори в група, памет, са включени в действе. Това многостранно влияние върху ученето не е изненадващо, тъй като разказването на истории е културен артефакт опосредстващ действията на учащите, като същевременно е типично за опосредстваните действия да имат няколко паралелни цели (Wertsch, 1998, стр. 25). Вместо в смисъла на „ последователност от събития, душевни състояния, случки”, които са свързани помежду си (Bruner, 1990, стр.43), терминът ‘повествование’ често е използван в значението на нетехническо или некартинно създаване на реч. Тази широка и твърде обща употреба на термина обаче го лишава от съдържанието на не просто повествование, а на повествование с образователна цел, пропускайки да реализира учебния му потенциал. Причината за това е, че частите на една история представляват едно цяло, в рамките на което всеки един елемент има собствено значение (Bruner, 2003; Ricoeur, 2005). Това позволява на хората, които си взаимодействат с повествованието, да достигат до много повече съждения отколкото експлицитно изразените в даден разказ елементи и следователно да се включват инстиктивно в процеса на изграждане на значение. Повествованието предава идеите по холистичен начин, който от своя страна му гарантира потенциала да пренася богат и сложен смисъл в проста форма. Поради тази причина се счита, че историите са основно средство, чрез което човек придава значение на неговия опит с времевите личностните аспекти на действията, както и причинно-следствените връзки в тях (Polkinghorne, 1988). ====Основна литература==== [http://books.google.fr/books?id=YHt_M41uIuUC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press. [http://books.google.fr/books?id=7p2ApsvrclcC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Bruner, J. (2003). Making Stories. Cambridge, MA: Harvard University Press. [http://gaips.inesc-id.pt/gaips/component/gaips/publications/showPublicationPdf?pid=13&format=raw] Dettori, G., &amp; Paiva, A. (2009). Narrative Learning in technology-enhanced environments. In S. Ludvigsen, N. Balacheff, T. de Jong, A. Lazonder and S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 55-69). Berlin: Springer. [http://books.google.fr/books?id=7HXn29yaDeoC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Polkinghorne, D. (1988). Narrative Knowing and the Human Sciences. New York, NY: State University of New York Press. [http://books.google.fr/books?id=8L1CwJ0U_DsC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Ricoeur, P. (2005). Hermeneutics and the Human Sciences. Edited and translated by J. B. Thompson, 17th edition. Cambridge, MA: Cambridge University Press. [http://www.oxfordscholarship.com/view/10.1093/acprof:oso/9780195117530.001.0001/acprof-9780195117530] Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press, 216p. 1233 1232 2013-03-10T20:02:19Z Balacheff 4 /* Предметна проблематика */ wikitext text/x-wiki <h1>Повествователна учебна среда</h1> <u>раб. версия 1</u> '''Editor''': Giuliana Dettori, Institute for Educational Technology, CNR, Genoa, Italy '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Повествователна учебна среда е учебна среда, която включва нейния потребител/и в опосредстваните от компютърните технологии дейности, в които поветствованието (т.е. истории и случки), свързано с представената когнитивна задача, играе централна роля в осъществяването на учебния процес. В тази дефиниция поставянето на ударението върху думата дейност изключва базираното на истории индивидуално и в малки групи преподаване, което не ангажира учащите в никакви други дейности освен четене. По аналогичен начин фокусът върху интегрирането на разказвателните с когнитивните задачи води до изключването на всякакъв вид учебна среда, която използва само истории като забавен фон за несвързани с решаването на сложни когнитивни проблеми задачи, целящи повишаването на външната мотивация, но без да изследват учебния потенциал на разказването. Инерактивната повествователна учебна среда е базирана на технологии с изкуствен интелект. Това създава условия за потребителя и системата съвместно да изграждат истории. ====Сродни термини==== ''Синоними'' Учебни пространства с фокус върху повествованеито (Narrative-centred learning environments), Учебни пространства, базирани на история (Story-based learning environments) ''Други'' Интерактивно повествователно учебно пространство (Interactive narrative learning environment), учене чрез повествование (narrative learning) ====Коментар по развитието на термина==== Изразът повествователна учебна среда е въведен в употреба през 90-те години на 20-и век в областта на изкуствения интелект, за да даде име на тези учебни пространства, в които историите, създадени интерактивно от потребителя и софтуера, играят централна роля в спомагането на учебния процес. Впоследствие широкоразпространеният интерес, създаден от образователния потенциал на разказването на истории, води до употребата на израза като наименование на групи от учебни пространства, които са основани на различни видове технологии. По подобие на първоначалните ПУС, тези технологии използват базирани на повествование дейности, които целят подпомагането на ученето (Dettori & Paiva, 2009, стp. 58). Базираните на изкуствен ителект ПУС са технологични съвкупности с всички необходими придружаващи ги компоненти (задаване на дейности, свързани с разказвателната задача, педагогически подход, избор на подходящи технологични инструменти, които да представят историите, поддържане на диалозите и изпълнение на измислените герои). От друга страна, ПУС, базирани на образователен дизайн, мултимедия или уеб 2.0 технологии не са изградени от единни програми , а са концептуални структури, в които широко достъпни технологични инструменти (например мултимедийни редактори и комуникационни технологии) улесняват изпълнението на свързаните с ученето повествователни задачи. Необходимо е задачите да бъдат определени от учители или образователни дизайнери,тъй като в съчетание с педагогически подход те увеличават шансовете за постигането на очакваните учебни резултати. Тези ПУС допринасят за ниво на интерактивност, което е спомогнато от използваните технологични инструменти, като например хипермедийна навигация и комуникация със свързаните в мрежа потребители. Само по себе си това обаче не води до поддържане на общото изграждане на дадена история от потребителя и софтуера, и макар че учащият в действителност си взаимодейства с историята и останалите участници, те не се считат за интерактивни. ====Проблематика на превода==== -/- ====Предметна проблематика==== ПУС са опосредващи инструменти за развитие на разказвателни умения, както и медиатори за развитие на други видове умения, едновременно твърди умения (езикови изрази по чужд и роден език, история, естествени науки и т.н.) или меки умения (вземане на решения, поведение във дадени взаимоотношения в критични ситуации и т.н.) При всички случаи когнитивно релевантните умения, като например креативност, разбиране, комуникация, осъзнаване на ограничения при решаването на сложни когнитивни проблеми, водене на преговори в група, памет, са включени в действе. Това многостранно влияние върху ученето не е изненадващо, тъй като разказването на истории е културен артефакт опосредстващ действията на учащите, като същевременно е типично за опосредстваните действия да имат няколко паралелни цели (Wertsch, 1998, стр. 25). Вместо в смисъла на „ последователност от събития, душевни състояния, случки”, които са свързани помежду си (Bruner, 1990, стр.43), терминът ‘повествование’ често е използван в значението на нетехническо или некартинно създаване на реч. Тази широка и твърде обща употреба на термина обаче го лишава от съдържанието на не просто повествование, а на повествование с образователна цел, пропускайки да реализира учебния му потенциал. Причината за това е, че частите на една история представляват едно цяло, в рамките на което всеки един елемент има собствено значение (Bruner, 2003; Ricoeur, 2005). Това позволява на хората, които си взаимодействат с повествованието, да достигат до много повече съждения отколкото експлицитно изразените в даден разказ елементи и следователно да се включват инстиктивно в процеса на изграждане на значение. Повествованието предава идеите по холистичен начин, който от своя страна му гарантира потенциала да пренася богат и сложен смисъл в проста форма. Поради тази причина се счита, че историите са основно средство, чрез което човек придава значение на неговия опит с времевите личностните аспекти на действията, както и причинно-следствените връзки в тях (Polkinghorne, 1988). ====Основна литература==== 1232 1231 2013-03-10T20:01:53Z Balacheff 4 /* Сродни термини */ wikitext text/x-wiki <h1>Повествователна учебна среда</h1> <u>раб. версия 1</u> '''Editor''': Giuliana Dettori, Institute for Educational Technology, CNR, Genoa, Italy '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Повествователна учебна среда е учебна среда, която включва нейния потребител/и в опосредстваните от компютърните технологии дейности, в които поветствованието (т.е. истории и случки), свързано с представената когнитивна задача, играе централна роля в осъществяването на учебния процес. В тази дефиниция поставянето на ударението върху думата дейност изключва базираното на истории индивидуално и в малки групи преподаване, което не ангажира учащите в никакви други дейности освен четене. По аналогичен начин фокусът върху интегрирането на разказвателните с когнитивните задачи води до изключването на всякакъв вид учебна среда, която използва само истории като забавен фон за несвързани с решаването на сложни когнитивни проблеми задачи, целящи повишаването на външната мотивация, но без да изследват учебния потенциал на разказването. Инерактивната повествователна учебна среда е базирана на технологии с изкуствен интелект. Това създава условия за потребителя и системата съвместно да изграждат истории. ====Сродни термини==== ''Синоними'' Учебни пространства с фокус върху повествованеито (Narrative-centred learning environments), Учебни пространства, базирани на история (Story-based learning environments) ''Други'' Интерактивно повествователно учебно пространство (Interactive narrative learning environment), учене чрез повествование (narrative learning) ====Коментар по развитието на термина==== Изразът повествователна учебна среда е въведен в употреба през 90-те години на 20-и век в областта на изкуствения интелект, за да даде име на тези учебни пространства, в които историите, създадени интерактивно от потребителя и софтуера, играят централна роля в спомагането на учебния процес. Впоследствие широкоразпространеният интерес, създаден от образователния потенциал на разказването на истории, води до употребата на израза като наименование на групи от учебни пространства, които са основани на различни видове технологии. По подобие на първоначалните ПУС, тези технологии използват базирани на повествование дейности, които целят подпомагането на ученето (Dettori & Paiva, 2009, стp. 58). Базираните на изкуствен ителект ПУС са технологични съвкупности с всички необходими придружаващи ги компоненти (задаване на дейности, свързани с разказвателната задача, педагогически подход, избор на подходящи технологични инструменти, които да представят историите, поддържане на диалозите и изпълнение на измислените герои). От друга страна, ПУС, базирани на образователен дизайн, мултимедия или уеб 2.0 технологии не са изградени от единни програми , а са концептуални структури, в които широко достъпни технологични инструменти (например мултимедийни редактори и комуникационни технологии) улесняват изпълнението на свързаните с ученето повествователни задачи. Необходимо е задачите да бъдат определени от учители или образователни дизайнери,тъй като в съчетание с педагогически подход те увеличават шансовете за постигането на очакваните учебни резултати. Тези ПУС допринасят за ниво на интерактивност, което е спомогнато от използваните технологични инструменти, като например хипермедийна навигация и комуникация със свързаните в мрежа потребители. Само по себе си това обаче не води до поддържане на общото изграждане на дадена история от потребителя и софтуера, и макар че учащият в действителност си взаимодейства с историята и останалите участници, те не се считат за интерактивни. ====Проблематика на превода==== -/- ====Предметна проблематика==== ПУС са опосредващи инструменти за развитие на разказвателни умения, както и медиатори за развитие на други видове умения, едновременно твърди умения (езикови изрази по чужд и роден език, история, естествени науки и т.н.) или меки умения (вземане на решения, поведение във дадени взаимоотношения в критични ситуации и т.н.) При всички случаи когнитивно релевантните умения, като например креативност, разбиране, комуникация, осъзнаване на ограничения при решаването на сложни когнитивни проблеми, водене на преговори в група, памет, са включени в действе. Това многостранно влияние върху ученето не е изненадващо, тъй като разказването на истории е културен артефакт опосредстващ действията на учащите, като същевременно е типично за опосредстваните действия да имат няколко паралелни цели (Wertsch, 1998, стр. 25). Вместо в смисъла на „ последователност от събития, душевни състояния, случки”, които са свързани помежду си (Bruner, 1990, стр.43), терминът ‘повествование’ често е използван в значението на нетехническо или некартинно създаване на реч. Тази широка и твърде обща употреба на термина обаче го лишава от съдържанието на не просто повествование, а на повествование с образователна цел, пропускайки да реализира учебния му потенциал. Причината за това е, че частите на една история представляват едно цяло, в рамките на което всеки един елемент има собствено значение (Bruner, 2003; Ricoeur, 2005). Това позволява на хората, които си взаимодействат с повествованието, да достигат до много повече съждения отколкото експлицитно изразените в даден разказ елементи и следователно да се включват инстиктивно в процеса на изграждане на значение. Повествованието предава идеите по холистичен начин, който от своя страна му гарантира потенциала да пренася богат и сложен смисъл в проста форма. Поради тази причина се счита, че историите са основно средство, чрез което човек придава значение на неговия опит с времевите личностните аспекти на действията, както и причинно-следствените връзки в тях (Polkinghorne, 1988). ====Основна литература==== 1231 1230 2013-03-10T20:01:25Z Balacheff 4 /* Определение */ wikitext text/x-wiki <h1>Повествователна учебна среда</h1> <u>раб. версия 1</u> '''Editor''': Giuliana Dettori, Institute for Educational Technology, CNR, Genoa, Italy '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Повествователна учебна среда е учебна среда, която включва нейния потребител/и в опосредстваните от компютърните технологии дейности, в които поветствованието (т.е. истории и случки), свързано с представената когнитивна задача, играе централна роля в осъществяването на учебния процес. В тази дефиниция поставянето на ударението върху думата дейност изключва базираното на истории индивидуално и в малки групи преподаване, което не ангажира учащите в никакви други дейности освен четене. По аналогичен начин фокусът върху интегрирането на разказвателните с когнитивните задачи води до изключването на всякакъв вид учебна среда, която използва само истории като забавен фон за несвързани с решаването на сложни когнитивни проблеми задачи, целящи повишаването на външната мотивация, но без да изследват учебния потенциал на разказването. Инерактивната повествователна учебна среда е базирана на технологии с изкуствен интелект. Това създава условия за потребителя и системата съвместно да изграждат истории. ====Сродни термини==== Синоними Учебни пространства с фокус върху повествованеито (Narrative-centred learning environments), Учебни пространства, базирани на история (Story-based learning environments) Други Интерактивно повествователно учебно пространство (Interactive narrative learning environment), учене чрез повествование (narrative learning) ====Коментар по развитието на термина==== Изразът повествователна учебна среда е въведен в употреба през 90-те години на 20-и век в областта на изкуствения интелект, за да даде име на тези учебни пространства, в които историите, създадени интерактивно от потребителя и софтуера, играят централна роля в спомагането на учебния процес. Впоследствие широкоразпространеният интерес, създаден от образователния потенциал на разказването на истории, води до употребата на израза като наименование на групи от учебни пространства, които са основани на различни видове технологии. По подобие на първоначалните ПУС, тези технологии използват базирани на повествование дейности, които целят подпомагането на ученето (Dettori & Paiva, 2009, стp. 58). Базираните на изкуствен ителект ПУС са технологични съвкупности с всички необходими придружаващи ги компоненти (задаване на дейности, свързани с разказвателната задача, педагогически подход, избор на подходящи технологични инструменти, които да представят историите, поддържане на диалозите и изпълнение на измислените герои). От друга страна, ПУС, базирани на образователен дизайн, мултимедия или уеб 2.0 технологии не са изградени от единни програми , а са концептуални структури, в които широко достъпни технологични инструменти (например мултимедийни редактори и комуникационни технологии) улесняват изпълнението на свързаните с ученето повествователни задачи. Необходимо е задачите да бъдат определени от учители или образователни дизайнери,тъй като в съчетание с педагогически подход те увеличават шансовете за постигането на очакваните учебни резултати. Тези ПУС допринасят за ниво на интерактивност, което е спомогнато от използваните технологични инструменти, като например хипермедийна навигация и комуникация със свързаните в мрежа потребители. Само по себе си това обаче не води до поддържане на общото изграждане на дадена история от потребителя и софтуера, и макар че учащият в действителност си взаимодейства с историята и останалите участници, те не се считат за интерактивни. ====Проблематика на превода==== -/- ====Предметна проблематика==== ПУС са опосредващи инструменти за развитие на разказвателни умения, както и медиатори за развитие на други видове умения, едновременно твърди умения (езикови изрази по чужд и роден език, история, естествени науки и т.н.) или меки умения (вземане на решения, поведение във дадени взаимоотношения в критични ситуации и т.н.) При всички случаи когнитивно релевантните умения, като например креативност, разбиране, комуникация, осъзнаване на ограничения при решаването на сложни когнитивни проблеми, водене на преговори в група, памет, са включени в действе. Това многостранно влияние върху ученето не е изненадващо, тъй като разказването на истории е културен артефакт опосредстващ действията на учащите, като същевременно е типично за опосредстваните действия да имат няколко паралелни цели (Wertsch, 1998, стр. 25). Вместо в смисъла на „ последователност от събития, душевни състояния, случки”, които са свързани помежду си (Bruner, 1990, стр.43), терминът ‘повествование’ често е използван в значението на нетехническо или некартинно създаване на реч. Тази широка и твърде обща употреба на термина обаче го лишава от съдържанието на не просто повествование, а на повествование с образователна цел, пропускайки да реализира учебния му потенциал. Причината за това е, че частите на една история представляват едно цяло, в рамките на което всеки един елемент има собствено значение (Bruner, 2003; Ricoeur, 2005). Това позволява на хората, които си взаимодействат с повествованието, да достигат до много повече съждения отколкото експлицитно изразените в даден разказ елементи и следователно да се включват инстиктивно в процеса на изграждане на значение. Повествованието предава идеите по холистичен начин, който от своя страна му гарантира потенциала да пренася богат и сложен смисъл в проста форма. Поради тази причина се счита, че историите са основно средство, чрез което човек придава значение на неговия опит с времевите личностните аспекти на действията, както и причинно-следствените връзки в тях (Polkinghorne, 1988). ====Основна литература==== 1230 1229 2013-03-10T20:00:55Z Balacheff 4 wikitext text/x-wiki <h1>Повествователна учебна среда</h1> <u>раб. версия 1</u> '''Editor''': Giuliana Dettori, Institute for Educational Technology, CNR, Genoa, Italy '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Повествователна учебна среда е учебна среда, която включва нейния потребител/и в опосредстваните от компютърните технологии дейности, в които поветствованието (т.е. истории и случки), свързано с представената когнитивна задача, играе централна роля в осъществяването на учебния процес. В тази дефиниция поставянето на ударението върху думата дейност изключва базираното на истории индивидуално и в малки групи преподаване, което не ангажира учащите в никакви други дейности освен четене. По аналогичен начин фокусът върху интегрирането на разказвателните с когнитивните задачи води до изключването на всякакъв вид учебна среда, която използва само истории като забавен фон за несвързани с решаването на сложни когнитивни проблеми задачи, целящи повишаването на външната мотивация, но без да изследват учебния потенциал на разказването. Инерактивната повествователна учебна среда е базирана на технологии с изкуствен интелект. Това създава условия за потребителя и системата съвместно да изграждат истории. ====Сродни термини==== Синоними Учебни пространства с фокус върху повествованеито (Narrative-centred learning environments), Учебни пространства, базирани на история (Story-based learning environments) Други Интерактивно повествователно учебно пространство (Interactive narrative learning environment), учене чрез повествование (narrative learning) ====Коментар по развитието на термина==== Изразът повествователна учебна среда е въведен в употреба през 90-те години на 20-и век в областта на изкуствения интелект, за да даде име на тези учебни пространства, в които историите, създадени интерактивно от потребителя и софтуера, играят централна роля в спомагането на учебния процес. Впоследствие широкоразпространеният интерес, създаден от образователния потенциал на разказването на истории, води до употребата на израза като наименование на групи от учебни пространства, които са основани на различни видове технологии. По подобие на първоначалните ПУС, тези технологии използват базирани на повествование дейности, които целят подпомагането на ученето (Dettori & Paiva, 2009, стp. 58). Базираните на изкуствен ителект ПУС са технологични съвкупности с всички необходими придружаващи ги компоненти (задаване на дейности, свързани с разказвателната задача, педагогически подход, избор на подходящи технологични инструменти, които да представят историите, поддържане на диалозите и изпълнение на измислените герои). От друга страна, ПУС, базирани на образователен дизайн, мултимедия или уеб 2.0 технологии не са изградени от единни програми , а са концептуални структури, в които широко достъпни технологични инструменти (например мултимедийни редактори и комуникационни технологии) улесняват изпълнението на свързаните с ученето повествователни задачи. Необходимо е задачите да бъдат определени от учители или образователни дизайнери,тъй като в съчетание с педагогически подход те увеличават шансовете за постигането на очакваните учебни резултати. Тези ПУС допринасят за ниво на интерактивност, което е спомогнато от използваните технологични инструменти, като например хипермедийна навигация и комуникация със свързаните в мрежа потребители. Само по себе си това обаче не води до поддържане на общото изграждане на дадена история от потребителя и софтуера, и макар че учащият в действителност си взаимодейства с историята и останалите участници, те не се считат за интерактивни. ====Проблематика на превода==== -/- ====Предметна проблематика==== ПУС са опосредващи инструменти за развитие на разказвателни умения, както и медиатори за развитие на други видове умения, едновременно твърди умения (езикови изрази по чужд и роден език, история, естествени науки и т.н.) или меки умения (вземане на решения, поведение във дадени взаимоотношения в критични ситуации и т.н.) При всички случаи когнитивно релевантните умения, като например креативност, разбиране, комуникация, осъзнаване на ограничения при решаването на сложни когнитивни проблеми, водене на преговори в група, памет, са включени в действе. Това многостранно влияние върху ученето не е изненадващо, тъй като разказването на истории е културен артефакт опосредстващ действията на учащите, като същевременно е типично за опосредстваните действия да имат няколко паралелни цели (Wertsch, 1998, стр. 25). Вместо в смисъла на „ последователност от събития, душевни състояния, случки”, които са свързани помежду си (Bruner, 1990, стр.43), терминът ‘повествование’ често е използван в значението на нетехническо или некартинно създаване на реч. Тази широка и твърде обща употреба на термина обаче го лишава от съдържанието на не просто повествование, а на повествование с образователна цел, пропускайки да реализира учебния му потенциал. Причината за това е, че частите на една история представляват едно цяло, в рамките на което всеки един елемент има собствено значение (Bruner, 2003; Ricoeur, 2005). Това позволява на хората, които си взаимодействат с повествованието, да достигат до много повече съждения отколкото експлицитно изразените в даден разказ елементи и следователно да се включват инстиктивно в процеса на изграждане на значение. Повествованието предава идеите по холистичен начин, който от своя страна му гарантира потенциала да пренася богат и сложен смисъл в проста форма. Поради тази причина се счита, че историите са основно средство, чрез което човек придава значение на неговия опит с времевите личностните аспекти на действията, както и причинно-следствените връзки в тях (Polkinghorne, 1988). ====Основна литература==== 1229 2013-03-10T19:57:05Z Balacheff 4 Created page with "Editor: Giuliana Dettori, Institute for Educational Technology, CNR, Genoa, Italy Adaptation: Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of t..." wikitext text/x-wiki Editor: Giuliana Dettori, Institute for Educational Technology, CNR, Genoa, Italy Adaptation: Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Повествователна учебна среда е учебна среда, която включва нейния потребител/и в опосредстваните от компютърните технологии дейности, в които поветствованието (т.е. истории и случки), свързано с представената когнитивна задача, играе централна роля в осъществяването на учебния процес. В тази дефиниция поставянето на ударението върху думата дейност изключва базираното на истории индивидуално и в малки групи преподаване, което не ангажира учащите в никакви други дейности освен четене. По аналогичен начин фокусът върху интегрирането на разказвателните с когнитивните задачи води до изключването на всякакъв вид учебна среда, която използва само истории като забавен фон за несвързани с решаването на сложни когнитивни проблеми задачи, целящи повишаването на външната мотивация, но без да изследват учебния потенциал на разказването. Инерактивната повествователна учебна среда е базирана на технологии с изкуствен интелект. Това създава условия за потребителя и системата съвместно да изграждат истории. ====Сродни термини==== Синоними Учебни пространства с фокус върху повествованеито (Narrative-centred learning environments), Учебни пространства, базирани на история (Story-based learning environments) Други Интерактивно повествователно учебно пространство (Interactive narrative learning environment), учене чрез повествование (narrative learning) ====Коментар по развитието на термина==== Изразът повествователна учебна среда е въведен в употреба през 90-те години на 20-и век в областта на изкуствения интелект, за да даде име на тези учебни пространства, в които историите, създадени интерактивно от потребителя и софтуера, играят централна роля в спомагането на учебния процес. Впоследствие широкоразпространеният интерес, създаден от образователния потенциал на разказването на истории, води до употребата на израза като наименование на групи от учебни пространства, които са основани на различни видове технологии. По подобие на първоначалните ПУС, тези технологии използват базирани на повествование дейности, които целят подпомагането на ученето (Dettori & Paiva, 2009, стp. 58). Базираните на изкуствен ителект ПУС са технологични съвкупности с всички необходими придружаващи ги компоненти (задаване на дейности, свързани с разказвателната задача, педагогически подход, избор на подходящи технологични инструменти, които да представят историите, поддържане на диалозите и изпълнение на измислените герои). От друга страна, ПУС, базирани на образователен дизайн, мултимедия или уеб 2.0 технологии не са изградени от единни програми , а са концептуални структури, в които широко достъпни технологични инструменти (например мултимедийни редактори и комуникационни технологии) улесняват изпълнението на свързаните с ученето повествователни задачи. Необходимо е задачите да бъдат определени от учители или образователни дизайнери,тъй като в съчетание с педагогически подход те увеличават шансовете за постигането на очакваните учебни резултати. Тези ПУС допринасят за ниво на интерактивност, което е спомогнато от използваните технологични инструменти, като например хипермедийна навигация и комуникация със свързаните в мрежа потребители. Само по себе си това обаче не води до поддържане на общото изграждане на дадена история от потребителя и софтуера, и макар че учащият в действителност си взаимодейства с историята и останалите участници, те не се считат за интерактивни. ====Проблематика на превода==== -/- ====Предметна проблематика==== ПУС са опосредващи инструменти за развитие на разказвателни умения, както и медиатори за развитие на други видове умения, едновременно твърди умения (езикови изрази по чужд и роден език, история, естествени науки и т.н.) или меки умения (вземане на решения, поведение във дадени взаимоотношения в критични ситуации и т.н.) При всички случаи когнитивно релевантните умения, като например креативност, разбиране, комуникация, осъзнаване на ограничения при решаването на сложни когнитивни проблеми, водене на преговори в група, памет, са включени в действе. Това многостранно влияние върху ученето не е изненадващо, тъй като разказването на истории е културен артефакт опосредстващ действията на учащите, като същевременно е типично за опосредстваните действия да имат няколко паралелни цели (Wertsch, 1998, стр. 25). Вместо в смисъла на „ последователност от събития, душевни състояния, случки”, които са свързани помежду си (Bruner, 1990, стр.43), терминът ‘повествование’ често е използван в значението на нетехническо или некартинно създаване на реч. Тази широка и твърде обща употреба на термина обаче го лишава от съдържанието на не просто повествование, а на повествование с образователна цел, пропускайки да реализира учебния му потенциал. Причината за това е, че частите на една история представляват едно цяло, в рамките на което всеки един елемент има собствено значение (Bruner, 2003; Ricoeur, 2005). Това позволява на хората, които си взаимодействат с повествованието, да достигат до много повече съждения отколкото експлицитно изразените в даден разказ елементи и следователно да се включват инстиктивно в процеса на изграждане на значение. Повествованието предава идеите по холистичен начин, който от своя страна му гарантира потенциала да пренася богат и сложен смисъл в проста форма. Поради тази причина се счита, че историите са основно средство, чрез което човек придава значение на неговия опит с времевите личностните аспекти на действията, както и причинно-следствените връзки в тях (Polkinghorne, 1988). ====Основна литература==== 0 83 356 355 2011-09-02T09:12:43Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''Narratív tanulási környezet (Narrative Learning Environment)''' ====Definíció==== A narratív tanulási környezet (''Narrative Learning Enviromnent – NLE'') egy oktatási környezet, amely a felhasználót olyan IKT által közvetített tevékenységekbe vonja be, ahol kognitív feladatokhoz köthető elbeszélések például történetek játszanak központi szerepet. A definíció megértéséhez fontos kihangsúlyozni az aktív tevékenység szükségességét, és egyúttal kizárni az olyan történet alapú oktatóanyagokat, melyek - eltekintve az olvasástól - nem aktivizálják a tanulókat. Hasonlóan a narratíva és a kognitív feladatok közötti kapcsolat fontossága kizárja a NLE köréből mindazon tanulási környezeteket, melyek az elbeszéléseket, olyan vonzó háttértörténetként használják, amelyek nem kapcsolhatók a problémamegoldás tevékenységéhez, így elérik ugyan a külső motiváció felkeltését, de a narratíva potenciális tanulási lehetőségét nem használják ki. Az ''interaktív NLE'' mesterséges intelligencia alapú tanulási környezet, amely lehetővé teszi egy történet felhasználó és rendszer általi közös felépítését. ====Történelmi megjegyzések==== A „narratív tanulási környezet” egy a mesterséges intelligencia területén a 90-es években létrejött kifejezés az olyan a tanulási környezetek az elnevezésére, ahol a felhasználó és a szoftver által közösen, interaktív módon megalkotott történeteknek központi szerep jut a tanulás elősegítésében. Később a narratíva oktatási potenciálja iránti széleskörű érdeklődés oda vezetett, hogy a kifejezést különböző NLE jellegű tanulást segítő elbeszélés alapú tevékenységek rendszerén alapuló technológiák, oktatási környezetek megnevezésére használják (Dettori & Paiva, 2009, p.58.). A mesterséges intelligencián alapuló NLÉ-k olyan technológiai konstrukciók, melyek az összes szükséges komponenst tartalmazzák (feladatokhoz rendelt narratív tevékenységek, pedagógiai megközelítés, megfelelő technikai eszköz a történet bemutatásához, a párbeszédek támogatásához, és a mesterséges karakterek játékához). Másrészt az oktatástervező, multimédiás vagy web 2.0 technológiákon alapuló NLÉ-k nem szimplán egyszerű programok, hanem koncepcióval rendelkező rendszerek, melyekben olyan a tanulással kapcsolatos narratív feladatok végrehajtását elősegítő széles körben elterjedt eszközök is megtalálhatók, mint a multimédiás szerkesztők és kommunikációs technológiák. A feladatokat és az elvárt tanulás eléréséhez szükséges pedagógiai megközelítési metódusokat tanárok vagy oktatástervezők kell megfogalmazzák. Ezek az NLÉ-k ugyan képesek a felhasznált technikai eszközök lehetőségeihez képesti interakciókra, (lásd pl. a hipermédia navigáció és a hálózati felhasználók közötti kommunikáció), de nem támogatják a felhasználó és a szoftver közös történetgyártását, ezért nem is nevezhetőek interaktívnak, bár a tanuló interakcióba lép a történettel és más résztvevőkkel is. ====Kapcsolódó kifejezések==== Szinonim :Elbeszélés-központú tanulási környezetek, Sztori-alapú tanulási környezetek Egyéb kapcsolódó kifejezések :Interaktív narratív tanulási környezet, narratív tanulás. ====Tudományági kérdések==== Az NLÉ-k közvetítő eszközök lehetnek a narratív és más kompetenciák fejlesztésében, akár tantárgyi (külföldi- vagy anyanyelv, történelem, tudomány stb.) vagy akár készségfejlesztő szinten (döntéshozatal, stresszhelyzetben való megfelelés). Mindkét esetben olyan tudással kapcsolatos egyéb képességek is számításba jönnek, mint a kreativitás, a megértés, a kommunikáció, a logikai korlátok tudatosulása, a kortársakkal való kommunikációs képesség vagy a memória. Ez a tanulási folyamatra való többszörös hatás nem meglepő, hiszen a narratívák a tanulók akcióit közvetítő megnyilvánulások, és mint olyanok, több párhuzamos cél elérését tűzik ki célul (Wertsch, 1998, p. 25). A „narratíva” terminust gyakran nem megfelelően használják, mint nem-technikai, nem-képi diskurzus, ahelyett, hogy úgy hivatkoznának rá, mint egymással összefüggő „események sorozata, mentális állapotok, történések”. (Bruner, 1990, p. 43.). Az oktatásban a narratíva kifejezés általános, tág használata értelmetlen, hiszen nem aknázza ki a tanulásban rejlő lehetőségeket, ami abból a tényből származik, hogy a történet elemei összességében egységet alkotnak, amelyeknek önálló értelmük van. (Bruner, 2003; Ricoeur, 2005) Ez a tény lehetővé teszi a narratívákban résztvevő szereplők számára, a szó szerint elhangzottakon túl következtetéssel továbbvigyék gondolataikat, így egy ösztönös jelentést létrehozó folyamatban vegyenek részt. A narratíva holisztikus módon kommunikálja a gondolatokat, így megnyitja a lehetőséget, az összetett és gazdag üzenetek egyszerű formában való közlése felé. Emiatt a történeteket tartják az emberi tapasztalatok, ok-okozatok és személyes cselekedetek kifejezésének elsődleges formájának (Polkinghorne, 1988). ====Főbb hivatkozások ==== Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press. Bruner, J. (2003). Making Stories. Cambridge, MA: Harvard University Press. Dettori, G., & Paiva, A. (2009). Narrative Learning in technology-enhanced environments. In S. Ludvigsen, N. Balacheff, T. de Jong, A. Lazonder and S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 55-69). Berlin: Springer. Polkinghorne, D. (1988). Narrative Knowing and the Human Sciences. New York, NY: State University of New York Press. Ricoeur, P. (2005). Hermeneutics and the Human Sciences. Edited and translated by J. B. Thompson, 17th edition. Cambridge, MA: Cambridge University Press. Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press, ====Kapcsolódó dokumentumok ==== NLEs special interest group's website: http://nle.noe-kaleidoscope.org/ <br>"Narrative" in Wikipedia: http://en.wikipedia.org/wiki/Narrative 355 2011-09-02T09:12:03Z Zeiliger 2 Created page with "{{languages}} '''Narratív tanulási környezet (Narrative Learning Environment)''' ====Definíció==== A narratív tanulási környezet (''Narrative Learning Enviromnent –..." wikitext text/x-wiki {{languages}} '''Narratív tanulási környezet (Narrative Learning Environment)''' ====Definíció==== A narratív tanulási környezet (''Narrative Learning Enviromnent – NLE'') egy oktatási környezet, amely a felhasználót olyan IKT által közvetített tevékenységekbe vonja be, ahol kognitív feladatokhoz köthető elbeszélések például történetek játszanak központi szerepet. A definíció megértéséhez fontos kihangsúlyozni az aktív tevékenység szükségességét, és egyúttal kizárni az olyan történet alapú oktatóanyagokat, melyek - eltekintve az olvasástól - nem aktivizálják a tanulókat. Hasonlóan a narratíva és a kognitív feladatok közötti kapcsolat fontossága kizárja a NLE köréből mindazon tanulási környezeteket, melyek az elbeszéléseket, olyan vonzó háttértörténetként használják, amelyek nem kapcsolhatók a problémamegoldás tevékenységéhez, így elérik ugyan a külső motiváció felkeltését, de a narratíva potenciális tanulási lehetőségét nem használják ki. Az ''interaktív NLE'' mesterséges intelligencia alapú tanulási környezet, amely lehetővé teszi egy történet felhasználó és rendszer általi közös felépítését. ====Történelmi megjegyzések==== A „narratív tanulási környezet” egy a mesterséges intelligencia területén a 90-es években létrejött kifejezés az olyan a tanulási környezetek az elnevezésére, ahol a felhasználó és a szoftver által közösen, interaktív módon megalkotott történeteknek központi szerep jut a tanulás elősegítésében. Később a narratíva oktatási potenciálja iránti széleskörű érdeklődés oda vezetett, hogy a kifejezést különböző NLE jellegű tanulást segítő elbeszélés alapú tevékenységek rendszerén alapuló technológiák, oktatási környezetek megnevezésére használják (Dettori & Paiva, 2009, p.58.). A mesterséges intelligencián alapuló NLÉ-k olyan technológiai konstrukciók, melyek az összes szükséges komponenst tartalmazzák (feladatokhoz rendelt narratív tevékenységek, pedagógiai megközelítés, megfelelő technikai eszköz a történet bemutatásához, a párbeszédek támogatásához, és a mesterséges karakterek játékához). Másrészt az oktatástervező, multimédiás vagy web 2.0 technológiákon alapuló NLÉ-k nem szimplán egyszerű programok, hanem koncepcióval rendelkező rendszerek, melyekben olyan a tanulással kapcsolatos narratív feladatok végrehajtását elősegítő széles körben elterjedt eszközök is megtalálhatók, mint a multimédiás szerkesztők és kommunikációs technológiák. A feladatokat és az elvárt tanulás eléréséhez szükséges pedagógiai megközelítési metódusokat tanárok vagy oktatástervezők kell megfogalmazzák. Ezek az NLÉ-k ugyan képesek a felhasznált technikai eszközök lehetőségeihez képesti interakciókra, (lásd pl. a hipermédia navigáció és a hálózati felhasználók közötti kommunikáció), de nem támogatják a felhasználó és a szoftver közös történetgyártását, ezért nem is nevezhetőek interaktívnak, bár a tanuló interakcióba lép a történettel és más résztvevőkkel is. ====Kapcsolódó kifejezések==== Szinonim :Elbeszélés-központú tanulási környezetek, Sztori-alapú tanulási környezetek Egyéb kapcsolódó kifejezések :Interaktív narratív tanulási környezet, narratív tanulás. ====Tudományági kérdések==== Az NLÉ-k közvetítő eszközök lehetnek a narratív és más kompetenciák fejlesztésében, akár tantárgyi (külföldi- vagy anyanyelv, történelem, tudomány stb.) vagy akár készségfejlesztő szinten (döntéshozatal, stresszhelyzetben való megfelelés). Mindkét esetben olyan tudással kapcsolatos egyéb képességek is számításba jönnek, mint a kreativitás, a megértés, a kommunikáció, a logikai korlátok tudatosulása, a kortársakkal való kommunikációs képesség vagy a memória. Ez a tanulási folyamatra való többszörös hatás nem meglepő, hiszen a narratívák a tanulók akcióit közvetítő megnyilvánulások, és mint olyanok, több párhuzamos cél elérését tűzik ki célul (Wertsch, 1998, p. 25). A „narratíva” terminust gyakran nem megfelelően használják, mint nem-technikai, nem-képi diskurzus, ahelyett, hogy úgy hivatkoznának rá, mint egymással összefüggő „események sorozata, mentális állapotok, történések”. (Bruner, 1990, p. 43.). Az oktatásban a narratíva kifejezés általános, tág használata értelmetlen, hiszen nem aknázza ki a tanulásban rejlő lehetőségeket, ami abból a tényből származik, hogy a történet elemei összességében egységet alkotnak, amelyeknek önálló értelmük van. (Bruner, 2003; Ricoeur, 2005) Ez a tény lehetővé teszi a narratívákban résztvevő szereplők számára, a szó szerint elhangzottakon túl következtetéssel továbbvigyék gondolataikat, így egy ösztönös jelentést létrehozó folyamatban vegyenek részt. A narratíva holisztikus módon kommunikálja a gondolatokat, így megnyitja a lehetőséget, az összetett és gazdag üzenetek egyszerű formában való közlése felé. Emiatt a történeteket tartják az emberi tapasztalatok, ok-okozatok és személyes cselekedetek kifejezésének elsődleges formájának (Polkinghorne, 1988). ====Főbb hivatkozások ==== Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press. Bruner, J. (2003). Making Stories. Cambridge, MA: Harvard University Press. Dettori, G., & Paiva, A. (2009). Narrative Learning in technology-enhanced environments. In S. Ludvigsen, N. Balacheff, T. de Jong, A. Lazonder and S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 55-69). Berlin: Springer. Polkinghorne, D. (1988). Narrative Knowing and the Human Sciences. New York, NY: State University of New York Press. Ricoeur, P. (2005). Hermeneutics and the Human Sciences. Edited and translated by J. B. Thompson, 17th edition. Cambridge, MA: Cambridge University Press. Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press, ====Kapcsolódó dokumentumok ==== NLEs special interest group's website: http://nle.noe-kaleidoscope.org/ <br>"Narrative" in Wikipedia: http://en.wikipedia.org/wiki/Narrative 0 72 1340 1339 2013-04-03T12:36:05Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 4</u> '''Editor''': Chris Jones, The Institute for Educational Technology, The Open University (UK). '''Contributors''': Vivien Hodgson, Lancaster University (UK), David McConnell, UK. ==== Definition ==== Networked learning is “learning in which information and communication technology […] is used to promote connections: between one learner and other learners, between learners and tutors; between a learning community and its learning resources” (Goodyear et al., 2004, p.1). The definition takes a relational stance towards learning, which is defined as taking place both in relation to others and in relation to learning resources. The central term in the definition of networked learning is connections. These connections include interactions between people and materials and resources, but interactions with materials alone are not sufficient. Networked learning requires some element of human-human interaction mediated through digital technologies. ==== Comments on the history ==== The definition of networked learning comes from the Centre for Studies in Advanced Learning Technology (CSALT) team at Lancaster University in the United Kingdom (Steeples and Jones 2002 p.2). This definition arose from a series of UK and EU projects during the late 1990s and it has also been associated with the [http://www.networkedlearningconference.org.uk/past-proceedings/index.htm Networked Learning Conference series] since 1998 (Dirckinck-Holmfeld et al., 2011). The definition has proved remarkably robust since it was first published despite the rapid technological changes and the arrival and demise of a number of competing terms and definitions (e.g Computer Assisted Learning, CAL; e-learning; online learning; and Computer Supported Collaborative (Co-operative) Learning, CSCL; see Steeples and Jones (2002) p.6 and Dirckinck-Holmfeld et al. (2009) p.259). Related terms such as “learning networks” have been used in a North American context (Harasim et al., 1995) with a more limited range restricted to text based asynchronous media. This kind of use is associated with the Journal of Asynchronous Learning Networks. The term learning networks continues to be used and it has included research using social network analysis. ==== Related terms ==== CSCL: Computer Supported Collaborative (Co-operative) Learning; Learning network, Asynchroneous learning networks ==== Translation issues ==== ''French'': apprentissage en réseau<br> ''German'': Vernetztes Lernen<br> ''Chinese'': Either 1. Pinyin wǎngluò, sim 网络, (network) or 2. Pinyin shùzìhuà, sim 数字化 , (digitallised) combined with Pinyin xuéxí, sim 学习, (learning) Note: the usage of networked learning is different in mainland China to the uses described here. Networked learning in the Chinese context often takes the form of resource-based learning, where material (often in the form of a text book) is placed online and students are expected to learn it on their own. ==== Disciplinary issues ==== The term "networked learning" has a close relationship to CSCL (McConnell 2000) but the term networked learning implies a greater concentration on remote rather than face-to-face collaborations. Networked learning literature also tends to emphasise collaborations involving medium to large numbers rather than dyads or very small groups (Dirckinck-Holmfeld et al., 2009). However networked learning is not restricted to collaborative learning nor is it restricted to the strong links that terms like cooperation, collaboration and community imply (Dirckinck-Holmfeld et al., 2009 pp20-21). The use of the term networked without qualification can lead to confusion with broader notions of Social Networks that do not have any necessary connection to information and communication technology. Networked learning is generally restricted to learning that is mediated by digital networks. Networked learning can also cause confusion because the use of network does not imply a strong link to the use of the term network in computer science. ==== Key references ==== [http://www.kommunikation.aau.dk/digitalAssets/45/45200_dirckinck-holmfeld_jones_lindstr--m_analysing-networked.pdf] Dirckinck-Holmfeld, L., Jones, C., and Lindström, B. (Eds) (2009). Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam: Sense Publishers, BV. [http://www.springer.com/education+%26+language/learning+%26+instruction/book/978-1-4614-0495-8] Dirckinck-Holmfeld, L., Hodgson, V. and McConnell, D. (Eds) (2011). Exploring the Theory, Pedagogy and Practice of Networked Learning. NY&nbsp;: Springer [http://books.google.fr/books?id=csxzmx60BAEC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Goodyear, P., Banks, S, Hodgson, V. and McConnell D. (Eds) (2004). Advances in Research on Networked Learning, Dordrecht: Kluwer Academic Publishers [http://books.google.fr/books?id=NFkaDHideBcC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Harasim, L., Hiltz, S.R., Teles, L., and Turoff, M. (1995). Learning Networks: A field guide to teaching and learning online. Cambridge, MA: MIT Press. [http://books.google.fr/books/about/Implementing_Computer_Supported_Cooperat.html?id=t22GwVs_jEwC&redir_esc=y] McConnell, D. (2000). Implementing Computer Supported Cooperative Learning. 2nd Edition. London: Kogan Page. [http://www.springer.com/computer/hci/book/978-1-85233-471-0] Steeples, C., &amp; Jones, C. (Eds.) (2002). Networked learning: perspectives and issues. London: Springer. 1339 1029 2013-04-03T11:11:42Z Balacheff 4 wikitext text/x-wiki <u>Draft 4</u> '''Editor''': Chris Jones, The Institute for Educational Technology, The Open University (UK). '''Contributors''': Vivien Hodgson, Lancaster University (UK), David McConnell, UK. ==== Definition ==== Networked learning is “learning in which information and communication technology […] is used to promote connections: between one learner and other learners, between learners and tutors; between a learning community and its learning resources” (Goodyear et al., 2004, p.1). The definition takes a relational stance towards learning, which is defined as taking place both in relation to others and in relation to learning resources. The central term in the definition of networked learning is connections. These connections include interactions between people and materials and resources, but interactions with materials alone are not sufficient. Networked learning requires some element of human-human interaction mediated through digital technologies. ==== Comments on the history ==== The definition of networked learning comes from the Centre for Studies in Advanced Learning Technology (CSALT) team at Lancaster University in the United Kingdom (Steeples and Jones 2002 p.2). This definition arose from a series of UK and EU projects during the late 1990s and it has also been associated with the [http://www.networkedlearningconference.org.uk/past-proceedings/index.htm Networked Learning Conference series] since 1998 (Dirckinck-Holmfeld et al., 2011). The definition has proved remarkably robust since it was first published despite the rapid technological changes and the arrival and demise of a number of competing terms and definitions (e.g Computer Assisted Learning, CAL; e-learning; online learning; and Computer Supported Collaborative (Co-operative) Learning, CSCL; see Steeples and Jones (2002) p.6 and Dirckinck-Holmfeld et al. (2009) p.259). Related terms such as “learning networks” have been used in a North American context (Harasim et al., 1995) with a more limited range restricted to text based asynchronous media. This kind of use is associated with the Journal of Asynchronous Learning Networks. The term learning networks continues to be used and it has included research using social network analysis. ==== Related terms ==== CSCL: Computer Supported Collaborative (Co-operative) Learning; Learning network, Asynchroneous learning networks ==== Translation issues ==== ''French'': apprentissage en réseau<br> ''German'': Vernetztes Lernen<br> ''Chinese'': Either 1. Pinyin wǎngluò, sim 网络, (network) or 2. Pinyin shùzìhuà, sim 数字化 , (digitallised) combined with Pinyin xuéxí, sim 学习, (learning) Note: the usage of networked learning is different in mainland China to the uses described here. Networked learning in the Chinese context often takes the form of resource-based learning, where material (often in the form of a text book) is placed online and students are expected to learn it on their own. ==== Disciplinary issues ==== The term "networked learning" has a close relationship to CSCL (McConnell 2000) but the term networked learning implies a greater concentration on remote rather than face-to-face collaborations. Networked learning literature also tends to emphasise collaborations involving medium to large numbers rather than dyads or very small groups (Dirckinck-Holmfeld et al., 2009). However networked learning is not restricted to collaborative learning nor is it restricted to the strong links that terms like cooperation, collaboration and community imply (Dirckinck-Holmfeld et al., 2009 pp20-21). The use of the term networked without qualification can lead to confusion with broader notions of Social Networks that do not have any necessary connection to information and communication technology. Networked learning is generally restricted to learning that is mediated by digital networks. Networked learning can also cause confusion because the use of network does not imply a strong link to the use of the term network in computer science. ==== Key references ==== [http://www.kommunikation.aau.dk/digitalAssets/45/45200_dirckinck-holmfeld_jones_lindstr--m_analysing-networked.pdf] Dirckinck-Holmfeld, L., Jones, C., and Lindström, B. (Eds) (2009). Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam: Sense Publishers, BV. [http://www.telearn.org/open-archive/browse?resource=7159_v1] Dirckinck-Holmfeld, L., Hodgson, V. and McConnell, D. (Eds) (2011). Exploring the Theory, Pedagogy and Practice of Networked Learning. NY&nbsp;: Springer [http://books.google.fr/books?id=csxzmx60BAEC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Goodyear, P., Banks, S, Hodgson, V. and McConnell D. (Eds) (2004). Advances in Research on Networked Learning, Dordrecht: Kluwer Academic Publishers [http://books.google.fr/books?id=NFkaDHideBcC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Harasim, L., Hiltz, S.R., Teles, L., and Turoff, M. (1995). Learning Networks: A field guide to teaching and learning online. Cambridge, MA: MIT Press. [http://books.google.fr/books/about/Implementing_Computer_Supported_Cooperat.html?id=t22GwVs_jEwC&redir_esc=y] McConnell, D. (2000). Implementing Computer Supported Cooperative Learning. 2nd Edition. London: Kogan Page. [http://www.telearn.org/open-archive/browse?resource=7054_v1] Steeples, C., &amp; Jones, C. (Eds.) (2002). Networked learning: perspectives and issues. London: Springer. 1029 762 2012-12-10T10:51:43Z Balacheff 4 wikitext text/x-wiki <u>Draft 4</u> '''Editor''': Chris Jones, The Institute for Educational Technology, The Open University (UK). '''Contributors''': Vivien Hodgson, Lancaster University (UK), David McConnell, UK. ==== Definition ==== Networked learning is “learning in which information and communication technology […] is used to promote connections: between one learner and other learners, between learners and tutors; between a learning community and its learning resources” (Goodyear et al., 2004, p.1). The definition takes a relational stance towards learning, which is defined as taking place both in relation to others and in relation to learning resources. The central term in the definition of networked learning is connections. These connections include interactions between people and materials and resources, but interactions with materials alone are not sufficient. Networked learning requires some element of human-human interaction mediated through digital technologies. ==== Comments on the history ==== The definition of networked learning comes from the Centre for Studies in Advanced Learning Technology (CSALT) team at Lancaster University in the United Kingdom (Steeples and Jones 2002 p.2). This definition arose from a series of UK and EU projects during the late 1990s and it has also been associated with the [http://www.networkedlearningconference.org.uk/past-proceedings/index.htm Networked Learning Conference series] since 1998 (Dirckinck-Holmfeld et al., 2011). The definition has proved remarkably robust since it was first published despite the rapid technological changes and the arrival and demise of a number of competing terms and definitions (e.g Computer Assisted Learning, CAL; e-learning; online learning; and Computer Supported Collaborative (Co-operative) Learning, CSCL; see Steeples and Jones (2002) p.6 and Dirckinck-Holmfeld et al. (2009) p.259). Related terms such as “learning networks” have been used in a North American context (Harasim et al., 1995) with a more limited range restricted to text based asynchronous media. This kind of use is associated with the Journal of Asynchronous Learning Networks. The term learning networks continues to be used and it has included research using social network analysis. ==== Related terms ==== CSCL: Computer Supported Collaborative (Co-operative) Learning; Learning network, Asynchroneous learning networks ==== Translation issues ==== ''French'': apprentissage en réseau<br> ''German'': Vernetztes Lernen<br> ''Chinese'': Either 1. Pinyin wǎngluò, sim 网络, (network) or 2. Pinyin shùzìhuà, sim 数字化 , (digitallised) combined with Pinyin xuéxí, sim 学习, (learning) Note: the usage of networked learning is different in mainland China to the uses described here. Networked learning in the Chinese context often takes the form of resource-based learning, where material (often in the form of a text book) is placed online and students are expected to learn it on their own. ==== Disciplinary issues ==== The term "networked learning" has a close relationship to CSCL (McConnell 2000) but the term networked learning implies a greater concentration on remote rather than face-to-face collaborations. Networked learning literature also tends to emphasise collaborations involving medium to large numbers rather than dyads or very small groups (Dirckinck-Holmfeld et al., 2009). However networked learning is not restricted to collaborative learning nor is it restricted to the strong links that terms like cooperation, collaboration and community imply (Dirckinck-Holmfeld et al., 2009 pp20-21). The use of the term networked without qualification can lead to confusion with broader notions of Social Networks that do not have any necessary connection to information and communication technology. Networked learning is generally restricted to learning that is mediated by digital networks. Networked learning can also cause confusion because the use of network does not imply a strong link to the use of the term network in computer science. ==== Key references ==== [http://www.telearn.org/open-archive/browse?resource=7158_v1] Dirckinck-Holmfeld, L., Jones, C., and Lindström, B. (Eds) (2009). Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam: Sense Publishers, BV. [http://www.telearn.org/open-archive/browse?resource=7159_v1] Dirckinck-Holmfeld, L., Hodgson, V. and McConnell, D. (Eds) (2011). Exploring the Theory, Pedagogy and Practice of Networked Learning. NY&nbsp;: Springer [http://www.telearn.org/open-archive/browse?resource=7160_v1] Goodyear, P., Banks, S, Hodgson, V. and McConnell D. (Eds) (2004). Advances in Research on Networked Learning, Dordrecht: Kluwer Academic Publishers [http://www.telearn.org/open-archive/browse?resource=7235_v1] Harasim, L., Hiltz, S.R., Teles, L., and Turoff, M. (1995). Learning Networks: A field guide to teaching and learning online. Cambridge, MA: MIT Press. [http://www.telearn.org/open-archive/browse?resource=7236_v1] McConnell, D. (2000). Implementing Computer Supported Cooperative Learning. 2nd Edition. London: Kogan Page. [http://www.telearn.org/open-archive/browse?resource=7054_v1] Steeples, C., &amp; Jones, C. (Eds.) (2002). Networked learning: perspectives and issues. London: Springer. 762 761 2012-02-14T10:49:25Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 4</u> '''Editor''': Chris Jones, The Institute for Educational Technology, The Open University (UK). '''Contributors''': Vivien Hodgson, Lancaster University (UK), David McConnell, UK. ==== Definition ==== Networked learning is “learning in which information and communication technology […] is used to promote connections: between one learner and other learners, between learners and tutors; between a learning community and its learning resources” (Goodyear et al., 2004, p.1). The definition takes a relational stance towards learning, which is defined as taking place both in relation to others and in relation to learning resources. The central term in the definition of networked learning is connections. These connections include interactions between people and materials and resources, but interactions with materials alone are not sufficient. Networked learning requires some element of human-human interaction mediated through digital technologies. ==== Comments on the history ==== The definition of networked learning comes from the Centre for Studies in Advanced Learning Technology (CSALT) team at Lancaster University in the United Kingdom (Steeples and Jones 2002 p.2). This definition arose from a series of UK and EU projects during the late 1990s and it has also been associated with the [http://www.networkedlearningconference.org.uk/past-proceedings/index.htm Networked Learning Conference series] since 1998 (Dirckinck-Holmfeld et al., 2011). The definition has proved remarkably robust since it was first published despite the rapid technological changes and the arrival and demise of a number of competing terms and definitions (e.g Computer Assisted Learning, CAL; e-learning; online learning; and Computer Supported Collaborative (Co-operative) Learning, CSCL; see Steeples and Jones (2002) p.6 and Dirckinck-Holmfeld et al. (2009) p.259). Related terms such as “learning networks” have been used in a North American context (Harasim et al., 1995) with a more limited range restricted to text based asynchronous media. This kind of use is associated with the Journal of Asynchronous Learning Networks. The term learning networks continues to be used and it has included research using social network analysis. ==== Related terms ==== CSCL: Computer Supported Collaborative (Co-operative) Learning; Learning network, Asynchroneous learning networks ==== Translation issues ==== ''French'': apprentissage en réseau<br> ''German'': Vernetztes Lernen<br> ''Chinese'': Either 1. Pinyin wǎngluò, sim 网络, (network) or 2. Pinyin shùzìhuà, sim 数字化 , (digitallised) combined with Pinyin xuéxí, sim 学习, (learning) Note: the usage of networked learning is different in mainland China to the uses described here. Networked learning in the Chinese context often takes the form of resource-based learning, where material (often in the form of a text book) is placed online and students are expected to learn it on their own. ==== Disciplinary issues ==== The term "networked learning" has a close relationship to CSCL (McConnell 2000) but the term networked learning implies a greater concentration on remote rather than face-to-face collaborations. Networked learning literature also tends to emphasise collaborations involving medium to large numbers rather than dyads or very small groups (Dirckinck-Holmfeld et al., 2009). However networked learning is not restricted to collaborative learning nor is it restricted to the strong links that terms like cooperation, collaboration and community imply (Dirckinck-Holmfeld et al., 2009 pp20-21). The use of the term networked without qualification can lead to confusion with broader notions of Social Networks that do not have any necessary connection to information and communication technology. Networked learning is generally restricted to learning that is mediated by digital networks. Networked learning can also cause confusion because the use of network does not imply a strong link to the use of the term network in computer science. ==== Key references ==== Dirckinck-Holmfeld, L., Jones, C., and Lindström, B. (Eds) [http://www.telearn.org/open-archive/browse?resource=7158_v1] (2009). Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam: Sense Publishers, BV. Dirckinck-Holmfeld, L., Hodgson, V. and McConnell, D. (Eds) [http://www.telearn.org/open-archive/browse?resource=7159_v1] (2011). Exploring the Theory, Pedagogy and Practice of Networked Learning. NY : Springer Goodyear, P., Banks, S, Hodgson, V. and McConnell D. [http://www.telearn.org/open-archive/browse?resource=7160_v1] (Eds) (2004). Advances in Research on Networked Learning, Dordrecht: Kluwer Academic Publishers Harasim, L., Hiltz, S.R., Teles, L., and Turoff, M. [http://www.telearn.org/open-archive/browse?resource=7235_v1] (1995). Learning Networks: A field guide to teaching and learning online. Cambridge, MA: MIT Press. McConnell, D. [http://www.telearn.org/open-archive/browse?resource=7236_v1] (2000). Implementing Computer Supported Cooperative Learning. 2nd Edition. London: Kogan Page. Steeples, C., & Jones, C. (Eds.) [http://www.telearn.org/open-archive/browse?resource=7054_v1] (2002). Networked learning: perspectives and issues. London: Springer. 761 760 2012-02-14T10:21:52Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 4</u> '''Editor''': Chris Jones, The Institute for Educational Technology, The Open University (UK). '''Contributors''': Vivien Hodgson, Lancaster University (UK), David McConnell, UK. ==== Definition ==== Networked learning is “learning in which information and communication technology […] is used to promote connections: between one learner and other learners, between learners and tutors; between a learning community and its learning resources” (Goodyear et al., 2004, p.1). The definition takes a relational stance towards learning, which is defined as taking place both in relation to others and in relation to learning resources. The central term in the definition of networked learning is connections. These connections include interactions between people and materials and resources, but interactions with materials alone are not sufficient. Networked learning requires some element of human-human interaction mediated through digital technologies. ==== Comments on the history ==== The definition of networked learning comes from the Centre for Studies in Advanced Learning Technology (CSALT) team at Lancaster University in the United Kingdom (Steeples and Jones 2002 p.2). This definition arose from a series of UK and EU projects during the late 1990s and it has also been associated with the [http://www.networkedlearningconference.org.uk/past-proceedings/index.htm Networked Learning Conference series] since 1998 (Dirckinck-Holmfeld et al., 2011). The definition has proved remarkably robust since it was first published despite the rapid technological changes and the arrival and demise of a number of competing terms and definitions (e.g Computer Assisted Learning, CAL; e-learning; online learning; and Computer Supported Collaborative (Co-operative) Learning, CSCL; see Steeples and Jones (2002) p.6 and Dirckinck-Holmfeld et al. (2009) p.259). Related terms such as “learning networks” have been used in a North American context (Harasim et al., 1995) with a more limited range restricted to text based asynchronous media. This kind of use is associated with the Journal of Asynchronous Learning Networks. The term learning networks continues to be used and it has included research using social network analysis. ==== Related terms ==== CSCL: Computer Supported Collaborative (Co-operative) Learning; Learning network, Asynchroneous learning networks ==== Translation issues ==== ''French'': apprentissage en réseau<br> ''German'': Vernetztes Lernen<br> ''Chinese'': Either 1. Pinyin wǎngluò, sim 网络, (network) or 2. Pinyin shùzìhuà, sim 数字化 , (digitallised) combined with Pinyin xuéxí, sim 学习, (learning) Note: the usage of networked learning is different in mainland China to the uses described here. Networked learning in the Chinese context often takes the form of resource-based learning, where material (often in the form of a text book) is placed online and students are expected to learn it on their own. ==== Disciplinary issues ==== The term "networked learning" has a close relationship to CSCL (McConnell 2000) but the term networked learning implies a greater concentration on remote rather than face-to-face collaborations. Networked learning literature also tends to emphasise collaborations involving medium to large numbers rather than dyads or very small groups (Dirckinck-Holmfeld et al., 2009). However networked learning is not restricted to collaborative learning nor is it restricted to the strong links that terms like cooperation, collaboration and community imply (Dirckinck-Holmfeld et al., 2009 pp20-21). The use of the term networked without qualification can lead to confusion with broader notions of Social Networks that do not have any necessary connection to information and communication technology. Networked learning is generally restricted to learning that is mediated by digital networks. Networked learning can also cause confusion because the use of network does not imply a strong link to the use of the term network in computer science. ==== Key references ==== Dirckinck-Holmfeld, L., Jones, C., and Lindström, B. (Eds) [http://www.telearn.org/open-archive/browse?resource=7158_v1] (2009). Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam: Sense Publishers, BV. Dirckinck-Holmfeld, L., Hodgson, V. and McConnell, D. (Eds) [http://www.telearn.org/open-archive/browse?resource=7159_v1] (2011). Exploring the Theory, Pedagogy and Practice of Networked Learning. NY : Springer Goodyear, P., Banks, S, Hodgson, V. and McConnell D. [http://www.telearn.org/open-archive/browse?resource=7160_v1] (Eds) (2004). Advances in Research on Networked Learning, Dordrecht: Kluwer Academic Publishers Harasim, L., Hiltz, S.R., Teles, L., and Turoff, M. [http://www.telearn.org/open-archive/browse?resource=7235_v1] (1995). Learning Networks: A field guide to teaching and learning online. Cambridge, MA: MIT Press. McConnell, D. (2000). Implementing Computer Supported Cooperative Learning. 2nd Edition. London: Kogan Page. Steeples, C., & Jones, C. (Eds.) [http://www.telearn.org/open-archive/browse?resource=7054_v1] (2002). Networked learning: perspectives and issues. London: Springer. 760 759 2012-02-14T10:20:42Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 4</u> '''Editor''': Chris Jones, The Institute for Educational Technology, The Open University (UK). '''Contributors''': Vivien Hodgson, Lancaster University (UK), David McConnell, UK. ==== Definition ==== Networked learning is “learning in which information and communication technology […] is used to promote connections: between one learner and other learners, between learners and tutors; between a learning community and its learning resources” (Goodyear et al., 2004, p.1). The definition takes a relational stance towards learning, which is defined as taking place both in relation to others and in relation to learning resources. The central term in the definition of networked learning is connections. These connections include interactions between people and materials and resources, but interactions with materials alone are not sufficient. Networked learning requires some element of human-human interaction mediated through digital technologies. ==== Comments on the history ==== The definition of networked learning comes from the Centre for Studies in Advanced Learning Technology (CSALT) team at Lancaster University in the United Kingdom (Steeples and Jones 2002 p.2). This definition arose from a series of UK and EU projects during the late 1990s and it has also been associated with the [http://www.networkedlearningconference.org.uk/past-proceedings/index.htm Networked Learning Conference series] since 1998 (Dirckinck-Holmfeld et al., 2011). The definition has proved remarkably robust since it was first published despite the rapid technological changes and the arrival and demise of a number of competing terms and definitions (e.g Computer Assisted Learning, CAL; e-learning; online learning; and Computer Supported Collaborative (Co-operative) Learning, CSCL; see Steeples and Jones (2002) p.6 and Dirckinck-Holmfeld et al. (2009) p.259). Related terms such as “learning networks” have been used in a North American context (Harasim et al., 1995) with a more limited range restricted to text based asynchronous media. This kind of use is associated with the Journal of Asynchronous Learning Networks. The term learning networks continues to be used and it has included research using social network analysis. ==== Related terms ==== CSCL: Computer Supported Collaborative (Co-operative) Learning; Learning network, Asynchroneous learning networks ==== Translation issues ==== ''French'': apprentissage en réseau<br> ''German'': Vernetztes Lernen<br> ''Chinese'': Either 1. Pinyin wǎngluò, sim 网络, (network) or 2. Pinyin shùzìhuà, sim 数字化 , (digitallised) combined with Pinyin xuéxí, sim 学习, (learning) Note: the usage of networked learning is different in mainland China to the uses described here. Networked learning in the Chinese context often takes the form of resource-based learning, where material (often in the form of a text book) is placed online and students are expected to learn it on their own. ==== Disciplinary issues ==== The term "networked learning" has a close relationship to CSCL (McConnell 2000) but the term networked learning implies a greater concentration on remote rather than face-to-face collaborations. Networked learning literature also tends to emphasise collaborations involving medium to large numbers rather than dyads or very small groups (Dirckinck-Holmfeld et al., 2009). However networked learning is not restricted to collaborative learning nor is it restricted to the strong links that terms like cooperation, collaboration and community imply (Dirckinck-Holmfeld et al., 2009 pp20-21). The use of the term networked without qualification can lead to confusion with broader notions of Social Networks that do not have any necessary connection to information and communication technology. Networked learning is generally restricted to learning that is mediated by digital networks. Networked learning can also cause confusion because the use of network does not imply a strong link to the use of the term network in computer science. ==== Key references ==== Dirckinck-Holmfeld, L., Jones, C., and Lindström, B. (Eds) [http://www.telearn.org/open-archive/browse?resource=7158_v1] (2009). Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam: Sense Publishers, BV. Dirckinck-Holmfeld, L., Hodgson, V. and McConnell, D. (Eds) [http://www.telearn.org/open-archive/browse?resource=7159_v1] (2011). Exploring the Theory, Pedagogy and Practice of Networked Learning. NY : Springer Goodyear, P., Banks, S, Hodgson, V. and McConnell D. [http://www.telearn.org/open-archive/browse?resource=7160_v1] (Eds) (2004). Advances in Research on Networked Learning, Dordrecht: Kluwer Academic Publishers Harasim, L., Hiltz, S.R., Teles, L., and Turoff, M. [http://www.telearn.org/open-archive/browse?resource=7235_v1] (1995). Learning Networks: A field guide to teaching and learning. Cambridge, MA: MIT Press. McConnell, D. (2000). Implementing Computer Supported Cooperative Learning. 2nd Edition. London: Kogan Page. Steeples, C., & Jones, C. (Eds.) [http://www.telearn.org/open-archive/browse?resource=7054_v1] (2002). Networked learning: perspectives and issues. London: Springer. 759 758 2012-02-13T15:16:37Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 4</u> '''Editor''': Chris Jones, The Institute for Educational Technology, The Open University (UK). '''Contributors''': Vivien Hodgson, Lancaster University (UK), David McConnell, UK. ==== Definition ==== Networked learning is “learning in which information and communication technology […] is used to promote connections: between one learner and other learners, between learners and tutors; between a learning community and its learning resources” (Goodyear et al., 2004, p.1). The definition takes a relational stance towards learning, which is defined as taking place both in relation to others and in relation to learning resources. The central term in the definition of networked learning is connections. These connections include interactions between people and materials and resources, but interactions with materials alone are not sufficient. Networked learning requires some element of human-human interaction mediated through digital technologies. ==== Comments on the history ==== The definition of networked learning comes from the Centre for Studies in Advanced Learning Technology (CSALT) team at Lancaster University in the United Kingdom (Steeples and Jones 2002 p.2). This definition arose from a series of UK and EU projects during the late 1990s and it has also been associated with the [http://www.networkedlearningconference.org.uk/past-proceedings/index.htm Networked Learning Conference series] since 1998 (Dirckinck-Holmfeld et al., 2011). The definition has proved remarkably robust since it was first published despite the rapid technological changes and the arrival and demise of a number of competing terms and definitions (e.g Computer Assisted Learning, CAL; e-learning; online learning; and Computer Supported Collaborative (Co-operative) Learning, CSCL; see Steeples and Jones (2002) p.6 and Dirckinck-Holmfeld et al. (2009) p.259). Related terms such as “learning networks” have been used in a North American context (Harasim et al., 1995) with a more limited range restricted to text based asynchronous media. This kind of use is associated with the Journal of Asynchronous Learning Networks. The term learning networks continues to be used and it has included research using social network analysis. ==== Related terms ==== CSCL: Computer Supported Collaborative (Co-operative) Learning; Learning network, Asynchroneous learning networks ==== Translation issues ==== ''French'': apprentissage en réseau<br> ''German'': Vernetztes Lernen<br> ''Chinese'': Either 1. Pinyin wǎngluò, sim 网络, (network) or 2. Pinyin shùzìhuà, sim 数字化 , (digitallised) combined with Pinyin xuéxí, sim 学习, (learning) Note: the usage of networked learning is different in mainland China to the uses described here. Networked learning in the Chinese context often takes the form of resource-based learning, where material (often in the form of a text book) is placed online and students are expected to learn it on their own. ==== Disciplinary issues ==== The term "networked learning" has a close relationship to CSCL (McConnell 2000) but the term networked learning implies a greater concentration on remote rather than face-to-face collaborations. Networked learning literature also tends to emphasise collaborations involving medium to large numbers rather than dyads or very small groups (Dirckinck-Holmfeld et al., 2009). However networked learning is not restricted to collaborative learning nor is it restricted to the strong links that terms like cooperation, collaboration and community imply (Dirckinck-Holmfeld et al., 2009 pp20-21). The use of the term networked without qualification can lead to confusion with broader notions of Social Networks that do not have any necessary connection to information and communication technology. Networked learning is generally restricted to learning that is mediated by digital networks. Networked learning can also cause confusion because the use of network does not imply a strong link to the use of the term network in computer science. ==== Key references ==== Dirckinck-Holmfeld, L., Jones, C., and Lindström, B. (Eds) [http://www.telearn.org/open-archive/browse?resource=7158_v1] (2009). Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam: Sense Publishers, BV. Dirckinck-Holmfeld, L., Hodgson, V. and McConnell, D. (Eds) [http://www.telearn.org/open-archive/browse?resource=7159_v1] (2011). Exploring the Theory, Pedagogy and Practice of Networked Learning. NY : Springer Goodyear, P., Banks, S, Hodgson, V. and McConnell D. [http://www.telearn.org/open-archive/browse?resource=7160_v1] (Eds) (2004). Advances in Research on Networked Learning, Dordrecht: Kluwer Academic Publishers Harasim, L., Hiltz, S.R., Teles, L., and Turoff, M. (1995). Learning Networks: A field guide to teaching and learning. Cambridge, MA: MIT Press. McConnell, D. (2000). Implementing Computer Supported Cooperative Learning. 2nd Edition. London: Kogan Page. Steeples, C., & Jones, C. (Eds.) [http://www.telearn.org/open-archive/browse?resource=7054_v1] (2002). Networked learning: perspectives and issues. London: Springer. 758 757 2012-02-13T14:56:59Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 4</u> '''Editor''': Chris Jones, The Institute for Educational Technology, The Open University (UK). '''Contributors''': Vivien Hodgson, Lancaster University (UK), David McConnell, UK. ==== Definition ==== Networked learning is “learning in which information and communication technology […] is used to promote connections: between one learner and other learners, between learners and tutors; between a learning community and its learning resources” (Goodyear et al., 2004, p.1). The definition takes a relational stance towards learning, which is defined as taking place both in relation to others and in relation to learning resources. The central term in the definition of networked learning is connections. These connections include interactions between people and materials and resources, but interactions with materials alone are not sufficient. Networked learning requires some element of human-human interaction mediated through digital technologies. ==== Comments on the history ==== The definition of networked learning comes from the Centre for Studies in Advanced Learning Technology (CSALT) team at Lancaster University in the United Kingdom (Steeples and Jones 2002 p.2). This definition arose from a series of UK and EU projects during the late 1990s and it has also been associated with the [http://www.networkedlearningconference.org.uk/past-proceedings/index.htm Networked Learning Conference series] since 1998 (Dirckinck-Holmfeld et al., 2011). The definition has proved remarkably robust since it was first published despite the rapid technological changes and the arrival and demise of a number of competing terms and definitions (e.g Computer Assisted Learning, CAL; e-learning; online learning; and Computer Supported Collaborative (Co-operative) Learning, CSCL; see Steeples and Jones (2002) p.6 and Dirckinck-Holmfeld et al. (2009) p.259). Related terms such as “learning networks” have been used in a North American context (Harasim et al., 1995) with a more limited range restricted to text based asynchronous media. This kind of use is associated with the Journal of Asynchronous Learning Networks. The term learning networks continues to be used and it has included research using social network analysis. ==== Related terms ==== CSCL: Computer Supported Collaborative (Co-operative) Learning; Learning network, Asynchroneous learning networks ==== Translation issues ==== ''French'': apprentissage en réseau<br> ''German'': Vernetztes Lernen<br> ''Chinese'': Either 1. Pinyin wǎngluò, sim 网络, (network) or 2. Pinyin shùzìhuà, sim 数字化 , (digitallised) combined with Pinyin xuéxí, sim 学习, (learning) Note: the usage of networked learning is different in mainland China to the uses described here. Networked learning in the Chinese context often takes the form of resource-based learning, where material (often in the form of a text book) is placed online and students are expected to learn it on their own. ==== Disciplinary issues ==== The term "networked learning" has a close relationship to CSCL (McConnell 2000) but the term networked learning implies a greater concentration on remote rather than face-to-face collaborations. Networked learning literature also tends to emphasise collaborations involving medium to large numbers rather than dyads or very small groups (Dirckinck-Holmfeld et al., 2009). However networked learning is not restricted to collaborative learning nor is it restricted to the strong links that terms like cooperation, collaboration and community imply (Dirckinck-Holmfeld et al., 2009 pp20-21). The use of the term networked without qualification can lead to confusion with broader notions of Social Networks that do not have any necessary connection to information and communication technology. Networked learning is generally restricted to learning that is mediated by digital networks. Networked learning can also cause confusion because the use of network does not imply a strong link to the use of the term network in computer science. ==== Key references ==== Dirckinck-Holmfeld, L., Jones, C., and Lindström, B. (Eds) [http://www.telearn.org/open-archive/browse?resource=7158_v1] (2009). Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam: Sense Publishers, BV. Dirckinck-Holmfeld, L., Hodgson, V. and McConnell, D. (Eds) [http://www.telearn.org/open-archive/browse?resource=7159_v1] (2011). Exploring the Theory, Pedagogy and Practice of Networked Learning. NY : Springer Goodyear, P., Banks, S, Hodgson, V. and McConnell D. (Eds) (2004). Advances in Research on Networked Learning, Dordrecht: Kluwer Academic Publishers Harasim, L., Hiltz, S.R., Teles, L., and Turoff, M. (1995). Learning Networks: A field guide to teaching and learning. Cambridge, MA: MIT Press. McConnell, D. (2000). Implementing Computer Supported Cooperative Learning. 2nd Edition. London: Kogan Page. Steeples, C., & Jones, C. (Eds.) [http://www.telearn.org/open-archive/browse?resource=7054_v1] (2002). Networked learning: perspectives and issues. London: Springer. 757 590 2012-02-13T14:14:02Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 4</u> '''Editor''': Chris Jones, The Institute for Educational Technology, The Open University (UK). '''Contributors''': Vivien Hodgson, Lancaster University (UK), David McConnell, UK. ==== Definition ==== Networked learning is “learning in which information and communication technology […] is used to promote connections: between one learner and other learners, between learners and tutors; between a learning community and its learning resources” (Goodyear et al., 2004, p.1). The definition takes a relational stance towards learning, which is defined as taking place both in relation to others and in relation to learning resources. The central term in the definition of networked learning is connections. These connections include interactions between people and materials and resources, but interactions with materials alone are not sufficient. Networked learning requires some element of human-human interaction mediated through digital technologies. ==== Comments on the history ==== The definition of networked learning comes from the Centre for Studies in Advanced Learning Technology (CSALT) team at Lancaster University in the United Kingdom (Steeples and Jones 2002 p.2). This definition arose from a series of UK and EU projects during the late 1990s and it has also been associated with the [http://www.networkedlearningconference.org.uk/past-proceedings/index.htm Networked Learning Conference series] since 1998 (Dirckinck-Holmfeld et al., 2011). The definition has proved remarkably robust since it was first published despite the rapid technological changes and the arrival and demise of a number of competing terms and definitions (e.g Computer Assisted Learning, CAL; e-learning; online learning; and Computer Supported Collaborative (Co-operative) Learning, CSCL; see Steeples and Jones (2002) p.6 and Dirckinck-Holmfeld et al. (2009) p.259). Related terms such as “learning networks” have been used in a North American context (Harasim et al., 1995) with a more limited range restricted to text based asynchronous media. This kind of use is associated with the Journal of Asynchronous Learning Networks. The term learning networks continues to be used and it has included research using social network analysis. ==== Related terms ==== CSCL: Computer Supported Collaborative (Co-operative) Learning; Learning network, Asynchroneous learning networks ==== Translation issues ==== ''French'': apprentissage en réseau<br> ''German'': Vernetztes Lernen<br> ''Chinese'': Either 1. Pinyin wǎngluò, sim 网络, (network) or 2. Pinyin shùzìhuà, sim 数字化 , (digitallised) combined with Pinyin xuéxí, sim 学习, (learning) Note: the usage of networked learning is different in mainland China to the uses described here. Networked learning in the Chinese context often takes the form of resource-based learning, where material (often in the form of a text book) is placed online and students are expected to learn it on their own. ==== Disciplinary issues ==== The term "networked learning" has a close relationship to CSCL (McConnell 2000) but the term networked learning implies a greater concentration on remote rather than face-to-face collaborations. Networked learning literature also tends to emphasise collaborations involving medium to large numbers rather than dyads or very small groups (Dirckinck-Holmfeld et al., 2009). However networked learning is not restricted to collaborative learning nor is it restricted to the strong links that terms like cooperation, collaboration and community imply (Dirckinck-Holmfeld et al., 2009 pp20-21). The use of the term networked without qualification can lead to confusion with broader notions of Social Networks that do not have any necessary connection to information and communication technology. Networked learning is generally restricted to learning that is mediated by digital networks. Networked learning can also cause confusion because the use of network does not imply a strong link to the use of the term network in computer science. ==== Key references ==== Dirckinck-Holmfeld, L., Jones, C., and Lindström, B. (Eds) [http://www.telearn.org/open-archive/browse?resource=7158_v1] (2009). Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam: Sense Publishers, BV. Dirckinck-Holmfeld, L., Hodgson, V. and McConnell, D. (Eds) (2011). Exploring the Theory, Pedagogy and Practice of Networked Learning. NY : Springer Goodyear, P., Banks, S, Hodgson, V. and McConnell D. (Eds) (2004). Advances in Research on Networked Learning, Dordrecht: Kluwer Academic Publishers Harasim, L., Hiltz, S.R., Teles, L., and Turoff, M. (1995). Learning Networks: A field guide to teaching and learning. Cambridge, MA: MIT Press. McConnell, D. (2000). Implementing Computer Supported Cooperative Learning. 2nd Edition. London: Kogan Page. Steeples, C., & Jones, C. (Eds.) [http://www.telearn.org/open-archive/browse?resource=7054_v1] (2002). Networked learning: perspectives and issues. London: Springer. 590 318 2012-01-09T10:14:49Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 4</u> '''Editor''': Chris Jones, The Institute for Educational Technology, The Open University (UK). '''Contributors''': Vivien Hodgson, Lancaster University (UK), David McConnell, UK. ==== Definition ==== Networked learning is “learning in which information and communication technology […] is used to promote connections: between one learner and other learners, between learners and tutors; between a learning community and its learning resources” (Goodyear et al., 2004, p.1). The definition takes a relational stance towards learning, which is defined as taking place both in relation to others and in relation to learning resources. The central term in the definition of networked learning is connections. These connections include interactions between people and materials and resources, but interactions with materials alone are not sufficient. Networked learning requires some element of human-human interaction mediated through digital technologies. ==== Comments on the history ==== The definition of networked learning comes from the Centre for Studies in Advanced Learning Technology (CSALT) team at Lancaster University in the United Kingdom (Steeples and Jones 2002 p.2). This definition arose from a series of UK and EU projects during the late 1990s and it has also been associated with the [http://www.networkedlearningconference.org.uk/past-proceedings/index.htm Networked Learning Conference series] since 1998 (Dirckinck-Holmfeld et al., 2011). The definition has proved remarkably robust since it was first published despite the rapid technological changes and the arrival and demise of a number of competing terms and definitions (e.g Computer Assisted Learning, CAL; e-learning; online learning; and Computer Supported Collaborative (Co-operative) Learning, CSCL; see Steeples and Jones (2002) p.6 and Dirckinck-Holmfeld et al. (2009) p.259). Related terms such as “learning networks” have been used in a North American context (Harasim et al., 1995) with a more limited range restricted to text based asynchronous media. This kind of use is associated with the Journal of Asynchronous Learning Networks. The term learning networks continues to be used and it has included research using social network analysis. ==== Related terms ==== CSCL: Computer Supported Collaborative (Co-operative) Learning; Learning network, Asynchroneous learning networks ==== Translation issues ==== ''French'': apprentissage en réseau<br> ''German'': Vernetztes Lernen<br> ''Chinese'': Either 1. Pinyin wǎngluò, sim 网络, (network) or 2. Pinyin shùzìhuà, sim 数字化 , (digitallised) combined with Pinyin xuéxí, sim 学习, (learning) Note: the usage of networked learning is different in mainland China to the uses described here. Networked learning in the Chinese context often takes the form of resource-based learning, where material (often in the form of a text book) is placed online and students are expected to learn it on their own. ==== Disciplinary issues ==== The term "networked learning" has a close relationship to CSCL (McConnell 2000) but the term networked learning implies a greater concentration on remote rather than face-to-face collaborations. Networked learning literature also tends to emphasise collaborations involving medium to large numbers rather than dyads or very small groups (Dirckinck-Holmfeld et al., 2009). However networked learning is not restricted to collaborative learning nor is it restricted to the strong links that terms like cooperation, collaboration and community imply (Dirckinck-Holmfeld et al., 2009 pp20-21). The use of the term networked without qualification can lead to confusion with broader notions of Social Networks that do not have any necessary connection to information and communication technology. Networked learning is generally restricted to learning that is mediated by digital networks. Networked learning can also cause confusion because the use of network does not imply a strong link to the use of the term network in computer science. ==== Key references ==== Dirckinck-Holmfeld, L., Jones, C., and Lindström, B. (Eds) (2009). Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam: Sense Publishers, BV. Dirckinck-Holmfeld, L., Hodgson, V. and McConnell, D. (Eds) (2011). Exploring the Theory, Pedagogy and Practice of Networked Learning. NY : Springer Goodyear, P., Banks, S, Hodgson, V. and McConnell D. (Eds) (2004). Advances in Research on Networked Learning, Dordrecht: Kluwer Academic Publishers Harasim, L., Hiltz, S.R., Teles, L., and Turoff, M. (1995). Learning Networks: A field guide to teaching and learning. Cambridge, MA: MIT Press. McConnell, D. (2000). Implementing Computer Supported Cooperative Learning. 2nd Edition. London: Kogan Page. Steeples, C., & Jones, C. (Eds.) [http://www.telearn.org/open-archive/browse?resource=7054_v1] (2002). Networked learning: perspectives and issues. London: Springer. 318 317 2011-08-28T19:38:46Z Balacheff 4 /* Related terms */ wikitext text/x-wiki <u>Draft 4</u> '''Editor''': Chris Jones, The Institute for Educational Technology, The Open University (UK). '''Contributors''': Vivien Hodgson, Lancaster University (UK), David McConnell, UK. ==== Definition ==== Networked learning is “learning in which information and communication technology […] is used to promote connections: between one learner and other learners, between learners and tutors; between a learning community and its learning resources” (Goodyear et al., 2004, p.1). The definition takes a relational stance towards learning, which is defined as taking place both in relation to others and in relation to learning resources. The central term in the definition of networked learning is connections. These connections include interactions between people and materials and resources, but interactions with materials alone are not sufficient. Networked learning requires some element of human-human interaction mediated through digital technologies. ==== Comments on the history ==== The definition of networked learning comes from the Centre for Studies in Advanced Learning Technology (CSALT) team at Lancaster University in the United Kingdom (Steeples and Jones 2002 p.2). This definition arose from a series of UK and EU projects during the late 1990s and it has also been associated with the [http://www.networkedlearningconference.org.uk/past-proceedings/index.htm Networked Learning Conference series] since 1998 (Dirckinck-Holmfeld et al., 2011). The definition has proved remarkably robust since it was first published despite the rapid technological changes and the arrival and demise of a number of competing terms and definitions (e.g Computer Assisted Learning, CAL; e-learning; online learning; and Computer Supported Collaborative (Co-operative) Learning, CSCL; see Steeples and Jones (2002) p.6 and Dirckinck-Holmfeld et al. (2009) p.259). Related terms such as “learning networks” have been used in a North American context (Harasim et al., 1995) with a more limited range restricted to text based asynchronous media. This kind of use is associated with the Journal of Asynchronous Learning Networks. The term learning networks continues to be used and it has included research using social network analysis. ==== Related terms ==== CSCL: Computer Supported Collaborative (Co-operative) Learning; Learning network, Asynchroneous learning networks ==== Translation issues ==== ''French'': apprentissage en réseau<br> ''German'': Vernetztes Lernen<br> ''Chinese'': Either 1. Pinyin wǎngluò, sim 网络, (network) or 2. Pinyin shùzìhuà, sim 数字化 , (digitallised) combined with Pinyin xuéxí, sim 学习, (learning) Note: the usage of networked learning is different in mainland China to the uses described here. Networked learning in the Chinese context often takes the form of resource-based learning, where material (often in the form of a text book) is placed online and students are expected to learn it on their own. ==== Disciplinary issues ==== The term "networked learning" has a close relationship to CSCL (McConnell 2000) but the term networked learning implies a greater concentration on remote rather than face-to-face collaborations. Networked learning literature also tends to emphasise collaborations involving medium to large numbers rather than dyads or very small groups (Dirckinck-Holmfeld et al., 2009). However networked learning is not restricted to collaborative learning nor is it restricted to the strong links that terms like cooperation, collaboration and community imply (Dirckinck-Holmfeld et al., 2009 pp20-21). The use of the term networked without qualification can lead to confusion with broader notions of Social Networks that do not have any necessary connection to information and communication technology. Networked learning is generally restricted to learning that is mediated by digital networks. Networked learning can also cause confusion because the use of network does not imply a strong link to the use of the term network in computer science. ==== Key references ==== Dirckinck-Holmfeld, L., Jones, C., and Lindström, B. (Eds) (2009). Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam: Sense Publishers, BV. Dirckinck-Holmfeld, L., Hodgson, V. and McConnell, D. (Eds) (2011). Exploring the Theory, Pedagogy and Practice of Networked Learning. NY : Springer Goodyear, P., Banks, S, Hodgson, V. and McConnell D. (Eds) (2004). Advances in Research on Networked Learning, Dordrecht: Kluwer Academic Publishers Harasim, L., Hiltz, S.R., Teles, L., and Turoff, M. (1995). Learning Networks: A field guide to teaching and learning. Cambridge, MA: MIT Press. McConnell, D. (2000). Implementing Computer Supported Cooperative Learning. 2nd Edition. London: Kogan Page. Steeples, C., & Jones, C. (Eds.). (2002). Networked learning: perspectives and issues. London: Springer. 317 297 2011-08-26T15:00:27Z Balacheff 4 wikitext text/x-wiki <u>Draft 4</u> '''Editor''': Chris Jones, The Institute for Educational Technology, The Open University (UK). '''Contributors''': Vivien Hodgson, Lancaster University (UK), David McConnell, UK. ==== Definition ==== Networked learning is “learning in which information and communication technology […] is used to promote connections: between one learner and other learners, between learners and tutors; between a learning community and its learning resources” (Goodyear et al., 2004, p.1). The definition takes a relational stance towards learning, which is defined as taking place both in relation to others and in relation to learning resources. The central term in the definition of networked learning is connections. These connections include interactions between people and materials and resources, but interactions with materials alone are not sufficient. Networked learning requires some element of human-human interaction mediated through digital technologies. ==== Comments on the history ==== The definition of networked learning comes from the Centre for Studies in Advanced Learning Technology (CSALT) team at Lancaster University in the United Kingdom (Steeples and Jones 2002 p.2). This definition arose from a series of UK and EU projects during the late 1990s and it has also been associated with the [http://www.networkedlearningconference.org.uk/past-proceedings/index.htm Networked Learning Conference series] since 1998 (Dirckinck-Holmfeld et al., 2011). The definition has proved remarkably robust since it was first published despite the rapid technological changes and the arrival and demise of a number of competing terms and definitions (e.g Computer Assisted Learning, CAL; e-learning; online learning; and Computer Supported Collaborative (Co-operative) Learning, CSCL; see Steeples and Jones (2002) p.6 and Dirckinck-Holmfeld et al. (2009) p.259). Related terms such as “learning networks” have been used in a North American context (Harasim et al., 1995) with a more limited range restricted to text based asynchronous media. This kind of use is associated with the Journal of Asynchronous Learning Networks. The term learning networks continues to be used and it has included research using social network analysis. ==== Related terms ==== CSCL: Computer Supported Collaborative (Co-operative) Learning; Network learning, Asynchroneous learning networks ==== Translation issues ==== ''French'': apprentissage en réseau<br> ''German'': Vernetztes Lernen<br> ''Chinese'': Either 1. Pinyin wǎngluò, sim 网络, (network) or 2. Pinyin shùzìhuà, sim 数字化 , (digitallised) combined with Pinyin xuéxí, sim 学习, (learning) Note: the usage of networked learning is different in mainland China to the uses described here. Networked learning in the Chinese context often takes the form of resource-based learning, where material (often in the form of a text book) is placed online and students are expected to learn it on their own. ==== Disciplinary issues ==== The term "networked learning" has a close relationship to CSCL (McConnell 2000) but the term networked learning implies a greater concentration on remote rather than face-to-face collaborations. Networked learning literature also tends to emphasise collaborations involving medium to large numbers rather than dyads or very small groups (Dirckinck-Holmfeld et al., 2009). However networked learning is not restricted to collaborative learning nor is it restricted to the strong links that terms like cooperation, collaboration and community imply (Dirckinck-Holmfeld et al., 2009 pp20-21). The use of the term networked without qualification can lead to confusion with broader notions of Social Networks that do not have any necessary connection to information and communication technology. Networked learning is generally restricted to learning that is mediated by digital networks. Networked learning can also cause confusion because the use of network does not imply a strong link to the use of the term network in computer science. ==== Key references ==== Dirckinck-Holmfeld, L., Jones, C., and Lindström, B. (Eds) (2009). Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam: Sense Publishers, BV. Dirckinck-Holmfeld, L., Hodgson, V. and McConnell, D. (Eds) (2011). Exploring the Theory, Pedagogy and Practice of Networked Learning. NY : Springer Goodyear, P., Banks, S, Hodgson, V. and McConnell D. (Eds) (2004). Advances in Research on Networked Learning, Dordrecht: Kluwer Academic Publishers Harasim, L., Hiltz, S.R., Teles, L., and Turoff, M. (1995). Learning Networks: A field guide to teaching and learning. Cambridge, MA: MIT Press. McConnell, D. (2000). Implementing Computer Supported Cooperative Learning. 2nd Edition. London: Kogan Page. Steeples, C., & Jones, C. (Eds.). (2002). Networked learning: perspectives and issues. London: Springer. 297 296 2011-08-26T09:13:38Z Zeiliger 2 wikitext text/x-wiki <u>Draft 4</u> '''Editor''': Chris Jones, The Institute for Educational Technology, The Open University (UK). '''Contributors''': Vivien Hodgson, Lancaster University (UK), David McConnell, UK. ==== Definition ==== Networked learning is “learning in which information and communication technology […] is used to promote connections: between one learner and other learners, between learners and tutors; between a learning community and its learning resources” (Goodyear et al., 2004, p.1). The definition takes a relational stance towards learning, which is defined as taking place both in relation to others and in relation to learning resources. The central term in the definition of networked learning is connections. These connections include interactions between people and materials and resources, but interactions with materials alone are not sufficient. Networked learning requires some element of human-human interaction mediated through digital technologies. ==== Comments on the history ==== The definition of networked learning comes from the Centre for Studies in Advanced Learning Technology (CSALT) team at Lancaster University in the United Kingdom (Steeples and Jones 2002 p.2). This definition arose from a series of UK and EU projects during the late 1990s and it has also been associated with the Networked Learning Conference series since 1998 (Dirckinck-Holmfeld et al., 2011). The definition has proved remarkably robust since it was first published despite the rapid technological changes and the arrival and demise of a number of competing terms and definitions (e.g Computer Assisted Learning, CAL; e-learning; online learning; and Computer Supported Collaborative (Co-operative) Learning, CSCL; see Steeples and Jones (2002) p.6 and Dirckinck-Holmfeld et al. (2009) p.259). Related terms such as “learning networks” have been used in a North American context (Harasim et al., 1995) with a more limited range restricted to text based asynchronous media. This kind of use is associated with the Journal of Asynchronous Learning Networks. The term learning networks continues to be used and it has included research using social network analysis. ==== Related terms ==== CSCL: Computer Supported Collaborative (Co-operative) Learning; Network learning, Asynchroneous learning networks ==== Translation issues ==== ''French'': apprentissage en réseau<br> ''German'': Vernetztes Lernen<br> ''Chinese'': Either 1. Pinyin wǎngluò, sim 网络, (network) or 2. Pinyin shùzìhuà, sim 数字化 , (digitallised) combined with Pinyin xuéxí, sim 学习, (learning) Note: the usage of networked learning is different in mainland China to the uses described here. Networked learning in the Chinese context often takes the form of resource-based learning, where material (often in the form of a text book) is placed online and students are expected to learn it on their own. ==== Disciplinary issues ==== The term "networked learning" has a close relationship to CSCL (McConnell 2000) but the term networked learning implies a greater concentration on remote rather than face-to-face collaborations. Networked learning literature also tends to emphasise collaborations involving medium to large numbers rather than dyads or very small groups (Dirckinck-Holmfeld et al., 2009). However networked learning is not restricted to collaborative learning nor is it restricted to the strong links that terms like cooperation, collaboration and community imply (Dirckinck-Holmfeld et al., 2009 pp20-21). The use of the term networked without qualification can lead to confusion with broader notions of Social Networks that do not have any necessary connection to information and communication technology. Networked learning is generally restricted to learning that is mediated by digital networks. Networked learning can also cause confusion because the use of network does not imply a strong link to the use of the term network in computer science. ==== Key references ==== Dirckinck-Holmfeld, L., Jones, C., and Lindström, B. (Eds) (2009). Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam: Sense Publishers, BV. Dirckinck-Holmfeld, L., Hodgson, V. and McConnell, D. (Eds) (2011). Exploring the Theory, Pedagogy and Practice of Networked Learning. NY : Springer Goodyear, P., Banks, S, Hodgson, V. and McConnell D. (Eds) (2004). Advances in Research on Networked Learning, Dordrecht: Kluwer Academic Publishers Harasim, L., Hiltz, S.R., Teles, L., and Turoff, M. (1995). Learning Networks: A field guide to teaching and learning. Cambridge, MA: MIT Press. McConnell, D. (2000). Implementing Computer Supported Cooperative Learning. 2nd Edition. London: Kogan Page. Steeples, C., & Jones, C. (Eds.). (2002). Networked learning: perspectives and issues. London: Springer. 296 2011-08-26T09:11:48Z Zeiliger 2 Created page with "<u>Draft 4</u> '''Editor''': Chris Jones, The Institute for Educational Technology, The Open University (UK). '''Contributors''': Vivien Hodgson, Lancaster University (UK), Dav..." wikitext text/x-wiki <u>Draft 4</u> '''Editor''': Chris Jones, The Institute for Educational Technology, The Open University (UK). '''Contributors''': Vivien Hodgson, Lancaster University (UK), David McConnell, UK. ==== Definition ==== Networked learning is “learning in which information and communication technology […] is used to promote connections: between one learner and other learners, between learners and tutors; between a learning community and its learning resources” (Goodyear et al., 2004, p.1). The definition takes a relational stance towards learning, which is defined as taking place both in relation to others and in relation to learning resources. The central term in the definition of networked learning is connections. These connections include interactions between people and materials and resources, but interactions with materials alone are not sufficient. Networked learning requires some element of human-human interaction mediated through digital technologies. ==== Comments on the history ==== The definition of networked learning comes from the Centre for Studies in Advanced Learning Technology (CSALT) team at Lancaster University in the United Kingdom (Steeples and Jones 2002 p.2). This definition arose from a series of UK and EU projects during the late 1990s and it has also been associated with the Networked Learning Conference series since 1998 (Dirckinck-Holmfeld et al., 2011). The definition has proved remarkably robust since it was first published despite the rapid technological changes and the arrival and demise of a number of competing terms and definitions (e.g Computer Assisted Learning, CAL; e-learning; online learning; and Computer Supported Collaborative (Co-operative) Learning, CSCL; see Steeples and Jones (2002) p.6 and Dirckinck-Holmfeld et al. (2009) p.259). Related terms such as “learning networks” have been used in a North American context (Harasim et al., 1995) with a more limited range restricted to text based asynchronous media. This kind of use is associated with the Journal of Asynchronous Learning Networks. The term learning networks continues to be used and it has included research using social network analysis. ==== Related terms ==== CSCL: Computer Supported Collaborative (Co-operative) Learning; Network learning, Asynchroneous learning networks ==== Translation issues ==== ''French'': apprentissage en réseau ''German'': Vernetztes Lernen ''Chinese'': Either 1. Pinyin wǎngluò, sim 网络, (network) or 2. Pinyin shùzìhuà, sim 数字化 , (digitallised) combined with Pinyin xuéxí, sim 学习, (learning) Note: the usage of networked learning is different in mainland China to the uses described here. Networked learning in the Chinese context often takes the form of resource-based learning, where material (often in the form of a text book) is placed online and students are expected to learn it on their own. ==== Disciplinary issues ==== The term "networked learning" has a close relationship to CSCL (McConnell 2000) but the term networked learning implies a greater concentration on remote rather than face-to-face collaborations. Networked learning literature also tends to emphasise collaborations involving medium to large numbers rather than dyads or very small groups (Dirckinck-Holmfeld et al., 2009). However networked learning is not restricted to collaborative learning nor is it restricted to the strong links that terms like cooperation, collaboration and community imply (Dirckinck-Holmfeld et al., 2009 pp20-21). The use of the term networked without qualification can lead to confusion with broader notions of Social Networks that do not have any necessary connection to information and communication technology. Networked learning is generally restricted to learning that is mediated by digital networks. Networked learning can also cause confusion because the use of network does not imply a strong link to the use of the term network in computer science. ==== Key references ==== Dirckinck-Holmfeld, L., Jones, C., and Lindström, B. (Eds) (2009). Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam: Sense Publishers, BV. Dirckinck-Holmfeld, L., Hodgson, V. and McConnell, D. (Eds) (2011). Exploring the Theory, Pedagogy and Practice of Networked Learning. NY : Springer Goodyear, P., Banks, S, Hodgson, V. and McConnell D. (Eds) (2004). Advances in Research on Networked Learning, Dordrecht: Kluwer Academic Publishers Harasim, L., Hiltz, S.R., Teles, L., and Turoff, M. (1995). Learning Networks: A field guide to teaching and learning. Cambridge, MA: MIT Press. McConnell, D. (2000). Implementing Computer Supported Cooperative Learning. 2nd Edition. London: Kogan Page. Steeples, C., & Jones, C. (Eds.). (2002). Networked learning: perspectives and issues. London: Springer. 0 160 1343 1342 2013-04-03T12:50:34Z Balacheff 4 wikitext text/x-wiki <h1>Учене в мрежа</h1> <u>раб. версия 4</u> '''Editor''': Chris Jones, The Institute for Educational Technology, The Open University (UK). '''Contributors''': Vivien Hodgson, Lancaster University (UK), David McConnell, UK. '''Adaptation''': Krassen Stefanov, University of Sofia (BG) ====Определение==== Ученето в мрежа е „обучение, в което информационните и комуникационни технологии […] се използват за връзка между обучаемия и другите обучаеми, между обучаемите и преподавателите, между обществото от обучаеми и учебните ресурси” (Goodyear et al., 2004, p.1). Дефиницията е свързана с обучение, което се провежда във връзка с другите и във връзка с учебните ресурси. Основният термин в дефиницията на „учене в мрежа” са връзките. Тези връзки включват взаимодействието между хора, материали и ресурси, но взаимодействието с материалите, когато обучаемият е сам не е достатъчно. Ученето в мрежа изисква някои елементи от взаимодействието човек-човек посредством цифрови технологии. ====Коментар по развитието на термина==== Дефиницията на „учене в мрежа” възниква в Centre for Studies in Advanced Learning Technology (CSALT) в Университета в Ланкастър, Великобритания ( Steeples and Jones 2002 p.2 ). Дефиницията възниква от серия европейски проекти през 90-те г. и се свързва със серията конференции Networked Learning Conference от 1998г ( Dirckinck-Holmfeld et al., 2011). Дефиницията се налага след първоначалното си публикуване, въпреки бързите технологични промени и възникването на други подобни термини и дефиниции (напр. компютърно-подпомогнато обучение, електронно обучение, онлайн обучение и компютърно-подпомогнато обучение чрез сътрудничество; за повече информация вижте Streples and Jones (2002) p.6 и Dirckinck-Holmfeld et al. (2009) p.259). Свързан термин като „ учебни мрежи” се използва в Северна Америка (Harasim et al., 1995) с по-малък обхват и ограничен до текстово базирани асинхронни средства за комуникация. Този начин на употреба е свързан със списанието Journal of Asynchronous Learning Networks. Терминът „учебна мрежа” продължава да се използва и включва изследвания използващи анализ на социалните мрежи. ====Сродни термини==== Компютърно-подпомогнато обучение чрез сътрудничество; Учебна мрежа, Асинхронни учебни мрежи ==== Проблематика на превода ==== ''Френски'': apprentissage en réseau ''Немски'': Vernetztes Lernen ''Китайски'': 1. Pinyin wǎngluò, sim 网络, (мрежа) или 2. Pinyin shùzìhuà, sim 数字化 , (цифровизирано) в комбинация с Pinyin xuéxí, sim 学习, (обучение) Забележка: използването на термина „учене в мрежа” е различно в континентален Китай от употребата, описана тук. Ученето в мрежа в китайски контекст често е под формата на базирано на ресурси обучение, където материалите (често под формата на книги с текстове) са публикувани онлайн и студентите учат самостоятелно. ====Предметна проблематика==== Терминът „учене в мрежа” има тясна връзка с компютърно-подпомогнато обучение чрез сътрудничество (McConnell 2000), но терминът се концентрира върху отдалеченото взаимодействие, а не на прекия контакт лице в лице. Литературата по темата за учене в мрежа също поставя ударението на взаимодействие, включващо голям брой, а не по двойки или в много малки групи (Dirckinck-Holmfeld et al., 2009). Но ученето в мрежа не е ограничено до съвместно обучение и не изисква строги връзки както се предполага от други термини като „сътрудничество”, „взаимодействие” и „общество” (Dirckinck-Holmfeld et al., 2009 pp. 20-21). Използването на термина „в мрежа” (мрежови, networked) без необходимото пояснение „учене” може да доведе до объркване с по-широко използвания термин „социална мрежа”, който не е необходимо да има връзка с информационните и комуникационни технологии. Ученето в мрежа обикновено се ограничава до обучение посредством компютърни мрежи. Ученето в мрежа може да предизвика и друг тип объркване, защото използването на мрежа не изисква строга връзка с термина „мрежа”, който се използва в компютърните науки. ====Основна литература==== [http://www.kommunikation.aau.dk/digitalAssets/45/45200_dirckinck-holmfeld_jones_lindstr--m_analysing-networked.pdf] Dirckinck-Holmfeld, L., Jones, C., and Lindström, B. (Eds) (2009). Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam: Sense Publishers, BV. [http://www.springer.com/education+%26+language/learning+%26+instruction/book/978-1-4614-0495-8] Dirckinck-Holmfeld, L., Hodgson, V. and McConnell, D. (Eds) (2011). Exploring the Theory, Pedagogy and Practice of Networked Learning. NY&nbsp;: Springer [http://books.google.fr/books?id=csxzmx60BAEC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Goodyear, P., Banks, S, Hodgson, V. and McConnell D. (Eds) (2004). Advances in Research on Networked Learning, Dordrecht: Kluwer Academic Publishers [http://books.google.fr/books?id=NFkaDHideBcC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Harasim, L., Hiltz, S.R., Teles, L., and Turoff, M. (1995). Learning Networks: A field guide to teaching and learning online. Cambridge, MA: MIT Press. [http://books.google.fr/books/about/Implementing_Computer_Supported_Cooperat.html?id=t22GwVs_jEwC&redir_esc=y] McConnell, D. (2000). Implementing Computer Supported Cooperative Learning. 2nd Edition. London: Kogan Page. [http://www.springer.com/computer/hci/book/978-1-85233-471-0] Steeples, C., &amp; Jones, C. (Eds.) (2002). Networked learning: perspectives and issues. London: Springer. 1342 1341 2013-04-03T12:49:56Z Balacheff 4 /* Определение */ wikitext text/x-wiki <h1>Учене в мрежа</h1> <u>раб. версия 4</u> '''Editor''': Chris Jones, The Institute for Educational Technology, The Open University (UK). '''Contributors''': Vivien Hodgson, Lancaster University (UK), David McConnell, UK. '''Adaptation''': Krassen Stefanov, University of Sofia (BG) ====Определение==== Ученето в мрежа е „обучение, в което информационните и комуникационни технологии […] се използват за връзка между обучаемия и другите обучаеми, между обучаемите и преподавателите, между обществото от обучаеми и учебните ресурси” (Goodyear et al., 2004, p.1). Дефиницията е свързана с обучение, което се провежда във връзка с другите и във връзка с учебните ресурси. Основният термин в дефиницията на „учене в мрежа” са връзките. Тези връзки включват взаимодействието между хора, материали и ресурси, но взаимодействието с материалите, когато обучаемият е сам не е достатъчно. Ученето в мрежа изисква някои елементи от взаимодействието човек-човек посредством цифрови технологии. ====Коментар по развитието на термина==== Дефиницията на „учене в мрежа” възниква в Centre for Studies in Advanced Learning Technology (CSALT) в Университета в Ланкастър, Великобритания ( Steeples and Jones 2002 p.2 ). Дефиницията възниква от серия европейски проекти през 90-те г. и се свързва със серията конференции Networked Learning Conference от 1998г ( Dirckinck-Holmfeld et al., 2011). Дефиницията се налага след първоначалното си публикуване, въпреки бързите технологични промени и възникването на други подобни термини и дефиниции (напр. компютърно-подпомогнато обучение, електронно обучение, онлайн обучение и компютърно-подпомогнато обучение чрез сътрудничество; за повече информация вижте Streples and Jones (2002) p.6 и Dirckinck-Holmfeld et al. (2009) p.259). Свързан термин като „ учебни мрежи” се използва в Северна Америка (Harasim et al., 1995) с по-малък обхват и ограничен до текстово базирани асинхронни средства за комуникация. Този начин на употреба е свързан със списанието Journal of Asynchronous Learning Networks. Терминът „учебна мрежа” продължава да се използва и включва изследвания използващи анализ на социалните мрежи. ====Сродни термини==== Компютърно-подпомогнато обучение чрез сътрудничество; Учебна мрежа, Асинхронни учебни мрежи ==== Проблематика на превода ==== ''Френски'': apprentissage en réseau ''Немски'': Vernetztes Lernen ''Китайски'': 1. Pinyin wǎngluò, sim 网络, (мрежа) или 2. Pinyin shùzìhuà, sim 数字化 , (цифровизирано) в комбинация с Pinyin xuéxí, sim 学习, (обучение) Забележка: използването на термина „учене в мрежа” е различно в континентален Китай от употребата, описана тук. Ученето в мрежа в китайски контекст често е под формата на базирано на ресурси обучение, където материалите (често под формата на книги с текстове) са публикувани онлайн и студентите учат самостоятелно. ====Предметна проблематика==== Терминът „учене в мрежа” има тясна връзка с компютърно-подпомогнато обучение чрез сътрудничество (McConnell 2000), но терминът се концентрира върху отдалеченото взаимодействие, а не на прекия контакт лице в лице. Литературата по темата за учене в мрежа също поставя ударението на взаимодействие, включващо голям брой, а не по двойки или в много малки групи (Dirckinck-Holmfeld et al., 2009). Но ученето в мрежа не е ограничено до съвместно обучение и не изисква строги връзки както се предполага от други термини като „сътрудничество”, „взаимодействие” и „общество” (Dirckinck-Holmfeld et al., 2009 pp. 20-21). Използването на термина „в мрежа” (мрежови, networked) без необходимото пояснение „учене” може да доведе до объркване с по-широко използвания термин „социална мрежа”, който не е необходимо да има връзка с информационните и комуникационни технологии. Ученето в мрежа обикновено се ограничава до обучение посредством компютърни мрежи. Ученето в мрежа може да предизвика и друг тип объркване, защото използването на мрежа не изисква строга връзка с термина „мрежа”, който се използва в компютърните науки. ====Основна литература==== [http://www.kommunikation.aau.dk/digitalAssets/45/45200_dirckinck-holmfeld_jones_lindstr--m_analysing-networked.pdf] Dirckinck-Holmfeld, L., Jones, C., and Lindström, B. (Eds) (2009). Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam: Sense Publishers, BV. [http://www.springer.com/education+%26+language/learning+%26+instruction/book/978-1-4614-0495-8] Dirckinck-Holmfeld, L., Hodgson, V. and McConnell, D. (Eds) (2011). Exploring the Theory, Pedagogy and Practice of Networked Learning. NY&nbsp;: Springer [http://books.google.fr/books?id=csxzmx60BAEC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Goodyear, P., Banks, S, Hodgson, V. and McConnell D. (Eds) (2004). Advances in Research on Networked Learning, Dordrecht: Kluwer Academic Publishers [http://books.google.fr/books?id=NFkaDHideBcC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Harasim, L., Hiltz, S.R., Teles, L., and Turoff, M. (1995). Learning Networks: A field guide to teaching and learning online. Cambridge, MA: MIT Press. [http://books.google.fr/books/about/Implementing_Computer_Supported_Cooperat.html?id=t22GwVs_jEwC&redir_esc=y] McConnell, D. (2000). Implementing Computer Supported Cooperative Learning. 2nd Edition. London: Kogan Page. [http://www.springer.com/computer/hci/book/978-1-85233-471-0] Steeples, C., &amp; Jones, C. (Eds.) (2002). Networked learning: perspectives and issues. London: Springer. 1341 1338 2013-04-03T12:36:16Z Balacheff 4 /* Основна литература */ wikitext text/x-wiki <h1>Учене в мрежа</h1> <u>раб. версия 4</u> '''Editor''': Chris Jones, The Institute for Educational Technology, The Open University (UK). '''Contributors''': Vivien Hodgson, Lancaster University (UK), David McConnell, UK. '''Adaptation''': Krassen Stefanov, University of Sofia (BG) ====Определение==== Ученето в мрежа е „обучение, в което информационните и комуникационни технологии […] се използват за връзка между обучаемия и другите обучаеми, между обучаемите и преподавателите, между обществото от обучаеми и учебните ресурси” (Goodyear et al., 2004, p.1). Дефиницията е свързана с обучение, което се провежда във връзка с другите и във връзка с учебните ресурси. Основният термин в дефиницията на „учене в мрежа” са връзките. Тези връзки включват взаимодействието между хора, материали и ресурси, но взаимодействието с материалите, когато обучаемият е сам не е достатъчно. Ученето в мрежа изисква някои елементи от взаимодействието човек-човек посредством цифрови технологии. ====Коментар по развитието на термина==== Дефиницията на „учене в мрежа” възниква в Centre for Studies in Advanced Learning Technology (CSALT) в Университета в Ланкастър, Великобритания ( Steeples and Jones 2002 p.2 ). Дефиницията възниква от серия европейски проекти през 90-те г. и се свързва със серията конференции Networked Learning Conference от 1998г ( Dirckinck-Holmfeld et al., 2011). Дефиницията се налага след първоначалното си публикуване, въпреки бързите технологични промени и възникването на други подобни термини и дефиниции (напр. компютърно-подпомогнато обучение, електронно обучение, онлайн обучение и компютърно-подпомогнато обучение чрез сътрудничество; за повече информация вижте Streples and Jones (2002) p.6 и Dirckinck-Holmfeld et al. (2009) p.259). Свързан термин като „ учебни мрежи” се използва в Северна Америка (Harasim et al., 1995) с по-малък обхват и ограничен до текстово базирани асинхронни средства за комуникация. Този начин на употреба е свързан със списанието Journal of Asynchronous Learning Networks. Терминът „учебна мрежа” продължава да се използва и включва изследвания използващи анализ на социалните мрежи. ====Сродни термини==== Компютърно-подпомогнато обучение чрез сътрудничество; Учебна мрежа, Асинхронни учебни мрежи ==== Проблематика на превода ==== ''Френски'': apprentissage en réseau ''Немски'': Vernetztes Lernen ''Китайски'': 1. Pinyin wǎngluò, sim 网络, (мрежа) или 2. Pinyin shùzìhuà, sim 数字化 , (цифровизирано) в комбинация с Pinyin xuéxí, sim 学习, (обучение) Забележка: използването на термина „учене в мрежа” е различно в континентален Китай от употребата, описана тук. Ученето в мрежа в китайски контекст често е под формата на базирано на ресурси обучение, където материалите (често под формата на книги с текстове) са публикувани онлайн и студентите учат самостоятелно. ====Предметна проблематика==== Терминът „учене в мрежа” има тясна връзка с компютърно-подпомогнато обучение чрез сътрудничество (McConnell 2000), но терминът се концентрира върху отдалеченото взаимодействие, а не на прекия контакт лице в лице. Литературата по темата за учене в мрежа също поставя ударението на взаимодействие, включващо голям брой, а не по двойки или в много малки групи (Dirckinck-Holmfeld et al., 2009). Но ученето в мрежа не е ограничено до съвместно обучение и не изисква строги връзки както се предполага от други термини като „сътрудничество”, „взаимодействие” и „общество” (Dirckinck-Holmfeld et al., 2009 pp. 20-21). Използването на термина „в мрежа” (мрежови, networked) без необходимото пояснение „учене” може да доведе до объркване с по-широко използвания термин „социална мрежа”, който не е необходимо да има връзка с информационните и комуникационни технологии. Ученето в мрежа обикновено се ограничава до обучение посредством компютърни мрежи. Ученето в мрежа може да предизвика и друг тип объркване, защото използването на мрежа не изисква строга връзка с термина „мрежа”, който се използва в компютърните науки. ====Основна литература==== [http://www.kommunikation.aau.dk/digitalAssets/45/45200_dirckinck-holmfeld_jones_lindstr--m_analysing-networked.pdf] Dirckinck-Holmfeld, L., Jones, C., and Lindström, B. (Eds) (2009). Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam: Sense Publishers, BV. [http://www.springer.com/education+%26+language/learning+%26+instruction/book/978-1-4614-0495-8] Dirckinck-Holmfeld, L., Hodgson, V. and McConnell, D. (Eds) (2011). Exploring the Theory, Pedagogy and Practice of Networked Learning. NY&nbsp;: Springer [http://books.google.fr/books?id=csxzmx60BAEC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Goodyear, P., Banks, S, Hodgson, V. and McConnell D. (Eds) (2004). Advances in Research on Networked Learning, Dordrecht: Kluwer Academic Publishers [http://books.google.fr/books?id=NFkaDHideBcC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] Harasim, L., Hiltz, S.R., Teles, L., and Turoff, M. (1995). Learning Networks: A field guide to teaching and learning online. Cambridge, MA: MIT Press. [http://books.google.fr/books/about/Implementing_Computer_Supported_Cooperat.html?id=t22GwVs_jEwC&redir_esc=y] McConnell, D. (2000). Implementing Computer Supported Cooperative Learning. 2nd Edition. London: Kogan Page. [http://www.springer.com/computer/hci/book/978-1-85233-471-0] Steeples, C., &amp; Jones, C. (Eds.) (2002). Networked learning: perspectives and issues. London: Springer. 1338 1337 2013-04-03T10:47:09Z Balacheff 4 /* Проблематика на превода */ wikitext text/x-wiki <h1>Учене в мрежа</h1> <u>раб. версия 4</u> '''Editor''': Chris Jones, The Institute for Educational Technology, The Open University (UK). '''Contributors''': Vivien Hodgson, Lancaster University (UK), David McConnell, UK. '''Adaptation''': Krassen Stefanov, University of Sofia (BG) ====Определение==== Ученето в мрежа е „обучение, в което информационните и комуникационни технологии […] се използват за връзка между обучаемия и другите обучаеми, между обучаемите и преподавателите, между обществото от обучаеми и учебните ресурси” (Goodyear et al., 2004, p.1). Дефиницията е свързана с обучение, което се провежда във връзка с другите и във връзка с учебните ресурси. Основният термин в дефиницията на „учене в мрежа” са връзките. Тези връзки включват взаимодействието между хора, материали и ресурси, но взаимодействието с материалите, когато обучаемият е сам не е достатъчно. Ученето в мрежа изисква някои елементи от взаимодействието човек-човек посредством цифрови технологии. ====Коментар по развитието на термина==== Дефиницията на „учене в мрежа” възниква в Centre for Studies in Advanced Learning Technology (CSALT) в Университета в Ланкастър, Великобритания ( Steeples and Jones 2002 p.2 ). Дефиницията възниква от серия европейски проекти през 90-те г. и се свързва със серията конференции Networked Learning Conference от 1998г ( Dirckinck-Holmfeld et al., 2011). Дефиницията се налага след първоначалното си публикуване, въпреки бързите технологични промени и възникването на други подобни термини и дефиниции (напр. компютърно-подпомогнато обучение, електронно обучение, онлайн обучение и компютърно-подпомогнато обучение чрез сътрудничество; за повече информация вижте Streples and Jones (2002) p.6 и Dirckinck-Holmfeld et al. (2009) p.259). Свързан термин като „ учебни мрежи” се използва в Северна Америка (Harasim et al., 1995) с по-малък обхват и ограничен до текстово базирани асинхронни средства за комуникация. Този начин на употреба е свързан със списанието Journal of Asynchronous Learning Networks. Терминът „учебна мрежа” продължава да се използва и включва изследвания използващи анализ на социалните мрежи. ====Сродни термини==== Компютърно-подпомогнато обучение чрез сътрудничество; Учебна мрежа, Асинхронни учебни мрежи ==== Проблематика на превода ==== ''Френски'': apprentissage en réseau ''Немски'': Vernetztes Lernen ''Китайски'': 1. Pinyin wǎngluò, sim 网络, (мрежа) или 2. Pinyin shùzìhuà, sim 数字化 , (цифровизирано) в комбинация с Pinyin xuéxí, sim 学习, (обучение) Забележка: използването на термина „учене в мрежа” е различно в континентален Китай от употребата, описана тук. Ученето в мрежа в китайски контекст често е под формата на базирано на ресурси обучение, където материалите (често под формата на книги с текстове) са публикувани онлайн и студентите учат самостоятелно. ====Предметна проблематика==== Терминът „учене в мрежа” има тясна връзка с компютърно-подпомогнато обучение чрез сътрудничество (McConnell 2000), но терминът се концентрира върху отдалеченото взаимодействие, а не на прекия контакт лице в лице. Литературата по темата за учене в мрежа също поставя ударението на взаимодействие, включващо голям брой, а не по двойки или в много малки групи (Dirckinck-Holmfeld et al., 2009). Но ученето в мрежа не е ограничено до съвместно обучение и не изисква строги връзки както се предполага от други термини като „сътрудничество”, „взаимодействие” и „общество” (Dirckinck-Holmfeld et al., 2009 pp. 20-21). Използването на термина „в мрежа” (мрежови, networked) без необходимото пояснение „учене” може да доведе до объркване с по-широко използвания термин „социална мрежа”, който не е необходимо да има връзка с информационните и комуникационни технологии. Ученето в мрежа обикновено се ограничава до обучение посредством компютърни мрежи. Ученето в мрежа може да предизвика и друг тип объркване, защото използването на мрежа не изисква строга връзка с термина „мрежа”, който се използва в компютърните науки. ====Основна литература==== 1337 2013-04-03T10:45:36Z Balacheff 4 Created page with "<h1>Учене в мрежа</h1> <u>раб. версия 4</u> '''Editor''': Chris Jones, The Institute for Educational Technology, The Open University (UK). '''Contributors''..." wikitext text/x-wiki <h1>Учене в мрежа</h1> <u>раб. версия 4</u> '''Editor''': Chris Jones, The Institute for Educational Technology, The Open University (UK). '''Contributors''': Vivien Hodgson, Lancaster University (UK), David McConnell, UK. '''Adaptation''': Krassen Stefanov, University of Sofia (BG) ====Определение==== Ученето в мрежа е „обучение, в което информационните и комуникационни технологии […] се използват за връзка между обучаемия и другите обучаеми, между обучаемите и преподавателите, между обществото от обучаеми и учебните ресурси” (Goodyear et al., 2004, p.1). Дефиницията е свързана с обучение, което се провежда във връзка с другите и във връзка с учебните ресурси. Основният термин в дефиницията на „учене в мрежа” са връзките. Тези връзки включват взаимодействието между хора, материали и ресурси, но взаимодействието с материалите, когато обучаемият е сам не е достатъчно. Ученето в мрежа изисква някои елементи от взаимодействието човек-човек посредством цифрови технологии. ====Коментар по развитието на термина==== Дефиницията на „учене в мрежа” възниква в Centre for Studies in Advanced Learning Technology (CSALT) в Университета в Ланкастър, Великобритания ( Steeples and Jones 2002 p.2 ). Дефиницията възниква от серия европейски проекти през 90-те г. и се свързва със серията конференции Networked Learning Conference от 1998г ( Dirckinck-Holmfeld et al., 2011). Дефиницията се налага след първоначалното си публикуване, въпреки бързите технологични промени и възникването на други подобни термини и дефиниции (напр. компютърно-подпомогнато обучение, електронно обучение, онлайн обучение и компютърно-подпомогнато обучение чрез сътрудничество; за повече информация вижте Streples and Jones (2002) p.6 и Dirckinck-Holmfeld et al. (2009) p.259). Свързан термин като „ учебни мрежи” се използва в Северна Америка (Harasim et al., 1995) с по-малък обхват и ограничен до текстово базирани асинхронни средства за комуникация. Този начин на употреба е свързан със списанието Journal of Asynchronous Learning Networks. Терминът „учебна мрежа” продължава да се използва и включва изследвания използващи анализ на социалните мрежи. ====Сродни термини==== Компютърно-подпомогнато обучение чрез сътрудничество; Учебна мрежа, Асинхронни учебни мрежи ====Проблематика на превода==== Френски: apprentissage en réseau Немски: Vernetztes Lernen Китайски: 1. Pinyin wǎngluò, sim 网络, (мрежа) или 2. Pinyin shùzìhuà, sim 数字化 , (цифровизирано) в комбинация с Pinyin xuéxí, sim 学习, (обучение) Забележка: използването на термина „учене в мрежа” е различно в континентален Китай от употребата, описана тук. Ученето в мрежа в китайски контекст често е под формата на базирано на ресурси обучение, където материалите (често под формата на книги с текстове) са публикувани онлайн и студентите учат самостоятелно. ====Предметна проблематика==== Терминът „учене в мрежа” има тясна връзка с компютърно-подпомогнато обучение чрез сътрудничество (McConnell 2000), но терминът се концентрира върху отдалеченото взаимодействие, а не на прекия контакт лице в лице. Литературата по темата за учене в мрежа също поставя ударението на взаимодействие, включващо голям брой, а не по двойки или в много малки групи (Dirckinck-Holmfeld et al., 2009). Но ученето в мрежа не е ограничено до съвместно обучение и не изисква строги връзки както се предполага от други термини като „сътрудничество”, „взаимодействие” и „общество” (Dirckinck-Holmfeld et al., 2009 pp. 20-21). Използването на термина „в мрежа” (мрежови, networked) без необходимото пояснение „учене” може да доведе до объркване с по-широко използвания термин „социална мрежа”, който не е необходимо да има връзка с информационните и комуникационни технологии. Ученето в мрежа обикновено се ограничава до обучение посредством компютърни мрежи. Ученето в мрежа може да предизвика и друг тип объркване, защото използването на мрежа не изисква строга връзка с термина „мрежа”, който се използва в компютърните науки. ====Основна литература==== 0 130 1033 1032 2012-12-10T10:55:54Z Balacheff 4 wikitext text/x-wiki = Apprentissage en réseau = <u>version 4</u> '''Rédaction'''&nbsp;: Chris Jones, The Institute for Educational Technology, The Open University (UK). '''Contribution'''&nbsp;: Vivien Hodgson, Lancaster University (UK), David McConnell, UK. '''Adaptation'''&nbsp;: Nicolas Balacheff, LIG, Grenoble, France ==== Définition ==== L’apprentissage en réseau est une forme d’apprentissage dans laquelle les technologies de l’information et de la communication sont utilisées pour favoriser les mises en relations entre une apprenant et d’autres apprenants, entre les apprenants et les enseignants ou formateurs, entre une communauté d’apprentissage et ses ressources pour l’apprentissage. ==== Jalons historiques ==== La définition proposée ici est directement tirée de (Goodyear et al., 2004, p.1), elle adopte une perspective relationnelle sur l’apprentissage qui le caractérise par la relation entre les individus et entre les individus et les ressources. Le terme clé de la définition de l’apprentissage en réseau est connexion. Ces connexions incluent les interactions entre les personnes, les ressources et les entités matérielles, mais les interactions avec le monde matériel seul ne sont pas suffisantes. L’apprentissage en réseau requiert des interactions entre individus avec la médiation des technologies numériques. La définition d’apprentissage en réseau est due à l’équipe CSALT (Centre for Studies in Advanced Learning Technology) de l’université de Lancaster au Royaume Uni (Steeples and Jones 2002 p.2). Cette définition a son origine dans une série de projets britanniques et européens de la fin des années 90, et a par ailleurs été associée à la série de conférences Networked Learning Conference series depuis 1998 (Dirckinck-Holmfeld et al., 2011). Elle a prouvé une robustesse remarquable depuis sa première publication malgré des changements technologiques rapides et l’apparition et disparition de nombreux termes et définitions rivaux (par exemple&nbsp;: apprentissage assisté par ordinateur (EAO)&nbsp;; e-Learning&nbsp;; apprentissage en ligne et apprentissage collaboratif assisisté par ordinateur (CSCL) – voir Steeples and Jones (2002) p.6 et Dirckinck-Holmfeld et al. (2009) p.259). Des termes voisin comme “réseau d’apprentissage” ont été utilisés dans le context Nord-Américain (Harasim et al., 1995) avec une signification plus limitée renvoyant à l’utilisation asynchrone de ressources textuelles. Ce type d’usage est associé notamment au journal''Asynchronous Learning Networks''. Le terme réseau d’apprentissage continue d’être utilisé et s’est élargi aux recherche recourant à l’analyse des réseaux sociaux. ==== Termes et expression associés ==== Apprentissage collaborative (coopératif) assisté par ordinateur (CSCL), réseau d’apprentissage, reseau d’apprentissage asynchrone ==== Traductions ==== <blockquote>''Français''&nbsp;: apprentissage en réseau</blockquote><blockquote>''Allemand '': Vernetztes Lernen</blockquote><blockquote>''Chinois''&nbsp;: 1. Pinyin wǎngluò, sim 网络, (réseau)&nbsp;; 2. Pinyin shùzìhuà, sim 数字化 , (numérisé) combiné avec Pinyin xuéxí, sim 学习 (apprentissage) </blockquote> ''Note''&nbsp;: l’usage de “apprentissage en réseau” est différence en Chine continentale que celui décrit ici. L’apprentissage en réseau dans le contexte chinois prend souvent la forme d’un apprentissage appuyé sur l’usage de ressources, où les matériaux (souvent des ouvrages scolaires) sont mis en ligne dans l’espoir que les étudiants les utiliseront pour un apprentissage autonome. ==== Remarques disciplinaires ==== L’expression “apprentissage en réseau” a des relations étroites avec CSCL (McConnell 2000), mais implique une plus grande insistance sur la relation à distance plutôt sur les collaborations face à face. La littérature sur l’apprentissage en réseau tend aussi à mettre l’accent sur des collaborations au sein de groupe de taille moyenne ou très grands, plutôt que des binômes ou de petits groupes d’apprenants (Dirckinck-Holmfeld et al., 2009). Cependant l’apprentissage en réseau n’est pas limité à l’apprentissage collaboratif, ni non plus par les connotations très fortes qu’impliquent les termes tels que coopération, collaboration et communauté (Dirckinck-Holmfeld et al., 2009 pp20-21). L’utilisation de l’expression «&nbsp;en réseau&nbsp;» sans qualification particulière peut porter à confusion avec des notions plus larges telles que réseau social qui n’ont pas nécessairement de relation avec les technologies de l’information et de la communication. «&nbsp;Apprentissage en réseau&nbsp;» est en général restreint à l’apprentissage par l’intermédiation des réseaux numériques. «&nbsp;Apprentissage en réseau&nbsp;» peut aussi susciter des confusions parce que le terme réseau n’implique pas d’emblée un lien très fort avec son usage en informatique. ==== Principales références ==== [http://www.telearn.org/open-archive/browse?resource=7158_v1] Dirckinck-Holmfeld, L., Jones, C., and Lindström, B. (Eds) (2009). Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam: Sense Publishers, BV. [http://www.telearn.org/open-archive/browse?resource=7159_v1] Dirckinck-Holmfeld, L., Hodgson, V. and McConnell, D. (Eds) (2011). Exploring the Theory, Pedagogy and Practice of Networked Learning. NY&nbsp;: Springer [http://www.telearn.org/open-archive/browse?resource=7160_v1] Goodyear, P., Banks, S, Hodgson, V. and McConnell D. (Eds) (2004). Advances in Research on Networked Learning, Dordrecht: Kluwer Academic Publishers [http://www.telearn.org/open-archive/browse?resource=7235_v1] Harasim, L., Hiltz, S.R., Teles, L., and Turoff, M. (1995). Learning Networks: A field guide to teaching and learning online. Cambridge, MA: MIT Press. [http://www.telearn.org/open-archive/browse?resource=7236_v1] McConnell, D. (2000). Implementing Computer Supported Cooperative Learning. 2nd Edition. London: Kogan Page. [http://www.telearn.org/open-archive/browse?resource=7054_v1] Steeples, C., &amp; Jones, C. (Eds.) (2002). Networked learning: perspectives and issues. London: Springer. 1032 1031 2012-12-10T10:54:27Z Balacheff 4 wikitext text/x-wiki = Apprentissage en réseau = <u>version 4</u> '''Rédaction'''&nbsp;: Chris Jones, The Institute for Educational Technology, The Open University (UK). '''Contribution'''&nbsp;: Vivien Hodgson, Lancaster University (UK), David McConnell, UK. '''Adaptation'''&nbsp;: Nicolas Balacheff, LIG, Grenoble, France ==== Définition ==== L’apprentissage en réseau est une forme d’apprentissage dans laquelle les technologies de l’information et de la communication sont utilisées pour favoriser les mises en relations entre une apprenant et d’autres apprenants, entre les apprenants et les enseignants ou formateurs, entre une communauté d’apprentissage et ses ressources pour l’apprentissage. ==== Jalons historiques ==== La définition proposée ici est directement tirée de (Goodyear et al., 2004, p.1), elle adopte une perspective relationnelle sur l’apprentissage qui le caractérise par la relation entre les individus et entre les individus et les ressources. Le terme clé de la définition de l’apprentissage en réseau est connexion. Ces connexions incluent les interactions entre les personnes, les ressources et les entités matérielles, mais les interactions avec le monde matériel seul ne sont pas suffisantes. L’apprentissage en réseau requiert des interactions entre individus avec la médiation des technologies numériques. La définition d’apprentissage en réseau est due à l’équipe CSALT (Centre for Studies in Advanced Learning Technology) de l’université de Lancaster au Royaume Uni (Steeples and Jones 2002 p.2). Cette définition a son origine dans une série de projets britanniques et européens de la fin des années 90, et a par ailleurs été associée à la série de conférences Networked Learning Conference series depuis 1998 (Dirckinck-Holmfeld et al., 2011). Elle a prouvé une robustesse remarquable depuis sa première publication malgré des changements technologiques rapides et l’apparition et disparition de nombreux termes et définitions rivaux (par exemple&nbsp;: apprentissage assisté par ordinateur (EAO)&nbsp;; e-Learning&nbsp;; apprentissage en ligne et apprentissage collaboratif assisisté par ordinateur (CSCL) – voir Steeples and Jones (2002) p.6 et Dirckinck-Holmfeld et al. (2009) p.259). Des termes voisin comme “réseau d’apprentissage” ont été utilises dans le context Nord-Américain (Harasim et al., 1995) avec une signification plus limitée renvoyant à l’utilisation asynchrone de ressources textuelles. Ce type d’usage est associé notamment au journal Asynchronous Learning Networks. Le terme réseau d’apprentissage continue d’être utilisé et s’est élargi aux recherche recourant à l’analyse des réseaux sociaux. ==== Termes et expression associés ==== Apprentissage collaborative (coopératif) assisté par ordinateur (CSCL), réseau d’apprentissage, reseau d’apprentissage asynchrone ==== Traductions ==== <blockquote>''Français''&nbsp;: apprentissage en réseau</blockquote><blockquote>''Allemand '': Vernetztes Lernen</blockquote><blockquote>''Chinois''&nbsp;: 1. Pinyin wǎngluò, sim 网络, (réseau)&nbsp;; 2. Pinyin shùzìhuà, sim 数字化 , (numérisé) combiné avec Pinyin xuéxí, sim 学习 (apprentissage) </blockquote> ''Note''&nbsp;: l’usage de “apprentissage en réseau” est différence en Chine continentale que celui décrit ici. L’apprentissage en réseau dans le contexte chinois prend souvent la forme d’un apprentissage appuyé sur l’usage de ressources, où les matériaux (souvent des ouvrages scolaires) sont mis en ligne dans l’espoir que les étudiants les utiliseront pour un apprentissage autonome. ==== Remarques disciplinaires ==== L’expression “apprentissage en réseau” a des relations étroites avec CSCL (McConnell 2000), mais implique une plus grande insistance sur la relation à distance plutôt sur les collaborations face à face. La littérature sur l’apprentissage en réseau tend aussi à mettre l’accent sur des collaborations au sein de groupe de taille moyenne ou très grands, plutôt que des binômes ou de petits groupes d’apprenants (Dirckinck-Holmfeld et al., 2009). Cependant l’apprentissage en réseau n’est pas limité à l’apprentissage collaboratif, ni non plus par les connotations très fortes qu’impliquent les termes tels que coopération, collaboration et communauté (Dirckinck-Holmfeld et al., 2009 pp20-21). L’utilisation de l’expression «&nbsp;en réseau&nbsp;» sans qualification particulière peut porter à confusion avec des notions plus larges telles que réseau social qui n’ont pas nécessairement de relation avec les technologies de l’information et de la communication. «&nbsp;Apprentissage en réseau&nbsp;» est en général restreint à l’apprentissage par l’intermédiation des réseaux numériques. «&nbsp;Apprentissage en réseau&nbsp;» peut aussi susciter des confusions parce que le terme réseau n’implique pas d’emblée un lien très fort avec son usage en informatique. ==== Principales références ==== [http://www.telearn.org/open-archive/browse?resource=7158_v1] Dirckinck-Holmfeld, L., Jones, C., and Lindström, B. (Eds) (2009). Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam: Sense Publishers, BV. [http://www.telearn.org/open-archive/browse?resource=7159_v1] Dirckinck-Holmfeld, L., Hodgson, V. and McConnell, D. (Eds) (2011). Exploring the Theory, Pedagogy and Practice of Networked Learning. NY&nbsp;: Springer [http://www.telearn.org/open-archive/browse?resource=7160_v1] Goodyear, P., Banks, S, Hodgson, V. and McConnell D. (Eds) (2004). Advances in Research on Networked Learning, Dordrecht: Kluwer Academic Publishers [http://www.telearn.org/open-archive/browse?resource=7235_v1] Harasim, L., Hiltz, S.R., Teles, L., and Turoff, M. (1995). Learning Networks: A field guide to teaching and learning online. Cambridge, MA: MIT Press. [http://www.telearn.org/open-archive/browse?resource=7236_v1] McConnell, D. (2000). Implementing Computer Supported Cooperative Learning. 2nd Edition. London: Kogan Page. [http://www.telearn.org/open-archive/browse?resource=7054_v1] Steeples, C., &amp; Jones, C. (Eds.) (2002). Networked learning: perspectives and issues. London: Springer. 1031 1030 2012-12-10T10:54:01Z Balacheff 4 /* Traductions */ wikitext text/x-wiki = Apprentissage en réseau = <u>version 4</u> '''Rédaction'''&nbsp;: Chris Jones, The Institute for Educational Technology, The Open University (UK). '''Contribution'''&nbsp;: Vivien Hodgson, Lancaster University (UK), David McConnell, UK. '''Adaptation'''&nbsp;: Nicolas Balacheff, LIG, Grenoble, France ==== Définition ==== L’apprentissage en réseau est une forme d’apprentissage dans laquelle les technologies de l’information et de la communication sont utilisées pour favoriser les mises en relations entre une apprenant et d’autres apprenants, entre les apprenants et les enseignants ou formateurs, entre une communauté d’apprentissage et ses ressources pour l’apprentissage. ==== Jalons historiques ==== La définition proposée ici est directement tirée de (Goodyear et al., 2004, p.1), elle adopte une perspective relationnelle sur l’apprentissage qui le caractérise par la relation entre les individus et entre les individus et les ressources. Le terme clé de la définition de l’apprentissage en réseau est connexion. Ces connexions incluent les interactions entre les personnes, les ressources et les entités matérielles, mais les interactions avec le monde matériel seul ne sont pas suffisantes. L’apprentissage en réseau requiert des interactions entre individus avec la médiation des technologies numériques. La définition d’apprentissage en réseau est due à l’équipe CSALT (Centre for Studies in Advanced Learning Technology) de l’université de Lancaster au Royaume Uni (Steeples and Jones 2002 p.2). Cette définition a son origine dans une série de projets britanniques et européens de la fin des années 90, et a par ailleurs été associée à la série de conférences Networked Learning Conference series depuis 1998 (Dirckinck-Holmfeld et al., 2011). Elle a prouvé une robustesse remarquable depuis sa première publication malgré des changements technologiques rapides et l’apparition et disparition de nombreux termes et définitions rivaux (par exemple&nbsp;: apprentissage assisté par ordinateur (EAO)&nbsp;; e-Learning&nbsp;; apprentissage en ligne et apprentissage collaboratif assisisté par ordinateur (CSCL) – voir Steeples and Jones (2002) p.6 et Dirckinck-Holmfeld et al. (2009) p.259). Des termes voisin comme “réseau d’apprentissage” ont été utilises dans le context Nord-Américain (Harasim et al., 1995) avec une signification plus limitée renvoyant à l’utilisation asynchrone de ressources textuelles. Ce type d’usage est associé notamment au journal Asynchronous Learning Networks. Le terme réseau d’apprentissage continue d’être utilisé et s’est élargi aux recherche recourant à l’analyse des réseaux sociaux. ==== Termes et expression associés ==== Apprentissage collaborative (coopératif) assisté par ordinateur (CSCL), réseau d’apprentissage, reseau d’apprentissage asynchrone ==== Traductions ==== <blockquote> ''Français''&nbsp;: apprentissage en réseau ''Allemand '': Vernetztes Lernen ''Chinois''&nbsp;: 1. Pinyin wǎngluò, sim 网络, (réseau)&nbsp;; 2. Pinyin shùzìhuà, sim 数字化 , (numérisé) combiné avec Pinyin xuéxí, sim 学习 (apprentissage) </blockquote> ''Note''&nbsp;: l’usage de “apprentissage en réseau” est différence en Chine continentale que celui décrit ici. L’apprentissage en réseau dans le contexte chinois prend souvent la forme d’un apprentissage appuyé sur l’usage de ressources, où les matériaux (souvent des ouvrages scolaires) sont mis en ligne dans l’espoir que les étudiants les utiliseront pour un apprentissage autonome. ==== Remarques disciplinaires ==== L’expression “apprentissage en réseau” a des relations étroites avec CSCL (McConnell 2000), mais implique une plus grande insistance sur la relation à distance plutôt sur les collaborations face à face. La littérature sur l’apprentissage en réseau tend aussi à mettre l’accent sur des collaborations au sein de groupe de taille moyenne ou très grands, plutôt que des binômes ou de petits groupes d’apprenants (Dirckinck-Holmfeld et al., 2009). Cependant l’apprentissage en réseau n’est pas limité à l’apprentissage collaboratif, ni non plus par les connotations très fortes qu’impliquent les termes tels que coopération, collaboration et communauté (Dirckinck-Holmfeld et al., 2009 pp20-21). L’utilisation de l’expression «&nbsp;en réseau&nbsp;» sans qualification particulière peut porter à confusion avec des notions plus larges telles que réseau social qui n’ont pas nécessairement de relation avec les technologies de l’information et de la communication. «&nbsp;Apprentissage en réseau&nbsp;» est en général restreint à l’apprentissage par l’intermédiation des réseaux numériques. «&nbsp;Apprentissage en réseau&nbsp;» peut aussi susciter des confusions parce que le terme réseau n’implique pas d’emblée un lien très fort avec son usage en informatique. ==== Principales références ==== [http://www.telearn.org/open-archive/browse?resource=7158_v1] Dirckinck-Holmfeld, L., Jones, C., and Lindström, B. (Eds) (2009). Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam: Sense Publishers, BV. [http://www.telearn.org/open-archive/browse?resource=7159_v1] Dirckinck-Holmfeld, L., Hodgson, V. and McConnell, D. (Eds) (2011). Exploring the Theory, Pedagogy and Practice of Networked Learning. NY&nbsp;: Springer [http://www.telearn.org/open-archive/browse?resource=7160_v1] Goodyear, P., Banks, S, Hodgson, V. and McConnell D. (Eds) (2004). Advances in Research on Networked Learning, Dordrecht: Kluwer Academic Publishers [http://www.telearn.org/open-archive/browse?resource=7235_v1] Harasim, L., Hiltz, S.R., Teles, L., and Turoff, M. (1995). Learning Networks: A field guide to teaching and learning online. Cambridge, MA: MIT Press. [http://www.telearn.org/open-archive/browse?resource=7236_v1] McConnell, D. (2000). Implementing Computer Supported Cooperative Learning. 2nd Edition. London: Kogan Page. [http://www.telearn.org/open-archive/browse?resource=7054_v1] Steeples, C., &amp; Jones, C. (Eds.) (2002). Networked learning: perspectives and issues. London: Springer. 1030 2012-12-10T10:52:26Z Balacheff 4 Created page with "= Apprentissage en réseau = <u>version 4</u> '''Rédaction'''&nbsp;: Chris Jones, The Institute for Educational Technology, The Open University (UK). '''Contribution'''&nb..." wikitext text/x-wiki = Apprentissage en réseau = <u>version 4</u> '''Rédaction'''&nbsp;: Chris Jones, The Institute for Educational Technology, The Open University (UK). '''Contribution'''&nbsp;: Vivien Hodgson, Lancaster University (UK), David McConnell, UK. '''Adaptation'''&nbsp;: Nicolas Balacheff, LIG, Grenoble, France ==== Définition ==== L’apprentissage en réseau est une forme d’apprentissage dans laquelle les technologies de l’information et de la communication sont utilisées pour favoriser les mises en relations entre une apprenant et d’autres apprenants, entre les apprenants et les enseignants ou formateurs, entre une communauté d’apprentissage et ses ressources pour l’apprentissage. ==== Jalons historiques ==== La définition proposée ici est directement tirée de (Goodyear et al., 2004, p.1), elle adopte une perspective relationnelle sur l’apprentissage qui le caractérise par la relation entre les individus et entre les individus et les ressources. Le terme clé de la définition de l’apprentissage en réseau est connexion. Ces connexions incluent les interactions entre les personnes, les ressources et les entités matérielles, mais les interactions avec le monde matériel seul ne sont pas suffisantes. L’apprentissage en réseau requiert des interactions entre individus avec la médiation des technologies numériques. La définition d’apprentissage en réseau est due à l’équipe CSALT (Centre for Studies in Advanced Learning Technology) de l’université de Lancaster au Royaume Uni (Steeples and Jones 2002 p.2). Cette définition a son origine dans une série de projets britanniques et européens de la fin des années 90, et a par ailleurs été associée à la série de conférences Networked Learning Conference series depuis 1998 (Dirckinck-Holmfeld et al., 2011). Elle a prouvé une robustesse remarquable depuis sa première publication malgré des changements technologiques rapides et l’apparition et disparition de nombreux termes et définitions rivaux (par exemple&nbsp;: apprentissage assisté par ordinateur (EAO)&nbsp;; e-Learning&nbsp;; apprentissage en ligne et apprentissage collaboratif assisisté par ordinateur (CSCL) – voir Steeples and Jones (2002) p.6 et Dirckinck-Holmfeld et al. (2009) p.259). Des termes voisin comme “réseau d’apprentissage” ont été utilises dans le context Nord-Américain (Harasim et al., 1995) avec une signification plus limitée renvoyant à l’utilisation asynchrone de ressources textuelles. Ce type d’usage est associé notamment au journal Asynchronous Learning Networks. Le terme réseau d’apprentissage continue d’être utilisé et s’est élargi aux recherche recourant à l’analyse des réseaux sociaux. ==== Termes et expression associés ==== Apprentissage collaborative (coopératif) assisté par ordinateur (CSCL), réseau d’apprentissage, reseau d’apprentissage asynchrone ==== Traductions ==== Français&nbsp;: apprentissage en réseau Allemand: Vernetztes Lernen Chinois&nbsp;: 1. Pinyin wǎngluò, sim 网络, (réseau)&nbsp;; 2. Pinyin shùzìhuà, sim 数字化 , (numérisé) combiné avec Pinyin xuéxí, sim 学习 (apprentissage) Note&nbsp;:l’usage de “apprentissage en réseau” est différence en Chine continentale que celui décrit ici. L’apprentissage en réseau dans le contexte chinois prend souvent la forme d’un apprentissage appuyé sur l’usage de ressources, où les matériaux (souvent des ouvrages scolaires) sont mis en ligne dans l’espoir que les étudiants les utiliseront pour un apprentissage autonome. ==== Remarques disciplinaires ==== L’expression “apprentissage en réseau” a des relations étroites avec CSCL (McConnell 2000), mais implique une plus grande insistance sur la relation à distance plutôt sur les collaborations face à face. La littérature sur l’apprentissage en réseau tend aussi à mettre l’accent sur des collaborations au sein de groupe de taille moyenne ou très grands, plutôt que des binômes ou de petits groupes d’apprenants (Dirckinck-Holmfeld et al., 2009). Cependant l’apprentissage en réseau n’est pas limité à l’apprentissage collaboratif, ni non plus par les connotations très fortes qu’impliquent les termes tels que coopération, collaboration et communauté (Dirckinck-Holmfeld et al., 2009 pp20-21). L’utilisation de l’expression «&nbsp;en réseau&nbsp;» sans qualification particulière peut porter à confusion avec des notions plus larges telles que réseau social qui n’ont pas nécessairement de relation avec les technologies de l’information et de la communication. «&nbsp;Apprentissage en réseau&nbsp;» est en général restreint à l’apprentissage par l’intermédiation des réseaux numériques. «&nbsp;Apprentissage en réseau&nbsp;» peut aussi susciter des confusions parce que le terme réseau n’implique pas d’emblée un lien très fort avec son usage en informatique. ==== Principales références ==== [http://www.telearn.org/open-archive/browse?resource=7158_v1] Dirckinck-Holmfeld, L., Jones, C., and Lindström, B. (Eds) (2009). Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam: Sense Publishers, BV. [http://www.telearn.org/open-archive/browse?resource=7159_v1] Dirckinck-Holmfeld, L., Hodgson, V. and McConnell, D. (Eds) (2011). Exploring the Theory, Pedagogy and Practice of Networked Learning. NY&nbsp;: Springer [http://www.telearn.org/open-archive/browse?resource=7160_v1] Goodyear, P., Banks, S, Hodgson, V. and McConnell D. (Eds) (2004). Advances in Research on Networked Learning, Dordrecht: Kluwer Academic Publishers [http://www.telearn.org/open-archive/browse?resource=7235_v1] Harasim, L., Hiltz, S.R., Teles, L., and Turoff, M. (1995). Learning Networks: A field guide to teaching and learning online. Cambridge, MA: MIT Press. [http://www.telearn.org/open-archive/browse?resource=7236_v1] McConnell, D. (2000). Implementing Computer Supported Cooperative Learning. 2nd Edition. London: Kogan Page. [http://www.telearn.org/open-archive/browse?resource=7054_v1] Steeples, C., &amp; Jones, C. (Eds.) (2002). Networked learning: perspectives and issues. London: Springer. 0 10 1203 1202 2013-03-04T12:26:03Z Balacheff 4 wikitext text/x-wiki <u>Draft 1</u> '''Editor:''' Nicolas Balacheff, LIG, Grenoble, France '''Contributors:''' .../... ==== Definition ==== The term overlay is extensively used in learner modeling research, especially for tutoring systems where Wenger acknowledges it as a "standard paradigm" (p.137). It has been coined by Carr and Goldstein in 1977 and defined in the following way: :"The kernel idea is to design a modular Expert program for the task, and to explain differences between the behavior of the Expert and the subject in terms of the lack, on the player's part, of some of the Expert skills. Thus, a model of the player is a set of hypotheses, each of which records the system's confidence that the player possesses a given skill. Such models are called overlays to reflect the fact that the model of the individual is basically a perturbation on the Expert's structure." (p.4) <br>While "overlay" would mean that one model is in some way covering the other, the definition from Carr and Goldstein restricts this relation in a way which causes certain criticism of the choice of this term: :"An "overlay model" (Carr and Goldstein, 1977) is one in which the only possible diagnosed discrepancies are missing pieces of knowledge: RS*k ⊃ RSRL*k. The use of the term "overlay" is not ideal because of its ambiguity: "partial model" would definitely be better, but "overlay" has already a long history in ITS." (Dillenbourg and Self 1992) ==== Related terms ==== Learner modeling, Intelligent Tutoring Systems. ==== Translation issues ==== French: expertise partielle. The term is often directly imported (overlay) ==== Disciplinary issues ==== This term has been coined as a response to the needs of a TEL research project. ==== Key references ==== [http://dspace.mit.edu/bitstream/handle/1721.1/5772/AIM-406.pdf?sequence=2] Carr B., Goldstein I. P. (1977) Overlay: a theory of modelling for computer aided instruction. AI Memo 406. Cambridge USA: Massachusetts Institute of Technology [http://tecfa.unige.ch/tecfa/publicat/dil-papers-2/Dil.7.2.4.pdf] Dillenbourg P., Self J. (1992) A framework for learner modelling. Interactive Learning Environments, 2 (2) 111-137 [http://www.ewenger.com/pub/index.htm] Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos: Morgan Kaufmann Pub. 1202 1201 2013-03-04T12:25:21Z Balacheff 4 /* References */ wikitext text/x-wiki <u>Draft 1</u> '''Editor:''' Nicolas Balacheff, LIG, Grenoble, France '''Contributors:''' .../... ==== Definition ==== The term overlay is extensively used in learner modeling research, especially for tutoring systems where Wenger acknowledges it as a "standard paradigm" (p.137). It has been coined by Carr and Goldstein in 1977 and defined in the following way: :"The kernel idea is to design a modular Expert program for the task, and to explain differences between the behavior of the Expert and the subject in terms of the lack, on the player's part, of some of the Expert skills. Thus, a model of the player is a set of hypotheses, each of which records the system's confidence that the player possesses a given skill. Such models are called overlays to reflect the fact that the model of the individual is basically a perturbation on the Expert's structure." (p.4) <br>While "overlay" would mean that one model is in some way covering the other, the definition from Carr and Goldstein restricts this relation in a way which causes certain criticism of the choice of this term: :"An "overlay model" (Carr and Goldstein, 1977) is one in which the only possible diagnosed discrepancies are missing pieces of knowledge: RS*k ⊃ RSRL*k. The use of the term "overlay" is not ideal because of its ambiguity: "partial model" would definitely be better, but "overlay" has already a long history in ITS." (Dillenbourg and Self 1992) ==== Translation issues ==== French: expertise partielle. The term is often directly imported (overlay) ==== Disciplinary issues ==== This term has been coined as a response to the needs of a TEL research project. ==== Key references ==== [http://dspace.mit.edu/bitstream/handle/1721.1/5772/AIM-406.pdf?sequence=2] Carr B., Goldstein I. P. (1977) Overlay: a theory of modelling for computer aided instruction. AI Memo 406. Cambridge USA: Massachusetts Institute of Technology [http://tecfa.unige.ch/tecfa/publicat/dil-papers-2/Dil.7.2.4.pdf] Dillenbourg P., Self J. (1992) A framework for learner modelling. Interactive Learning Environments, 2 (2) 111-137 [http://www.ewenger.com/pub/index.htm] Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos: Morgan Kaufmann Pub. ==== Related terms ==== Learner modeling, Intelligent Tutoring Systems. 1201 1200 2013-03-04T12:20:23Z Balacheff 4 wikitext text/x-wiki <u>Draft 1</u> '''Editor:''' Nicolas Balacheff, LIG, Grenoble, France '''Contributors:''' .../... ==== Definition ==== The term overlay is extensively used in learner modeling research, especially for tutoring systems where Wenger acknowledges it as a "standard paradigm" (p.137). It has been coined by Carr and Goldstein in 1977 and defined in the following way: :"The kernel idea is to design a modular Expert program for the task, and to explain differences between the behavior of the Expert and the subject in terms of the lack, on the player's part, of some of the Expert skills. Thus, a model of the player is a set of hypotheses, each of which records the system's confidence that the player possesses a given skill. Such models are called overlays to reflect the fact that the model of the individual is basically a perturbation on the Expert's structure." (p.4) <br>While "overlay" would mean that one model is in some way covering the other, the definition from Carr and Goldstein restricts this relation in a way which causes certain criticism of the choice of this term: :"An "overlay model" (Carr and Goldstein, 1977) is one in which the only possible diagnosed discrepancies are missing pieces of knowledge: RS*k ⊃ RSRL*k. The use of the term "overlay" is not ideal because of its ambiguity: "partial model" would definitely be better, but "overlay" has already a long history in ITS." (Dillenbourg and Self 1992) ==== Translation issues ==== French: expertise partielle. The term is often directly imported (overlay) ==== Disciplinary issues ==== This term has been coined as a response to the needs of a TEL research project. ==== References ==== [http://www.telearn.org/open-archive/browse?resource=7240_v1] Carr B., Goldstein I. P. (1977) Overlay: a theory of modelling for computer aided instruction. AI Memo 406. Cambridge USA: Massachusetts Institute of Technology [http://www.telearn.org/open-archive/browse?resource=7237_v1] Dillenbourg P., Self J. (1992) A framework for learner modelling. Interactive Learning Environments, 2 (2) 111-137 [http://www.telearn.org/open-archive/browse?resource=7270_v1] Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos: Morgan Kaufmann Pub. ==== Related terms ==== Learner modeling, Intelligent Tutoring Systems. 1200 1039 2013-03-04T12:19:32Z Balacheff 4 wikitext text/x-wiki <u>Draft 1</u> '''Editor:''' Nicolas Balacheff, LIG, Grenoble, France '''Contributors:''' .../... ==== Definition ==== The term overlay is extensively used in learner modeling research, especially for tutoring systems where Wenger acknowledges it as a "standard paradigm" (p.137). It has been coined by Carr and Goldstein in 1977 and defined in the following way: :"The kernel idea is to design a modular Expert program for the task, and to explain differences between the behavior of the Expert and the subject in terms of the lack, on the player's part, of some of the Expert skills. Thus, a model of the player is a set of hypotheses, each of which records the system's confidence that the player possesses a given skill. Such models are called overlays to reflect the fact that the model of the individual is basically a perturbation on the Expert's structure." (p.4) <br>While "overlay" would mean that one model is in some way covering the other, the definition from Carr and Goldstein restricts this relation in a way which causes certain criticism of the choice of this term: :"An "overlay model" (Carr and Goldstein, 1977) is one in which the only possible diagnosed discrepancies are missing pieces of knowledge: RS*k ⊃ RSRL*k. The use of the term "overlay" is not ideal because of its ambiguity: "partial model" would definitely be better, but "overlay" has already a long history in ITS." (Dillenbourg and Self 1992) ==== Translation issues ==== French: expertise partielle. The term is often directly imported (overlay) ==== Disciplinary issues ==== This term has been coined as a response to the needs of a TEL research project. ==== References ==== [http://www.telearn.org/open-archive/browse?resource=7240_v1] Carr B., Goldstein I. P. (1977) Overlay: a theory of modelling for computer aided instruction. AI Memo 406. Cambridge USA: Massachusetts Institute of Technology [http://www.telearn.org/open-archive/browse?resource=7237_v1] Dillenbourg P., Self J. (1992) A framework for learner modelling. Interactive Learning Environments, 2 (2) 111-137 [http://www.telearn.org/open-archive/browse?resource=7270_v1] Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos: Morgan Kaufmann Pub. ==== Related terms ==== Learner modeling, Intelligent Tutoring Systems. ==== Related documents ==== [http://dspace.mit.edu/bitstream/handle/1721.1/5772/AIM-406.pdf?sequence=2] Carr B., Goldstein I.P. (1977) Overlays, a theory of modelling for computer aided instruction. ''MIT AI Memo'' 406. [http://tecfa.unige.ch/tecfa/publicat/dil-papers-2/Dil.7.2.4.pdf] Pierre Dillenbourg P. Self J. (1992) A framework for learner modelling. ''Interactive Learning Environments'' 2 (2), 111-137 <br> ► [[TEL Dictionary entries]] 1039 1037 2012-12-20T17:16:59Z Balacheff 4 /* Definition */ wikitext text/x-wiki <u>Draft 1</u> '''Editor:''' Nicolas Balacheff, LIG, Grenoble, France '''Contributors:''' .../... ==== Definition ==== The term overlay is extensively used in learner modeling research, especially for tutoring systems where Wenger acknowledges it as a "standard paradigm" (p.137). It has been coined by Carr and Goldstein in 1977 and defined in the following way: :"The kernel idea is to design a modular Expert program for the task, and to explain differences between the behavior of the Expert and the subject in terms of the lack, on the player's part, of some of the Expert skills. Thus, a model of the player is a set of hypotheses, each of which records the system's confidence that the player possesses a given skill. Such models are called overlays to reflect the fact that the model of the individual is basically a perturbation on the Expert's structure." (p.4) <br>While "overlay" would mean that one model is in some way covering the other, the definition from Carr and Goldstein restricts this relation in a way which causes certain criticism of the choice of this term: :"An "overlay model" (Carr and Goldstein, 1977) is one in which the only possible diagnosed discrepancies are missing pieces of knowledge: RS*k ⊃ RSRL*k. The use of the term "overlay" is not ideal because of its ambiguity: "partial model" would definitely be better, but "overlay" has already a long history in ITS." (Dillenbourg and Self 1992) ==== Translation issues ==== French: expertise partielle. The term is often directly imported (overlay) ==== Disciplinary issues ==== This term has been coined as a response to the needs of a TEL research project. ==== References ==== [http://www.telearn.org/open-archive/browse?resource=7240_v1] Carr B., Goldstein I. P. (1977) Overlay: a theory of modelling for computer aided instruction. AI Memo 406. Cambridge USA: Massachusetts Institute of Technology [http://www.telearn.org/open-archive/browse?resource=7237_v1] Dillenbourg P., Self J. (1992) A framework for learner modelling. Interactive Learning Environments, 2 (2) 111-137 [http://www.telearn.org/open-archive/browse?resource=7270_v1] Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos: Morgan Kaufmann Pub. ==== Related terms ==== Learner modeling, Intelligent Tutoring Systems. ==== Related documents ==== [http://www.telearn.org/open-archive/file?CARR-1977_(007240v1).pdf] Carr B., Goldstein I.P. (1977) Overlays, a theory of modelling for computer aided instruction [http://www.telearn.org/warehouse/DiILLENBOURG-1992_%28007237v1%29.pdf ] Pierre Dillenbourg P. Self J. (1992) A framework for learner modelling <br> ► [[TEL Dictionary entries]] 1037 1027 2012-12-10T17:22:53Z Balacheff 4 /* Definition */ wikitext text/x-wiki <u>Draft 1</u> '''Editor:''' Nicolas Balacheff, LIG, Grenoble, France '''Contributors:''' .../... ==== Definition ==== The term overlay is extensively used in learner modeling research, especially for tutoring systems where Wenger acknowledges it as a "standard paradigm" (p.137). It has been coined by Carr and Goldstein in 1977 and defined in the following way: :"The kernel idea is to design a modular Expert program for the task, and to explain differences between the behavior of the Expert and the subject in terms of the lack, on the player's part, of some of the Expert skills. Thus, a model of the player is a set of hypotheses, each of which records the system's confidence that the player possesses a given skill. Such models are called overlays to reflect the fact that the model of the individual is basically a perturbation on the Expert's structure." (p.4) <br>While "overlay" would mean that one model is in some way covering the other, the definition from Carr and Goldstein restricts this relation in a way which suggests the existence of critics of the choice of this term: :"An "overlay model" (Carr and Goldstein, 1977) is one in which the only possible diagnosed discrepancies are missing pieces of knowledge: RS*k ⊃ RSRL*k. The use of the term "overlay" is not ideal because of its ambiguity: "partial model" would definitely be better, but "overlay" has already a long history in ITS." (Dillenbourg and Self 1992) ==== Translation issues ==== French: expertise partielle. The term is often directly imported (overlay) ==== Disciplinary issues ==== This term has been coined as a response to the needs of a TEL research project. ==== References ==== [http://www.telearn.org/open-archive/browse?resource=7240_v1] Carr B., Goldstein I. P. (1977) Overlay: a theory of modelling for computer aided instruction. AI Memo 406. Cambridge USA: Massachusetts Institute of Technology [http://www.telearn.org/open-archive/browse?resource=7237_v1] Dillenbourg P., Self J. (1992) A framework for learner modelling. Interactive Learning Environments, 2 (2) 111-137 [http://www.telearn.org/open-archive/browse?resource=7270_v1] Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos: Morgan Kaufmann Pub. ==== Related terms ==== Learner modeling, Intelligent Tutoring Systems. ==== Related documents ==== [http://www.telearn.org/open-archive/file?CARR-1977_(007240v1).pdf] Carr B., Goldstein I.P. (1977) Overlays, a theory of modelling for computer aided instruction [http://www.telearn.org/warehouse/DiILLENBOURG-1992_%28007237v1%29.pdf ] Pierre Dillenbourg P. Self J. (1992) A framework for learner modelling <br> ► [[TEL Dictionary entries]] 1027 1026 2012-12-08T16:01:16Z Balacheff 4 /* Related documents */ wikitext text/x-wiki <u>Draft 1</u> '''Editor:''' Nicolas Balacheff, LIG, Grenoble, France '''Contributors:''' .../... ==== Definition ==== The term overlay is extensively used in learner modeling research, especially for tutoring systems where Wenger acknowledges it as a "standard paradigm" (p.137). It has been coined by Carr and Goldstein in 1977 and defined in the following way: :"The kernel idea is to design a modular Expert program for the task, and to explain differences between the behavior of the Expert and the subject in terms of the lack, on the player's part, of some of the Expert skills. Thus, a model of the player is a set of hypotheses, each of which records the system's confidence that the player possesses a given skill. Such models are called overlays to reflect the fact that the model of the individual is basically a perturbation on the Expert's structure." (p.4) <br>While "overlay" would mean that one model is in some way covering the other, the definition from Carr and Goldstein restricts this relation in a way which evokes the existence of critics of the choice of this term: :"An "overlay model" (Carr and Goldstein, 1977) is one in which the only possible diagnosed discrepancies are missing pieces of knowledge: RS*k ⊃ RSRL*k. The use of the term "overlay" is not ideal because of its ambiguity: "partial model" would definitely be better, but "overlay" has already a long history in ITS." (Dillenbourg and Self 1992) ==== Translation issues ==== French: expertise partielle. The term is often directly imported (overlay) ==== Disciplinary issues ==== This term has been coined as a response to the needs of a TEL research project. ==== References ==== [http://www.telearn.org/open-archive/browse?resource=7240_v1] Carr B., Goldstein I. P. (1977) Overlay: a theory of modelling for computer aided instruction. AI Memo 406. Cambridge USA: Massachusetts Institute of Technology [http://www.telearn.org/open-archive/browse?resource=7237_v1] Dillenbourg P., Self J. (1992) A framework for learner modelling. Interactive Learning Environments, 2 (2) 111-137 [http://www.telearn.org/open-archive/browse?resource=7270_v1] Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos: Morgan Kaufmann Pub. ==== Related terms ==== Learner modeling, Intelligent Tutoring Systems. ==== Related documents ==== [http://www.telearn.org/open-archive/file?CARR-1977_(007240v1).pdf] Carr B., Goldstein I.P. (1977) Overlays, a theory of modelling for computer aided instruction [http://www.telearn.org/warehouse/DiILLENBOURG-1992_%28007237v1%29.pdf ] Pierre Dillenbourg P. Self J. (1992) A framework for learner modelling <br> ► [[TEL Dictionary entries]] 1026 1025 2012-12-08T15:59:10Z Balacheff 4 /* References */ wikitext text/x-wiki <u>Draft 1</u> '''Editor:''' Nicolas Balacheff, LIG, Grenoble, France '''Contributors:''' .../... ==== Definition ==== The term overlay is extensively used in learner modeling research, especially for tutoring systems where Wenger acknowledges it as a "standard paradigm" (p.137). It has been coined by Carr and Goldstein in 1977 and defined in the following way: :"The kernel idea is to design a modular Expert program for the task, and to explain differences between the behavior of the Expert and the subject in terms of the lack, on the player's part, of some of the Expert skills. Thus, a model of the player is a set of hypotheses, each of which records the system's confidence that the player possesses a given skill. Such models are called overlays to reflect the fact that the model of the individual is basically a perturbation on the Expert's structure." (p.4) <br>While "overlay" would mean that one model is in some way covering the other, the definition from Carr and Goldstein restricts this relation in a way which evokes the existence of critics of the choice of this term: :"An "overlay model" (Carr and Goldstein, 1977) is one in which the only possible diagnosed discrepancies are missing pieces of knowledge: RS*k ⊃ RSRL*k. The use of the term "overlay" is not ideal because of its ambiguity: "partial model" would definitely be better, but "overlay" has already a long history in ITS." (Dillenbourg and Self 1992) ==== Translation issues ==== French: expertise partielle. The term is often directly imported (overlay) ==== Disciplinary issues ==== This term has been coined as a response to the needs of a TEL research project. ==== References ==== [http://www.telearn.org/open-archive/browse?resource=7240_v1] Carr B., Goldstein I. P. (1977) Overlay: a theory of modelling for computer aided instruction. AI Memo 406. Cambridge USA: Massachusetts Institute of Technology [http://www.telearn.org/open-archive/browse?resource=7237_v1] Dillenbourg P., Self J. (1992) A framework for learner modelling. Interactive Learning Environments, 2 (2) 111-137 [http://www.telearn.org/open-archive/browse?resource=7270_v1] Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos: Morgan Kaufmann Pub. ==== Related terms ==== Learner modeling, Intelligent Tutoring Systems. ==== Related documents ==== Carr B., Goldstein I.P. (1977) [http://www.telearn.org/open-archive/file?CARR-1977_(007240v1).pdf Overlays, a theory of modelling for computer aided instruction] Pierre Dillenbourg P. Self J. (1992) [http://www.telearn.org/warehouse/DiILLENBOURG-1992_%28007237v1%29.pdf A framework for learner modelling] <br> ► [[TEL Dictionary entries]] 1025 803 2012-12-08T15:58:03Z Balacheff 4 /* Definition */ wikitext text/x-wiki <u>Draft 1</u> '''Editor:''' Nicolas Balacheff, LIG, Grenoble, France '''Contributors:''' .../... ==== Definition ==== The term overlay is extensively used in learner modeling research, especially for tutoring systems where Wenger acknowledges it as a "standard paradigm" (p.137). It has been coined by Carr and Goldstein in 1977 and defined in the following way: :"The kernel idea is to design a modular Expert program for the task, and to explain differences between the behavior of the Expert and the subject in terms of the lack, on the player's part, of some of the Expert skills. Thus, a model of the player is a set of hypotheses, each of which records the system's confidence that the player possesses a given skill. Such models are called overlays to reflect the fact that the model of the individual is basically a perturbation on the Expert's structure." (p.4) <br>While "overlay" would mean that one model is in some way covering the other, the definition from Carr and Goldstein restricts this relation in a way which evokes the existence of critics of the choice of this term: :"An "overlay model" (Carr and Goldstein, 1977) is one in which the only possible diagnosed discrepancies are missing pieces of knowledge: RS*k ⊃ RSRL*k. The use of the term "overlay" is not ideal because of its ambiguity: "partial model" would definitely be better, but "overlay" has already a long history in ITS." (Dillenbourg and Self 1992) ==== Translation issues ==== French: expertise partielle. The term is often directly imported (overlay) ==== Disciplinary issues ==== This term has been coined as a response to the needs of a TEL research project. ==== References ==== Carr B., Goldstein I. P. [http://www.telearn.org/open-archive/browse?resource=7240_v1] (1977) Overlay: a theory of modelling for computer aided instruction. AI Memo 406. Cambridge USA: Massachusetts Institute of Technology Dillenbourg P., Self J. [http://www.telearn.org/open-archive/browse?resource=7237_v1] (1992) A framework for learner modelling. Interactive Learning Environments, 2 (2) 111-137 Wenger E. [http://www.telearn.org/open-archive/browse?resource=7270_v1] (1987) Artificial Intelligence and Tutoring Systems. Los Altos: Morgan Kaufmann Pub. ==== Related terms ==== Learner modeling, Intelligent Tutoring Systems. ==== Related documents ==== Carr B., Goldstein I.P. (1977) [http://www.telearn.org/open-archive/file?CARR-1977_(007240v1).pdf Overlays, a theory of modelling for computer aided instruction] Pierre Dillenbourg P. Self J. (1992) [http://www.telearn.org/warehouse/DiILLENBOURG-1992_%28007237v1%29.pdf A framework for learner modelling] <br> ► [[TEL Dictionary entries]] 803 768 2012-02-23T14:44:05Z Manon 3 /* References */ wikitext text/x-wiki <u>Draft 1</u> '''Editor:''' Nicolas Balacheff, LIG, Grenoble, France '''Contributors:''' .../... ==== Definition ==== The term overlay is extensively used in learner modeling research, especially for tutoring systems where Wenger acknowledges it as a "standard paradigm" (p.137). It has been coined by Carr and Goldstein in 1977 and defined in the following way: :"The kernel idea is to design a modular Expert program for the task, and to explain differences between the behavior of the Expert and the subject in terms of the lack, on the player's part, of some of the Expert skills. Thus, a model of the player is a set of hypotheses, each of which records the system's confidence that the player possesses a given skill. Such models are called overlays to reflect the fact that the model of the individual is basically a perturbation on the Expert's structure." (p.4) <br>While "overlay" would mean that one model is in some way covering the other, the definition from Carr and Goldstein restrict this relation in a way which suggested critics of this choice of term: :"An "overlay model" (Carr and Goldstein, 1977) is one in which the only possible diagnosed discrepancies are missing pieces of knowledge: RS*k ⊃ RSRL*k. The use of the term "overlay" is not ideal because of its ambiguity: "partial model" would definitely be better, but "overlay" has already a long history in ITS." (Dillenbourg and Self 1992) ==== Translation issues ==== French: expertise partielle. The term is often directly imported (overlay) ==== Disciplinary issues ==== This term has been coined as a response to the needs of a TEL research project. ==== References ==== Carr B., Goldstein I. P. [http://www.telearn.org/open-archive/browse?resource=7240_v1] (1977) Overlay: a theory of modelling for computer aided instruction. AI Memo 406. Cambridge USA: Massachusetts Institute of Technology Dillenbourg P., Self J. [http://www.telearn.org/open-archive/browse?resource=7237_v1] (1992) A framework for learner modelling. Interactive Learning Environments, 2 (2) 111-137 Wenger E. [http://www.telearn.org/open-archive/browse?resource=7270_v1] (1987) Artificial Intelligence and Tutoring Systems. Los Altos: Morgan Kaufmann Pub. ==== Related terms ==== Learner modeling, Intelligent Tutoring Systems. ==== Related documents ==== Carr B., Goldstein I.P. (1977) [http://www.telearn.org/open-archive/file?CARR-1977_(007240v1).pdf Overlays, a theory of modelling for computer aided instruction] Pierre Dillenbourg P. Self J. (1992) [http://www.telearn.org/warehouse/DiILLENBOURG-1992_%28007237v1%29.pdf A framework for learner modelling] <br> ► [[TEL Dictionary entries]] 768 767 2012-02-15T08:10:33Z Manon 3 /* Related documents */ wikitext text/x-wiki <u>Draft 1</u> '''Editor:''' Nicolas Balacheff, LIG, Grenoble, France '''Contributors:''' .../... ==== Definition ==== The term overlay is extensively used in learner modeling research, especially for tutoring systems where Wenger acknowledges it as a "standard paradigm" (p.137). It has been coined by Carr and Goldstein in 1977 and defined in the following way: :"The kernel idea is to design a modular Expert program for the task, and to explain differences between the behavior of the Expert and the subject in terms of the lack, on the player's part, of some of the Expert skills. Thus, a model of the player is a set of hypotheses, each of which records the system's confidence that the player possesses a given skill. Such models are called overlays to reflect the fact that the model of the individual is basically a perturbation on the Expert's structure." (p.4) <br>While "overlay" would mean that one model is in some way covering the other, the definition from Carr and Goldstein restrict this relation in a way which suggested critics of this choice of term: :"An "overlay model" (Carr and Goldstein, 1977) is one in which the only possible diagnosed discrepancies are missing pieces of knowledge: RS*k ⊃ RSRL*k. The use of the term "overlay" is not ideal because of its ambiguity: "partial model" would definitely be better, but "overlay" has already a long history in ITS." (Dillenbourg and Self 1992) ==== Translation issues ==== French: expertise partielle. The term is often directly imported (overlay) ==== Disciplinary issues ==== This term has been coined as a response to the needs of a TEL research project. ==== References ==== Carr B., Goldstein I. P. [http://www.telearn.org/open-archive/browse?resource=7240_v1] (1977) Overlay: a theory of modelling for computer aided instruction. AI Memo 406. Cambridge USA: Massachusetts Institute of Technology Dillenbourg P., Self J. [http://www.telearn.org/open-archive/browse?resource=7237_v1] (1992) A framework for learner modelling. Interactive Learning Environments, 2 (2) 111-137 Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos: Morgan Kaufmann Pub. ==== Related terms ==== Learner modeling, Intelligent Tutoring Systems. ==== Related documents ==== Carr B., Goldstein I.P. (1977) [http://www.telearn.org/open-archive/file?CARR-1977_(007240v1).pdf Overlays, a theory of modelling for computer aided instruction] Pierre Dillenbourg P. Self J. (1992) [http://www.telearn.org/warehouse/DiILLENBOURG-1992_%28007237v1%29.pdf A framework for learner modelling] <br> ► [[TEL Dictionary entries]] 767 764 2012-02-15T08:10:11Z Manon 3 /* References */ wikitext text/x-wiki <u>Draft 1</u> '''Editor:''' Nicolas Balacheff, LIG, Grenoble, France '''Contributors:''' .../... ==== Definition ==== The term overlay is extensively used in learner modeling research, especially for tutoring systems where Wenger acknowledges it as a "standard paradigm" (p.137). It has been coined by Carr and Goldstein in 1977 and defined in the following way: :"The kernel idea is to design a modular Expert program for the task, and to explain differences between the behavior of the Expert and the subject in terms of the lack, on the player's part, of some of the Expert skills. Thus, a model of the player is a set of hypotheses, each of which records the system's confidence that the player possesses a given skill. Such models are called overlays to reflect the fact that the model of the individual is basically a perturbation on the Expert's structure." (p.4) <br>While "overlay" would mean that one model is in some way covering the other, the definition from Carr and Goldstein restrict this relation in a way which suggested critics of this choice of term: :"An "overlay model" (Carr and Goldstein, 1977) is one in which the only possible diagnosed discrepancies are missing pieces of knowledge: RS*k ⊃ RSRL*k. The use of the term "overlay" is not ideal because of its ambiguity: "partial model" would definitely be better, but "overlay" has already a long history in ITS." (Dillenbourg and Self 1992) ==== Translation issues ==== French: expertise partielle. The term is often directly imported (overlay) ==== Disciplinary issues ==== This term has been coined as a response to the needs of a TEL research project. ==== References ==== Carr B., Goldstein I. P. [http://www.telearn.org/open-archive/browse?resource=7240_v1] (1977) Overlay: a theory of modelling for computer aided instruction. AI Memo 406. Cambridge USA: Massachusetts Institute of Technology Dillenbourg P., Self J. [http://www.telearn.org/open-archive/browse?resource=7237_v1] (1992) A framework for learner modelling. Interactive Learning Environments, 2 (2) 111-137 Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos: Morgan Kaufmann Pub. ==== Related terms ==== Learner modeling, Intelligent Tutoring Systems. ==== Related documents ==== Carr B., Goldstein I.P. (1977) [http://dspace.mit.edu/bitstream/handle/1721.1/5772/AIM-406.pdf?sequence=2 Overlays, a theory of modelling for computer aided instruction] Pierre Dillenbourg P. Self J. (1992) [http://www.telearn.org/warehouse/DiILLENBOURG-1992_%28007237v1%29.pdf A framework for learner modelling] <br> ► [[TEL Dictionary entries]] 764 763 2012-02-14T15:02:26Z Manon 3 /* Related documents */ wikitext text/x-wiki <u>Draft 1</u> '''Editor:''' Nicolas Balacheff, LIG, Grenoble, France '''Contributors:''' .../... ==== Definition ==== The term overlay is extensively used in learner modeling research, especially for tutoring systems where Wenger acknowledges it as a "standard paradigm" (p.137). It has been coined by Carr and Goldstein in 1977 and defined in the following way: :"The kernel idea is to design a modular Expert program for the task, and to explain differences between the behavior of the Expert and the subject in terms of the lack, on the player's part, of some of the Expert skills. Thus, a model of the player is a set of hypotheses, each of which records the system's confidence that the player possesses a given skill. Such models are called overlays to reflect the fact that the model of the individual is basically a perturbation on the Expert's structure." (p.4) <br>While "overlay" would mean that one model is in some way covering the other, the definition from Carr and Goldstein restrict this relation in a way which suggested critics of this choice of term: :"An "overlay model" (Carr and Goldstein, 1977) is one in which the only possible diagnosed discrepancies are missing pieces of knowledge: RS*k ⊃ RSRL*k. The use of the term "overlay" is not ideal because of its ambiguity: "partial model" would definitely be better, but "overlay" has already a long history in ITS." (Dillenbourg and Self 1992) ==== Translation issues ==== French: expertise partielle. The term is often directly imported (overlay) ==== Disciplinary issues ==== This term has been coined as a response to the needs of a TEL research project. ==== References ==== Carr B., Goldstein I. P. (1977) Overlay: a theory of modelling for computer aided instruction. AI Memo 406. Cambridge USA: Massachusetts Institute of Technology Dillenbourg P., Self J. [http://www.telearn.org/open-archive/browse?resource=7237_v1] (1992) A framework for learner modelling. Interactive Learning Environments, 2 (2) 111-137 Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos: Morgan Kaufmann Pub. ==== Related terms ==== Learner modeling, Intelligent Tutoring Systems. ==== Related documents ==== Carr B., Goldstein I.P. (1977) [http://dspace.mit.edu/bitstream/handle/1721.1/5772/AIM-406.pdf?sequence=2 Overlays, a theory of modelling for computer aided instruction] Pierre Dillenbourg P. Self J. (1992) [http://www.telearn.org/warehouse/DiILLENBOURG-1992_%28007237v1%29.pdf A framework for learner modelling] <br> ► [[TEL Dictionary entries]] 763 601 2012-02-14T15:02:05Z Manon 3 /* References */ wikitext text/x-wiki <u>Draft 1</u> '''Editor:''' Nicolas Balacheff, LIG, Grenoble, France '''Contributors:''' .../... ==== Definition ==== The term overlay is extensively used in learner modeling research, especially for tutoring systems where Wenger acknowledges it as a "standard paradigm" (p.137). It has been coined by Carr and Goldstein in 1977 and defined in the following way: :"The kernel idea is to design a modular Expert program for the task, and to explain differences between the behavior of the Expert and the subject in terms of the lack, on the player's part, of some of the Expert skills. Thus, a model of the player is a set of hypotheses, each of which records the system's confidence that the player possesses a given skill. Such models are called overlays to reflect the fact that the model of the individual is basically a perturbation on the Expert's structure." (p.4) <br>While "overlay" would mean that one model is in some way covering the other, the definition from Carr and Goldstein restrict this relation in a way which suggested critics of this choice of term: :"An "overlay model" (Carr and Goldstein, 1977) is one in which the only possible diagnosed discrepancies are missing pieces of knowledge: RS*k ⊃ RSRL*k. The use of the term "overlay" is not ideal because of its ambiguity: "partial model" would definitely be better, but "overlay" has already a long history in ITS." (Dillenbourg and Self 1992) ==== Translation issues ==== French: expertise partielle. The term is often directly imported (overlay) ==== Disciplinary issues ==== This term has been coined as a response to the needs of a TEL research project. ==== References ==== Carr B., Goldstein I. P. (1977) Overlay: a theory of modelling for computer aided instruction. AI Memo 406. Cambridge USA: Massachusetts Institute of Technology Dillenbourg P., Self J. [http://www.telearn.org/open-archive/browse?resource=7237_v1] (1992) A framework for learner modelling. Interactive Learning Environments, 2 (2) 111-137 Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos: Morgan Kaufmann Pub. ==== Related terms ==== Learner modeling, Intelligent Tutoring Systems. ==== Related documents ==== Carr B., Goldstein I.P. (1977) [http://dspace.mit.edu/bitstream/handle/1721.1/5772/AIM-406.pdf?sequence=2 Overlays, a theory of modelling for computer aided instruction] Pierre Dillenbourg P. Self J. (1992) [http://tecfa.unige.ch/tecfa/publicat/dil-papers-2/Dil.7.2.4.pdf A framework for learner modelling] <br> ► [[TEL Dictionary entries]] 601 186 2012-01-12T10:52:11Z Zeiliger 2 /* Related documents */ wikitext text/x-wiki <u>Draft 1</u> '''Editor:''' Nicolas Balacheff, LIG, Grenoble, France '''Contributors:''' .../... ==== Definition ==== The term overlay is extensively used in learner modeling research, especially for tutoring systems where Wenger acknowledges it as a "standard paradigm" (p.137). It has been coined by Carr and Goldstein in 1977 and defined in the following way: :"The kernel idea is to design a modular Expert program for the task, and to explain differences between the behavior of the Expert and the subject in terms of the lack, on the player's part, of some of the Expert skills. Thus, a model of the player is a set of hypotheses, each of which records the system's confidence that the player possesses a given skill. Such models are called overlays to reflect the fact that the model of the individual is basically a perturbation on the Expert's structure." (p.4) <br>While "overlay" would mean that one model is in some way covering the other, the definition from Carr and Goldstein restrict this relation in a way which suggested critics of this choice of term: :"An "overlay model" (Carr and Goldstein, 1977) is one in which the only possible diagnosed discrepancies are missing pieces of knowledge: RS*k ⊃ RSRL*k. The use of the term "overlay" is not ideal because of its ambiguity: "partial model" would definitely be better, but "overlay" has already a long history in ITS." (Dillenbourg and Self 1992) ==== Translation issues ==== French: expertise partielle. The term is often directly imported (overlay) ==== Disciplinary issues ==== This term has been coined as a response to the needs of a TEL research project. ==== References ==== Carr B., Goldstein I. P. (1977) Overlay: a theory of modelling for computer aided instruction. AI Memo 406. Cambridge USA: Massachusetts Institute of Technology Dillenbourg P., Self J. (1992) A framework for learner modelling. Interactive Learning Environments, 2 (2) 111-137 Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos: Morgan Kaufmann Pub. ==== Related terms ==== Learner modeling, Intelligent Tutoring Systems. ==== Related documents ==== Carr B., Goldstein I.P. (1977) [http://dspace.mit.edu/bitstream/handle/1721.1/5772/AIM-406.pdf?sequence=2 Overlays, a theory of modelling for computer aided instruction] Pierre Dillenbourg P. Self J. (1992) [http://tecfa.unige.ch/tecfa/publicat/dil-papers-2/Dil.7.2.4.pdf A framework for learner modelling] <br> ► [[TEL Dictionary entries]] 186 142 2011-05-27T14:11:13Z Admin 1 wikitext text/x-wiki <u>Draft 1</u> '''Editor:''' Nicolas Balacheff, LIG, Grenoble, France '''Contributors:''' .../... ==== Definition ==== The term overlay is extensively used in learner modeling research, especially for tutoring systems where Wenger acknowledges it as a "standard paradigm" (p.137). It has been coined by Carr and Goldstein in 1977 and defined in the following way: :"The kernel idea is to design a modular Expert program for the task, and to explain differences between the behavior of the Expert and the subject in terms of the lack, on the player's part, of some of the Expert skills. Thus, a model of the player is a set of hypotheses, each of which records the system's confidence that the player possesses a given skill. Such models are called overlays to reflect the fact that the model of the individual is basically a perturbation on the Expert's structure." (p.4) <br>While "overlay" would mean that one model is in some way covering the other, the definition from Carr and Goldstein restrict this relation in a way which suggested critics of this choice of term: :"An "overlay model" (Carr and Goldstein, 1977) is one in which the only possible diagnosed discrepancies are missing pieces of knowledge: RS*k ⊃ RSRL*k. The use of the term "overlay" is not ideal because of its ambiguity: "partial model" would definitely be better, but "overlay" has already a long history in ITS." (Dillenbourg and Self 1992) ==== Translation issues ==== French: expertise partielle. The term is often directly imported (overlay) ==== Disciplinary issues ==== This term has been coined as a response to the needs of a TEL research project. ==== References ==== Carr B., Goldstein I. P. (1977) Overlay: a theory of modelling for computer aided instruction. AI Memo 406. Cambridge USA: Massachusetts Institute of Technology Dillenbourg P., Self J. (1992) A framework for learner modelling. Interactive Learning Environments, 2 (2) 111-137 Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos: Morgan Kaufmann Pub. ==== Related terms ==== Learner modeling, Intelligent Tutoring Systems. ==== Related documents ==== http://dspace.mit.edu/bitstream/handle/1721.1/5772/AIM-406.pdf?sequence=2 http://tecfa.unige.ch/tecfa/publicat/dil-papers-2/Dil.7.2.4.pdf <br> ► [[TEL Dictionary entries]] 142 98 2011-05-26T08:16:51Z Admin 1 wikitext text/x-wiki '''Editor:''' Nicolas Balacheff, LIG, Grenoble, France '''Contributors:''' .../... ==== Definition ==== The term overlay is extensively used in learner modeling research, especially for tutoring systems where Wenger acknowledges it as a "standard paradigm" (p.137). It has been coined by Carr and Goldstein in 1977 and defined in the following way: :"The kernel idea is to design a modular Expert program for the task, and to explain differences between the behavior of the Expert and the subject in terms of the lack, on the player's part, of some of the Expert skills. Thus, a model of the player is a set of hypotheses, each of which records the system's confidence that the player possesses a given skill. Such models are called overlays to reflect the fact that the model of the individual is basically a perturbation on the Expert's structure." (p.4) <br>While "overlay" would mean that one model is in some way covering the other, the definition from Carr and Goldstein restrict this relation in a way which suggested critics of this choice of term: :"An "overlay model" (Carr and Goldstein, 1977) is one in which the only possible diagnosed discrepancies are missing pieces of knowledge: RS*k ⊃ RSRL*k. The use of the term "overlay" is not ideal because of its ambiguity: "partial model" would definitely be better, but "overlay" has already a long history in ITS." (Dillenbourg and Self 1992) ==== <br>Translation issues ==== French: expertise partielle. The term is often directly imported (overlay) ==== Disciplinary issues ==== This term has been coined as a response to the needs of a TEL research project. ==== References ==== Carr B., Goldstein I. P. (1977) Overlay: a theory of modelling for computer aided instruction. AI Memo 406. Cambridge USA: Massachusetts Institute of Technology Dillenbourg P., Self J. (1992) A framework for learner modelling. Interactive Learning Environments, 2 (2) 111-137 Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos: Morgan Kaufmann Pub. ==== Related terms ==== Learner modeling, Intelligent Tutoring Systems. ==== Related documents ==== http://dspace.mit.edu/bitstream/handle/1721.1/5772/AIM-406.pdf?sequence=2 http://tecfa.unige.ch/tecfa/publicat/dil-papers-2/Dil.7.2.4.pdf<br> <br> ► [[TEL Dictionary entries]] 98 26 2011-05-24T09:40:54Z Admin 1 wikitext text/x-wiki {{Languages}} '''Editor:''' Nicolas Balacheff, LIG, Grenoble, France '''Contributors:''' .../... ==== Definition ==== The term overlay is extensively used in learner modeling research, especially for tutoring systems where Wenger acknowledges it as a "standard paradigm" (p.137). It has been coined by Carr and Goldstein in 1977 and defined in the following way: :"The kernel idea is to design a modular Expert program for the task, and to explain differences between the behavior of the Expert and the subject in terms of the lack, on the player's part, of some of the Expert skills. Thus, a model of the player is a set of hypotheses, each of which records the system's confidence that the player possesses a given skill. Such models are called overlays to reflect the fact that the model of the individual is basically a perturbation on the Expert's structure." (p.4) <br>While "overlay" would mean that one model is in some way covering the other, the definition from Carr and Goldstein restrict this relation in a way which suggested critics of this choice of term: :"An "overlay model" (Carr and Goldstein, 1977) is one in which the only possible diagnosed discrepancies are missing pieces of knowledge: RS*k ⊃ RSRL*k. The use of the term "overlay" is not ideal because of its ambiguity: "partial model" would definitely be better, but "overlay" has already a long history in ITS." (Dillenbourg and Self 1992) ==== <br>Translation issues ==== French: expertise partielle. The term is often directly imported (overlay) ==== Disciplinary issues ==== This term has been coined as a response to the needs of a TEL research project. ==== References ==== Carr B., Goldstein I. P. (1977) Overlay: a theory of modelling for computer aided instruction. AI Memo 406. Cambridge USA: Massachusetts Institute of Technology Dillenbourg P., Self J. (1992) A framework for learner modelling. Interactive Learning Environments, 2 (2) 111-137 Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos: Morgan Kaufmann Pub. ==== Related terms ==== Learner modeling, Intelligent Tutoring Systems. ==== Related documents ==== http://dspace.mit.edu/bitstream/handle/1721.1/5772/AIM-406.pdf?sequence=2 http://tecfa.unige.ch/tecfa/publicat/dil-papers-2/Dil.7.2.4.pdf<br> <br> ► [[TEL Dictionary entries]] 26 2011-05-17T13:28:16Z Zeiliger 2 Created page with "'''Editor:''' Nicolas Balacheff, LIG, Grenoble, France <br>'''Contributors:''' .../...<br> ==== Definition ==== The term overlay is extensively used in learner modeling resea..." wikitext text/x-wiki '''Editor:''' Nicolas Balacheff, LIG, Grenoble, France <br>'''Contributors:''' .../...<br> ==== Definition ==== The term overlay is extensively used in learner modeling research, especially for tutoring systems where Wenger acknowledges it as a "standard paradigm" (p.137). It has been coined by Carr and Goldstein in 1977 and defined in the following way: :"The kernel idea is to design a modular Expert program for the task, and to explain differences between the behavior of the Expert and the subject in terms of the lack, on the player's part, of some of the Expert skills. Thus, a model of the player is a set of hypotheses, each of which records the system's confidence that the player possesses a given skill. Such models are called overlays to reflect the fact that the model of the individual is basically a perturbation on the Expert's structure." (p.4) <br>While "overlay" would mean that one model is in some way covering the other, the definition from Carr and Goldstein restrict this relation in a way which suggested critics of this choice of term: :"An "overlay model" (Carr and Goldstein, 1977) is one in which the only possible diagnosed discrepancies are missing pieces of knowledge: RS*k ⊃ RSRL*k. The use of the term "overlay" is not ideal because of its ambiguity: "partial model" would definitely be better, but "overlay" has already a long history in ITS." (Dillenbourg and Self 1992) ==== <br>Translation issues ==== French: expertise partielle. The term is often directly imported (overlay) ==== Disciplinary issues ==== This term has been coined as a response to the needs of a TEL research project. ==== References ==== Carr B., Goldstein I. P. (1977) Overlay: a theory of modelling for computer aided instruction. AI Memo 406. Cambridge USA: Massachusetts Institute of Technology Dillenbourg P., Self J. (1992) A framework for learner modelling. Interactive Learning Environments, 2 (2) 111-137 Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos: Morgan Kaufmann Pub. ==== Related terms ==== Learner modeling, Intelligent Tutoring Systems. ==== Related documents ==== http://dspace.mit.edu/bitstream/handle/1721.1/5772/AIM-406.pdf?sequence=2 http://tecfa.unige.ch/tecfa/publicat/dil-papers-2/Dil.7.2.4.pdf<br> <br> ► [[TEL Dictionary entries]] 0 148 1204 1199 2013-03-04T12:27:34Z Balacheff 4 /* Основна литература */ wikitext text/x-wiki <h1>Оувърлей</h1> <u>раб. версия 1</u> '''Editor''': Nicolas Balacheff, LIG, Grenoble, France '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== Терминът овърлей е изключително често използван в изследванията за моделиране на учащия, особено за състеми за индивидуално обучение и обучение в малки групи, където Венгер го отчита като „стандартна парадигма” (р. 137). Терминът е въведен от Кар и Голдщайн през 1977 и дефиниран по следния начин: <blockquote> „ Същността на идеята се състои в проектирането на модулна програма Експерт за дадена задача, както и в конструирането на обяснение за разликите в поведението на Експерта и субекта-играч спрямо липсата у самия играч на уменията, които Експерта притежава. По този начин моделът на играча е изграден от група от хипотези, всяка от които записва информация за това доколко системата е сигурна, че играчът притежава дадено умение. Такива модели са наречени оувърлей, за да отразят факта, че в основата си моделът на инидивида представлява изкуствени малки изменемия върху начина, по който е изграден Експерта”. (стр. 4) </blockquote> Доката сама по себе си думата ‘оувърлей’ би значела, че един модел покрива по някакъв начин друг модел, дефиницията на Кар и Голдщай ограничава тази връзка, предизвиквайки критика върху избора на наименование: <blockquote> „ ‘Оувърлей модел’ (Carr and Goldstein, 1977) е такъв модел, при който единствените отчетени разминавания са липсващи части познание: RS*k ⊃ RSRL*k. Употребата на термина ‘оувърлей’ не е прецизна поради неговата двусмисленост. В този смисъл „частичен модел’ определено би бил по-добрият вариант. Въпреки това, думата ‘овърлей’ е установена отдавна в областта на интелигентните системи за индивидуално обучение и обучение в малки групи” (Dillenbourg and Self 1992). </blockquote> ====Сродни термини==== Моделиране на учащия, интлигентни системи за обучение ====Коментар по развитието на термина==== -/- ====Проблематика на превода==== Терминът често бива въвеждан директно. ====Предметна проблематика==== Този термин е бил въведен в отговор на нуждите на изследователски проект по технологично подпомогнато учене. ====Основна литература==== [http://dspace.mit.edu/bitstream/handle/1721.1/5772/AIM-406.pdf?sequence=2] Carr B., Goldstein I. P. (1977) Overlay: a theory of modelling for computer aided instruction. AI Memo 406. Cambridge USA: Massachusetts Institute of Technology [http://tecfa.unige.ch/tecfa/publicat/dil-papers-2/Dil.7.2.4.pdf] Dillenbourg P., Self J. (1992) A framework for learner modelling. Interactive Learning Environments, 2 (2) 111-137 [http://www.ewenger.com/pub/index.htm] Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos: Morgan Kaufmann Pub. 1199 1198 2013-03-04T12:15:07Z Balacheff 4 /* Определение */ wikitext text/x-wiki <h1>Оувърлей</h1> <u>раб. версия 1</u> '''Editor''': Nicolas Balacheff, LIG, Grenoble, France '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== Терминът овърлей е изключително често използван в изследванията за моделиране на учащия, особено за състеми за индивидуално обучение и обучение в малки групи, където Венгер го отчита като „стандартна парадигма” (р. 137). Терминът е въведен от Кар и Голдщайн през 1977 и дефиниран по следния начин: <blockquote> „ Същността на идеята се състои в проектирането на модулна програма Експерт за дадена задача, както и в конструирането на обяснение за разликите в поведението на Експерта и субекта-играч спрямо липсата у самия играч на уменията, които Експерта притежава. По този начин моделът на играча е изграден от група от хипотези, всяка от които записва информация за това доколко системата е сигурна, че играчът притежава дадено умение. Такива модели са наречени оувърлей, за да отразят факта, че в основата си моделът на инидивида представлява изкуствени малки изменемия върху начина, по който е изграден Експерта”. (стр. 4) </blockquote> Доката сама по себе си думата ‘оувърлей’ би значела, че един модел покрива по някакъв начин друг модел, дефиницията на Кар и Голдщай ограничава тази връзка, предизвиквайки критика върху избора на наименование: <blockquote> „ ‘Оувърлей модел’ (Carr and Goldstein, 1977) е такъв модел, при който единствените отчетени разминавания са липсващи части познание: RS*k ⊃ RSRL*k. Употребата на термина ‘оувърлей’ не е прецизна поради неговата двусмисленост. В този смисъл „частичен модел’ определено би бил по-добрият вариант. Въпреки това, думата ‘овърлей’ е установена отдавна в областта на интелигентните системи за индивидуално обучение и обучение в малки групи” (Dillenbourg and Self 1992). </blockquote> ====Сродни термини==== Моделиране на учащия, интлигентни системи за обучение ====Коментар по развитието на термина==== -/- ====Проблематика на превода==== Терминът често бива въвеждан директно. ====Предметна проблематика==== Този термин е бил въведен в отговор на нуждите на изследователски проект по технологично подпомогнато учене. ====Основна литература==== 1198 2013-03-04T12:13:52Z Balacheff 4 Created page with "<h1>Оувърлей</h1> <u>раб. версия 1</u> '''Editor''': Nicolas Balacheff, LIG, Grenoble, France '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova,..." wikitext text/x-wiki <h1>Оувърлей</h1> <u>раб. версия 1</u> '''Editor''': Nicolas Balacheff, LIG, Grenoble, France '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== Терминът овърлей е изключително често използван в изследванията за моделиране на учащия, особено за състеми за индивидуално обучение и обучение в малки групи, където Венгер го отчита като „стандартна парадигма” (р. 137). Терминът е въведен от Кар и Голдщайн през 1977 и дефиниран по следния начин: „ Същността на идеята се състои в проектирането на модулна програма Експерт за дадена задача, както и в конструирането на обяснение за разликите в поведението на Експерта и субекта-играч спрямо липсата у самия играч на уменията, които Експерта притежава. По този начин моделът на играча е изграден от група от хипотези, всяка от които записва информация за това доколко системата е сигурна, че играчът притежава дадено умение. Такива модели са наречени оувърлей, за да отразят факта, че в основата си моделът на инидивида представлява изкуствени малки изменемия върху начина, по който е изграден Експерта”. (стр. 4) Доката сама по себе си думата ‘оувърлей’ би значела, че един модел покрива по някакъв начин друг модел, дефиницията на Кар и Голдщай ограничава тази връзка, предизвиквайки критика върху избора на наименование: „ ‘Оувърлей модел’ (Carr and Goldstein, 1977) е такъв модел, при който единствените отчетени разминавания са липсващи части познание: RS*k ⊃ RSRL*k. Употребата на термина ‘оувърлей’ не е прецизна поради неговата двусмисленост. В този смисъл „частичен модел’ определено би бил по-добрият вариант. Въпреки това, думата ‘овърлей’ е установена отдавна в областта на интелигентните системи за индивидуално обучение и обучение в малки групи” (Dillenbourg and Self 1992). ====Сродни термини==== Моделиране на учащия, интлигентни системи за обучение ====Коментар по развитието на термина==== -/- ====Проблематика на превода==== Терминът често бива въвеждан директно. ====Предметна проблематика==== Този термин е бил въведен в отговор на нуждите на изследователски проект по технологично подпомогнато учене. ====Основна литература==== 0 26 100 99 2011-05-24T09:50:09Z Admin 1 wikitext text/x-wiki {{Languages}} == Expertise partielle == '''Editeur''': '''Contributeurs''': ==== Définition ==== ==== Questions de traduction ==== ==== Questions disciplinaires ==== ==== Références ==== ==== Termes en rapport ==== ==== Documents en rapport ==== 99 2011-05-24T09:49:56Z Admin 1 Created page with "{{Languages}} == Expertise partielle == '''Editeur''': '''Contributeurs''': ==== Définition ==== ==== Questions de traduction ==== ==== Questions disciplinaires ==== ..." wikitext text/x-wiki {{Languages}} == Expertise partielle == '''Editeur''': '''Contributeurs''': ==== Définition ==== ==== Questions de traduction ==== ==== Questions disciplinaires ==== ==== Références ==== ==== Termes en rapport ==== ==== Documents en rapport ==== 0 84 358 357 2011-09-02T09:17:27Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''Borítás (overlay)''' ''Szerző'': Nicolas Balacheff, LIG, Grenoble, France <br>''Munkatársak'': .../... ====Definíció==== Az overaly (borítás) kifejezés alapvetően a tanuló modellező kutatásokban használatos, főleg az oktató rendszerekben, ahol Wenger „standard paradigmaként“ ismeri el (p.137). Carr és Goldstein hozták létre 1977-ben és a következő képen definiálták: :„Az alap ötlet egy moduláris szakértői program megtervezése a feladat elvégzésére, és megmagyarázni a rendszer és az alany viselkedésbeli különbségeit a hiányzó kifejezések szempontjából a felhasználói oldalon pedig néhány szakértői képességet. Így a játékos modellje hipotézisek halmaza amelyek mindegyike rögzíti a rendszer bizonyosságát arról, hogy a játékos rendelkezik az adott készséggel. Az ilyen modelleket nevezzük borításnak, hogy tükrözzék a tényt mi szerint az egyén modellje alapvetően a szakértő rendszer összezavarása.“ (p.4) Amíg a „borítás“ azt is jelenthetné, hogy az egyik modell valamilyen módon takarja a másikat, addig Carr és Goldstein definíciója korlátozza ezt a kapcsolatot úgy, ahogy azt a választott kifejezés kritikusai javasolták: :"Egy „borító modell“ (Carr and Goldstein, 1977) An "overlay model" (Carr and Goldstein, 1977) az, amelyben az egyes lehetséges diagnosztizált eltérések tudásmorzsák: RS*k ⊃ RSRL*k. A „borítás“ kifejezés használata nem ideális a kétértelműsége miatt: a „részleges modell“ határozottan jobb lenne, de a „borítás“-nak már hosszú történelme van az ITS-en belül.“ (Dillenbourg and Self 1992) ====Fordítási kérdések==== Francia: expertise partielle. A kifejezés gyakran egyenesen importált (overlay). ====Tudományági kérdések==== Ennek a kifejezésnek a létrehozását a TEL kutatások projektjei tették szükségessé. ====Hivatkozások==== Carr B., Goldstein I. P. (1977) Overlay: a theory of modelling for computer aided instruction. AI Memo 406. Cambridge USA: Massachusetts Institute of Technology Dillenbourg P., Self J. (1992) A framework for learner modelling. Interactive Learning Environments, 2 (2) 111-137 Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos: Morgan Kaufmann Pub. ====Kapcsolódó kifejezések==== Tanuló modellezés, Intelligens oktató rendszerek. ====Kapcsolódó dokumentumok==== http://dspace.mit.edu/bitstream/handle/1721.1/5772/AIM-406.pdf?sequence=2 <br>http://tecfa.unige.ch/tecfa/publicat/dil-papers-2/Dil.7.2.4.pdf 357 2011-09-02T09:17:08Z Zeiliger 2 Created page with "{{languages}} '''Borítás (overlay)''' ''Szerző'': Nicolas Balacheff, LIG, Grenoble, France <br>''Munkatársak'': .../... ====Definíció==== Az overaly (borítás) kife..." wikitext text/x-wiki {{languages}} '''Borítás (overlay)''' ''Szerző'': Nicolas Balacheff, LIG, Grenoble, France <br>''Munkatársak'': .../... ====Definíció==== Az overaly (borítás) kifejezés alapvetően a tanuló modellező kutatásokban használatos, főleg az oktató rendszerekben, ahol Wenger „standard paradigmaként“ ismeri el (p.137). Carr és Goldstein hozták létre 1977-ben és a következő képen definiálták: :„Az alap ötlet egy moduláris szakértői program megtervezése a feladat elvégzésére, és megmagyarázni a rendszer és az alany viselkedésbeli különbségeit a hiányzó kifejezések szempontjából a felhasználói oldalon pedig néhány szakértői képességet. Így a játékos modellje hipotézisek halmaza amelyek mindegyike rögzíti a rendszer bizonyosságát arról, hogy a játékos rendelkezik az adott készséggel. Az ilyen modelleket nevezzük borításnak, hogy tükrözzék a tényt mi szerint az egyén modellje alapvetően a szakértő rendszer összezavarása.“ (p.4) Amíg a „borítás“ azt is jelenthetné, hogy az egyik modell valamilyen módon takarja a másikat, addig Carr és Goldstein definíciója korlátozza ezt a kapcsolatot úgy, ahogy azt a választott kifejezés kritikusai javasolták: :"Egy „borító modell“ (Carr and Goldstein, 1977) An "overlay model" (Carr and Goldstein, 1977) az, amelyben az egyes lehetséges diagnosztizált eltérések tudásmorzsák: RS*k ⊃ RSRL*k. A „borítás“ kifejezés használata nem ideális a kétértelműsége miatt: a „részleges modell“ határozottan jobb lenne, de a „borítás“-nak már hosszú történelme van az ITS-en belül.“ (Dillenbourg and Self 1992) ====Fordítási kérdések==== Francia: expertise partielle. A kifejezés gyakran egyenesen importált (overlay). ====Tudományági kérdések==== Ennek a kifejezésnek a létrehozását a TEL kutatások projektjei tették szükségessé. ====Hivatkozások==== Carr B., Goldstein I. P. (1977) Overlay: a theory of modelling for computer aided instruction. AI Memo 406. Cambridge USA: Massachusetts Institute of Technology Dillenbourg P., Self J. (1992) A framework for learner modelling. Interactive Learning Environments, 2 (2) 111-137 Wenger E. (1987) Artificial Intelligence and Tutoring Systems. Los Altos: Morgan Kaufmann Pub. ====Kapcsolódó kifejezések==== Tanuló modellezés, Intelligens oktató rendszerek. ====Kapcsolódó dokumentumok==== http://dspace.mit.edu/bitstream/handle/1721.1/5772/AIM-406.pdf?sequence=2 <br>http://tecfa.unige.ch/tecfa/publicat/dil-papers-2/Dil.7.2.4.pdf 0 163 1418 1417 2013-12-07T13:55:49Z Balacheff 4 /* Key References */ wikitext text/x-wiki Draft 3 '''Editor''': Philippe Dessus, Laboratoire des Sciences de l’Education, Univ. Grenoble Alpes, France '''Contributors''': …/… === Definition === #A Personalized Learning Environment (PLE) is the socio-psychological context students as individuals perceive in the classroom (Fraser, 2002). #A Personal Learning Environment is a digital space of which components have been selected and arranged by the learner to allow the access, organization, aggregation, building and sharing of learning material, in order to match his or her level of knowledge, competencies, needs, or preferences. === Comments on the history === The remainder of this entry focuses on the second meaning of PLEs (i.e. computer-based). The idea of personal learning environments is as old as that of personalization of computer-assisted learning environments, although the expression has not been used as such from the beginning. PLE research developed in the end of 1990's when looking for an alternative to less flexible Content Management Systems (CMS) and, later on as multi-purpose web 2.0 tools, both learner-centered and learner-driven (Johnson et al., 2006; Wilson et al., 2007). Two main periods of the research can be identified (Park &amp; Lee, 2004). The personalization at a macro-level (e.g. using pre-task measures and a priori information about instructional objectives and general learners traits). More recently, at a micro-level (e.g. using on-task measures of some learners characteristics). The innovation brought by the PLE approach is the fusion of many features of TEL (Technology-Enhanced Learning), often available separately elsewhere (Hall, 2009): <blockquote>- Fusion of content and people, since learners are both socially– and content–aware, allowing self-determined and co-authored content (e.g. wiki-based);</blockquote><blockquote>- Fusion of the applications made available by the PLE (mash-up);</blockquote><blockquote>- Fusion of the activities made possible within the system (e.g. search, review, read, write);</blockquote><blockquote>- Fusion of physical boundaries, software and physical environment, since other external resources can be part of the PLE;</blockquote><blockquote>- Fusion of temporal and institutional boundaries, with tools and activities proposed by institutions or chosen by learners (i.e. formal/informal learning).</blockquote> ===Related terms=== Personal Learning Network, Personalized Learning Environment, Student-Centered Learning Environment, Virtual Learning Environment, Mash-up, Content Management System, Distributed Learning Environment, Open Networked Learning Environment, Personalized Learning System, Complex Open-Ended Environment. === Translation issues === ''Français&nbsp;'': Environnement Personnel d'Apprentissage (EPA), Environnement d'Apprentissage Personnel (EAP) === Disciplinary issues === Several disciplines are concerned with PLE research, emphasizing three combinations of terms from the acronym (Fiedler &amp; Väljataga, 2011). First, computer scientists aiming at designing systems that can be used in context. Second, educational scientists aiming at measuring what is at stake when learners and teachers use PLEs and how they manage them. Third, instructional designers working on the way to design and personalize such systems. The following issues are still open and may lead to further research on PLEs. <blockquote>• ''Theoretical Issue''&nbsp;: A substantial amount of research about PLE discuss whether they are a concept or a technology (e.g. Fiedler &amp; Väljataga, 2011); more systematic and deeper research may investigate the following questions: Who/which personalizes and initiates the personalization (stakeholder view)? What to personalize (didactical and pedagogical view)? How and when to personalize, from which traces (feedback view)?</blockquote><blockquote>• ''Design Issue '': Since any PLE has to be built by learners themselves, can teachers devise efficient PLEs? Upon which process? Surprisingly few researches deal with the process of designing PLEs (see Berthold et al., 2012, however).</blockquote><blockquote>• ''Cognitive Issue '': How (and why) PLEs would be particularly able to support core features of the instructional process? Dessus et al. (2008) argued that the core abilities of the participants of an instructional situation are: – communicate/get information (search, recommend); – detect/monitor other's intentions, or detect the changes within the environment (understand gaps of knowledge, opinion, emotion, etc.); – get/provide feedback and discuss it (detect and trigger contradiction). These abilities may be used as a framework to describe and classify PLEs.</blockquote><blockquote>• ''Assessment Issue''&nbsp;: What kind of experiments would be setup in order to firmly establish the effects of PLEs on learning and teaching processes? For instance, their impacts (among other parameters often discussed) on motivation, self-regulation and social awareness.</blockquote><blockquote>• ''Overpersonalization Issue''&nbsp;: Pariser (2011) argued that search engines like Google overpersonalize their results, yielding “ [...] less room for the chance encounters that bring insight and learning”, since the reader's own knowledge and opinions are amplified. This risk may also be encountered in PLEs.</blockquote> === Key References === [http://link.springer.com/chapter/10.1007/978-3-642-28509-7_16] Berthold, M., Lachmann, P., Nussbaumer, A., Pachtchenko, S., Kiefel, A., &amp; Albert, D. (2012). Psycho-pedagogical mash-up design for personalising the learning environment. In L. Ardissono &amp; T. Kuflik (Eds.), Proc. Conf. UMAP 2011 (pp. 161–175). Heidelberg: Springer. DOI: 10.1007/978-3-642-28509-7_16 [http://hal.archives-ouvertes.fr/docs/00/30/85/91/PDF/dessusmandinzampa08.pdf] Dessus, P., Mandin, S., &amp; Zampa, V. (2008). What is teaching? Cognitive-based tutoring principles for the design of a learning environment. In S. Tazi &amp; K. Zreik (Eds.), Common innovation in e-learning, Machine learning and humanoid (ICHSL'6) (pp. 49–55). Paris: IEEE/Europia [retrieved on 1/7/2013] [http://www.igi-global.com/article/personal-learning-environments/60124] Fiedler, S. H. D., &amp; Väljataga, T. (2011). Personal learning environments: concept or technology? International Journal of Virtual and Personal Learning Environments, 2(4), 1–11. DOI:10.4018/jvple.2011100101 [http://www.asianscientist.com/books/wp-content/uploads/2013/05/5014_chap1.pdf] Fraser, B. J. (2002). Learning environments research: Yesterday, today and tomorrow. In S. C. Goh &amp; M. S. Khine (Eds.), Studies in educational learning environments: An international perspective (pp. 1–25). Londres: World Scientific. [http://www.google.fr/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CC8QFjAA&url=http%3A%2F%2Fwww.ejel.org%2Fissue%2Fdownload.html%3FidArticle%3D81&ei=HfbaUZW8FKXP0QW6-YGIBw&usg=AFQjCNGgOTeUKC0-pdTQPC1ZOOPTHqyOnQ&bvm=bv.48705608,d.d2k&cad=rja] Hall, R. (2009). Towards a fusion of formal and informal learning environments: The impact of the read/write web. Electronic Journal of e-Learning, 7(1), 29–40. [http://wiki.cetis.ac.uk/Ple/Report]Jonhson, M., Liber, O., Wilson, S., Milligan, C., Beauvoir, P., &amp; Sharples, P. (2006). The Personal Learning Environment: A report on the JISC CETIS PLE Project. Bolton: University of Bolton. [retrieved on 7/1/2013] [http://books.google.fr/books?id=-FWO0puw3nYC&dq=isbn:9781594203008&hl=fr] Pariser, E. (2011). The filter bubble: What the internet is hiding from you. New York: Penguin. [http://faculty.ksu.edu.sa/Alhassan/Hand%20book%20on%20research%20in%20educational%20communication/ER5849x_C037.fm.pdf] Park, O.-C., &amp; Lee, J. (2004). Adaptive instructional systems. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 651–684). Mahwah: Erlbaum [retrieved on 1/7/2013] [http://services.economia.unitn.it/ojs/index.php/Je-LKS_EN/article/viewFile/247/229] Wilson, S., Liber, O., Johnson, M., Beauvoir, P., Sharples, P., & Milligan, C. (2007). Personal Learning Environments: Challenging the dominant design of educational systems. Journal of e-Learning and Knowledge Society, 3(2), 27–38 [retrieved on 11/4/2013] 1417 1416 2013-12-07T13:49:06Z Balacheff 4 /* Comments on the history */ wikitext text/x-wiki Draft 3 '''Editor''': Philippe Dessus, Laboratoire des Sciences de l’Education, Univ. Grenoble Alpes, France '''Contributors''': …/… === Definition === #A Personalized Learning Environment (PLE) is the socio-psychological context students as individuals perceive in the classroom (Fraser, 2002). #A Personal Learning Environment is a digital space of which components have been selected and arranged by the learner to allow the access, organization, aggregation, building and sharing of learning material, in order to match his or her level of knowledge, competencies, needs, or preferences. === Comments on the history === The remainder of this entry focuses on the second meaning of PLEs (i.e. computer-based). The idea of personal learning environments is as old as that of personalization of computer-assisted learning environments, although the expression has not been used as such from the beginning. PLE research developed in the end of 1990's when looking for an alternative to less flexible Content Management Systems (CMS) and, later on as multi-purpose web 2.0 tools, both learner-centered and learner-driven (Johnson et al., 2006; Wilson et al., 2007). Two main periods of the research can be identified (Park &amp; Lee, 2004). The personalization at a macro-level (e.g. using pre-task measures and a priori information about instructional objectives and general learners traits). More recently, at a micro-level (e.g. using on-task measures of some learners characteristics). The innovation brought by the PLE approach is the fusion of many features of TEL (Technology-Enhanced Learning), often available separately elsewhere (Hall, 2009): <blockquote>- Fusion of content and people, since learners are both socially– and content–aware, allowing self-determined and co-authored content (e.g. wiki-based);</blockquote><blockquote>- Fusion of the applications made available by the PLE (mash-up);</blockquote><blockquote>- Fusion of the activities made possible within the system (e.g. search, review, read, write);</blockquote><blockquote>- Fusion of physical boundaries, software and physical environment, since other external resources can be part of the PLE;</blockquote><blockquote>- Fusion of temporal and institutional boundaries, with tools and activities proposed by institutions or chosen by learners (i.e. formal/informal learning).</blockquote> ===Related terms=== Personal Learning Network, Personalized Learning Environment, Student-Centered Learning Environment, Virtual Learning Environment, Mash-up, Content Management System, Distributed Learning Environment, Open Networked Learning Environment, Personalized Learning System, Complex Open-Ended Environment. === Translation issues === ''Français&nbsp;'': Environnement Personnel d'Apprentissage (EPA), Environnement d'Apprentissage Personnel (EAP) === Disciplinary issues === Several disciplines are concerned with PLE research, emphasizing three combinations of terms from the acronym (Fiedler &amp; Väljataga, 2011). First, computer scientists aiming at designing systems that can be used in context. Second, educational scientists aiming at measuring what is at stake when learners and teachers use PLEs and how they manage them. Third, instructional designers working on the way to design and personalize such systems. The following issues are still open and may lead to further research on PLEs. <blockquote>• ''Theoretical Issue''&nbsp;: A substantial amount of research about PLE discuss whether they are a concept or a technology (e.g. Fiedler &amp; Väljataga, 2011); more systematic and deeper research may investigate the following questions: Who/which personalizes and initiates the personalization (stakeholder view)? What to personalize (didactical and pedagogical view)? How and when to personalize, from which traces (feedback view)?</blockquote><blockquote>• ''Design Issue '': Since any PLE has to be built by learners themselves, can teachers devise efficient PLEs? Upon which process? Surprisingly few researches deal with the process of designing PLEs (see Berthold et al., 2012, however).</blockquote><blockquote>• ''Cognitive Issue '': How (and why) PLEs would be particularly able to support core features of the instructional process? Dessus et al. (2008) argued that the core abilities of the participants of an instructional situation are: – communicate/get information (search, recommend); – detect/monitor other's intentions, or detect the changes within the environment (understand gaps of knowledge, opinion, emotion, etc.); – get/provide feedback and discuss it (detect and trigger contradiction). These abilities may be used as a framework to describe and classify PLEs.</blockquote><blockquote>• ''Assessment Issue''&nbsp;: What kind of experiments would be setup in order to firmly establish the effects of PLEs on learning and teaching processes? For instance, their impacts (among other parameters often discussed) on motivation, self-regulation and social awareness.</blockquote><blockquote>• ''Overpersonalization Issue''&nbsp;: Pariser (2011) argued that search engines like Google overpersonalize their results, yielding “ [...] less room for the chance encounters that bring insight and learning”, since the reader's own knowledge and opinions are amplified. This risk may also be encountered in PLEs.</blockquote> === Key References === [http://link.springer.com/chapter/10.1007/978-3-642-28509-7_16] Berthold, M., Lachmann, P., Nussbaumer, A., Pachtchenko, S., Kiefel, A., &amp; Albert, D. (2012). Psycho-pedagogical mash-up design for personalising the learning environment. In L. Ardissono &amp; T. Kuflik (Eds.), Proc. Conf. UMAP 2011 (pp. 161–175). Heidelberg: Springer. DOI: 10.1007/978-3-642-28509-7_16 [http://hal.archives-ouvertes.fr/docs/00/30/85/91/PDF/dessusmandinzampa08.pdf] Dessus, P., Mandin, S., &amp; Zampa, V. (2008). What is teaching? Cognitive-based tutoring principles for the design of a learning environment. In S. Tazi &amp; K. Zreik (Eds.), Common innovation in e-learning, Machine learning and humanoid (ICHSL'6) (pp. 49–55). Paris: IEEE/Europia [retrieved on 1/7/2013] [http://www.igi-global.com/article/personal-learning-environments/60124] Fiedler, S. H. D., &amp; Väljataga, T. (2011). Personal learning environments: concept or technology? International Journal of Virtual and Personal Learning Environments, 2(4), 1–11. DOI:10.4018/jvple.2011100101 [http://www.asianscientist.com/books/wp-content/uploads/2013/05/5014_chap1.pdf] Fraser, B. J. (2002). Learning environments research: Yesterday, today and tomorrow. In S. C. Goh &amp; M. S. Khine (Eds.), Studies in educational learning environments: An international perspective (pp. 1–25). Londres: World Scientific. [http://www.google.fr/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CC8QFjAA&url=http%3A%2F%2Fwww.ejel.org%2Fissue%2Fdownload.html%3FidArticle%3D81&ei=HfbaUZW8FKXP0QW6-YGIBw&usg=AFQjCNGgOTeUKC0-pdTQPC1ZOOPTHqyOnQ&bvm=bv.48705608,d.d2k&cad=rja] Hall, R. (2009). Towards a fusion of formal and informal learning environments: The impact of the read/write web. Electronic Journal of e-Learning, 7(1), 29–40. [http://wiki.cetis.ac.uk/Ple/Report]Jonhson, M., Liber, O., Wilson, S., Milligan, C., Beauvoir, P., &amp; Sharples, P. (2006). The Personal Learning Environment: A report on the JISC CETIS PLE Project. Bolton: University of Bolton. [retrieved on 7/1/2013] [http://faculty.ksu.edu.sa/Alhassan/Hand%20book%20on%20research%20in%20educational%20communication/ER5849x_C037.fm.pdf] Pariser, E. (2011). The filter bubble: What the internet is hiding from you. New York: Penguin. Park, O.-C., &amp; Lee, J. (2004). Adaptive instructional systems. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 651–684). Mahwah: Erlbaum [retrieved on 1/7/2013] 1416 1415 2013-12-07T13:48:06Z Balacheff 4 /* Comments on the history */ wikitext text/x-wiki Draft 3 '''Editor''': Philippe Dessus, Laboratoire des Sciences de l’Education, Univ. Grenoble Alpes, France '''Contributors''': …/… === Definition === #A Personalized Learning Environment (PLE) is the socio-psychological context students as individuals perceive in the classroom (Fraser, 2002). #A Personal Learning Environment is a digital space of which components have been selected and arranged by the learner to allow the access, organization, aggregation, building and sharing of learning material, in order to match his or her level of knowledge, competencies, needs, or preferences. === Comments on the history === The remainder of this entry focuses on the second meaning of PLEs (i.e. computer-based). The idea of personal learning environments is as old as that of personalization of computer-assisted learning environments, although the expression has not been used as such from the beginning. PLE research developed in the end of 1990's when looking for an alternative to less flexible Content Management Systems (CMS) and, later on as multi-purpose web 2.0 tools, both learner-centered and learner-driven (Johnson et al., 2006; Wilson et al., 2007). Two main periods of the research can be identified (Park &amp; Lee, 2004). The personalization at a macro-level (e.g. using pre-task measures and a priori information about instructional objectives and general learners traits). More recently, at a micro-level (e.g. using on-task measures of some learners characteristics). The innovation brought by the PLE approach is the fusion of many features of TEL (Technology-Enhanced Learning), often available separately elsewhere (Hall, 2009): <blockquote>- Fusion of content and people, since learners are both socially– and content–aware, allowing self-determined and co-authored content (e.g. wiki-based).</blockquote><blockquote>- Fusion of the applications made available by the PLE (mash-up);</blockquote><blockquote>- Fusion of the activities made possible within the system (e.g. search, review, read, write);</blockquote><blockquote>- Fusion of physical boundaries, software and physical environment, since other external resources can be part of the PLE;</blockquote><blockquote>- Fusion of temporal and institutional boundaries, with tools and activities proposed by institutions or chosen by learners (i.e. formal/informal learning).</blockquote> ===Related terms=== Personal Learning Network, Personalized Learning Environment, Student-Centered Learning Environment, Virtual Learning Environment, Mash-up, Content Management System, Distributed Learning Environment, Open Networked Learning Environment, Personalized Learning System, Complex Open-Ended Environment. === Translation issues === ''Français&nbsp;'': Environnement Personnel d'Apprentissage (EPA), Environnement d'Apprentissage Personnel (EAP) === Disciplinary issues === Several disciplines are concerned with PLE research, emphasizing three combinations of terms from the acronym (Fiedler &amp; Väljataga, 2011). First, computer scientists aiming at designing systems that can be used in context. Second, educational scientists aiming at measuring what is at stake when learners and teachers use PLEs and how they manage them. Third, instructional designers working on the way to design and personalize such systems. The following issues are still open and may lead to further research on PLEs. <blockquote>• ''Theoretical Issue''&nbsp;: A substantial amount of research about PLE discuss whether they are a concept or a technology (e.g. Fiedler &amp; Väljataga, 2011); more systematic and deeper research may investigate the following questions: Who/which personalizes and initiates the personalization (stakeholder view)? What to personalize (didactical and pedagogical view)? How and when to personalize, from which traces (feedback view)?</blockquote><blockquote>• ''Design Issue '': Since any PLE has to be built by learners themselves, can teachers devise efficient PLEs? Upon which process? Surprisingly few researches deal with the process of designing PLEs (see Berthold et al., 2012, however).</blockquote><blockquote>• ''Cognitive Issue '': How (and why) PLEs would be particularly able to support core features of the instructional process? Dessus et al. (2008) argued that the core abilities of the participants of an instructional situation are: – communicate/get information (search, recommend); – detect/monitor other's intentions, or detect the changes within the environment (understand gaps of knowledge, opinion, emotion, etc.); – get/provide feedback and discuss it (detect and trigger contradiction). These abilities may be used as a framework to describe and classify PLEs.</blockquote><blockquote>• ''Assessment Issue''&nbsp;: What kind of experiments would be setup in order to firmly establish the effects of PLEs on learning and teaching processes? For instance, their impacts (among other parameters often discussed) on motivation, self-regulation and social awareness.</blockquote><blockquote>• ''Overpersonalization Issue''&nbsp;: Pariser (2011) argued that search engines like Google overpersonalize their results, yielding “ [...] less room for the chance encounters that bring insight and learning”, since the reader's own knowledge and opinions are amplified. This risk may also be encountered in PLEs.</blockquote> === Key References === [http://link.springer.com/chapter/10.1007/978-3-642-28509-7_16] Berthold, M., Lachmann, P., Nussbaumer, A., Pachtchenko, S., Kiefel, A., &amp; Albert, D. (2012). Psycho-pedagogical mash-up design for personalising the learning environment. In L. Ardissono &amp; T. Kuflik (Eds.), Proc. Conf. UMAP 2011 (pp. 161–175). Heidelberg: Springer. DOI: 10.1007/978-3-642-28509-7_16 [http://hal.archives-ouvertes.fr/docs/00/30/85/91/PDF/dessusmandinzampa08.pdf] Dessus, P., Mandin, S., &amp; Zampa, V. (2008). What is teaching? Cognitive-based tutoring principles for the design of a learning environment. In S. Tazi &amp; K. Zreik (Eds.), Common innovation in e-learning, Machine learning and humanoid (ICHSL'6) (pp. 49–55). Paris: IEEE/Europia [retrieved on 1/7/2013] [http://www.igi-global.com/article/personal-learning-environments/60124] Fiedler, S. H. D., &amp; Väljataga, T. (2011). Personal learning environments: concept or technology? International Journal of Virtual and Personal Learning Environments, 2(4), 1–11. DOI:10.4018/jvple.2011100101 [http://www.asianscientist.com/books/wp-content/uploads/2013/05/5014_chap1.pdf] Fraser, B. J. (2002). Learning environments research: Yesterday, today and tomorrow. In S. C. Goh &amp; M. S. Khine (Eds.), Studies in educational learning environments: An international perspective (pp. 1–25). Londres: World Scientific. [http://www.google.fr/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CC8QFjAA&url=http%3A%2F%2Fwww.ejel.org%2Fissue%2Fdownload.html%3FidArticle%3D81&ei=HfbaUZW8FKXP0QW6-YGIBw&usg=AFQjCNGgOTeUKC0-pdTQPC1ZOOPTHqyOnQ&bvm=bv.48705608,d.d2k&cad=rja] Hall, R. (2009). Towards a fusion of formal and informal learning environments: The impact of the read/write web. Electronic Journal of e-Learning, 7(1), 29–40. [http://wiki.cetis.ac.uk/Ple/Report]Jonhson, M., Liber, O., Wilson, S., Milligan, C., Beauvoir, P., &amp; Sharples, P. (2006). The Personal Learning Environment: A report on the JISC CETIS PLE Project. Bolton: University of Bolton. [retrieved on 7/1/2013] [http://faculty.ksu.edu.sa/Alhassan/Hand%20book%20on%20research%20in%20educational%20communication/ER5849x_C037.fm.pdf] Pariser, E. (2011). The filter bubble: What the internet is hiding from you. New York: Penguin. Park, O.-C., &amp; Lee, J. (2004). Adaptive instructional systems. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 651–684). Mahwah: Erlbaum [retrieved on 1/7/2013] 1415 1414 2013-12-07T13:46:51Z Balacheff 4 wikitext text/x-wiki Draft 3 '''Editor''': Philippe Dessus, Laboratoire des Sciences de l’Education, Univ. Grenoble Alpes, France '''Contributors''': …/… === Definition === #A Personalized Learning Environment (PLE) is the socio-psychological context students as individuals perceive in the classroom (Fraser, 2002). #A Personal Learning Environment is a digital space of which components have been selected and arranged by the learner to allow the access, organization, aggregation, building and sharing of learning material, in order to match his or her level of knowledge, competencies, needs, or preferences. === Comments on the history === The remainder of this entry focuses on the second meaning of PLEs (i.e. computer-based). The idea of personal learning environments is as old as that of personalization of computer-assisted learning environments, although the expression has not been used as such from the beginning. PLE research developed in the end of 1990's when looking for an alternative to less flexible Content Management Systems (CMS) and as multi-purpose web 2.0 tools, both learner-centered and learner-driven (Johnson et al., 2006). Two main periods of the research can be identified (Park &amp; Lee, 2004). The personalization at a macro-level (e.g. using pre-task measures and a priori information about instructional objectives and general learners traits). More recently, at a micro-level (e.g. using on-task measures of some learners characteristics). The innovation brought by the PLE approach is the fusion of many features of TEL (Technology-Enhanced Learning), often available separately elsewhere (Hall, 2009): <blockquote>- Fusion of content and people, since learners are both socially– and content–aware, allowing self-determined and co-authored content (e.g. wiki-based).</blockquote><blockquote>- Fusion of the applications made available by the PLE (mash-up);</blockquote><blockquote>- Fusion of the activities made possible within the system (e.g. search, review, read, write);</blockquote><blockquote>- Fusion of physical boundaries, software and physical environment, since other external resources can be part of the PLE;</blockquote><blockquote>- Fusion of temporal and institutional boundaries, with tools and activities proposed by institutions or chosen by learners (i.e. formal/informal learning).</blockquote> ===Related terms=== Personal Learning Network, Personalized Learning Environment, Student-Centered Learning Environment, Virtual Learning Environment, Mash-up, Content Management System, Distributed Learning Environment, Open Networked Learning Environment, Personalized Learning System, Complex Open-Ended Environment. === Translation issues === ''Français&nbsp;'': Environnement Personnel d'Apprentissage (EPA), Environnement d'Apprentissage Personnel (EAP) === Disciplinary issues === Several disciplines are concerned with PLE research, emphasizing three combinations of terms from the acronym (Fiedler &amp; Väljataga, 2011). First, computer scientists aiming at designing systems that can be used in context. Second, educational scientists aiming at measuring what is at stake when learners and teachers use PLEs and how they manage them. Third, instructional designers working on the way to design and personalize such systems. The following issues are still open and may lead to further research on PLEs. <blockquote>• ''Theoretical Issue''&nbsp;: A substantial amount of research about PLE discuss whether they are a concept or a technology (e.g. Fiedler &amp; Väljataga, 2011); more systematic and deeper research may investigate the following questions: Who/which personalizes and initiates the personalization (stakeholder view)? What to personalize (didactical and pedagogical view)? How and when to personalize, from which traces (feedback view)?</blockquote><blockquote>• ''Design Issue '': Since any PLE has to be built by learners themselves, can teachers devise efficient PLEs? Upon which process? Surprisingly few researches deal with the process of designing PLEs (see Berthold et al., 2012, however).</blockquote><blockquote>• ''Cognitive Issue '': How (and why) PLEs would be particularly able to support core features of the instructional process? Dessus et al. (2008) argued that the core abilities of the participants of an instructional situation are: – communicate/get information (search, recommend); – detect/monitor other's intentions, or detect the changes within the environment (understand gaps of knowledge, opinion, emotion, etc.); – get/provide feedback and discuss it (detect and trigger contradiction). These abilities may be used as a framework to describe and classify PLEs.</blockquote><blockquote>• ''Assessment Issue''&nbsp;: What kind of experiments would be setup in order to firmly establish the effects of PLEs on learning and teaching processes? For instance, their impacts (among other parameters often discussed) on motivation, self-regulation and social awareness.</blockquote><blockquote>• ''Overpersonalization Issue''&nbsp;: Pariser (2011) argued that search engines like Google overpersonalize their results, yielding “ [...] less room for the chance encounters that bring insight and learning”, since the reader's own knowledge and opinions are amplified. This risk may also be encountered in PLEs.</blockquote> === Key References === [http://link.springer.com/chapter/10.1007/978-3-642-28509-7_16] Berthold, M., Lachmann, P., Nussbaumer, A., Pachtchenko, S., Kiefel, A., &amp; Albert, D. (2012). Psycho-pedagogical mash-up design for personalising the learning environment. In L. Ardissono &amp; T. Kuflik (Eds.), Proc. Conf. UMAP 2011 (pp. 161–175). Heidelberg: Springer. DOI: 10.1007/978-3-642-28509-7_16 [http://hal.archives-ouvertes.fr/docs/00/30/85/91/PDF/dessusmandinzampa08.pdf] Dessus, P., Mandin, S., &amp; Zampa, V. (2008). What is teaching? Cognitive-based tutoring principles for the design of a learning environment. In S. Tazi &amp; K. Zreik (Eds.), Common innovation in e-learning, Machine learning and humanoid (ICHSL'6) (pp. 49–55). Paris: IEEE/Europia [retrieved on 1/7/2013] [http://www.igi-global.com/article/personal-learning-environments/60124] Fiedler, S. H. D., &amp; Väljataga, T. (2011). Personal learning environments: concept or technology? International Journal of Virtual and Personal Learning Environments, 2(4), 1–11. DOI:10.4018/jvple.2011100101 [http://www.asianscientist.com/books/wp-content/uploads/2013/05/5014_chap1.pdf] Fraser, B. J. (2002). Learning environments research: Yesterday, today and tomorrow. In S. C. Goh &amp; M. S. Khine (Eds.), Studies in educational learning environments: An international perspective (pp. 1–25). Londres: World Scientific. [http://www.google.fr/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CC8QFjAA&url=http%3A%2F%2Fwww.ejel.org%2Fissue%2Fdownload.html%3FidArticle%3D81&ei=HfbaUZW8FKXP0QW6-YGIBw&usg=AFQjCNGgOTeUKC0-pdTQPC1ZOOPTHqyOnQ&bvm=bv.48705608,d.d2k&cad=rja] Hall, R. (2009). Towards a fusion of formal and informal learning environments: The impact of the read/write web. Electronic Journal of e-Learning, 7(1), 29–40. [http://wiki.cetis.ac.uk/Ple/Report]Jonhson, M., Liber, O., Wilson, S., Milligan, C., Beauvoir, P., &amp; Sharples, P. (2006). The Personal Learning Environment: A report on the JISC CETIS PLE Project. Bolton: University of Bolton. [retrieved on 7/1/2013] [http://faculty.ksu.edu.sa/Alhassan/Hand%20book%20on%20research%20in%20educational%20communication/ER5849x_C037.fm.pdf] Pariser, E. (2011). The filter bubble: What the internet is hiding from you. New York: Penguin. Park, O.-C., &amp; Lee, J. (2004). Adaptive instructional systems. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 651–684). Mahwah: Erlbaum [retrieved on 1/7/2013] 1414 1378 2013-12-07T13:46:20Z Balacheff 4 /* Definition */ wikitext text/x-wiki Draft 1 '''Editor''': Philippe Dessus, Laboratoire des Sciences de l’Education, Univ. Grenoble Alpes, France '''Contributors''': …/… === Definition === #A Personalized Learning Environment (PLE) is the socio-psychological context students as individuals perceive in the classroom (Fraser, 2002). #A Personal Learning Environment is a digital space of which components have been selected and arranged by the learner to allow the access, organization, aggregation, building and sharing of learning material, in order to match his or her level of knowledge, competencies, needs, or preferences. === Comments on the history === The remainder of this entry focuses on the second meaning of PLEs (i.e. computer-based). The idea of personal learning environments is as old as that of personalization of computer-assisted learning environments, although the expression has not been used as such from the beginning. PLE research developed in the end of 1990's when looking for an alternative to less flexible Content Management Systems (CMS) and as multi-purpose web 2.0 tools, both learner-centered and learner-driven (Johnson et al., 2006). Two main periods of the research can be identified (Park &amp; Lee, 2004). The personalization at a macro-level (e.g. using pre-task measures and a priori information about instructional objectives and general learners traits). More recently, at a micro-level (e.g. using on-task measures of some learners characteristics). The innovation brought by the PLE approach is the fusion of many features of TEL (Technology-Enhanced Learning), often available separately elsewhere (Hall, 2009): <blockquote>- Fusion of content and people, since learners are both socially– and content–aware, allowing self-determined and co-authored content (e.g. wiki-based).</blockquote><blockquote>- Fusion of the applications made available by the PLE (mash-up);</blockquote><blockquote>- Fusion of the activities made possible within the system (e.g. search, review, read, write);</blockquote><blockquote>- Fusion of physical boundaries, software and physical environment, since other external resources can be part of the PLE;</blockquote><blockquote>- Fusion of temporal and institutional boundaries, with tools and activities proposed by institutions or chosen by learners (i.e. formal/informal learning).</blockquote> ===Related terms=== Personal Learning Network, Personalized Learning Environment, Student-Centered Learning Environment, Virtual Learning Environment, Mash-up, Content Management System, Distributed Learning Environment, Open Networked Learning Environment, Personalized Learning System, Complex Open-Ended Environment. === Translation issues === ''Français&nbsp;'': Environnement Personnel d'Apprentissage (EPA), Environnement d'Apprentissage Personnel (EAP) === Disciplinary issues === Several disciplines are concerned with PLE research, emphasizing three combinations of terms from the acronym (Fiedler &amp; Väljataga, 2011). First, computer scientists aiming at designing systems that can be used in context. Second, educational scientists aiming at measuring what is at stake when learners and teachers use PLEs and how they manage them. Third, instructional designers working on the way to design and personalize such systems. The following issues are still open and may lead to further research on PLEs. <blockquote>• ''Theoretical Issue''&nbsp;: A substantial amount of research about PLE discuss whether they are a concept or a technology (e.g. Fiedler &amp; Väljataga, 2011); more systematic and deeper research may investigate the following questions: Who/which personalizes and initiates the personalization (stakeholder view)? What to personalize (didactical and pedagogical view)? How and when to personalize, from which traces (feedback view)?</blockquote><blockquote>• ''Design Issue '': Since any PLE has to be built by learners themselves, can teachers devise efficient PLEs? Upon which process? Surprisingly few researches deal with the process of designing PLEs (see Berthold et al., 2012, however).</blockquote><blockquote>• ''Cognitive Issue '': How (and why) PLEs would be particularly able to support core features of the instructional process? Dessus et al. (2008) argued that the core abilities of the participants of an instructional situation are: – communicate/get information (search, recommend); – detect/monitor other's intentions, or detect the changes within the environment (understand gaps of knowledge, opinion, emotion, etc.); – get/provide feedback and discuss it (detect and trigger contradiction). These abilities may be used as a framework to describe and classify PLEs.</blockquote><blockquote>• ''Assessment Issue''&nbsp;: What kind of experiments would be setup in order to firmly establish the effects of PLEs on learning and teaching processes? For instance, their impacts (among other parameters often discussed) on motivation, self-regulation and social awareness.</blockquote><blockquote>• ''Overpersonalization Issue''&nbsp;: Pariser (2011) argued that search engines like Google overpersonalize their results, yielding “ [...] less room for the chance encounters that bring insight and learning”, since the reader's own knowledge and opinions are amplified. This risk may also be encountered in PLEs.</blockquote> === Key References === [http://link.springer.com/chapter/10.1007/978-3-642-28509-7_16] Berthold, M., Lachmann, P., Nussbaumer, A., Pachtchenko, S., Kiefel, A., &amp; Albert, D. (2012). Psycho-pedagogical mash-up design for personalising the learning environment. In L. Ardissono &amp; T. Kuflik (Eds.), Proc. Conf. UMAP 2011 (pp. 161–175). Heidelberg: Springer. DOI: 10.1007/978-3-642-28509-7_16 [http://hal.archives-ouvertes.fr/docs/00/30/85/91/PDF/dessusmandinzampa08.pdf] Dessus, P., Mandin, S., &amp; Zampa, V. (2008). What is teaching? Cognitive-based tutoring principles for the design of a learning environment. In S. Tazi &amp; K. Zreik (Eds.), Common innovation in e-learning, Machine learning and humanoid (ICHSL'6) (pp. 49–55). Paris: IEEE/Europia [retrieved on 1/7/2013] [http://www.igi-global.com/article/personal-learning-environments/60124] Fiedler, S. H. D., &amp; Väljataga, T. (2011). Personal learning environments: concept or technology? International Journal of Virtual and Personal Learning Environments, 2(4), 1–11. DOI:10.4018/jvple.2011100101 [http://www.asianscientist.com/books/wp-content/uploads/2013/05/5014_chap1.pdf] Fraser, B. J. (2002). Learning environments research: Yesterday, today and tomorrow. In S. C. Goh &amp; M. S. Khine (Eds.), Studies in educational learning environments: An international perspective (pp. 1–25). Londres: World Scientific. [http://www.google.fr/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CC8QFjAA&url=http%3A%2F%2Fwww.ejel.org%2Fissue%2Fdownload.html%3FidArticle%3D81&ei=HfbaUZW8FKXP0QW6-YGIBw&usg=AFQjCNGgOTeUKC0-pdTQPC1ZOOPTHqyOnQ&bvm=bv.48705608,d.d2k&cad=rja] Hall, R. (2009). Towards a fusion of formal and informal learning environments: The impact of the read/write web. Electronic Journal of e-Learning, 7(1), 29–40. [http://wiki.cetis.ac.uk/Ple/Report]Jonhson, M., Liber, O., Wilson, S., Milligan, C., Beauvoir, P., &amp; Sharples, P. (2006). The Personal Learning Environment: A report on the JISC CETIS PLE Project. Bolton: University of Bolton. [retrieved on 7/1/2013] [http://faculty.ksu.edu.sa/Alhassan/Hand%20book%20on%20research%20in%20educational%20communication/ER5849x_C037.fm.pdf] Pariser, E. (2011). The filter bubble: What the internet is hiding from you. New York: Penguin. Park, O.-C., &amp; Lee, J. (2004). Adaptive instructional systems. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 651–684). Mahwah: Erlbaum [retrieved on 1/7/2013] 1378 1377 2013-07-08T17:28:01Z Balacheff 4 /* Key References */ wikitext text/x-wiki Draft 1 '''Editor''': Philippe Dessus, Laboratoire des Sciences de l’Education, Univ. Grenoble Alpes, France '''Contributors''': …/… === Definition === #A Personal Learning Environment (PLE) is the socio-psychological context students as individuals perceive in the classroom (Fraser, 2002). #A Personal Learning Environment is a digital space of which components have been selected and arranged by the learner to allow the access, organization, aggregation, building and sharing of learning material, in order to match his or her level of knowledge, competencies, needs, or preferences. === Comments on the history === The remainder of this entry focuses on the second meaning of PLEs (i.e. computer-based). The idea of personal learning environments is as old as that of personalization of computer-assisted learning environments, although the expression has not been used as such from the beginning. PLE research developed in the end of 1990's when looking for an alternative to less flexible Content Management Systems (CMS) and as multi-purpose web 2.0 tools, both learner-centered and learner-driven (Johnson et al., 2006). Two main periods of the research can be identified (Park &amp; Lee, 2004). The personalization at a macro-level (e.g. using pre-task measures and a priori information about instructional objectives and general learners traits). More recently, at a micro-level (e.g. using on-task measures of some learners characteristics). The innovation brought by the PLE approach is the fusion of many features of TEL (Technology-Enhanced Learning), often available separately elsewhere (Hall, 2009): <blockquote>- Fusion of content and people, since learners are both socially– and content–aware, allowing self-determined and co-authored content (e.g. wiki-based).</blockquote><blockquote>- Fusion of the applications made available by the PLE (mash-up);</blockquote><blockquote>- Fusion of the activities made possible within the system (e.g. search, review, read, write);</blockquote><blockquote>- Fusion of physical boundaries, software and physical environment, since other external resources can be part of the PLE;</blockquote><blockquote>- Fusion of temporal and institutional boundaries, with tools and activities proposed by institutions or chosen by learners (i.e. formal/informal learning).</blockquote> ===Related terms=== Personal Learning Network, Personalized Learning Environment, Student-Centered Learning Environment, Virtual Learning Environment, Mash-up, Content Management System, Distributed Learning Environment, Open Networked Learning Environment, Personalized Learning System, Complex Open-Ended Environment. === Translation issues === ''Français&nbsp;'': Environnement Personnel d'Apprentissage (EPA), Environnement d'Apprentissage Personnel (EAP) === Disciplinary issues === Several disciplines are concerned with PLE research, emphasizing three combinations of terms from the acronym (Fiedler &amp; Väljataga, 2011). First, computer scientists aiming at designing systems that can be used in context. Second, educational scientists aiming at measuring what is at stake when learners and teachers use PLEs and how they manage them. Third, instructional designers working on the way to design and personalize such systems. The following issues are still open and may lead to further research on PLEs. <blockquote>• ''Theoretical Issue''&nbsp;: A substantial amount of research about PLE discuss whether they are a concept or a technology (e.g. Fiedler &amp; Väljataga, 2011); more systematic and deeper research may investigate the following questions: Who/which personalizes and initiates the personalization (stakeholder view)? What to personalize (didactical and pedagogical view)? How and when to personalize, from which traces (feedback view)?</blockquote><blockquote>• ''Design Issue '': Since any PLE has to be built by learners themselves, can teachers devise efficient PLEs? Upon which process? Surprisingly few researches deal with the process of designing PLEs (see Berthold et al., 2012, however).</blockquote><blockquote>• ''Cognitive Issue '': How (and why) PLEs would be particularly able to support core features of the instructional process? Dessus et al. (2008) argued that the core abilities of the participants of an instructional situation are: – communicate/get information (search, recommend); – detect/monitor other's intentions, or detect the changes within the environment (understand gaps of knowledge, opinion, emotion, etc.); – get/provide feedback and discuss it (detect and trigger contradiction). These abilities may be used as a framework to describe and classify PLEs.</blockquote><blockquote>• ''Assessment Issue''&nbsp;: What kind of experiments would be setup in order to firmly establish the effects of PLEs on learning and teaching processes? For instance, their impacts (among other parameters often discussed) on motivation, self-regulation and social awareness.</blockquote><blockquote>• ''Overpersonalization Issue''&nbsp;: Pariser (2011) argued that search engines like Google overpersonalize their results, yielding “ [...] less room for the chance encounters that bring insight and learning”, since the reader's own knowledge and opinions are amplified. This risk may also be encountered in PLEs.</blockquote> === Key References === [http://link.springer.com/chapter/10.1007/978-3-642-28509-7_16] Berthold, M., Lachmann, P., Nussbaumer, A., Pachtchenko, S., Kiefel, A., &amp; Albert, D. (2012). Psycho-pedagogical mash-up design for personalising the learning environment. In L. Ardissono &amp; T. Kuflik (Eds.), Proc. Conf. UMAP 2011 (pp. 161–175). Heidelberg: Springer. DOI: 10.1007/978-3-642-28509-7_16 [http://hal.archives-ouvertes.fr/docs/00/30/85/91/PDF/dessusmandinzampa08.pdf] Dessus, P., Mandin, S., &amp; Zampa, V. (2008). What is teaching? Cognitive-based tutoring principles for the design of a learning environment. In S. Tazi &amp; K. Zreik (Eds.), Common innovation in e-learning, Machine learning and humanoid (ICHSL'6) (pp. 49–55). Paris: IEEE/Europia [retrieved on 1/7/2013] [http://www.igi-global.com/article/personal-learning-environments/60124] Fiedler, S. H. D., &amp; Väljataga, T. (2011). Personal learning environments: concept or technology? International Journal of Virtual and Personal Learning Environments, 2(4), 1–11. DOI:10.4018/jvple.2011100101 [http://www.asianscientist.com/books/wp-content/uploads/2013/05/5014_chap1.pdf] Fraser, B. J. (2002). Learning environments research: Yesterday, today and tomorrow. In S. C. Goh &amp; M. S. Khine (Eds.), Studies in educational learning environments: An international perspective (pp. 1–25). Londres: World Scientific. [http://www.google.fr/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CC8QFjAA&url=http%3A%2F%2Fwww.ejel.org%2Fissue%2Fdownload.html%3FidArticle%3D81&ei=HfbaUZW8FKXP0QW6-YGIBw&usg=AFQjCNGgOTeUKC0-pdTQPC1ZOOPTHqyOnQ&bvm=bv.48705608,d.d2k&cad=rja] Hall, R. (2009). Towards a fusion of formal and informal learning environments: The impact of the read/write web. Electronic Journal of e-Learning, 7(1), 29–40. [http://wiki.cetis.ac.uk/Ple/Report]Jonhson, M., Liber, O., Wilson, S., Milligan, C., Beauvoir, P., &amp; Sharples, P. (2006). The Personal Learning Environment: A report on the JISC CETIS PLE Project. Bolton: University of Bolton. [retrieved on 7/1/2013] [http://faculty.ksu.edu.sa/Alhassan/Hand%20book%20on%20research%20in%20educational%20communication/ER5849x_C037.fm.pdf] Pariser, E. (2011). The filter bubble: What the internet is hiding from you. New York: Penguin. Park, O.-C., &amp; Lee, J. (2004). Adaptive instructional systems. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 651–684). Mahwah: Erlbaum [retrieved on 1/7/2013] 1377 1376 2013-07-08T16:21:19Z Balacheff 4 wikitext text/x-wiki Draft 1 '''Editor''': Philippe Dessus, Laboratoire des Sciences de l’Education, Univ. Grenoble Alpes, France '''Contributors''': …/… === Definition === #A Personal Learning Environment (PLE) is the socio-psychological context students as individuals perceive in the classroom (Fraser, 2002). #A Personal Learning Environment is a digital space of which components have been selected and arranged by the learner to allow the access, organization, aggregation, building and sharing of learning material, in order to match his or her level of knowledge, competencies, needs, or preferences. === Comments on the history === The remainder of this entry focuses on the second meaning of PLEs (i.e. computer-based). The idea of personal learning environments is as old as that of personalization of computer-assisted learning environments, although the expression has not been used as such from the beginning. PLE research developed in the end of 1990's when looking for an alternative to less flexible Content Management Systems (CMS) and as multi-purpose web 2.0 tools, both learner-centered and learner-driven (Johnson et al., 2006). Two main periods of the research can be identified (Park &amp; Lee, 2004). The personalization at a macro-level (e.g. using pre-task measures and a priori information about instructional objectives and general learners traits). More recently, at a micro-level (e.g. using on-task measures of some learners characteristics). The innovation brought by the PLE approach is the fusion of many features of TEL (Technology-Enhanced Learning), often available separately elsewhere (Hall, 2009): <blockquote>- Fusion of content and people, since learners are both socially– and content–aware, allowing self-determined and co-authored content (e.g. wiki-based).</blockquote><blockquote>- Fusion of the applications made available by the PLE (mash-up);</blockquote><blockquote>- Fusion of the activities made possible within the system (e.g. search, review, read, write);</blockquote><blockquote>- Fusion of physical boundaries, software and physical environment, since other external resources can be part of the PLE;</blockquote><blockquote>- Fusion of temporal and institutional boundaries, with tools and activities proposed by institutions or chosen by learners (i.e. formal/informal learning).</blockquote> ===Related terms=== Personal Learning Network, Personalized Learning Environment, Student-Centered Learning Environment, Virtual Learning Environment, Mash-up, Content Management System, Distributed Learning Environment, Open Networked Learning Environment, Personalized Learning System, Complex Open-Ended Environment. === Translation issues === ''Français&nbsp;'': Environnement Personnel d'Apprentissage (EPA), Environnement d'Apprentissage Personnel (EAP) === Disciplinary issues === Several disciplines are concerned with PLE research, emphasizing three combinations of terms from the acronym (Fiedler &amp; Väljataga, 2011). First, computer scientists aiming at designing systems that can be used in context. Second, educational scientists aiming at measuring what is at stake when learners and teachers use PLEs and how they manage them. Third, instructional designers working on the way to design and personalize such systems. The following issues are still open and may lead to further research on PLEs. <blockquote>• ''Theoretical Issue''&nbsp;: A substantial amount of research about PLE discuss whether they are a concept or a technology (e.g. Fiedler &amp; Väljataga, 2011); more systematic and deeper research may investigate the following questions: Who/which personalizes and initiates the personalization (stakeholder view)? What to personalize (didactical and pedagogical view)? How and when to personalize, from which traces (feedback view)?</blockquote><blockquote>• ''Design Issue '': Since any PLE has to be built by learners themselves, can teachers devise efficient PLEs? Upon which process? Surprisingly few researches deal with the process of designing PLEs (see Berthold et al., 2012, however).</blockquote><blockquote>• ''Cognitive Issue '': How (and why) PLEs would be particularly able to support core features of the instructional process? Dessus et al. (2008) argued that the core abilities of the participants of an instructional situation are: – communicate/get information (search, recommend); – detect/monitor other's intentions, or detect the changes within the environment (understand gaps of knowledge, opinion, emotion, etc.); – get/provide feedback and discuss it (detect and trigger contradiction). These abilities may be used as a framework to describe and classify PLEs.</blockquote><blockquote>• ''Assessment Issue''&nbsp;: What kind of experiments would be setup in order to firmly establish the effects of PLEs on learning and teaching processes? For instance, their impacts (among other parameters often discussed) on motivation, self-regulation and social awareness.</blockquote><blockquote>• ''Overpersonalization Issue''&nbsp;: Pariser (2011) argued that search engines like Google overpersonalize their results, yielding “ [...] less room for the chance encounters that bring insight and learning”, since the reader's own knowledge and opinions are amplified. This risk may also be encountered in PLEs.</blockquote> === Key References === Berthold, M., Lachmann, P., Nussbaumer, A., Pachtchenko, S., Kiefel, A., &amp; Albert, D. (2012). Psycho-pedagogical mash-up design for personalising the learning environment. In L. Ardissono &amp; T. Kuflik (Eds.), Proc. Conf. UMAP 2011 (pp. 161–175). Heidelberg: Springer. DOI: 10.1007/978-3-642-28509-7_16 [http://hal.archives-ouvertes.fr/docs/00/30/85/91/PDF/dessusmandinzampa08.pdf] Dessus, P., Mandin, S., &amp; Zampa, V. (2008). What is teaching? Cognitive-based tutoring principles for the design of a learning environment. In S. Tazi &amp; K. Zreik (Eds.), Common innovation in e-learning, Machine learning and humanoid (ICHSL'6) (pp. 49–55). Paris: IEEE/Europia [retrieved on 1/7/2013] Fiedler, S. H. D., &amp; Väljataga, T. (2011). Personal learning environments: concept or technology? International Journal of Virtual and Personal Learning Environments, 2(4), 1–11. DOI:10.4018/jvple.2011100101 Fraser, B. J. (2002). Learning environments research: Yesterday, today and tomorrow. In S. C. Goh &amp; M. S. Khine (Eds.), Studies in educational learning environments: An international perspective (pp. 1–25). Londres: World Scientific. Hall, R. (2009). Towards a fusion of formal and informal learning environments: The impact of the read/write web. Electronic Journal of e-Learning, 7(1), 29–40. [http://wiki.cetis.ac.uk/Ple/Report]Jonhson, M., Liber, O., Wilson, S., Milligan, C., Beauvoir, P., &amp; Sharples, P. (2006). The Personal Learning Environment: A report on the JISC CETIS PLE Project. Bolton: University of Bolton. [retrieved on 7/1/2013] [http://faculty.ksu.edu.sa/Alhassan/Hand%20book%20on%20research%20in%20educational%20communication/ER5849x_C037.fm.pdf] Pariser, E. (2011). The filter bubble: What the internet is hiding from you. New York: Penguin. Park, O.-C., &amp; Lee, J. (2004). Adaptive instructional systems. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 651–684). Mahwah: Erlbaum [retrieved on 1/7/2013] 1376 1375 2013-07-08T15:57:51Z Balacheff 4 /* Key References */ wikitext text/x-wiki Draft 1 '''Editor''': Philippe Dessus, Laboratoire des Sciences de l’Education, Univ. Grenoble Alpes, France '''Contributors''': …/… === Definition === #A Personal Learning Environment (PLE) is the socio-psychological context students as individuals perceive in the classroom (Fraser, 2002). #A Personal Learning Environment is a digital space of which components have been selected and arranged by the learner to allow the access, organization, aggregation, building and sharing of learning material, in order to match his or her level of knowledge, competencies, needs, or preferences. === Comments on the history === The remainder of this entry focuses on the second meaning of PLEs (i.e. computer-based). The idea of personal learning environments is as old as that of personalization of computer-assisted learning environments, although the expression has not been used as such from the beginning. PLE research developed in the end of 1990's when looking for an alternative to less flexible Content Management Systems (CMS) and as multi-purpose web 2.0 tools, both learner-centered and learner-driven (Johnson et al., 2006). Two main periods of the research can be identified (Park &amp; Lee, 2004). The personalization at a macro-level (e.g. using pre-task measures and a priori information about instructional objectives and general learners traits). More recently, at a micro-level (e.g. using on-task measures of some learners characteristics). The innovation brought by the PLE approach is the fusion of many features of TEL (Technology-Enhanced Learning), often available separately elsewhere (Hall, 2009): <blockquote>- Fusion of content and people, since learners are both socially– and content–aware, allowing self-determined and co-authored content (e.g. wiki-based).</blockquote><blockquote>- Fusion of the applications made available by the PLE (mash-up);</blockquote><blockquote>- Fusion of the activities made possible within the system (e.g. search, review, read, write);</blockquote><blockquote>- Fusion of physical boundaries, software and physical environment, since other external resources can be part of the PLE;</blockquote><blockquote>- Fusion of temporal and institutional boundaries, with tools and activities proposed by institutions or chosen by learners (i.e. formal/informal learning).</blockquote> ===Related terms=== Personal Learning Network, Personalized Learning Environment, Student-Centered Learning Environment, Virtual Learning Environment, Mash-up, Content Management System, Distributed Learning Environment, Open Networked Learning Environment, Personalized Learning System, Complex Open-Ended Environment. === Translation issues === ''Français&nbsp;'': Environnement Personnel d'Apprentissage (EPA), Environnement d'Apprentissage Personnel (EAP) === Disciplinary issues === Several disciplines are concerned with PLE research, emphasizing three combinations of terms from the acronym (Fiedler &amp; Väljataga, 2011). First, computer scientists aiming at designing systems that can be used in context. Second, educational scientists aiming at measuring what is at stake when learners and teachers use PLEs and how they manage them. Third, instructional designers working on the way to design and personalize such systems. The following issues are still open and may lead to further research on PLEs. <blockquote>• ''Theoretical Issue''&nbsp;: A substantial amount of research about PLE discuss whether they are a concept or a technology (e.g. Fiedler &amp; Väljataga, 2011); more systematic and deeper research may investigate the following questions: Who/which personalizes and initiates the personalization (stakeholder view)? What to personalize (didactical and pedagogical view)? How and when to personalize, from which traces (feedback view)?</blockquote><blockquote>• ''Design Issue '': Since any PLE has to be built by learners themselves, can teachers devise efficient PLEs? Upon which process? Surprisingly few researches deal with the process of designing PLEs (see Berthold et al., 2012, however).</blockquote><blockquote>• ''Cognitive Issue '': How (and why) PLEs would be particularly able to support core features of the instructional process? Dessus et al. (2008) argued that the core abilities of the participants of an instructional situation are: – communicate/get information (search, recommend); – detect/monitor other's intentions, or detect the changes within the environment (understand gaps of knowledge, opinion, emotion, etc.); – get/provide feedback and discuss it (detect and trigger contradiction). These abilities may be used as a framework to describe and classify PLEs.</blockquote><blockquote>• ''Assessment Issue''&nbsp;: What kind of experiments would be setup in order to firmly establish the effects of PLEs on learning and teaching processes? For instance, their impacts (among other parameters often discussed) on motivation, self-regulation and social awareness.</blockquote><blockquote>• ''Overpersonalization Issue''&nbsp;: Pariser (2011) argued that search engines like Google overpersonalize their results, yielding “ [...] less room for the chance encounters that bring insight and learning”, since the reader's own knowledge and opinions are amplified. This risk may also be encountered in PLEs.</blockquote> === Key References === Berthold, M., Lachmann, P., Nussbaumer, A., Pachtchenko, S., Kiefel, A., &amp; Albert, D. (2012). Psycho-pedagogical mash-up design for personalising the learning environment. In L. Ardissono &amp; T. Kuflik (Eds.), Proc. Conf. UMAP 2011 (pp. 161–175). Heidelberg: Springer. DOI: 10.1007/978-3-642-28509-7_16 [http://hal.archives-ouvertes.fr/docs/00/30/85/91/PDF/dessusmandinzampa08.pdf] Dessus, P., Mandin, S., &amp; Zampa, V. (2008). What is teaching? Cognitive-based tutoring principles for the design of a learning environment. In S. Tazi &amp; K. Zreik (Eds.), Common innovation in e-learning, Machine learning and humanoid (ICHSL'6) (pp. 49–55). Paris: IEEE/Europia [retrieved on 1/7/2013] Fiedler, S. H. D., &amp; Väljataga, T. (2011). Personal learning environments: concept or technology? International Journal of Virtual and Personal Learning Environments, 2(4), 1–11. DOI:10.4018/jvple.2011100101 Fraser, B. J. (2002). Learning environments research: Yesterday, today and tomorrow. In S. C. Goh &amp; M. S. Khine (Eds.), Studies in educational learning environments: An international perspective (pp. 1–25). Londres: World Scientific. Hall, R. (2009). Towards a fusion of formal and informal learning environments: The impact of the read/write web. Electronic Journal of e-Learning, 7(1), 29–40. [http://wiki.cetis.ac.uk/Ple/Report]Jonhson, M., Liber, O., Wilson, S., Milligan, C., Beauvoir, P., &amp; Sharples, P. (2006). The Personal Learning Environment: A report on the JISC CETIS PLE Project. Bolton: University of Bolton. [retrieved on 7/1/2013] [http://faculty.ksu.edu.sa/Alhassan/Hand%20book%20on%20research%20in%20educational%20communication/ER5849x_C037.fm.pdf] Pariser, E. (2011). The filter bubble: What the internet is hiding from you. New York: Penguin. Park, O.-C., &amp; Lee, J. (2004). Adaptive instructional systems. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 651–684). Mahwah: Erlbaum [retrieved on 1/7/2013] 1375 1374 2013-07-08T15:57:32Z Balacheff 4 wikitext text/x-wiki Draft 1 '''Editor''': Philippe Dessus, Laboratoire des Sciences de l’Education, Univ. Grenoble Alpes, France '''Contributors''': …/… === Definition === #A Personal Learning Environment (PLE) is the socio-psychological context students as individuals perceive in the classroom (Fraser, 2002). #A Personal Learning Environment is a digital space of which components have been selected and arranged by the learner to allow the access, organization, aggregation, building and sharing of learning material, in order to match his or her level of knowledge, competencies, needs, or preferences. === Comments on the history === The remainder of this entry focuses on the second meaning of PLEs (i.e. computer-based). The idea of personal learning environments is as old as that of personalization of computer-assisted learning environments, although the expression has not been used as such from the beginning. PLE research developed in the end of 1990's when looking for an alternative to less flexible Content Management Systems (CMS) and as multi-purpose web 2.0 tools, both learner-centered and learner-driven (Johnson et al., 2006). Two main periods of the research can be identified (Park &amp; Lee, 2004). The personalization at a macro-level (e.g. using pre-task measures and a priori information about instructional objectives and general learners traits). More recently, at a micro-level (e.g. using on-task measures of some learners characteristics). The innovation brought by the PLE approach is the fusion of many features of TEL (Technology-Enhanced Learning), often available separately elsewhere (Hall, 2009): <blockquote>- Fusion of content and people, since learners are both socially– and content–aware, allowing self-determined and co-authored content (e.g. wiki-based).</blockquote><blockquote>- Fusion of the applications made available by the PLE (mash-up);</blockquote><blockquote>- Fusion of the activities made possible within the system (e.g. search, review, read, write);</blockquote><blockquote>- Fusion of physical boundaries, software and physical environment, since other external resources can be part of the PLE;</blockquote><blockquote>- Fusion of temporal and institutional boundaries, with tools and activities proposed by institutions or chosen by learners (i.e. formal/informal learning).</blockquote> ===Related terms=== Personal Learning Network, Personalized Learning Environment, Student-Centered Learning Environment, Virtual Learning Environment, Mash-up, Content Management System, Distributed Learning Environment, Open Networked Learning Environment, Personalized Learning System, Complex Open-Ended Environment. === Translation issues === ''Français&nbsp;'': Environnement Personnel d'Apprentissage (EPA), Environnement d'Apprentissage Personnel (EAP) === Disciplinary issues === Several disciplines are concerned with PLE research, emphasizing three combinations of terms from the acronym (Fiedler &amp; Väljataga, 2011). First, computer scientists aiming at designing systems that can be used in context. Second, educational scientists aiming at measuring what is at stake when learners and teachers use PLEs and how they manage them. Third, instructional designers working on the way to design and personalize such systems. The following issues are still open and may lead to further research on PLEs. <blockquote>• ''Theoretical Issue''&nbsp;: A substantial amount of research about PLE discuss whether they are a concept or a technology (e.g. Fiedler &amp; Väljataga, 2011); more systematic and deeper research may investigate the following questions: Who/which personalizes and initiates the personalization (stakeholder view)? What to personalize (didactical and pedagogical view)? How and when to personalize, from which traces (feedback view)?</blockquote><blockquote>• ''Design Issue '': Since any PLE has to be built by learners themselves, can teachers devise efficient PLEs? Upon which process? Surprisingly few researches deal with the process of designing PLEs (see Berthold et al., 2012, however).</blockquote><blockquote>• ''Cognitive Issue '': How (and why) PLEs would be particularly able to support core features of the instructional process? Dessus et al. (2008) argued that the core abilities of the participants of an instructional situation are: – communicate/get information (search, recommend); – detect/monitor other's intentions, or detect the changes within the environment (understand gaps of knowledge, opinion, emotion, etc.); – get/provide feedback and discuss it (detect and trigger contradiction). These abilities may be used as a framework to describe and classify PLEs.</blockquote><blockquote>• ''Assessment Issue''&nbsp;: What kind of experiments would be setup in order to firmly establish the effects of PLEs on learning and teaching processes? For instance, their impacts (among other parameters often discussed) on motivation, self-regulation and social awareness.</blockquote><blockquote>• ''Overpersonalization Issue''&nbsp;: Pariser (2011) argued that search engines like Google overpersonalize their results, yielding “ [...] less room for the chance encounters that bring insight and learning”, since the reader's own knowledge and opinions are amplified. This risk may also be encountered in PLEs.</blockquote> === Key References === Berthold, M., Lachmann, P., Nussbaumer, A., Pachtchenko, S., Kiefel, A., &amp; Albert, D. (2012). Psycho-pedagogical mash-up design for personalising the learning environment. In L. Ardissono &amp; T. Kuflik (Eds.), Proc. Conf. UMAP 2011 (pp. 161–175). Heidelberg: Springer. DOI: 10.1007/978-3-642-28509-7_16 [http://hal.archives-ouvertes.fr/docs/00/30/85/91/PDF/dessusmandinzampa08.pdf] Dessus, P., Mandin, S., &amp; Zampa, V. (2008). What is teaching? Cognitive-based tutoring principles for the design of a learning environment. In S. Tazi &amp; K. Zreik (Eds.), Common innovation in e-learning, Machine learning and humanoid (ICHSL'6) (pp. 49–55). Paris: IEEE/Europia [retrieved on 1/7/2013] Fiedler, S. H. D., &amp; Väljataga, T. (2011). Personal learning environments: concept or technology? International Journal of Virtual and Personal Learning Environments, 2(4), 1–11. DOI:10.4018/jvple.2011100101 Fraser, B. J. (2002). Learning environments research: Yesterday, today and tomorrow. In S. C. Goh &amp; M. S. Khine (Eds.), Studies in educational learning environments: An international perspective (pp. 1–25). Londres: World Scientific. Hall, R. (2009). Towards a fusion of formal and informal learning environments: The impact of the read/write web. Electronic Journal of e-Learning, 7(1), 29–40. [http://wiki.cetis.ac.uk/Ple/Report]Jonhson, M., Liber, O., Wilson, S., Milligan, C., Beauvoir, P., &amp; Sharples, P. (2006). The Personal Learning Environment: A report on the JISC CETIS PLE Project. Bolton: University of Bolton. [Retrieved on 7/1/2013] [http://faculty.ksu.edu.sa/Alhassan/Hand%20book%20on%20research%20in%20educational%20communication/ER5849x_C037.fm.pdf] Pariser, E. (2011). The filter bubble: What the internet is hiding from you. New York: Penguin. Park, O.-C., &amp; Lee, J. (2004). Adaptive instructional systems. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 651–684). Mahwah: Erlbaum [retrieved on 1/7/2013] 1374 1373 2013-07-08T15:55:03Z Balacheff 4 wikitext text/x-wiki Draft 1 '''Editor''': Philippe Dessus, Laboratoire des Sciences de l’Education, Univ. Grenoble Alpes, France '''Contributors''': …/… === Definition === #A Personal Learning Environment (PLE) is the socio-psychological context students as individuals perceive in the classroom (Fraser, 2002). #A Personal Learning Environment is a digital space of which components have been selected and arranged by the learner to allow the access, organization, aggregation, building and sharing of learning material, in order to match his or her level of knowledge, competencies, needs, or preferences. === Comments on the history === The remainder of this entry focuses on the second meaning of PLEs (i.e. computer-based). The idea of personal learning environments is as old as that of personalization of computer-assisted learning environments, although the expression has not been used as such from the beginning. PLE research developed in the end of 1990's when looking for an alternative to less flexible Content Management Systems (CMS) and as multi-purpose web 2.0 tools, both learner-centered and learner-driven (Johnson et al., 2006). Two main periods of the research can be identified (Park &amp; Lee, 2004). The personalization at a macro-level (e.g. using pre-task measures and a priori information about instructional objectives and general learners traits). More recently, at a micro-level (e.g. using on-task measures of some learners characteristics). The innovation brought by the PLE approach is the fusion of many features of TEL (Technology-Enhanced Learning), often available separately elsewhere (Hall, 2009): <blockquote>- Fusion of content and people, since learners are both socially– and content–aware, allowing self-determined and co-authored content (e.g. wiki-based).</blockquote><blockquote>- Fusion of the applications made available by the PLE (mash-up);</blockquote><blockquote>- Fusion of the activities made possible within the system (e.g. search, review, read, write);</blockquote><blockquote>- Fusion of physical boundaries, software and physical environment, since other external resources can be part of the PLE;</blockquote><blockquote>- Fusion of temporal and institutional boundaries, with tools and activities proposed by institutions or chosen by learners (i.e. formal/informal learning).</blockquote> ===Related terms=== Personal Learning Network, Personalized Learning Environment, Student-Centered Learning Environment, Virtual Learning Environment, Mash-up, Content Management System, Distributed Learning Environment, Open Networked Learning Environment, Personalized Learning System, Complex Open-Ended Environment. === Translation issues === ''Français&nbsp;'': Environnement Personnel d'Apprentissage (EPA), Environnement d'Apprentissage Personnel (EAP) === Disciplinary issues === Several disciplines are concerned with PLE research, emphasizing three combinations of terms from the acronym (Fiedler &amp; Väljataga, 2011). First, computer scientists aiming at designing systems that can be used in context. Second, educational scientists aiming at measuring what is at stake when learners and teachers use PLEs and how they manage them. Third, instructional designers working on the way to design and personalize such systems. The following issues are still open and may lead to further research on PLEs. <blockquote>• ''Theoretical Issue''&nbsp;: A substantial amount of research about PLE discuss whether they are a concept or a technology (e.g. Fiedler &amp; Väljataga, 2011); more systematic and deeper research may investigate the following questions: Who/which personalizes and initiates the personalization (stakeholder view)? What to personalize (didactical and pedagogical view)? How and when to personalize, from which traces (feedback view)?</blockquote><blockquote>• ''Design Issue '': Since any PLE has to be built by learners themselves, can teachers devise efficient PLEs? Upon which process? Surprisingly few researches deal with the process of designing PLEs (see Berthold et al., 2012, however).</blockquote><blockquote>• ''Cognitive Issue '': How (and why) PLEs would be particularly able to support core features of the instructional process? Dessus et al. (2008) argued that the core abilities of the participants of an instructional situation are: – communicate/get information (search, recommend); – detect/monitor other's intentions, or detect the changes within the environment (understand gaps of knowledge, opinion, emotion, etc.); – get/provide feedback and discuss it (detect and trigger contradiction). These abilities may be used as a framework to describe and classify PLEs.</blockquote><blockquote>• ''Assessment Issue''&nbsp;: What kind of experiments would be setup in order to firmly establish the effects of PLEs on learning and teaching processes? For instance, their impacts (among other parameters often discussed) on motivation, self-regulation and social awareness.</blockquote><blockquote>• ''Overpersonalization Issue''&nbsp;: Pariser (2011) argued that search engines like Google overpersonalize their results, yielding “ [...] less room for the chance encounters that bring insight and learning”, since the reader's own knowledge and opinions are amplified. This risk may also be encountered in PLEs.</blockquote> ===Key References=== Berthold, M., Lachmann, P., Nussbaumer, A., Pachtchenko, S., Kiefel, A., & Albert, D. (2012). Psycho-pedagogical mash-up design for personalising the learning environment. In L. Ardissono & T. Kuflik (Eds.), Proc. Conf. UMAP 2011 (pp. 161–175). Heidelberg: Springer. DOI: 10.1007/978-3-642-28509-7_16 Dessus, P., Mandin, S., & Zampa, V. (2008). What is teaching? Cognitive-based tutoring principles for the design of a learning environment. In S. Tazi & K. Zreik (Eds.), Common innovation in e-learning, Machine learning and humanoid (ICHSL'6) (pp. 49–55). Paris: IEEE/Europia, retrieved on 1/7/2013 from http://hal.archives-ouvertes.fr/docs/00/30/85/91/PDF/dessusmandinzampa08.pdf Fiedler, S. H. D., & Väljataga, T. (2011). Personal learning environments: concept or technology? International Journal of Virtual and Personal Learning Environments, 2(4), 1–11. DOI:10.4018/jvple.2011100101 Fraser, B. J. (2002). Learning environments research: Yesterday, today and tomorrow. In S. C. Goh & M. S. Khine (Eds.), Studies in educational learning environments: An international perspective (pp. 1–25). Londres: World Scientific. Hall, R. (2009). Towards a fusion of formal and informal learning environments: The impact of the read/write web. Electronic Journal of e-Learning, 7(1), 29–40. Jonhson, M., Liber, O., Wilson, S., Milligan, C., Beauvoir, P., & Sharples, P. (2006). The Personal Learning Environment: A report on the JISC CETIS PLE Project. Bolton: University of Bolton. Retrieved on 7/1/2013 from http://wiki.cetis.ac.uk/Ple/Report Pariser, E. (2011). The filter bubble: What the internet is hiding from you. New York: Penguin. Park, O.-C., & Lee, J. (2004). Adaptive instructional systems. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 651–684). Mahwah: Erlbaum, retrieved on 1/7/2013 from http://faculty.ksu.edu.sa/Alhassan/Hand%20book%20on%20research%20in%20educational%20communication/ER5849x_C037.fm.pdf 1373 1372 2013-07-08T15:54:39Z Balacheff 4 wikitext text/x-wiki Draft 1 '''Editor''': Philippe Dessus, Laboratoire des Sciences de l’Education, Univ. Grenoble Alpes, France '''Contributors''': …/… === Definition === #A Personal Learning Environment (PLE) is the socio-psychological context students as individuals perceive in the classroom (Fraser, 2002). #A Personal Learning Environment is a digital space of which components have been selected and arranged by the learner to allow the access, organization, aggregation, building and sharing of learning material, in order to match his or her level of knowledge, competencies, needs, or preferences. === Comments on the history === The remainder of this entry focuses on the second meaning of PLEs (i.e. computer-based). The idea of personal learning environments is as old as that of personalization of computer-assisted learning environments, although the expression has not been used as such from the beginning. PLE research developed in the end of 1990's when looking for an alternative to less flexible Content Management Systems (CMS) and as multi-purpose web 2.0 tools, both learner-centered and learner-driven (Johnson et al., 2006). Two main periods of the research can be identified (Park &amp; Lee, 2004). The personalization at a macro-level (e.g. using pre-task measures and a priori information about instructional objectives and general learners traits). More recently, at a micro-level (e.g. using on-task measures of some learners characteristics). The innovation brought by the PLE approach is the fusion of many features of TEL (Technology-Enhanced Learning), often available separately elsewhere (Hall, 2009): <blockquote>- Fusion of content and people, since learners are both socially– and content–aware, allowing self-determined and co-authored content (e.g. wiki-based).</blockquote><blockquote>- Fusion of the applications made available by the PLE (mash-up);</blockquote><blockquote>- Fusion of the activities made possible within the system (e.g. search, review, read, write);</blockquote><blockquote>- Fusion of physical boundaries, software and physical environment, since other external resources can be part of the PLE;</blockquote><blockquote>- Fusion of temporal and institutional boundaries, with tools and activities proposed by institutions or chosen by learners (i.e. formal/informal learning).</blockquote> ===Related terms=== Personal Learning Network, Personalized Learning Environment, Student-Centered Learning Environment, Virtual Learning Environment, Mash-up, Content Management System, Distributed Learning Environment, Open Networked Learning Environment, Personalized Learning System, Complex Open-Ended Environment. === Translation issues === ''Français&nbsp;'': Environnement Personnel d'Apprentissage (EPA), Environnement d'Apprentissage Personnel (EAP) === Disciplinary issues === Several disciplines are concerned with PLE research, emphasizing three combinations of terms from the acronym (Fiedler &amp; Väljataga, 2011). First, computer scientists aiming at designing systems that can be used in context. Second, educational scientists aiming at measuring what is at stake when learners and teachers use PLEs and how they manage them. Third, instructional designers working on the way to design and personalize such systems. The following issues are still open and may lead to further research on PLEs. <blockquote>• ''Theoretical Issue''&nbsp;: A substantial amount of research about PLE discuss whether they are a concept or a technology (e.g. Fiedler &amp; Väljataga, 2011); more systematic and deeper research may investigate the following questions: Who/which personalizes and initiates the personalization (stakeholder view)? What to personalize (didactical and pedagogical view)? How and when to personalize, from which traces (feedback view)?</blockquote><blockquote>• ''Design Issue '': Since any PLE has to be built by learners themselves, can teachers devise efficient PLEs? Upon which process? Surprisingly few researches deal with the process of designing PLEs (see Berthold et al., 2012, however).</blockquote><blockquote>• ''Cognitive Issue '': How (and why) PLEs would be particularly able to support core features of the instructional process? Dessus et al. (2008) argued that the core abilities of the participants of an instructional situation are: – communicate/get information (search, recommend); – detect/monitor other's intentions, or detect the changes within the environment (understand gaps of knowledge, opinion, emotion, etc.); – get/provide feedback and discuss it (detect and trigger contradiction). These abilities may be used as a framework to describe and classify PLEs.</blockquote><blockquote>• ''Assessment Issue''&nbsp;: What kind of experiments would be setup in order to firmly establish the effects of PLEs on learning and teaching processes? For instance, their impacts (among other parameters often discussed) on motivation, self-regulation and social awareness.</blockquote><blockquote>• ''Overpersonalization Issue''&nbsp;: Pariser (2011) argued that search engines like Google overpersonalize their results, yielding “[...] less room for the chance encounters that bring insight and learning”, since the reader's own knowledge and opinions are amplified. This risk may also be encountered in PLEs.</blockquote> ===Key References=== Berthold, M., Lachmann, P., Nussbaumer, A., Pachtchenko, S., Kiefel, A., & Albert, D. (2012). Psycho-pedagogical mash-up design for personalising the learning environment. In L. Ardissono & T. Kuflik (Eds.), Proc. Conf. UMAP 2011 (pp. 161–175). Heidelberg: Springer. DOI: 10.1007/978-3-642-28509-7_16 Dessus, P., Mandin, S., & Zampa, V. (2008). What is teaching? Cognitive-based tutoring principles for the design of a learning environment. In S. Tazi & K. Zreik (Eds.), Common innovation in e-learning, Machine learning and humanoid (ICHSL'6) (pp. 49–55). Paris: IEEE/Europia, retrieved on 1/7/2013 from http://hal.archives-ouvertes.fr/docs/00/30/85/91/PDF/dessusmandinzampa08.pdf Fiedler, S. H. D., & Väljataga, T. (2011). Personal learning environments: concept or technology? International Journal of Virtual and Personal Learning Environments, 2(4), 1–11. DOI:10.4018/jvple.2011100101 Fraser, B. J. (2002). Learning environments research: Yesterday, today and tomorrow. In S. C. Goh & M. S. Khine (Eds.), Studies in educational learning environments: An international perspective (pp. 1–25). Londres: World Scientific. Hall, R. (2009). Towards a fusion of formal and informal learning environments: The impact of the read/write web. Electronic Journal of e-Learning, 7(1), 29–40. Jonhson, M., Liber, O., Wilson, S., Milligan, C., Beauvoir, P., & Sharples, P. (2006). The Personal Learning Environment: A report on the JISC CETIS PLE Project. Bolton: University of Bolton. Retrieved on 7/1/2013 from http://wiki.cetis.ac.uk/Ple/Report Pariser, E. (2011). The filter bubble: What the internet is hiding from you. New York: Penguin. Park, O.-C., & Lee, J. (2004). Adaptive instructional systems. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 651–684). Mahwah: Erlbaum, retrieved on 1/7/2013 from http://faculty.ksu.edu.sa/Alhassan/Hand%20book%20on%20research%20in%20educational%20communication/ER5849x_C037.fm.pdf 1372 1371 2013-07-08T15:53:39Z Balacheff 4 wikitext text/x-wiki Draft 1 '''Editor''': Philippe Dessus, Laboratoire des Sciences de l’Education, Univ. Grenoble Alpes, France '''Contributors''': …/… === Definition === #A Personal Learning Environment (PLE) is the socio-psychological context students as individuals perceive in the classroom (Fraser, 2002). #A Personal Learning Environment is a digital space of which components have been selected and arranged by the learner to allow the access, organization, aggregation, building and sharing of learning material, in order to match his or her level of knowledge, competencies, needs, or preferences. === Comments on the history === The remainder of this entry focuses on the second meaning of PLEs (i.e. computer-based). The idea of personal learning environments is as old as that of personalization of computer-assisted learning environments, although the expression has not been used as such from the beginning. PLE research developed in the end of 1990's when looking for an alternative to less flexible Content Management Systems (CMS) and as multi-purpose web 2.0 tools, both learner-centered and learner-driven (Johnson et al., 2006). Two main periods of the research can be identified (Park &amp; Lee, 2004). The personalization at a macro-level (e.g. using pre-task measures and a priori information about instructional objectives and general learners traits). More recently, at a micro-level (e.g. using on-task measures of some learners characteristics). The innovation brought by the PLE approach is the fusion of many features of TEL (Technology-Enhanced Learning), often available separately elsewhere (Hall, 2009): <blockquote>- Fusion of content and people, since learners are both socially– and content–aware, allowing self-determined and co-authored content (e.g. wiki-based).</blockquote><blockquote>- Fusion of the applications made available by the PLE (mash-up);</blockquote><blockquote>- Fusion of the activities made possible within the system (e.g. search, review, read, write);</blockquote><blockquote>- Fusion of physical boundaries, software and physical environment, since other external resources can be part of the PLE;</blockquote><blockquote>- Fusion of temporal and institutional boundaries, with tools and activities proposed by institutions or chosen by learners (i.e. formal/informal learning).</blockquote> ===Related terms=== Personal Learning Network, Personalized Learning Environment, Student-Centered Learning Environment, Virtual Learning Environment, Mash-up, Content Management System, Distributed Learning Environment, Open Networked Learning Environment, Personalized Learning System, Complex Open-Ended Environment. === Translation issues === ''Français&nbsp;'': Environnement Personnel d'Apprentissage (EPA), Environnement d'Apprentissage Personnel (EAP) === Disciplinary issues === Several disciplines are concerned with PLE research, emphasizing three combinations of terms from the acronym (Fiedler &amp; Väljataga, 2011). First, computer scientists aiming at designing systems that can be used in context. Second, educational scientists aiming at measuring what is at stake when learners and teachers use PLEs and how they manage them. Third, instructional designers working on the way to design and personalize such systems. The following issues are still open and may lead to further research on PLEs. <blockquote> • ''Theoretical Issue''&nbsp;: A substantial amount of research about PLE discuss whether they are a concept or a technology (e.g. Fiedler &amp; Väljataga, 2011); more systematic and deeper research may investigate the following questions: Who/which personalizes and initiates the personalization (stakeholder view)? What to personalize (didactical and pedagogical view)? How and when to personalize, from which traces (feedback view)? • ''Design Issue '': Since any PLE has to be built by learners themselves, can teachers devise efficient PLEs? Upon which process? Surprisingly few researches deal with the process of designing PLEs (see Berthold et al., 2012, however). • ''Cognitive Issue '': How (and why) PLEs would be particularly able to support core features of the instructional process? Dessus et al. (2008) argued that the core abilities of the participants of an instructional situation are: – communicate/get information (search, recommend); – detect/monitor other's intentions, or detect the changes within the environment (understand gaps of knowledge, opinion, emotion, etc.); – get/provide feedback and discuss it (detect and trigger contradiction). These abilities may be used as a framework to describe and classify PLEs. • ''Assessment Issue''&nbsp;: What kind of experiments would be setup in order to firmly establish the effects of PLEs on learning and teaching processes? For instance, their impacts (among other parameters often discussed) on motivation, self-regulation and social awareness. • ''Overpersonalization Issue''&nbsp;: Pariser (2011) argued that search engines like Google overpersonalize their results, yielding “[...] less room for the chance encounters that bring insight and learning”, since the reader's own knowledge and opinions are amplified. This risk may also be encountered in PLEs. </blockquote> ===Key References=== Berthold, M., Lachmann, P., Nussbaumer, A., Pachtchenko, S., Kiefel, A., & Albert, D. (2012). Psycho-pedagogical mash-up design for personalising the learning environment. In L. Ardissono & T. Kuflik (Eds.), Proc. Conf. UMAP 2011 (pp. 161–175). Heidelberg: Springer. DOI: 10.1007/978-3-642-28509-7_16 Dessus, P., Mandin, S., & Zampa, V. (2008). What is teaching? Cognitive-based tutoring principles for the design of a learning environment. In S. Tazi & K. Zreik (Eds.), Common innovation in e-learning, Machine learning and humanoid (ICHSL'6) (pp. 49–55). Paris: IEEE/Europia, retrieved on 1/7/2013 from http://hal.archives-ouvertes.fr/docs/00/30/85/91/PDF/dessusmandinzampa08.pdf Fiedler, S. H. D., & Väljataga, T. (2011). Personal learning environments: concept or technology? International Journal of Virtual and Personal Learning Environments, 2(4), 1–11. DOI:10.4018/jvple.2011100101 Fraser, B. J. (2002). Learning environments research: Yesterday, today and tomorrow. In S. C. Goh & M. S. Khine (Eds.), Studies in educational learning environments: An international perspective (pp. 1–25). Londres: World Scientific. Hall, R. (2009). Towards a fusion of formal and informal learning environments: The impact of the read/write web. Electronic Journal of e-Learning, 7(1), 29–40. Jonhson, M., Liber, O., Wilson, S., Milligan, C., Beauvoir, P., & Sharples, P. (2006). The Personal Learning Environment: A report on the JISC CETIS PLE Project. Bolton: University of Bolton. Retrieved on 7/1/2013 from http://wiki.cetis.ac.uk/Ple/Report Pariser, E. (2011). The filter bubble: What the internet is hiding from you. New York: Penguin. Park, O.-C., & Lee, J. (2004). Adaptive instructional systems. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 651–684). Mahwah: Erlbaum, retrieved on 1/7/2013 from http://faculty.ksu.edu.sa/Alhassan/Hand%20book%20on%20research%20in%20educational%20communication/ER5849x_C037.fm.pdf 1371 1370 2013-07-08T15:53:18Z Balacheff 4 wikitext text/x-wiki Draft 1 '''Editor''': Philippe Dessus, Laboratoire des Sciences de l’Education, Univ. Grenoble Alpes, France '''Contributors''': …/… === Definition === #A Personal Learning Environment (PLE) is the socio-psychological context students as individuals perceive in the classroom (Fraser, 2002). #A Personal Learning Environment is a digital space of which components have been selected and arranged by the learner to allow the access, organization, aggregation, building and sharing of learning material, in order to match his or her level of knowledge, competencies, needs, or preferences. === Comments on the history === The remainder of this entry focuses on the second meaning of PLEs (i.e. computer-based). The idea of personal learning environments is as old as that of personalization of computer-assisted learning environments, although the expression has not been used as such from the beginning. PLE research developed in the end of 1990's when looking for an alternative to less flexible Content Management Systems (CMS) and as multi-purpose web 2.0 tools, both learner-centered and learner-driven (Johnson et al., 2006). Two main periods of the research can be identified (Park &amp; Lee, 2004). The personalization at a macro-level (e.g. using pre-task measures and a priori information about instructional objectives and general learners traits). More recently, at a micro-level (e.g. using on-task measures of some learners characteristics). The innovation brought by the PLE approach is the fusion of many features of TEL (Technology-Enhanced Learning), often available separately elsewhere (Hall, 2009): <blockquote>- Fusion of content and people, since learners are both socially– and content–aware, allowing self-determined and co-authored content (e.g. wiki-based).</blockquote><blockquote>- Fusion of the applications made available by the PLE (mash-up);</blockquote><blockquote>- Fusion of the activities made possible within the system (e.g. search, review, read, write);</blockquote><blockquote>- Fusion of physical boundaries, software and physical environment, since other external resources can be part of the PLE;</blockquote><blockquote>- Fusion of temporal and institutional boundaries, with tools and activities proposed by institutions or chosen by learners (i.e. formal/informal learning).</blockquote> ===Related terms=== Personal Learning Network, Personalized Learning Environment, Student-Centered Learning Environment, Virtual Learning Environment, Mash-up, Content Management System, Distributed Learning Environment, Open Networked Learning Environment, Personalized Learning System, Complex Open-Ended Environment. === Translation issues === ''Français&nbsp;'': Environnement Personnel d'Apprentissage (EPA), Environnement d'Apprentissage Personnel (EAP) === Disciplinary issues === Several disciplines are concerned with PLE research, emphasizing three combinations of terms from the acronym (Fiedler &amp; Väljataga, 2011). First, computer scientists aiming at designing systems that can be used in context. Second, educational scientists aiming at measuring what is at stake when learners and teachers use PLEs and how they manage them. Third, instructional designers working on the way to design and personalize such systems. The following issues are still open and may lead to further research on PLEs. • ''Theoretical Issue'' : A substantial amount of research about PLE discuss whether they are a concept or a technology (e.g. Fiedler &amp; Väljataga, 2011); more systematic and deeper research may investigate the following questions: Who/which personalizes and initiates the personalization (stakeholder view)? What to personalize (didactical and pedagogical view)? How and when to personalize, from which traces (feedback view)? • ''Design Issue '': Since any PLE has to be built by learners themselves, can teachers devise efficient PLEs? Upon which process? Surprisingly few researches deal with the process of designing PLEs (see Berthold et al., 2012, however). • ''Cognitive Issue '': How (and why) PLEs would be particularly able to support core features of the instructional process? Dessus et al. (2008) argued that the core abilities of the participants of an instructional situation are: – communicate/get information (search, recommend); – detect/monitor other's intentions, or detect the changes within the environment (understand gaps of knowledge, opinion, emotion, etc.); – get/provide feedback and discuss it (detect and trigger contradiction). These abilities may be used as a framework to describe and classify PLEs. • ''Assessment Issue'' : What kind of experiments would be setup in order to firmly establish the effects of PLEs on learning and teaching processes? For instance, their impacts (among other parameters often discussed) on motivation, self-regulation and social awareness. • ''Overpersonalization Issue'' : Pariser (2011) argued that search engines like Google overpersonalize their results, yielding “[...] less room for the chance encounters that bring insight and learning”, since the reader's own knowledge and opinions are amplified. This risk may also be encountered in PLEs. ===Key References=== Berthold, M., Lachmann, P., Nussbaumer, A., Pachtchenko, S., Kiefel, A., & Albert, D. (2012). Psycho-pedagogical mash-up design for personalising the learning environment. In L. Ardissono & T. Kuflik (Eds.), Proc. Conf. UMAP 2011 (pp. 161–175). Heidelberg: Springer. DOI: 10.1007/978-3-642-28509-7_16 Dessus, P., Mandin, S., & Zampa, V. (2008). What is teaching? Cognitive-based tutoring principles for the design of a learning environment. In S. Tazi & K. Zreik (Eds.), Common innovation in e-learning, Machine learning and humanoid (ICHSL'6) (pp. 49–55). Paris: IEEE/Europia, retrieved on 1/7/2013 from http://hal.archives-ouvertes.fr/docs/00/30/85/91/PDF/dessusmandinzampa08.pdf Fiedler, S. H. D., & Väljataga, T. (2011). Personal learning environments: concept or technology? International Journal of Virtual and Personal Learning Environments, 2(4), 1–11. DOI:10.4018/jvple.2011100101 Fraser, B. J. (2002). Learning environments research: Yesterday, today and tomorrow. In S. C. Goh & M. S. Khine (Eds.), Studies in educational learning environments: An international perspective (pp. 1–25). Londres: World Scientific. Hall, R. (2009). Towards a fusion of formal and informal learning environments: The impact of the read/write web. Electronic Journal of e-Learning, 7(1), 29–40. Jonhson, M., Liber, O., Wilson, S., Milligan, C., Beauvoir, P., & Sharples, P. (2006). The Personal Learning Environment: A report on the JISC CETIS PLE Project. Bolton: University of Bolton. Retrieved on 7/1/2013 from http://wiki.cetis.ac.uk/Ple/Report Pariser, E. (2011). The filter bubble: What the internet is hiding from you. New York: Penguin. Park, O.-C., & Lee, J. (2004). Adaptive instructional systems. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 651–684). Mahwah: Erlbaum, retrieved on 1/7/2013 from http://faculty.ksu.edu.sa/Alhassan/Hand%20book%20on%20research%20in%20educational%20communication/ER5849x_C037.fm.pdf 1370 1369 2013-07-08T15:51:47Z Balacheff 4 wikitext text/x-wiki Draft 1 '''Editor''': Philippe Dessus, Laboratoire des Sciences de l’Education, Univ. Grenoble Alpes, France '''Contributors''': …/… === Definition === #A Personal Learning Environment (PLE) is the socio-psychological context students as individuals perceive in the classroom (Fraser, 2002). #A Personal Learning Environment is a digital space of which components have been selected and arranged by the learner to allow the access, organization, aggregation, building and sharing of learning material, in order to match his or her level of knowledge, competencies, needs, or preferences. === Comments on the history === The remainder of this entry focuses on the second meaning of PLEs (i.e. computer-based). The idea of personal learning environments is as old as that of personalization of computer-assisted learning environments, although the expression has not been used as such from the beginning. PLE research developed in the end of 1990's when looking for an alternative to less flexible Content Management Systems (CMS) and as multi-purpose web 2.0 tools, both learner-centered and learner-driven (Johnson et al., 2006). Two main periods of the research can be identified (Park &amp; Lee, 2004). The personalization at a macro-level (e.g. using pre-task measures and a priori information about instructional objectives and general learners traits). More recently, at a micro-level (e.g. using on-task measures of some learners characteristics). The innovation brought by the PLE approach is the fusion of many features of TEL (Technology-Enhanced Learning), often available separately elsewhere (Hall, 2009): <blockquote>- Fusion of content and people, since learners are both socially– and content–aware, allowing self-determined and co-authored content (e.g. wiki-based).</blockquote><blockquote>- Fusion of the applications made available by the PLE (mash-up);</blockquote><blockquote>- Fusion of the activities made possible within the system (e.g. search, review, read, write);</blockquote><blockquote>- Fusion of physical boundaries, software and physical environment, since other external resources can be part of the PLE;</blockquote><blockquote>- Fusion of temporal and institutional boundaries, with tools and activities proposed by institutions or chosen by learners (i.e. formal/informal learning).</blockquote> ===Related terms=== Personal Learning Network, Personalized Learning Environment, Student-Centered Learning Environment, Virtual Learning Environment, Mash-up, Content Management System, Distributed Learning Environment, Open Networked Learning Environment, Personalized Learning System, Complex Open-Ended Environment. === Translation issues === ''Français&nbsp;'': Environnement Personnel d'Apprentissage (EPA), Environnement d'Apprentissage Personnel (EAP) ===Disciplinary issues=== Several disciplines are concerned with PLE research, emphasizing three combinations of terms from the acronym (Fiedler & Väljataga, 2011). First, computer scientists aiming at designing systems that can be used in context. Second, educational scientists aiming at measuring what is at stake when learners and teachers use PLEs and how they manage them. Third, instructional designers working on the way to design and personalize such systems. The following issues are still open and may lead to further research on PLEs. • Theoretical Issue: A substantial amount of research about PLE discuss whether they are a concept or a technology (e.g. Fiedler & Väljataga, 2011); more systematic and deeper research may investigate the following questions: Who/which personalizes and initiates the personalization (stakeholder view)? What to personalize (didactical and pedagogical view)? How and when to personalize, from which traces (feedback view)? • Design Issue: Since any PLE has to be built by learners themselves, can teachers devise efficient PLEs? Upon which process? Surprisingly few researches deal with the process of designing PLEs (see Berthold et al., 2012, however). • Cognitive Issue: How (and why) PLEs would be particularly able to support core features of the instructional process? Dessus et al. (2008) argued that the core abilities of the participants of an instructional situation are: – communicate/get information (search, recommend); – detect/monitor other's intentions, or detect the changes within the environment (understand gaps of knowledge, opinion, emotion, etc.); – get/provide feedback and discuss it (detect and trigger contradiction). These abilities may be used as a framework to describe and classify PLEs. • Assessment Issue: What kind of experiments would be setup in order to firmly establish the effects of PLEs on learning and teaching processes? For instance, their impacts (among other parameters often discussed) on motivation, self-regulation and social awareness. • Overpersonalization Issue: Pariser (2011) argued that search engines like Google overpersonalize their results, yielding “[...] less room for the chance encounters that bring insight and learning”, since the reader's own knowledge and opinions are amplified. This risk may also be encountered in PLEs. ===Key References=== Berthold, M., Lachmann, P., Nussbaumer, A., Pachtchenko, S., Kiefel, A., & Albert, D. (2012). Psycho-pedagogical mash-up design for personalising the learning environment. In L. Ardissono & T. Kuflik (Eds.), Proc. Conf. UMAP 2011 (pp. 161–175). Heidelberg: Springer. DOI: 10.1007/978-3-642-28509-7_16 Dessus, P., Mandin, S., & Zampa, V. (2008). What is teaching? Cognitive-based tutoring principles for the design of a learning environment. In S. Tazi & K. Zreik (Eds.), Common innovation in e-learning, Machine learning and humanoid (ICHSL'6) (pp. 49–55). Paris: IEEE/Europia, retrieved on 1/7/2013 from http://hal.archives-ouvertes.fr/docs/00/30/85/91/PDF/dessusmandinzampa08.pdf Fiedler, S. H. D., & Väljataga, T. (2011). Personal learning environments: concept or technology? International Journal of Virtual and Personal Learning Environments, 2(4), 1–11. DOI:10.4018/jvple.2011100101 Fraser, B. J. (2002). Learning environments research: Yesterday, today and tomorrow. In S. C. Goh & M. S. Khine (Eds.), Studies in educational learning environments: An international perspective (pp. 1–25). Londres: World Scientific. Hall, R. (2009). Towards a fusion of formal and informal learning environments: The impact of the read/write web. Electronic Journal of e-Learning, 7(1), 29–40. Jonhson, M., Liber, O., Wilson, S., Milligan, C., Beauvoir, P., & Sharples, P. (2006). The Personal Learning Environment: A report on the JISC CETIS PLE Project. Bolton: University of Bolton. Retrieved on 7/1/2013 from http://wiki.cetis.ac.uk/Ple/Report Pariser, E. (2011). The filter bubble: What the internet is hiding from you. New York: Penguin. Park, O.-C., & Lee, J. (2004). Adaptive instructional systems. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 651–684). Mahwah: Erlbaum, retrieved on 1/7/2013 from http://faculty.ksu.edu.sa/Alhassan/Hand%20book%20on%20research%20in%20educational%20communication/ER5849x_C037.fm.pdf 1369 1368 2013-07-08T15:51:15Z Balacheff 4 wikitext text/x-wiki Draft 1 '''Editor''': Philippe Dessus, Laboratoire des Sciences de l’Education, Univ. Grenoble Alpes, France '''Contributors''': …/… === Definition === #A Personal Learning Environment (PLE) is the socio-psychological context students as individuals perceive in the classroom (Fraser, 2002). #A Personal Learning Environment is a digital space of which components have been selected and arranged by the learner to allow the access, organization, aggregation, building and sharing of learning material, in order to match his or her level of knowledge, competencies, needs, or preferences. === Comments on the history === The remainder of this entry focuses on the second meaning of PLEs (i.e. computer-based). The idea of personal learning environments is as old as that of personalization of computer-assisted learning environments, although the expression has not been used as such from the beginning. PLE research developed in the end of 1990's when looking for an alternative to less flexible Content Management Systems (CMS) and as multi-purpose web 2.0 tools, both learner-centered and learner-driven (Johnson et al., 2006). Two main periods of the research can be identified (Park &amp; Lee, 2004). The personalization at a macro-level (e.g. using pre-task measures and a priori information about instructional objectives and general learners traits). More recently, at a micro-level (e.g. using on-task measures of some learners characteristics). The innovation brought by the PLE approach is the fusion of many features of TEL (Technology-Enhanced Learning), often available separately elsewhere (Hall, 2009): <blockquote>- Fusion of content and people, since learners are both socially– and content–aware, allowing self-determined and co-authored content (e.g. wiki-based).</blockquote><blockquote>- Fusion of the applications made available by the PLE (mash-up);</blockquote><blockquote>- Fusion of the activities made possible within the system (e.g. search, review, read, write);</blockquote><blockquote>- Fusion of physical boundaries, software and physical environment, since other external resources can be part of the PLE;</blockquote><blockquote>- Fusion of temporal and institutional boundaries, with tools and activities proposed by institutions or chosen by learners (i.e. formal/informal learning).</blockquote> ===Related terms=== Personal Learning Network, Personalized Learning Environment, Student-Centered Learning Environment, Virtual Learning Environment, Mash-up, Content Management System, Distributed Learning Environment, Open Networked Learning Environment, Personalized Learning System, Complex Open-Ended Environment. ===Translation issues=== Français : Environnement Personnel d'Apprentissage (EPA), Environnement d'Apprentissage Personnel (EAP) ===Disciplinary issues=== Several disciplines are concerned with PLE research, emphasizing three combinations of terms from the acronym (Fiedler & Väljataga, 2011). First, computer scientists aiming at designing systems that can be used in context. Second, educational scientists aiming at measuring what is at stake when learners and teachers use PLEs and how they manage them. Third, instructional designers working on the way to design and personalize such systems. The following issues are still open and may lead to further research on PLEs. • Theoretical Issue: A substantial amount of research about PLE discuss whether they are a concept or a technology (e.g. Fiedler & Väljataga, 2011); more systematic and deeper research may investigate the following questions: Who/which personalizes and initiates the personalization (stakeholder view)? What to personalize (didactical and pedagogical view)? How and when to personalize, from which traces (feedback view)? • Design Issue: Since any PLE has to be built by learners themselves, can teachers devise efficient PLEs? Upon which process? Surprisingly few researches deal with the process of designing PLEs (see Berthold et al., 2012, however). • Cognitive Issue: How (and why) PLEs would be particularly able to support core features of the instructional process? Dessus et al. (2008) argued that the core abilities of the participants of an instructional situation are: – communicate/get information (search, recommend); – detect/monitor other's intentions, or detect the changes within the environment (understand gaps of knowledge, opinion, emotion, etc.); – get/provide feedback and discuss it (detect and trigger contradiction). These abilities may be used as a framework to describe and classify PLEs. • Assessment Issue: What kind of experiments would be setup in order to firmly establish the effects of PLEs on learning and teaching processes? For instance, their impacts (among other parameters often discussed) on motivation, self-regulation and social awareness. • Overpersonalization Issue: Pariser (2011) argued that search engines like Google overpersonalize their results, yielding “[...] less room for the chance encounters that bring insight and learning”, since the reader's own knowledge and opinions are amplified. This risk may also be encountered in PLEs. ===Key References=== Berthold, M., Lachmann, P., Nussbaumer, A., Pachtchenko, S., Kiefel, A., & Albert, D. (2012). Psycho-pedagogical mash-up design for personalising the learning environment. In L. Ardissono & T. Kuflik (Eds.), Proc. Conf. UMAP 2011 (pp. 161–175). Heidelberg: Springer. DOI: 10.1007/978-3-642-28509-7_16 Dessus, P., Mandin, S., & Zampa, V. (2008). What is teaching? Cognitive-based tutoring principles for the design of a learning environment. In S. Tazi & K. Zreik (Eds.), Common innovation in e-learning, Machine learning and humanoid (ICHSL'6) (pp. 49–55). Paris: IEEE/Europia, retrieved on 1/7/2013 from http://hal.archives-ouvertes.fr/docs/00/30/85/91/PDF/dessusmandinzampa08.pdf Fiedler, S. H. D., & Väljataga, T. (2011). Personal learning environments: concept or technology? International Journal of Virtual and Personal Learning Environments, 2(4), 1–11. DOI:10.4018/jvple.2011100101 Fraser, B. J. (2002). Learning environments research: Yesterday, today and tomorrow. In S. C. Goh & M. S. Khine (Eds.), Studies in educational learning environments: An international perspective (pp. 1–25). Londres: World Scientific. Hall, R. (2009). Towards a fusion of formal and informal learning environments: The impact of the read/write web. Electronic Journal of e-Learning, 7(1), 29–40. Jonhson, M., Liber, O., Wilson, S., Milligan, C., Beauvoir, P., & Sharples, P. (2006). The Personal Learning Environment: A report on the JISC CETIS PLE Project. Bolton: University of Bolton. Retrieved on 7/1/2013 from http://wiki.cetis.ac.uk/Ple/Report Pariser, E. (2011). The filter bubble: What the internet is hiding from you. New York: Penguin. Park, O.-C., & Lee, J. (2004). Adaptive instructional systems. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 651–684). Mahwah: Erlbaum, retrieved on 1/7/2013 from http://faculty.ksu.edu.sa/Alhassan/Hand%20book%20on%20research%20in%20educational%20communication/ER5849x_C037.fm.pdf 1368 1367 2013-07-08T15:50:38Z Balacheff 4 wikitext text/x-wiki Draft 1 '''Editor''': Philippe Dessus, Laboratoire des Sciences de l’Education, Univ. Grenoble Alpes, France '''Contributors''': …/… === Definition === #A Personal Learning Environment (PLE) is the socio-psychological context students as individuals perceive in the classroom (Fraser, 2002). #A Personal Learning Environment is a digital space of which components have been selected and arranged by the learner to allow the access, organization, aggregation, building and sharing of learning material, in order to match his or her level of knowledge, competencies, needs, or preferences. === Comments on the history === The remainder of this entry focuses on the second meaning of PLEs (i.e. computer-based). The idea of personal learning environments is as old as that of personalization of computer-assisted learning environments, although the expression has not been used as such from the beginning. PLE research developed in the end of 1990's when looking for an alternative to less flexible Content Management Systems (CMS) and as multi-purpose web 2.0 tools, both learner-centered and learner-driven (Johnson et al., 2006). Two main periods of the research can be identified (Park &amp; Lee, 2004). The personalization at a macro-level (e.g. using pre-task measures and a priori information about instructional objectives and general learners traits). More recently, at a micro-level (e.g. using on-task measures of some learners characteristics). The innovation brought by the PLE approach is the fusion of many features of TEL (Technology-Enhanced Learning), often available separately elsewhere (Hall, 2009): <blockquote> - Fusion of content and people, since learners are both socially– and content–aware, allowing self-determined and co-authored content (e.g. wiki-based). - - Fusion of the applications made available by the PLE (mash-up); - Fusion of the activities made possible within the system (e.g. search, review, read, write); - Fusion of physical boundaries, software and physical environment, since other external resources can be part of the PLE; - Fusion of temporal and institutional boundaries, with tools and activities proposed by institutions or chosen by learners (i.e. formal/informal learning). </blockquote> ===Related terms=== Personal Learning Network, Personalized Learning Environment, Student-Centered Learning Environment, Virtual Learning Environment, Mash-up, Content Management System, Distributed Learning Environment, Open Networked Learning Environment, Personalized Learning System, Complex Open-Ended Environment. ===Translation issues=== Français : Environnement Personnel d'Apprentissage (EPA), Environnement d'Apprentissage Personnel (EAP) ===Disciplinary issues=== Several disciplines are concerned with PLE research, emphasizing three combinations of terms from the acronym (Fiedler & Väljataga, 2011). First, computer scientists aiming at designing systems that can be used in context. Second, educational scientists aiming at measuring what is at stake when learners and teachers use PLEs and how they manage them. Third, instructional designers working on the way to design and personalize such systems. The following issues are still open and may lead to further research on PLEs. • Theoretical Issue: A substantial amount of research about PLE discuss whether they are a concept or a technology (e.g. Fiedler & Väljataga, 2011); more systematic and deeper research may investigate the following questions: Who/which personalizes and initiates the personalization (stakeholder view)? What to personalize (didactical and pedagogical view)? How and when to personalize, from which traces (feedback view)? • Design Issue: Since any PLE has to be built by learners themselves, can teachers devise efficient PLEs? Upon which process? Surprisingly few researches deal with the process of designing PLEs (see Berthold et al., 2012, however). • Cognitive Issue: How (and why) PLEs would be particularly able to support core features of the instructional process? Dessus et al. (2008) argued that the core abilities of the participants of an instructional situation are: – communicate/get information (search, recommend); – detect/monitor other's intentions, or detect the changes within the environment (understand gaps of knowledge, opinion, emotion, etc.); – get/provide feedback and discuss it (detect and trigger contradiction). These abilities may be used as a framework to describe and classify PLEs. • Assessment Issue: What kind of experiments would be setup in order to firmly establish the effects of PLEs on learning and teaching processes? For instance, their impacts (among other parameters often discussed) on motivation, self-regulation and social awareness. • Overpersonalization Issue: Pariser (2011) argued that search engines like Google overpersonalize their results, yielding “[...] less room for the chance encounters that bring insight and learning”, since the reader's own knowledge and opinions are amplified. This risk may also be encountered in PLEs. ===Key References=== Berthold, M., Lachmann, P., Nussbaumer, A., Pachtchenko, S., Kiefel, A., & Albert, D. (2012). Psycho-pedagogical mash-up design for personalising the learning environment. In L. Ardissono & T. Kuflik (Eds.), Proc. Conf. UMAP 2011 (pp. 161–175). Heidelberg: Springer. DOI: 10.1007/978-3-642-28509-7_16 Dessus, P., Mandin, S., & Zampa, V. (2008). What is teaching? Cognitive-based tutoring principles for the design of a learning environment. In S. Tazi & K. Zreik (Eds.), Common innovation in e-learning, Machine learning and humanoid (ICHSL'6) (pp. 49–55). Paris: IEEE/Europia, retrieved on 1/7/2013 from http://hal.archives-ouvertes.fr/docs/00/30/85/91/PDF/dessusmandinzampa08.pdf Fiedler, S. H. D., & Väljataga, T. (2011). Personal learning environments: concept or technology? International Journal of Virtual and Personal Learning Environments, 2(4), 1–11. DOI:10.4018/jvple.2011100101 Fraser, B. J. (2002). Learning environments research: Yesterday, today and tomorrow. In S. C. Goh & M. S. Khine (Eds.), Studies in educational learning environments: An international perspective (pp. 1–25). Londres: World Scientific. Hall, R. (2009). Towards a fusion of formal and informal learning environments: The impact of the read/write web. Electronic Journal of e-Learning, 7(1), 29–40. Jonhson, M., Liber, O., Wilson, S., Milligan, C., Beauvoir, P., & Sharples, P. (2006). The Personal Learning Environment: A report on the JISC CETIS PLE Project. Bolton: University of Bolton. Retrieved on 7/1/2013 from http://wiki.cetis.ac.uk/Ple/Report Pariser, E. (2011). The filter bubble: What the internet is hiding from you. New York: Penguin. Park, O.-C., & Lee, J. (2004). Adaptive instructional systems. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 651–684). Mahwah: Erlbaum, retrieved on 1/7/2013 from http://faculty.ksu.edu.sa/Alhassan/Hand%20book%20on%20research%20in%20educational%20communication/ER5849x_C037.fm.pdf 1367 1366 2013-07-08T15:49:40Z Balacheff 4 wikitext text/x-wiki Draft 1 '''Editor''': Philippe Dessus, Laboratoire des Sciences de l’Education, Univ. Grenoble Alpes, France '''Contributors''': …/… === Definition === #A Personal Learning Environment (PLE) is the socio-psychological context students as individuals perceive in the classroom (Fraser, 2002). #A Personal Learning Environment is a digital space of which components have been selected and arranged by the learner to allow the access, organization, aggregation, building and sharing of learning material, in order to match his or her level of knowledge, competencies, needs, or preferences. === Comments on the history === The remainder of this entry focuses on the second meaning of PLEs (i.e. computer-based). The idea of personal learning environments is as old as that of personalization of computer-assisted learning environments, although the expression has not been used as such from the beginning. PLE research developed in the end of 1990's when looking for an alternative to less flexible Content Management Systems (CMS) and as multi-purpose web 2.0 tools, both learner-centered and learner-driven (Johnson et al., 2006). Two main periods of the research can be identified (Park &amp; Lee, 2004). The personalization at a macro-level (e.g. using pre-task measures and a priori information about instructional objectives and general learners traits). More recently, at a micro-level (e.g. using on-task measures of some learners characteristics). The innovation brought by the PLE approach is the fusion of many features of TEL (Technology-Enhanced Learning), often available separately elsewhere (Hall, 2009): - Fusion of content and people, since learners are both socially– and content–aware, allowing self-determined and co-authored content (e.g. wiki-based). - *Fusion of the applications made available by the PLE (mash-up); *Fusion of the activities made possible within the system (e.g. search, review, read, write); *Fusion of physical boundaries, software and physical environment, since other external resources can be part of the PLE; *Fusion of temporal and institutional boundaries, with tools and activities proposed by institutions or chosen by learners (i.e. formal/informal learning). ===Related terms=== Personal Learning Network, Personalized Learning Environment, Student-Centered Learning Environment, Virtual Learning Environment, Mash-up, Content Management System, Distributed Learning Environment, Open Networked Learning Environment, Personalized Learning System, Complex Open-Ended Environment. ===Translation issues=== Français : Environnement Personnel d'Apprentissage (EPA), Environnement d'Apprentissage Personnel (EAP) ===Disciplinary issues=== Several disciplines are concerned with PLE research, emphasizing three combinations of terms from the acronym (Fiedler & Väljataga, 2011). First, computer scientists aiming at designing systems that can be used in context. Second, educational scientists aiming at measuring what is at stake when learners and teachers use PLEs and how they manage them. Third, instructional designers working on the way to design and personalize such systems. The following issues are still open and may lead to further research on PLEs. • Theoretical Issue: A substantial amount of research about PLE discuss whether they are a concept or a technology (e.g. Fiedler & Väljataga, 2011); more systematic and deeper research may investigate the following questions: Who/which personalizes and initiates the personalization (stakeholder view)? What to personalize (didactical and pedagogical view)? How and when to personalize, from which traces (feedback view)? • Design Issue: Since any PLE has to be built by learners themselves, can teachers devise efficient PLEs? Upon which process? Surprisingly few researches deal with the process of designing PLEs (see Berthold et al., 2012, however). • Cognitive Issue: How (and why) PLEs would be particularly able to support core features of the instructional process? Dessus et al. (2008) argued that the core abilities of the participants of an instructional situation are: – communicate/get information (search, recommend); – detect/monitor other's intentions, or detect the changes within the environment (understand gaps of knowledge, opinion, emotion, etc.); – get/provide feedback and discuss it (detect and trigger contradiction). These abilities may be used as a framework to describe and classify PLEs. • Assessment Issue: What kind of experiments would be setup in order to firmly establish the effects of PLEs on learning and teaching processes? For instance, their impacts (among other parameters often discussed) on motivation, self-regulation and social awareness. • Overpersonalization Issue: Pariser (2011) argued that search engines like Google overpersonalize their results, yielding “[...] less room for the chance encounters that bring insight and learning”, since the reader's own knowledge and opinions are amplified. This risk may also be encountered in PLEs. ===Key References=== Berthold, M., Lachmann, P., Nussbaumer, A., Pachtchenko, S., Kiefel, A., & Albert, D. (2012). Psycho-pedagogical mash-up design for personalising the learning environment. In L. Ardissono & T. Kuflik (Eds.), Proc. Conf. UMAP 2011 (pp. 161–175). Heidelberg: Springer. DOI: 10.1007/978-3-642-28509-7_16 Dessus, P., Mandin, S., & Zampa, V. (2008). What is teaching? Cognitive-based tutoring principles for the design of a learning environment. In S. Tazi & K. Zreik (Eds.), Common innovation in e-learning, Machine learning and humanoid (ICHSL'6) (pp. 49–55). Paris: IEEE/Europia, retrieved on 1/7/2013 from http://hal.archives-ouvertes.fr/docs/00/30/85/91/PDF/dessusmandinzampa08.pdf Fiedler, S. H. D., & Väljataga, T. (2011). Personal learning environments: concept or technology? International Journal of Virtual and Personal Learning Environments, 2(4), 1–11. DOI:10.4018/jvple.2011100101 Fraser, B. J. (2002). Learning environments research: Yesterday, today and tomorrow. In S. C. Goh & M. S. Khine (Eds.), Studies in educational learning environments: An international perspective (pp. 1–25). Londres: World Scientific. Hall, R. (2009). Towards a fusion of formal and informal learning environments: The impact of the read/write web. Electronic Journal of e-Learning, 7(1), 29–40. Jonhson, M., Liber, O., Wilson, S., Milligan, C., Beauvoir, P., & Sharples, P. (2006). The Personal Learning Environment: A report on the JISC CETIS PLE Project. Bolton: University of Bolton. Retrieved on 7/1/2013 from http://wiki.cetis.ac.uk/Ple/Report Pariser, E. (2011). The filter bubble: What the internet is hiding from you. New York: Penguin. Park, O.-C., & Lee, J. (2004). Adaptive instructional systems. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 651–684). Mahwah: Erlbaum, retrieved on 1/7/2013 from http://faculty.ksu.edu.sa/Alhassan/Hand%20book%20on%20research%20in%20educational%20communication/ER5849x_C037.fm.pdf 1366 1365 2013-07-08T15:48:30Z Balacheff 4 wikitext text/x-wiki Draft 1 '''Editor''': Philippe Dessus, Laboratoire des Sciences de l’Education, Univ. Grenoble Alpes, France '''Contributors''': …/… === Definition === #A Personal Learning Environment (PLE) is the socio-psychological context students as individuals perceive in the classroom (Fraser, 2002). #A Personal Learning Environment is a digital space of which components have been selected and arranged by the learner to allow the access, organization, aggregation, building and sharing of learning material, in order to match his or her level of knowledge, competencies, needs, or preferences. ===Comments on the history=== The remainder of this entry focuses on the second meaning of PLEs (i.e. computer-based). The idea of personal learning environments is as old as that of personalization of computer-assisted learning environments, although the expression has not been used as such from the beginning. PLE research developed in the end of 1990's when looking for an alternative to less flexible Content Management Systems (CMS) and as multi-purpose web 2.0 tools, both learner-centered and learner-driven (Johnson et al., 2006). Two main periods of the research can be identified (Park & Lee, 2004). The personalization at a macro-level (e.g. using pre-task measures and a priori information about instructional objectives and general learners traits). More recently, at a micro-level (e.g. using on-task measures of some learners characteristics). The innovation brought by the PLE approach is the fusion of many features of TEL (Technology-Enhanced Learning), often available separately elsewhere (Hall, 2009): - Fusion of content and people, since learners are both socially– and content–aware, allowing self-determined and co-authored content (e.g. wiki-based). - Fusion of the applications made available by the PLE (mash-up), - Fusion of the activities made possible within the system (e.g. search, review, read, write); - Fusion of physical boundaries, software and physical environment, since other external resources can be part of the PLE; - Fusion of temporal and institutional boundaries, with tools and activities proposed by institutions or chosen by learners (i.e. formal/informal learning). ===Related terms=== Personal Learning Network, Personalized Learning Environment, Student-Centered Learning Environment, Virtual Learning Environment, Mash-up, Content Management System, Distributed Learning Environment, Open Networked Learning Environment, Personalized Learning System, Complex Open-Ended Environment. ===Translation issues=== Français : Environnement Personnel d'Apprentissage (EPA), Environnement d'Apprentissage Personnel (EAP) ===Disciplinary issues=== Several disciplines are concerned with PLE research, emphasizing three combinations of terms from the acronym (Fiedler & Väljataga, 2011). First, computer scientists aiming at designing systems that can be used in context. Second, educational scientists aiming at measuring what is at stake when learners and teachers use PLEs and how they manage them. Third, instructional designers working on the way to design and personalize such systems. The following issues are still open and may lead to further research on PLEs. • Theoretical Issue: A substantial amount of research about PLE discuss whether they are a concept or a technology (e.g. Fiedler & Väljataga, 2011); more systematic and deeper research may investigate the following questions: Who/which personalizes and initiates the personalization (stakeholder view)? What to personalize (didactical and pedagogical view)? How and when to personalize, from which traces (feedback view)? • Design Issue: Since any PLE has to be built by learners themselves, can teachers devise efficient PLEs? Upon which process? Surprisingly few researches deal with the process of designing PLEs (see Berthold et al., 2012, however). • Cognitive Issue: How (and why) PLEs would be particularly able to support core features of the instructional process? Dessus et al. (2008) argued that the core abilities of the participants of an instructional situation are: – communicate/get information (search, recommend); – detect/monitor other's intentions, or detect the changes within the environment (understand gaps of knowledge, opinion, emotion, etc.); – get/provide feedback and discuss it (detect and trigger contradiction). These abilities may be used as a framework to describe and classify PLEs. • Assessment Issue: What kind of experiments would be setup in order to firmly establish the effects of PLEs on learning and teaching processes? For instance, their impacts (among other parameters often discussed) on motivation, self-regulation and social awareness. • Overpersonalization Issue: Pariser (2011) argued that search engines like Google overpersonalize their results, yielding “[...] less room for the chance encounters that bring insight and learning”, since the reader's own knowledge and opinions are amplified. This risk may also be encountered in PLEs. ===Key References=== Berthold, M., Lachmann, P., Nussbaumer, A., Pachtchenko, S., Kiefel, A., & Albert, D. (2012). Psycho-pedagogical mash-up design for personalising the learning environment. In L. Ardissono & T. Kuflik (Eds.), Proc. Conf. UMAP 2011 (pp. 161–175). Heidelberg: Springer. DOI: 10.1007/978-3-642-28509-7_16 Dessus, P., Mandin, S., & Zampa, V. (2008). What is teaching? Cognitive-based tutoring principles for the design of a learning environment. In S. Tazi & K. Zreik (Eds.), Common innovation in e-learning, Machine learning and humanoid (ICHSL'6) (pp. 49–55). Paris: IEEE/Europia, retrieved on 1/7/2013 from http://hal.archives-ouvertes.fr/docs/00/30/85/91/PDF/dessusmandinzampa08.pdf Fiedler, S. H. D., & Väljataga, T. (2011). Personal learning environments: concept or technology? International Journal of Virtual and Personal Learning Environments, 2(4), 1–11. DOI:10.4018/jvple.2011100101 Fraser, B. J. (2002). Learning environments research: Yesterday, today and tomorrow. In S. C. Goh & M. S. Khine (Eds.), Studies in educational learning environments: An international perspective (pp. 1–25). Londres: World Scientific. Hall, R. (2009). Towards a fusion of formal and informal learning environments: The impact of the read/write web. Electronic Journal of e-Learning, 7(1), 29–40. Jonhson, M., Liber, O., Wilson, S., Milligan, C., Beauvoir, P., & Sharples, P. (2006). The Personal Learning Environment: A report on the JISC CETIS PLE Project. Bolton: University of Bolton. Retrieved on 7/1/2013 from http://wiki.cetis.ac.uk/Ple/Report Pariser, E. (2011). The filter bubble: What the internet is hiding from you. New York: Penguin. Park, O.-C., & Lee, J. (2004). Adaptive instructional systems. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 651–684). Mahwah: Erlbaum, retrieved on 1/7/2013 from http://faculty.ksu.edu.sa/Alhassan/Hand%20book%20on%20research%20in%20educational%20communication/ER5849x_C037.fm.pdf 1365 1364 2013-07-08T15:47:48Z Balacheff 4 /* Definition */ wikitext text/x-wiki Draft 1 '''Editor''': Philippe Dessus, Laboratoire des Sciences de l’Education, Univ. Grenoble Alpes, France '''Contributors''': …/… === Definition === #A Personal Learning Environment (PLE) is the socio-psychological context students as individuals perceive in the classroom (Fraser, 2002); likely including computers as tools. #A Personal Learning Environment is a digital space of which components have been selected and arranged by the learner to allow the access, organization, aggregation, building and sharing of learning material, in order to match his or her level of knowledge, competencies, needs, or preferences. ===Comments on the history=== The remainder of this entry focuses on the second meaning of PLEs (i.e. computer-based). The idea of personal learning environments is as old as that of personalization of computer-assisted learning environments, although the expression has not been used as such from the beginning. PLE research developed in the end of 1990's when looking for an alternative to less flexible Content Management Systems (CMS) and as multi-purpose web 2.0 tools, both learner-centered and learner-driven (Johnson et al., 2006). Two main periods of the research can be identified (Park & Lee, 2004). The personalization at a macro-level (e.g. using pre-task measures and a priori information about instructional objectives and general learners traits). More recently, at a micro-level (e.g. using on-task measures of some learners characteristics). The innovation brought by the PLE approach is the fusion of many features of TEL (Technology-Enhanced Learning), often available separately elsewhere (Hall, 2009): - Fusion of content and people, since learners are both socially– and content–aware, allowing self-determined and co-authored content (e.g. wiki-based). - Fusion of the applications made available by the PLE (mash-up), - Fusion of the activities made possible within the system (e.g. search, review, read, write); - Fusion of physical boundaries, software and physical environment, since other external resources can be part of the PLE; - Fusion of temporal and institutional boundaries, with tools and activities proposed by institutions or chosen by learners (i.e. formal/informal learning). ===Related terms=== Personal Learning Network, Personalized Learning Environment, Student-Centered Learning Environment, Virtual Learning Environment, Mash-up, Content Management System, Distributed Learning Environment, Open Networked Learning Environment, Personalized Learning System, Complex Open-Ended Environment. ===Translation issues=== Français : Environnement Personnel d'Apprentissage (EPA), Environnement d'Apprentissage Personnel (EAP) ===Disciplinary issues=== Several disciplines are concerned with PLE research, emphasizing three combinations of terms from the acronym (Fiedler & Väljataga, 2011). First, computer scientists aiming at designing systems that can be used in context. Second, educational scientists aiming at measuring what is at stake when learners and teachers use PLEs and how they manage them. Third, instructional designers working on the way to design and personalize such systems. The following issues are still open and may lead to further research on PLEs. • Theoretical Issue: A substantial amount of research about PLE discuss whether they are a concept or a technology (e.g. Fiedler & Väljataga, 2011); more systematic and deeper research may investigate the following questions: Who/which personalizes and initiates the personalization (stakeholder view)? What to personalize (didactical and pedagogical view)? How and when to personalize, from which traces (feedback view)? • Design Issue: Since any PLE has to be built by learners themselves, can teachers devise efficient PLEs? Upon which process? Surprisingly few researches deal with the process of designing PLEs (see Berthold et al., 2012, however). • Cognitive Issue: How (and why) PLEs would be particularly able to support core features of the instructional process? Dessus et al. (2008) argued that the core abilities of the participants of an instructional situation are: – communicate/get information (search, recommend); – detect/monitor other's intentions, or detect the changes within the environment (understand gaps of knowledge, opinion, emotion, etc.); – get/provide feedback and discuss it (detect and trigger contradiction). These abilities may be used as a framework to describe and classify PLEs. • Assessment Issue: What kind of experiments would be setup in order to firmly establish the effects of PLEs on learning and teaching processes? For instance, their impacts (among other parameters often discussed) on motivation, self-regulation and social awareness. • Overpersonalization Issue: Pariser (2011) argued that search engines like Google overpersonalize their results, yielding “[...] less room for the chance encounters that bring insight and learning”, since the reader's own knowledge and opinions are amplified. This risk may also be encountered in PLEs. ===Key References=== Berthold, M., Lachmann, P., Nussbaumer, A., Pachtchenko, S., Kiefel, A., & Albert, D. (2012). Psycho-pedagogical mash-up design for personalising the learning environment. In L. Ardissono & T. Kuflik (Eds.), Proc. Conf. UMAP 2011 (pp. 161–175). Heidelberg: Springer. DOI: 10.1007/978-3-642-28509-7_16 Dessus, P., Mandin, S., & Zampa, V. (2008). What is teaching? Cognitive-based tutoring principles for the design of a learning environment. In S. Tazi & K. Zreik (Eds.), Common innovation in e-learning, Machine learning and humanoid (ICHSL'6) (pp. 49–55). Paris: IEEE/Europia, retrieved on 1/7/2013 from http://hal.archives-ouvertes.fr/docs/00/30/85/91/PDF/dessusmandinzampa08.pdf Fiedler, S. H. D., & Väljataga, T. (2011). Personal learning environments: concept or technology? International Journal of Virtual and Personal Learning Environments, 2(4), 1–11. DOI:10.4018/jvple.2011100101 Fraser, B. J. (2002). Learning environments research: Yesterday, today and tomorrow. In S. C. Goh & M. S. Khine (Eds.), Studies in educational learning environments: An international perspective (pp. 1–25). Londres: World Scientific. Hall, R. (2009). Towards a fusion of formal and informal learning environments: The impact of the read/write web. Electronic Journal of e-Learning, 7(1), 29–40. Jonhson, M., Liber, O., Wilson, S., Milligan, C., Beauvoir, P., & Sharples, P. (2006). The Personal Learning Environment: A report on the JISC CETIS PLE Project. Bolton: University of Bolton. Retrieved on 7/1/2013 from http://wiki.cetis.ac.uk/Ple/Report Pariser, E. (2011). The filter bubble: What the internet is hiding from you. New York: Penguin. Park, O.-C., & Lee, J. (2004). Adaptive instructional systems. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 651–684). Mahwah: Erlbaum, retrieved on 1/7/2013 from http://faculty.ksu.edu.sa/Alhassan/Hand%20book%20on%20research%20in%20educational%20communication/ER5849x_C037.fm.pdf 1364 2013-07-08T15:46:50Z Balacheff 4 Created page with "Draft 1 '''Editor''': Philippe Dessus, Laboratoire des Sciences de l’Education, Univ. Grenoble Alpes, France '''Contributors''': …/… ===Definition=== 1. A Personal Learnin..." wikitext text/x-wiki Draft 1 '''Editor''': Philippe Dessus, Laboratoire des Sciences de l’Education, Univ. Grenoble Alpes, France '''Contributors''': …/… ===Definition=== 1. A Personal Learning Environment (PLE) is the socio-psychological context students as individuals perceive in the classroom (Fraser, 2002); likely including computers as tools. 2. A Personal Learning Environment is a digital space of which components have been selected and arranged by the learner to allow the access, organization, aggregation, building and sharing of learning material, in order to match his or her level of knowledge, competencies, needs, or preferences. ===Comments on the history=== The remainder of this entry focuses on the second meaning of PLEs (i.e. computer-based). The idea of personal learning environments is as old as that of personalization of computer-assisted learning environments, although the expression has not been used as such from the beginning. PLE research developed in the end of 1990's when looking for an alternative to less flexible Content Management Systems (CMS) and as multi-purpose web 2.0 tools, both learner-centered and learner-driven (Johnson et al., 2006). Two main periods of the research can be identified (Park & Lee, 2004). The personalization at a macro-level (e.g. using pre-task measures and a priori information about instructional objectives and general learners traits). More recently, at a micro-level (e.g. using on-task measures of some learners characteristics). The innovation brought by the PLE approach is the fusion of many features of TEL (Technology-Enhanced Learning), often available separately elsewhere (Hall, 2009): - Fusion of content and people, since learners are both socially– and content–aware, allowing self-determined and co-authored content (e.g. wiki-based). - Fusion of the applications made available by the PLE (mash-up), - Fusion of the activities made possible within the system (e.g. search, review, read, write); - Fusion of physical boundaries, software and physical environment, since other external resources can be part of the PLE; - Fusion of temporal and institutional boundaries, with tools and activities proposed by institutions or chosen by learners (i.e. formal/informal learning). ===Related terms=== Personal Learning Network, Personalized Learning Environment, Student-Centered Learning Environment, Virtual Learning Environment, Mash-up, Content Management System, Distributed Learning Environment, Open Networked Learning Environment, Personalized Learning System, Complex Open-Ended Environment. ===Translation issues=== Français : Environnement Personnel d'Apprentissage (EPA), Environnement d'Apprentissage Personnel (EAP) ===Disciplinary issues=== Several disciplines are concerned with PLE research, emphasizing three combinations of terms from the acronym (Fiedler & Väljataga, 2011). First, computer scientists aiming at designing systems that can be used in context. Second, educational scientists aiming at measuring what is at stake when learners and teachers use PLEs and how they manage them. Third, instructional designers working on the way to design and personalize such systems. The following issues are still open and may lead to further research on PLEs. • Theoretical Issue: A substantial amount of research about PLE discuss whether they are a concept or a technology (e.g. Fiedler & Väljataga, 2011); more systematic and deeper research may investigate the following questions: Who/which personalizes and initiates the personalization (stakeholder view)? What to personalize (didactical and pedagogical view)? How and when to personalize, from which traces (feedback view)? • Design Issue: Since any PLE has to be built by learners themselves, can teachers devise efficient PLEs? Upon which process? Surprisingly few researches deal with the process of designing PLEs (see Berthold et al., 2012, however). • Cognitive Issue: How (and why) PLEs would be particularly able to support core features of the instructional process? Dessus et al. (2008) argued that the core abilities of the participants of an instructional situation are: – communicate/get information (search, recommend); – detect/monitor other's intentions, or detect the changes within the environment (understand gaps of knowledge, opinion, emotion, etc.); – get/provide feedback and discuss it (detect and trigger contradiction). These abilities may be used as a framework to describe and classify PLEs. • Assessment Issue: What kind of experiments would be setup in order to firmly establish the effects of PLEs on learning and teaching processes? For instance, their impacts (among other parameters often discussed) on motivation, self-regulation and social awareness. • Overpersonalization Issue: Pariser (2011) argued that search engines like Google overpersonalize their results, yielding “[...] less room for the chance encounters that bring insight and learning”, since the reader's own knowledge and opinions are amplified. This risk may also be encountered in PLEs. ===Key References=== Berthold, M., Lachmann, P., Nussbaumer, A., Pachtchenko, S., Kiefel, A., & Albert, D. (2012). Psycho-pedagogical mash-up design for personalising the learning environment. In L. Ardissono & T. Kuflik (Eds.), Proc. Conf. UMAP 2011 (pp. 161–175). Heidelberg: Springer. DOI: 10.1007/978-3-642-28509-7_16 Dessus, P., Mandin, S., & Zampa, V. (2008). What is teaching? Cognitive-based tutoring principles for the design of a learning environment. In S. Tazi & K. Zreik (Eds.), Common innovation in e-learning, Machine learning and humanoid (ICHSL'6) (pp. 49–55). Paris: IEEE/Europia, retrieved on 1/7/2013 from http://hal.archives-ouvertes.fr/docs/00/30/85/91/PDF/dessusmandinzampa08.pdf Fiedler, S. H. D., & Väljataga, T. (2011). Personal learning environments: concept or technology? International Journal of Virtual and Personal Learning Environments, 2(4), 1–11. DOI:10.4018/jvple.2011100101 Fraser, B. J. (2002). Learning environments research: Yesterday, today and tomorrow. In S. C. Goh & M. S. Khine (Eds.), Studies in educational learning environments: An international perspective (pp. 1–25). Londres: World Scientific. Hall, R. (2009). Towards a fusion of formal and informal learning environments: The impact of the read/write web. Electronic Journal of e-Learning, 7(1), 29–40. Jonhson, M., Liber, O., Wilson, S., Milligan, C., Beauvoir, P., & Sharples, P. (2006). The Personal Learning Environment: A report on the JISC CETIS PLE Project. Bolton: University of Bolton. Retrieved on 7/1/2013 from http://wiki.cetis.ac.uk/Ple/Report Pariser, E. (2011). The filter bubble: What the internet is hiding from you. New York: Penguin. Park, O.-C., & Lee, J. (2004). Adaptive instructional systems. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 651–684). Mahwah: Erlbaum, retrieved on 1/7/2013 from http://faculty.ksu.edu.sa/Alhassan/Hand%20book%20on%20research%20in%20educational%20communication/ER5849x_C037.fm.pdf 0 9 1123 1122 2013-02-22T15:14:07Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editors''': Chee-Kit Looi and Lung-Hsiang Wong, National Institute of Education, Nanyang Technological University, Singapore '''Contributor''': .../... ==== Definition ==== In the context of TEL research the term "seamless learning", borrowed from higher education (Kuh 1996), has been promoted by the G1:1 international group: :"We see ubiquitous access to mobile, connected, personal, handhelds creating the potential for a new phase in the evolution of technology-enhanced learning, marked by a continuity of the learning experience across different environments. We term this ‘seamless learning'." (Chan et al. 2006 p.6) Hence: :"Seamless learning environment bridges private and public learning spaces where learning happens as both individual and collective efforts and across different contexts (such as in-school versus after-school, formal versus informal)." (Looi et al. 2010 p.156) The adoption of this term in the expression "seamless learning environments", or in the synonymous expression "seamless learning spaces", acknowledges an evolution of the technology and of the educational culture at the end of the XX° century: :"... (The evolution) is characterized by ‘seamless learning spaces' and marked by continuity of the learning experience across different scenarios or contexts, and emerging from the availability of one device or more per student. By enabling learners to learn whenever they are curious and seamlessly switch between different contexts, such as between formal and informal contexts and between individual and social learning, and by extending the social spaces in which learners interact with each other, these developments, supported by theories of social learning, situated learning, and knowledge building, will influence the nature, the process and the outcomes of learning." (Chan et al. 2006 p.23) Based on a comprehensive review of the literature, Wong (2010) identifies 10 dimensions of seamless learning: :(1) Encompassing formal and informal learning; (2) Encompassing personalized and social learning; (3) Across time; (4) Across locations; (5) Ubiquitous knowledge access (integrating context-aware learning, augmented reality learning, and ubiquitous Internet access); (6) Encompassing physical and digital worlds; (7) Combined use of multiple device types (including "stable" technologies such as desktop computers, interactive whiteboards with mobile devices); (8) Seamless switching between multiple learning tasks (such as data collection, analysis, presentation and communication). (9) Knowledge synthesis (integrating prior and new knowledge, abstract and concrete knowledge, and multi-disciplinary learning); (10) Encompassing multiple pedagogical or learning activity models. ==== Translation issues ==== .../... ==== Disciplinary issues ==== The term "seamless learning" was initially used in the research community of higher education studies without necessarily including technology as an essential component. Kuh (1996) elaborates the notion of linking students' in-class and out-of-class experiences to create seamless learning and academic success by extending it to involve off-campus experiences: :"The word seamless suggests that what was once believed to be separate, distinct parts (e.g., in-class and out-of-class, academic and non-academic; curricular and co-curricular, or on-campus and off-campus experiences) are now of one piece, bound together so as to appear whole or continuous. In seamless learning environments, students are encouraged to take advantage of learning resources that exist both inside and outside of the classroom... students are asked to use their life experiences to make meaning of material introduced in classes..." (Kuh 1996 p.136) Focusing on integrating formal and informal learning, Kuh's (1996) exposition stimulated further relevant studies on this learning model, such as adding the dimension of learning community and the intertwining of individual and collaborative learning into the notion. ==== Key references ==== [http://hal.archives-ouvertes.fr/hal-00696249] Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for undergraduates. College Student Development, 37(2), 135-148. [http://telearn.archives-ouvertes.fr/docs/00/19/06/32/PDF/A132_Chan-et-al2006_OneToOne.pdf] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J. Pea, R., Norris, C., Soloway, S., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C.K., Milrad, M. &amp; Hoppe, U. (2006). One-to-One technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29. [http://edu.nju.edu.cn/zbh/upFiles/download/2012010350224421.pdf] Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W-L., &amp; Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology. 41(2), 154-169. [http://hal.archives-ouvertes.fr/docs/00/69/62/39/PDF/Wong-2011.pdf] Wong, L.-H., &amp; Looi, C.-K. (2011). What seams do we remove in mobile assisted seamless learning? A critical review of the literature]. Computers &amp; Education, 57(4), 2364-2381, doi:10.1016/j.compedu.2011.06.007.<br> ==== Related terms ==== Seamless learning, Seamless learning space, Mobile Learning, Ubiquitous Learning, Formal Learning, Informal Learning, Lifelong Learning <br> <br> ► [[TEL Dictionary entries]] 1122 765 2013-02-22T15:06:08Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editors''': Chee-Kit Looi and Lung-Hsiang Wong, National Institute of Education, Nanyang Technological University, Singapore '''Contributor''': .../... ==== Definition ==== In the context of TEL research the term "seamless learning", borrowed from higher education (Kuh 1996), has been promoted by the G1:1 international group: :"We see ubiquitous access to mobile, connected, personal, handhelds creating the potential for a new phase in the evolution of technology-enhanced learning, marked by a continuity of the learning experience across different environments. We term this ‘seamless learning'." (Chan et al. 2006 p.6) Hence: :"Seamless learning environment bridges private and public learning spaces where learning happens as both individual and collective efforts and across different contexts (such as in-school versus after-school, formal versus informal)." (Looi et al. 2010 p.156) The adoption of this term in the expression "seamless learning environments", or in the synonymous expression "seamless learning spaces", acknowledges an evolution of the technology and of the educational culture at the end of the XX° century: :"... (The evolution) is characterized by ‘seamless learning spaces' and marked by continuity of the learning experience across different scenarios or contexts, and emerging from the availability of one device or more per student. By enabling learners to learn whenever they are curious and seamlessly switch between different contexts, such as between formal and informal contexts and between individual and social learning, and by extending the social spaces in which learners interact with each other, these developments, supported by theories of social learning, situated learning, and knowledge building, will influence the nature, the process and the outcomes of learning." (Chan et al. 2006 p.23) Based on a comprehensive review of the literature, Wong (2010) identifies 10 dimensions of seamless learning: :(1) Encompassing formal and informal learning; (2) Encompassing personalized and social learning; (3) Across time; (4) Across locations; (5) Ubiquitous knowledge access (integrating context-aware learning, augmented reality learning, and ubiquitous Internet access); (6) Encompassing physical and digital worlds; (7) Combined use of multiple device types (including "stable" technologies such as desktop computers, interactive whiteboards with mobile devices); (8) Seamless switching between multiple learning tasks (such as data collection, analysis, presentation and communication). (9) Knowledge synthesis (integrating prior and new knowledge, abstract and concrete knowledge, and multi-disciplinary learning); (10) Encompassing multiple pedagogical or learning activity models. ==== Translation issues ==== .../... ==== Disciplinary issues ==== The term "seamless learning" was initially used in the research community of higher education studies without necessarily including technology as an essential component. Kuh (1996) elaborates the notion of linking students' in-class and out-of-class experiences to create seamless learning and academic success by extending it to involve off-campus experiences: :"The word seamless suggests that what was once believed to be separate, distinct parts (e.g., in-class and out-of-class, academic and non-academic; curricular and co-curricular, or on-campus and off-campus experiences) are now of one piece, bound together so as to appear whole or continuous. In seamless learning environments, students are encouraged to take advantage of learning resources that exist both inside and outside of the classroom... students are asked to use their life experiences to make meaning of material introduced in classes..." (Kuh 1996 p.136) Focusing on integrating formal and informal learning, Kuh's (1996) exposition stimulated further relevant studies on this learning model, such as adding the dimension of learning community and the intertwining of individual and collaborative learning into the notion. ==== Key references ==== [http://www.telearn.org/open-archive/browse?resource=6895_v1] Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for undergraduates. College Student Development, 37(2), 135-148. [http://www.telearn.org/open-archive/search?resource=827] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J. Pea, R., Norris, C., Soloway, S., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C.K., Milrad, M. &amp; Hoppe, U. (2006). One-to-One technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29. [http://www.telearn.org/open-archive/browse?resource=7238_v1] Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W-L., &amp; Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology. 41(2), 154-169. [http://www.telearn.org/open-archive/browse?resource=6876_v1] Wong, L.-H., &amp; Looi, C.-K. (2011). What seams do we remove in mobile assisted seamless learning? A critical review of the literature]. Computers &amp; Education, 57(4), 2364-2381, doi:10.1016/j.compedu.2011.06.007.<br> ==== Related terms ==== Seamless learning, Seamless learning space, Mobile Learning, Ubiquitous Learning, Formal Learning, Informal Learning, Lifelong Learning <br> <br> ► [[TEL Dictionary entries]] 765 482 2012-02-14T15:30:35Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editors''': Chee-Kit Looi and Lung-Hsiang Wong, National Institute of Education, Nanyang Technological University, Singapore '''Contributor''': .../... ==== Definition ==== In the context of TEL research the term "seamless learning", borrowed from higher education (Kuh 1996), has been promoted by the G1:1 international group: :"We see ubiquitous access to mobile, connected, personal, handhelds creating the potential for a new phase in the evolution of technology-enhanced learning, marked by a continuity of the learning experience across different environments. We term this ‘seamless learning'." (Chan et al. 2006 p.6) Hence: :"Seamless learning environment bridges private and public learning spaces where learning happens as both individual and collective efforts and across different contexts (such as in-school versus after-school, formal versus informal)." (Looi et al. 2010 p.156) The adoption of this term in the expression "seamless learning environments", or in the synonymous expression "seamless learning spaces", acknowledges an evolution of the technology and of the educational culture at the end of the XX° century: :"... (The evolution) is characterized by ‘seamless learning spaces' and marked by continuity of the learning experience across different scenarios or contexts, and emerging from the availability of one device or more per student. By enabling learners to learn whenever they are curious and seamlessly switch between different contexts, such as between formal and informal contexts and between individual and social learning, and by extending the social spaces in which learners interact with each other, these developments, supported by theories of social learning, situated learning, and knowledge building, will influence the nature, the process and the outcomes of learning." (Chan et al. 2006 p.23) Based on a comprehensive review of the literature, Wong (2010) identifies 10 dimensions of seamless learning: :(1) Encompassing formal and informal learning; (2) Encompassing personalized and social learning; (3) Across time; (4) Across locations; (5) Ubiquitous knowledge access (integrating context-aware learning, augmented reality learning, and ubiquitous Internet access); (6) Encompassing physical and digital worlds; (7) Combined use of multiple device types (including "stable" technologies such as desktop computers, interactive whiteboards with mobile devices); (8) Seamless switching between multiple learning tasks (such as data collection, analysis, presentation and communication). (9) Knowledge synthesis (integrating prior and new knowledge, abstract and concrete knowledge, and multi-disciplinary learning); (10) Encompassing multiple pedagogical or learning activity models. ==== Translation issues ==== .../... ==== Disciplinary issues ==== The term "seamless learning" was initially used in the research community of higher education studies without necessarily including technology as an essential component. Kuh (1996) elaborates the notion of linking students' in-class and out-of-class experiences to create seamless learning and academic success by extending it to involve off-campus experiences: :"The word seamless suggests that what was once believed to be separate, distinct parts (e.g., in-class and out-of-class, academic and non-academic; curricular and co-curricular, or on-campus and off-campus experiences) are now of one piece, bound together so as to appear whole or continuous. In seamless learning environments, students are encouraged to take advantage of learning resources that exist both inside and outside of the classroom... students are asked to use their life experiences to make meaning of material introduced in classes..." (Kuh 1996 p.136) Focusing on integrating formal and informal learning, Kuh's (1996) exposition stimulated further relevant studies on this learning model, such as adding the dimension of learning community and the intertwining of individual and collaborative learning into the notion. ==== Key references ==== Kuh, G. D. [http://www.telearn.org/open-archive/browse?resource=6895_v1] (1996). Guiding principles for creating seamless learning environments for undergraduates. College Student Development, 37(2), 135-148. Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J. Pea, R., Norris, C., Soloway, S., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C.K., Milrad, M. &amp; Hoppe, U. [http://www.telearn.org/open-archive/search?resource=827] (2006). One-to-One technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29. Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W-L., &amp; Wong, L. H. [http://www.telearn.org/open-archive/browse?resource=7238_v1] (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology. 41(2), 154-169. Wong, L.-H., &amp; Looi, C.-K. [http://www.telearn.org/open-archive/browse?resource=6876_v1] (2011). What seams do we remove in mobile assisted seamless learning? A critical review of the literature]. Computers &amp; Education, 57(4), 2364-2381, doi:10.1016/j.compedu.2011.06.007.<br> ==== Related terms ==== Seamless learning, Seamless learning space, Mobile Learning, Ubiquitous Learning, Formal Learning, Informal Learning, Lifelong Learning <br> <br> ► [[TEL Dictionary entries]] 482 481 2011-11-09T07:56:54Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editors''': Chee-Kit Looi and Lung-Hsiang Wong, National Institute of Education, Nanyang Technological University, Singapore '''Contributor''': .../... ==== Definition ==== In the context of TEL research the term "seamless learning", borrowed from higher education (Kuh 1996), has been promoted by the G1:1 international group: :"We see ubiquitous access to mobile, connected, personal, handhelds creating the potential for a new phase in the evolution of technology-enhanced learning, marked by a continuity of the learning experience across different environments. We term this ‘seamless learning'." (Chan et al. 2006 p.6) Hence: :"Seamless learning environment bridges private and public learning spaces where learning happens as both individual and collective efforts and across different contexts (such as in-school versus after-school, formal versus informal)." (Looi et al. 2010 p.156) The adoption of this term in the expression "seamless learning environments", or in the synonymous expression "seamless learning spaces", acknowledges an evolution of the technology and of the educational culture at the end of the XX° century: :"... (The evolution) is characterized by ‘seamless learning spaces' and marked by continuity of the learning experience across different scenarios or contexts, and emerging from the availability of one device or more per student. By enabling learners to learn whenever they are curious and seamlessly switch between different contexts, such as between formal and informal contexts and between individual and social learning, and by extending the social spaces in which learners interact with each other, these developments, supported by theories of social learning, situated learning, and knowledge building, will influence the nature, the process and the outcomes of learning." (Chan et al. 2006 p.23) Based on a comprehensive review of the literature, Wong (2010) identifies 10 dimensions of seamless learning: :(1) Encompassing formal and informal learning; (2) Encompassing personalized and social learning; (3) Across time; (4) Across locations; (5) Ubiquitous knowledge access (integrating context-aware learning, augmented reality learning, and ubiquitous Internet access); (6) Encompassing physical and digital worlds; (7) Combined use of multiple device types (including "stable" technologies such as desktop computers, interactive whiteboards with mobile devices); (8) Seamless switching between multiple learning tasks (such as data collection, analysis, presentation and communication). (9) Knowledge synthesis (integrating prior and new knowledge, abstract and concrete knowledge, and multi-disciplinary learning); (10) Encompassing multiple pedagogical or learning activity models. ==== Translation issues ==== .../... ==== Disciplinary issues ==== The term "seamless learning" was initially used in the research community of higher education studies without necessarily including technology as an essential component. Kuh (1996) elaborates the notion of linking students' in-class and out-of-class experiences to create seamless learning and academic success by extending it to involve off-campus experiences: :"The word seamless suggests that what was once believed to be separate, distinct parts (e.g., in-class and out-of-class, academic and non-academic; curricular and co-curricular, or on-campus and off-campus experiences) are now of one piece, bound together so as to appear whole or continuous. In seamless learning environments, students are encouraged to take advantage of learning resources that exist both inside and outside of the classroom... students are asked to use their life experiences to make meaning of material introduced in classes..." (Kuh 1996 p.136) Focusing on integrating formal and informal learning, Kuh's (1996) exposition stimulated further relevant studies on this learning model, such as adding the dimension of learning community and the intertwining of individual and collaborative learning into the notion. ==== Key references ==== Kuh, G. D. [http://www.telearn.org/open-archive/browse?resource=6895_v1] (1996). Guiding principles for creating seamless learning environments for undergraduates. College Student Development, 37(2), 135-148. Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J. Pea, R., Norris, C., Soloway, S., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C.K., Milrad, M. &amp; Hoppe, U. [http://www.telearn.org/open-archive/search?resource=827] (2006). One-to-One technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29. Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W-L., &amp; Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology. 41(2), 154-169. Wong, L.-H., &amp; Looi, C.-K. [http://www.telearn.org/open-archive/browse?resource=6876_v1] (2011). What seams do we remove in mobile assisted seamless learning? A critical review of the literature]. Computers &amp; Education, 57(4), 2364-2381, doi:10.1016/j.compedu.2011.06.007.<br> ==== Related terms ==== Seamless learning, Seamless learning space, Mobile Learning, Ubiquitous Learning, Formal Learning, Informal Learning, Lifelong Learning <br> <br> ► [[TEL Dictionary entries]] 481 480 2011-11-08T16:39:05Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editors''': Chee-Kit Looi and Lung-Hsiang Wong, National Institute of Education, Nanyang Technological University, Singapore '''Contributor''': .../... ==== Definition ==== In the context of TEL research the term "seamless learning", borrowed from higher education (Kuh 1996), has been promoted by the G1:1 international group: :"We see ubiquitous access to mobile, connected, personal, handhelds creating the potential for a new phase in the evolution of technology-enhanced learning, marked by a continuity of the learning experience across different environments. We term this ‘seamless learning'." (Chan et al. 2006 p.6) Hence: :"Seamless learning environment bridges private and public learning spaces where learning happens as both individual and collective efforts and across different contexts (such as in-school versus after-school, formal versus informal)." (Looi et al. 2010 p.156) The adoption of this term in the expression "seamless learning environments", or in the synonymous expression "seamless learning spaces", acknowledges an evolution of the technology and of the educational culture at the end of the XX° century: :"... (The evolution) is characterized by ‘seamless learning spaces' and marked by continuity of the learning experience across different scenarios or contexts, and emerging from the availability of one device or more per student. By enabling learners to learn whenever they are curious and seamlessly switch between different contexts, such as between formal and informal contexts and between individual and social learning, and by extending the social spaces in which learners interact with each other, these developments, supported by theories of social learning, situated learning, and knowledge building, will influence the nature, the process and the outcomes of learning." (Chan et al. 2006 p.23) Based on a comprehensive review of the literature, Wong (2010) identifies 10 dimensions of seamless learning: :(1) Encompassing formal and informal learning; (2) Encompassing personalized and social learning; (3) Across time; (4) Across locations; (5) Ubiquitous knowledge access (integrating context-aware learning, augmented reality learning, and ubiquitous Internet access); (6) Encompassing physical and digital worlds; (7) Combined use of multiple device types (including "stable" technologies such as desktop computers, interactive whiteboards with mobile devices); (8) Seamless switching between multiple learning tasks (such as data collection, analysis, presentation and communication). (9) Knowledge synthesis (integrating prior and new knowledge, abstract and concrete knowledge, and multi-disciplinary learning); (10) Encompassing multiple pedagogical or learning activity models. ==== Translation issues ==== .../... ==== Disciplinary issues ==== The term "seamless learning" was initially used in the research community of higher education studies without necessarily including technology as an essential component. Kuh (1996) elaborates the notion of linking students' in-class and out-of-class experiences to create seamless learning and academic success by extending it to involve off-campus experiences: :"The word seamless suggests that what was once believed to be separate, distinct parts (e.g., in-class and out-of-class, academic and non-academic; curricular and co-curricular, or on-campus and off-campus experiences) are now of one piece, bound together so as to appear whole or continuous. In seamless learning environments, students are encouraged to take advantage of learning resources that exist both inside and outside of the classroom... students are asked to use their life experiences to make meaning of material introduced in classes..." (Kuh 1996 p.136) Focusing on integrating formal and informal learning, Kuh's (1996) exposition stimulated further relevant studies on this learning model, such as adding the dimension of learning community and the intertwining of individual and collaborative learning into the notion. ==== Key references ==== Kuh, G. D. [http://www.telearn.org/open-archive/browse?resource=6895_v1] (1996). Guiding principles for creating seamless learning environments for undergraduates. College Student Development, 37(2), 135-148. Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J. Pea, R., Norris, C., Soloway, S., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C.K., Milrad, M. &amp; Hoppe, U. [http://www.telearn.org/open-archive/search?resource=827] (2006). One-to-One technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29. [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.104.5916&rep=rep1&type=pdf] Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W-L., &amp; Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology. 41(2), 154-169. Wong, L.-H., &amp; Looi, C.-K. [http://www.telearn.org/open-archive/browse?resource=6876_v1] (2011). What seams do we remove in mobile assisted seamless learning? A critical review of the literature]. Computers &amp; Education, 57(4), 2364-2381, doi:10.1016/j.compedu.2011.06.007.<br> ==== Related terms ==== Seamless learning, Seamless learning space, Mobile Learning, Ubiquitous Learning, Formal Learning, Informal Learning, Lifelong Learning <br> <br> ► [[TEL Dictionary entries]] 480 471 2011-11-08T11:17:55Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editors''': Chee-Kit Looi and Lung-Hsiang Wong, National Institute of Education, Nanyang Technological University, Singapore '''Contributor''': .../... ==== Definition ==== In the context of TEL research the term "seamless learning", borrowed from higher education (Kuh 1996), has been promoted by the G1:1 international group: :"We see ubiquitous access to mobile, connected, personal, handhelds creating the potential for a new phase in the evolution of technology-enhanced learning, marked by a continuity of the learning experience across different environments. We term this ‘seamless learning'." (Chan et al. 2006 p.6) Hence: :"Seamless learning environment bridges private and public learning spaces where learning happens as both individual and collective efforts and across different contexts (such as in-school versus after-school, formal versus informal)." (Looi et al. 2010 p.156) The adoption of this term in the expression "seamless learning environments", or in the synonymous expression "seamless learning spaces", acknowledges an evolution of the technology and of the educational culture at the end of the XX° century: :"... (The evolution) is characterized by ‘seamless learning spaces' and marked by continuity of the learning experience across different scenarios or contexts, and emerging from the availability of one device or more per student. By enabling learners to learn whenever they are curious and seamlessly switch between different contexts, such as between formal and informal contexts and between individual and social learning, and by extending the social spaces in which learners interact with each other, these developments, supported by theories of social learning, situated learning, and knowledge building, will influence the nature, the process and the outcomes of learning." (Chan et al. 2006 p.23) Based on a comprehensive review of the literature, Wong (2010) identifies 10 dimensions of seamless learning: :(1) Encompassing formal and informal learning; (2) Encompassing personalized and social learning; (3) Across time; (4) Across locations; (5) Ubiquitous knowledge access (integrating context-aware learning, augmented reality learning, and ubiquitous Internet access); (6) Encompassing physical and digital worlds; (7) Combined use of multiple device types (including "stable" technologies such as desktop computers, interactive whiteboards with mobile devices); (8) Seamless switching between multiple learning tasks (such as data collection, analysis, presentation and communication). (9) Knowledge synthesis (integrating prior and new knowledge, abstract and concrete knowledge, and multi-disciplinary learning); (10) Encompassing multiple pedagogical or learning activity models. ==== Translation issues ==== .../... ==== Disciplinary issues ==== The term "seamless learning" was initially used in the research community of higher education studies without necessarily including technology as an essential component. Kuh (1996) elaborates the notion of linking students' in-class and out-of-class experiences to create seamless learning and academic success by extending it to involve off-campus experiences: :"The word seamless suggests that what was once believed to be separate, distinct parts (e.g., in-class and out-of-class, academic and non-academic; curricular and co-curricular, or on-campus and off-campus experiences) are now of one piece, bound together so as to appear whole or continuous. In seamless learning environments, students are encouraged to take advantage of learning resources that exist both inside and outside of the classroom... students are asked to use their life experiences to make meaning of material introduced in classes..." (Kuh 1996 p.136) Focusing on integrating formal and informal learning, Kuh's (1996) exposition stimulated further relevant studies on this learning model, such as adding the dimension of learning community and the intertwining of individual and collaborative learning into the notion. ==== Key references ==== Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for undergraduates. College Student Development, 37(2), 135-148. [http://uwf.edu/studentaffairs/assessment/documents/StudentLearningReadings/GuidingPrinciples_Kuh1996.pdf] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J. Pea, R., Norris, C., Soloway, S., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C.K., Milrad, M. &amp; Hoppe, U. [http://www.telearn.org/open-archive/search?resource=827] (2006). One-to-One technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29. [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.104.5916&rep=rep1&type=pdf] Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W-L., &amp; Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology. 41(2), 154-169. Wong, L.-H., &amp; Looi, C.-K. [http://www.telearn.org/open-archive/browse?resource=6876_v1] (2011). What seams do we remove in mobile assisted seamless learning? A critical review of the literature]. Computers &amp; Education, 57(4), 2364-2381, doi:10.1016/j.compedu.2011.06.007.<br> ==== Related terms ==== Seamless learning, Seamless learning space, Mobile Learning, Ubiquitous Learning, Formal Learning, Informal Learning, Lifelong Learning <br> <br> ► [[TEL Dictionary entries]] 471 372 2011-10-25T15:13:13Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editors''': Chee-Kit Looi and Lung-Hsiang Wong, National Institute of Education, Nanyang Technological University, Singapore '''Contributor''': .../... ==== Definition ==== In the context of TEL research the term "seamless learning", borrowed from higher education (Kuh 1996), has been promoted by the G1:1 international group: :"We see ubiquitous access to mobile, connected, personal, handhelds creating the potential for a new phase in the evolution of technology-enhanced learning, marked by a continuity of the learning experience across different environments. We term this ‘seamless learning'." (Chan et al. 2006 p.6) Hence: :"Seamless learning environment bridges private and public learning spaces where learning happens as both individual and collective efforts and across different contexts (such as in-school versus after-school, formal versus informal)." (Looi et al. 2010 p.156) The adoption of this term in the expression "seamless learning environments", or in the synonymous expression "seamless learning spaces", acknowledges an evolution of the technology and of the educational culture at the end of the XX° century: :"... (The evolution) is characterized by ‘seamless learning spaces' and marked by continuity of the learning experience across different scenarios or contexts, and emerging from the availability of one device or more per student. By enabling learners to learn whenever they are curious and seamlessly switch between different contexts, such as between formal and informal contexts and between individual and social learning, and by extending the social spaces in which learners interact with each other, these developments, supported by theories of social learning, situated learning, and knowledge building, will influence the nature, the process and the outcomes of learning." (Chan et al. 2006 p.23) Based on a comprehensive review of the literature, Wong (2010) identifies 10 dimensions of seamless learning: :(1) Encompassing formal and informal learning; (2) Encompassing personalized and social learning; (3) Across time; (4) Across locations; (5) Ubiquitous knowledge access (integrating context-aware learning, augmented reality learning, and ubiquitous Internet access); (6) Encompassing physical and digital worlds; (7) Combined use of multiple device types (including "stable" technologies such as desktop computers, interactive whiteboards with mobile devices); (8) Seamless switching between multiple learning tasks (such as data collection, analysis, presentation and communication). (9) Knowledge synthesis (integrating prior and new knowledge, abstract and concrete knowledge, and multi-disciplinary learning); (10) Encompassing multiple pedagogical or learning activity models. ==== Translation issues ==== .../... ==== Disciplinary issues ==== The term "seamless learning" was initially used in the research community of higher education studies without necessarily including technology as an essential component. Kuh (1996) elaborates the notion of linking students' in-class and out-of-class experiences to create seamless learning and academic success by extending it to involve off-campus experiences: :"The word seamless suggests that what was once believed to be separate, distinct parts (e.g., in-class and out-of-class, academic and non-academic; curricular and co-curricular, or on-campus and off-campus experiences) are now of one piece, bound together so as to appear whole or continuous. In seamless learning environments, students are encouraged to take advantage of learning resources that exist both inside and outside of the classroom... students are asked to use their life experiences to make meaning of material introduced in classes..." (Kuh 1996 p.136) Focusing on integrating formal and informal learning, Kuh's (1996) exposition stimulated further relevant studies on this learning model, such as adding the dimension of learning community and the intertwining of individual and collaborative learning into the notion. ==== Key references ==== Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for undergraduates. College Student Development, 37(2), 135-148. [http://uwf.edu/studentaffairs/assessment/documents/StudentLearningReadings/GuidingPrinciples_Kuh1996.pdf] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J. Pea, R., Norris, C., Soloway, S., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C.K., Milrad, M. &amp; Hoppe, U. (2006). One-to-One technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29. [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.104.5916&rep=rep1&type=pdf] Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W-L., &amp; Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology. 41(2), 154-169. Wong, L.-H., &amp; Looi, C.-K. [http://www.telearn.org/open-archive/browse?resource=6876_v1] (2011). What seams do we remove in mobile assisted seamless learning? A critical review of the literature]. Computers &amp; Education, 57(4), 2364-2381, doi:10.1016/j.compedu.2011.06.007.<br> ==== Related terms ==== Seamless learning, Seamless learning space, Mobile Learning, Ubiquitous Learning, Formal Learning, Informal Learning, Lifelong Learning <br> <br> ► [[TEL Dictionary entries]] 372 371 2011-09-12T09:41:45Z Zeiliger 2 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editors''': Chee-Kit Looi and Lung-Hsiang Wong, National Institute of Education, Nanyang Technological University, Singapore '''Contributor''': .../... ==== Definition ==== In the context of TEL research the term "seamless learning", borrowed from higher education (Kuh 1996), has been promoted by the G1:1 international group: :"We see ubiquitous access to mobile, connected, personal, handhelds creating the potential for a new phase in the evolution of technology-enhanced learning, marked by a continuity of the learning experience across different environments. We term this ‘seamless learning'." (Chan et al. 2006 p.6) Hence: :"Seamless learning environment bridges private and public learning spaces where learning happens as both individual and collective efforts and across different contexts (such as in-school versus after-school, formal versus informal)." (Looi et al. 2010 p.156) The adoption of this term in the expression "seamless learning environments", or in the synonymous expression "seamless learning spaces", acknowledges an evolution of the technology and of the educational culture at the end of the XX° century: :"... (The evolution) is characterized by ‘seamless learning spaces' and marked by continuity of the learning experience across different scenarios or contexts, and emerging from the availability of one device or more per student. By enabling learners to learn whenever they are curious and seamlessly switch between different contexts, such as between formal and informal contexts and between individual and social learning, and by extending the social spaces in which learners interact with each other, these developments, supported by theories of social learning, situated learning, and knowledge building, will influence the nature, the process and the outcomes of learning." (Chan et al. 2006 p.23) Based on a comprehensive review of the literature, Wong (2010) identifies 10 dimensions of seamless learning: :(1) Encompassing formal and informal learning; (2) Encompassing personalized and social learning; (3) Across time; (4) Across locations; (5) Ubiquitous knowledge access (integrating context-aware learning, augmented reality learning, and ubiquitous Internet access); (6) Encompassing physical and digital worlds; (7) Combined use of multiple device types (including "stable" technologies such as desktop computers, interactive whiteboards with mobile devices); (8) Seamless switching between multiple learning tasks (such as data collection, analysis, presentation and communication). (9) Knowledge synthesis (integrating prior and new knowledge, abstract and concrete knowledge, and multi-disciplinary learning); (10) Encompassing multiple pedagogical or learning activity models. ==== Translation issues ==== .../... ==== Disciplinary issues ==== The term "seamless learning" was initially used in the research community of higher education studies without necessarily including technology as an essential component. Kuh (1996) elaborates the notion of linking students' in-class and out-of-class experiences to create seamless learning and academic success by extending it to involve off-campus experiences: :"The word seamless suggests that what was once believed to be separate, distinct parts (e.g., in-class and out-of-class, academic and non-academic; curricular and co-curricular, or on-campus and off-campus experiences) are now of one piece, bound together so as to appear whole or continuous. In seamless learning environments, students are encouraged to take advantage of learning resources that exist both inside and outside of the classroom... students are asked to use their life experiences to make meaning of material introduced in classes..." (Kuh 1996 p.136) Focusing on integrating formal and informal learning, Kuh's (1996) exposition stimulated further relevant studies on this learning model, such as adding the dimension of learning community and the intertwining of individual and collaborative learning into the notion. ==== Key references ==== Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for undergraduates. College Student Development, 37(2), 135-148. [http://uwf.edu/studentaffairs/assessment/documents/StudentLearningReadings/GuidingPrinciples_Kuh1996.pdf] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J. Pea, R., Norris, C., Soloway, S., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C.K., Milrad, M. &amp; Hoppe, U. (2006). One-to-One technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29. [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.104.5916&rep=rep1&type=pdf] Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W-L., &amp; Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology. 41(2), 154-169. Wong, L.-H., &amp; Looi, C.-K. (2011). [http://www.sciencedirect.com/science/article/pii/S0360131511001369 What seams do we remove in mobile assisted seamless learning? A critical review of the literature]. Computers &amp; Education, 57(4), 2364-2381, doi:10.1016/j.compedu.2011.06.007.<br> ==== Related terms ==== Seamless learning, Seamless learning space, Mobile Learning, Ubiquitous Learning, Formal Learning, Informal Learning, Lifelong Learning <br> <br> ► [[TEL Dictionary entries]] 371 370 2011-09-12T09:40:26Z Zeiliger 2 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editors''': Chee-Kit Looi and Lung-Hsiang Wong, National Institute of Education, Nanyang Technological University, Singapore '''Contributor''': .../... ==== Definition ==== In the context of TEL research the term "seamless learning", borrowed from higher education (Kuh 1996), has been promoted by the G1:1 international group: :"We see ubiquitous access to mobile, connected, personal, handhelds creating the potential for a new phase in the evolution of technology-enhanced learning, marked by a continuity of the learning experience across different environments. We term this ‘seamless learning'." (Chan et al. 2006 p.6) Hence: :"Seamless learning environment bridges private and public learning spaces where learning happens as both individual and collective efforts and across different contexts (such as in-school versus after-school, formal versus informal)." (Looi et al. 2010 p.156) The adoption of this term in the expression "seamless learning environments", or in the synonymous expression "seamless learning spaces", acknowledges an evolution of the technology and of the educational culture at the end of the XX° century: :"... (The evolution) is characterized by ‘seamless learning spaces' and marked by continuity of the learning experience across different scenarios or contexts, and emerging from the availability of one device or more per student. By enabling learners to learn whenever they are curious and seamlessly switch between different contexts, such as between formal and informal contexts and between individual and social learning, and by extending the social spaces in which learners interact with each other, these developments, supported by theories of social learning, situated learning, and knowledge building, will influence the nature, the process and the outcomes of learning." (Chan et al. 2006 p.23) Based on a comprehensive review of the literature, Wong (2010) identifies 10 dimensions of seamless learning: :(1) Encompassing formal and informal learning; (2) Encompassing personalized and social learning; (3) Across time; (4) Across locations; (5) Ubiquitous knowledge access (integrating context-aware learning, augmented reality learning, and ubiquitous Internet access); (6) Encompassing physical and digital worlds; (7) Combined use of multiple device types (including "stable" technologies such as desktop computers, interactive whiteboards with mobile devices); (8) Seamless switching between multiple learning tasks (such as data collection, analysis, presentation and communication). (9) Knowledge synthesis (integrating prior and new knowledge, abstract and concrete knowledge, and multi-disciplinary learning); (10) Encompassing multiple pedagogical or learning activity models. ==== Translation issues ==== .../... ==== Disciplinary issues ==== The term "seamless learning" was initially used in the research community of higher education studies without necessarily including technology as an essential component. Kuh (1996) elaborates the notion of linking students' in-class and out-of-class experiences to create seamless learning and academic success by extending it to involve off-campus experiences: :"The word seamless suggests that what was once believed to be separate, distinct parts (e.g., in-class and out-of-class, academic and non-academic; curricular and co-curricular, or on-campus and off-campus experiences) are now of one piece, bound together so as to appear whole or continuous. In seamless learning environments, students are encouraged to take advantage of learning resources that exist both inside and outside of the classroom... students are asked to use their life experiences to make meaning of material introduced in classes..." (Kuh 1996 p.136) Focusing on integrating formal and informal learning, Kuh's (1996) exposition stimulated further relevant studies on this learning model, such as adding the dimension of learning community and the intertwining of individual and collaborative learning into the notion. ==== Key references ==== Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for undergraduates. College Student Development, 37(2), 135-148. [http://uwf.edu/studentaffairs/assessment/documents/StudentLearningReadings/GuidingPrinciples_Kuh1996.pdf] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J. Pea, R., Norris, C., Soloway, S., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C.K., Milrad, M. &amp; Hoppe, U. (2006). One-to-One technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29. [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.104.5916&rep=rep1&type=pdf] Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W-L., &amp; Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology. 41(2), 154-169. Wong, L.-H., &amp; Looi, C.-K. (2011). [http://www.sciencedirect.com/science/article/pii/S0360131511001369|What seams do we remove in mobile assisted seamless learning? A critical review of the literature]. Computers &amp; Education, 57(4), 2364-2381, doi:10.1016/j.compedu.2011.06.007.<br> ==== Related terms ==== Seamless learning, Seamless learning space, Mobile Learning, Ubiquitous Learning, Formal Learning, Informal Learning, Lifelong Learning <br> <br> ► [[TEL Dictionary entries]] 370 366 2011-09-12T09:39:27Z Zeiliger 2 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editors''': Chee-Kit Looi and Lung-Hsiang Wong, National Institute of Education, Nanyang Technological University, Singapore '''Contributor''': .../... ==== Definition ==== In the context of TEL research the term "seamless learning", borrowed from higher education (Kuh 1996), has been promoted by the G1:1 international group: :"We see ubiquitous access to mobile, connected, personal, handhelds creating the potential for a new phase in the evolution of technology-enhanced learning, marked by a continuity of the learning experience across different environments. We term this ‘seamless learning'." (Chan et al. 2006 p.6) Hence: :"Seamless learning environment bridges private and public learning spaces where learning happens as both individual and collective efforts and across different contexts (such as in-school versus after-school, formal versus informal)." (Looi et al. 2010 p.156) The adoption of this term in the expression "seamless learning environments", or in the synonymous expression "seamless learning spaces", acknowledges an evolution of the technology and of the educational culture at the end of the XX° century: :"... (The evolution) is characterized by ‘seamless learning spaces' and marked by continuity of the learning experience across different scenarios or contexts, and emerging from the availability of one device or more per student. By enabling learners to learn whenever they are curious and seamlessly switch between different contexts, such as between formal and informal contexts and between individual and social learning, and by extending the social spaces in which learners interact with each other, these developments, supported by theories of social learning, situated learning, and knowledge building, will influence the nature, the process and the outcomes of learning." (Chan et al. 2006 p.23) Based on a comprehensive review of the literature, Wong (2010) identifies 10 dimensions of seamless learning: :(1) Encompassing formal and informal learning; (2) Encompassing personalized and social learning; (3) Across time; (4) Across locations; (5) Ubiquitous knowledge access (integrating context-aware learning, augmented reality learning, and ubiquitous Internet access); (6) Encompassing physical and digital worlds; (7) Combined use of multiple device types (including "stable" technologies such as desktop computers, interactive whiteboards with mobile devices); (8) Seamless switching between multiple learning tasks (such as data collection, analysis, presentation and communication). (9) Knowledge synthesis (integrating prior and new knowledge, abstract and concrete knowledge, and multi-disciplinary learning); (10) Encompassing multiple pedagogical or learning activity models. ==== Translation issues ==== .../... ==== Disciplinary issues ==== The term "seamless learning" was initially used in the research community of higher education studies without necessarily including technology as an essential component. Kuh (1996) elaborates the notion of linking students' in-class and out-of-class experiences to create seamless learning and academic success by extending it to involve off-campus experiences: :"The word seamless suggests that what was once believed to be separate, distinct parts (e.g., in-class and out-of-class, academic and non-academic; curricular and co-curricular, or on-campus and off-campus experiences) are now of one piece, bound together so as to appear whole or continuous. In seamless learning environments, students are encouraged to take advantage of learning resources that exist both inside and outside of the classroom... students are asked to use their life experiences to make meaning of material introduced in classes..." (Kuh 1996 p.136) Focusing on integrating formal and informal learning, Kuh's (1996) exposition stimulated further relevant studies on this learning model, such as adding the dimension of learning community and the intertwining of individual and collaborative learning into the notion. ==== Key references ==== Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for undergraduates. College Student Development, 37(2), 135-148. [http://uwf.edu/studentaffairs/assessment/documents/StudentLearningReadings/GuidingPrinciples_Kuh1996.pdf] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J. Pea, R., Norris, C., Soloway, S., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C.K., Milrad, M. &amp; Hoppe, U. (2006). One-to-One technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29. [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.104.5916&rep=rep1&type=pdf] Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W-L., &amp; Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology. 41(2), 154-169. Wong, L.-H., &amp; Looi, C.-K. (2011). [[http://www.sciencedirect.com/science/article/pii/S0360131511001369|What seams do we remove in mobile assisted seamless learning? A critical review of the literature]]. Computers &amp; Education, 57(4), 2364-2381, doi:10.1016/j.compedu.2011.06.007.<br> ==== Related terms ==== Seamless learning, Seamless learning space, Mobile Learning, Ubiquitous Learning, Formal Learning, Informal Learning, Lifelong Learning <br> <br> ► [[TEL Dictionary entries]] 366 187 2011-09-09T21:09:04Z Balacheff 4 wikitext text/x-wiki <u>Draft 1</u> '''Editors''': Chee-Kit Looi and Lung-Hsiang Wong, National Institute of Education, Nanyang Technological University, Singapore '''Contributor''': .../... ==== Definition ==== In the context of TEL research the term "seamless learning", borrowed from higher education (Kuh 1996), has been promoted by the G1:1 international group: :"We see ubiquitous access to mobile, connected, personal, handhelds creating the potential for a new phase in the evolution of technology-enhanced learning, marked by a continuity of the learning experience across different environments. We term this ‘seamless learning'." (Chan et al. 2006 p.6) Hence: :"Seamless learning environment bridges private and public learning spaces where learning happens as both individual and collective efforts and across different contexts (such as in-school versus after-school, formal versus informal)." (Looi et al. 2010 p.156) The adoption of this term in the expression "seamless learning environments", or in the synonymous expression "seamless learning spaces", acknowledges an evolution of the technology and of the educational culture at the end of the XX° century: :"... (The evolution) is characterized by ‘seamless learning spaces' and marked by continuity of the learning experience across different scenarios or contexts, and emerging from the availability of one device or more per student. By enabling learners to learn whenever they are curious and seamlessly switch between different contexts, such as between formal and informal contexts and between individual and social learning, and by extending the social spaces in which learners interact with each other, these developments, supported by theories of social learning, situated learning, and knowledge building, will influence the nature, the process and the outcomes of learning." (Chan et al. 2006 p.23) Based on a comprehensive review of the literature, Wong (2010) identifies 10 dimensions of seamless learning: :(1) Encompassing formal and informal learning; (2) Encompassing personalized and social learning; (3) Across time; (4) Across locations; (5) Ubiquitous knowledge access (integrating context-aware learning, augmented reality learning, and ubiquitous Internet access); (6) Encompassing physical and digital worlds; (7) Combined use of multiple device types (including "stable" technologies such as desktop computers, interactive whiteboards with mobile devices); (8) Seamless switching between multiple learning tasks (such as data collection, analysis, presentation and communication). (9) Knowledge synthesis (integrating prior and new knowledge, abstract and concrete knowledge, and multi-disciplinary learning); (10) Encompassing multiple pedagogical or learning activity models. ==== Translation issues ==== .../... ==== Disciplinary issues ==== The term "seamless learning" was initially used in the research community of higher education studies without necessarily including technology as an essential component. Kuh (1996) elaborates the notion of linking students' in-class and out-of-class experiences to create seamless learning and academic success by extending it to involve off-campus experiences: :"The word seamless suggests that what was once believed to be separate, distinct parts (e.g., in-class and out-of-class, academic and non-academic; curricular and co-curricular, or on-campus and off-campus experiences) are now of one piece, bound together so as to appear whole or continuous. In seamless learning environments, students are encouraged to take advantage of learning resources that exist both inside and outside of the classroom... students are asked to use their life experiences to make meaning of material introduced in classes..." (Kuh 1996 p.136) Focusing on integrating formal and informal learning, Kuh's (1996) exposition stimulated further relevant studies on this learning model, such as adding the dimension of learning community and the intertwining of individual and collaborative learning into the notion. ==== Key references ==== Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for undergraduates. College Student Development, 37(2), 135-148. [http://uwf.edu/studentaffairs/assessment/documents/StudentLearningReadings/GuidingPrinciples_Kuh1996.pdf] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J. Pea, R., Norris, C., Soloway, S., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C.K., Milrad, M. &amp; Hoppe, U. (2006). One-to-One technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29. [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.104.5916&rep=rep1&type=pdf] Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W-L., &amp; Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology. 41(2), 154-169. Wong, L.-H., &amp; Looi, C.-K. (2011). What seams do we remove in mobile assisted seamless learning? A critical review of the literature. Computers &amp; Education, 57(4), 2364-2381, doi:10.1016/j.compedu.2011.06.007.<br> ==== Related terms ==== Seamless learning, Seamless learning space, Mobile Learning, Ubiquitous Learning, Formal Learning, Informal Learning, Lifelong Learning <br> <br> ► [[TEL Dictionary entries]] 187 143 2011-05-27T14:12:10Z Admin 1 wikitext text/x-wiki <u>Draft 1</u> '''Editors''': Chee-Kit Looi and Lung-Hsiang Wong, National Institute of Education, Nanyang Technological University, Singapore '''Contributor''': .../... ==== Definition ==== In the context of TEL research the term "seamless learning", borrowed from higher education (Kuh 1996), has been promoted by the G1:1 international group: :"We see ubiquitous access to mobile, connected, personal, handhelds creating the potential for a new phase in the evolution of technology-enhanced learning, marked by a continuity of the learning experience across different environments. We term this ‘seamless learning'." (Chan et al. 2006 p.6) Hence: :"Seamless learning environment bridges private and public learning spaces where learning happens as both individual and collective efforts and across different contexts (such as in-school versus after-school, formal versus informal)." (Looi et al. 2010 p.156) The adoption of this term in the expression "seamless learning environments", or in the synonymous expression "seamless learning spaces", acknowledges an evolution of the technology and of the educational culture at the end of the XX° century: :"... (The evolution) is characterized by ‘seamless learning spaces' and marked by continuity of the learning experience across different scenarios or contexts, and emerging from the availability of one device or more per student. By enabling learners to learn whenever they are curious and seamlessly switch between different contexts, such as between formal and informal contexts and between individual and social learning, and by extending the social spaces in which learners interact with each other, these developments, supported by theories of social learning, situated learning, and knowledge building, will influence the nature, the process and the outcomes of learning." (Chan et al. 2006 p.23) Based on a comprehensive review of the literature, Wong (2010) identifies 10 dimensions of seamless learning: :(1) Encompassing formal and informal learning; (2) Encompassing personalized and social learning; (3) Across time; (4) Across locations; (5) Ubiquitous knowledge access (integrating context-aware learning, augmented reality learning, and ubiquitous Internet access); (6) Encompassing physical and digital worlds; (7) Combined use of multiple device types (including "stable" technologies such as desktop computers, interactive whiteboards with mobile devices); (8) Seamless switching between multiple learning tasks (such as data collection, analysis, presentation and communication). (9) Knowledge synthesis (integrating prior and new knowledge, abstract and concrete knowledge, and multi-disciplinary learning); (10) Encompassing multiple pedagogical or learning activity models. ==== Translation issues ==== .../... ==== Disciplinary issues ==== The term "seamless learning" was initially used in the research community of higher education studies without necessarily including technology as an essential component. Kuh (1996) elaborates the notion of linking students' in-class and out-of-class experiences to create seamless learning and academic success by extending it to involve off-campus experiences: :"The word seamless suggests that what was once believed to be separate, distinct parts (e.g., in-class and out-of-class, academic and non-academic; curricular and co-curricular, or on-campus and off-campus experiences) are now of one piece, bound together so as to appear whole or continuous. In seamless learning environments, students are encouraged to take advantage of learning resources that exist both inside and outside of the classroom... students are asked to use their life experiences to make meaning of material introduced in classes..." (Kuh 1996 p.136) Focusing on integrating formal and informal learning, Kuh's (1996) exposition stimulated further relevant studies on this learning model, such as adding the dimension of learning community and the intertwining of individual and collaborative learning into the notion. ==== Key references ==== Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for undergraduates. College Student Development, 37(2), 135-148. [http://uwf.edu/studentaffairs/assessment/documents/StudentLearningReadings/GuidingPrinciples_Kuh1996.pdf] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J. Pea, R., Norris, C., Soloway, S., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C.K., Milrad, M. &amp; Hoppe, U. (2006). One-to-One technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29. [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.104.5916&rep=rep1&type=pdf] Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W-L., &amp; Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology. 41(2), 154-169. ==== Related terms ==== Seamless learning, Seamless learning space, Mobile Learning, Ubiquitous Learning, Formal Learning, Informal Learning, Lifelong Learning ==== Related documents ==== https://sites.google.com/site/lunghsiangacademics/ICCE10-C4InvitedSpeech.pdf?attredirects=0 <br> ► [[TEL Dictionary entries]] 143 101 2011-05-26T08:32:30Z Admin 1 wikitext text/x-wiki '''Editors''': Chee-Kit Looi and Lung-Hsiang Wong, National Institute of Education, Nanyang Technological University, Singapore '''Contributor''': .../... ==== Definition ==== In the context of TEL research the term "seamless learning", borrowed from higher education (Kuh 1996), has been promoted by the G1:1 international group: :"We see ubiquitous access to mobile, connected, personal, handhelds creating the potential for a new phase in the evolution of technology-enhanced learning, marked by a continuity of the learning experience across different environments. We term this ‘seamless learning'." (Chan et al. 2006 p.6) Hence: :"Seamless learning environment bridges private and public learning spaces where learning happens as both individual and collective efforts and across different contexts (such as in-school versus after-school, formal versus informal)." (Looi et al. 2010 p.156) The adoption of this term in the expression "seamless learning environments", or in the synonymous expression "seamless learning spaces", acknowledges an evolution of the technology and of the educational culture at the end of the XX° century: :"... (The evolution) is characterized by ‘seamless learning spaces' and marked by continuity of the learning experience across different scenarios or contexts, and emerging from the availability of one device or more per student. By enabling learners to learn whenever they are curious and seamlessly switch between different contexts, such as between formal and informal contexts and between individual and social learning, and by extending the social spaces in which learners interact with each other, these developments, supported by theories of social learning, situated learning, and knowledge building, will influence the nature, the process and the outcomes of learning." (Chan et al. 2006 p.23) Based on a comprehensive review of the literature, Wong (2010) identifies 10 dimensions of seamless learning: :(1) Encompassing formal and informal learning; (2) Encompassing personalized and social learning; (3) Across time; (4) Across locations; (5) Ubiquitous knowledge access (integrating context-aware learning, augmented reality learning, and ubiquitous Internet access); (6) Encompassing physical and digital worlds; (7) Combined use of multiple device types (including "stable" technologies such as desktop computers, interactive whiteboards with mobile devices); (8) Seamless switching between multiple learning tasks (such as data collection, analysis, presentation and communication). (9) Knowledge synthesis (integrating prior and new knowledge, abstract and concrete knowledge, and multi-disciplinary learning); (10) Encompassing multiple pedagogical or learning activity models. ==== Translation issues ==== .../... ==== Disciplinary issues ==== The term "seamless learning" was initially used in the research community of higher education studies without necessarily including technology as an essential component. Kuh (1996) elaborates the notion of linking students' in-class and out-of-class experiences to create seamless learning and academic success by extending it to involve off-campus experiences: :"The word seamless suggests that what was once believed to be separate, distinct parts (e.g., in-class and out-of-class, academic and non-academic; curricular and co-curricular, or on-campus and off-campus experiences) are now of one piece, bound together so as to appear whole or continuous. In seamless learning environments, students are encouraged to take advantage of learning resources that exist both inside and outside of the classroom... students are asked to use their life experiences to make meaning of material introduced in classes..." (Kuh 1996 p.136) Focusing on integrating formal and informal learning, Kuh's (1996) exposition stimulated further relevant studies on this learning model, such as adding the dimension of learning community and the intertwining of individual and collaborative learning into the notion. ==== Key references ==== Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for undergraduates. College Student Development, 37(2), 135-148. [http://uwf.edu/studentaffairs/assessment/documents/StudentLearningReadings/GuidingPrinciples_Kuh1996.pdf] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J. Pea, R., Norris, C., Soloway, S., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C.K., Milrad, M. &amp; Hoppe, U. (2006). One-to-One technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29. [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.104.5916&rep=rep1&type=pdf] Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W-L., &amp; Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology. 41(2), 154-169. ==== Related terms ==== Seamless learning, Seamless learning space, Mobile Learning, Ubiquitous Learning, Formal Learning, Informal Learning, Lifelong Learning ==== Related documents ==== https://sites.google.com/site/lunghsiangacademics/ICCE10-C4InvitedSpeech.pdf?attredirects=0<br> <br> ► [[TEL Dictionary entries]] 101 25 2011-05-24T09:51:49Z Admin 1 wikitext text/x-wiki {{Languages}} '''Editors''': Chee-Kit Looi and Lung-Hsiang Wong, National Institute of Education, Nanyang Technological University, Singapore '''Contributor''': .../... ==== Definition ==== In the context of TEL research the term "seamless learning", borrowed from higher education (Kuh 1996), has been promoted by the G1:1 international group: :"We see ubiquitous access to mobile, connected, personal, handhelds creating the potential for a new phase in the evolution of technology-enhanced learning, marked by a continuity of the learning experience across different environments. We term this ‘seamless learning'." (Chan et al. 2006 p.6) Hence: :"Seamless learning environment bridges private and public learning spaces where learning happens as both individual and collective efforts and across different contexts (such as in-school versus after-school, formal versus informal)." (Looi et al. 2010 p.156) The adoption of this term in the expression "seamless learning environments", or in the synonymous expression "seamless learning spaces", acknowledges an evolution of the technology and of the educational culture at the end of the XX° century: :"... (The evolution) is characterized by ‘seamless learning spaces' and marked by continuity of the learning experience across different scenarios or contexts, and emerging from the availability of one device or more per student. By enabling learners to learn whenever they are curious and seamlessly switch between different contexts, such as between formal and informal contexts and between individual and social learning, and by extending the social spaces in which learners interact with each other, these developments, supported by theories of social learning, situated learning, and knowledge building, will influence the nature, the process and the outcomes of learning." (Chan et al. 2006 p.23) Based on a comprehensive review of the literature, Wong (2010) identifies 10 dimensions of seamless learning: :(1) Encompassing formal and informal learning; (2) Encompassing personalized and social learning; (3) Across time; (4) Across locations; (5) Ubiquitous knowledge access (integrating context-aware learning, augmented reality learning, and ubiquitous Internet access); (6) Encompassing physical and digital worlds; (7) Combined use of multiple device types (including "stable" technologies such as desktop computers, interactive whiteboards with mobile devices); (8) Seamless switching between multiple learning tasks (such as data collection, analysis, presentation and communication). (9) Knowledge synthesis (integrating prior and new knowledge, abstract and concrete knowledge, and multi-disciplinary learning); (10) Encompassing multiple pedagogical or learning activity models. ==== Translation issues ==== .../... ==== Disciplinary issues ==== The term "seamless learning" was initially used in the research community of higher education studies without necessarily including technology as an essential component. Kuh (1996) elaborates the notion of linking students' in-class and out-of-class experiences to create seamless learning and academic success by extending it to involve off-campus experiences: :"The word seamless suggests that what was once believed to be separate, distinct parts (e.g., in-class and out-of-class, academic and non-academic; curricular and co-curricular, or on-campus and off-campus experiences) are now of one piece, bound together so as to appear whole or continuous. In seamless learning environments, students are encouraged to take advantage of learning resources that exist both inside and outside of the classroom... students are asked to use their life experiences to make meaning of material introduced in classes..." (Kuh 1996 p.136) Focusing on integrating formal and informal learning, Kuh's (1996) exposition stimulated further relevant studies on this learning model, such as adding the dimension of learning community and the intertwining of individual and collaborative learning into the notion. ==== Key references ==== Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for undergraduates. College Student Development, 37(2), 135-148. [http://uwf.edu/studentaffairs/assessment/documents/StudentLearningReadings/GuidingPrinciples_Kuh1996.pdf] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J. Pea, R., Norris, C., Soloway, S., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C.K., Milrad, M. &amp; Hoppe, U. (2006). One-to-One technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29. [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.104.5916&rep=rep1&type=pdf] Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W-L., &amp; Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology. 41(2), 154-169. ==== Related terms ==== Seamless learning, Seamless learning space, Mobile Learning, Ubiquitous Learning, Formal Learning, Informal Learning, Lifelong Learning ==== Related documents ==== https://sites.google.com/site/lunghsiangacademics/ICCE10-C4InvitedSpeech.pdf?attredirects=0<br> <br> ► [[TEL Dictionary entries]] 25 2011-05-17T13:23:12Z Zeiliger 2 Created page with "'''Editors''': Chee-Kit Looi and Lung-Hsiang Wong, National Institute of Education, Nanyang Technological University, Singapore '''Contributor''': .../... ==== Definition ===..." wikitext text/x-wiki '''Editors''': Chee-Kit Looi and Lung-Hsiang Wong, National Institute of Education, Nanyang Technological University, Singapore '''Contributor''': .../... ==== Definition ==== In the context of TEL research the term "seamless learning", borrowed from higher education (Kuh 1996), has been promoted by the G1:1 international group: :"We see ubiquitous access to mobile, connected, personal, handhelds creating the potential for a new phase in the evolution of technology-enhanced learning, marked by a continuity of the learning experience across different environments. We term this ‘seamless learning'." (Chan et al. 2006 p.6) Hence: :"Seamless learning environment bridges private and public learning spaces where learning happens as both individual and collective efforts and across different contexts (such as in-school versus after-school, formal versus informal)." (Looi et al. 2010 p.156) The adoption of this term in the expression "seamless learning environments", or in the synonymous expression "seamless learning spaces", acknowledges an evolution of the technology and of the educational culture at the end of the XX° century: :"... (The evolution) is characterized by ‘seamless learning spaces' and marked by continuity of the learning experience across different scenarios or contexts, and emerging from the availability of one device or more per student. By enabling learners to learn whenever they are curious and seamlessly switch between different contexts, such as between formal and informal contexts and between individual and social learning, and by extending the social spaces in which learners interact with each other, these developments, supported by theories of social learning, situated learning, and knowledge building, will influence the nature, the process and the outcomes of learning." (Chan et al. 2006 p.23) Based on a comprehensive review of the literature, Wong (2010) identifies 10 dimensions of seamless learning: :(1) Encompassing formal and informal learning; (2) Encompassing personalized and social learning; (3) Across time; (4) Across locations; (5) Ubiquitous knowledge access (integrating context-aware learning, augmented reality learning, and ubiquitous Internet access); (6) Encompassing physical and digital worlds; (7) Combined use of multiple device types (including "stable" technologies such as desktop computers, interactive whiteboards with mobile devices); (8) Seamless switching between multiple learning tasks (such as data collection, analysis, presentation and communication). (9) Knowledge synthesis (integrating prior and new knowledge, abstract and concrete knowledge, and multi-disciplinary learning); (10) Encompassing multiple pedagogical or learning activity models. ==== Translation issues ==== .../... ==== Disciplinary issues ==== The term "seamless learning" was initially used in the research community of higher education studies without necessarily including technology as an essential component. Kuh (1996) elaborates the notion of linking students' in-class and out-of-class experiences to create seamless learning and academic success by extending it to involve off-campus experiences: :"The word seamless suggests that what was once believed to be separate, distinct parts (e.g., in-class and out-of-class, academic and non-academic; curricular and co-curricular, or on-campus and off-campus experiences) are now of one piece, bound together so as to appear whole or continuous. In seamless learning environments, students are encouraged to take advantage of learning resources that exist both inside and outside of the classroom... students are asked to use their life experiences to make meaning of material introduced in classes..." (Kuh 1996 p.136) Focusing on integrating formal and informal learning, Kuh's (1996) exposition stimulated further relevant studies on this learning model, such as adding the dimension of learning community and the intertwining of individual and collaborative learning into the notion. ==== Key references ==== Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for undergraduates. College Student Development, 37(2), 135-148. [http://uwf.edu/studentaffairs/assessment/documents/StudentLearningReadings/GuidingPrinciples_Kuh1996.pdf] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J. Pea, R., Norris, C., Soloway, S., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C.K., Milrad, M. &amp; Hoppe, U. (2006). One-to-One technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29. [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.104.5916&rep=rep1&type=pdf] Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W-L., &amp; Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology. 41(2), 154-169. ==== Related terms ==== Seamless learning, Seamless learning space, Mobile Learning, Ubiquitous Learning, Formal Learning, Informal Learning, Lifelong Learning ==== Related documents ==== https://sites.google.com/site/lunghsiangacademics/ICCE10-C4InvitedSpeech.pdf?attredirects=0<br> <br> ► [[TEL Dictionary entries]] 0 140 1267 1266 2013-03-11T12:24:07Z Vdimitrova 15 /* Определение */ wikitext text/x-wiki <h1>Непрекъсната учебна среда</h1> <u>раб. версия 1</u> '''Editor''': Chee-Kit Looi and Lung-Hsiang Wong, National Institute of Education, Nanyang Technological University, Singapore '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== В контекста на ученето/обучението подпомоганто от технологии терминът „непрекъснато учене”, заимстван от висшето образование (Kuh 1996), е представен от международната група G1:1: <blockquote> „ Ние възприемаме повсеместния достъп до мобилни, свързани и персонални, както и ръчни технологии, като имащи капацитета да създадат нова фаза в еволюцията на технологично подпомогнатото учене/обучение. Тази фаза сама по себе си е белязана от непрекъснатостта на учебните преживявания в различна среда. Ние наричаме това ‘непрекъснато учене’.” (Chan et al. 2006 p.6) </blockquote> Следователно: <blockquote> „Непрекъснатата учебна среда свързва личното и публичното пространство, в което ученето се състои, като индивидуални и същевременно колективни усилия в различни ситуации (напр. в училище спрямо след училище, фомално спрямо информално).” (Looi et al. 2010 p.156) </blockquote> Възприемането на израза „непрекъсната среда на учене” като термин или синонимния израз „непрекъснато учебно пространство” свидетелства за еволюцията на технологиите и на образователната култура в края на предишното столетие: <blockquote> „...[Еволюцията] се характеризира с ‘непрекъснати учебни пространства’ и е белязана от непрекъснатостта на учебните преживявания в различни ситуации и последователността от действия, като същевременно възниква и в резултат на наличието на едно или повече устройства у един учащ. С осигуряванто на възможност на учащите да учат, когато изпитват интерес и непрекъснато да превключват от един в друг контекст (формален и неформален, индивидуален и социален), и чрез разширяването на социалните пространства, в които учащите си взаимодействат един с друг, тези промени, спомогнати от теорииите за социално учене, ситуативното учене и изграждането на познание, ще въздействат върху природата, процеса и резултатите на учене.” (Chan et al. 2006 p.23) </blockquote> Въз основата на изчерпателен преглед на литературата по тази тема, Уонг (2010) отчита 10 измерения на непрекъснатото учене: <blockquote> (1) Обхваща формално и информално учене; (2) Обхваща индивидуално и социално учене;(3) Преминава през всякакви времеви измерения; (4) Преминава през всякакви пространствени измерения; (5) Повсеместен достъп до познание (включване на контекстуално учене, учене чрез технологично-разширена (добавена) реалност и повсеместен интернет достъп); (6) Обхваща материалния и виртуалния свят; (7) Комбинира употребата на множество видове устройства (включително „стабилни” технологи като стационарни компютри, интерактивни бели дъски с мобилни устройства); (8) Непрекъснато превключване между множество учебни задачи (напр. събиране на данни, анализ, предствяне на информация и комуникация); (9) Синтез на познание (интегриране на старо и ново знание, абстрактно и конкретно, както и мултидисциплинно учене; (10) Включва множество педагогически и учебни модели на дейности. </blockquote> ====Сродни термини==== Непрекъснато учене (Seamless learning), Непрекъснато учебно пространство (Seamless learning space), Мобилно учене/обучение (Mobile Learning), Повсеместно учене (Ubiquitous Learning), Формално обучение/учене (Formal Learning), Информално учене (Informal Learning), Учене за цял живот (Lifelong Learning) ====Проблематика на превода==== -/- ==== Предметна проблематика ==== Терминът ‘непрекъснато учене’ е първоначално използван сред изследователската общност на висшето образование без той непременно да включва технологиите като интегрален елемент. Ку (1996) дефинира идеята за свързването на преживяванията на учащите в клас и извън клас, за да постигне непрекъснато учене и академичен успех посредством включването на учебни преживявания и извън границите на определените за учебна цел пространства: <blockquote> „ Думата непрекъснат (на англ. буквално ‘без прекъсване’) предполага, че това, което някога се е смятало за отделни, разграничени части (напр. в клас и извън клас, академичен и неакадемичен; по учебната програма или извън учебната програма, или в рамките на определеното за учене пространство и извън него), е сега едно цяло, изградено от взаимосвързани части, така че да представлява една съвкупност или континуум. В непрекъснатото учебно пространство учащите биват окуражавани да се възползват от учебните ресурси, които са налични в и извън класната стая...от учащите се изисква да използват житейския си опит, за да черпят смисъл от въведения в часовете материал...” (Kuh 1996 p.136) </blockquote> Концентрирано върху интеграцията на формалното и информално учене, изложението на Ку (1996) мотивира по-нататъшни изследвания върху този учебен модел, като например включването на измерения като учебни общности и преплитането на индивидуално и колаборативно учене в рамките на понятието. ====Основна литература==== [http://hal.archives-ouvertes.fr/hal-00696249] Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for undergraduates. College Student Development, 37(2), 135-148. [http://telearn.archives-ouvertes.fr/docs/00/19/06/32/PDF/A132_Chan-et-al2006_OneToOne.pdf] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J. Pea, R., Norris, C., Soloway, S., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C.K., Milrad, M. &amp; Hoppe, U. (2006). One-to-One technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29. [http://edu.nju.edu.cn/zbh/upFiles/download/2012010350224421.pdf] Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W-L., &amp; Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology. 41(2), 154-169. [http://hal.archives-ouvertes.fr/docs/00/69/62/39/PDF/Wong-2011.pdf] Wong, L.-H., &amp; Looi, C.-K. (2011). What seams do we remove in mobile assisted seamless learning? A critical review of the literature]. Computers &amp; Education, 57(4), 2364-2381, doi:10.1016/j.compedu.2011.06.007.<br> 1266 1265 2013-03-11T12:20:16Z Vdimitrova 15 /* Определение */ wikitext text/x-wiki <h1>Непрекъсната учебна среда</h1> <u>раб. версия 1</u> '''Editor''': Chee-Kit Looi and Lung-Hsiang Wong, National Institute of Education, Nanyang Technological University, Singapore '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== В контекста на ученето/обучението подпомоганто от технологии терминът „непрекъснато учене”, заимстван от висшето образование (Kuh 1996), е представен от международната група G1:1: <blockquote> „ Ние възприемаме повсеместния достъп до мобилни, свързани и персонални, както и ръчни технологии, като имащи капацитета да създадат нова фаза в еволюцията на технологично подпомогнатото учене/обучение. Тази фаза сама по себе си е белязана от непрекъснатостта на учебните преживявания в различна среда. Ние наричаме това ‘непрекъснато учене’.” (Chan et al. 2006 p.6) </blockquote> Следователно: <blockquote> „Непрекъснатата учебна среда свързва личното и публичното пространство, в което ученето се състои, като индивидуални и същевременно колективни усилия в различни ситуации (напр. в училище спрямо след училище, фомално спрямо информално).” (Looi et al. 2010 p.156) </blockquote> Възприемането на израза „непрекъсната среда на учене” като термин или синонимния израз „непрекъснато учебно пространство” свидетелства за еволюцията на технологиите и на образователната култура в края на предишното столетие: <blockquote> „...[Еволюцията] се характеризира с ‘непрекъснати учебни пространства’ и е белязана от непрекъснатостта на учебните преживявания в различни ситуации и последователността от действия, като същевременно възниква и в резултат на наличието на едно или повече устройства у един учащ. С осигуряванто на възможност на учащите да учат, когато изпитват интерес и непрекъснато да превключват от един в друг контекст, формален и неформален, индивидуален и социален, и чрез разширяването на социалните пространства, в които учащите си взаимодействат един с друг, тези промени, спомогнати от теорииите за социално учене, ситуативното учене и изграждането на познание, ще въздействат върху природата, процеса и резултатите на учене.” (Chan et al. 2006 p.23) </blockquote> Въз основата на изчерпателен преглед на литературата по тази тема, Уонг (2010) отчита 10 измерения на непрекъснатото учене: <blockquote> (1) Обхваща формално и информално учене; (2) Обхваща индивидуално и социално учене;(3) Преминава през всякакви времеви измерения; (4) Преминава през всякакви пространствени измерения; (5) Повсеместен достъп до познание (включване на контекстуално учене, учене чрез технологично-разширена (добавена) реалност и повсеместен интернет достъп); (6) Обхваща материалния и виртуалния свят; (7) Комбинира употребата на множество видове устройства (включително „стабилни” технологи като стационарни компютри, интерактивни бели дъски с мобилни устройства); (8) Непрекъснато превключване между множество учебни задачи (напр. събиране на данни, анализ, предствяне на информация и комуникация); (9) Синтез на познание (интегриране на старо и ново знание, абстрактно и конкретно, както и мултидисциплинно учене; (10) Включва множество педагогически и учебни модели на дейности. </blockquote> ====Сродни термини==== Непрекъснато учене (Seamless learning), Непрекъснато учебно пространство (Seamless learning space), Мобилно учене/обучение (Mobile Learning), Повсеместно учене (Ubiquitous Learning), Формално обучение/учене (Formal Learning), Информално учене (Informal Learning), Учене за цял живот (Lifelong Learning) ====Проблематика на превода==== -/- ==== Предметна проблематика ==== Терминът ‘непрекъснато учене’ е първоначално използван сред изследователската общност на висшето образование без той непременно да включва технологиите като интегрален елемент. Ку (1996) дефинира идеята за свързването на преживяванията на учащите в клас и извън клас, за да постигне непрекъснато учене и академичен успех посредством включването на учебни преживявания и извън границите на определените за учебна цел пространства: <blockquote> „ Думата непрекъснат (на англ. буквално ‘без прекъсване’) предполага, че това, което някога се е смятало за отделни, разграничени части (напр. в клас и извън клас, академичен и неакадемичен; по учебната програма или извън учебната програма, или в рамките на определеното за учене пространство и извън него), е сега едно цяло, изградено от взаимосвързани части, така че да представлява една съвкупност или континуум. В непрекъснатото учебно пространство учащите биват окуражавани да се възползват от учебните ресурси, които са налични в и извън класната стая...от учащите се изисква да използват житейския си опит, за да черпят смисъл от въведения в часовете материал...” (Kuh 1996 p.136) </blockquote> Концентрирано върху интеграцията на формалното и информално учене, изложението на Ку (1996) мотивира по-нататъшни изследвания върху този учебен модел, като например включването на измерения като учебни общности и преплитането на индивидуално и колаборативно учене в рамките на понятието. ====Основна литература==== [http://hal.archives-ouvertes.fr/hal-00696249] Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for undergraduates. College Student Development, 37(2), 135-148. [http://telearn.archives-ouvertes.fr/docs/00/19/06/32/PDF/A132_Chan-et-al2006_OneToOne.pdf] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J. Pea, R., Norris, C., Soloway, S., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C.K., Milrad, M. &amp; Hoppe, U. (2006). One-to-One technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29. [http://edu.nju.edu.cn/zbh/upFiles/download/2012010350224421.pdf] Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W-L., &amp; Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology. 41(2), 154-169. [http://hal.archives-ouvertes.fr/docs/00/69/62/39/PDF/Wong-2011.pdf] Wong, L.-H., &amp; Looi, C.-K. (2011). What seams do we remove in mobile assisted seamless learning? A critical review of the literature]. Computers &amp; Education, 57(4), 2364-2381, doi:10.1016/j.compedu.2011.06.007.<br> 1265 1264 2013-03-11T12:14:56Z Vdimitrova 15 /* Предметна проблематика */ wikitext text/x-wiki <h1>Непрекъсната учебна среда</h1> <u>раб. версия 1</u> '''Editor''': Chee-Kit Looi and Lung-Hsiang Wong, National Institute of Education, Nanyang Technological University, Singapore '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== В контекста на ученето/обучението подпомоганто от технологии терминът „непрекъснато учене”, заимстван от висшето образование (Kuh 1996), е представен от международната група G1:1: <blockquote> „ Ние възприемаме повсеместния достъп до мобилни, свързани и персонални, както и ръчни технологии, като имащи капацитета да създадат нова фаза в еволюцията на технологично подпомогнатото учене/обучение. Тази фаза сама по себе си е белязана от непрекъснатостта на учебните преживявания в различна среда. Ние наричаме това ‘непрекъснато учене’.” (Chan et al. 2006 p.6) </blockquote> Следователно: <blockquote> „Непрекъснатата учебна среда свързва личното и публичното пространство, в което ученето се състои, като индивидуални и същевременно колективни усилия в различни ситуации (напр. в училище спрямо след училище, фомално спрямо информално).” (Looi et al. 2010 p.156) </blockquote> Възриемането на израза „непрекъсната среда на учене” като термин или синонимния израз „непрекъснато учебно пространство” свидетелства за еволюцията на технологиите и на образователната култура в края на предишното столетие: <blockquote> „...[Еволюцията] се характеризира с ‘непрекъснати учебни пространства’ и е белязана от непрекъснатостта на учебните преживявания в различни ситуации и последователността от действия, като същевременно възниква и в резултат на наличието на едно или повече устройства у един учащ. С осигуряванто на възможност на учащите да учат, когато изпитват интерес и непрекъснато да превключват от един в друг контекст, формален и неформален, индивидуален и социален, и чрез разширяването на социалните пространства, в които учащите си взаимодействат един с друг, тези промени, спомогнати от теорииите за социално учене, ситуативното учене и изграждането на познание, ще въздействат върху природата, процеса и резултатите на учене.” (Chan et al. 2006 p.23) </blockquote> Въз основата на изчерпателен преглед на литературата по тази тема, Уонг (2010) отчита 10 измерения на непрекъснатото учене: <blockquote> (1) Обхваща формално и информално учене; (2) Обхваща индивидуално и социално учене;(3) Преминава през всякакви времеви измерения; (4) Преминава през всякакви пространствени измерения; (5) Повсеместен достъп до познание (включване на контекстуално учене, учене чрез технологично-разширена (добавена) реалност и повсеместен интернет достъп); (6) Обхваща материалния и виртуалния свят; (7) Комбинира употребата на множество видове устройства (включително „стабилни” технологи като стационарни компютри, интерактивни бели дъски с мобилни устройства); (8) Непрекъснато превключване между множество учебни задачи (напр. събиране на данни, анализ, предствяне на информация и комуникация); (9) Синтез на познание (интегриране на старо и ново знание, абстрактно и конкретно, както и мултидисциплинно учене; (10) Включва множество педагогически и учебни модели на дейности. </blockquote> ====Сродни термини==== Непрекъснато учене (Seamless learning), Непрекъснато учебно пространство (Seamless learning space), Мобилно учене/обучение (Mobile Learning), Повсеместно учене (Ubiquitous Learning), Формално обучение/учене (Formal Learning), Информално учене (Informal Learning), Учене за цял живот (Lifelong Learning) ====Проблематика на превода==== -/- ==== Предметна проблематика ==== Терминът ‘непрекъснато учене’ е първоначално използван сред изследователската общност на висшето образование без той непременно да включва технологиите като интегрален елемент. Ку (1996) дефинира идеята за свързването на преживяванията на учащите в клас и извън клас, за да постигне непрекъснато учене и академичен успех посредством включването на учебни преживявания и извън границите на определените за учебна цел пространства: <blockquote> „ Думата непрекъснат (на англ. буквално ‘без прекъсване’) предполага, че това, което някога се е смятало за отделни, разграничени части (напр. в клас и извън клас, академичен и неакадемичен; по учебната програма или извън учебната програма, или в рамките на определеното за учене пространство и извън него), е сега едно цяло, изградено от взаимосвързани части, така че да представлява една съвкупност или континуум. В непрекъснатото учебно пространство учащите биват окуражавани да се възползват от учебните ресурси, които са налични в и извън класната стая...от учащите се изисква да използват житейския си опит, за да черпят смисъл от въведения в часовете материал...” (Kuh 1996 p.136) </blockquote> Концентрирано върху интеграцията на формалното и информално учене, изложението на Ку (1996) мотивира по-нататъшни изследвания върху този учебен модел, като например включването на измерения като учебни общности и преплитането на индивидуално и колаборативно учене в рамките на понятието. ====Основна литература==== [http://hal.archives-ouvertes.fr/hal-00696249] Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for undergraduates. College Student Development, 37(2), 135-148. [http://telearn.archives-ouvertes.fr/docs/00/19/06/32/PDF/A132_Chan-et-al2006_OneToOne.pdf] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J. Pea, R., Norris, C., Soloway, S., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C.K., Milrad, M. &amp; Hoppe, U. (2006). One-to-One technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29. [http://edu.nju.edu.cn/zbh/upFiles/download/2012010350224421.pdf] Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W-L., &amp; Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology. 41(2), 154-169. [http://hal.archives-ouvertes.fr/docs/00/69/62/39/PDF/Wong-2011.pdf] Wong, L.-H., &amp; Looi, C.-K. (2011). What seams do we remove in mobile assisted seamless learning? A critical review of the literature]. Computers &amp; Education, 57(4), 2364-2381, doi:10.1016/j.compedu.2011.06.007.<br> 1264 1263 2013-03-11T12:14:15Z Vdimitrova 15 /* Предметна проблематика */ wikitext text/x-wiki <h1>Непрекъсната учебна среда</h1> <u>раб. версия 1</u> '''Editor''': Chee-Kit Looi and Lung-Hsiang Wong, National Institute of Education, Nanyang Technological University, Singapore '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== В контекста на ученето/обучението подпомоганто от технологии терминът „непрекъснато учене”, заимстван от висшето образование (Kuh 1996), е представен от международната група G1:1: <blockquote> „ Ние възприемаме повсеместния достъп до мобилни, свързани и персонални, както и ръчни технологии, като имащи капацитета да създадат нова фаза в еволюцията на технологично подпомогнатото учене/обучение. Тази фаза сама по себе си е белязана от непрекъснатостта на учебните преживявания в различна среда. Ние наричаме това ‘непрекъснато учене’.” (Chan et al. 2006 p.6) </blockquote> Следователно: <blockquote> „Непрекъснатата учебна среда свързва личното и публичното пространство, в което ученето се състои, като индивидуални и същевременно колективни усилия в различни ситуации (напр. в училище спрямо след училище, фомално спрямо информално).” (Looi et al. 2010 p.156) </blockquote> Възриемането на израза „непрекъсната среда на учене” като термин или синонимния израз „непрекъснато учебно пространство” свидетелства за еволюцията на технологиите и на образователната култура в края на предишното столетие: <blockquote> „...[Еволюцията] се характеризира с ‘непрекъснати учебни пространства’ и е белязана от непрекъснатостта на учебните преживявания в различни ситуации и последователността от действия, като същевременно възниква и в резултат на наличието на едно или повече устройства у един учащ. С осигуряванто на възможност на учащите да учат, когато изпитват интерес и непрекъснато да превключват от един в друг контекст, формален и неформален, индивидуален и социален, и чрез разширяването на социалните пространства, в които учащите си взаимодействат един с друг, тези промени, спомогнати от теорииите за социално учене, ситуативното учене и изграждането на познание, ще въздействат върху природата, процеса и резултатите на учене.” (Chan et al. 2006 p.23) </blockquote> Въз основата на изчерпателен преглед на литературата по тази тема, Уонг (2010) отчита 10 измерения на непрекъснатото учене: <blockquote> (1) Обхваща формално и информално учене; (2) Обхваща индивидуално и социално учене;(3) Преминава през всякакви времеви измерения; (4) Преминава през всякакви пространствени измерения; (5) Повсеместен достъп до познание (включване на контекстуално учене, учене чрез технологично-разширена (добавена) реалност и повсеместен интернет достъп); (6) Обхваща материалния и виртуалния свят; (7) Комбинира употребата на множество видове устройства (включително „стабилни” технологи като стационарни компютри, интерактивни бели дъски с мобилни устройства); (8) Непрекъснато превключване между множество учебни задачи (напр. събиране на данни, анализ, предствяне на информация и комуникация); (9) Синтез на познание (интегриране на старо и ново знание, абстрактно и конкретно, както и мултидисциплинно учене; (10) Включва множество педагогически и учебни модели на дейности. </blockquote> ====Сродни термини==== Непрекъснато учене (Seamless learning), Непрекъснато учебно пространство (Seamless learning space), Мобилно учене/обучение (Mobile Learning), Повсеместно учене (Ubiquitous Learning), Формално обучение/учене (Formal Learning), Информално учене (Informal Learning), Учене за цял живот (Lifelong Learning) ====Проблематика на превода==== -/- ==== Предметна проблематика ==== Терминът ‘непрекъснато учене’ е първоначално използван сред изследователската общност на висшето образование без той непременно да включва технологиите като интегрален елемент. Ку (1996) дефинира идеята за свързването на преживяванията на учащите в клас и извън клас, за да постигне непрекъснато учене и академичен успех посредством включването на учебни преживявания и извън границите на определените за учебна цел пространства: <blockquote> „ Думата непрекъснат (на англ. буквално ‘без прекъсване’) предполага, че това, което някога се е смятало за отделни, разграничени части (напр. в клас и извън клас, академичен и неакадемичен; по учебната програма или извън учебната програма, или в рамките на определеното за учене пространство и извън него), е сега едно цяло, изградено от взаимосвързани части, така че да представлява една съвкупност или конитуум. В непрекъснатото учебно пространство учащите биват окуражавани да се възползват от учебните ресурси, които са налични в и извън класната стая...от учащите се изисква да използват житейския си опит, за да черпят смисъл от въведения в часовете материал...” (Kuh 1996 p.136) </blockquote> Концентрирано върху интеграцията на формалното и информално учене, изложението на Ку (1996) мотивира по-нататъшни изследвания върху този учебен модел, като например включването на измерения като учебни общности и преплитането на индивидуално и колаборативно учене в рамките на понятието. ====Основна литература==== [http://hal.archives-ouvertes.fr/hal-00696249] Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for undergraduates. College Student Development, 37(2), 135-148. [http://telearn.archives-ouvertes.fr/docs/00/19/06/32/PDF/A132_Chan-et-al2006_OneToOne.pdf] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J. Pea, R., Norris, C., Soloway, S., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C.K., Milrad, M. &amp; Hoppe, U. (2006). One-to-One technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29. [http://edu.nju.edu.cn/zbh/upFiles/download/2012010350224421.pdf] Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W-L., &amp; Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology. 41(2), 154-169. [http://hal.archives-ouvertes.fr/docs/00/69/62/39/PDF/Wong-2011.pdf] Wong, L.-H., &amp; Looi, C.-K. (2011). What seams do we remove in mobile assisted seamless learning? A critical review of the literature]. Computers &amp; Education, 57(4), 2364-2381, doi:10.1016/j.compedu.2011.06.007.<br> 1263 1262 2013-03-11T12:05:42Z Vdimitrova 15 /* Предметна проблематика */ wikitext text/x-wiki <h1>Непрекъсната учебна среда</h1> <u>раб. версия 1</u> '''Editor''': Chee-Kit Looi and Lung-Hsiang Wong, National Institute of Education, Nanyang Technological University, Singapore '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== В контекста на ученето/обучението подпомоганто от технологии терминът „непрекъснато учене”, заимстван от висшето образование (Kuh 1996), е представен от международната група G1:1: <blockquote> „ Ние възприемаме повсеместния достъп до мобилни, свързани и персонални, както и ръчни технологии, като имащи капацитета да създадат нова фаза в еволюцията на технологично подпомогнатото учене/обучение. Тази фаза сама по себе си е белязана от непрекъснатостта на учебните преживявания в различна среда. Ние наричаме това ‘непрекъснато учене’.” (Chan et al. 2006 p.6) </blockquote> Следователно: <blockquote> „Непрекъснатата учебна среда свързва личното и публичното пространство, в което ученето се състои, като индивидуални и същевременно колективни усилия в различни ситуации (напр. в училище спрямо след училище, фомално спрямо информално).” (Looi et al. 2010 p.156) </blockquote> Възриемането на израза „непрекъсната среда на учене” като термин или синонимния израз „непрекъснато учебно пространство” свидетелства за еволюцията на технологиите и на образователната култура в края на предишното столетие: <blockquote> „...[Еволюцията] се характеризира с ‘непрекъснати учебни пространства’ и е белязана от непрекъснатостта на учебните преживявания в различни ситуации и последователността от действия, като същевременно възниква и в резултат на наличието на едно или повече устройства у един учащ. С осигуряванто на възможност на учащите да учат, когато изпитват интерес и непрекъснато да превключват от един в друг контекст, формален и неформален, индивидуален и социален, и чрез разширяването на социалните пространства, в които учащите си взаимодействат един с друг, тези промени, спомогнати от теорииите за социално учене, ситуативното учене и изграждането на познание, ще въздействат върху природата, процеса и резултатите на учене.” (Chan et al. 2006 p.23) </blockquote> Въз основата на изчерпателен преглед на литературата по тази тема, Уонг (2010) отчита 10 измерения на непрекъснатото учене: <blockquote> (1) Обхваща формално и информално учене; (2) Обхваща индивидуално и социално учене;(3) Преминава през всякакви времеви измерения; (4) Преминава през всякакви пространствени измерения; (5) Повсеместен достъп до познание (включване на контекстуално учене, учене чрез технологично-разширена (добавена) реалност и повсеместен интернет достъп); (6) Обхваща материалния и виртуалния свят; (7) Комбинира употребата на множество видове устройства (включително „стабилни” технологи като стационарни компютри, интерактивни бели дъски с мобилни устройства); (8) Непрекъснато превключване между множество учебни задачи (напр. събиране на данни, анализ, предствяне на информация и комуникация); (9) Синтез на познание (интегриране на старо и ново знание, абстрактно и конкретно, както и мултидисциплинно учене; (10) Включва множество педагогически и учебни модели на дейности. </blockquote> ====Сродни термини==== Непрекъснато учене (Seamless learning), Непрекъснато учебно пространство (Seamless learning space), Мобилно учене/обучение (Mobile Learning), Повсеместно учене (Ubiquitous Learning), Формално обучение/учене (Formal Learning), Информално учене (Informal Learning), Учене за цял живот (Lifelong Learning) ====Проблематика на превода==== -/- ==== Предметна проблематика ==== Терминът ‘непрекъснато учене’ е първоначално използван сред изследователската общност на висшето образование без той непременно да включва технологиите като интегрален елемент. Ку (1996) дефинира идеята за свързването на преживяванията на учащите в клас и извън клас, за да постигне непрекъснато учене и академичен успех посредством включването на учебни преживявания и извън определените за учебна цел пространства: <blockquote> „ Думата непрекъснат (на англ. буквално ‘без прекъсване’) предполага, че това, което някога се е смятало за отделни, разграничени части (напр. в клас и извън клас, академичен и неакадемичен; по учебната програма или извън учебната програма, или в рамките на определеното за учене пространство и извън него), е сега едно цяло, изграено от взаимообвързани части, така че да представлява свързано цяло или конитуум. В непрекъснатото учебно пространство учащите биват окуражавани да се взползват от учебните ресурси, които са налични в и извън класната стая...от учащите се изисква да използват житейския си опит, за да черпят смисъл от въведения в часовете материал...” (Kuh 1996 p.136) </blockquote> Концентрирано върху интеграцията на формалното и информално учене, изложението на Ку (1996) мотивира по-нататъшни изследвания върху този учебен модел, като например включването на измерения като учебни общности и преплитането на индивидуално и колаборативно учене в рамките на понятието. ====Основна литература==== [http://hal.archives-ouvertes.fr/hal-00696249] Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for undergraduates. College Student Development, 37(2), 135-148. [http://telearn.archives-ouvertes.fr/docs/00/19/06/32/PDF/A132_Chan-et-al2006_OneToOne.pdf] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J. Pea, R., Norris, C., Soloway, S., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C.K., Milrad, M. &amp; Hoppe, U. (2006). One-to-One technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29. [http://edu.nju.edu.cn/zbh/upFiles/download/2012010350224421.pdf] Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W-L., &amp; Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology. 41(2), 154-169. [http://hal.archives-ouvertes.fr/docs/00/69/62/39/PDF/Wong-2011.pdf] Wong, L.-H., &amp; Looi, C.-K. (2011). What seams do we remove in mobile assisted seamless learning? A critical review of the literature]. Computers &amp; Education, 57(4), 2364-2381, doi:10.1016/j.compedu.2011.06.007.<br> 1262 1261 2013-03-11T12:04:27Z Vdimitrova 15 /* Сродни термини */ wikitext text/x-wiki <h1>Непрекъсната учебна среда</h1> <u>раб. версия 1</u> '''Editor''': Chee-Kit Looi and Lung-Hsiang Wong, National Institute of Education, Nanyang Technological University, Singapore '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== В контекста на ученето/обучението подпомоганто от технологии терминът „непрекъснато учене”, заимстван от висшето образование (Kuh 1996), е представен от международната група G1:1: <blockquote> „ Ние възприемаме повсеместния достъп до мобилни, свързани и персонални, както и ръчни технологии, като имащи капацитета да създадат нова фаза в еволюцията на технологично подпомогнатото учене/обучение. Тази фаза сама по себе си е белязана от непрекъснатостта на учебните преживявания в различна среда. Ние наричаме това ‘непрекъснато учене’.” (Chan et al. 2006 p.6) </blockquote> Следователно: <blockquote> „Непрекъснатата учебна среда свързва личното и публичното пространство, в което ученето се състои, като индивидуални и същевременно колективни усилия в различни ситуации (напр. в училище спрямо след училище, фомално спрямо информално).” (Looi et al. 2010 p.156) </blockquote> Възриемането на израза „непрекъсната среда на учене” като термин или синонимния израз „непрекъснато учебно пространство” свидетелства за еволюцията на технологиите и на образователната култура в края на предишното столетие: <blockquote> „...[Еволюцията] се характеризира с ‘непрекъснати учебни пространства’ и е белязана от непрекъснатостта на учебните преживявания в различни ситуации и последователността от действия, като същевременно възниква и в резултат на наличието на едно или повече устройства у един учащ. С осигуряванто на възможност на учащите да учат, когато изпитват интерес и непрекъснато да превключват от един в друг контекст, формален и неформален, индивидуален и социален, и чрез разширяването на социалните пространства, в които учащите си взаимодействат един с друг, тези промени, спомогнати от теорииите за социално учене, ситуативното учене и изграждането на познание, ще въздействат върху природата, процеса и резултатите на учене.” (Chan et al. 2006 p.23) </blockquote> Въз основата на изчерпателен преглед на литературата по тази тема, Уонг (2010) отчита 10 измерения на непрекъснатото учене: <blockquote> (1) Обхваща формално и информално учене; (2) Обхваща индивидуално и социално учене;(3) Преминава през всякакви времеви измерения; (4) Преминава през всякакви пространствени измерения; (5) Повсеместен достъп до познание (включване на контекстуално учене, учене чрез технологично-разширена (добавена) реалност и повсеместен интернет достъп); (6) Обхваща материалния и виртуалния свят; (7) Комбинира употребата на множество видове устройства (включително „стабилни” технологи като стационарни компютри, интерактивни бели дъски с мобилни устройства); (8) Непрекъснато превключване между множество учебни задачи (напр. събиране на данни, анализ, предствяне на информация и комуникация); (9) Синтез на познание (интегриране на старо и ново знание, абстрактно и конкретно, както и мултидисциплинно учене; (10) Включва множество педагогически и учебни модели на дейности. </blockquote> ====Сродни термини==== Непрекъснато учене (Seamless learning), Непрекъснато учебно пространство (Seamless learning space), Мобилно учене/обучение (Mobile Learning), Повсеместно учене (Ubiquitous Learning), Формално обучение/учене (Formal Learning), Информално учене (Informal Learning), Учене за цял живот (Lifelong Learning) ====Проблематика на превода==== -/- ==== Предметна проблематика ==== Терминът ‘непрекъснато учене’ е първоначално използван сред изследователската общност на висшето образование без той непременно да включва технологиите като интегрален елемент. Ку (1996) дефинира идеята за свързването на преживяванията на учащите в клас и извън клас, за да постигне непрекъснато учене и академичен успех посредством включването на учебни преживявания и извън определените за учебна цел пространства: <blockquote> „ Думата непрекъснат (на англ. буквално ‘без прекъсване’) предполага, че това, което някога се е смятало за отделни, разграничени части (напр. в клас и извън клас, академичен и неакадемичен; по учебната програма или извън учебната програма, или в рамките на определеното за учене пространство и извън него), е сега едно цяло, изграено от взаимообвързани части, така че да представлява свързано цяло или конитуум. В непрекъснатото учебно пространство учащите биват окуражавани да се взползват от учебните ресурси, които са налични в и извън класната стая...от учащите се изисква да използват житейския си опит, за да черпят смисъл от въведения в часовете материал...” (Kuh 1996 p.136) </blockquote> Концентрирано върху интеграцията на формалното и информално учене, изложението на Ку (1996) мотивира по-нататъшни изследвания на този учебен модел, като например включването на измерения като учебни общности и преплитането на индивидуално и колаборативно учене в рамките на понятието. ====Основна литература==== [http://hal.archives-ouvertes.fr/hal-00696249] Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for undergraduates. College Student Development, 37(2), 135-148. [http://telearn.archives-ouvertes.fr/docs/00/19/06/32/PDF/A132_Chan-et-al2006_OneToOne.pdf] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J. Pea, R., Norris, C., Soloway, S., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C.K., Milrad, M. &amp; Hoppe, U. (2006). One-to-One technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29. [http://edu.nju.edu.cn/zbh/upFiles/download/2012010350224421.pdf] Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W-L., &amp; Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology. 41(2), 154-169. [http://hal.archives-ouvertes.fr/docs/00/69/62/39/PDF/Wong-2011.pdf] Wong, L.-H., &amp; Looi, C.-K. (2011). What seams do we remove in mobile assisted seamless learning? A critical review of the literature]. Computers &amp; Education, 57(4), 2364-2381, doi:10.1016/j.compedu.2011.06.007.<br> 1261 1126 2013-03-11T12:02:12Z Vdimitrova 15 /* Определение */ wikitext text/x-wiki <h1>Непрекъсната учебна среда</h1> <u>раб. версия 1</u> '''Editor''': Chee-Kit Looi and Lung-Hsiang Wong, National Institute of Education, Nanyang Technological University, Singapore '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== В контекста на ученето/обучението подпомоганто от технологии терминът „непрекъснато учене”, заимстван от висшето образование (Kuh 1996), е представен от международната група G1:1: <blockquote> „ Ние възприемаме повсеместния достъп до мобилни, свързани и персонални, както и ръчни технологии, като имащи капацитета да създадат нова фаза в еволюцията на технологично подпомогнатото учене/обучение. Тази фаза сама по себе си е белязана от непрекъснатостта на учебните преживявания в различна среда. Ние наричаме това ‘непрекъснато учене’.” (Chan et al. 2006 p.6) </blockquote> Следователно: <blockquote> „Непрекъснатата учебна среда свързва личното и публичното пространство, в което ученето се състои, като индивидуални и същевременно колективни усилия в различни ситуации (напр. в училище спрямо след училище, фомално спрямо информално).” (Looi et al. 2010 p.156) </blockquote> Възриемането на израза „непрекъсната среда на учене” като термин или синонимния израз „непрекъснато учебно пространство” свидетелства за еволюцията на технологиите и на образователната култура в края на предишното столетие: <blockquote> „...[Еволюцията] се характеризира с ‘непрекъснати учебни пространства’ и е белязана от непрекъснатостта на учебните преживявания в различни ситуации и последователността от действия, като същевременно възниква и в резултат на наличието на едно или повече устройства у един учащ. С осигуряванто на възможност на учащите да учат, когато изпитват интерес и непрекъснато да превключват от един в друг контекст, формален и неформален, индивидуален и социален, и чрез разширяването на социалните пространства, в които учащите си взаимодействат един с друг, тези промени, спомогнати от теорииите за социално учене, ситуативното учене и изграждането на познание, ще въздействат върху природата, процеса и резултатите на учене.” (Chan et al. 2006 p.23) </blockquote> Въз основата на изчерпателен преглед на литературата по тази тема, Уонг (2010) отчита 10 измерения на непрекъснатото учене: <blockquote> (1) Обхваща формално и информално учене; (2) Обхваща индивидуално и социално учене;(3) Преминава през всякакви времеви измерения; (4) Преминава през всякакви пространствени измерения; (5) Повсеместен достъп до познание (включване на контекстуално учене, учене чрез технологично-разширена (добавена) реалност и повсеместен интернет достъп); (6) Обхваща материалния и виртуалния свят; (7) Комбинира употребата на множество видове устройства (включително „стабилни” технологи като стационарни компютри, интерактивни бели дъски с мобилни устройства); (8) Непрекъснато превключване между множество учебни задачи (напр. събиране на данни, анализ, предствяне на информация и комуникация); (9) Синтез на познание (интегриране на старо и ново знание, абстрактно и конкретно, както и мултидисциплинно учене; (10) Включва множество педагогически и учебни модели на дейности. </blockquote> ====Сродни термини==== Seamless learning, Seamless learning space, Mobile Learning, Ubiquitous Learning, Formal Learning, Informal Learning, Lifelong Learning Коментар по развитието на термина -/- ====Проблематика на превода==== -/- ==== Предметна проблематика ==== Терминът ‘непрекъснато учене’ е първоначално използван сред изследователската общност на висшето образование без той непременно да включва технологиите като интегрален елемент. Ку (1996) дефинира идеята за свързването на преживяванията на учащите в клас и извън клас, за да постигне непрекъснато учене и академичен успех посредством включването на учебни преживявания и извън определените за учебна цел пространства: <blockquote> „ Думата непрекъснат (на англ. буквално ‘без прекъсване’) предполага, че това, което някога се е смятало за отделни, разграничени части (напр. в клас и извън клас, академичен и неакадемичен; по учебната програма или извън учебната програма, или в рамките на определеното за учене пространство и извън него), е сега едно цяло, изграено от взаимообвързани части, така че да представлява свързано цяло или конитуум. В непрекъснатото учебно пространство учащите биват окуражавани да се взползват от учебните ресурси, които са налични в и извън класната стая...от учащите се изисква да използват житейския си опит, за да черпят смисъл от въведения в часовете материал...” (Kuh 1996 p.136) </blockquote> Концентрирано върху интеграцията на формалното и информално учене, изложението на Ку (1996) мотивира по-нататъшни изследвания на този учебен модел, като например включването на измерения като учебни общности и преплитането на индивидуално и колаборативно учене в рамките на понятието. ====Основна литература==== [http://hal.archives-ouvertes.fr/hal-00696249] Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for undergraduates. College Student Development, 37(2), 135-148. [http://telearn.archives-ouvertes.fr/docs/00/19/06/32/PDF/A132_Chan-et-al2006_OneToOne.pdf] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J. Pea, R., Norris, C., Soloway, S., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C.K., Milrad, M. &amp; Hoppe, U. (2006). One-to-One technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29. [http://edu.nju.edu.cn/zbh/upFiles/download/2012010350224421.pdf] Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W-L., &amp; Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology. 41(2), 154-169. [http://hal.archives-ouvertes.fr/docs/00/69/62/39/PDF/Wong-2011.pdf] Wong, L.-H., &amp; Looi, C.-K. (2011). What seams do we remove in mobile assisted seamless learning? A critical review of the literature]. Computers &amp; Education, 57(4), 2364-2381, doi:10.1016/j.compedu.2011.06.007.<br> 1126 1125 2013-02-22T15:17:41Z Balacheff 4 wikitext text/x-wiki <h1>Непрекъсната учебна среда</h1> <u>раб. версия 1</u> '''Editor''': Chee-Kit Looi and Lung-Hsiang Wong, National Institute of Education, Nanyang Technological University, Singapore '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== В контекста на ученето, подпомоганто от технологии, терминът „непрекъснатото учене”, заимстван от висшето образование (Kuh 1996), е представен от международната група G1:1: <blockquote> „ Ние възприемаме повсеместния достъп до мобилни, свързани и персонални, както и ръчни технологии, като имащи капацитета да създадат нова фаза в еволюцията на технологично подпомогнатото учене, която фаза е белязана от непрекъснатостта на учебните преживявания в различна среда. Ние наричаме това ‘непрекъснато учене’.” (Chan et al. 2006 p.6) </blockquote> Следователно: <blockquote> „Непрекъснатата учебна среда свързва личното и публичното пространство, в което ученето се състои, като индивидуални и същевременно колективни усилия в различни ситуации (като например в училище спрямо след училище, фомално спрямо информално).” (Looi et al. 2010 p.156) </blockquote> Приемането на израза „непрекъсната среда на учене” като термин или синонимния израз „непрекъснато учебно пространство” свидетелства за еволюцията на технологиите и на образователната култура в края на предишното столетие: <blockquote> „...[Еволюцията] се характеризира с ‘непрекъснати учебни пространства’ и е белязана от непрекъснатостта на учебните преживявания в различни ситуации и последователността от действия, както и възниква в резултат на наличието на едно или повече устройства у един учащ. С осигуряванто на възможност на учащите да учат, когато изпитват интерес и непрекъснато да превключват от един в друг контекст, формален и неформален, индивидулен и социален, и чрез разширяването на социалните пространства, в които учащите си взаимодействат един с друг, тези промени, спомогнати от теорииите за социално учене, ситуативното учене и изграждането на познание, ще въздействат върху природата, процеса и резултатите на учене.” (Chan et al. 2006 p.23) </blockquote> Въз основата на изчерпателен преглед на литературата по тази тема, Уонг (2010) отчита 10 измерения на непрекъснатото учене: <blockquote> (1) Обхваща формално и информално учене; (2) Обхваща индивидулно и социално учене;(3) Преминава през всякакви времеви измерения; (4) Преминава през всякакви пространствени измерения; (5) Повсеместен достъп до познание (включване на контекстуално учене, учене чрез технологочно-разширена реалност и повсеместен интернет достъп); (6) Обхваща материалния и виртуалния свят; (7) Комбинира употребата на множество видове устройства (включително „стабилни” технологи като стационарни компютри, интерактивни бели дъски с мобилни устройства); (8) Непрекъснато превключване между множество учебни задачи (като например събиране на данни, анализ, предствяне на информация и комуникация); (9) Синтез на познание (включване на старо и ново знание, абстрактно и конкретно, както и мултидисциплинно учене; (10) Включва множество педагогически и учебни модели на дейности. </blockquote> ====Сродни термини==== Seamless learning, Seamless learning space, Mobile Learning, Ubiquitous Learning, Formal Learning, Informal Learning, Lifelong Learning Коментар по развитието на термина -/- ====Проблематика на превода==== -/- ==== Предметна проблематика ==== Терминът ‘непрекъснато учене’ е първоначално използван сред изследователската общност на висшето образование без той непременно да включва технологиите като интегрален елемент. Ку (1996) дефинира идеята за свързването на преживяванията на учащите в клас и извън клас, за да постигне непрекъснато учене и академичен успех посредством включването на учебни преживявания и извън определените за учебна цел пространства: <blockquote> „ Думата непрекъснат (на англ. буквално ‘без прекъсване’) предполага, че това, което някога се е смятало за отделни, разграничени части (напр. в клас и извън клас, академичен и неакадемичен; по учебната програма или извън учебната програма, или в рамките на определеното за учене пространство и извън него), е сега едно цяло, изграено от взаимообвързани части, така че да представлява свързано цяло или конитуум. В непрекъснатото учебно пространство учащите биват окуражавани да се взползват от учебните ресурси, които са налични в и извън класната стая...от учащите се изисква да използват житейския си опит, за да черпят смисъл от въведения в часовете материал...” (Kuh 1996 p.136) </blockquote> Концентрирано върху интеграцията на формалното и информално учене, изложението на Ку (1996) мотивира по-нататъшни изследвания на този учебен модел, като например включването на измерения като учебни общности и преплитането на индивидуално и колаборативно учене в рамките на понятието. ====Основна литература==== [http://hal.archives-ouvertes.fr/hal-00696249] Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for undergraduates. College Student Development, 37(2), 135-148. [http://telearn.archives-ouvertes.fr/docs/00/19/06/32/PDF/A132_Chan-et-al2006_OneToOne.pdf] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J. Pea, R., Norris, C., Soloway, S., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C.K., Milrad, M. &amp; Hoppe, U. (2006). One-to-One technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29. [http://edu.nju.edu.cn/zbh/upFiles/download/2012010350224421.pdf] Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W-L., &amp; Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology. 41(2), 154-169. [http://hal.archives-ouvertes.fr/docs/00/69/62/39/PDF/Wong-2011.pdf] Wong, L.-H., &amp; Looi, C.-K. (2011). What seams do we remove in mobile assisted seamless learning? A critical review of the literature]. Computers &amp; Education, 57(4), 2364-2381, doi:10.1016/j.compedu.2011.06.007.<br> 1125 1124 2013-02-22T15:16:59Z Balacheff 4 /* Определение */ wikitext text/x-wiki <h1>Непрекъсната учебна среда</h1> <u>раб. версия 1</u> '''Editor''': Chee-Kit Looi and Lung-Hsiang Wong, National Institute of Education, Nanyang Technological University, Singapore '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== В контекста на ученето, подпомоганто от технологии, терминът „непрекъснатото учене”, заимстван от висшето образование (Kuh 1996), е представен от международната група G1:1: <blockquote> „ Ние възприемаме повсеместния достъп до мобилни, свързани и персонални, както и ръчни технологии, като имащи капацитета да създадат нова фаза в еволюцията на технологично подпомогнатото учене, която фаза е белязана от непрекъснатостта на учебните преживявания в различна среда. Ние наричаме това ‘непрекъснато учене’.” (Chan et al. 2006 p.6) </blockquote> Следователно: <blockquote> „Непрекъснатата учебна среда свързва личното и публичното пространство, в което ученето се състои, като индивидуални и същевременно колективни усилия в различни ситуации (като например в училище спрямо след училище, фомално спрямо информално).” (Looi et al. 2010 p.156) </blockquote> Приемането на израза „непрекъсната среда на учене” като термин или синонимния израз „непрекъснато учебно пространство” свидетелства за еволюцията на технологиите и на образователната култура в края на предишното столетие: <blockquote> „...[Еволюцията] се характеризира с ‘непрекъснати учебни пространства’ и е белязана от непрекъснатостта на учебните преживявания в различни ситуации и последователността от действия, както и възниква в резултат на наличието на едно или повече устройства у един учащ. С осигуряванто на възможност на учащите да учат, когато изпитват интерес и непрекъснато да превключват от един в друг контекст, формален и неформален, индивидулен и социален, и чрез разширяването на социалните пространства, в които учащите си взаимодействат един с друг, тези промени, спомогнати от теорииите за социално учене, ситуативното учене и изграждането на познание, ще въздействат върху природата, процеса и резултатите на учене.” (Chan et al. 2006 p.23) </blockquote> Въз основата на изчерпателен преглед на литературата по тази тема, Уонг (2010) отчита 10 измерения на непрекъснатото учене: <blockquote> (1) Обхваща формално и информално учене; (2) Обхваща индивидулно и социално учене;(3) Преминава през всякакви времеви измерения; (4) Преминава през всякакви пространствени измерения; (5) Повсеместен достъп до познание (включване на контекстуално учене, учене чрез технологочно-разширена реалност и повсеместен интернет достъп); (6) Обхваща материалния и виртуалния свят; (7) Комбинира употребата на множество видове устройства (включително „стабилни” технологи като стационарни компютри, интерактивни бели дъски с мобилни устройства); (8) Непрекъснато превключване между множество учебни задачи (като например събиране на данни, анализ, предствяне на информация и комуникация); (9) Синтез на познание (включване на старо и ново знание, абстрактно и конкретно, както и мултидисциплинно учене; (10) Включва множество педагогически и учебни модели на дейности. </blockquote> ====Сродни термини==== Seamless learning, Seamless learning space, Mobile Learning, Ubiquitous Learning, Formal Learning, Informal Learning, Lifelong Learning Коментар по развитието на термина -/- ====Проблематика на превода==== -/- ====Предметна проблематика==== Терминът ‘непрекъснато учене’ е първоначално използван сред изследователската общност на висшето образование без той непременно да включва технологиите като интегрален елемент. Ку (1996) дефинира идеята за свързването на преживяванията на учащите в клас и извън клас, за да постигне непрекъснато учене и академичен успех посредством включването на учебни преживявания и извън определените за учебна цел пространства: „ Думата непрекъснат (на англ. буквално ‘без прекъсване’) предполага, че това, което някога се е смятало за отделни, разграничени части (напр. в клас и извън клас, академичен и неакадемичен; по учебната програма или извън учебната програма, или в рамките на определеното за учене пространство и извън него), е сега едно цяло, изграено от взаимообвързани части, така че да представлява свързано цяло или конитуум. В непрекъснатото учебно пространство учащите биват окуражавани да се взползват от учебните ресурси, които са налични в и извън класната стая...от учащите се изисква да използват житейския си опит, за да черпят смисъл от въведения в часовете материал...” (Kuh 1996 p.136) Концентрирано върху интеграцията на формалното и информално учене, изложението на Ку (1996) мотивира по-нататъшни изследвания на този учебен модел, като например включването на измерения като учебни общности и преплитането на индивидуално и колаборативно учене в рамките на понятието. ====Основна литература==== [http://hal.archives-ouvertes.fr/hal-00696249] Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for undergraduates. College Student Development, 37(2), 135-148. [http://telearn.archives-ouvertes.fr/docs/00/19/06/32/PDF/A132_Chan-et-al2006_OneToOne.pdf] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J. Pea, R., Norris, C., Soloway, S., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C.K., Milrad, M. &amp; Hoppe, U. (2006). One-to-One technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29. [http://edu.nju.edu.cn/zbh/upFiles/download/2012010350224421.pdf] Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W-L., &amp; Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology. 41(2), 154-169. [http://hal.archives-ouvertes.fr/docs/00/69/62/39/PDF/Wong-2011.pdf] Wong, L.-H., &amp; Looi, C.-K. (2011). What seams do we remove in mobile assisted seamless learning? A critical review of the literature]. Computers &amp; Education, 57(4), 2364-2381, doi:10.1016/j.compedu.2011.06.007.<br> 1124 1121 2013-02-22T15:14:49Z Balacheff 4 /* Основна литература */ wikitext text/x-wiki <h1>Непрекъсната учебна среда</h1> <u>раб. версия 1</u> '''Editor''': Chee-Kit Looi and Lung-Hsiang Wong, National Institute of Education, Nanyang Technological University, Singapore '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== В контекста на ученето, подпомоганто от технологии, терминът „непрекъснатото учене”, заимстван от висшето образование (Kuh 1996), е представен от международната група G1:1: „ Ние възприемаме повсеместния достъп до мобилни, свързани и персонални, както и ръчни технологии, като имащи капацитета да създадат нова фаза в еволюцията на технологично подпомогнатото учене, която фаза е белязана от непрекъснатостта на учебните преживявания в различна среда. Ние наричаме това ‘непрекъснато учене’.” (Chan et al. 2006 p.6) Следователно: „Непрекъснатата учебна среда свързва личното и публичното пространство, в което ученето се състои, като индивидуални и същевременно колективни усилия в различни ситуации (като например в училище спрямо след училище, фомално спрямо информално).” (Looi et al. 2010 p.156) Приемането на израза „непрекъсната среда на учене” като термин или синонимния израз „непрекъснато учебно пространство” свидетелства за еволюцията на технологиите и на образователната култура в края на предишното столетие: „...[Еволюцията] се характеризира с ‘непрекъснати учебни пространства’ и е белязана от непрекъснатостта на учебните преживявания в различни ситуации и последователността от действия, както и възниква в резултат на наличието на едно или повече устройства у един учащ. С осигуряванто на възможност на учащите да учат, когато изпитват интерес и непрекъснато да превключват от един в друг контекст, формален и неформален, индивидулен и социален, и чрез разширяването на социалните пространства, в които учащите си взаимодействат един с друг, тези промени, спомогнати от теорииите за социално учене, ситуативното учене и изграждането на познание, ще въздействат върху природата, процеса и резултатите на учене.” (Chan et al. 2006 p.23) Въз основата на изчерпателен преглед на литературата по тази тема, Уонг (2010) отчита 10 измерения на непрекъснатото учене: Обхваща формално и информално учене; (2) Обхваща индивидулно и социално учене;(3) Преминава през всякакви времеви измерения; (4) Преминава през всякакви пространствени измерения; (5) Повсеместен достъп до познание (включване на контекстуално учене, учене чрез технологочно-разширена реалност и повсеместен интернет достъп); (6) Обхваща материалния и виртуалния свят; (7) Комбинира употребата на множество видове устройства (включително „стабилни” технологи като стационарни компютри, интерактивни бели дъски с мобилни устройства); (8) Непрекъснато превключване между множество учебни задачи (като например събиране на данни, анализ, предствяне на информация и комуникация); (9) Синтез на познание (включване на старо и ново знание, абстрактно и конкретно, както и мултидисциплинно учене; (10) Включва множество педагогически и учебни модели на дейности. ====Сродни термини==== Seamless learning, Seamless learning space, Mobile Learning, Ubiquitous Learning, Formal Learning, Informal Learning, Lifelong Learning Коментар по развитието на термина -/- ====Проблематика на превода==== -/- ====Предметна проблематика==== Терминът ‘непрекъснато учене’ е първоначално използван сред изследователската общност на висшето образование без той непременно да включва технологиите като интегрален елемент. Ку (1996) дефинира идеята за свързването на преживяванията на учащите в клас и извън клас, за да постигне непрекъснато учене и академичен успех посредством включването на учебни преживявания и извън определените за учебна цел пространства: „ Думата непрекъснат (на англ. буквално ‘без прекъсване’) предполага, че това, което някога се е смятало за отделни, разграничени части (напр. в клас и извън клас, академичен и неакадемичен; по учебната програма или извън учебната програма, или в рамките на определеното за учене пространство и извън него), е сега едно цяло, изграено от взаимообвързани части, така че да представлява свързано цяло или конитуум. В непрекъснатото учебно пространство учащите биват окуражавани да се взползват от учебните ресурси, които са налични в и извън класната стая...от учащите се изисква да използват житейския си опит, за да черпят смисъл от въведения в часовете материал...” (Kuh 1996 p.136) Концентрирано върху интеграцията на формалното и информално учене, изложението на Ку (1996) мотивира по-нататъшни изследвания на този учебен модел, като например включването на измерения като учебни общности и преплитането на индивидуално и колаборативно учене в рамките на понятието. ====Основна литература==== [http://hal.archives-ouvertes.fr/hal-00696249] Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for undergraduates. College Student Development, 37(2), 135-148. [http://telearn.archives-ouvertes.fr/docs/00/19/06/32/PDF/A132_Chan-et-al2006_OneToOne.pdf] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J. Pea, R., Norris, C., Soloway, S., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C.K., Milrad, M. &amp; Hoppe, U. (2006). One-to-One technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29. [http://edu.nju.edu.cn/zbh/upFiles/download/2012010350224421.pdf] Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W-L., &amp; Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology. 41(2), 154-169. [http://hal.archives-ouvertes.fr/docs/00/69/62/39/PDF/Wong-2011.pdf] Wong, L.-H., &amp; Looi, C.-K. (2011). What seams do we remove in mobile assisted seamless learning? A critical review of the literature]. Computers &amp; Education, 57(4), 2364-2381, doi:10.1016/j.compedu.2011.06.007.<br> 1121 2013-02-22T15:04:20Z Balacheff 4 Created page with "<h1>Непрекъсната учебна среда</h1> <u>раб. версия 1</u> '''Editor''': Chee-Kit Looi and Lung-Hsiang Wong, National Institute of Education, Nanya..." wikitext text/x-wiki <h1>Непрекъсната учебна среда</h1> <u>раб. версия 1</u> '''Editor''': Chee-Kit Looi and Lung-Hsiang Wong, National Institute of Education, Nanyang Technological University, Singapore '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== В контекста на ученето, подпомоганто от технологии, терминът „непрекъснатото учене”, заимстван от висшето образование (Kuh 1996), е представен от международната група G1:1: „ Ние възприемаме повсеместния достъп до мобилни, свързани и персонални, както и ръчни технологии, като имащи капацитета да създадат нова фаза в еволюцията на технологично подпомогнатото учене, която фаза е белязана от непрекъснатостта на учебните преживявания в различна среда. Ние наричаме това ‘непрекъснато учене’.” (Chan et al. 2006 p.6) Следователно: „Непрекъснатата учебна среда свързва личното и публичното пространство, в което ученето се състои, като индивидуални и същевременно колективни усилия в различни ситуации (като например в училище спрямо след училище, фомално спрямо информално).” (Looi et al. 2010 p.156) Приемането на израза „непрекъсната среда на учене” като термин или синонимния израз „непрекъснато учебно пространство” свидетелства за еволюцията на технологиите и на образователната култура в края на предишното столетие: „...[Еволюцията] се характеризира с ‘непрекъснати учебни пространства’ и е белязана от непрекъснатостта на учебните преживявания в различни ситуации и последователността от действия, както и възниква в резултат на наличието на едно или повече устройства у един учащ. С осигуряванто на възможност на учащите да учат, когато изпитват интерес и непрекъснато да превключват от един в друг контекст, формален и неформален, индивидулен и социален, и чрез разширяването на социалните пространства, в които учащите си взаимодействат един с друг, тези промени, спомогнати от теорииите за социално учене, ситуативното учене и изграждането на познание, ще въздействат върху природата, процеса и резултатите на учене.” (Chan et al. 2006 p.23) Въз основата на изчерпателен преглед на литературата по тази тема, Уонг (2010) отчита 10 измерения на непрекъснатото учене: Обхваща формално и информално учене; (2) Обхваща индивидулно и социално учене;(3) Преминава през всякакви времеви измерения; (4) Преминава през всякакви пространствени измерения; (5) Повсеместен достъп до познание (включване на контекстуално учене, учене чрез технологочно-разширена реалност и повсеместен интернет достъп); (6) Обхваща материалния и виртуалния свят; (7) Комбинира употребата на множество видове устройства (включително „стабилни” технологи като стационарни компютри, интерактивни бели дъски с мобилни устройства); (8) Непрекъснато превключване между множество учебни задачи (като например събиране на данни, анализ, предствяне на информация и комуникация); (9) Синтез на познание (включване на старо и ново знание, абстрактно и конкретно, както и мултидисциплинно учене; (10) Включва множество педагогически и учебни модели на дейности. ====Сродни термини==== Seamless learning, Seamless learning space, Mobile Learning, Ubiquitous Learning, Formal Learning, Informal Learning, Lifelong Learning Коментар по развитието на термина -/- ====Проблематика на превода==== -/- ====Предметна проблематика==== Терминът ‘непрекъснато учене’ е първоначално използван сред изследователската общност на висшето образование без той непременно да включва технологиите като интегрален елемент. Ку (1996) дефинира идеята за свързването на преживяванията на учащите в клас и извън клас, за да постигне непрекъснато учене и академичен успех посредством включването на учебни преживявания и извън определените за учебна цел пространства: „ Думата непрекъснат (на англ. буквално ‘без прекъсване’) предполага, че това, което някога се е смятало за отделни, разграничени части (напр. в клас и извън клас, академичен и неакадемичен; по учебната програма или извън учебната програма, или в рамките на определеното за учене пространство и извън него), е сега едно цяло, изграено от взаимообвързани части, така че да представлява свързано цяло или конитуум. В непрекъснатото учебно пространство учащите биват окуражавани да се взползват от учебните ресурси, които са налични в и извън класната стая...от учащите се изисква да използват житейския си опит, за да черпят смисъл от въведения в часовете материал...” (Kuh 1996 p.136) Концентрирано върху интеграцията на формалното и информално учене, изложението на Ку (1996) мотивира по-нататъшни изследвания на този учебен модел, като например включването на измерения като учебни общности и преплитането на индивидуално и колаборативно учене в рамките на понятието. ====Основна литература==== Kuh, G. D. [1] (1996). Guiding principles for creating seamless learning environments for undergraduates. College Student Development, 37(2), 135-148. Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J. Pea, R., Norris, C., Soloway, S., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C.K., Milrad, M. & Hoppe, U. [2] (2006). One-to-One technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29. Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W-L., & Wong, L. H. [3] (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology. 41(2), 154-169. Wong, L.-H., & Looi, C.-K. [4] (2011). What seams do we remove in mobile assisted seamless learning? A critical review of the literature]. Computers & Education, 57(4), 2364-2381, doi:10.1016/j.compedu.2011.06.007. 0 27 103 102 2011-05-24T09:56:52Z Admin 1 wikitext text/x-wiki {{Languages}} == Seamless learning environments == '''Editeur''': '''Contributeurs''': ==== Définition ==== ==== Questions de traduction ==== ==== Questions disciplinaires ==== ==== Références ==== ==== Termes en rapport ==== ==== Documents en rapport ==== 102 2011-05-24T09:56:44Z Admin 1 Created page with "{{Languages}} == Seamless learning environments == '''Editeur''': '''Contributeurs''': ==== Définition ==== ==== Questions de traduction ==== ==== Questions disciplina..." wikitext text/x-wiki {{Languages}} == Seamless learning environments == '''Editeur''': '''Contributeurs''': ==== Définition ==== ==== Questions de traduction ==== ==== Questions disciplinaires ==== ==== Références ==== ==== Termes en rapport ==== ==== Documents en rapport ==== 0 85 360 359 2011-09-02T09:22:02Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''Nem észrevehető átmenetű tanulási környezet (Seamless learning environments)''' ''Szerkesztők'': Chee-Kit Looi and Lung-Hsiang Wong, National Institute of Education, Nanyang Technological University, Singapore <br>''Munkatársak'': .../... ====Definíció ==== A TEL kutatással kapcsolatos összefüggésben a "nem észrevehető átmenetű tanulás (seamless learning)" kifejezés a felsőoktatásból van átvéve (Kuh 1996), a G1:1 nemzetközi csoport által támogatva: :"Láthatjuk, hogy a mindenütt jelenlevő mobil telefonokhoz való hozzáférhetőség, állandó internetkapcsolat, személyre szabhatóság és kézben hordozhatóság lehetőségeket adnak a technológiával segített tanulás egy új fázisának kifejlődéséhez. Erre jellemző a tanulási tapasztalatok folytonossága különböző környezeteken keresztül. Ez nevezzük ‘nem észrevehető átmenetű tanulásnak (seamless learning)'." (Chan et al. 2006 p.6) Így: :"A nem észrevehető átmenetű tanulási környezet összekapcsolja a magán és nyilvános tanulási teret, ahol a tanulás úgy egyéni, mint csoportos erőfeszítés eredményeként jön létre, különféle összefüggéseken keresztül (mint pl. iskolai - iskola utáni, formális - nem formális tanulás)." (Looi et al. 2010 p.156) Ennek a kifejezésnek az elfogadása a "nem észrevehető átmenetű tanulási környezetek" szóhasználattal, vagy a vele szinonim " nem észrevehető átmenetű tanulási terek" szóhasználattal kapcsolatban elismeri a technológiai fejlődést és az oktatási kultúra fejlődését a 20. század végén: :"... (A fejlődés) jellemezhető a ‘nem észrevehető tanulási terekkel' és megjelölhető a tanulási tapasztalatok folyamatosságával a különböző helyzetekben és összefüggésekben, továbbá jellemezhető diákonként egy vagy több eszköz hozzáférhetőségével. A tanulóknak lehetővé van téve, hogy bárhol tanulhassanak, érezhető átmenet nélkül változtathassanak tanulási módot, mint például formális és nem formális tanulási formát, egyéni és csoportos tanulást, továbbá a társadalmi terüket kibővíthetik, melyben a tanulók kölcsönösen együttműködhetnek. Mindezen fejlesztések, amelyeket támogatják a társadalmi tanulási elméleteit és a tudásépítést, befolyásolják a tanulás természetét, folyamatát és kimenetét." (Chan et al. 2006 p.23) Az irodalom átfogó tanulmányozása alapján Wong (2010) a nem észrevehető átmenetű tanulás 10 dimenzióját azonosította: :(1) Magában foglalja a formális és nem formális tanulást; (2) Magában foglalja a személyre szabott és társadalmi tanulást; (3) Időn keresztül; (4) Helyen keresztül; (5) Mindenütt jelenlevő tudás elérhetősége (magában foglalja a környezet-tudatos tanulást, kibővített valósággal segített tanulást, és a mindhol jelenlevő Internet hozzáférést); (6) Magában foglalja a fizikai és a digitális világokat; (7) Különböző típusú eszközök kombinált használata (beleértve a "stabil" technológiákat, mint pl. az asztali számítógépek, interaktív táblák mobil eszközökkel); (8) Tanulási feladatok közötti észrevétlen átmenet (mint pl. az adatgyűjtés, analizálás, bemutatás és kommunikáció közötti átmenet). (9) Tudás szintézis (az előzetes és az új tudás integrálása, absztrakt és valós tudás, és multidiszciplináris tanulás); (10) Magában foglal többféle pedagógiai vagy tanulást elősegítő modelleket. ====Fordítási kérdések ==== Magyar: Nem észrevehető átmenetű tanulási környezet (Seamless learning environments) ====Tudományági kérdések ==== A "nem észrevehető átmenetű tanulás (seamless learning)" kezdetben a felsőoktatási tanulmányok kutatási közösségében volt használva, ahol még nem szükségszerűen tartalmazta a technológiát, mint lényeges részét. Kuh (1996) kidolgozta a diákok tantermen belüli és tantermen kívüli tapasztalatainak összekapcsolásának fogalmát, ezzel létrehozva a nem észrevehető átmenetű tanulást és kibővítését kampuszon kívüli tapasztalatok belefoglalásával: :"A 'nem észrevehető átmenetű' kifejezés azt sugallja, hogy valamik, ami egykor különálló részek voltak (pl. tantermen belüli és tantermen kívüli tanulás, akadémiai és nem akadémiai, vagy kampuszon belüli és kampuszon kívüli tapasztalatok), most egy darabot alkotnak, összeillenek, egy egésznek vagy folyamatosnak mutatkoznak. A nem észrevehető átmenetű tanulási környezetben a diákok a tanulási lehetőségek előnyeit élvezhetik úgy a tanteremben, osztályon belül, mint azon kívül... a diákok ösztönözve vannak a saját, életbeli tapasztalataik felhasználásához, hogy értelmét lássák a tantermen belül előadott tananyagnak..." (Kuh 1996 p.136) A formális és nem formális tanulás integrálására összpontosítva Kuh (1996) magyarázata elősegítette ennek a tanulási modellnek a további tanulmányozását, mint például a tanulási közösség hozzáadását, egyéni és kollaboratív tanulás összefonódásának hozzáadását ehhez a fogalomhoz. ====Főbb referenciák ==== Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for undergraduates. College Student Development, 37(2), 135-148. [1] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J. Pea, R., Norris, C., Soloway, S., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C.K., Milrad, M. & Hoppe, U. (2006). One-to-One technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29. [2] Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W-L., & Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology. 41(2), 154-169. ====Kapcsolódó kifejezések ==== Nem észrevehető átmenetű tanulás, Nem észrevehető átmenetű tanulási tér, Mobil tanulás, Mindenütt jelenlevő tanulás, Formális tanulás, Nem formális tanulás, Élethosszig tartó tanulás ====Kapcsolódó dokumentumok ==== https://sites.google.com/site/lunghsiangacademics/ICCE10-C4InvitedSpeech.pdf?attredirects=0 359 2011-09-02T09:21:33Z Zeiliger 2 Created page with "{{languages}} '''Nem észrevehető átmenetű tanulási környezet (Seamless learning environments)''' ''Szerkesztők'': Chee-Kit Looi and Lung-Hsiang Wong, National Institute o..." wikitext text/x-wiki {{languages}} '''Nem észrevehető átmenetű tanulási környezet (Seamless learning environments)''' ''Szerkesztők'': Chee-Kit Looi and Lung-Hsiang Wong, National Institute of Education, Nanyang Technological University, Singapore <br>''Munkatársak'': .../... ====Definíció ==== A TEL kutatással kapcsolatos összefüggésben a "nem észrevehető átmenetű tanulás (seamless learning)" kifejezés a felsőoktatásból van átvéve (Kuh 1996), a G1:1 nemzetközi csoport által támogatva: :"Láthatjuk, hogy a mindenütt jelenlevő mobil telefonokhoz való hozzáférhetőség, állandó internetkapcsolat, személyre szabhatóság és kézben hordozhatóság lehetőségeket adnak a technológiával segített tanulás egy új fázisának kifejlődéséhez. Erre jellemző a tanulási tapasztalatok folytonossága különböző környezeteken keresztül. Ez nevezzük ‘nem észrevehető átmenetű tanulásnak (seamless learning)'." (Chan et al. 2006 p.6) Így: :"A nem észrevehető átmenetű tanulási környezet összekapcsolja a magán és nyilvános tanulási teret, ahol a tanulás úgy egyéni, mint csoportos erőfeszítés eredményeként jön létre, különféle összefüggéseken keresztül (mint pl. iskolai - iskola utáni, formális - nem formális tanulás)." (Looi et al. 2010 p.156) Ennek a kifejezésnek az elfogadása a "nem észrevehető átmenetű tanulási környezetek" szóhasználattal, vagy a vele szinonim " nem észrevehető átmenetű tanulási terek" szóhasználattal kapcsolatban elismeri a technológiai fejlődést és az oktatási kultúra fejlődését a 20. század végén: :"... (A fejlődés) jellemezhető a ‘nem észrevehető tanulási terekkel' és megjelölhető a tanulási tapasztalatok folyamatosságával a különböző helyzetekben és összefüggésekben, továbbá jellemezhető diákonként egy vagy több eszköz hozzáférhetőségével. A tanulóknak lehetővé van téve, hogy bárhol tanulhassanak, érezhető átmenet nélkül változtathassanak tanulási módot, mint például formális és nem formális tanulási formát, egyéni és csoportos tanulást, továbbá a társadalmi terüket kibővíthetik, melyben a tanulók kölcsönösen együttműködhetnek. Mindezen fejlesztések, amelyeket támogatják a társadalmi tanulási elméleteit és a tudásépítést, befolyásolják a tanulás természetét, folyamatát és kimenetét." (Chan et al. 2006 p.23) Az irodalom átfogó tanulmányozása alapján Wong (2010) a nem észrevehető átmenetű tanulás 10 dimenzióját azonosította: :(1) Magában foglalja a formális és nem formális tanulást; (2) Magában foglalja a személyre szabott és társadalmi tanulást; (3) Időn keresztül; (4) Helyen keresztül; (5) Mindenütt jelenlevő tudás elérhetősége (magában foglalja a környezet-tudatos tanulást, kibővített valósággal segített tanulást, és a mindhol jelenlevő Internet hozzáférést); (6) Magában foglalja a fizikai és a digitális világokat; (7) Különböző típusú eszközök kombinált használata (beleértve a "stabil" technológiákat, mint pl. az asztali számítógépek, interaktív táblák mobil eszközökkel); (8) Tanulási feladatok közötti észrevétlen átmenet (mint pl. az adatgyűjtés, analizálás, bemutatás és kommunikáció közötti átmenet). (9) Tudás szintézis (az előzetes és az új tudás integrálása, absztrakt és valós tudás, és multidiszciplináris tanulás); (10) Magában foglal többféle pedagógiai vagy tanulást elősegítő modelleket. ====Fordítási kérdések ==== Magyar: Nem észrevehető átmenetű tanulási környezet (Seamless learning environments) ====Tudományági kérdések ==== A "nem észrevehető átmenetű tanulás (seamless learning)" kezdetben a felsőoktatási tanulmányok kutatási közösségében volt használva, ahol még nem szükségszerűen tartalmazta a technológiát, mint lényeges részét. Kuh (1996) kidolgozta a diákok tantermen belüli és tantermen kívüli tapasztalatainak összekapcsolásának fogalmát, ezzel létrehozva a nem észrevehető átmenetű tanulást és kibővítését kampuszon kívüli tapasztalatok belefoglalásával: :"A 'nem észrevehető átmenetű' kifejezés azt sugallja, hogy valamik, ami egykor különálló részek voltak (pl. tantermen belüli és tantermen kívüli tanulás, akadémiai és nem akadémiai, vagy kampuszon belüli és kampuszon kívüli tapasztalatok), most egy darabot alkotnak, összeillenek, egy egésznek vagy folyamatosnak mutatkoznak. A nem észrevehető átmenetű tanulási környezetben a diákok a tanulási lehetőségek előnyeit élvezhetik úgy a tanteremben, osztályon belül, mint azon kívül... a diákok ösztönözve vannak a saját, életbeli tapasztalataik felhasználásához, hogy értelmét lássák a tantermen belül előadott tananyagnak..." (Kuh 1996 p.136) A formális és nem formális tanulás integrálására összpontosítva Kuh (1996) magyarázata elősegítette ennek a tanulási modellnek a további tanulmányozását, mint például a tanulási közösség hozzáadását, egyéni és kollaboratív tanulás összefonódásának hozzáadását ehhez a fogalomhoz. ====Főbb referenciák ==== Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for undergraduates. College Student Development, 37(2), 135-148. [1] Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J. Pea, R., Norris, C., Soloway, S., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C.K., Milrad, M. & Hoppe, U. (2006). One-to-One technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29. [2] Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W-L., & Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology. 41(2), 154-169. ====Kapcsolódó kifejezések ==== Nem észrevehető átmenetű tanulás, Nem észrevehető átmenetű tanulási tér, Mobil tanulás, Mindenütt jelenlevő tanulás, Formális tanulás, Nem formális tanulás, Élethosszig tartó tanulás ====Kapcsolódó dokumentumok ==== https://sites.google.com/site/lunghsiangacademics/ICCE10-C4InvitedSpeech.pdf?attredirects=0 0 70 1208 1021 2013-03-04T13:01:20Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Karl Steffens, University of Cologne, Germany '''Contributors''':…/… ====Definition==== :"Students can be described as self-regulated to the degree that they are metacognitively, motivationally, and behaviorally active participants in their own learning process" (Zimmerman, 1998a, p.4). ====Comments on the history==== The term self-regulated learning has a long tradition and it is difficult to say when it was first used and by whom. It is often equated with learning to learn and as such has been named as one of the 21st century key competences (e.g. European Council, 2006). Self-regulated learning has also become a key concept in technology enhanced learning (TEL). The development of powerful computer programs and internet applications has made it possible to construct TEL environments which have the potential to support the acquisition, maintenance and improvement of self-regulated leaning skills (Carneiro et al., 2011). ====Related terms==== Metacognition, self-directed learning, personalized learning, self-regulated personalized learning ==== Translation issues ==== <blockquote>German: selbstgesteuertes Lernen</blockquote><blockquote>Français&nbsp;: apprentissage auto-régulé</blockquote><blockquote>Spanish: la autoregulación de aprendizaje</blockquote> ====Disciplinary issues==== The term self-regulated learning is mainly used in education and educational psychology. In discussing the concept of self-regulated learning, it is important to distinguish between broad and narrow conceptions. In a broad sense, learning is self-regulated if the learner is free to decide what, when, where and how to learn (Weinert, 1982). Many authors, however, use the term in the narrow sense, i.e. they assume that students in traditional learning settings only have a choice as to how to learn. Zimmerman (1998b, 2000) also suggested a social cognitive model of self-regulated learning according to which self-regulation is achieved in cycles consisting of (1) forethought, (2) performance or volitional control and (3) self-reflection. ====Key references==== [http://www.lmi.ub.es/taconet/documents/srlinteles3.pdf] Carneiro, R., Lefrere, P. Steffens, K. & Underwood, J. (Eds.) (2011). Self-regulated learning in technology enhanced learning environments: A European perspective. Rotterdam: Sense Publishers. [http://www.oapee.es/documentum/MECPRO/Web/weboapee/servicios/documentos/documentacion-convocatoria-2008/l39420061230en00100018.pdf?documentId=0901e72b80004481] European Council(2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning [http://hal.archives-ouvertes.fr/hal-00702962/] Weinert, F.E. (1982) Selbstgesteuertes Lernen als Voraussetzung, Methode und Ziel des Unterrichts [Self-regulated learning as prerequisite, method and objective of instruction]. Unterrichtswissenschaft, 10 (2), 99-110. [http://link.springer.com/chapter/10.1007/978-1-4612-3618-4_1] Zimmerman, B.J. (1989a). Models of self-regulated learning and academic achievement. Pp. 1-25 in B.J. Zimmerman & D.H. Schunk (Eds.). Self-regulated Learning and Academic Achievement. Theory, Research and Practice. New York: Springer. [http://books.google.fr/books?id=u9e1RWMbtjEC&lpg=PA13&ots=LWbBb2f6OJ&dq=Attaining%20self-regulation%3A%20a%20social%20cognitive%20perspective&hl=fr&pg=PA13#v=onepage&q=Attaining%20self-regulation:%20a%20social%20cognitive%20perspective&f=false] Zimmerman, B.J. (2000). Attaining self-regulation: a social cognitive perspective. Pp. 13-39 in M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.). Handbook of self-regulation. New York: Academic Press. 1021 1020 2012-12-05T20:14:09Z Balacheff 4 wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Karl Steffens, University of Cologne, Germany '''Contributors''':…/… ====Definition==== :"Students can be described as self-regulated to the degree that they are metacognitively, motivationally, and behaviorally active participants in their own learning process" (Zimmerman, 1998a, p.4). ====Comments on the history==== The term self-regulated learning has a long tradition and it is difficult to say when it was first used and by whom. It is often equated with learning to learn and as such has been named as one of the 21st century key competences (e.g. European Council, 2006). Self-regulated learning has also become a key concept in technology enhanced learning (TEL). The development of powerful computer programs and internet applications has made it possible to construct TEL environments which have the potential to support the acquisition, maintenance and improvement of self-regulated leaning skills (Carneiro et al., 2011). ====Related terms==== Metacognition, self-directed learning, personalized learning, self-regulated personalized learning ==== Translation issues ==== <blockquote>German: selbstgesteuertes Lernen</blockquote><blockquote>Français&nbsp;: apprentissage auto-régulé</blockquote><blockquote>Spanish: la autoregulación de aprendizaje</blockquote> ====Disciplinary issues==== The term self-regulated learning is mainly used in education and educational psychology. In discussing the concept of self-regulated learning, it is important to distinguish between broad and narrow conceptions. In a broad sense, learning is self-regulated if the learner is free to decide what, when, where and how to learn (Weinert, 1982). Many authors, however, use the term in the narrow sense, i.e. they assume that students in traditional learning settings only have a choice as to how to learn. Zimmerman (1998b, 2000) also suggested a social cognitive model of self-regulated learning according to which self-regulation is achieved in cycles consisting of (1) forethought, (2) performance or volitional control and (3) self-reflection. ====Key references==== [http://www.telearn.org/open-archive/browse?resource=7239_v1] Carneiro, R., Lefrere, P. Steffens, K. & Underwood, J. (Eds.) (2011). Self-regulated learning in technology enhanced learning environments: A European perspective. Rotterdam: Sense Publishers. [http://www.telearn.org/open-archive/browse?resource=7241_v1] European Council(2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning [http://www.telearn.org/open-archive/browse?resource=7243_v1] Weinert, F.E. (1982) Selbstgesteuertes Lernen als Voraussetzung, Methode und Ziel des Unterrichts [Self-regulated learning as prerequisite, method and objective of instruction]. Unterrichtswissenschaft, 10 (2), 99-110. [http://www.telearn.org/open-archive/browse?resource=7273_v1] Zimmerman, B.J. (1989a). Models of self-regulated learning and academic achievement. Pp. 1-25 in B.J. Zimmerman & D.H. Schunk (Eds.). Self-regulated Learning and Academic Achievement. Theory, Research and Practice. New York: Springer. [http://www.telearn.org/open-archive/browse?resource=7244_v1] Zimmerman, B.J. (2000). Attaining self-regulation: a social cognitive perspective. Pp. 13-39 in M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.). Handbook of self-regulation. New York: Academic Press. 1020 1019 2012-12-05T20:13:47Z Balacheff 4 /* Translation issues */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Karl Steffens, University of Cologne, Germany '''Contributors''':…/… ====Definition==== :"Students can be described as self-regulated to the degree that they are metacognitively, motivationally, and behaviorally active participants in their own learning process" (Zimmerman, 1998a, p.4). ====Comments on the history==== The term self-regulated learning has a long tradition and it is difficult to say when it was first used and by whom. It is often equated with learning to learn and as such has been named as one of the 21st century key competences (e.g. European Council, 2006). Self-regulated learning has also become a key concept in technology enhanced learning (TEL). The development of powerful computer programs and internet applications has made it possible to construct TEL environments which have the potential to support the acquisition, maintenance and improvement of self-regulated leaning skills (Carneiro et al., 2011). ====Related terms==== Metacognition, self-directed learning, personalized learning, self-regulated personalized learning ==== Translation issues ==== <blockquote> German: selbstgesteuertes Lernen Français&nbsp;: apprentissage auto-régulé Spanish: la autoregulación de aprendizaje </blockquote> ====Disciplinary issues==== The term self-regulated learning is mainly used in education and educational psychology. In discussing the concept of self-regulated learning, it is important to distinguish between broad and narrow conceptions. In a broad sense, learning is self-regulated if the learner is free to decide what, when, where and how to learn (Weinert, 1982). Many authors, however, use the term in the narrow sense, i.e. they assume that students in traditional learning settings only have a choice as to how to learn. Zimmerman (1998b, 2000) also suggested a social cognitive model of self-regulated learning according to which self-regulation is achieved in cycles consisting of (1) forethought, (2) performance or volitional control and (3) self-reflection. ====Key references==== [http://www.telearn.org/open-archive/browse?resource=7239_v1] Carneiro, R., Lefrere, P. Steffens, K. & Underwood, J. (Eds.) (2011). Self-regulated learning in technology enhanced learning environments: A European perspective. Rotterdam: Sense Publishers. [http://www.telearn.org/open-archive/browse?resource=7241_v1] European Council(2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning [http://www.telearn.org/open-archive/browse?resource=7243_v1] Weinert, F.E. (1982) Selbstgesteuertes Lernen als Voraussetzung, Methode und Ziel des Unterrichts [Self-regulated learning as prerequisite, method and objective of instruction]. Unterrichtswissenschaft, 10 (2), 99-110. [http://www.telearn.org/open-archive/browse?resource=7273_v1] Zimmerman, B.J. (1989a). Models of self-regulated learning and academic achievement. Pp. 1-25 in B.J. Zimmerman & D.H. Schunk (Eds.). Self-regulated Learning and Academic Achievement. Theory, Research and Practice. New York: Springer. [http://www.telearn.org/open-archive/browse?resource=7244_v1] Zimmerman, B.J. (2000). Attaining self-regulation: a social cognitive perspective. Pp. 13-39 in M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.). Handbook of self-regulation. New York: Academic Press. 1019 805 2012-12-05T20:11:11Z Balacheff 4 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Karl Steffens, University of Cologne, Germany '''Contributors''':…/… ====Definition==== :"Students can be described as self-regulated to the degree that they are metacognitively, motivationally, and behaviorally active participants in their own learning process" (Zimmerman, 1998a, p.4). ====Comments on the history==== The term self-regulated learning has a long tradition and it is difficult to say when it was first used and by whom. It is often equated with learning to learn and as such has been named as one of the 21st century key competences (e.g. European Council, 2006). Self-regulated learning has also become a key concept in technology enhanced learning (TEL). The development of powerful computer programs and internet applications has made it possible to construct TEL environments which have the potential to support the acquisition, maintenance and improvement of self-regulated leaning skills (Carneiro et al., 2011). ====Related terms==== Metacognition, self-directed learning, personalized learning, self-regulated personalized learning ====Translation issues==== German: selbstgesteuertes Lernen Français : apprentissage auto-régulé Spanish: la autoregulación de aprendizaje ====Disciplinary issues==== The term self-regulated learning is mainly used in education and educational psychology. In discussing the concept of self-regulated learning, it is important to distinguish between broad and narrow conceptions. In a broad sense, learning is self-regulated if the learner is free to decide what, when, where and how to learn (Weinert, 1982). Many authors, however, use the term in the narrow sense, i.e. they assume that students in traditional learning settings only have a choice as to how to learn. Zimmerman (1998b, 2000) also suggested a social cognitive model of self-regulated learning according to which self-regulation is achieved in cycles consisting of (1) forethought, (2) performance or volitional control and (3) self-reflection. ====Key references==== [http://www.telearn.org/open-archive/browse?resource=7239_v1] Carneiro, R., Lefrere, P. Steffens, K. & Underwood, J. (Eds.) (2011). Self-regulated learning in technology enhanced learning environments: A European perspective. Rotterdam: Sense Publishers. [http://www.telearn.org/open-archive/browse?resource=7241_v1] European Council(2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning [http://www.telearn.org/open-archive/browse?resource=7243_v1] Weinert, F.E. (1982) Selbstgesteuertes Lernen als Voraussetzung, Methode und Ziel des Unterrichts [Self-regulated learning as prerequisite, method and objective of instruction]. Unterrichtswissenschaft, 10 (2), 99-110. [http://www.telearn.org/open-archive/browse?resource=7273_v1] Zimmerman, B.J. (1989a). Models of self-regulated learning and academic achievement. Pp. 1-25 in B.J. Zimmerman & D.H. Schunk (Eds.). Self-regulated Learning and Academic Achievement. Theory, Research and Practice. New York: Springer. [http://www.telearn.org/open-archive/browse?resource=7244_v1] Zimmerman, B.J. (2000). Attaining self-regulation: a social cognitive perspective. Pp. 13-39 in M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.). Handbook of self-regulation. New York: Academic Press. 805 804 2012-02-23T15:20:25Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Karl Steffens, University of Cologne, Germany '''Contributors''':…/… ====Definition==== :"Students can be described as self-regulated to the degree that they are metacognitively, motivationally, and behaviorally active participants in their own learning process" (Zimmerman, 1998a, p.4). ====Comments on the history==== The term self-regulated learning has a long tradition and it is difficult to say when it was first used and by whom. It is often equated with learning to learn and as such has been named as one of the 21st century key competences (e.g. European Council, 2006). Self-regulated learning has also become a key concept in technology enhanced learning (TEL). The development of powerful computer programs and internet applications has made it possible to construct TEL environments which have the potential to support the acquisition, maintenance and improvement of self-regulated leaning skills (Carneiro et al., 2011). ====Related terms==== Metacognition, self-directed learning, personalized learning, self-regulated personalized learning ====Translation issues==== German: selbstgesteuertes Lernen Français : apprentissage auto-régulé Spanish: la autoregulación de aprendizaje ====Disciplinary issues==== The term self-regulated learning is mainly used in education and educational psychology. In discussing the concept of self-regulated learning, it is important to distinguish between broad and narrow conceptions. In a broad sense, learning is self-regulated if the learner is free to decide what, when, where and how to learn (Weinert, 1982). Many authors, however, use the term in the narrow sense, i.e. they assume that students in traditional learning settings only have a choice as to how to learn. Zimmerman (1998b, 2000) also suggested a social cognitive model of self-regulated learning according to which self-regulation is achieved in cycles consisting of (1) forethought, (2) performance or volitional control and (3) self-reflection. ====Key references==== Carneiro, R., Lefrere, P. Steffens, K. & Underwood, J. (Eds.) [http://www.telearn.org/open-archive/browse?resource=7239_v1] (2011). Self-regulated learning in technology enhanced learning environments: A European perspective. Rotterdam: Sense Publishers. European Council [http://www.telearn.org/open-archive/browse?resource=7241_v1](2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning Weinert, F.E. [http://www.telearn.org/open-archive/browse?resource=7243_v1] (1982) Selbstgesteuertes Lernen als Voraussetzung, Methode und Ziel des Unterrichts [Self-regulated learning as prerequisite, method and objective of instruction]. Unterrichtswissenschaft, 10 (2), 99-110. Zimmerman, B.J. [http://www.telearn.org/open-archive/browse?resource=7273_v1] (1989a). Models of self-regulated learning and academic achievement. Pp. 1-25 in B.J. Zimmerman & D.H. Schunk (Eds.). Self-regulated Learning and Academic Achievement. Theory, Research and Practice. New York: Springer. Zimmerman, B.J. [http://www.telearn.org/open-archive/browse?resource=7244_v1] (2000). Attaining self-regulation: a social cognitive perspective. Pp. 13-39 in M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.). Handbook of self-regulation. New York: Academic Press. 804 771 2012-02-23T15:08:34Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Karl Steffens, University of Cologne, Germany '''Contributors''':…/… ====Definition==== :"Students can be described as self-regulated to the degree that they are metacognitively, motivationally, and behaviorally active participants in their own learning process" (Zimmerman, 1998a, p.4). ====Comments on the history==== The term self-regulated learning has a long tradition and it is difficult to say when it was first used and by whom. It is often equated with learning to learn and as such has been named as one of the 21st century key competences (e.g. European Council, 2006). Self-regulated learning has also become a key concept in technology enhanced learning (TEL). The development of powerful computer programs and internet applications has made it possible to construct TEL environments which have the potential to support the acquisition, maintenance and improvement of self-regulated leaning skills (Carneiro et al., 2011). ====Related terms==== Metacognition, self-directed learning, personalized learning, self-regulated personalized learning ====Translation issues==== German: selbstgesteuertes Lernen Français : apprentissage auto-régulé Spanish: la autoregulación de aprendizaje ====Disciplinary issues==== The term self-regulated learning is mainly used in education and educational psychology. In discussing the concept of self-regulated learning, it is important to distinguish between broad and narrow conceptions. In a broad sense, learning is self-regulated if the learner is free to decide what, when, where and how to learn (Weinert, 1982). Many authors, however, use the term in the narrow sense, i.e. they assume that students in traditional learning settings only have a choice as to how to learn. Zimmerman (1998b, 2000) also suggested a social cognitive model of self-regulated learning according to which self-regulation is achieved in cycles consisting of (1) forethought, (2) performance or volitional control and (3) self-reflection. ====Key references==== Carneiro, R., Lefrere, P. Steffens, K. & Underwood, J. (Eds.) [http://www.telearn.org/open-archive/browse?resource=7239_v1] (2011). Self-regulated learning in technology enhanced learning environments: A European perspective. Rotterdam: Sense Publishers. European Council [http://www.telearn.org/open-archive/browse?resource=7241_v1](2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning Weinert, F.E. [http://www.telearn.org/open-archive/browse?resource=7243_v1] (1982) Selbstgesteuertes Lernen als Voraussetzung, Methode und Ziel des Unterrichts [Self-regulated learning as prerequisite, method and objective of instruction]. Unterrichtswissenschaft, 10 (2), 99-110. Zimmerman, B.J. (1989a). Models of self-regulated learning and academic achievement. Pp. 1-25 in B.J. Zimmerman & D.H. Schunk (Eds.). Self-regulated Learning and Academic Achievement. Theory, Research and Practice. New York: Springer. Zimmerman, B.J. [http://www.telearn.org/open-archive/browse?resource=7244_v1] (2000). Attaining self-regulation: a social cognitive perspective. Pp. 13-39 in M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.). Handbook of self-regulation. New York: Academic Press. 771 770 2012-02-15T13:59:49Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Karl Steffens, University of Cologne, Germany '''Contributors''':…/… ====Definition==== :"Students can be described as self-regulated to the degree that they are metacognitively, motivationally, and behaviorally active participants in their own learning process" (Zimmerman, 1998a, p.4). ====Comments on the history==== The term self-regulated learning has a long tradition and it is difficult to say when it was first used and by whom. It is often equated with learning to learn and as such has been named as one of the 21st century key competences (e.g. European Council, 2006). Self-regulated learning has also become a key concept in technology enhanced learning (TEL). The development of powerful computer programs and internet applications has made it possible to construct TEL environments which have the potential to support the acquisition, maintenance and improvement of self-regulated leaning skills (Carneiro et al., 2011). ====Related terms==== Metacognition, self-directed learning, personalized learning, self-regulated personalized learning ====Translation issues==== German: selbstgesteuertes Lernen Français : apprentissage auto-régulé Spanish: la autoregulación de aprendizaje ====Disciplinary issues==== The term self-regulated learning is mainly used in education and educational psychology. In discussing the concept of self-regulated learning, it is important to distinguish between broad and narrow conceptions. In a broad sense, learning is self-regulated if the learner is free to decide what, when, where and how to learn (Weinert, 1982). Many authors, however, use the term in the narrow sense, i.e. they assume that students in traditional learning settings only have a choice as to how to learn. Zimmerman (1998b, 2000) also suggested a social cognitive model of self-regulated learning according to which self-regulation is achieved in cycles consisting of (1) forethought, (2) performance or volitional control and (3) self-reflection. ====Key references==== Carneiro, R., Lefrere, P. Steffens, K. & Underwood, J. (Eds.) [http://www.telearn.org/open-archive/browse?resource=7239_v1] (2011). Self-regulated learning in technology enhanced learning environments: A European perspective. Rotterdam: Sense Publishers. European Council [http://www.telearn.org/open-archive/browse?resource=7241_v1](2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning Weinert, F.E. [http://www.telearn.org/open-archive/browse?resource=7243_v1] (1982) Selbstgesteuertes Lernen als Voraussetzung, Methode und Ziel des Unterrichts [Self-regulated learning as prerequisite, method and objective of instruction]. Unterrichtswissenschaft, 10 (2), 99-110. Zimmerman, B.J. (1998a). Models of self-regulated learning and academic achievement. Pp. 1-25 in B.J. Zimmerman & D.H. Schunk (Eds.). Self-regulated Learning and Academic Achievement. Theory, Research and Practice. New York: Springer. Zimmerman, B.J. [http://www.telearn.org/open-archive/browse?resource=7244_v1] (2000). Attaining self-regulation: a social cognitive perspective. Pp. 13-39 in M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.). Handbook of self-regulation. New York: Academic Press. 770 769 2012-02-15T11:07:26Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Karl Steffens, University of Cologne, Germany '''Contributors''':…/… ====Definition==== :"Students can be described as self-regulated to the degree that they are metacognitively, motivationally, and behaviorally active participants in their own learning process" (Zimmerman, 1998a, p.4). ====Comments on the history==== The term self-regulated learning has a long tradition and it is difficult to say when it was first used and by whom. It is often equated with learning to learn and as such has been named as one of the 21st century key competences (e.g. European Council, 2006). Self-regulated learning has also become a key concept in technology enhanced learning (TEL). The development of powerful computer programs and internet applications has made it possible to construct TEL environments which have the potential to support the acquisition, maintenance and improvement of self-regulated leaning skills (Carneiro et al., 2011). ====Related terms==== Metacognition, self-directed learning, personalized learning, self-regulated personalized learning ====Translation issues==== German: selbstgesteuertes Lernen Français : apprentissage auto-régulé Spanish: la autoregulación de aprendizaje ====Disciplinary issues==== The term self-regulated learning is mainly used in education and educational psychology. In discussing the concept of self-regulated learning, it is important to distinguish between broad and narrow conceptions. In a broad sense, learning is self-regulated if the learner is free to decide what, when, where and how to learn (Weinert, 1982). Many authors, however, use the term in the narrow sense, i.e. they assume that students in traditional learning settings only have a choice as to how to learn. Zimmerman (1998b, 2000) also suggested a social cognitive model of self-regulated learning according to which self-regulation is achieved in cycles consisting of (1) forethought, (2) performance or volitional control and (3) self-reflection. ====Key references==== Carneiro, R., Lefrere, P. Steffens, K. & Underwood, J. (Eds.) [http://www.telearn.org/open-archive/browse?resource=7239_v1] (2011). Self-regulated learning in technology enhanced learning environments: A European perspective. Rotterdam: Sense Publishers. European Council [http://www.telearn.org/open-archive/browse?resource=7241_v1](2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning Weinert, F.E. [http://www.telearn.org/open-archive/browse?resource=7243_v1] (1982) Selbstgesteuertes Lernen als Voraussetzung, Methode und Ziel des Unterrichts [Self-regulated learning as prerequisite, method and objective of instruction]. Unterrichtswissenschaft, 10 (2), 99-110. Zimmerman, B.J. (1998a). Models of self-regulated learning and academic achievement. Pp. 1-25 in B.J. Zimmerman & D.H. Schunk (Eds.). Self-regulated Learning and Academic Achievement. Theory, Research and Practice. New York: Springer. Zimmerman, B.J. (2000). Attaining self-regulation: a social cognitive perspective. Pp. 13-39 in M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.). Handbook of self-regulation. New York: Academic Press. 769 766 2012-02-15T09:38:28Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Karl Steffens, University of Cologne, Germany '''Contributors''':…/… ====Definition==== :"Students can be described as self-regulated to the degree that they are metacognitively, motivationally, and behaviorally active participants in their own learning process" (Zimmerman, 1998a, p.4). ====Comments on the history==== The term self-regulated learning has a long tradition and it is difficult to say when it was first used and by whom. It is often equated with learning to learn and as such has been named as one of the 21st century key competences (e.g. European Council, 2006). Self-regulated learning has also become a key concept in technology enhanced learning (TEL). The development of powerful computer programs and internet applications has made it possible to construct TEL environments which have the potential to support the acquisition, maintenance and improvement of self-regulated leaning skills (Carneiro et al., 2011). ====Related terms==== Metacognition, self-directed learning, personalized learning, self-regulated personalized learning ====Translation issues==== German: selbstgesteuertes Lernen Français : apprentissage auto-régulé Spanish: la autoregulación de aprendizaje ====Disciplinary issues==== The term self-regulated learning is mainly used in education and educational psychology. In discussing the concept of self-regulated learning, it is important to distinguish between broad and narrow conceptions. In a broad sense, learning is self-regulated if the learner is free to decide what, when, where and how to learn (Weinert, 1982). Many authors, however, use the term in the narrow sense, i.e. they assume that students in traditional learning settings only have a choice as to how to learn. Zimmerman (1998b, 2000) also suggested a social cognitive model of self-regulated learning according to which self-regulation is achieved in cycles consisting of (1) forethought, (2) performance or volitional control and (3) self-reflection. ====Key references==== Carneiro, R., Lefrere, P. Steffens, K. & Underwood, J. (Eds.) [http://www.telearn.org/open-archive/browse?resource=7239_v1] (2011). Self-regulated learning in technology enhanced learning environments: A European perspective. Rotterdam: Sense Publishers. European Council [http://www.telearn.org/open-archive/browse?resource=7241_v1](2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning Weinert, F.E. (1982) Selbstgesteuertes Lernen als Voraussetzung, Methode und Ziel des Unterrichts [Self-regulated learning as prerequisite, method and objective of instruction]. Unterrichtswissenschaft, 10 (2), 99-110. Zimmerman, B.J. (1998a). Models of self-regulated learning and academic achievement. Pp. 1-25 in B.J. Zimmerman & D.H. Schunk (Eds.). Self-regulated Learning and Academic Achievement. Theory, Research and Practice. New York: Springer. Zimmerman, B.J. (2000). Attaining self-regulation: a social cognitive perspective. Pp. 13-39 in M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.). Handbook of self-regulation. New York: Academic Press. 766 602 2012-02-14T16:11:01Z Manon 3 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Karl Steffens, University of Cologne, Germany '''Contributors''':…/… ====Definition==== :"Students can be described as self-regulated to the degree that they are metacognitively, motivationally, and behaviorally active participants in their own learning process" (Zimmerman, 1998a, p.4). ====Comments on the history==== The term self-regulated learning has a long tradition and it is difficult to say when it was first used and by whom. It is often equated with learning to learn and as such has been named as one of the 21st century key competences (e.g. European Council, 2006). Self-regulated learning has also become a key concept in technology enhanced learning (TEL). The development of powerful computer programs and internet applications has made it possible to construct TEL environments which have the potential to support the acquisition, maintenance and improvement of self-regulated leaning skills (Carneiro et al., 2011). ====Related terms==== Metacognition, self-directed learning, personalized learning, self-regulated personalized learning ====Translation issues==== German: selbstgesteuertes Lernen Français : apprentissage auto-régulé Spanish: la autoregulación de aprendizaje ====Disciplinary issues==== The term self-regulated learning is mainly used in education and educational psychology. In discussing the concept of self-regulated learning, it is important to distinguish between broad and narrow conceptions. In a broad sense, learning is self-regulated if the learner is free to decide what, when, where and how to learn (Weinert, 1982). Many authors, however, use the term in the narrow sense, i.e. they assume that students in traditional learning settings only have a choice as to how to learn. Zimmerman (1998b, 2000) also suggested a social cognitive model of self-regulated learning according to which self-regulation is achieved in cycles consisting of (1) forethought, (2) performance or volitional control and (3) self-reflection. ====Key references==== Carneiro, R., Lefrere, P. Steffens, K. & Underwood, J. (Eds.) [http://www.telearn.org/open-archive/browse?resource=7239_v1] (2011). Self-regulated learning in technology enhanced learning environments: A European perspective. Rotterdam: Sense Publishers. European Council (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning [http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF] Weinert, F.E. (1982) Selbstgesteuertes Lernen als Voraussetzung, Methode und Ziel des Unterrichts [Self-regulated learning as prerequisite, method and objective of instruction]. Unterrichtswissenschaft, 10 (2), 99-110. Zimmerman, B.J. (1998a). Models of self-regulated learning and academic achievement. Pp. 1-25 in B.J. Zimmerman & D.H. Schunk (Eds.). Self-regulated Learning and Academic Achievement. Theory, Research and Practice. New York: Springer. Zimmerman, B.J. (2000). Attaining self-regulation: a social cognitive perspective. Pp. 13-39 in M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.). Handbook of self-regulation. New York: Academic Press. 602 287 2012-01-12T10:54:08Z Zeiliger 2 /* Key references */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Karl Steffens, University of Cologne, Germany '''Contributors''':…/… ====Definition==== :"Students can be described as self-regulated to the degree that they are metacognitively, motivationally, and behaviorally active participants in their own learning process" (Zimmerman, 1998a, p.4). ====Comments on the history==== The term self-regulated learning has a long tradition and it is difficult to say when it was first used and by whom. It is often equated with learning to learn and as such has been named as one of the 21st century key competences (e.g. European Council, 2006). Self-regulated learning has also become a key concept in technology enhanced learning (TEL). The development of powerful computer programs and internet applications has made it possible to construct TEL environments which have the potential to support the acquisition, maintenance and improvement of self-regulated leaning skills (Carneiro et al., 2011). ====Related terms==== Metacognition, self-directed learning, personalized learning, self-regulated personalized learning ====Translation issues==== German: selbstgesteuertes Lernen Français : apprentissage auto-régulé Spanish: la autoregulación de aprendizaje ====Disciplinary issues==== The term self-regulated learning is mainly used in education and educational psychology. In discussing the concept of self-regulated learning, it is important to distinguish between broad and narrow conceptions. In a broad sense, learning is self-regulated if the learner is free to decide what, when, where and how to learn (Weinert, 1982). Many authors, however, use the term in the narrow sense, i.e. they assume that students in traditional learning settings only have a choice as to how to learn. Zimmerman (1998b, 2000) also suggested a social cognitive model of self-regulated learning according to which self-regulation is achieved in cycles consisting of (1) forethought, (2) performance or volitional control and (3) self-reflection. ====Key references==== Carneiro, R., Lefrere, P. Steffens, K. & Underwood, J. (Eds.) (2011). Self-regulated learning in technology enhanced learning environments: A European perspective. Rotterdam: Sense Publishers. In press. European Council (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning [http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF] Weinert, F.E. (1982) Selbstgesteuertes Lernen als Voraussetzung, Methode und Ziel des Unterrichts [Self-regulated learning as prerequisite, method and objective of instruction]. Unterrichtswissenschaft, 10 (2), 99-110. Zimmerman, B.J. (1998a). Models of self-regulated learning and academic achievement. Pp. 1-25 in B.J. Zimmerman & D.H. Schunk (Eds.). Self-regulated Learning and Academic Achievement. Theory, Research and Practice. New York: Springer. Zimmerman, B.J. (2000). Attaining self-regulation: a social cognitive perspective. Pp. 13-39 in M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.). Handbook of self-regulation. New York: Academic Press. 287 278 2011-07-27T19:14:12Z Balacheff 4 /* Translation issues */ wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Karl Steffens, University of Cologne, Germany '''Contributors''':…/… ====Definition==== :"Students can be described as self-regulated to the degree that they are metacognitively, motivationally, and behaviorally active participants in their own learning process" (Zimmerman, 1998a, p.4). ====Comments on the history==== The term self-regulated learning has a long tradition and it is difficult to say when it was first used and by whom. It is often equated with learning to learn and as such has been named as one of the 21st century key competences (e.g. European Council, 2006). Self-regulated learning has also become a key concept in technology enhanced learning (TEL). The development of powerful computer programs and internet applications has made it possible to construct TEL environments which have the potential to support the acquisition, maintenance and improvement of self-regulated leaning skills (Carneiro et al., 2011). ====Related terms==== Metacognition, self-directed learning, personalized learning, self-regulated personalized learning ====Translation issues==== German: selbstgesteuertes Lernen Français : apprentissage auto-régulé Spanish: la autoregulación de aprendizaje ====Disciplinary issues==== The term self-regulated learning is mainly used in education and educational psychology. In discussing the concept of self-regulated learning, it is important to distinguish between broad and narrow conceptions. In a broad sense, learning is self-regulated if the learner is free to decide what, when, where and how to learn (Weinert, 1982). Many authors, however, use the term in the narrow sense, i.e. they assume that students in traditional learning settings only have a choice as to how to learn. Zimmerman (1998b, 2000) also suggested a social cognitive model of self-regulated learning according to which self-regulation is achieved in cycles consisting of (1) forethought, (2) performance or volitional control and (3) self-reflection. ====Key references==== Carneiro, R., Lefrere, P. Steffens, K. & Underwood, J. (Eds.) (2011). Self-regulated learning in technology enhanced learning environments: A European perspective. Rotterdam: Sense Publishers. In press. European Council (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF Weinert, F.E. (1982) Selbstgesteuertes Lernen als Voraussetzung, Methode und Ziel des Unterrichts [Self-regulated learning as prerequisite, method and objective of instruction]. Unterrichtswissenschaft, 10 (2), 99-110. Zimmerman, B.J. (1998a). Models of self-regulated learning and academic achievement. Pp. 1-25 in B.J. Zimmerman & D.H. Schunk (Eds.). Self-regulated Learning and Academic Achievement. Theory, Research and Practice. New York: Springer. Zimmerman, B.J. (2000). Attaining self-regulation: a social cognitive perspective. Pp. 13-39 in M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.). Handbook of self-regulation. New York: Academic Press. 278 2011-07-26T08:11:30Z Zeiliger 2 Created page with "<u>Draft 1</u> '''Editor''': Karl Steffens, University of Cologne, Germany '''Contributors''':…/… ====Definition==== :"Students can be described as self-regulated to the ..." wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Karl Steffens, University of Cologne, Germany '''Contributors''':…/… ====Definition==== :"Students can be described as self-regulated to the degree that they are metacognitively, motivationally, and behaviorally active participants in their own learning process" (Zimmerman, 1998a, p.4). ====Comments on the history==== The term self-regulated learning has a long tradition and it is difficult to say when it was first used and by whom. It is often equated with learning to learn and as such has been named as one of the 21st century key competences (e.g. European Council, 2006). Self-regulated learning has also become a key concept in technology enhanced learning (TEL). The development of powerful computer programs and internet applications has made it possible to construct TEL environments which have the potential to support the acquisition, maintenance and improvement of self-regulated leaning skills (Carneiro et al., 2011). ====Related terms==== Metacognition, self-directed learning, personalized learning, self-regulated personalized learning ====Translation issues==== :German: selbstgesteuertes Lernen :Français : apprentissage auto-régulé :Spanish: la autoregulación de aprendizaje ====Disciplinary issues==== The term self-regulated learning is mainly used in education and educational psychology. In discussing the concept of self-regulated learning, it is important to distinguish between broad and narrow conceptions. In a broad sense, learning is self-regulated if the learner is free to decide what, when, where and how to learn (Weinert, 1982). Many authors, however, use the term in the narrow sense, i.e. they assume that students in traditional learning settings only have a choice as to how to learn. Zimmerman (1998b, 2000) also suggested a social cognitive model of self-regulated learning according to which self-regulation is achieved in cycles consisting of (1) forethought, (2) performance or volitional control and (3) self-reflection. ====Key references==== Carneiro, R., Lefrere, P. Steffens, K. & Underwood, J. (Eds.) (2011). Self-regulated learning in technology enhanced learning environments: A European perspective. Rotterdam: Sense Publishers. In press. European Council (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF Weinert, F.E. (1982) Selbstgesteuertes Lernen als Voraussetzung, Methode und Ziel des Unterrichts [Self-regulated learning as prerequisite, method and objective of instruction]. Unterrichtswissenschaft, 10 (2), 99-110. Zimmerman, B.J. (1998a). Models of self-regulated learning and academic achievement. Pp. 1-25 in B.J. Zimmerman & D.H. Schunk (Eds.). Self-regulated Learning and Academic Achievement. Theory, Research and Practice. New York: Springer. Zimmerman, B.J. (2000). Attaining self-regulation: a social cognitive perspective. Pp. 13-39 in M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.). Handbook of self-regulation. New York: Academic Press. 0 149 1329 1328 2013-03-27T20:01:36Z Vdimitrova 15 /* Предметна проблематика */ wikitext text/x-wiki <h1>Учене чрез саморегулация</h1> <u>раб. версия 1</u> '''Editor''': Karl Steffens, University of Cologne, Germany '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== „ Учащите могат да бъдат определени като саморегулиращи се до степен, в която метакогнитивно, мотивационно и поведенчески играят активна роля в собствения си учебен процес” (Zimmerman, 1998a, стр.4). ====Сродни термини==== Метакогниция (Metacognition), самоубочение(self-directed learning), персонализирано учене (personalized learning), персонализирано учене чрез саморегулация (self-regulated personalized learning) ====Коментар по развитието на термина==== Терминът учене чрез саморегулация има дълга традиция и поради това е трудно да се каже кога и от кого е използван за първи път. Той често бива приеман като еквивалент на идеята за ученето да се научиш да учиш и като такъв е обявен за една от най-важните концепции на 21-то столетие (напр. Еврoпейски съвет, 2006). Ученето чрез саморегулация е ключова концепция в технологично подпомогнатото учене/обучение (ТПУ). Разработването на мощни компютърни програми и интернет апликации превърна изграждането на среда на ТПУ в реална възможност, която има потенциала да спомага усвояването, поддържането и усъвършенстването на умения за саморегулирано учене(Carneiro et al., 2011). ====Проблематика на превода==== -/- ====Предметна проблематика==== Терминът учене чрез саморегулация е основно използван в областта на образованието и педагогическата психология. В дискусиите върху идеята за учене чрез саморегулация е важно да бъде направено разграничение между широко и тясно понятие. В по-общ смисъл ученето може да бъде определено като саморегулирано, ако учащият е свободен сам да вземе решение какво, кога, къде и как да учи (Weinert, 1982). Много автори използват обаче термина в неговия тесен смисъл, т.е. те приемат, че учащите в условията на традиционно обучение могат сами да избират как да учат. Също така Цимерман (1998b, 2000) предлага социално-когнитивен модел на учене чрез саморегулация, според който умението за саморегулация се постига в няколко цикъла, състоящи се от (1) способност за преценка на бъдещи действия, (2) действия или волеви контрол и (3) саморефлексия/интроспекция. ====Основна литература==== [http://www.lmi.ub.es/taconet/documents/srlinteles3.pdf] Carneiro, R., Lefrere, P. Steffens, K. & Underwood, J. (Eds.) (2011). Self-regulated learning in technology enhanced learning environments: A European perspective. Rotterdam: Sense Publishers. [http://www.oapee.es/documentum/MECPRO/Web/weboapee/servicios/documentos/documentacion-convocatoria-2008/l39420061230en00100018.pdf?documentId=0901e72b80004481] European Council(2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning [http://hal.archives-ouvertes.fr/hal-00702962/] Weinert, F.E. (1982) Selbstgesteuertes Lernen als Voraussetzung, Methode und Ziel des Unterrichts [Self-regulated learning as prerequisite, method and objective of instruction]. Unterrichtswissenschaft, 10 (2), 99-110. [http://link.springer.com/chapter/10.1007/978-1-4612-3618-4_1] Zimmerman, B.J. (1989a). Models of self-regulated learning and academic achievement. Pp. 1-25 in B.J. Zimmerman & D.H. Schunk (Eds.). Self-regulated Learning and Academic Achievement. Theory, Research and Practice. New York: Springer. [http://books.google.fr/books?id=u9e1RWMbtjEC&lpg=PA13&ots=LWbBb2f6OJ&dq=Attaining%20self-regulation%3A%20a%20social%20cognitive%20perspective&hl=fr&pg=PA13#v=onepage&q=Attaining%20self-regulation:%20a%20social%20cognitive%20perspective&f=false] Zimmerman, B.J. (2000). Attaining self-regulation: a social cognitive perspective. Pp. 13-39 in M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.). Handbook of self-regulation. New York: Academic Press. 1328 1286 2013-03-27T19:59:41Z Vdimitrova 15 /* Коментар по развитието на термина */ wikitext text/x-wiki <h1>Учене чрез саморегулация</h1> <u>раб. версия 1</u> '''Editor''': Karl Steffens, University of Cologne, Germany '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== „ Учащите могат да бъдат определени като саморегулиращи се до степен, в която метакогнитивно, мотивационно и поведенчески играят активна роля в собствения си учебен процес” (Zimmerman, 1998a, стр.4). ====Сродни термини==== Метакогниция (Metacognition), самоубочение(self-directed learning), персонализирано учене (personalized learning), персонализирано учене чрез саморегулация (self-regulated personalized learning) ====Коментар по развитието на термина==== Терминът учене чрез саморегулация има дълга традиция и поради това е трудно да се каже кога и от кого е използван за първи път. Той често бива приеман като еквивалент на идеята за ученето да се научиш да учиш и като такъв е обявен за една от най-важните концепции на 21-то столетие (напр. Еврoпейски съвет, 2006). Ученето чрез саморегулация е ключова концепция в технологично подпомогнатото учене/обучение (ТПУ). Разработването на мощни компютърни програми и интернет апликации превърна изграждането на среда на ТПУ в реална възможност, която има потенциала да спомага усвояването, поддържането и усъвършенстването на умения за саморегулирано учене(Carneiro et al., 2011). ====Проблематика на превода==== -/- ====Предметна проблематика==== Терминът учене чрез саморегулация е основно използван в областта на образованието и педагогическата психология. В дискусиите по идеята за учене чрез саморегулация е важно да бъде направено разграничение между широко и тясно понятие. В по-общ смисъл ученето може да бъде определено като саморегулирано, ако учащият е свободен сам да вземе решение какво, кога, къде и как да учи (Weinert, 1982). Много автори използват обаче термина в неговия тесен смисъл, т.е. те приемат, че учащите в условията на традиционно обучение могат сами да избират как да учат. Също така Цимерман (1998b, 2000) предлага социално-когнитивен модел на учене чрез саморегулация, според който умението за саморегулация се постига в няколко цикъла, състоящи се от (1) способност за преценка на бъдещи действия, (2) действия или волеви контрол и (3) саморефлексия/интроспекция. ====Основна литература==== [http://www.lmi.ub.es/taconet/documents/srlinteles3.pdf] Carneiro, R., Lefrere, P. Steffens, K. & Underwood, J. (Eds.) (2011). Self-regulated learning in technology enhanced learning environments: A European perspective. Rotterdam: Sense Publishers. [http://www.oapee.es/documentum/MECPRO/Web/weboapee/servicios/documentos/documentacion-convocatoria-2008/l39420061230en00100018.pdf?documentId=0901e72b80004481] European Council(2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning [http://hal.archives-ouvertes.fr/hal-00702962/] Weinert, F.E. (1982) Selbstgesteuertes Lernen als Voraussetzung, Methode und Ziel des Unterrichts [Self-regulated learning as prerequisite, method and objective of instruction]. Unterrichtswissenschaft, 10 (2), 99-110. [http://link.springer.com/chapter/10.1007/978-1-4612-3618-4_1] Zimmerman, B.J. (1989a). Models of self-regulated learning and academic achievement. Pp. 1-25 in B.J. Zimmerman & D.H. Schunk (Eds.). Self-regulated Learning and Academic Achievement. Theory, Research and Practice. New York: Springer. [http://books.google.fr/books?id=u9e1RWMbtjEC&lpg=PA13&ots=LWbBb2f6OJ&dq=Attaining%20self-regulation%3A%20a%20social%20cognitive%20perspective&hl=fr&pg=PA13#v=onepage&q=Attaining%20self-regulation:%20a%20social%20cognitive%20perspective&f=false] Zimmerman, B.J. (2000). Attaining self-regulation: a social cognitive perspective. Pp. 13-39 in M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.). Handbook of self-regulation. New York: Academic Press. 1286 1285 2013-03-13T12:21:49Z Vdimitrova 15 /* Предметна проблематика */ wikitext text/x-wiki <h1>Учене чрез саморегулация</h1> <u>раб. версия 1</u> '''Editor''': Karl Steffens, University of Cologne, Germany '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== „ Учащите могат да бъдат определени като саморегулиращи се до степен, в която метакогнитивно, мотивационно и поведенчески играят активна роля в собствения си учебен процес” (Zimmerman, 1998a, стр.4). ====Сродни термини==== Метакогниция (Metacognition), самоубочение(self-directed learning), персонализирано учене (personalized learning), персонализирано учене чрез саморегулация (self-regulated personalized learning) ====Коментар по развитието на термина==== Терминът учене чрез саморегулация има дълга традиция и поради това е трудно да се каже кога за първи път е използван и от кого. Той често бива приеман като еквивалент на идеята за ученето да се научиш да учиш и като такъв е обявен за едина от най-важните концепции на 21-то столетие (напр. Еврoпейски съвет, 2006). Ученето чрез саморегулация е ключова концепция в технологично подпомогнатото учене/обучение (ТПУ). Разработването на мощни компютърни програми и интернет апликации превърна изграждането на среда на ТПУ в реална възможност, която има потенциала да спомага усвояването, поддържането и усъвършенстването на умения за учене чрез саморегулация (Carneiro et al., 2011). ====Проблематика на превода==== -/- ====Предметна проблематика==== Терминът учене чрез саморегулация е основно използван в областта на образованието и педагогическата психология. В дискусиите по идеята за учене чрез саморегулация е важно да бъде направено разграничение между широко и тясно понятие. В по-общ смисъл ученето може да бъде определено като саморегулирано, ако учащият е свободен сам да вземе решение какво, кога, къде и как да учи (Weinert, 1982). Много автори използват обаче термина в неговия тесен смисъл, т.е. те приемат, че учащите в условията на традиционно обучение могат сами да избират как да учат. Също така Цимерман (1998b, 2000) предлага социално-когнитивен модел на учене чрез саморегулация, според който умението за саморегулация се постига в няколко цикъла, състоящи се от (1) способност за преценка на бъдещи действия, (2) действия или волеви контрол и (3) саморефлексия/интроспекция. ====Основна литература==== [http://www.lmi.ub.es/taconet/documents/srlinteles3.pdf] Carneiro, R., Lefrere, P. Steffens, K. & Underwood, J. (Eds.) (2011). Self-regulated learning in technology enhanced learning environments: A European perspective. Rotterdam: Sense Publishers. [http://www.oapee.es/documentum/MECPRO/Web/weboapee/servicios/documentos/documentacion-convocatoria-2008/l39420061230en00100018.pdf?documentId=0901e72b80004481] European Council(2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning [http://hal.archives-ouvertes.fr/hal-00702962/] Weinert, F.E. (1982) Selbstgesteuertes Lernen als Voraussetzung, Methode und Ziel des Unterrichts [Self-regulated learning as prerequisite, method and objective of instruction]. Unterrichtswissenschaft, 10 (2), 99-110. [http://link.springer.com/chapter/10.1007/978-1-4612-3618-4_1] Zimmerman, B.J. (1989a). Models of self-regulated learning and academic achievement. Pp. 1-25 in B.J. Zimmerman & D.H. Schunk (Eds.). Self-regulated Learning and Academic Achievement. Theory, Research and Practice. New York: Springer. [http://books.google.fr/books?id=u9e1RWMbtjEC&lpg=PA13&ots=LWbBb2f6OJ&dq=Attaining%20self-regulation%3A%20a%20social%20cognitive%20perspective&hl=fr&pg=PA13#v=onepage&q=Attaining%20self-regulation:%20a%20social%20cognitive%20perspective&f=false] Zimmerman, B.J. (2000). Attaining self-regulation: a social cognitive perspective. Pp. 13-39 in M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.). Handbook of self-regulation. New York: Academic Press. 1285 1284 2013-03-13T12:20:05Z Vdimitrova 15 /* Коментар по развитието на термина */ wikitext text/x-wiki <h1>Учене чрез саморегулация</h1> <u>раб. версия 1</u> '''Editor''': Karl Steffens, University of Cologne, Germany '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== „ Учащите могат да бъдат определени като саморегулиращи се до степен, в която метакогнитивно, мотивационно и поведенчески играят активна роля в собствения си учебен процес” (Zimmerman, 1998a, стр.4). ====Сродни термини==== Метакогниция (Metacognition), самоубочение(self-directed learning), персонализирано учене (personalized learning), персонализирано учене чрез саморегулация (self-regulated personalized learning) ====Коментар по развитието на термина==== Терминът учене чрез саморегулация има дълга традиция и поради това е трудно да се каже кога за първи път е използван и от кого. Той често бива приеман като еквивалент на идеята за ученето да се научиш да учиш и като такъв е обявен за едина от най-важните концепции на 21-то столетие (напр. Еврoпейски съвет, 2006). Ученето чрез саморегулация е ключова концепция в технологично подпомогнатото учене/обучение (ТПУ). Разработването на мощни компютърни програми и интернет апликации превърна изграждането на среда на ТПУ в реална възможност, която има потенциала да спомага усвояването, поддържането и усъвършенстването на умения за учене чрез саморегулация (Carneiro et al., 2011). ====Проблематика на превода==== -/- ====Предметна проблематика==== Терминът учене чрез саморегулация е основно използван в областта на образованието и педагогическата психология. В дискусиите по идеята за учене чрез саморегулация е важно да бъде направено разграничение между широко и тясно понятие. В по-общ смисъл ученето може да бъде определено като саморегулирано, ако учащият е свободен сам да вземе решение какво, кога, къде и как да учи (Weinert, 1982). Много автори използват обаче термина в неговия тесен смисъл, т.е. те приемат, че учащите в условията на традиционно обучение могат да избират сами как да учат. Също така Цимерман (1998b, 2000) предлага социално-когнитивен модел на учене чрез саморегулация, според който умението за саморегулацията се постига в нялколо цикъла, състоящи се от (1) способност за преценка на бъдещи действия, (2) действия или волеви контрол и (3) саморефлексия/интроспекция. ====Основна литература==== [http://www.lmi.ub.es/taconet/documents/srlinteles3.pdf] Carneiro, R., Lefrere, P. Steffens, K. & Underwood, J. (Eds.) (2011). Self-regulated learning in technology enhanced learning environments: A European perspective. Rotterdam: Sense Publishers. [http://www.oapee.es/documentum/MECPRO/Web/weboapee/servicios/documentos/documentacion-convocatoria-2008/l39420061230en00100018.pdf?documentId=0901e72b80004481] European Council(2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning [http://hal.archives-ouvertes.fr/hal-00702962/] Weinert, F.E. (1982) Selbstgesteuertes Lernen als Voraussetzung, Methode und Ziel des Unterrichts [Self-regulated learning as prerequisite, method and objective of instruction]. Unterrichtswissenschaft, 10 (2), 99-110. [http://link.springer.com/chapter/10.1007/978-1-4612-3618-4_1] Zimmerman, B.J. (1989a). Models of self-regulated learning and academic achievement. Pp. 1-25 in B.J. Zimmerman & D.H. Schunk (Eds.). Self-regulated Learning and Academic Achievement. Theory, Research and Practice. New York: Springer. [http://books.google.fr/books?id=u9e1RWMbtjEC&lpg=PA13&ots=LWbBb2f6OJ&dq=Attaining%20self-regulation%3A%20a%20social%20cognitive%20perspective&hl=fr&pg=PA13#v=onepage&q=Attaining%20self-regulation:%20a%20social%20cognitive%20perspective&f=false] Zimmerman, B.J. (2000). Attaining self-regulation: a social cognitive perspective. Pp. 13-39 in M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.). Handbook of self-regulation. New York: Academic Press. 1284 1209 2013-03-13T12:19:08Z Vdimitrova 15 /* Сродни термини */ wikitext text/x-wiki <h1>Учене чрез саморегулация</h1> <u>раб. версия 1</u> '''Editor''': Karl Steffens, University of Cologne, Germany '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== „ Учащите могат да бъдат определени като саморегулиращи се до степен, в която метакогнитивно, мотивационно и поведенчески играят активна роля в собствения си учебен процес” (Zimmerman, 1998a, стр.4). ====Сродни термини==== Метакогниция (Metacognition), самоубочение(self-directed learning), персонализирано учене (personalized learning), персонализирано учене чрез саморегулация (self-regulated personalized learning) ====Коментар по развитието на термина==== Терминът учене чрез саморегулация има дълга традиция и поради това е трудно да се каже кога за първи път е използван и от кого. Той често бива приеман като еквивалент на идеята за ученето да се научиш да учиш и като такъв е обявен за едина от най-важните концепции на 21-то столетие (например Еворпейски съвет, 2006). Ученето чрез саморегулация е ключова концепция в технологично подпомогнатото учене (ТПУ). Разработването на мощни компютърни програми и интернет апликации превърна изграждането на среда на ТПУ в реална възможност, която има потенциала да спомага усвояването, поддържането и усъвършенстването на умения за учене чрез саморегулация (Carneiro et al., 2011). ====Проблематика на превода==== -/- ====Предметна проблематика==== Терминът учене чрез саморегулация е основно използван в областта на образованието и педагогическата психология. В дискусиите по идеята за учене чрез саморегулация е важно да бъде направено разграничение между широко и тясно понятие. В по-общ смисъл ученето може да бъде определено като саморегулирано, ако учащият е свободен сам да вземе решение какво, кога, къде и как да учи (Weinert, 1982). Много автори използват обаче термина в неговия тесен смисъл, т.е. те приемат, че учащите в условията на традиционно обучение могат да избират сами как да учат. Също така Цимерман (1998b, 2000) предлага социално-когнитивен модел на учене чрез саморегулация, според който умението за саморегулацията се постига в нялколо цикъла, състоящи се от (1) способност за преценка на бъдещи действия, (2) действия или волеви контрол и (3) саморефлексия/интроспекция. ====Основна литература==== [http://www.lmi.ub.es/taconet/documents/srlinteles3.pdf] Carneiro, R., Lefrere, P. Steffens, K. & Underwood, J. (Eds.) (2011). Self-regulated learning in technology enhanced learning environments: A European perspective. Rotterdam: Sense Publishers. [http://www.oapee.es/documentum/MECPRO/Web/weboapee/servicios/documentos/documentacion-convocatoria-2008/l39420061230en00100018.pdf?documentId=0901e72b80004481] European Council(2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning [http://hal.archives-ouvertes.fr/hal-00702962/] Weinert, F.E. (1982) Selbstgesteuertes Lernen als Voraussetzung, Methode und Ziel des Unterrichts [Self-regulated learning as prerequisite, method and objective of instruction]. Unterrichtswissenschaft, 10 (2), 99-110. [http://link.springer.com/chapter/10.1007/978-1-4612-3618-4_1] Zimmerman, B.J. (1989a). Models of self-regulated learning and academic achievement. Pp. 1-25 in B.J. Zimmerman & D.H. Schunk (Eds.). Self-regulated Learning and Academic Achievement. Theory, Research and Practice. New York: Springer. [http://books.google.fr/books?id=u9e1RWMbtjEC&lpg=PA13&ots=LWbBb2f6OJ&dq=Attaining%20self-regulation%3A%20a%20social%20cognitive%20perspective&hl=fr&pg=PA13#v=onepage&q=Attaining%20self-regulation:%20a%20social%20cognitive%20perspective&f=false] Zimmerman, B.J. (2000). Attaining self-regulation: a social cognitive perspective. Pp. 13-39 in M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.). Handbook of self-regulation. New York: Academic Press. 1209 1207 2013-03-04T13:02:09Z Balacheff 4 /* Основна литература */ wikitext text/x-wiki <h1>Учене чрез саморегулация</h1> <u>раб. версия 1</u> '''Editor''': Karl Steffens, University of Cologne, Germany '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== „ Учащите могат да бъдат определени като саморегулиращи се до степен, в която метакогнитивно, мотивационно и поведенчески играят активна роля в собствения си учебен процес” (Zimmerman, 1998a, стр.4). ====Сродни термини==== Мета-когниция, самоориетирано учене, персонализирано учене, персонализирано учене чрез саморегулация ====Коментар по развитието на термина==== Терминът учене чрез саморегулация има дълга традиция и поради това е трудно да се каже кога за първи път е използван и от кого. Той често бива приеман като еквивалент на идеята за ученето да се научиш да учиш и като такъв е обявен за едина от най-важните концепции на 21-то столетие (например Еворпейски съвет, 2006). Ученето чрез саморегулация е ключова концепция в технологично подпомогнатото учене (ТПУ). Разработването на мощни компютърни програми и интернет апликации превърна изграждането на среда на ТПУ в реална възможност, която има потенциала да спомага усвояването, поддържането и усъвършенстването на умения за учене чрез саморегулация (Carneiro et al., 2011). ====Проблематика на превода==== -/- ====Предметна проблематика==== Терминът учене чрез саморегулация е основно използван в областта на образованието и педагогическата психология. В дискусиите по идеята за учене чрез саморегулация е важно да бъде направено разграничение между широко и тясно понятие. В по-общ смисъл ученето може да бъде определено като саморегулирано, ако учащият е свободен сам да вземе решение какво, кога, къде и как да учи (Weinert, 1982). Много автори използват обаче термина в неговия тесен смисъл, т.е. те приемат, че учащите в условията на традиционно обучение могат да избират сами как да учат. Също така Цимерман (1998b, 2000) предлага социално-когнитивен модел на учене чрез саморегулация, според който умението за саморегулацията се постига в нялколо цикъла, състоящи се от (1) способност за преценка на бъдещи действия, (2) действия или волеви контрол и (3) саморефлексия/интроспекция. ====Основна литература==== [http://www.lmi.ub.es/taconet/documents/srlinteles3.pdf] Carneiro, R., Lefrere, P. Steffens, K. & Underwood, J. (Eds.) (2011). Self-regulated learning in technology enhanced learning environments: A European perspective. Rotterdam: Sense Publishers. [http://www.oapee.es/documentum/MECPRO/Web/weboapee/servicios/documentos/documentacion-convocatoria-2008/l39420061230en00100018.pdf?documentId=0901e72b80004481] European Council(2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning [http://hal.archives-ouvertes.fr/hal-00702962/] Weinert, F.E. (1982) Selbstgesteuertes Lernen als Voraussetzung, Methode und Ziel des Unterrichts [Self-regulated learning as prerequisite, method and objective of instruction]. Unterrichtswissenschaft, 10 (2), 99-110. [http://link.springer.com/chapter/10.1007/978-1-4612-3618-4_1] Zimmerman, B.J. (1989a). Models of self-regulated learning and academic achievement. Pp. 1-25 in B.J. Zimmerman & D.H. Schunk (Eds.). Self-regulated Learning and Academic Achievement. Theory, Research and Practice. New York: Springer. [http://books.google.fr/books?id=u9e1RWMbtjEC&lpg=PA13&ots=LWbBb2f6OJ&dq=Attaining%20self-regulation%3A%20a%20social%20cognitive%20perspective&hl=fr&pg=PA13#v=onepage&q=Attaining%20self-regulation:%20a%20social%20cognitive%20perspective&f=false] Zimmerman, B.J. (2000). Attaining self-regulation: a social cognitive perspective. Pp. 13-39 in M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.). Handbook of self-regulation. New York: Academic Press. 1207 2013-03-04T12:49:50Z Balacheff 4 Created page with "<h1>Учене чрез саморегулация</h1> <u>раб. версия 1</u> '''Editor''': Karl Steffens, University of Cologne, Germany '''Contributors''': …/… ..." wikitext text/x-wiki <h1>Учене чрез саморегулация</h1> <u>раб. версия 1</u> '''Editor''': Karl Steffens, University of Cologne, Germany '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ====Определение==== „ Учащите могат да бъдат определени като саморегулиращи се до степен, в която метакогнитивно, мотивационно и поведенчески играят активна роля в собствения си учебен процес” (Zimmerman, 1998a, стр.4). ====Сродни термини==== Мета-когниция, самоориетирано учене, персонализирано учене, персонализирано учене чрез саморегулация ====Коментар по развитието на термина==== Терминът учене чрез саморегулация има дълга традиция и поради това е трудно да се каже кога за първи път е използван и от кого. Той често бива приеман като еквивалент на идеята за ученето да се научиш да учиш и като такъв е обявен за едина от най-важните концепции на 21-то столетие (например Еворпейски съвет, 2006). Ученето чрез саморегулация е ключова концепция в технологично подпомогнатото учене (ТПУ). Разработването на мощни компютърни програми и интернет апликации превърна изграждането на среда на ТПУ в реална възможност, която има потенциала да спомага усвояването, поддържането и усъвършенстването на умения за учене чрез саморегулация (Carneiro et al., 2011). ====Проблематика на превода==== -/- ====Предметна проблематика==== Терминът учене чрез саморегулация е основно използван в областта на образованието и педагогическата психология. В дискусиите по идеята за учене чрез саморегулация е важно да бъде направено разграничение между широко и тясно понятие. В по-общ смисъл ученето може да бъде определено като саморегулирано, ако учащият е свободен сам да вземе решение какво, кога, къде и как да учи (Weinert, 1982). Много автори използват обаче термина в неговия тесен смисъл, т.е. те приемат, че учащите в условията на традиционно обучение могат да избират сами как да учат. Също така Цимерман (1998b, 2000) предлага социално-когнитивен модел на учене чрез саморегулация, според който умението за саморегулацията се постига в нялколо цикъла, състоящи се от (1) способност за преценка на бъдещи действия, (2) действия или волеви контрол и (3) саморефлексия/интроспекция. ====Основна литература==== 0 129 1018 1017 2012-12-05T14:38:08Z Balacheff 4 /* Apprentissage autorégulé */ wikitext text/x-wiki = Apprentissage autorégulé = <u>Version 1</u> '''Rédaction'''&nbsp;: Karl Steffens, Université de Cologne, Allemagne '''Contributions&nbsp;''': …/… '''Adaptation'''&nbsp;: Nicolas Balacheff, LIG, Grenoble, France ==== Définition ==== “Apprentissage auto-régulé” désigne une forme d’apprentissage dans laquelle les apprenants sont des participants actifs de leur apprentissage au plan de la métacognition, de la motivation ou des comportements. <blockquote>“Students can be described as self-regulated to the degree that they are metacognitively, motivationally, and behaviorally active participants in their own learning process” (Zimmerman, 1998a, p.4). </blockquote> ==== Jalons historiques ==== L’expression “apprentissage autorégulé” a une longue histoire et participe d’une ancienne tradition. Aussi est-il difficile de situer précisément quand son usage est apparu et à qui l’attribuer. La définition retenue ici est due à Zimmerman (1998, p.4). «&nbsp;Apprentissage autorégulé&nbsp;» est souvent considéré comme synonyme de «&nbsp;apprendre à apprendre&nbsp;», et pour cela a été reconnu comme l’une des compétences clés pour le XXI° siècle (e.g. European Council, 2006). C’est aussi devenu un concept clé de la recherche sur les EIAH. Le développement de logiciels et d’applications internet puissants a rendu possible de concevoir et mettre en œuvre des EIAH qui peuvent prétendre soutenir l’acquisition, le suivi et l’amélioration des capacités d’apprentissage autorégulé (Carneiro et al., 2011). ==== Termes et expressions associés ==== Metacognition, apprentissage autodirigé, personnalisation des apprentissages, apprentissage personalisé autorégulé ==== Traductions ==== <blockquote>Allemand&nbsp;: selbstgesteuertes Lernen</blockquote><blockquote>Anglais&nbsp;: self-regulated learning</blockquote><blockquote>Espagnol&nbsp;: la autoregulación de aprendizaje </blockquote> ==== Remarques disciplinaires ==== L’expression «&nbsp;apprentissage autorégulé&nbsp;» est principalement utilisée en sciences de l’éducation et en psychologie de l’éducation. Il est important, pour en comprendre la signification, de distinguer une acception large et une acception étroite. Au sens large, l’apprentissage est autorégulé si l’apprenant est libre de décider ce qu’il veut apprendre, quand et comment (Weinert, 1982). Plusieurs auteurs, cependant, utilisent cette expression dans une sens plus étroit&nbsp;; ils considèrent que dans un contexte traditionnel d’apprentissage les apprenants on seulement le choix de la manière d’apprendre. Zimmerman (1998b, 2000) suggère aussi un modèle socio-cognitif de l’apprentissage autorégulé selon lequel l’autorégulation est réalisée au cours d’un cycle comprenant (1) l’anticipation, (2) réalisation ou autocontrôle, (3) autoréflexion ==== Principales références ==== [https://www.sensepublishers.com/media/933-self-regulated-learning-in-technology-enhanced-learning-environments.pdf] Carneiro, R., Lefrere, P. Steffens, K. &amp; Underwood, J. (Eds.) (2011). Self-regulated learning in technology enhanced learning environments: A European perspective. Rotterdam: Sense Publishers. In press. [http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF] European Council (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning , last visited April 11, 2011 [http://hal.archives-ouvertes.fr/hal-00702962] Weinert, F.E. (1982) Selbstgesteuertes Lernen als Voraussetzung, Methode und Ziel des Unterrichts [Self-regulated learning as prerequisite, method and objective of instruction]. Unterrichtswissenschaft, 10 (2), 99-110. [http://books.google.fr/books?hl=fr&lr=&id=FQnLHRQJUccC&oi=fnd&pg=PA1&dq=Zimmerman,+B.J.+%281998a%29.+Models+of+self-regulated+learning+and+academic+achievement&ots=DDG-XNrD_Z&sig=AVr2r3mWMvLFG2jdSSgPtgMl1_M#v=onepage&q=Zimmerman%2C%20B.J.%20%281998a%29.%20Models%20of%20self-regulated%20learning%20and%20academic%20achievement&f=false] Zimmerman, B.J. (1998a). Models of self-regulated learning and academic achievement. Pp. 1-25 in B.J. Zimmerman &amp; D.H. Schunk (Eds.). Self-regulated Learning and Academic Achievement. Theory, Research and Practice. New York: Springer. [http://books.google.fr/books?hl=fr&lr=&id=rv3DZSim6z4C&oi=fnd&pg=PA13&dq=Zimmerman,+B.J.+%282000%29.+Attaining+self-regulation:+a+social+cognitive+perspective&ots=tZydG8wVVe&sig=EQwZfW8zZrRWkBqtBDV4YZhWZK4#v=onepage&q=Zimmerman%2C%20B.J.%20%282000%29.%20Attaining%20self-regulation%3A%20a%20social%20cognitive%20perspective&f=false] Zimmerman, B.J. (2000). Attaining self-regulation: a social cognitive perspective. Pp. 13-39 in M. Boekaerts, P. Pintrich, &amp; M. Zeidner (Eds.). Handbook of self-regulation. New York: Academic Press. <br> 1017 1016 2012-12-05T14:36:43Z Balacheff 4 /* Definition */ wikitext text/x-wiki = Apprentissage autorégulé = <u>Version 1</u> '''Rédaction'''&nbsp;: Karl Steffens, University of Cologne, Germany '''Contributions&nbsp;''': …/… '''Adaptation'''&nbsp;: Nicolas Balacheff, LIG, Grenoble, France ==== Définition ==== “Apprentissage auto-régulé” désigne une forme d’apprentissage dans laquelle les apprenants sont des participants actifs de leur apprentissage au plan de la métacognition, de la motivation ou des comportements. <blockquote>“Students can be described as self-regulated to the degree that they are metacognitively, motivationally, and behaviorally active participants in their own learning process” (Zimmerman, 1998a, p.4). </blockquote> ==== Jalons historiques ==== L’expression “apprentissage autorégulé” a une longue histoire et participe d’une ancienne tradition. Aussi est-il difficile de situer précisément quand son usage est apparu et à qui l’attribuer. La définition retenue ici est due à Zimmerman (1998, p.4). «&nbsp;Apprentissage autorégulé&nbsp;» est souvent considéré comme synonyme de «&nbsp;apprendre à apprendre&nbsp;», et pour cela a été reconnu comme l’une des compétences clés pour le XXI° siècle (e.g. European Council, 2006). C’est aussi devenu un concept clé de la recherche sur les EIAH. Le développement de logiciels et d’applications internet puissants a rendu possible de concevoir et mettre en œuvre des EIAH qui peuvent prétendre soutenir l’acquisition, le suivi et l’amélioration des capacités d’apprentissage autorégulé (Carneiro et al., 2011). ==== Termes et expressions associés ==== Metacognition, apprentissage autodirigé, personnalisation des apprentissages, apprentissage personalisé autorégulé ==== Traductions ==== <blockquote>Allemand&nbsp;: selbstgesteuertes Lernen</blockquote><blockquote>Anglais&nbsp;: self-regulated learning</blockquote><blockquote>Espagnol&nbsp;: la autoregulación de aprendizaje </blockquote> ==== Remarques disciplinaires ==== L’expression «&nbsp;apprentissage autorégulé&nbsp;» est principalement utilisée en sciences de l’éducation et en psychologie de l’éducation. Il est important, pour en comprendre la signification, de distinguer une acception large et une acception étroite. Au sens large, l’apprentissage est autorégulé si l’apprenant est libre de décider ce qu’il veut apprendre, quand et comment (Weinert, 1982). Plusieurs auteurs, cependant, utilisent cette expression dans une sens plus étroit&nbsp;; ils considèrent que dans un contexte traditionnel d’apprentissage les apprenants on seulement le choix de la manière d’apprendre. Zimmerman (1998b, 2000) suggère aussi un modèle socio-cognitif de l’apprentissage autorégulé selon lequel l’autorégulation est réalisée au cours d’un cycle comprenant (1) l’anticipation, (2) réalisation ou autocontrôle, (3) autoréflexion ==== Principales références ==== [https://www.sensepublishers.com/media/933-self-regulated-learning-in-technology-enhanced-learning-environments.pdf] Carneiro, R., Lefrere, P. Steffens, K. &amp; Underwood, J. (Eds.) (2011). Self-regulated learning in technology enhanced learning environments: A European perspective. Rotterdam: Sense Publishers. In press. [http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF] European Council (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning , last visited April 11, 2011 [http://hal.archives-ouvertes.fr/hal-00702962] Weinert, F.E. (1982) Selbstgesteuertes Lernen als Voraussetzung, Methode und Ziel des Unterrichts [Self-regulated learning as prerequisite, method and objective of instruction]. Unterrichtswissenschaft, 10 (2), 99-110. [http://books.google.fr/books?hl=fr&lr=&id=FQnLHRQJUccC&oi=fnd&pg=PA1&dq=Zimmerman,+B.J.+%281998a%29.+Models+of+self-regulated+learning+and+academic+achievement&ots=DDG-XNrD_Z&sig=AVr2r3mWMvLFG2jdSSgPtgMl1_M#v=onepage&q=Zimmerman%2C%20B.J.%20%281998a%29.%20Models%20of%20self-regulated%20learning%20and%20academic%20achievement&f=false] Zimmerman, B.J. (1998a). Models of self-regulated learning and academic achievement. Pp. 1-25 in B.J. Zimmerman &amp; D.H. Schunk (Eds.). Self-regulated Learning and Academic Achievement. Theory, Research and Practice. New York: Springer. [http://books.google.fr/books?hl=fr&lr=&id=rv3DZSim6z4C&oi=fnd&pg=PA13&dq=Zimmerman,+B.J.+%282000%29.+Attaining+self-regulation:+a+social+cognitive+perspective&ots=tZydG8wVVe&sig=EQwZfW8zZrRWkBqtBDV4YZhWZK4#v=onepage&q=Zimmerman%2C%20B.J.%20%282000%29.%20Attaining%20self-regulation%3A%20a%20social%20cognitive%20perspective&f=false] Zimmerman, B.J. (2000). Attaining self-regulation: a social cognitive perspective. Pp. 13-39 in M. Boekaerts, P. Pintrich, &amp; M. Zeidner (Eds.). Handbook of self-regulation. New York: Academic Press. <br> 1016 1015 2012-12-05T14:28:37Z Balacheff 4 /* Principales références */ wikitext text/x-wiki = Apprentissage autorégulé = <u>Version 1</u> '''Rédaction'''&nbsp;: Karl Steffens, University of Cologne, Germany '''Contributions&nbsp;''': …/… '''Adaptation'''&nbsp;: Nicolas Balacheff, LIG, Grenoble, France ==== Definition ==== “Apprentissage auto-régulé” désigne une forme d’apprentissage dans laquelle les apprenants sont des participants actifs de leur apprentissage au plan de la métacognition, de la motivation ou des comportements. <blockquote>“Students can be described as self-regulated to the degree that they are metacognitively, motivationally, and behaviorally active participants in their own learning process” (Zimmerman, 1998a, p.4). </blockquote> ==== Jalons historiques ==== L’expression “apprentissage autorégulé” a une longue histoire et participe d’une ancienne tradition. Aussi est-il difficile de situer précisément quand son usage est apparu et à qui l’attribuer. La définition retenue ici est due à Zimmerman (1998, p.4). «&nbsp;Apprentissage autorégulé&nbsp;» est souvent considéré comme synonyme de «&nbsp;apprendre à apprendre&nbsp;», et pour cela a été reconnu comme l’une des compétences clés pour le XXI° siècle (e.g. European Council, 2006). C’est aussi devenu un concept clé de la recherche sur les EIAH. Le développement de logiciels et d’applications internet puissants a rendu possible de concevoir et mettre en œuvre des EIAH qui peuvent prétendre soutenir l’acquisition, le suivi et l’amélioration des capacités d’apprentissage autorégulé (Carneiro et al., 2011). ==== Termes et expressions associés ==== Metacognition, apprentissage autodirigé, personnalisation des apprentissages, apprentissage personalisé autorégulé ==== Traductions ==== <blockquote>Allemand&nbsp;: selbstgesteuertes Lernen</blockquote><blockquote>Anglais&nbsp;: self-regulated learning</blockquote><blockquote>Espagnol&nbsp;: la autoregulación de aprendizaje </blockquote> ==== Remarques disciplinaires ==== L’expression «&nbsp;apprentissage autorégulé&nbsp;» est principalement utilisée en sciences de l’éducation et en psychologie de l’éducation. Il est important, pour en comprendre la signification, de distinguer une acception large et une acception étroite. Au sens large, l’apprentissage est autorégulé si l’apprenant est libre de décider ce qu’il veut apprendre, quand et comment (Weinert, 1982). Plusieurs auteurs, cependant, utilisent cette expression dans une sens plus étroit&nbsp;; ils considèrent que dans un contexte traditionnel d’apprentissage les apprenants on seulement le choix de la manière d’apprendre. Zimmerman (1998b, 2000) suggère aussi un modèle socio-cognitif de l’apprentissage autorégulé selon lequel l’autorégulation est réalisée au cours d’un cycle comprenant (1) l’anticipation, (2) réalisation ou autocontrôle, (3) autoréflexion ==== Principales références ==== [https://www.sensepublishers.com/media/933-self-regulated-learning-in-technology-enhanced-learning-environments.pdf] Carneiro, R., Lefrere, P. Steffens, K. &amp; Underwood, J. (Eds.) (2011). Self-regulated learning in technology enhanced learning environments: A European perspective. Rotterdam: Sense Publishers. In press. [http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF] European Council (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning , last visited April 11, 2011 [http://hal.archives-ouvertes.fr/hal-00702962] Weinert, F.E. (1982) Selbstgesteuertes Lernen als Voraussetzung, Methode und Ziel des Unterrichts [Self-regulated learning as prerequisite, method and objective of instruction]. Unterrichtswissenschaft, 10 (2), 99-110. [http://books.google.fr/books?hl=fr&lr=&id=FQnLHRQJUccC&oi=fnd&pg=PA1&dq=Zimmerman,+B.J.+%281998a%29.+Models+of+self-regulated+learning+and+academic+achievement&ots=DDG-XNrD_Z&sig=AVr2r3mWMvLFG2jdSSgPtgMl1_M#v=onepage&q=Zimmerman%2C%20B.J.%20%281998a%29.%20Models%20of%20self-regulated%20learning%20and%20academic%20achievement&f=false] Zimmerman, B.J. (1998a). Models of self-regulated learning and academic achievement. Pp. 1-25 in B.J. Zimmerman &amp; D.H. Schunk (Eds.). Self-regulated Learning and Academic Achievement. Theory, Research and Practice. New York: Springer. [http://books.google.fr/books?hl=fr&lr=&id=rv3DZSim6z4C&oi=fnd&pg=PA13&dq=Zimmerman,+B.J.+%282000%29.+Attaining+self-regulation:+a+social+cognitive+perspective&ots=tZydG8wVVe&sig=EQwZfW8zZrRWkBqtBDV4YZhWZK4#v=onepage&q=Zimmerman%2C%20B.J.%20%282000%29.%20Attaining%20self-regulation%3A%20a%20social%20cognitive%20perspective&f=false] Zimmerman, B.J. (2000). Attaining self-regulation: a social cognitive perspective. Pp. 13-39 in M. Boekaerts, P. Pintrich, &amp; M. Zeidner (Eds.). Handbook of self-regulation. New York: Academic Press. <br> 1015 1014 2012-12-05T14:23:48Z Balacheff 4 /* Principales références */ wikitext text/x-wiki = Apprentissage autorégulé = <u>Version 1</u> '''Rédaction'''&nbsp;: Karl Steffens, University of Cologne, Germany '''Contributions&nbsp;''': …/… '''Adaptation'''&nbsp;: Nicolas Balacheff, LIG, Grenoble, France ==== Definition ==== “Apprentissage auto-régulé” désigne une forme d’apprentissage dans laquelle les apprenants sont des participants actifs de leur apprentissage au plan de la métacognition, de la motivation ou des comportements. <blockquote>“Students can be described as self-regulated to the degree that they are metacognitively, motivationally, and behaviorally active participants in their own learning process” (Zimmerman, 1998a, p.4). </blockquote> ==== Jalons historiques ==== L’expression “apprentissage autorégulé” a une longue histoire et participe d’une ancienne tradition. Aussi est-il difficile de situer précisément quand son usage est apparu et à qui l’attribuer. La définition retenue ici est due à Zimmerman (1998, p.4). «&nbsp;Apprentissage autorégulé&nbsp;» est souvent considéré comme synonyme de «&nbsp;apprendre à apprendre&nbsp;», et pour cela a été reconnu comme l’une des compétences clés pour le XXI° siècle (e.g. European Council, 2006). C’est aussi devenu un concept clé de la recherche sur les EIAH. Le développement de logiciels et d’applications internet puissants a rendu possible de concevoir et mettre en œuvre des EIAH qui peuvent prétendre soutenir l’acquisition, le suivi et l’amélioration des capacités d’apprentissage autorégulé (Carneiro et al., 2011). ==== Termes et expressions associés ==== Metacognition, apprentissage autodirigé, personnalisation des apprentissages, apprentissage personalisé autorégulé ==== Traductions ==== <blockquote>Allemand&nbsp;: selbstgesteuertes Lernen</blockquote><blockquote>Anglais&nbsp;: self-regulated learning</blockquote><blockquote>Espagnol&nbsp;: la autoregulación de aprendizaje </blockquote> ==== Remarques disciplinaires ==== L’expression «&nbsp;apprentissage autorégulé&nbsp;» est principalement utilisée en sciences de l’éducation et en psychologie de l’éducation. Il est important, pour en comprendre la signification, de distinguer une acception large et une acception étroite. Au sens large, l’apprentissage est autorégulé si l’apprenant est libre de décider ce qu’il veut apprendre, quand et comment (Weinert, 1982). Plusieurs auteurs, cependant, utilisent cette expression dans une sens plus étroit&nbsp;; ils considèrent que dans un contexte traditionnel d’apprentissage les apprenants on seulement le choix de la manière d’apprendre. Zimmerman (1998b, 2000) suggère aussi un modèle socio-cognitif de l’apprentissage autorégulé selon lequel l’autorégulation est réalisée au cours d’un cycle comprenant (1) l’anticipation, (2) réalisation ou autocontrôle, (3) autoréflexion ==== Principales références ==== [https://www.sensepublishers.com/media/933-self-regulated-learning-in-technology-enhanced-learning-environments.pdf]Carneiro, R., Lefrere, P. Steffens, K. &amp; Underwood, J. (Eds.) (2011). Self-regulated learning in technology enhanced learning environments: A European perspective. Rotterdam: Sense Publishers. In press. [http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF] European Council (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning , last visited April 11, 2011 Weinert, F.E. (1982) Selbstgesteuertes Lernen als Voraussetzung, Methode und Ziel des Unterrichts [Self-regulated learning as prerequisite, method and objective of instruction]. Unterrichtswissenschaft, 10 (2), 99-110. Zimmerman, B.J. (1998a). Models of self-regulated learning and academic achievement. Pp. 1-25 in B.J. Zimmerman &amp; D.H. Schunk (Eds.). Self-regulated Learning and Academic Achievement. Theory, Research and Practice. New York: Springer. Zimmerman, B.J. (2000). Attaining self-regulation: a social cognitive perspective. Pp. 13-39 in M. Boekaerts, P. Pintrich, &amp; M. Zeidner (Eds.). Handbook of self-regulation. New York: Academic Press. <br> 1014 2012-12-05T14:20:54Z Balacheff 4 Created page with "= Apprentissage autorégulé = <u>Version 1</u> '''Rédaction'''&nbsp;: Karl Steffens, University of Cologne, Germany '''Contributions&nbsp;''': …/… '''Adaptation'''&..." wikitext text/x-wiki = Apprentissage autorégulé = <u>Version 1</u> '''Rédaction'''&nbsp;: Karl Steffens, University of Cologne, Germany '''Contributions&nbsp;''': …/… '''Adaptation'''&nbsp;: Nicolas Balacheff, LIG, Grenoble, France ==== Definition ==== “Apprentissage auto-régulé” désigne une forme d’apprentissage dans laquelle les apprenants sont des participants actifs de leur apprentissage au plan de la métacognition, de la motivation ou des comportements. <blockquote>“Students can be described as self-regulated to the degree that they are metacognitively, motivationally, and behaviorally active participants in their own learning process” (Zimmerman, 1998a, p.4). </blockquote> ==== Jalons historiques ==== L’expression “apprentissage autorégulé” a une longue histoire et participe d’une ancienne tradition. Aussi est-il difficile de situer précisément quand son usage est apparu et à qui l’attribuer. La définition retenue ici est due à Zimmerman (1998, p.4). «&nbsp;Apprentissage autorégulé&nbsp;» est souvent considéré comme synonyme de «&nbsp;apprendre à apprendre&nbsp;», et pour cela a été reconnu comme l’une des compétences clés pour le XXI° siècle (e.g. European Council, 2006). C’est aussi devenu un concept clé de la recherche sur les EIAH. Le développement de logiciels et d’applications internet puissants a rendu possible de concevoir et mettre en œuvre des EIAH qui peuvent prétendre soutenir l’acquisition, le suivi et l’amélioration des capacités d’apprentissage autorégulé (Carneiro et al., 2011). ==== Termes et expressions associés ==== Metacognition, apprentissage autodirigé, personnalisation des apprentissages, apprentissage personalisé autorégulé ==== Traductions ==== <blockquote>Allemand&nbsp;: selbstgesteuertes Lernen</blockquote><blockquote>Anglais&nbsp;: self-regulated learning</blockquote><blockquote>Espagnol&nbsp;: la autoregulación de aprendizaje </blockquote> ==== Remarques disciplinaires ==== L’expression «&nbsp;apprentissage autorégulé&nbsp;» est principalement utilisée en sciences de l’éducation et en psychologie de l’éducation. Il est important, pour en comprendre la signification, de distinguer une acception large et une acception étroite. Au sens large, l’apprentissage est autorégulé si l’apprenant est libre de décider ce qu’il veut apprendre, quand et comment (Weinert, 1982). Plusieurs auteurs, cependant, utilisent cette expression dans une sens plus étroit&nbsp;; ils considèrent que dans un contexte traditionnel d’apprentissage les apprenants on seulement le choix de la manière d’apprendre. Zimmerman (1998b, 2000) suggère aussi un modèle socio-cognitif de l’apprentissage autorégulé selon lequel l’autorégulation est réalisée au cours d’un cycle comprenant (1) l’anticipation, (2) réalisation ou autocontrôle, (3) autoréflexion ==== Principales références ==== Carneiro, R., Lefrere, P. Steffens, K. &amp; Underwood, J. (Eds.) (2011). Self-regulated learning in technology enhanced learning environments: A European perspective. Rotterdam: Sense Publishers. In press. [http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF] European Council (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning , last visited April 11, 2011 Weinert, F.E. (1982) Selbstgesteuertes Lernen als Voraussetzung, Methode und Ziel des Unterrichts [Self-regulated learning as prerequisite, method and objective of instruction]. Unterrichtswissenschaft, 10 (2), 99-110. Zimmerman, B.J. (1998a). Models of self-regulated learning and academic achievement. Pp. 1-25 in B.J. Zimmerman &amp; D.H. Schunk (Eds.). Self-regulated Learning and Academic Achievement. Theory, Research and Practice. New York: Springer. Zimmerman, B.J. (2000). Attaining self-regulation: a social cognitive perspective. Pp. 13-39 in M. Boekaerts, P. Pintrich, &amp; M. Zeidner (Eds.). Handbook of self-regulation. New York: Academic Press. <br> 0 104 777 776 2012-02-16T08:56:53Z Manon 3 /* Key references */ wikitext text/x-wiki <u>draft 1</u> '''Editor''': Wim Westera, Centre for Learning Sciences and Technologies, Open University of the Netherlands, NL '''Contributor''': Johann Riedel, Nottingham University Business School, University of Nottingham, UK ====Definition==== A simulation-based learning environment is a setting for learning that includes a controlled, shielded and often simplified copy of a real world process or system to be studied. ====Comments on the history==== Early usage of simulation-based learning dates back to the early 1900s, when mechanical flight simulators were used to reproduce on the ground the behaviour of an aircraft in flight so that students could practice in a safe environment (Rolfe & Staples, 1986). In the 1950s modern business simulations (also called business simulation games, or management games) were introduced to let students deal with practical challenges of business. First versions were hand-scored simulations but since the emergence of mainframe computers and later PCs, computer-based business simulations became the standard (Wolfe, 1993). From 2000, inspired by both the successes of the video games industry and the emergence of the internet, a renewed interest arose in the use of simulations for learning, often referred to with the term “serious games” originally coined by Abt (Abt, 1970). Simulation-based learning now covers a wide range of application areas, including science and math, language, history and culture, economics, health and fitness, construction, production and supply chain management, soft skills, ethics and many more. ====Related terms==== Game, serious game, microworld, virtual reality, virtual world, exercise, wet practical, dry practical role-play, game-based learning, augmented reality, learning game ====Translation issues==== …/… ====Disciplinary issues==== Simulation is a methodology for understanding the interrelationships among components of a process or a system; it uses a model that depicts or mirrors some aspects of reality in form, not necessarily in content (Aldrich, 2004). Strictly a simulation only covers the process or system it replicates. A simulation-based learning environment extends it to an interactive simulation, which includes the learner in the loop and possibly provides structured opportunities for learning, either by adding instructions, assignments, learning scenarios, feedback, assessments or other learning support functions. Simulation-based learning environments enable learners to engage in realistic scenarios with requisite complexity that allow experimentation and safe practices. They allow learners to change parameters of the simulation or to experiment with its functional layout, without any other consequence than a state change in the simulation. They thus provides a risk-free environment for learning. ====Key references==== Abt, C. [http://www.telearn.org/open-archive/browse?resource=7245_v1] (1970). Serious games. Viking Press, New York. Aldrich, C. [http://www.telearn.org/open-archive/browse?resource=7246_v1] (2004) Simulations and the future of learning. Pfeiffer, San Francisco, CA. Rolfe, J.M. & Staples , K.J. [http://www.telearn.org/open-archive/browse?resource=7247_v1] (1988), Flight Simulation, Cambridge University Press, London. Wolfe, J. [http://www.telearn.org/open-archive/browse?resource=7248_v1] (1993). A history of business teaching games in English-speaking and post-socialist countries: the origination and diffusion of a management education and development technology. Simulation & Gaming, 24(4), 446-463. 776 775 2012-02-16T08:40:39Z Manon 3 /* Key references */ wikitext text/x-wiki <u>draft 1</u> '''Editor''': Wim Westera, Centre for Learning Sciences and Technologies, Open University of the Netherlands, NL '''Contributor''': Johann Riedel, Nottingham University Business School, University of Nottingham, UK ====Definition==== A simulation-based learning environment is a setting for learning that includes a controlled, shielded and often simplified copy of a real world process or system to be studied. ====Comments on the history==== Early usage of simulation-based learning dates back to the early 1900s, when mechanical flight simulators were used to reproduce on the ground the behaviour of an aircraft in flight so that students could practice in a safe environment (Rolfe & Staples, 1986). In the 1950s modern business simulations (also called business simulation games, or management games) were introduced to let students deal with practical challenges of business. First versions were hand-scored simulations but since the emergence of mainframe computers and later PCs, computer-based business simulations became the standard (Wolfe, 1993). From 2000, inspired by both the successes of the video games industry and the emergence of the internet, a renewed interest arose in the use of simulations for learning, often referred to with the term “serious games” originally coined by Abt (Abt, 1970). Simulation-based learning now covers a wide range of application areas, including science and math, language, history and culture, economics, health and fitness, construction, production and supply chain management, soft skills, ethics and many more. ====Related terms==== Game, serious game, microworld, virtual reality, virtual world, exercise, wet practical, dry practical role-play, game-based learning, augmented reality, learning game ====Translation issues==== …/… ====Disciplinary issues==== Simulation is a methodology for understanding the interrelationships among components of a process or a system; it uses a model that depicts or mirrors some aspects of reality in form, not necessarily in content (Aldrich, 2004). Strictly a simulation only covers the process or system it replicates. A simulation-based learning environment extends it to an interactive simulation, which includes the learner in the loop and possibly provides structured opportunities for learning, either by adding instructions, assignments, learning scenarios, feedback, assessments or other learning support functions. Simulation-based learning environments enable learners to engage in realistic scenarios with requisite complexity that allow experimentation and safe practices. They allow learners to change parameters of the simulation or to experiment with its functional layout, without any other consequence than a state change in the simulation. They thus provides a risk-free environment for learning. ====Key references==== Abt, C. [http://www.telearn.org/open-archive/browse?resource=7245_v1] (1970). Serious games. Viking Press, New York. Aldrich, C. [http://www.telearn.org/open-archive/browse?resource=7246_v1] (2004) Simulations and the future of learning. Pfeiffer, San Francisco, CA. Rolfe, J.M. & Staples , K.J. [http://www.telearn.org/open-archive/browse?resource=7247_v1] (1988), Flight Simulation, Cambridge University Press, London. Wolfe, J. [http://www.telearn.org/open-archive/browse?resource=7248_v1] (1993). A history of business teaching games in English-speaking and post-socialist countries: the origination and diffusion of a management education and development technology. Simulation & Gaming, 24, 446-463. 775 774 2012-02-15T15:52:51Z Manon 3 /* Key references */ wikitext text/x-wiki <u>draft 1</u> '''Editor''': Wim Westera, Centre for Learning Sciences and Technologies, Open University of the Netherlands, NL '''Contributor''': Johann Riedel, Nottingham University Business School, University of Nottingham, UK ====Definition==== A simulation-based learning environment is a setting for learning that includes a controlled, shielded and often simplified copy of a real world process or system to be studied. ====Comments on the history==== Early usage of simulation-based learning dates back to the early 1900s, when mechanical flight simulators were used to reproduce on the ground the behaviour of an aircraft in flight so that students could practice in a safe environment (Rolfe & Staples, 1986). In the 1950s modern business simulations (also called business simulation games, or management games) were introduced to let students deal with practical challenges of business. First versions were hand-scored simulations but since the emergence of mainframe computers and later PCs, computer-based business simulations became the standard (Wolfe, 1993). From 2000, inspired by both the successes of the video games industry and the emergence of the internet, a renewed interest arose in the use of simulations for learning, often referred to with the term “serious games” originally coined by Abt (Abt, 1970). Simulation-based learning now covers a wide range of application areas, including science and math, language, history and culture, economics, health and fitness, construction, production and supply chain management, soft skills, ethics and many more. ====Related terms==== Game, serious game, microworld, virtual reality, virtual world, exercise, wet practical, dry practical role-play, game-based learning, augmented reality, learning game ====Translation issues==== …/… ====Disciplinary issues==== Simulation is a methodology for understanding the interrelationships among components of a process or a system; it uses a model that depicts or mirrors some aspects of reality in form, not necessarily in content (Aldrich, 2004). Strictly a simulation only covers the process or system it replicates. A simulation-based learning environment extends it to an interactive simulation, which includes the learner in the loop and possibly provides structured opportunities for learning, either by adding instructions, assignments, learning scenarios, feedback, assessments or other learning support functions. Simulation-based learning environments enable learners to engage in realistic scenarios with requisite complexity that allow experimentation and safe practices. They allow learners to change parameters of the simulation or to experiment with its functional layout, without any other consequence than a state change in the simulation. They thus provides a risk-free environment for learning. ====Key references==== Abt, C. [http://www.telearn.org/open-archive/browse?resource=7245_v1] (1970). Serious games. Viking Press, New York. Aldrich, C. [http://www.telearn.org/open-archive/browse?resource=7246_v1] (2004) Simulations and the future of learning. Pfeiffer, San Francisco, CA. Rolfe, J.M. & Staples , K.J. [http://www.telearn.org/open-archive/browse?resource=7247_v1] (1988), Flight Simulation, Cambridge University Press, London. Wolfe, J. (1993). A history of business teaching games in English-speaking and post-socialist countries: the origination and diffusion of a management education and development technology. Simulation & Gaming, 24, 446-463. 774 773 2012-02-15T15:52:35Z Manon 3 /* Key references */ wikitext text/x-wiki <u>draft 1</u> '''Editor''': Wim Westera, Centre for Learning Sciences and Technologies, Open University of the Netherlands, NL '''Contributor''': Johann Riedel, Nottingham University Business School, University of Nottingham, UK ====Definition==== A simulation-based learning environment is a setting for learning that includes a controlled, shielded and often simplified copy of a real world process or system to be studied. ====Comments on the history==== Early usage of simulation-based learning dates back to the early 1900s, when mechanical flight simulators were used to reproduce on the ground the behaviour of an aircraft in flight so that students could practice in a safe environment (Rolfe & Staples, 1986). In the 1950s modern business simulations (also called business simulation games, or management games) were introduced to let students deal with practical challenges of business. First versions were hand-scored simulations but since the emergence of mainframe computers and later PCs, computer-based business simulations became the standard (Wolfe, 1993). From 2000, inspired by both the successes of the video games industry and the emergence of the internet, a renewed interest arose in the use of simulations for learning, often referred to with the term “serious games” originally coined by Abt (Abt, 1970). Simulation-based learning now covers a wide range of application areas, including science and math, language, history and culture, economics, health and fitness, construction, production and supply chain management, soft skills, ethics and many more. ====Related terms==== Game, serious game, microworld, virtual reality, virtual world, exercise, wet practical, dry practical role-play, game-based learning, augmented reality, learning game ====Translation issues==== …/… ====Disciplinary issues==== Simulation is a methodology for understanding the interrelationships among components of a process or a system; it uses a model that depicts or mirrors some aspects of reality in form, not necessarily in content (Aldrich, 2004). Strictly a simulation only covers the process or system it replicates. A simulation-based learning environment extends it to an interactive simulation, which includes the learner in the loop and possibly provides structured opportunities for learning, either by adding instructions, assignments, learning scenarios, feedback, assessments or other learning support functions. Simulation-based learning environments enable learners to engage in realistic scenarios with requisite complexity that allow experimentation and safe practices. They allow learners to change parameters of the simulation or to experiment with its functional layout, without any other consequence than a state change in the simulation. They thus provides a risk-free environment for learning. ====Key references==== Abt, C. [http://www.telearn.org/open-archive/browse?resource=7245_v1] (1970). Serious games. Viking Press, New York. Aldrich, C. [http://www.telearn.org/open-archive/browse?resource=7246_v1] (2004) Simulations and the future of learning. Pfeiffer, San Francisco, CA. Rolfe, J.M. & Staples , K.J. [http://www.telearn.org/open-archive/browse?resource=7247_v1] (1986), Flight Simulation, Cambridge University Press, London. Wolfe, J. (1993). A history of business teaching games in English-speaking and post-socialist countries: the origination and diffusion of a management education and development technology. Simulation & Gaming, 24, 446-463. 773 772 2012-02-15T14:47:54Z Manon 3 /* Key references */ wikitext text/x-wiki <u>draft 1</u> '''Editor''': Wim Westera, Centre for Learning Sciences and Technologies, Open University of the Netherlands, NL '''Contributor''': Johann Riedel, Nottingham University Business School, University of Nottingham, UK ====Definition==== A simulation-based learning environment is a setting for learning that includes a controlled, shielded and often simplified copy of a real world process or system to be studied. ====Comments on the history==== Early usage of simulation-based learning dates back to the early 1900s, when mechanical flight simulators were used to reproduce on the ground the behaviour of an aircraft in flight so that students could practice in a safe environment (Rolfe & Staples, 1986). In the 1950s modern business simulations (also called business simulation games, or management games) were introduced to let students deal with practical challenges of business. First versions were hand-scored simulations but since the emergence of mainframe computers and later PCs, computer-based business simulations became the standard (Wolfe, 1993). From 2000, inspired by both the successes of the video games industry and the emergence of the internet, a renewed interest arose in the use of simulations for learning, often referred to with the term “serious games” originally coined by Abt (Abt, 1970). Simulation-based learning now covers a wide range of application areas, including science and math, language, history and culture, economics, health and fitness, construction, production and supply chain management, soft skills, ethics and many more. ====Related terms==== Game, serious game, microworld, virtual reality, virtual world, exercise, wet practical, dry practical role-play, game-based learning, augmented reality, learning game ====Translation issues==== …/… ====Disciplinary issues==== Simulation is a methodology for understanding the interrelationships among components of a process or a system; it uses a model that depicts or mirrors some aspects of reality in form, not necessarily in content (Aldrich, 2004). Strictly a simulation only covers the process or system it replicates. A simulation-based learning environment extends it to an interactive simulation, which includes the learner in the loop and possibly provides structured opportunities for learning, either by adding instructions, assignments, learning scenarios, feedback, assessments or other learning support functions. Simulation-based learning environments enable learners to engage in realistic scenarios with requisite complexity that allow experimentation and safe practices. They allow learners to change parameters of the simulation or to experiment with its functional layout, without any other consequence than a state change in the simulation. They thus provides a risk-free environment for learning. ====Key references==== Abt, C. [http://www.telearn.org/open-archive/browse?resource=7245_v1] (1970). Serious games. Viking Press, New York. Aldrich, C. [http://www.telearn.org/open-archive/browse?resource=7246_v1] (2004) Simulations and the future of learning. Pfeiffer, San Francisco, CA. Rolfe, J.M. & Staples , K.J. (1986), Flight Simulation, Cambridge University Press, London. Wolfe, J. (1993). A history of business teaching games in English-speaking and post-socialist countries: the origination and diffusion of a management education and development technology. Simulation & Gaming, 24, 446-463. 772 707 2012-02-15T14:27:28Z Manon 3 /* Key references */ wikitext text/x-wiki <u>draft 1</u> '''Editor''': Wim Westera, Centre for Learning Sciences and Technologies, Open University of the Netherlands, NL '''Contributor''': Johann Riedel, Nottingham University Business School, University of Nottingham, UK ====Definition==== A simulation-based learning environment is a setting for learning that includes a controlled, shielded and often simplified copy of a real world process or system to be studied. ====Comments on the history==== Early usage of simulation-based learning dates back to the early 1900s, when mechanical flight simulators were used to reproduce on the ground the behaviour of an aircraft in flight so that students could practice in a safe environment (Rolfe & Staples, 1986). In the 1950s modern business simulations (also called business simulation games, or management games) were introduced to let students deal with practical challenges of business. First versions were hand-scored simulations but since the emergence of mainframe computers and later PCs, computer-based business simulations became the standard (Wolfe, 1993). From 2000, inspired by both the successes of the video games industry and the emergence of the internet, a renewed interest arose in the use of simulations for learning, often referred to with the term “serious games” originally coined by Abt (Abt, 1970). Simulation-based learning now covers a wide range of application areas, including science and math, language, history and culture, economics, health and fitness, construction, production and supply chain management, soft skills, ethics and many more. ====Related terms==== Game, serious game, microworld, virtual reality, virtual world, exercise, wet practical, dry practical role-play, game-based learning, augmented reality, learning game ====Translation issues==== …/… ====Disciplinary issues==== Simulation is a methodology for understanding the interrelationships among components of a process or a system; it uses a model that depicts or mirrors some aspects of reality in form, not necessarily in content (Aldrich, 2004). Strictly a simulation only covers the process or system it replicates. A simulation-based learning environment extends it to an interactive simulation, which includes the learner in the loop and possibly provides structured opportunities for learning, either by adding instructions, assignments, learning scenarios, feedback, assessments or other learning support functions. Simulation-based learning environments enable learners to engage in realistic scenarios with requisite complexity that allow experimentation and safe practices. They allow learners to change parameters of the simulation or to experiment with its functional layout, without any other consequence than a state change in the simulation. They thus provides a risk-free environment for learning. ====Key references==== Abt, C. [http://www.telearn.org/open-archive/browse?resource=7245_v1] (1970). Serious games. Viking Press, New York. Aldrich, C. (2004) Simulations and the future of learning. Pfeiffer, San Francisco, CA. Rolfe, J.M. & Staples , K.J. (1986), Flight Simulation, Cambridge University Press, London. Wolfe, J. (1993). A history of business teaching games in English-speaking and post-socialist countries: the origination and diffusion of a management education and development technology. Simulation & Gaming, 24, 446-463. 707 2012-02-09T09:18:34Z Zeiliger 2 Created page with "<u>draft 1</u> '''Editor''': Wim Westera, Centre for Learning Sciences and Technologies, Open University of the Netherlands, NL '''Contributor''': Johann Riedel, Nottingham Uni..." wikitext text/x-wiki <u>draft 1</u> '''Editor''': Wim Westera, Centre for Learning Sciences and Technologies, Open University of the Netherlands, NL '''Contributor''': Johann Riedel, Nottingham University Business School, University of Nottingham, UK ====Definition==== A simulation-based learning environment is a setting for learning that includes a controlled, shielded and often simplified copy of a real world process or system to be studied. ====Comments on the history==== Early usage of simulation-based learning dates back to the early 1900s, when mechanical flight simulators were used to reproduce on the ground the behaviour of an aircraft in flight so that students could practice in a safe environment (Rolfe & Staples, 1986). In the 1950s modern business simulations (also called business simulation games, or management games) were introduced to let students deal with practical challenges of business. First versions were hand-scored simulations but since the emergence of mainframe computers and later PCs, computer-based business simulations became the standard (Wolfe, 1993). From 2000, inspired by both the successes of the video games industry and the emergence of the internet, a renewed interest arose in the use of simulations for learning, often referred to with the term “serious games” originally coined by Abt (Abt, 1970). Simulation-based learning now covers a wide range of application areas, including science and math, language, history and culture, economics, health and fitness, construction, production and supply chain management, soft skills, ethics and many more. ====Related terms==== Game, serious game, microworld, virtual reality, virtual world, exercise, wet practical, dry practical role-play, game-based learning, augmented reality, learning game ====Translation issues==== …/… ====Disciplinary issues==== Simulation is a methodology for understanding the interrelationships among components of a process or a system; it uses a model that depicts or mirrors some aspects of reality in form, not necessarily in content (Aldrich, 2004). Strictly a simulation only covers the process or system it replicates. A simulation-based learning environment extends it to an interactive simulation, which includes the learner in the loop and possibly provides structured opportunities for learning, either by adding instructions, assignments, learning scenarios, feedback, assessments or other learning support functions. Simulation-based learning environments enable learners to engage in realistic scenarios with requisite complexity that allow experimentation and safe practices. They allow learners to change parameters of the simulation or to experiment with its functional layout, without any other consequence than a state change in the simulation. They thus provides a risk-free environment for learning. ====Key references==== Abt, C. (1970). Serious games. Viking Press, New York. Aldrich, C. (2004) Simulations and the future of learning. Pfeiffer, San Francisco, CA. Rolfe, J.M. & Staples , K.J. (1986), Flight Simulation, Cambridge University Press, London. Wolfe, J. (1993). A history of business teaching games in English-speaking and post-socialist countries: the origination and diffusion of a management education and development technology. Simulation & Gaming, 24, 446-463. 0 2 1446 1445 2020-06-15T18:19:36Z Admin 1 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> '''[[Adaptive learning environment]]''' (ed. M. Specht)<br> Agent-based tutoring system<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br>Augmented learning environment<br>''Augmented Reality Learning'' (ed. Elizabeth FitzGerald)<br> '''[[Authoring system]]''' (eds. Jan van der Meij &amp; Wouter van Joolingen)<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br> '''B'''{{Anchor|B}}<br> ''Blended learning'' (ed. E. Scanlon)<br> Buddy systems <br> '''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> '''[[Cognitive tutor]]''' (ed. N. Balacheff)<br> '''[[Collaboration script]]''' (ed. P. Dillenbourg)<br> Collaborative learning<br> Computational mathetic<br> '''[[Computational thinking]]''' (eds. R. Noss &amp; M. Sharples)<br> Computer-assisted examination<br> Computer-assisted instruction<br> Computer-assisted language learning<br> Computer-assisted learning<br> Computer-based instruction<br> Computer-based learning environments<br> Computer-based laboratory<br> Computer programming in support of learning<br> Computer-supported collaborative learning<br> '''[[Constructionism]]''' (ed. R. 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Jones)<br> &nbsp;&nbsp;&nbsp;&nbsp; --- communities<br> &nbsp;&nbsp;&nbsp;&nbsp; --- environment <br> '''O'''{{Anchor|O}}<br> On-line learning environment<br> '''[[Overlay]]''' (ed. N. Balacheff) <br> '''P'''{{Anchor|P}}<br> ''Pedagogical agent'' (ed. M. Betrancourt)<br> '''[[Personal learning environment]]''' (ed. Ph.&nbsp;Dessus)<br> Pervasive learning environment<br> Programmable computer-based learning environment<br> Programmable course <br> '''R'''{{Anchor|R}}<br> Remote laboratories <br> '''S'''{{Anchor|S}}<br> Script ...<br> &nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>''' '''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''' ''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br> '''[[Seamless learning environments]]''' (eds. C.-K. Looi &amp; L.-H. Wong)<br> '''[[Self-regulated learning]]''' (ed. K. Steffens)<br> Simulation games<br> '''[[Simulation-based learning environment]]''' (ed. W. Westera)<br> Situated learning <br> '''T'''{{Anchor|T}}<br> Tangible learning environment<br> Technology Enhanced Learning<br> '''[[Techno-mathematical literacies]]''' (ed. R. Noss) <br> '''U'''{{Anchor|U}}<br> ''Ubiquitous learning'' (ed. M. Specht) <br> '''V'''{{Anchor|V}}<br> Virtual campus<br> Virtual learning environment<br> Virtual pedagogical agent<br> Virtual universities <br> '''W'''{{Anchor|W}}<br> Web-lecturing technologies<br> ad7618154174418435dfd424e22fe32da06b66c7 1445 1443 2020-06-15T18:19:26Z Admin 1 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> '''[[Adaptive learning environment]]''' (ed. M. Specht)<br> 'Agent-based tutoring system<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br>Augmented learning environment<br>''Augmented Reality Learning'' (ed. Elizabeth FitzGerald)<br> '''[[Authoring system]]''' (eds. Jan van der Meij &amp; Wouter van Joolingen)<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br> '''B'''{{Anchor|B}}<br> ''Blended learning'' (ed. E. Scanlon)<br> Buddy systems <br> '''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> '''[[Cognitive tutor]]''' (ed. N. Balacheff)<br> '''[[Collaboration script]]''' (ed. P. Dillenbourg)<br> Collaborative learning<br> Computational mathetic<br> '''[[Computational thinking]]''' (eds. R. Noss &amp; M. Sharples)<br> Computer-assisted examination<br> Computer-assisted instruction<br> Computer-assisted language learning<br> Computer-assisted learning<br> Computer-based instruction<br> Computer-based learning environments<br> Computer-based laboratory<br> Computer programming in support of learning<br> Computer-supported collaborative learning<br> '''[[Constructionism]]''' (ed. R. Noss)<br> Course management system<br> Courseware <br> '''D'''{{Anchor|D}}<br> '''[[Didactical engineering]]''' (ed. M. Artigue)<br> Distance learning<br> Distributed learning<br> Distributed learning environments<br> Dynamic geometry <br> '''E'''{{Anchor|E}}<br> '''[[E-Assessment]]''' (eds. V. Shute &amp; Y. J. Kim)<br> '''[[Educational affordance]]''' (ed. P. Kirschner)<br> '''[[Educational data mining]]''' (ed. M. C. Desmarais)<br> Edutainment<br> e-learning<br> '''[[Embedded phenomena]]''' (ed. T. Moher)<br> '''[[Epistemic affordance]]''' (ed. M. Mavrikis)<br> '''[[Epistemic feedback]]''' (ed. V. Luengo)<br> e-portfolio<br> '''[[Experiential learning]]''' (eds. V. Dimitrova & P. Kirschner) <br> ''External script'' (ed. Y. Dimitriadis) <br> '''G'''{{Anchor|G}}<br> '''[[Game-based learning]]''' (eds. R. Bottino &amp; M. Ott) <br> '''I'''{{Anchor|I}}<br> Inclusive e-learning<br> '''[[Informal learning]]''' (ed. V. Dimitrova & P. Kirschner)<br> '''[[Inquiry learning]]''' (ed. T. de Jong)<br> Intelligent scaffolding system<br> '''[[Intelligent tutoring system]]''' (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br> '''L'''{{Anchor|L}}<br> Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> '''[[Learning design]]''' (ed. N. Balacheff)<br> Learning environment<br> '''[[Learning grid]]''' (ed. S. Salerno)<br> '''[[Learning management systems]]''' (ed. D. Burgos)<br> '''[[Learning objects]]''' (ed. N. Balacheff)<br> '''[[Learning scenario]]''' (ed. V. Guéraud)<br> '''[[Learning space]]''' (ed. B. Bligh)<br> Learning trail <br> '''M'''{{Anchor|M}}<br> Microworld<br> '''[[Mobile learning]]''' (ed. M. Sharples)<br> '''[[Multimedia learning]]''' (ed. M. Betrancourt) <br> '''N'''{{Anchor|N}}<br> '''[[Narrative learning environments]]''' (ed. G. Dettori)<br> '''[[Networked learning]]''' (ed. C. Jones)<br> &nbsp;&nbsp;&nbsp;&nbsp; --- communities<br> &nbsp;&nbsp;&nbsp;&nbsp; --- environment <br> '''O'''{{Anchor|O}}<br> On-line learning environment<br> '''[[Overlay]]''' (ed. N. Balacheff) <br> '''P'''{{Anchor|P}}<br> ''Pedagogical agent'' (ed. M. Betrancourt)<br> '''[[Personal learning environment]]''' (ed. Ph.&nbsp;Dessus)<br> Pervasive learning environment<br> Programmable computer-based learning environment<br> Programmable course <br> '''R'''{{Anchor|R}}<br> Remote laboratories <br> '''S'''{{Anchor|S}}<br> Script ...<br> &nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>''' '''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''' ''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br> '''[[Seamless learning environments]]''' (eds. C.-K. Looi &amp; L.-H. Wong)<br> '''[[Self-regulated learning]]''' (ed. K. Steffens)<br> Simulation games<br> '''[[Simulation-based learning environment]]''' (ed. W. Westera)<br> Situated learning <br> '''T'''{{Anchor|T}}<br> Tangible learning environment<br> Technology Enhanced Learning<br> '''[[Techno-mathematical literacies]]''' (ed. R. Noss) <br> '''U'''{{Anchor|U}}<br> ''Ubiquitous learning'' (ed. M. Specht) <br> '''V'''{{Anchor|V}}<br> Virtual campus<br> Virtual learning environment<br> Virtual pedagogical agent<br> Virtual universities <br> '''W'''{{Anchor|W}}<br> Web-lecturing technologies<br> 5d6916104cfdfcccc0a6988f3747025b569d3145 1443 1442 2020-06-15T15:59:56Z Admin 1 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> '''[[Adaptive learning environment]]''' (ed. M. Specht)<br> '''[[Agent-based tutoring system]]''' (ed. ML)<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br>Augmented learning environment<br>''Augmented Reality Learning'' (ed. Elizabeth FitzGerald)<br> '''[[Authoring system]]''' (eds. Jan van der Meij &amp; Wouter van Joolingen)<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br> '''B'''{{Anchor|B}}<br> ''Blended learning'' (ed. E. Scanlon)<br> Buddy systems <br> '''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> '''[[Cognitive tutor]]''' (ed. N. Balacheff)<br> '''[[Collaboration script]]''' (ed. P. Dillenbourg)<br> Collaborative learning<br> Computational mathetic<br> '''[[Computational thinking]]''' (eds. R. Noss &amp; M. Sharples)<br> Computer-assisted examination<br> Computer-assisted instruction<br> Computer-assisted language learning<br> Computer-assisted learning<br> Computer-based instruction<br> Computer-based learning environments<br> Computer-based laboratory<br> Computer programming in support of learning<br> Computer-supported collaborative learning<br> '''[[Constructionism]]''' (ed. R. Noss)<br> Course management system<br> Courseware <br> '''D'''{{Anchor|D}}<br> '''[[Didactical engineering]]''' (ed. M. Artigue)<br> Distance learning<br> Distributed learning<br> Distributed learning environments<br> Dynamic geometry <br> '''E'''{{Anchor|E}}<br> '''[[E-Assessment]]''' (eds. V. Shute &amp; Y. J. Kim)<br> '''[[Educational affordance]]''' (ed. P. Kirschner)<br> '''[[Educational data mining]]''' (ed. M. C. Desmarais)<br> Edutainment<br> e-learning<br> '''[[Embedded phenomena]]''' (ed. T. Moher)<br> '''[[Epistemic affordance]]''' (ed. M. Mavrikis)<br> '''[[Epistemic feedback]]''' (ed. V. Luengo)<br> e-portfolio<br> '''[[Experiential learning]]''' (eds. V. Dimitrova & P. Kirschner) <br> ''External script'' (ed. Y. Dimitriadis) <br> '''G'''{{Anchor|G}}<br> '''[[Game-based learning]]''' (eds. R. Bottino &amp; M. Ott) <br> '''I'''{{Anchor|I}}<br> Inclusive e-learning<br> '''[[Informal learning]]''' (ed. V. Dimitrova & P. Kirschner)<br> '''[[Inquiry learning]]''' (ed. T. de Jong)<br> Intelligent scaffolding system<br> '''[[Intelligent tutoring system]]''' (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br> '''L'''{{Anchor|L}}<br> Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> '''[[Learning design]]''' (ed. N. Balacheff)<br> Learning environment<br> '''[[Learning grid]]''' (ed. S. Salerno)<br> '''[[Learning management systems]]''' (ed. D. Burgos)<br> '''[[Learning objects]]''' (ed. N. Balacheff)<br> '''[[Learning scenario]]''' (ed. V. Guéraud)<br> '''[[Learning space]]''' (ed. B. Bligh)<br> Learning trail <br> '''M'''{{Anchor|M}}<br> Microworld<br> '''[[Mobile learning]]''' (ed. M. Sharples)<br> '''[[Multimedia learning]]''' (ed. M. Betrancourt) <br> '''N'''{{Anchor|N}}<br> '''[[Narrative learning environments]]''' (ed. G. Dettori)<br> '''[[Networked learning]]''' (ed. C. Jones)<br> &nbsp;&nbsp;&nbsp;&nbsp; --- communities<br> &nbsp;&nbsp;&nbsp;&nbsp; --- environment <br> '''O'''{{Anchor|O}}<br> On-line learning environment<br> '''[[Overlay]]''' (ed. N. Balacheff) <br> '''P'''{{Anchor|P}}<br> ''Pedagogical agent'' (ed. M. Betrancourt)<br> '''[[Personal learning environment]]''' (ed. Ph.&nbsp;Dessus)<br> Pervasive learning environment<br> Programmable computer-based learning environment<br> Programmable course <br> '''R'''{{Anchor|R}}<br> Remote laboratories <br> '''S'''{{Anchor|S}}<br> Script ...<br> &nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>''' '''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''' ''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br> '''[[Seamless learning environments]]''' (eds. C.-K. Looi &amp; L.-H. Wong)<br> '''[[Self-regulated learning]]''' (ed. K. Steffens)<br> Simulation games<br> '''[[Simulation-based learning environment]]''' (ed. W. Westera)<br> Situated learning <br> '''T'''{{Anchor|T}}<br> Tangible learning environment<br> Technology Enhanced Learning<br> '''[[Techno-mathematical literacies]]''' (ed. R. Noss) <br> '''U'''{{Anchor|U}}<br> ''Ubiquitous learning'' (ed. M. Specht) <br> '''V'''{{Anchor|V}}<br> Virtual campus<br> Virtual learning environment<br> Virtual pedagogical agent<br> Virtual universities <br> '''W'''{{Anchor|W}}<br> Web-lecturing technologies<br> 45194b7f37d0021a22cacdfcb8d0f29141775d64 1442 1441 2020-06-15T15:56:56Z Admin 1 Reverted edits by [[Special:Contributions/Admin|Admin]] ([[User talk:Admin|talk]]) to last revision by [[User:Sharples|Sharples]] wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> '''[[Adaptive learning environment]]''' (ed. M. Specht)<br> Agent-based tutoring system<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br>Augmented learning environment<br>''Augmented Reality Learning'' (ed. Elizabeth FitzGerald)<br> '''[[Authoring system]]''' (eds. Jan van der Meij &amp; Wouter van Joolingen)<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br> '''B'''{{Anchor|B}}<br> ''Blended learning'' (ed. E. Scanlon)<br> Buddy systems <br> '''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> '''[[Cognitive tutor]]''' (ed. N. Balacheff)<br> '''[[Collaboration script]]''' (ed. P. Dillenbourg)<br> Collaborative learning<br> Computational mathetic<br> '''[[Computational thinking]]''' (eds. R. Noss &amp; M. Sharples)<br> Computer-assisted examination<br> Computer-assisted instruction<br> Computer-assisted language learning<br> Computer-assisted learning<br> Computer-based instruction<br> Computer-based learning environments<br> Computer-based laboratory<br> Computer programming in support of learning<br> Computer-supported collaborative learning<br> '''[[Constructionism]]''' (ed. R. Noss)<br> Course management system<br> Courseware <br> '''D'''{{Anchor|D}}<br> '''[[Didactical engineering]]''' (ed. M. Artigue)<br> Distance learning<br> Distributed learning<br> Distributed learning environments<br> Dynamic geometry <br> '''E'''{{Anchor|E}}<br> '''[[E-Assessment]]''' (eds. V. Shute &amp; Y. J. Kim)<br> '''[[Educational affordance]]''' (ed. P. Kirschner)<br> '''[[Educational data mining]]''' (ed. M. C. Desmarais)<br> Edutainment<br> e-learning<br> '''[[Embedded phenomena]]''' (ed. T. Moher)<br> '''[[Epistemic affordance]]''' (ed. M. Mavrikis)<br> '''[[Epistemic feedback]]''' (ed. V. Luengo)<br> e-portfolio<br> '''[[Experiential learning]]''' (eds. V. Dimitrova & P. Kirschner) <br> ''External script'' (ed. Y. Dimitriadis) <br> '''G'''{{Anchor|G}}<br> '''[[Game-based learning]]''' (eds. R. Bottino &amp; M. Ott) <br> '''I'''{{Anchor|I}}<br> Inclusive e-learning<br> '''[[Informal learning]]''' (ed. V. Dimitrova & P. Kirschner)<br> '''[[Inquiry learning]]''' (ed. T. de Jong)<br> Intelligent scaffolding system<br> '''[[Intelligent tutoring system]]''' (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br> '''L'''{{Anchor|L}}<br> Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> '''[[Learning design]]''' (ed. N. Balacheff)<br> Learning environment<br> '''[[Learning grid]]''' (ed. S. Salerno)<br> '''[[Learning management systems]]''' (ed. D. Burgos)<br> '''[[Learning objects]]''' (ed. N. Balacheff)<br> '''[[Learning scenario]]''' (ed. V. Guéraud)<br> '''[[Learning space]]''' (ed. B. Bligh)<br> Learning trail <br> '''M'''{{Anchor|M}}<br> Microworld<br> '''[[Mobile learning]]''' (ed. M. Sharples)<br> '''[[Multimedia learning]]''' (ed. M. Betrancourt) <br> '''N'''{{Anchor|N}}<br> '''[[Narrative learning environments]]''' (ed. G. Dettori)<br> '''[[Networked learning]]''' (ed. C. Jones)<br> &nbsp;&nbsp;&nbsp;&nbsp; --- communities<br> &nbsp;&nbsp;&nbsp;&nbsp; --- environment <br> '''O'''{{Anchor|O}}<br> On-line learning environment<br> '''[[Overlay]]''' (ed. N. Balacheff) <br> '''P'''{{Anchor|P}}<br> ''Pedagogical agent'' (ed. M. Betrancourt)<br> '''[[Personal learning environment]]''' (ed. Ph.&nbsp;Dessus)<br> Pervasive learning environment<br> Programmable computer-based learning environment<br> Programmable course <br> '''R'''{{Anchor|R}}<br> Remote laboratories <br> '''S'''{{Anchor|S}}<br> Script ...<br> &nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>''' '''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''' ''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br> '''[[Seamless learning environments]]''' (eds. C.-K. Looi &amp; L.-H. Wong)<br> '''[[Self-regulated learning]]''' (ed. K. Steffens)<br> Simulation games<br> '''[[Simulation-based learning environment]]''' (ed. W. Westera)<br> Situated learning <br> '''T'''{{Anchor|T}}<br> Tangible learning environment<br> Technology Enhanced Learning<br> '''[[Techno-mathematical literacies]]''' (ed. R. Noss) <br> '''U'''{{Anchor|U}}<br> ''Ubiquitous learning'' (ed. M. Specht) <br> '''V'''{{Anchor|V}}<br> Virtual campus<br> Virtual learning environment<br> Virtual pedagogical agent<br> Virtual universities <br> '''W'''{{Anchor|W}}<br> Web-lecturing technologies<br> ad7618154174418435dfd424e22fe32da06b66c7 1441 1438 2020-06-15T15:56:10Z Admin 1 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> '''[[Adaptive learning environment]]''' (ed. M. Specht)<br> '''[[Agent-based tutoring system]]'''<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br>Augmented learning environment<br>''Augmented Reality Learning'' (ed. Elizabeth FitzGerald)<br> '''[[Authoring system]]''' (eds. Jan van der Meij &amp; Wouter van Joolingen)<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br> '''B'''{{Anchor|B}}<br> ''Blended learning'' (ed. E. Scanlon)<br> Buddy systems <br> '''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> '''[[Cognitive tutor]]''' (ed. N. Balacheff)<br> '''[[Collaboration script]]''' (ed. P. Dillenbourg)<br> Collaborative learning<br> Computational mathetic<br> '''[[Computational thinking]]''' (eds. R. Noss &amp; M. Sharples)<br> Computer-assisted examination<br> Computer-assisted instruction<br> Computer-assisted language learning<br> Computer-assisted learning<br> Computer-based instruction<br> Computer-based learning environments<br> Computer-based laboratory<br> Computer programming in support of learning<br> Computer-supported collaborative learning<br> '''[[Constructionism]]''' (ed. R. Noss)<br> Course management system<br> Courseware <br> '''D'''{{Anchor|D}}<br> '''[[Didactical engineering]]''' (ed. M. Artigue)<br> Distance learning<br> Distributed learning<br> Distributed learning environments<br> Dynamic geometry <br> '''E'''{{Anchor|E}}<br> '''[[E-Assessment]]''' (eds. V. Shute &amp; Y. J. Kim)<br> '''[[Educational affordance]]''' (ed. P. Kirschner)<br> '''[[Educational data mining]]''' (ed. M. C. Desmarais)<br> Edutainment<br> e-learning<br> '''[[Embedded phenomena]]''' (ed. T. Moher)<br> '''[[Epistemic affordance]]''' (ed. M. Mavrikis)<br> '''[[Epistemic feedback]]''' (ed. V. Luengo)<br> e-portfolio<br> '''[[Experiential learning]]''' (eds. V. Dimitrova & P. Kirschner) <br> ''External script'' (ed. Y. Dimitriadis) <br> '''G'''{{Anchor|G}}<br> '''[[Game-based learning]]''' (eds. R. Bottino &amp; M. Ott) <br> '''I'''{{Anchor|I}}<br> Inclusive e-learning<br> '''[[Informal learning]]''' (ed. V. Dimitrova & P. Kirschner)<br> '''[[Inquiry learning]]''' (ed. T. de Jong)<br> Intelligent scaffolding system<br> '''[[Intelligent tutoring system]]''' (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br> '''L'''{{Anchor|L}}<br> Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> '''[[Learning design]]''' (ed. N. Balacheff)<br> Learning environment<br> '''[[Learning grid]]''' (ed. S. Salerno)<br> '''[[Learning management systems]]''' (ed. D. Burgos)<br> '''[[Learning objects]]''' (ed. N. Balacheff)<br> '''[[Learning scenario]]''' (ed. V. Guéraud)<br> '''[[Learning space]]''' (ed. B. Bligh)<br> Learning trail <br> '''M'''{{Anchor|M}}<br> Microworld<br> '''[[Mobile learning]]''' (ed. M. Sharples)<br> '''[[Multimedia learning]]''' (ed. M. Betrancourt) <br> '''N'''{{Anchor|N}}<br> '''[[Narrative learning environments]]''' (ed. G. Dettori)<br> '''[[Networked learning]]''' (ed. C. Jones)<br> &nbsp;&nbsp;&nbsp;&nbsp; --- communities<br> &nbsp;&nbsp;&nbsp;&nbsp; --- environment <br> '''O'''{{Anchor|O}}<br> On-line learning environment<br> '''[[Overlay]]''' (ed. N. Balacheff) <br> '''P'''{{Anchor|P}}<br> ''Pedagogical agent'' (ed. M. Betrancourt)<br> '''[[Personal learning environment]]''' (ed. Ph.&nbsp;Dessus)<br> Pervasive learning environment<br> Programmable computer-based learning environment<br> Programmable course <br> '''R'''{{Anchor|R}}<br> Remote laboratories <br> '''S'''{{Anchor|S}}<br> Script ...<br> &nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>''' '''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''' ''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br> '''[[Seamless learning environments]]''' (eds. C.-K. Looi &amp; L.-H. Wong)<br> '''[[Self-regulated learning]]''' (ed. K. Steffens)<br> Simulation games<br> '''[[Simulation-based learning environment]]''' (ed. W. Westera)<br> Situated learning <br> '''T'''{{Anchor|T}}<br> Tangible learning environment<br> Technology Enhanced Learning<br> '''[[Techno-mathematical literacies]]''' (ed. R. Noss) <br> '''U'''{{Anchor|U}}<br> ''Ubiquitous learning'' (ed. M. Specht) <br> '''V'''{{Anchor|V}}<br> Virtual campus<br> Virtual learning environment<br> Virtual pedagogical agent<br> Virtual universities <br> '''W'''{{Anchor|W}}<br> Web-lecturing technologies<br> 7d1b76eb02e71093bb85f76d8c4214956c723d66 1438 1437 2020-06-03T10:04:17Z Sharples 16 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> '''[[Adaptive learning environment]]''' (ed. M. Specht)<br> Agent-based tutoring system<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br>Augmented learning environment<br>''Augmented Reality Learning'' (ed. Elizabeth FitzGerald)<br> '''[[Authoring system]]''' (eds. Jan van der Meij &amp; Wouter van Joolingen)<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br> '''B'''{{Anchor|B}}<br> ''Blended learning'' (ed. E. Scanlon)<br> Buddy systems <br> '''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> '''[[Cognitive tutor]]''' (ed. N. Balacheff)<br> '''[[Collaboration script]]''' (ed. P. Dillenbourg)<br> Collaborative learning<br> Computational mathetic<br> '''[[Computational thinking]]''' (eds. R. Noss &amp; M. Sharples)<br> Computer-assisted examination<br> Computer-assisted instruction<br> Computer-assisted language learning<br> Computer-assisted learning<br> Computer-based instruction<br> Computer-based learning environments<br> Computer-based laboratory<br> Computer programming in support of learning<br> Computer-supported collaborative learning<br> '''[[Constructionism]]''' (ed. R. Noss)<br> Course management system<br> Courseware <br> '''D'''{{Anchor|D}}<br> '''[[Didactical engineering]]''' (ed. M. Artigue)<br> Distance learning<br> Distributed learning<br> Distributed learning environments<br> Dynamic geometry <br> '''E'''{{Anchor|E}}<br> '''[[E-Assessment]]''' (eds. V. Shute &amp; Y. J. Kim)<br> '''[[Educational affordance]]''' (ed. P. Kirschner)<br> '''[[Educational data mining]]''' (ed. M. C. Desmarais)<br> Edutainment<br> e-learning<br> '''[[Embedded phenomena]]''' (ed. T. Moher)<br> '''[[Epistemic affordance]]''' (ed. M. Mavrikis)<br> '''[[Epistemic feedback]]''' (ed. V. Luengo)<br> e-portfolio<br> '''[[Experiential learning]]''' (eds. V. Dimitrova & P. Kirschner) <br> ''External script'' (ed. Y. Dimitriadis) <br> '''G'''{{Anchor|G}}<br> '''[[Game-based learning]]''' (eds. R. Bottino &amp; M. Ott) <br> '''I'''{{Anchor|I}}<br> Inclusive e-learning<br> '''[[Informal learning]]''' (ed. V. Dimitrova & P. Kirschner)<br> '''[[Inquiry learning]]''' (ed. T. de Jong)<br> Intelligent scaffolding system<br> '''[[Intelligent tutoring system]]''' (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br> '''L'''{{Anchor|L}}<br> Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> '''[[Learning design]]''' (ed. N. Balacheff)<br> Learning environment<br> '''[[Learning grid]]''' (ed. S. Salerno)<br> '''[[Learning management systems]]''' (ed. D. Burgos)<br> '''[[Learning objects]]''' (ed. N. Balacheff)<br> '''[[Learning scenario]]''' (ed. V. Guéraud)<br> '''[[Learning space]]''' (ed. B. Bligh)<br> Learning trail <br> '''M'''{{Anchor|M}}<br> Microworld<br> '''[[Mobile learning]]''' (ed. M. Sharples)<br> '''[[Multimedia learning]]''' (ed. M. Betrancourt) <br> '''N'''{{Anchor|N}}<br> '''[[Narrative learning environments]]''' (ed. G. Dettori)<br> '''[[Networked learning]]''' (ed. C. Jones)<br> &nbsp;&nbsp;&nbsp;&nbsp; --- communities<br> &nbsp;&nbsp;&nbsp;&nbsp; --- environment <br> '''O'''{{Anchor|O}}<br> On-line learning environment<br> '''[[Overlay]]''' (ed. N. Balacheff) <br> '''P'''{{Anchor|P}}<br> ''Pedagogical agent'' (ed. M. Betrancourt)<br> '''[[Personal learning environment]]''' (ed. Ph.&nbsp;Dessus)<br> Pervasive learning environment<br> Programmable computer-based learning environment<br> Programmable course <br> '''R'''{{Anchor|R}}<br> Remote laboratories <br> '''S'''{{Anchor|S}}<br> Script ...<br> &nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>''' '''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''' ''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br> '''[[Seamless learning environments]]''' (eds. C.-K. Looi &amp; L.-H. Wong)<br> '''[[Self-regulated learning]]''' (ed. K. Steffens)<br> Simulation games<br> '''[[Simulation-based learning environment]]''' (ed. W. Westera)<br> Situated learning <br> '''T'''{{Anchor|T}}<br> Tangible learning environment<br> Technology Enhanced Learning<br> '''[[Techno-mathematical literacies]]''' (ed. R. Noss) <br> '''U'''{{Anchor|U}}<br> ''Ubiquitous learning'' (ed. M. Specht) <br> '''V'''{{Anchor|V}}<br> Virtual campus<br> Virtual learning environment<br> Virtual pedagogical agent<br> Virtual universities <br> '''W'''{{Anchor|W}}<br> Web-lecturing technologies<br> ad7618154174418435dfd424e22fe32da06b66c7 1437 1436 2020-06-03T10:03:42Z Sharples 16 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> '''[[Adaptive learning environment]]''' (ed. M. Specht)<br> Agent-based tutoring system<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br>Augmented learning environment<br>''Augmented Reality Learning'' (ed. Elizabeth FitzGerald)<br> '''[[Authoring system]]''' (eds. Jan van der Meij &amp; Wouter van Joolingen)<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br> '''B'''{{Anchor|B}}<br> ''Blended learning'' (ed. E. Scanlon)<br> Buddy systems <br> '''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> '''[[Cognitive tutor]]''' (ed. N. Balacheff)<br> '''[[Collaboration script]]''' (ed. P. Dillenbourg)<br> Collaborative learning<br> Computational mathetic<br> [[Computational thinking]] (eds. R. Noss &amp; M. Sharples)<br> Computer-assisted examination<br> Computer-assisted instruction<br> Computer-assisted language learning<br> Computer-assisted learning<br> Computer-based instruction<br> Computer-based learning environments<br> Computer-based laboratory<br> Computer programming in support of learning<br> Computer-supported collaborative learning<br> '''[[Constructionism]]''' (ed. R. Noss)<br> Course management system<br> Courseware <br> '''D'''{{Anchor|D}}<br> '''[[Didactical engineering]]''' (ed. M. Artigue)<br> Distance learning<br> Distributed learning<br> Distributed learning environments<br> Dynamic geometry <br> '''E'''{{Anchor|E}}<br> '''[[E-Assessment]]''' (eds. V. Shute &amp; Y. J. Kim)<br> '''[[Educational affordance]]''' (ed. P. Kirschner)<br> '''[[Educational data mining]]''' (ed. M. C. Desmarais)<br> Edutainment<br> e-learning<br> '''[[Embedded phenomena]]''' (ed. T. Moher)<br> '''[[Epistemic affordance]]''' (ed. M. Mavrikis)<br> '''[[Epistemic feedback]]''' (ed. V. Luengo)<br> e-portfolio<br> '''[[Experiential learning]]''' (eds. V. Dimitrova & P. Kirschner) <br> ''External script'' (ed. Y. Dimitriadis) <br> '''G'''{{Anchor|G}}<br> '''[[Game-based learning]]''' (eds. R. Bottino &amp; M. Ott) <br> '''I'''{{Anchor|I}}<br> Inclusive e-learning<br> '''[[Informal learning]]''' (ed. V. Dimitrova & P. Kirschner)<br> '''[[Inquiry learning]]''' (ed. T. de Jong)<br> Intelligent scaffolding system<br> '''[[Intelligent tutoring system]]''' (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br> '''L'''{{Anchor|L}}<br> Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> '''[[Learning design]]''' (ed. N. Balacheff)<br> Learning environment<br> '''[[Learning grid]]''' (ed. S. Salerno)<br> '''[[Learning management systems]]''' (ed. D. Burgos)<br> '''[[Learning objects]]''' (ed. N. Balacheff)<br> '''[[Learning scenario]]''' (ed. V. Guéraud)<br> '''[[Learning space]]''' (ed. B. Bligh)<br> Learning trail <br> '''M'''{{Anchor|M}}<br> Microworld<br> '''[[Mobile learning]]''' (ed. M. Sharples)<br> '''[[Multimedia learning]]''' (ed. M. Betrancourt) <br> '''N'''{{Anchor|N}}<br> '''[[Narrative learning environments]]''' (ed. G. Dettori)<br> '''[[Networked learning]]''' (ed. C. Jones)<br> &nbsp;&nbsp;&nbsp;&nbsp; --- communities<br> &nbsp;&nbsp;&nbsp;&nbsp; --- environment <br> '''O'''{{Anchor|O}}<br> On-line learning environment<br> '''[[Overlay]]''' (ed. N. Balacheff) <br> '''P'''{{Anchor|P}}<br> ''Pedagogical agent'' (ed. M. Betrancourt)<br> '''[[Personal learning environment]]''' (ed. Ph.&nbsp;Dessus)<br> Pervasive learning environment<br> Programmable computer-based learning environment<br> Programmable course <br> '''R'''{{Anchor|R}}<br> Remote laboratories <br> '''S'''{{Anchor|S}}<br> Script ...<br> &nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>''' '''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''' ''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br> '''[[Seamless learning environments]]''' (eds. C.-K. Looi &amp; L.-H. Wong)<br> '''[[Self-regulated learning]]''' (ed. K. Steffens)<br> Simulation games<br> '''[[Simulation-based learning environment]]''' (ed. W. Westera)<br> Situated learning <br> '''T'''{{Anchor|T}}<br> Tangible learning environment<br> Technology Enhanced Learning<br> '''[[Techno-mathematical literacies]]''' (ed. R. Noss) <br> '''U'''{{Anchor|U}}<br> ''Ubiquitous learning'' (ed. M. Specht) <br> '''V'''{{Anchor|V}}<br> Virtual campus<br> Virtual learning environment<br> Virtual pedagogical agent<br> Virtual universities <br> '''W'''{{Anchor|W}}<br> Web-lecturing technologies<br> 5b31d73df2c1708915b06c2134ee497f681c2474 1436 1435 2020-06-03T10:03:25Z Sharples 16 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> '''[[Adaptive learning environment]]''' (ed. M. Specht)<br> Agent-based tutoring system<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br>Augmented learning environment<br>''Augmented Reality Learning'' (ed. Elizabeth FitzGerald)<br> '''[[Authoring system]]''' (eds. Jan van der Meij &amp; Wouter van Joolingen)<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br> '''B'''{{Anchor|B}}<br> ''Blended learning'' (ed. E. Scanlon)<br> Buddy systems <br> '''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> '''[[Cognitive tutor]]''' (ed. N. Balacheff)<br> '''[[Collaboration script]]''' (ed. P. Dillenbourg)<br> Collaborative learning<br> Computational mathetic<br> [Computational thinking] (eds. R. Noss &amp; M. Sharples)<br> Computer-assisted examination<br> Computer-assisted instruction<br> Computer-assisted language learning<br> Computer-assisted learning<br> Computer-based instruction<br> Computer-based learning environments<br> Computer-based laboratory<br> Computer programming in support of learning<br> Computer-supported collaborative learning<br> '''[[Constructionism]]''' (ed. R. Noss)<br> Course management system<br> Courseware <br> '''D'''{{Anchor|D}}<br> '''[[Didactical engineering]]''' (ed. M. Artigue)<br> Distance learning<br> Distributed learning<br> Distributed learning environments<br> Dynamic geometry <br> '''E'''{{Anchor|E}}<br> '''[[E-Assessment]]''' (eds. V. Shute &amp; Y. J. Kim)<br> '''[[Educational affordance]]''' (ed. P. Kirschner)<br> '''[[Educational data mining]]''' (ed. M. C. Desmarais)<br> Edutainment<br> e-learning<br> '''[[Embedded phenomena]]''' (ed. T. Moher)<br> '''[[Epistemic affordance]]''' (ed. M. Mavrikis)<br> '''[[Epistemic feedback]]''' (ed. V. Luengo)<br> e-portfolio<br> '''[[Experiential learning]]''' (eds. V. Dimitrova & P. Kirschner) <br> ''External script'' (ed. Y. Dimitriadis) <br> '''G'''{{Anchor|G}}<br> '''[[Game-based learning]]''' (eds. R. Bottino &amp; M. Ott) <br> '''I'''{{Anchor|I}}<br> Inclusive e-learning<br> '''[[Informal learning]]''' (ed. V. Dimitrova & P. Kirschner)<br> '''[[Inquiry learning]]''' (ed. T. de Jong)<br> Intelligent scaffolding system<br> '''[[Intelligent tutoring system]]''' (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br> '''L'''{{Anchor|L}}<br> Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> '''[[Learning design]]''' (ed. N. Balacheff)<br> Learning environment<br> '''[[Learning grid]]''' (ed. S. Salerno)<br> '''[[Learning management systems]]''' (ed. D. Burgos)<br> '''[[Learning objects]]''' (ed. N. Balacheff)<br> '''[[Learning scenario]]''' (ed. V. Guéraud)<br> '''[[Learning space]]''' (ed. B. Bligh)<br> Learning trail <br> '''M'''{{Anchor|M}}<br> Microworld<br> '''[[Mobile learning]]''' (ed. M. Sharples)<br> '''[[Multimedia learning]]''' (ed. M. Betrancourt) <br> '''N'''{{Anchor|N}}<br> '''[[Narrative learning environments]]''' (ed. G. Dettori)<br> '''[[Networked learning]]''' (ed. C. Jones)<br> &nbsp;&nbsp;&nbsp;&nbsp; --- communities<br> &nbsp;&nbsp;&nbsp;&nbsp; --- environment <br> '''O'''{{Anchor|O}}<br> On-line learning environment<br> '''[[Overlay]]''' (ed. N. Balacheff) <br> '''P'''{{Anchor|P}}<br> ''Pedagogical agent'' (ed. M. Betrancourt)<br> '''[[Personal learning environment]]''' (ed. Ph.&nbsp;Dessus)<br> Pervasive learning environment<br> Programmable computer-based learning environment<br> Programmable course <br> '''R'''{{Anchor|R}}<br> Remote laboratories <br> '''S'''{{Anchor|S}}<br> Script ...<br> &nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>''' '''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''' ''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br> '''[[Seamless learning environments]]''' (eds. C.-K. Looi &amp; L.-H. Wong)<br> '''[[Self-regulated learning]]''' (ed. K. Steffens)<br> Simulation games<br> '''[[Simulation-based learning environment]]''' (ed. W. Westera)<br> Situated learning <br> '''T'''{{Anchor|T}}<br> Tangible learning environment<br> Technology Enhanced Learning<br> '''[[Techno-mathematical literacies]]''' (ed. R. Noss) <br> '''U'''{{Anchor|U}}<br> ''Ubiquitous learning'' (ed. M. Specht) <br> '''V'''{{Anchor|V}}<br> Virtual campus<br> Virtual learning environment<br> Virtual pedagogical agent<br> Virtual universities <br> '''W'''{{Anchor|W}}<br> Web-lecturing technologies<br> 95ebb754aad1c7b422861aa8e8d274b97f516935 1435 1434 2020-06-03T10:01:49Z Sharples 16 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> '''[[Adaptive learning environment]]''' (ed. M. Specht)<br> Agent-based tutoring system<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br>Augmented learning environment<br>''Augmented Reality Learning'' (ed. Elizabeth FitzGerald)<br> '''[[Authoring system]]''' (eds. Jan van der Meij &amp; Wouter van Joolingen)<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br> '''B'''{{Anchor|B}}<br> ''Blended learning'' (ed. E. Scanlon)<br> Buddy systems <br> '''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> '''[[Cognitive tutor]]''' (ed. N. Balacheff)<br> '''[[Collaboration script]]''' (ed. P. Dillenbourg)<br> Collaborative learning<br> Computational mathetic<br> '''[[Computational thinking]]''' (eds. R. Noss &amp; M. Sharples)<br> Computer-assisted examination<br> Computer-assisted instruction<br> Computer-assisted language learning<br> Computer-assisted learning<br> Computer-based instruction<br> Computer-based learning environments<br> Computer-based laboratory<br> Computer programming in support of learning<br> Computer-supported collaborative learning<br> '''[[Constructionism]]''' (ed. R. Noss)<br> Course management system<br> Courseware <br> '''D'''{{Anchor|D}}<br> '''[[Didactical engineering]]''' (ed. M. Artigue)<br> Distance learning<br> Distributed learning<br> Distributed learning environments<br> Dynamic geometry <br> '''E'''{{Anchor|E}}<br> '''[[E-Assessment]]''' (eds. V. Shute &amp; Y. J. Kim)<br> '''[[Educational affordance]]''' (ed. P. Kirschner)<br> '''[[Educational data mining]]''' (ed. M. C. Desmarais)<br> Edutainment<br> e-learning<br> '''[[Embedded phenomena]]''' (ed. T. Moher)<br> '''[[Epistemic affordance]]''' (ed. M. Mavrikis)<br> '''[[Epistemic feedback]]''' (ed. V. Luengo)<br> e-portfolio<br> '''[[Experiential learning]]''' (eds. V. Dimitrova & P. Kirschner) <br> ''External script'' (ed. Y. Dimitriadis) <br> '''G'''{{Anchor|G}}<br> '''[[Game-based learning]]''' (eds. R. Bottino &amp; M. Ott) <br> '''I'''{{Anchor|I}}<br> Inclusive e-learning<br> '''[[Informal learning]]''' (ed. V. Dimitrova & P. Kirschner)<br> '''[[Inquiry learning]]''' (ed. T. de Jong)<br> Intelligent scaffolding system<br> '''[[Intelligent tutoring system]]''' (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br> '''L'''{{Anchor|L}}<br> Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> '''[[Learning design]]''' (ed. N. Balacheff)<br> Learning environment<br> '''[[Learning grid]]''' (ed. S. Salerno)<br> '''[[Learning management systems]]''' (ed. D. Burgos)<br> '''[[Learning objects]]''' (ed. N. Balacheff)<br> '''[[Learning scenario]]''' (ed. V. Guéraud)<br> '''[[Learning space]]''' (ed. B. Bligh)<br> Learning trail <br> '''M'''{{Anchor|M}}<br> Microworld<br> '''[[Mobile learning]]''' (ed. M. Sharples)<br> '''[[Multimedia learning]]''' (ed. M. Betrancourt) <br> '''N'''{{Anchor|N}}<br> '''[[Narrative learning environments]]''' (ed. G. Dettori)<br> '''[[Networked learning]]''' (ed. C. Jones)<br> &nbsp;&nbsp;&nbsp;&nbsp; --- communities<br> &nbsp;&nbsp;&nbsp;&nbsp; --- environment <br> '''O'''{{Anchor|O}}<br> On-line learning environment<br> '''[[Overlay]]''' (ed. N. Balacheff) <br> '''P'''{{Anchor|P}}<br> ''Pedagogical agent'' (ed. M. Betrancourt)<br> '''[[Personal learning environment]]''' (ed. Ph.&nbsp;Dessus)<br> Pervasive learning environment<br> Programmable computer-based learning environment<br> Programmable course <br> '''R'''{{Anchor|R}}<br> Remote laboratories <br> '''S'''{{Anchor|S}}<br> Script ...<br> &nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>''' '''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''' ''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br> '''[[Seamless learning environments]]''' (eds. C.-K. Looi &amp; L.-H. Wong)<br> '''[[Self-regulated learning]]''' (ed. K. Steffens)<br> Simulation games<br> '''[[Simulation-based learning environment]]''' (ed. W. Westera)<br> Situated learning <br> '''T'''{{Anchor|T}}<br> Tangible learning environment<br> Technology Enhanced Learning<br> '''[[Techno-mathematical literacies]]''' (ed. R. Noss) <br> '''U'''{{Anchor|U}}<br> ''Ubiquitous learning'' (ed. M. Specht) <br> '''V'''{{Anchor|V}}<br> Virtual campus<br> Virtual learning environment<br> Virtual pedagogical agent<br> Virtual universities <br> '''W'''{{Anchor|W}}<br> Web-lecturing technologies<br> ad7618154174418435dfd424e22fe32da06b66c7 1434 1433 2020-06-03T10:01:20Z Sharples 16 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> '''[[Adaptive learning environment]]''' (ed. M. Specht)<br> Agent-based tutoring system<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br>Augmented learning environment<br>''Augmented Reality Learning'' (ed. Elizabeth FitzGerald)<br> '''[[Authoring system]]''' (eds. Jan van der Meij &amp; Wouter van Joolingen)<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br> '''B'''{{Anchor|B}}<br> ''Blended learning'' (ed. E. Scanlon)<br> Buddy systems <br> '''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> '''[[Cognitive tutor]]''' (ed. N. Balacheff)<br> '''[[Collaboration script]]''' (ed. P. Dillenbourg)<br> Collaborative learning<br> Computational mathetic<br> [[Computational thinking]] (eds. R. Noss &amp; M. Sharples)<br> Computer-assisted examination<br> Computer-assisted instruction<br> Computer-assisted language learning<br> Computer-assisted learning<br> Computer-based instruction<br> Computer-based learning environments<br> Computer-based laboratory<br> Computer programming in support of learning<br> Computer-supported collaborative learning<br> '''[[Constructionism]]''' (ed. R. Noss)<br> Course management system<br> Courseware <br> '''D'''{{Anchor|D}}<br> '''[[Didactical engineering]]''' (ed. M. Artigue)<br> Distance learning<br> Distributed learning<br> Distributed learning environments<br> Dynamic geometry <br> '''E'''{{Anchor|E}}<br> '''[[E-Assessment]]''' (eds. V. Shute &amp; Y. J. Kim)<br> '''[[Educational affordance]]''' (ed. P. Kirschner)<br> '''[[Educational data mining]]''' (ed. M. C. Desmarais)<br> Edutainment<br> e-learning<br> '''[[Embedded phenomena]]''' (ed. T. Moher)<br> '''[[Epistemic affordance]]''' (ed. M. Mavrikis)<br> '''[[Epistemic feedback]]''' (ed. V. Luengo)<br> e-portfolio<br> '''[[Experiential learning]]''' (eds. V. Dimitrova & P. Kirschner) <br> ''External script'' (ed. Y. Dimitriadis) <br> '''G'''{{Anchor|G}}<br> '''[[Game-based learning]]''' (eds. R. Bottino &amp; M. Ott) <br> '''I'''{{Anchor|I}}<br> Inclusive e-learning<br> '''[[Informal learning]]''' (ed. V. Dimitrova & P. Kirschner)<br> '''[[Inquiry learning]]''' (ed. T. de Jong)<br> Intelligent scaffolding system<br> '''[[Intelligent tutoring system]]''' (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br> '''L'''{{Anchor|L}}<br> Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> '''[[Learning design]]''' (ed. N. Balacheff)<br> Learning environment<br> '''[[Learning grid]]''' (ed. S. Salerno)<br> '''[[Learning management systems]]''' (ed. D. Burgos)<br> '''[[Learning objects]]''' (ed. N. Balacheff)<br> '''[[Learning scenario]]''' (ed. V. Guéraud)<br> '''[[Learning space]]''' (ed. B. Bligh)<br> Learning trail <br> '''M'''{{Anchor|M}}<br> Microworld<br> '''[[Mobile learning]]''' (ed. M. Sharples)<br> '''[[Multimedia learning]]''' (ed. M. Betrancourt) <br> '''N'''{{Anchor|N}}<br> '''[[Narrative learning environments]]''' (ed. G. Dettori)<br> '''[[Networked learning]]''' (ed. C. Jones)<br> &nbsp;&nbsp;&nbsp;&nbsp; --- communities<br> &nbsp;&nbsp;&nbsp;&nbsp; --- environment <br> '''O'''{{Anchor|O}}<br> On-line learning environment<br> '''[[Overlay]]''' (ed. N. Balacheff) <br> '''P'''{{Anchor|P}}<br> ''Pedagogical agent'' (ed. M. Betrancourt)<br> '''[[Personal learning environment]]''' (ed. Ph.&nbsp;Dessus)<br> Pervasive learning environment<br> Programmable computer-based learning environment<br> Programmable course <br> '''R'''{{Anchor|R}}<br> Remote laboratories <br> '''S'''{{Anchor|S}}<br> Script ...<br> &nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>''' '''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''' ''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br> '''[[Seamless learning environments]]''' (eds. C.-K. Looi &amp; L.-H. Wong)<br> '''[[Self-regulated learning]]''' (ed. K. Steffens)<br> Simulation games<br> '''[[Simulation-based learning environment]]''' (ed. W. Westera)<br> Situated learning <br> '''T'''{{Anchor|T}}<br> Tangible learning environment<br> Technology Enhanced Learning<br> '''[[Techno-mathematical literacies]]''' (ed. R. Noss) <br> '''U'''{{Anchor|U}}<br> ''Ubiquitous learning'' (ed. M. Specht) <br> '''V'''{{Anchor|V}}<br> Virtual campus<br> Virtual learning environment<br> Virtual pedagogical agent<br> Virtual universities <br> '''W'''{{Anchor|W}}<br> Web-lecturing technologies<br> 5b31d73df2c1708915b06c2134ee497f681c2474 1433 1432 2020-06-03T10:00:47Z Sharples 16 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> '''[[Adaptive learning environment]]''' (ed. M. Specht)<br> Agent-based tutoring system<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br>Augmented learning environment<br>''Augmented Reality Learning'' (ed. Elizabeth FitzGerald)<br> '''[[Authoring system]]''' (eds. Jan van der Meij &amp; Wouter van Joolingen)<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br> '''B'''{{Anchor|B}}<br> ''Blended learning'' (ed. E. Scanlon)<br> Buddy systems <br> '''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> '''[[Cognitive tutor]]''' (ed. N. Balacheff)<br> '''[[Collaboration script]]''' (ed. P. Dillenbourg)<br> Collaborative learning<br> Computational mathetic<br> ''[[Computational thinking]]'' (eds. R. Noss &amp; M. Sharples)<br> Computer-assisted examination<br> Computer-assisted instruction<br> Computer-assisted language learning<br> Computer-assisted learning<br> Computer-based instruction<br> Computer-based learning environments<br> Computer-based laboratory<br> Computer programming in support of learning<br> Computer-supported collaborative learning<br> '''[[Constructionism]]''' (ed. R. Noss)<br> Course management system<br> Courseware <br> '''D'''{{Anchor|D}}<br> '''[[Didactical engineering]]''' (ed. M. Artigue)<br> Distance learning<br> Distributed learning<br> Distributed learning environments<br> Dynamic geometry <br> '''E'''{{Anchor|E}}<br> '''[[E-Assessment]]''' (eds. V. Shute &amp; Y. J. Kim)<br> '''[[Educational affordance]]''' (ed. P. Kirschner)<br> '''[[Educational data mining]]''' (ed. M. C. Desmarais)<br> Edutainment<br> e-learning<br> '''[[Embedded phenomena]]''' (ed. T. Moher)<br> '''[[Epistemic affordance]]''' (ed. M. Mavrikis)<br> '''[[Epistemic feedback]]''' (ed. V. Luengo)<br> e-portfolio<br> '''[[Experiential learning]]''' (eds. V. Dimitrova & P. Kirschner) <br> ''External script'' (ed. Y. Dimitriadis) <br> '''G'''{{Anchor|G}}<br> '''[[Game-based learning]]''' (eds. R. Bottino &amp; M. Ott) <br> '''I'''{{Anchor|I}}<br> Inclusive e-learning<br> '''[[Informal learning]]''' (ed. V. Dimitrova & P. Kirschner)<br> '''[[Inquiry learning]]''' (ed. T. de Jong)<br> Intelligent scaffolding system<br> '''[[Intelligent tutoring system]]''' (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br> '''L'''{{Anchor|L}}<br> Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> '''[[Learning design]]''' (ed. N. Balacheff)<br> Learning environment<br> '''[[Learning grid]]''' (ed. S. Salerno)<br> '''[[Learning management systems]]''' (ed. D. Burgos)<br> '''[[Learning objects]]''' (ed. N. Balacheff)<br> '''[[Learning scenario]]''' (ed. V. Guéraud)<br> '''[[Learning space]]''' (ed. B. Bligh)<br> Learning trail <br> '''M'''{{Anchor|M}}<br> Microworld<br> '''[[Mobile learning]]''' (ed. M. Sharples)<br> '''[[Multimedia learning]]''' (ed. M. Betrancourt) <br> '''N'''{{Anchor|N}}<br> '''[[Narrative learning environments]]''' (ed. G. Dettori)<br> '''[[Networked learning]]''' (ed. C. Jones)<br> &nbsp;&nbsp;&nbsp;&nbsp; --- communities<br> &nbsp;&nbsp;&nbsp;&nbsp; --- environment <br> '''O'''{{Anchor|O}}<br> On-line learning environment<br> '''[[Overlay]]''' (ed. N. Balacheff) <br> '''P'''{{Anchor|P}}<br> ''Pedagogical agent'' (ed. M. Betrancourt)<br> '''[[Personal learning environment]]''' (ed. Ph.&nbsp;Dessus)<br> Pervasive learning environment<br> Programmable computer-based learning environment<br> Programmable course <br> '''R'''{{Anchor|R}}<br> Remote laboratories <br> '''S'''{{Anchor|S}}<br> Script ...<br> &nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>''' '''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''' ''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br> '''[[Seamless learning environments]]''' (eds. C.-K. Looi &amp; L.-H. Wong)<br> '''[[Self-regulated learning]]''' (ed. K. Steffens)<br> Simulation games<br> '''[[Simulation-based learning environment]]''' (ed. W. Westera)<br> Situated learning <br> '''T'''{{Anchor|T}}<br> Tangible learning environment<br> Technology Enhanced Learning<br> '''[[Techno-mathematical literacies]]''' (ed. R. Noss) <br> '''U'''{{Anchor|U}}<br> ''Ubiquitous learning'' (ed. M. Specht) <br> '''V'''{{Anchor|V}}<br> Virtual campus<br> Virtual learning environment<br> Virtual pedagogical agent<br> Virtual universities <br> '''W'''{{Anchor|W}}<br> Web-lecturing technologies<br> 94fc17d9beb75b9d40e0ad94c81c2a0855342edf 1432 1422 2020-06-03T09:54:54Z Sharples 16 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> '''[[Adaptive learning environment]]''' (ed. M. Specht)<br> Agent-based tutoring system<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br>Augmented learning environment<br>''Augmented Reality Learning'' (ed. Elizabeth FitzGerald)<br> '''[[Authoring system]]''' (eds. Jan van der Meij &amp; Wouter van Joolingen)<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br> '''B'''{{Anchor|B}}<br> ''Blended learning'' (ed. E. Scanlon)<br> Buddy systems <br> '''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> '''[[Cognitive tutor]]''' (ed. N. Balacheff)<br> '''[[Collaboration script]]''' (ed. P. Dillenbourg)<br> Collaborative learning<br> Computational mathetic<br> '''[[Computational thinking]]''' (eds. R. Noss &amp; M. Sharples)<br> Computer-assisted examination<br> Computer-assisted instruction<br> Computer-assisted language learning<br> Computer-assisted learning<br> Computer-based instruction<br> Computer-based learning environments<br> Computer-based laboratory<br> Computer programming in support of learning<br> Computer-supported collaborative learning<br> '''[[Constructionism]]''' (ed. R. Noss)<br> Course management system<br> Courseware <br> '''D'''{{Anchor|D}}<br> '''[[Didactical engineering]]''' (ed. M. Artigue)<br> Distance learning<br> Distributed learning<br> Distributed learning environments<br> Dynamic geometry <br> '''E'''{{Anchor|E}}<br> '''[[E-Assessment]]''' (eds. V. Shute &amp; Y. J. Kim)<br> '''[[Educational affordance]]''' (ed. P. Kirschner)<br> '''[[Educational data mining]]''' (ed. M. C. Desmarais)<br> Edutainment<br> e-learning<br> '''[[Embedded phenomena]]''' (ed. T. Moher)<br> '''[[Epistemic affordance]]''' (ed. M. Mavrikis)<br> '''[[Epistemic feedback]]''' (ed. V. Luengo)<br> e-portfolio<br> '''[[Experiential learning]]''' (eds. V. Dimitrova & P. Kirschner) <br> ''External script'' (ed. Y. Dimitriadis) <br> '''G'''{{Anchor|G}}<br> '''[[Game-based learning]]''' (eds. R. Bottino &amp; M. Ott) <br> '''I'''{{Anchor|I}}<br> Inclusive e-learning<br> '''[[Informal learning]]''' (ed. V. Dimitrova & P. Kirschner)<br> '''[[Inquiry learning]]''' (ed. T. de Jong)<br> Intelligent scaffolding system<br> '''[[Intelligent tutoring system]]''' (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br> '''L'''{{Anchor|L}}<br> Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> '''[[Learning design]]''' (ed. N. Balacheff)<br> Learning environment<br> '''[[Learning grid]]''' (ed. S. Salerno)<br> '''[[Learning management systems]]''' (ed. D. Burgos)<br> '''[[Learning objects]]''' (ed. N. Balacheff)<br> '''[[Learning scenario]]''' (ed. V. Guéraud)<br> '''[[Learning space]]''' (ed. B. Bligh)<br> Learning trail <br> '''M'''{{Anchor|M}}<br> Microworld<br> '''[[Mobile learning]]''' (ed. M. Sharples)<br> '''[[Multimedia learning]]''' (ed. M. Betrancourt) <br> '''N'''{{Anchor|N}}<br> '''[[Narrative learning environments]]''' (ed. G. Dettori)<br> '''[[Networked learning]]''' (ed. C. Jones)<br> &nbsp;&nbsp;&nbsp;&nbsp; --- communities<br> &nbsp;&nbsp;&nbsp;&nbsp; --- environment <br> '''O'''{{Anchor|O}}<br> On-line learning environment<br> '''[[Overlay]]''' (ed. N. Balacheff) <br> '''P'''{{Anchor|P}}<br> ''Pedagogical agent'' (ed. M. Betrancourt)<br> '''[[Personal learning environment]]''' (ed. Ph.&nbsp;Dessus)<br> Pervasive learning environment<br> Programmable computer-based learning environment<br> Programmable course <br> '''R'''{{Anchor|R}}<br> Remote laboratories <br> '''S'''{{Anchor|S}}<br> Script ...<br> &nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>''' '''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''' ''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br> '''[[Seamless learning environments]]''' (eds. C.-K. Looi &amp; L.-H. Wong)<br> '''[[Self-regulated learning]]''' (ed. K. Steffens)<br> Simulation games<br> '''[[Simulation-based learning environment]]''' (ed. W. Westera)<br> Situated learning <br> '''T'''{{Anchor|T}}<br> Tangible learning environment<br> Technology Enhanced Learning<br> '''[[Techno-mathematical literacies]]''' (ed. R. Noss) <br> '''U'''{{Anchor|U}}<br> ''Ubiquitous learning'' (ed. M. Specht) <br> '''V'''{{Anchor|V}}<br> Virtual campus<br> Virtual learning environment<br> Virtual pedagogical agent<br> Virtual universities <br> '''W'''{{Anchor|W}}<br> Web-lecturing technologies<br> ad7618154174418435dfd424e22fe32da06b66c7 1422 1421 2013-12-07T14:18:56Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> '''[[Adaptive learning environment]]''' (ed. M. Specht)<br> Agent-based tutoring system<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br>Augmented learning environment<br>''Augmented Reality Learning'' (ed. Elizabeth FitzGerald)<br> '''[[Authoring system]]''' (eds. Jan van der Meij &amp; Wouter van Joolingen)<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br> '''B'''{{Anchor|B}}<br> ''Blended learning'' (ed. E. Scanlon)<br> Buddy systems <br> '''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> '''[[Cognitive tutor]]''' (ed. N. Balacheff)<br> '''[[Collaboration script]]''' (ed. P. Dillenbourg)<br> Collaborative learning<br> Computational mathetic<br> ''Computational thinking'' (eds. R. Noss &amp; M. Sharples)<br> Computer-assisted examination<br> Computer-assisted instruction<br> Computer-assisted language learning<br> Computer-assisted learning<br> Computer-based instruction<br> Computer-based learning environments<br> Computer-based laboratory<br> Computer programming in support of learning<br> Computer-supported collaborative learning<br> '''[[Constructionism]]''' (ed. R. Noss)<br> Course management system<br> Courseware <br> '''D'''{{Anchor|D}}<br> '''[[Didactical engineering]]''' (ed. M. Artigue)<br> Distance learning<br> Distributed learning<br> Distributed learning environments<br> Dynamic geometry <br> '''E'''{{Anchor|E}}<br> '''[[E-Assessment]]''' (eds. V. Shute &amp; Y. J. Kim)<br> '''[[Educational affordance]]''' (ed. P. Kirschner)<br> '''[[Educational data mining]]''' (ed. M. C. Desmarais)<br> Edutainment<br> e-learning<br> '''[[Embedded phenomena]]''' (ed. T. Moher)<br> '''[[Epistemic affordance]]''' (ed. M. Mavrikis)<br> '''[[Epistemic feedback]]''' (ed. V. Luengo)<br> e-portfolio<br> '''[[Experiential learning]]''' (eds. V. Dimitrova & P. Kirschner) <br> ''External script'' (ed. Y. Dimitriadis) <br> '''G'''{{Anchor|G}}<br> '''[[Game-based learning]]''' (eds. R. Bottino &amp; M. Ott) <br> '''I'''{{Anchor|I}}<br> Inclusive e-learning<br> '''[[Informal learning]]''' (ed. V. Dimitrova & P. Kirschner)<br> '''[[Inquiry learning]]''' (ed. T. de Jong)<br> Intelligent scaffolding system<br> '''[[Intelligent tutoring system]]''' (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br> '''L'''{{Anchor|L}}<br> Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> '''[[Learning design]]''' (ed. N. Balacheff)<br> Learning environment<br> '''[[Learning grid]]''' (ed. S. Salerno)<br> '''[[Learning management systems]]''' (ed. D. Burgos)<br> '''[[Learning objects]]''' (ed. N. Balacheff)<br> '''[[Learning scenario]]''' (ed. V. Guéraud)<br> '''[[Learning space]]''' (ed. B. Bligh)<br> Learning trail <br> '''M'''{{Anchor|M}}<br> Microworld<br> '''[[Mobile learning]]''' (ed. M. Sharples)<br> '''[[Multimedia learning]]''' (ed. M. Betrancourt) <br> '''N'''{{Anchor|N}}<br> '''[[Narrative learning environments]]''' (ed. G. Dettori)<br> '''[[Networked learning]]''' (ed. C. Jones)<br> &nbsp;&nbsp;&nbsp;&nbsp; --- communities<br> &nbsp;&nbsp;&nbsp;&nbsp; --- environment <br> '''O'''{{Anchor|O}}<br> On-line learning environment<br> '''[[Overlay]]''' (ed. N. Balacheff) <br> '''P'''{{Anchor|P}}<br> ''Pedagogical agent'' (ed. M. Betrancourt)<br> '''[[Personal learning environment]]''' (ed. Ph.&nbsp;Dessus)<br> Pervasive learning environment<br> Programmable computer-based learning environment<br> Programmable course <br> '''R'''{{Anchor|R}}<br> Remote laboratories <br> '''S'''{{Anchor|S}}<br> Script ...<br> &nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>''' '''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''' ''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br> '''[[Seamless learning environments]]''' (eds. C.-K. Looi &amp; L.-H. Wong)<br> '''[[Self-regulated learning]]''' (ed. K. Steffens)<br> Simulation games<br> '''[[Simulation-based learning environment]]''' (ed. W. Westera)<br> Situated learning <br> '''T'''{{Anchor|T}}<br> Tangible learning environment<br> Technology Enhanced Learning<br> '''[[Techno-mathematical literacies]]''' (ed. R. Noss) <br> '''U'''{{Anchor|U}}<br> ''Ubiquitous learning'' (ed. M. Specht) <br> '''V'''{{Anchor|V}}<br> Virtual campus<br> Virtual learning environment<br> Virtual pedagogical agent<br> Virtual universities <br> '''W'''{{Anchor|W}}<br> Web-lecturing technologies<br> 1421 1420 2013-12-07T14:18:13Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> '''[[Adaptive learning environment]]''' (ed. M. Specht)<br> Agent-based tutoring system<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br>Augmented learning environment<br>Augmented Reality Learning (ed. Elizabeth FitzGerald)<br> '''[[Authoring system]]''' (eds. Jan van der Meij &amp; Wouter van Joolingen)<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br> '''B'''{{Anchor|B}}<br> ''Blended learning'' (ed. E. Scanlon)<br> Buddy systems <br> '''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> '''[[Cognitive tutor]]''' (ed. N. Balacheff)<br> '''[[Collaboration script]]''' (ed. P. Dillenbourg)<br> Collaborative learning<br> Computational mathetic<br> ''Computational thinking'' (eds. R. Noss &amp; M. Sharples)<br> Computer-assisted examination<br> Computer-assisted instruction<br> Computer-assisted language learning<br> Computer-assisted learning<br> Computer-based instruction<br> Computer-based learning environments<br> Computer-based laboratory<br> Computer programming in support of learning<br> Computer-supported collaborative learning<br> '''[[Constructionism]]''' (ed. R. Noss)<br> Course management system<br> Courseware <br> '''D'''{{Anchor|D}}<br> '''[[Didactical engineering]]''' (ed. M. Artigue)<br> Distance learning<br> Distributed learning<br> Distributed learning environments<br> Dynamic geometry <br> '''E'''{{Anchor|E}}<br> '''[[E-Assessment]]''' (eds. V. Shute &amp; Y. J. Kim)<br> '''[[Educational affordance]]''' (ed. P. Kirschner)<br> '''[[Educational data mining]]''' (ed. M. C. Desmarais)<br> Edutainment<br> e-learning<br> '''[[Embedded phenomena]]''' (ed. T. Moher)<br> '''[[Epistemic affordance]]''' (ed. M. Mavrikis)<br> '''[[Epistemic feedback]]''' (ed. V. Luengo)<br> e-portfolio<br> '''[[Experiential learning]]''' (eds. V. Dimitrova & P. Kirschner) <br> ''External script'' (ed. Y. Dimitriadis) <br> '''G'''{{Anchor|G}}<br> '''[[Game-based learning]]''' (eds. R. Bottino &amp; M. Ott) <br> '''I'''{{Anchor|I}}<br> Inclusive e-learning<br> '''[[Informal learning]]''' (ed. V. Dimitrova & P. Kirschner)<br> '''[[Inquiry learning]]''' (ed. T. de Jong)<br> Intelligent scaffolding system<br> '''[[Intelligent tutoring system]]''' (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br> '''L'''{{Anchor|L}}<br> Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> '''[[Learning design]]''' (ed. N. Balacheff)<br> Learning environment<br> '''[[Learning grid]]''' (ed. S. Salerno)<br> '''[[Learning management systems]]''' (ed. D. Burgos)<br> '''[[Learning objects]]''' (ed. N. Balacheff)<br> '''[[Learning scenario]]''' (ed. V. Guéraud)<br> '''[[Learning space]]''' (ed. B. Bligh)<br> Learning trail <br> '''M'''{{Anchor|M}}<br> Microworld<br> '''[[Mobile learning]]''' (ed. M. Sharples)<br> '''[[Multimedia learning]]''' (ed. M. Betrancourt) <br> '''N'''{{Anchor|N}}<br> '''[[Narrative learning environments]]''' (ed. G. Dettori)<br> '''[[Networked learning]]''' (ed. C. Jones)<br> &nbsp;&nbsp;&nbsp;&nbsp; --- communities<br> &nbsp;&nbsp;&nbsp;&nbsp; --- environment <br> '''O'''{{Anchor|O}}<br> On-line learning environment<br> '''[[Overlay]]''' (ed. N. Balacheff) <br> '''P'''{{Anchor|P}}<br> ''Pedagogical agent'' (ed. M. Betrancourt)<br> '''[[Personal learning environment]]''' (ed. Ph.&nbsp;Dessus)<br> Pervasive learning environment<br> Programmable computer-based learning environment<br> Programmable course <br> '''R'''{{Anchor|R}}<br> Remote laboratories <br> '''S'''{{Anchor|S}}<br> Script ...<br> &nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>''' '''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''' ''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br> '''[[Seamless learning environments]]''' (eds. C.-K. Looi &amp; L.-H. Wong)<br> '''[[Self-regulated learning]]''' (ed. K. Steffens)<br> Simulation games<br> '''[[Simulation-based learning environment]]''' (ed. W. Westera)<br> Situated learning <br> '''T'''{{Anchor|T}}<br> Tangible learning environment<br> Technology Enhanced Learning<br> '''[[Techno-mathematical literacies]]''' (ed. R. Noss) <br> '''U'''{{Anchor|U}}<br> ''Ubiquitous learning'' (ed. M. Specht) <br> '''V'''{{Anchor|V}}<br> Virtual campus<br> Virtual learning environment<br> Virtual pedagogical agent<br> Virtual universities <br> '''W'''{{Anchor|W}}<br> Web-lecturing technologies<br> 1420 1363 2013-12-07T14:17:30Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> '''[[Adaptive learning environment]]''' (ed. M. Specht)<br> Agent-based tutoring system<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br>Augmented Reality Learning (ed. Elizabeth FitzGerald)<br>Augmented learning environment<br> '''[[Authoring system]]''' (eds. Jan van der Meij &amp; Wouter van Joolingen)<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br> '''B'''{{Anchor|B}}<br> ''Blended learning'' (ed. E. Scanlon)<br> Buddy systems <br> '''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> '''[[Cognitive tutor]]''' (ed. N. Balacheff)<br> '''[[Collaboration script]]''' (ed. P. Dillenbourg)<br> Collaborative learning<br> Computational mathetic<br> ''Computational thinking'' (eds. R. Noss &amp; M. Sharples)<br> Computer-assisted examination<br> Computer-assisted instruction<br> Computer-assisted language learning<br> Computer-assisted learning<br> Computer-based instruction<br> Computer-based learning environments<br> Computer-based laboratory<br> Computer programming in support of learning<br> Computer-supported collaborative learning<br> '''[[Constructionism]]''' (ed. R. Noss)<br> Course management system<br> Courseware <br> '''D'''{{Anchor|D}}<br> '''[[Didactical engineering]]''' (ed. M. Artigue)<br> Distance learning<br> Distributed learning<br> Distributed learning environments<br> Dynamic geometry <br> '''E'''{{Anchor|E}}<br> '''[[E-Assessment]]''' (eds. V. Shute &amp; Y. J. Kim)<br> '''[[Educational affordance]]''' (ed. P. Kirschner)<br> '''[[Educational data mining]]''' (ed. M. C. Desmarais)<br> Edutainment<br> e-learning<br> '''[[Embedded phenomena]]''' (ed. T. Moher)<br> '''[[Epistemic affordance]]''' (ed. M. Mavrikis)<br> '''[[Epistemic feedback]]''' (ed. V. Luengo)<br> e-portfolio<br> '''[[Experiential learning]]''' (eds. V. Dimitrova & P. Kirschner) <br> ''External script'' (ed. Y. Dimitriadis) <br> '''G'''{{Anchor|G}}<br> '''[[Game-based learning]]''' (eds. R. Bottino &amp; M. Ott) <br> '''I'''{{Anchor|I}}<br> Inclusive e-learning<br> '''[[Informal learning]]''' (ed. V. Dimitrova & P. Kirschner)<br> '''[[Inquiry learning]]''' (ed. T. de Jong)<br> Intelligent scaffolding system<br> '''[[Intelligent tutoring system]]''' (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br> '''L'''{{Anchor|L}}<br> Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> '''[[Learning design]]''' (ed. N. Balacheff)<br> Learning environment<br> '''[[Learning grid]]''' (ed. S. Salerno)<br> '''[[Learning management systems]]''' (ed. D. Burgos)<br> '''[[Learning objects]]''' (ed. N. Balacheff)<br> '''[[Learning scenario]]''' (ed. V. Guéraud)<br> '''[[Learning space]]''' (ed. B. Bligh)<br> Learning trail <br> '''M'''{{Anchor|M}}<br> Microworld<br> '''[[Mobile learning]]''' (ed. M. Sharples)<br> '''[[Multimedia learning]]''' (ed. M. Betrancourt) <br> '''N'''{{Anchor|N}}<br> '''[[Narrative learning environments]]''' (ed. G. Dettori)<br> '''[[Networked learning]]''' (ed. C. Jones)<br> &nbsp;&nbsp;&nbsp;&nbsp; --- communities<br> &nbsp;&nbsp;&nbsp;&nbsp; --- environment <br> '''O'''{{Anchor|O}}<br> On-line learning environment<br> '''[[Overlay]]''' (ed. N. Balacheff) <br> '''P'''{{Anchor|P}}<br> ''Pedagogical agent'' (ed. M. Betrancourt)<br> '''[[Personal learning environment]]''' (ed. Ph.&nbsp;Dessus)<br> Pervasive learning environment<br> Programmable computer-based learning environment<br> Programmable course <br> '''R'''{{Anchor|R}}<br> Remote laboratories <br> '''S'''{{Anchor|S}}<br> Script ...<br> &nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>''' '''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''' ''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br> '''[[Seamless learning environments]]''' (eds. C.-K. Looi &amp; L.-H. Wong)<br> '''[[Self-regulated learning]]''' (ed. K. Steffens)<br> Simulation games<br> '''[[Simulation-based learning environment]]''' (ed. W. Westera)<br> Situated learning <br> '''T'''{{Anchor|T}}<br> Tangible learning environment<br> Technology Enhanced Learning<br> '''[[Techno-mathematical literacies]]''' (ed. R. Noss) <br> '''U'''{{Anchor|U}}<br> ''Ubiquitous learning'' (ed. M. Specht) <br> '''V'''{{Anchor|V}}<br> Virtual campus<br> Virtual learning environment<br> Virtual pedagogical agent<br> Virtual universities <br> '''W'''{{Anchor|W}}<br> Web-lecturing technologies<br> 1363 1359 2013-07-08T15:43:26Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> '''[[Adaptive learning environment]]''' (ed. M. Specht)<br> Agent-based tutoring system<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br> Augmented learning environment<br> '''[[Authoring system]]''' (eds. Jan van der Meij &amp; Wouter van Joolingen)<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br> '''B'''{{Anchor|B}}<br> ''Blended learning'' (ed. E. Scanlon)<br> Buddy systems <br> '''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> '''[[Cognitive tutor]]''' (ed. N. Balacheff)<br> '''[[Collaboration script]]''' (ed. P. Dillenbourg)<br> Collaborative learning<br> Computational mathetic<br> ''Computational thinking'' (eds. R. Noss &amp; M. Sharples)<br> Computer-assisted examination<br> Computer-assisted instruction<br> Computer-assisted language learning<br> Computer-assisted learning<br> Computer-based instruction<br> Computer-based learning environments<br> Computer-based laboratory<br> Computer programming in support of learning<br> Computer-supported collaborative learning<br> '''[[Constructionism]]''' (ed. R. Noss)<br> Course management system<br> Courseware <br> '''D'''{{Anchor|D}}<br> '''[[Didactical engineering]]''' (ed. M. Artigue)<br> Distance learning<br> Distributed learning<br> Distributed learning environments<br> Dynamic geometry <br> '''E'''{{Anchor|E}}<br> '''[[E-Assessment]]''' (eds. V. Shute &amp; Y. J. Kim)<br> '''[[Educational affordance]]''' (ed. P. Kirschner)<br> '''[[Educational data mining]]''' (ed. M. C. Desmarais)<br> Edutainment<br> e-learning<br> '''[[Embedded phenomena]]''' (ed. T. Moher)<br> '''[[Epistemic affordance]]''' (ed. M. Mavrikis)<br> '''[[Epistemic feedback]]''' (ed. V. Luengo)<br> e-portfolio<br> '''[[Experiential learning]]''' (eds. V. Dimitrova & P. Kirschner) <br> ''External script'' (ed. Y. Dimitriadis) <br> '''G'''{{Anchor|G}}<br> '''[[Game-based learning]]''' (eds. R. Bottino &amp; M. Ott) <br> '''I'''{{Anchor|I}}<br> Inclusive e-learning<br> '''[[Informal learning]]''' (ed. V. Dimitrova & P. Kirschner)<br> '''[[Inquiry learning]]''' (ed. T. de Jong)<br> Intelligent scaffolding system<br> '''[[Intelligent tutoring system]]''' (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br> '''L'''{{Anchor|L}}<br> Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> '''[[Learning design]]''' (ed. N. Balacheff)<br> Learning environment<br> '''[[Learning grid]]''' (ed. S. Salerno)<br> '''[[Learning management systems]]''' (ed. D. Burgos)<br> '''[[Learning objects]]''' (ed. N. Balacheff)<br> '''[[Learning scenario]]''' (ed. V. Guéraud)<br> '''[[Learning space]]''' (ed. B. Bligh)<br> Learning trail <br> '''M'''{{Anchor|M}}<br> Microworld<br> '''[[Mobile learning]]''' (ed. M. Sharples)<br> '''[[Multimedia learning]]''' (ed. M. Betrancourt) <br> '''N'''{{Anchor|N}}<br> '''[[Narrative learning environments]]''' (ed. G. Dettori)<br> '''[[Networked learning]]''' (ed. C. Jones)<br> &nbsp;&nbsp;&nbsp;&nbsp; --- communities<br> &nbsp;&nbsp;&nbsp;&nbsp; --- environment <br> '''O'''{{Anchor|O}}<br> On-line learning environment<br> '''[[Overlay]]''' (ed. N. Balacheff) <br> '''P'''{{Anchor|P}}<br> ''Pedagogical agent'' (ed. M. Betrancourt)<br> '''[[Personal learning environment]]''' (ed. Ph.&nbsp;Dessus)<br> Pervasive learning environment<br> Programmable computer-based learning environment<br> Programmable course <br> '''R'''{{Anchor|R}}<br> Remote laboratories <br> '''S'''{{Anchor|S}}<br> Script ...<br> &nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>''' '''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''' ''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br> '''[[Seamless learning environments]]''' (eds. C.-K. Looi &amp; L.-H. Wong)<br> '''[[Self-regulated learning]]''' (ed. K. Steffens)<br> Simulation games<br> '''[[Simulation-based learning environment]]''' (ed. W. Westera)<br> Situated learning <br> '''T'''{{Anchor|T}}<br> Tangible learning environment<br> Technology Enhanced Learning<br> '''[[Techno-mathematical literacies]]''' (ed. R. Noss) <br> '''U'''{{Anchor|U}}<br> ''Ubiquitous learning'' (ed. M. Specht) <br> '''V'''{{Anchor|V}}<br> Virtual campus<br> Virtual learning environment<br> Virtual pedagogical agent<br> Virtual universities <br> '''W'''{{Anchor|W}}<br> Web-lecturing technologies<br> 1359 1353 2013-06-20T11:18:18Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> '''[[Adaptive learning environment]]''' (ed. M. Specht)<br> Agent-based tutoring system<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br> Augmented learning environment<br> '''[[Authoring system]]''' (eds. Jan van der Meij &amp; Wouter van Joolingen)<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br> '''B'''{{Anchor|B}}<br> ''Blended learning'' (ed. E. Scanlon)<br> Buddy systems <br> '''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> '''[[Cognitive tutor]]''' (ed. N. Balacheff)<br> '''[[Collaboration script]]''' (ed. P. Dillenbourg)<br> Collaborative learning<br> Computational mathetic<br> ''Computational thinking'' (eds. R. Noss &amp; M. Sharples)<br> Computer-assisted examination<br> Computer-assisted instruction<br> Computer-assisted language learning<br> Computer-assisted learning<br> Computer-based instruction<br> Computer-based learning environments<br> Computer-based laboratory<br> Computer programming in support of learning<br> Computer-supported collaborative learning<br> '''[[Constructionism]]''' (ed. R. Noss)<br> Course management system<br> Courseware <br> '''D'''{{Anchor|D}}<br> '''[[Didactical engineering]]''' (ed. M. Artigue)<br> Distance learning<br> Distributed learning<br> Distributed learning environments<br> Dynamic geometry <br> '''E'''{{Anchor|E}}<br> '''[[E-Assessment]]''' (eds. V. Shute &amp; Y. J. Kim)<br> '''[[Educational affordance]]''' (ed. P. Kirschner)<br> '''[[Educational data mining]]''' (ed. M. C. Desmarais)<br> Edutainment<br> e-learning<br> '''[[Embedded phenomena]]''' (ed. T. Moher)<br> '''[[Epistemic affordance]]''' (ed. M. Mavrikis)<br> '''[[Epistemic feedback]]''' (ed. V. Luengo)<br> e-portfolio<br> '''[[Experiential learning]]''' (eds. V. Dimitrova & P. Kirschner) <br> ''External script'' (ed. Y. Dimitriadis) <br> '''G'''{{Anchor|G}}<br> '''[[Game-based learning]]''' (eds. R. Bottino &amp; M. Ott) <br> '''I'''{{Anchor|I}}<br> Inclusive e-learning<br> '''[[Informal learning]]''' (ed. V. Dimitrova & P. Kirschner)<br> '''[[Inquiry learning]]''' (ed. T. de Jong)<br> Intelligent scaffolding system<br> '''[[Intelligent tutoring system]]''' (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br> '''L'''{{Anchor|L}}<br> Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> '''[[Learning design]]''' (ed. N. Balacheff)<br> Learning environment<br> '''[[Learning grid]]''' (ed. S. Salerno)<br> '''[[Learning management systems]]''' (ed. D. Burgos)<br> '''[[Learning objects]]''' (ed. N. Balacheff)<br> '''[[Learning scenario]]''' (ed. V. Guéraud)<br> '''[[Learning space]]''' (ed. B. Bligh)<br> Learning trail <br> '''M'''{{Anchor|M}}<br> Microworld<br> '''[[Mobile learning]]''' (ed. M. Sharples)<br> '''[[Multimedia learning]]''' (ed. M. Betrancourt) <br> '''N'''{{Anchor|N}}<br> '''[[Narrative learning environments]]''' (ed. G. Dettori)<br> '''[[Networked learning]]''' (ed. C. Jones)<br> &nbsp;&nbsp;&nbsp;&nbsp; --- communities<br> &nbsp;&nbsp;&nbsp;&nbsp; --- environment <br> '''O'''{{Anchor|O}}<br> On-line learning environment<br> '''[[Overlay]]''' (ed. N. Balacheff) <br> '''P'''{{Anchor|P}}<br> ''Pedagogical agent'' (ed. M. Betrancourt)<br> ''Personal learning environment'' (ed. Ph.&nbsp;Dessus)<br> Pervasive learning environment<br> Programmable computer-based learning environment<br> Programmable course <br> '''R'''{{Anchor|R}}<br> Remote laboratories <br> '''S'''{{Anchor|S}}<br> Script ...<br> &nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>''' '''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''' ''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br> '''[[Seamless learning environments]]''' (eds. C.-K. Looi &amp; L.-H. Wong)<br> '''[[Self-regulated learning]]''' (ed. K. Steffens)<br> Simulation games<br> '''[[Simulation-based learning environment]]''' (ed. W. Westera)<br> Situated learning <br> '''T'''{{Anchor|T}}<br> Tangible learning environment<br> Technology Enhanced Learning<br> '''[[Techno-mathematical literacies]]''' (ed. R. Noss) <br> '''U'''{{Anchor|U}}<br> ''Ubiquitous learning'' (ed. M. Specht) <br> '''V'''{{Anchor|V}}<br> Virtual campus<br> Virtual learning environment<br> Virtual pedagogical agent<br> Virtual universities <br> '''W'''{{Anchor|W}}<br> Web-lecturing technologies<br> 1353 1349 2013-06-20T10:35:35Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> '''[[Adaptive learning environment]]''' (ed. M. Specht)<br> Agent-based tutoring system<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br> Augmented learning environment<br> '''[[Authoring system]]''' (eds. Jan van der Meij &amp; Wouter van Joolingen)<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br> '''B'''{{Anchor|B}}<br> ''Blended learning'' (ed. E. Scanlon)<br> Buddy systems <br> '''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> '''[[Cognitive tutor]]''' (ed. N. Balacheff)<br> '''[[Collaboration script]]''' (ed. P. Dillenbourg)<br> Collaborative learning<br> Computational mathetic<br> ''Computational thinking'' (eds. R. Noss &amp; M. Sharples)<br> Computer-assisted examination<br> Computer-assisted instruction<br> Computer-assisted language learning<br> Computer-assisted learning<br> Computer-based instruction<br> Computer-based learning environments<br> Computer-based laboratory<br> Computer programming in support of learning<br> Computer-supported collaborative learning<br> '''[[Constructionism]]''' (ed. R. Noss)<br> Course management system<br> Courseware <br> '''D'''{{Anchor|D}}<br> '''[[Didactical engineering]]''' (ed. M. Artigue)<br> Distance learning<br> Distributed learning<br> Distributed learning environments<br> Dynamic geometry <br> '''E'''{{Anchor|E}}<br> '''[[E-Assessment]]''' (eds. V. Shute &amp; Y. J. Kim)<br> '''[[Educational affordance]]''' (ed. P. Kirschner)<br> '''[[Educational data mining]]''' (ed. M. C. Desmarais)<br> Edutainment<br> e-learning<br> '''[[Embedded phenomena]]''' (ed. T. Moher)<br> '''[[Epistemic affordance]]''' (ed. M. Mavrikis)<br> '''[[Epistemic feedback]]''' (ed. V. Luengo)<br> e-portfolio<br> '''[[Experiential learning]]''' (eds. V. Dimitrova & P. Kirshner) <br> ''External script'' (ed. Y. Dimitriadis) <br> '''G'''{{Anchor|G}}<br> '''[[Game-based learning]]''' (eds. R. Bottino &amp; M. Ott) <br> '''I'''{{Anchor|I}}<br> Inclusive e-learning<br> '''[[Informal learning]]''' (ed. V. Dimitrova & P. Kirshner)<br> '''[[Inquiry learning]]''' (ed. T. de Jong)<br> Intelligent scaffolding system<br> '''[[Intelligent tutoring system]]''' (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br> '''L'''{{Anchor|L}}<br> Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> '''[[Learning design]]''' (ed. N. Balacheff)<br> Learning environment<br> '''[[Learning grid]]''' (ed. S. Salerno)<br> '''[[Learning management systems]]''' (ed. D. Burgos)<br> '''[[Learning objects]]''' (ed. N. Balacheff)<br> '''[[Learning scenario]]''' (ed. V. Guéraud)<br> '''[[Learning space]]''' (ed. B. Bligh)<br> Learning trail <br> '''M'''{{Anchor|M}}<br> Microworld<br> '''[[Mobile learning]]''' (ed. M. Sharples)<br> '''[[Multimedia learning]]''' (ed. M. Betrancourt) <br> '''N'''{{Anchor|N}}<br> '''[[Narrative learning environments]]''' (ed. G. Dettori)<br> '''[[Networked learning]]''' (ed. C. Jones)<br> &nbsp;&nbsp;&nbsp;&nbsp; --- communities<br> &nbsp;&nbsp;&nbsp;&nbsp; --- environment <br> '''O'''{{Anchor|O}}<br> On-line learning environment<br> '''[[Overlay]]''' (ed. N. Balacheff) <br> '''P'''{{Anchor|P}}<br> ''Pedagogical agent'' (ed. M. Betrancourt)<br> ''Personal learning environment'' (ed. Ph.&nbsp;Dessus)<br> Pervasive learning environment<br> Programmable computer-based learning environment<br> Programmable course <br> '''R'''{{Anchor|R}}<br> Remote laboratories <br> '''S'''{{Anchor|S}}<br> Script ...<br> &nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>''' '''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''' ''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br> '''[[Seamless learning environments]]''' (eds. C.-K. Looi &amp; L.-H. Wong)<br> '''[[Self-regulated learning]]''' (ed. K. Steffens)<br> Simulation games<br> '''[[Simulation-based learning environment]]''' (ed. W. Westera)<br> Situated learning <br> '''T'''{{Anchor|T}}<br> Tangible learning environment<br> Technology Enhanced Learning<br> '''[[Techno-mathematical literacies]]''' (ed. R. Noss) <br> '''U'''{{Anchor|U}}<br> ''Ubiquitous learning'' (ed. M. Specht) <br> '''V'''{{Anchor|V}}<br> Virtual campus<br> Virtual learning environment<br> Virtual pedagogical agent<br> Virtual universities <br> '''W'''{{Anchor|W}}<br> Web-lecturing technologies<br> 1349 1059 2013-05-06T18:24:41Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> '''[[Adaptive learning environment]]''' (ed. M. Specht)<br> Agent-based tutoring system<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br> Augmented learning environment<br> '''[[Authoring system]]''' (eds. Jan van der Meij &amp; Wouter van Joolingen)<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br> '''B'''{{Anchor|B}}<br> ''Blended learning'' (ed. E. Scanlon)<br> Buddy systems <br> '''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> '''[[Cognitive tutor]]''' (ed. N. Balacheff)<br> '''[[Collaboration script]]''' (ed. P. Dillenbourg)<br> Collaborative learning<br> Computational mathetic<br> ''Computational thinking'' (eds. R. Noss &amp; M. Sharples)<br> Computer-assisted examination<br> Computer-assisted instruction<br> Computer-assisted language learning<br> Computer-assisted learning<br> Computer-based instruction<br> Computer-based learning environments<br> Computer-based laboratory<br> Computer programming in support of learning<br> Computer-supported collaborative learning<br> '''[[Constructionism]]''' (ed. R. Noss)<br> Course management system<br> Courseware <br> '''D'''{{Anchor|D}}<br> '''[[Didactical engineering]]''' (ed. M. Artigue)<br> Distance learning<br> Distributed learning<br> Distributed learning environments<br> Dynamic geometry <br> '''E'''{{Anchor|E}}<br> '''[[E-Assessment]]''' (eds. V. Shute &amp; Y. J. Kim)<br> '''[[Educational affordance]]''' (ed. P. Kirschner)<br> '''[[Educational data mining]]''' (ed. M. C. Desmarais)<br> Edutainment<br> e-learning<br> '''[[Embedded phenomena]]''' (ed. T. Moher)<br> '''[[Epistemic affordance]]''' (ed. M. Mavrikis)<br> '''[[Epistemic feedback]]''' (ed. V. Luengo)<br> e-portfolio<br> ''Experiential learning'' (eds. V. Dimitrova & P. Kirshner) <br> ''External script'' (ed. Y. Dimitriadis) <br> '''G'''{{Anchor|G}}<br> '''[[Game-based learning]]''' (eds. R. Bottino &amp; M. Ott) <br> '''I'''{{Anchor|I}}<br> Inclusive e-learning<br> '''[[Informal learning]]''' (ed. V. Dimitrova & P. Kirshner)<br> '''[[Inquiry learning]]''' (ed. T. de Jong)<br> Intelligent scaffolding system<br> '''[[Intelligent tutoring system]]''' (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br> '''L'''{{Anchor|L}}<br> Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> '''[[Learning design]]''' (ed. N. Balacheff)<br> Learning environment<br> '''[[Learning grid]]''' (ed. S. Salerno)<br> '''[[Learning management systems]]''' (ed. D. Burgos)<br> '''[[Learning objects]]''' (ed. N. Balacheff)<br> '''[[Learning scenario]]''' (ed. V. Guéraud)<br> '''[[Learning space]]''' (ed. B. Bligh)<br> Learning trail <br> '''M'''{{Anchor|M}}<br> Microworld<br> '''[[Mobile learning]]''' (ed. M. Sharples)<br> '''[[Multimedia learning]]''' (ed. M. Betrancourt) <br> '''N'''{{Anchor|N}}<br> '''[[Narrative learning environments]]''' (ed. G. Dettori)<br> '''[[Networked learning]]''' (ed. C. Jones)<br> &nbsp;&nbsp;&nbsp;&nbsp; --- communities<br> &nbsp;&nbsp;&nbsp;&nbsp; --- environment <br> '''O'''{{Anchor|O}}<br> On-line learning environment<br> '''[[Overlay]]''' (ed. N. Balacheff) <br> '''P'''{{Anchor|P}}<br> ''Pedagogical agent'' (ed. M. Betrancourt)<br> ''Personal learning environment'' (ed. Ph.&nbsp;Dessus)<br> Pervasive learning environment<br> Programmable computer-based learning environment<br> Programmable course <br> '''R'''{{Anchor|R}}<br> Remote laboratories <br> '''S'''{{Anchor|S}}<br> Script ...<br> &nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>''' '''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''' ''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br> '''[[Seamless learning environments]]''' (eds. C.-K. Looi &amp; L.-H. Wong)<br> '''[[Self-regulated learning]]''' (ed. K. Steffens)<br> Simulation games<br> '''[[Simulation-based learning environment]]''' (ed. W. Westera)<br> Situated learning <br> '''T'''{{Anchor|T}}<br> Tangible learning environment<br> Technology Enhanced Learning<br> '''[[Techno-mathematical literacies]]''' (ed. R. Noss) <br> '''U'''{{Anchor|U}}<br> ''Ubiquitous learning'' (ed. M. Specht) <br> '''V'''{{Anchor|V}}<br> Virtual campus<br> Virtual learning environment<br> Virtual pedagogical agent<br> Virtual universities <br> '''W'''{{Anchor|W}}<br> Web-lecturing technologies<br> 1059 1038 2013-01-26T16:18:12Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> '''[[Adaptive learning environment]]''' (ed. M. Specht)<br> Agent-based tutoring system<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br> Augmented learning environment<br> '''[[Authoring system]]''' (eds. Jan van der Meij &amp; Wouter van Joolingen)<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br> '''B'''{{Anchor|B}}<br> ''Blended learning'' (ed. E. Scanlon)<br> Buddy systems <br> '''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> '''[[Cognitive tutor]]''' (ed. N. Balacheff)<br> '''[[Collaboration script]]''' (ed. P. Dillenbourg)<br> Collaborative learning<br> Computational mathetic<br> ''Computational thinking'' (eds. R. Noss &amp; M. Sharples)<br> Computer-assisted examination<br> Computer-assisted instruction<br> Computer-assisted language learning<br> Computer-assisted learning<br> Computer-based instruction<br> Computer-based learning environments<br> Computer-based laboratory<br> Computer programming in support of learning<br> Computer-supported collaborative learning<br> '''[[Constructionism]]''' (ed. R. Noss)<br> Course management system<br> Courseware <br> '''D'''{{Anchor|D}}<br> '''[[Didactical engineering]]''' (ed. M. Artigue)<br> Distance learning<br> Distributed learning<br> Distributed learning environments<br> Dynamic geometry <br> '''E'''{{Anchor|E}}<br> '''[[E-Assessment]]''' (eds. V. Shute &amp; Y. J. Kim)<br> '''[[Educational affordance]]''' (ed. P. Kirschner)<br> '''[[Educational data mining]]''' (ed. M. C. Desmarais)<br> Edutainment<br> e-learning<br> '''[[Embedded phenomena]]''' (ed. T. Moher)<br> '''[[Epistemic affordance]]''' (ed. M. Mavrikis)<br> '''[[Epistemic feedback]]''' (ed. V. Luengo)<br> e-portfolio<br> ''Experiential learning'' (eds. V. Dimitrova & P. Kirshner) <br> ''External script'' (ed. Y. Dimitriadis) <br> '''G'''{{Anchor|G}}<br> '''[[Game-based learning]]''' (eds. R. Bottino &amp; M. Ott) <br> '''I'''{{Anchor|I}}<br> Inclusive e-learning<br> '''[[Informal learning]]''' (ed. V. Dimitrova)<br> '''[[Inquiry learning]]''' (ed. T. de Jong)<br> Intelligent scaffolding system<br> '''[[Intelligent tutoring system]]''' (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br> '''L'''{{Anchor|L}}<br> Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> '''[[Learning design]]''' (ed. N. Balacheff)<br> Learning environment<br> '''[[Learning grid]]''' (ed. S. Salerno)<br> '''[[Learning management systems]]''' (ed. D. Burgos)<br> '''[[Learning objects]]''' (ed. N. Balacheff)<br> '''[[Learning scenario]]''' (ed. V. Guéraud)<br> '''[[Learning space]]''' (ed. B. Bligh)<br> Learning trail <br> '''M'''{{Anchor|M}}<br> Microworld<br> '''[[Mobile learning]]''' (ed. M. Sharples)<br> '''[[Multimedia learning]]''' (ed. M. Betrancourt) <br> '''N'''{{Anchor|N}}<br> '''[[Narrative learning environments]]''' (ed. G. Dettori)<br> '''[[Networked learning]]''' (ed. C. Jones)<br> &nbsp;&nbsp;&nbsp;&nbsp; --- communities<br> &nbsp;&nbsp;&nbsp;&nbsp; --- environment <br> '''O'''{{Anchor|O}}<br> On-line learning environment<br> '''[[Overlay]]''' (ed. N. Balacheff) <br> '''P'''{{Anchor|P}}<br> ''Pedagogical agent'' (ed. M. Betrancourt)<br> ''Personal learning environment'' (ed. Ph.&nbsp;Dessus)<br> Pervasive learning environment<br> Programmable computer-based learning environment<br> Programmable course <br> '''R'''{{Anchor|R}}<br> Remote laboratories <br> '''S'''{{Anchor|S}}<br> Script ...<br> &nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>''' '''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''' ''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br> '''[[Seamless learning environments]]''' (eds. C.-K. Looi &amp; L.-H. Wong)<br> '''[[Self-regulated learning]]''' (ed. K. Steffens)<br> Simulation games<br> '''[[Simulation-based learning environment]]''' (ed. W. Westera)<br> Situated learning <br> '''T'''{{Anchor|T}}<br> Tangible learning environment<br> Technology Enhanced Learning<br> '''[[Techno-mathematical literacies]]''' (ed. R. Noss) <br> '''U'''{{Anchor|U}}<br> ''Ubiquitous learning'' (ed. M. Specht) <br> '''V'''{{Anchor|V}}<br> Virtual campus<br> Virtual learning environment<br> Virtual pedagogical agent<br> Virtual universities <br> '''W'''{{Anchor|W}}<br> Web-lecturing technologies<br> 1038 1009 2012-12-10T17:54:32Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> '''[[Adaptive learning environment]]''' (ed. M. Specht)<br> Agent-based tutoring system<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br> Augmented learning environment<br> ''Authoring system'' (eds. Jan van der Meij &amp; Wouter van Joolingen)<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br> '''B'''{{Anchor|B}}<br> ''Blended learning'' (ed. E. Scanlon)<br> Buddy systems <br> '''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> '''[[Cognitive tutor]]''' (ed. N. Balacheff)<br> '''[[Collaboration script]]''' (ed. P. Dillenbourg)<br> Collaborative learning<br> Computational mathetic<br> ''Computational thinking'' (eds. R. Noss &amp; M. Sharples)<br> Computer-assisted examination<br> Computer-assisted instruction<br> Computer-assisted language learning<br> Computer-assisted learning<br> Computer-based instruction<br> Computer-based learning environments<br> Computer-based laboratory<br> Computer programming in support of learning<br> Computer-supported collaborative learning<br> '''[[Constructionism]]''' (ed. R. Noss)<br> Course management system<br> Courseware <br> '''D'''{{Anchor|D}}<br> '''[[Didactical engineering]]''' (ed. M. Artigue)<br> Distance learning<br> Distributed learning<br> Distributed learning environments<br> Dynamic geometry <br> '''E'''{{Anchor|E}}<br> '''[[E-Assessment]]''' (eds. V. Shute &amp; Y. J. Kim)<br> '''[[Educational affordance]]''' (ed. P. Kirschner)<br> '''[[Educational data mining]]''' (ed. M. C. Desmarais)<br> Edutainment<br> e-learning<br> '''[[Embedded phenomena]]''' (ed. T. Moher)<br> '''[[Epistemic affordance]]''' (ed. M. Mavrikis)<br> '''[[Epistemic feedback]]''' (ed. V. Luengo)<br> e-portfolio<br> ''Experiential learning'' (eds. V. Dimitrova & P. Kirshner) <br> ''External script'' (ed. Y. Dimitriadis) <br> '''G'''{{Anchor|G}}<br> '''[[Game-based learning]]''' (eds. R. Bottino &amp; M. Ott) <br> '''I'''{{Anchor|I}}<br> Inclusive e-learning<br> '''[[Informal learning]]''' (ed. V. Dimitrova)<br> '''[[Inquiry learning]]''' (ed. T. de Jong)<br> Intelligent scaffolding system<br> '''[[Intelligent tutoring system]]''' (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br> '''L'''{{Anchor|L}}<br> Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> '''[[Learning design]]''' (ed. N. Balacheff)<br> Learning environment<br> '''[[Learning grid]]''' (ed. S. Salerno)<br> '''[[Learning management systems]]''' (ed. D. Burgos)<br> '''[[Learning objects]]''' (ed. N. Balacheff)<br> '''[[Learning scenario]]''' (ed. V. Guéraud)<br> '''[[Learning space]]''' (ed. B. Bligh)<br> Learning trail <br> '''M'''{{Anchor|M}}<br> Microworld<br> '''[[Mobile learning]]''' (ed. M. Sharples)<br> '''[[Multimedia learning]]''' (ed. M. Betrancourt) <br> '''N'''{{Anchor|N}}<br> '''[[Narrative learning environments]]''' (ed. G. Dettori)<br> '''[[Networked learning]]''' (ed. C. Jones)<br> &nbsp;&nbsp;&nbsp;&nbsp; --- communities<br> &nbsp;&nbsp;&nbsp;&nbsp; --- environment <br> '''O'''{{Anchor|O}}<br> On-line learning environment<br> '''[[Overlay]]''' (ed. N. Balacheff) <br> '''P'''{{Anchor|P}}<br> ''Pedagogical agent'' (ed. M. Betrancourt)<br> ''Personal learning environment'' (ed. Ph.&nbsp;Dessus)<br> Pervasive learning environment<br> Programmable computer-based learning environment<br> Programmable course <br> '''R'''{{Anchor|R}}<br> Remote laboratories <br> '''S'''{{Anchor|S}}<br> Script ...<br> &nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>''' '''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''' ''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br> '''[[Seamless learning environments]]''' (eds. C.-K. Looi &amp; L.-H. Wong)<br> '''[[Self-regulated learning]]''' (ed. K. Steffens)<br> Simulation games<br> '''[[Simulation-based learning environment]]''' (ed. W. Westera)<br> Situated learning <br> '''T'''{{Anchor|T}}<br> Tangible learning environment<br> Technology Enhanced Learning<br> '''[[Techno-mathematical literacies]]''' (ed. R. Noss) <br> '''U'''{{Anchor|U}}<br> ''Ubiquitous learning'' (ed. M. Specht) <br> '''V'''{{Anchor|V}}<br> Virtual campus<br> Virtual learning environment<br> Virtual pedagogical agent<br> Virtual universities <br> '''W'''{{Anchor|W}}<br> Web-lecturing technologies<br> 1009 1004 2012-11-30T15:04:52Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> '''[[Adaptive learning environment]]''' (ed. M. Specht)<br> Agent-based tutoring system<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br> Augmented learning environment<br> ''Authoring system'' (eds. Jan van der Meij &amp; Wouter van Joolingen)<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br> '''B'''{{Anchor|B}}<br> ''Blended learning'' (ed. E. Scanlon)<br> Buddy systems <br> '''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> '''[[Cognitive tutor]]''' (ed. N. Balacheff)<br> '''[[Collaboration script]]''' (ed. P. Dillenbourg)<br> Collaborative learning<br> Computational mathetic<br> ''Computational thinking'' (eds. R. Noss &amp; M. Sharples)<br> Computer-assisted examination<br> Computer-assisted instruction<br> Computer-assisted language learning<br> Computer-assisted learning<br> Computer-based instruction<br> Computer-based learning environments<br> Computer-based laboratory<br> Computer programming in support of learning<br> Computer-supported collaborative learning<br> '''[[Constructionism]]''' (ed. R. Noss)<br> Course management system<br> Courseware <br> '''D'''{{Anchor|D}}<br> '''[[Didactical engineering]]''' (ed. M. Artigue)<br> Distance learning<br> Distributed learning<br> Distributed learning environments<br> Dynamic geometry <br> '''E'''{{Anchor|E}}<br> '''[[E-Assessment]]''' (eds. V. Shute &amp; Y. J. Kim)<br> '''[[Educational affordance]]''' (ed. P. Kirschner)<br> '''[[Educational data mining]]''' (ed. M. C. Desmarais)<br> Edutainment<br> e-learning<br> '''[[Embedded phenomena]]''' (ed. T. Moher)<br> '''[[Epistemic affordance]]''' (ed. M. Mavrikis)<br> '''[[Epistemic feedback]]''' (ed. V. Luengo)<br> e-portfolio<br> ''External script'' (ed. Y. Dimitriadis) <br> '''G'''{{Anchor|G}}<br> '''[[Game-based learning]]''' (eds. R. Bottino &amp; M. Ott) <br> '''I'''{{Anchor|I}}<br> Inclusive e-learning<br> '''[[Informal learning]]''' (ed. V. Dimitrova)<br> '''[[Inquiry learning]]''' (ed. T. de Jong)<br> Intelligent scaffolding system<br> '''[[Intelligent tutoring system]]''' (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br> '''L'''{{Anchor|L}}<br> Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> '''[[Learning design]]''' (ed. N. Balacheff)<br> Learning environment<br> '''[[Learning grid]]''' (ed. S. Salerno)<br> '''[[Learning management systems]]''' (ed. D. Burgos)<br> '''[[Learning objects]]''' (ed. N. Balacheff)<br> '''[[Learning scenario]]''' (ed. V. Guéraud)<br> '''[[Learning space]]''' (ed. B. Bligh)<br> Learning trail <br> '''M'''{{Anchor|M}}<br> Microworld<br> '''[[Mobile learning]]''' (ed. M. Sharples)<br> '''[[Multimedia learning]]''' (ed. M. Betrancourt) <br> '''N'''{{Anchor|N}}<br> '''[[Narrative learning environments]]''' (ed. G. Dettori)<br> '''[[Networked learning]]''' (ed. C. Jones)<br> &nbsp;&nbsp;&nbsp;&nbsp; --- communities<br> &nbsp;&nbsp;&nbsp;&nbsp; --- environment <br> '''O'''{{Anchor|O}}<br> On-line learning environment<br> '''[[Overlay]]''' (ed. N. Balacheff) <br> '''P'''{{Anchor|P}}<br> ''Pedagogical agent'' (ed. M. Betrancourt)<br> ''Personal learning environment'' (ed. Ph.&nbsp;Dessus)<br> Pervasive learning environment<br> Programmable computer-based learning environment<br> Programmable course <br> '''R'''{{Anchor|R}}<br> Remote laboratories <br> '''S'''{{Anchor|S}}<br> Script ...<br> &nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>''' '''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''' ''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br> '''[[Seamless learning environments]]''' (eds. C.-K. Looi &amp; L.-H. Wong)<br> '''[[Self-regulated learning]]''' (ed. K. Steffens)<br> Simulation games<br> '''[[Simulation-based learning environment]]''' (ed. W. Westera)<br> Situated learning <br> '''T'''{{Anchor|T}}<br> Tangible learning environment<br> Technology Enhanced Learning<br> '''[[Techno-mathematical literacies]]''' (ed. R. Noss) <br> '''U'''{{Anchor|U}}<br> ''Ubiquitous learning'' (ed. M. Specht) <br> '''V'''{{Anchor|V}}<br> Virtual campus<br> Virtual learning environment<br> Virtual pedagogical agent<br> Virtual universities <br> '''W'''{{Anchor|W}}<br> Web-lecturing technologies<br> 1004 989 2012-11-06T20:13:51Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> '''[[Adaptive learning environment]]''' (ed. M. Specht)<br> Agent-based tutoring system<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br> Augmented learning environment<br> ''Authoring system'' (eds. Jan van der Meij &amp; Wouter van Joolingen)<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br> '''B'''{{Anchor|B}}<br> ''Blended learning'' (ed. E. Scanlon)<br> Buddy systems <br> '''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> '''[[Cognitive tutor]]''' (ed. N. Balacheff)<br> '''[[Collaboration script]]''' (ed. P. Dillenbourg)<br> Collaborative learning<br> Computational mathetic<br> ''Computational thinking'' (eds. R. Noss &amp; M. Sharples)<br> Computer-assisted examination<br> Computer-assisted instruction<br> Computer-assisted language learning<br> Computer-assisted learning<br> Computer-based instruction<br> Computer-based learning environments<br> Computer-based laboratory<br> Computer programming in support of learning<br> Computer-supported collaborative learning<br> '''[[Constructionism]]''' (ed. R. Noss)<br> Course management system<br> Courseware <br> '''D'''{{Anchor|D}}<br> '''[[Didactical engineering]]''' (ed. M. Artigue)<br> Distance learning<br> Distributed learning<br> Distributed learning environments<br> Dynamic geometry <br> '''E'''{{Anchor|E}}<br> '''[[E-Assessment]]''' (eds. V. Shute &amp; Y. J. Kim)<br> '''[[Educational affordance]]''' (ed. P. Kirschner)<br> '''[[Educational data mining]]''' (ed. M. C. Desmarais)<br> Edutainment<br> e-learning<br> '''[[Embedded phenomena]]''' (ed. T. Moher)<br> '''[[Epistemic affordance]]''' (ed. M. Mavrikis)<br> '''[[Epistemic feedback]]'''' (ed. V. Luengo)<br> e-portfolio<br> ''External script'' (ed. Y. Dimitriadis) <br> '''G'''{{Anchor|G}}<br> '''[[Game-based learning]]''' (eds. R. Bottino &amp; M. Ott) <br> '''I'''{{Anchor|I}}<br> Inclusive e-learning<br> '''[[Informal learning]]''' (ed. V. Dimitrova)<br> '''[[Inquiry learning]]''' (ed. T. de Jong)<br> Intelligent scaffolding system<br> '''[[Intelligent tutoring system]]''' (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br> '''L'''{{Anchor|L}}<br> Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> '''[[Learning design]]''' (ed. N. Balacheff)<br> Learning environment<br> '''[[Learning grid]]''' (ed. S. Salerno)<br> '''[[Learning management systems]]''' (ed. D. Burgos)<br> '''[[Learning objects]]''' (ed. N. Balacheff)<br> '''[[Learning scenario]]''' (ed. V. Guéraud)<br> '''[[Learning space]]''' (ed. B. Bligh)<br> Learning trail <br> '''M'''{{Anchor|M}}<br> Microworld<br> '''[[Mobile learning]]''' (ed. M. Sharples)<br> '''[[Multimedia learning]]''' (ed. M. Betrancourt) <br> '''N'''{{Anchor|N}}<br> '''[[Narrative learning environments]]''' (ed. G. Dettori)<br> '''[[Networked learning]]''' (ed. C. Jones)<br> &nbsp;&nbsp;&nbsp;&nbsp; --- communities<br> &nbsp;&nbsp;&nbsp;&nbsp; --- environment <br> '''O'''{{Anchor|O}}<br> On-line learning environment<br> '''[[Overlay]]''' (ed. N. Balacheff) <br> '''P'''{{Anchor|P}}<br> ''Pedagogical agent'' (ed. M. Betrancourt)<br> ''Personal learning environment'' (ed. Ph.&nbsp;Dessus)<br> Pervasive learning environment<br> Programmable computer-based learning environment<br> Programmable course <br> '''R'''{{Anchor|R}}<br> Remote laboratories <br> '''S'''{{Anchor|S}}<br> Script ...<br> &nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>''' '''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''' ''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br> '''[[Seamless learning environments]]''' (eds. C.-K. Looi &amp; L.-H. Wong)<br> '''[[Self-regulated learning]]''' (ed. K. Steffens)<br> Simulation games<br> '''[[Simulation-based learning environment]]''' (ed. W. Westera)<br> Situated learning <br> '''T'''{{Anchor|T}}<br> Tangible learning environment<br> Technology Enhanced Learning<br> '''[[Techno-mathematical literacies]]''' (ed. R. Noss) <br> '''U'''{{Anchor|U}}<br> ''Ubiquitous learning'' (ed. M. Specht) <br> '''V'''{{Anchor|V}}<br> Virtual campus<br> Virtual learning environment<br> Virtual pedagogical agent<br> Virtual universities <br> '''W'''{{Anchor|W}}<br> Web-lecturing technologies<br> 989 952 2012-10-17T16:02:49Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> '''[[Adaptive learning environment]]''' (ed. M. Specht)<br> Agent-based tutoring system<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br> Augmented learning environment<br> ''Authoring system'' (eds. Jan van der Meij &amp; Wouter van Joolingen)<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br> '''B'''{{Anchor|B}}<br> ''Blended learning'' (ed. E. Scanlon)<br> Buddy systems <br> '''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> '''[[Cognitive tutor]]''' (ed. N. Balacheff)<br> '''[[Collaboration script]]''' (ed. P. Dillenbourg)<br> Collaborative learning<br> Computational mathetic<br> ''Computational thinking'' (eds. R. Noss &amp; M. Sharples)<br> Computer-assisted examination<br> Computer-assisted instruction<br> Computer-assisted language learning<br> Computer-assisted learning<br> Computer-based instruction<br> Computer-based learning environments<br> Computer-based laboratory<br> Computer programming in support of learning<br> Computer-supported collaborative learning<br> '''[[Constructionism]]''' (ed. R. Noss)<br> Course management system<br> Courseware <br> '''D'''{{Anchor|D}}<br> '''[[Didactical engineering]]''' (ed. M. Artigue)<br> Distance learning<br> Distributed learning<br> Distributed learning environments<br> Dynamic geometry <br> '''E'''{{Anchor|E}}<br> '''[[E-Assessment]]''' (eds. V. Shute &amp; Y. J. Kim)<br> '''[[Educational affordance]]''' (ed. P. Kirschner)<br> '''[[Educational data mining]]''' (ed. M. C. Desmarais)<br> Edutainment<br> e-learning<br> '''[[Embedded phenomena]]''' (ed. T. Moher)<br> '''[[Epistemic affordance]]''' (ed. M. Mavrikis)<br> '''[[Epistemic feedback]]'''' (ed. V. Luengo)<br> e-portfolio<br> ''External script'' (ed. Y. Dimitriadis) <br> '''G'''{{Anchor|G}}<br> '''[[Game-based learning]]''' (eds. R. Bottino &amp; M. Ott) <br> '''I'''{{Anchor|I}}<br> Inclusive e-learning<br> '''[[Informal learning]]''' (ed. V. Dimitrova)<br> '''[[Inquiry learning]]''' (ed. T. de Jong)<br> Intelligent scaffolding system<br> '''[[Intelligent tutoring system]]''' (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br> '''L'''{{Anchor|L}}<br> Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> '''[[Learning design]]''' (ed. N. Balacheff)<br> Learning environment<br> '''[[Learning grid]]''' (ed. S. Salerno)<br> '''[[Learning management systems]]''' (ed. D. Burgos)<br> '''[[Learning objects]]''' (ed. N. Balacheff)<br> '''[[Learning scenario]]''' (ed. V. Guéraud)<br> '''[[Learning space]]''' (ed. B. Bligh)<br> Learning trail <br> '''M'''{{Anchor|M}}<br> Microworld<br> '''[[Mobile learning]]''' (ed. M. Sharples)<br> '''[[Multimedia learning]]''' (ed. M. Betrancourt) <br> '''N'''{{Anchor|N}}<br> '''[[Narrative learning environments]]''' (ed. G. Dettori)<br> '''[[Networked learning]]''' (ed. C. Jones)<br> &nbsp;&nbsp;&nbsp;&nbsp; --- communities<br> &nbsp;&nbsp;&nbsp;&nbsp; --- environment <br> '''O'''{{Anchor|O}}<br> On-line learning environment<br> '''[[Overlay]]''' (ed. N. Balacheff) <br> '''P'''{{Anchor|P}}<br> ''Pedagogical agent'' (ed. M. Betrancourt)<br> Personal learning environment<br> Pervasive learning environment<br> Programmable computer-based learning environment<br> Programmable course <br> '''R'''{{Anchor|R}}<br> Remote laboratories <br> '''S'''{{Anchor|S}}<br> Script ...<br> &nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>''' '''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''' ''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br> '''[[Seamless learning environments]]''' (eds. C.-K. Looi &amp; L.-H. Wong)<br> '''[[Self-regulated learning]]''' (ed. K. Steffens)<br> Simulation games<br> '''[[Simulation-based learning environment]]''' (ed. W. Westera)<br> Situated learning <br> '''T'''{{Anchor|T}}<br> Tangible learning environment<br> Technology Enhanced Learning<br> '''[[Techno-mathematical literacies]]''' (ed. R. Noss) <br> '''U'''{{Anchor|U}}<br> ''Ubiquitous learning'' (ed. M. Specht) <br> '''V'''{{Anchor|V}}<br> Virtual campus<br> Virtual learning environment<br> Virtual pedagogical agent<br> Virtual universities <br> '''W'''{{Anchor|W}}<br> Web-lecturing technologies<br> 952 943 2012-09-26T05:16:51Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> '''[[Adaptive learning environment]]''' (ed. M. Specht)<br> Agent-based tutoring system<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br> Augmented learning environment<br> ''Authoring system'' (eds. Jan van der Meij & Wouter van Joolingen)<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br> '''B'''{{Anchor|B}}<br> ''Blended learning'' (ed. E. Scanlon)<br> Buddy systems <br> '''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> '''[[Cognitive tutor]]''' (ed. N. Balacheff)<br> '''[[Collaboration script]]''' (ed. P. Dillenbourg)<br> Collaborative learning<br> Computational mathetic<br> ''Computational thinking'' (eds. R. Noss & M. Sharples)<br> Computer-assisted examination<br> Computer-assisted instruction<br> Computer-assisted language learning<br> Computer-assisted learning<br> Computer-based instruction<br> Computer-based learning environments<br> Computer-based laboratory<br> Computer programming in support of learning<br> Computer-supported collaborative learning<br> '''[[Constructionism]]''' (ed. R. Noss)<br> Course management system<br> Courseware <br> '''D'''{{Anchor|D}}<br> '''[[Didactical engineering]]''' (ed. M. Artigue)<br> ''Distance learning'' (ed. G. Paquette)<br> Distributed learning<br> Distributed learning environments<br> ''Dynamic geometry'' (ed. J.M. Laborde) <br> '''E'''{{Anchor|E}}<br> '''[[e-Assessment]]''' (eds. V. Shute & Y. J. Kim)<br> '''[[Educational affordance]]''' (ed. P. Kirschner)<br> '''[[Educational data mining]]''' (ed. M. C. Desmarais)<br> Edutainment<br> e-learning<br> '''[[Embedded phenomena]]''' (ed. T. Moher)<br> '''[[Epistemic affordance]]''' (ed. M. Mavrikis)<br> '''[[Epistemic feedback]]'''' (ed. V. Luengo)<br> e-portfolio<br> ''External script'' (ed. Y. Dimitriadis) <br> '''G'''{{Anchor|G}}<br> '''[[Game-based learning]]''' (eds. R. Bottino & M. Ott) <br> '''I'''{{Anchor|I}}<br> Inclusive e-learning<br> '''[[Informal learning]]''' (ed. V. Dimitrova)<br> '''[[Inquiry learning]]''' (ed. T. de Jong)<br> Intelligent scaffolding system<br> '''[[Intelligent tutoring system]]''' (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br> '''L'''{{Anchor|L}}<br> Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> '''[[Learning design]]''' (ed. N. Balacheff)<br> Learning environment<br> '''[[Learning grid]]''' (ed. S. Salerno)<br> '''[[Learning management systems]]''' (ed. D. Burgos)<br> '''[[Learning objects]]''' (ed. N. Balacheff)<br> '''[[Learning scenario]]''' (ed. V. Guéraud)<br> '''[[Learning space]]''' (ed. B. Bligh)<br> Learning trail <br> '''M'''{{Anchor|M}}<br> Microworld<br> '''[[Mobile learning]]''' (ed. M. Sharples)<br> '''[[Multimedia learning]]''' (ed. M. Betrancourt) <br> '''N'''{{Anchor|N}}<br> '''[[Narrative learning environments]]''' (ed. G. Dettori)<br> '''[[Networked learning]]''' (ed. C. Jones)<br> &nbsp;&nbsp;&nbsp;&nbsp; --- communities<br> &nbsp;&nbsp;&nbsp;&nbsp; --- environment <br> '''O'''{{Anchor|O}}<br> On-line learning environment<br> '''[[Overlay]]''' (ed. N. Balacheff) <br> '''P'''{{Anchor|P}}<br> ''Pedagogical agent'' (ed. M. Betrancourt)<br> ''Personal learning environment'' (ed. D. Gillet)<br> Pervasive learning environment<br> Programmable computer-based learning environment<br> Programmable course <br> '''R'''{{Anchor|R}}<br> Remote laboratories <br> '''S'''{{Anchor|S}}<br> Script ...<br> &nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br> '''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br> ''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br> '''[[Seamless learning environments]]''' (eds. C.-K. Looi & L.-H. Wong)<br> '''[[Self-regulated learning]]''' (ed. K. Steffens)<br> Simulation games<br> '''[[Simulation-based learning environment]]''' (ed. W. Westera)<br> Situated learning <br> '''T'''{{Anchor|T}}<br> Tangible learning environment<br> Technology Enhanced Learning<br> '''[[Techno-mathematical literacies]]''' (ed. R. Noss) <br> '''U'''{{Anchor|U}}<br> ''Ubiquitous learning'' (ed. M. Specht) <br> '''V'''{{Anchor|V}}<br> Virtual campus<br> Virtual learning environment<br> Virtual pedagogical agent<br> Virtual universities <br> '''W'''{{Anchor|W}}<br> Web-lecturing technologies<br> 943 905 2012-06-27T14:06:26Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> '''[[Adaptive learning environment]]''' (ed. M. Specht)<br> Agent-based tutoring system<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br> Augmented learning environment<br> ''Authoring system'' (eds. Jan van der Meij & Wouter van Joolingen)<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br> '''B'''{{Anchor|B}}<br> ''Blended learning'' (ed. E. Scanlon)<br> Buddy systems <br> '''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> '''[[Cognitive tutor]]''' (ed. N. Balacheff)<br> '''[[Collaboration script]]''' (ed. P. Dillenbourg)<br> Collaborative learning<br> Computational mathetic<br> ''Computational thinking'' (eds. R. Noss & M. Sharples)<br> Computer-assisted examination<br> Computer-assisted instruction<br> Computer-assisted language learning<br> Computer-assisted learning<br> Computer-based instruction<br> Computer-based learning environments<br> Computer-based laboratory<br> Computer programming in support of learning<br> Computer-supported collaborative learning<br> '''[[Constructionism]]''' (ed. R. Noss)<br> Course management system<br> Courseware <br> '''D'''{{Anchor|D}}<br> '''[[Didactical engineering]]''' (ed. M. Artigue)<br> ''Distance learning'' (ed. G. Paquette)<br> Distributed learning<br> Distributed learning environments<br> ''Dynamic geometry'' (ed. J.M. Laborde) <br> '''E'''{{Anchor|E}}<br> ''e-Assessment'' (eds. V. Shute & Y. J. Kim)<br> '''[[Educational affordance]]''' (ed. P. Kirschner)<br> '''[[Educational data mining]]''' (ed. M. C. Desmarais)<br> Edutainment<br> e-learning<br> '''[[Embedded phenomena]]''' (ed. T. Moher)<br> '''[[Epistemic affordance]]''' (ed. M. Mavrikis)<br> '''[[Epistemic feedback]]'''' (ed. V. Luengo)<br> e-portfolio<br> ''External script'' (ed. Y. Dimitriadis) <br> '''G'''{{Anchor|G}}<br> '''[[Game-based learning]]''' (eds. R. Bottino & M. Ott) <br> '''I'''{{Anchor|I}}<br> Inclusive e-learning<br> '''[[Informal learning]]''' (ed. V. Dimitrova)<br> '''[[Inquiry learning]]''' (ed. T. de Jong)<br> Intelligent scaffolding system<br> '''[[Intelligent tutoring system]]''' (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br> '''L'''{{Anchor|L}}<br> Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> '''[[Learning design]]''' (ed. N. Balacheff)<br> Learning environment<br> '''[[Learning grid]]''' (ed. S. Salerno)<br> '''[[Learning management systems]]''' (ed. D. Burgos)<br> '''[[Learning objects]]''' (ed. N. Balacheff)<br> '''[[Learning scenario]]''' (ed. V. Guéraud)<br> '''[[Learning space]]''' (ed. B. Bligh)<br> Learning trail <br> '''M'''{{Anchor|M}}<br> Microworld<br> '''[[Mobile learning]]''' (ed. M. Sharples)<br> '''[[Multimedia learning]]''' (ed. M. Betrancourt) <br> '''N'''{{Anchor|N}}<br> '''[[Narrative learning environments]]''' (ed. G. Dettori)<br> '''[[Networked learning]]''' (ed. C. Jones)<br> &nbsp;&nbsp;&nbsp;&nbsp; --- communities<br> &nbsp;&nbsp;&nbsp;&nbsp; --- environment <br> '''O'''{{Anchor|O}}<br> On-line learning environment<br> '''[[Overlay]]''' (ed. N. Balacheff) <br> '''P'''{{Anchor|P}}<br> ''Pedagogical agent'' (ed. M. Betrancourt)<br> ''Personal learning environment'' (ed. D. Gillet)<br> Pervasive learning environment<br> Programmable computer-based learning environment<br> Programmable course <br> '''R'''{{Anchor|R}}<br> Remote laboratories <br> '''S'''{{Anchor|S}}<br> Script ...<br> &nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br> '''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br> ''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br> '''[[Seamless learning environments]]''' (eds. C.-K. Looi & L.-H. Wong)<br> '''[[Self-regulated learning]]''' (ed. K. Steffens)<br> Simulation games<br> '''[[Simulation-based learning environment]]''' (ed. W. Westera)<br> Situated learning <br> '''T'''{{Anchor|T}}<br> Tangible learning environment<br> Technology Enhanced Learning<br> '''[[Techno-mathematical literacies]]''' (ed. R. Noss) <br> '''U'''{{Anchor|U}}<br> ''Ubiquitous learning'' (ed. M. Specht) <br> '''V'''{{Anchor|V}}<br> Virtual campus<br> Virtual learning environment<br> Virtual pedagogical agent<br> Virtual universities <br> '''W'''{{Anchor|W}}<br> Web-lecturing technologies<br> 905 899 2012-05-29T10:10:09Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> '''[[Adaptive learning environment]]''' (ed. M. Specht)<br> Agent-based tutoring system<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br> Augmented learning environment<br> ''Authoring system'' (eds. Jan van der Meij & Wouter van Joolingen)<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br> '''B'''{{Anchor|B}}<br> ''Blended learning'' (ed. E. Scanlon)<br> Buddy systems <br> '''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> '''[[Cognitive tutor]]''' (ed. N. Balacheff)<br> '''[[Collaboration script]]''' (ed. P. Dillenbourg)<br> Collaborative learning<br> Computational mathetic<br> ''Computational thinking'' (eds. R. Noss & M. Sharples)<br> Computer-assisted examination<br> Computer-assisted instruction<br> Computer-assisted language learning<br> Computer-assisted learning<br> Computer-based instruction<br> Computer-based learning environments<br> Computer-based laboratory<br> Computer programming in support of learning<br> Computer-supported collaborative learning<br> '''[[Constructionism]]''' (ed. R. Noss)<br> Course management system<br> Courseware <br> '''D'''{{Anchor|D}}<br> '''[[Didactical engineering]]''' (ed. M. Artigue)<br> ''Distance learning'' (ed. G. Paquette)<br> Distributed learning<br> Distributed learning environments<br> ''Dynamic geometry'' (ed. J.M. Laborde) <br> '''E'''{{Anchor|E}}<br> ''e-Assessment'' (eds. V. Shute & Y. J. Kim)<br> '''[[Educational affordance]]''' (ed. P. Kirschner)<br> '''[[Educational data mining]]''' (ed. M. C. Desmarais)<br> Edutainment<br> e-learning<br> '''[[Embedded phenomena]]''' (ed. T. Moher)<br> '''[[Epistemic affordance]]''' (ed. M. Mavrikis)<br> '''[[Epistemic feedback]]'''' (ed. V. Luengo)<br> e-portfolio<br> ''External script'' (ed. Y. Dimitriadis) <br> '''G'''{{Anchor|G}}<br> '''[[Game-based learning]]''' (eds. R. Bottino & M. Ott) <br> '''I'''{{Anchor|I}}<br> Inclusive e-learning<br> '''[[Informal learning]]''' (ed. V. Dimitrova)<br> '''[[Inquiry learning]]''' (ed. T. de Jong)<br> Intelligent scaffolding system<br> '''[[Intelligent tutoring system]]''' (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br> '''L'''{{Anchor|L}}<br> Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> '''[[Learning design]]''' (ed. N. Balacheff)<br> Learning environment<br> '''[[Learning grid]]''' (ed. S. Salerno)<br> '''[[Learning management systems]]''' (ed. D. Burgos)<br> '''[[Learning objects]]''' (ed. N. Balacheff)<br> '''[[Learning scenario]]''' (ed. V. Guéraud)<br> '''[[Learning space]]''' (ed. B. Bligh)<br> Learning trail <br> '''M'''{{Anchor|M}}<br> Microworld<br> '''[[Mobile learning]]''' (ed. M. Sharples)<br> '''[[Multimedia learning]]''' (ed. M. Betrancourt) <br> '''N'''{{Anchor|N}}<br> '''[[Narrative learning environments]]''' (ed. G. Dettori)<br> '''[[Networked learning]]''' (ed. C. Jones)<br> &nbsp;&nbsp;&nbsp;&nbsp; --- communities<br> &nbsp;&nbsp;&nbsp;&nbsp; --- environment <br> '''O'''{{Anchor|O}}<br> On-line learning environment<br> '''[[Overlay]]''' (ed. N. Balacheff) <br> '''P'''{{Anchor|P}}<br> ''Pedagogical agent'' (ed. M. Betrancourt)<br> ''Personal learning environment'' (ed. D. Gillet)<br> Pervasive learning environment<br> Programmable computer-based learning environment<br> Programmable course <br> '''R'''{{Anchor|R}}<br> Remote laboratories <br> '''S'''{{Anchor|S}}<br> Script ...<br> &nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br> '''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br> ''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br> '''[[Seamless learning environments]]''' (eds. C.-K. Looi & L.-H. Wong)<br> '''[[Self-regulated learning]]''' (ed. K. Steffens)<br> Simulation games<br> '''[[Simulation-based learning environment]]''' (ed. W. Westera)<br> Situated learning <br> '''T'''{{Anchor|T}}<br> Tangible learning environment<br> Technology Enhanced Learning<br> '''[[Techno-mathematical literacies]]''' (ed. R. Noss) <br> '''U'''{{Anchor|U}}<br> Ubiquitous learning <br> '''V'''{{Anchor|V}}<br> Virtual campus<br> Virtual learning environment<br> Virtual pedagogical agent<br> Virtual universities <br> '''W'''{{Anchor|W}}<br> Web-lecturing technologies<br> 899 898 2012-05-24T09:10:06Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> '''[[Adaptive learning environment]]''' (ed. M. Specht)<br> Agent-based tutoring system<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br> Augmented learning environment<br> ''Authoring system'' (eds. Jan van der Meij & Wouter van Joolingen)<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br> '''B'''{{Anchor|B}}<br> ''Blended learning'' (ed. E. Scanlon)<br> Buddy systems <br> '''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> '''[[Cognitive tutor]]''' (ed. N. Balacheff)<br> Collaborative learning<br> '''[[Collaboration script]]''' (ed. P. Dillenbourg)<br> Computational mathetic<br> ''Computational thinking'' (eds. R. Noss & M. Sharples)<br> Computer-assisted examination<br> Computer-assisted instruction<br> Computer-assisted language learning<br> Computer-assisted learning<br> Computer-based instruction<br> Computer-based learning environments<br> Computer-based laboratory<br> Computer programming in support of learning<br> Computer-supported collaborative learning<br> '''[[Constructionism]]''' (ed. R. Noss)<br> Course management system<br> Courseware <br> '''D'''{{Anchor|D}}<br> '''[[Didactical engineering]]''' (ed. M. Artigue)<br> ''Distance learning'' (ed. G. Paquette)<br> Distributed learning<br> Distributed learning environments<br> ''Dynamic geometry'' (ed. J.M. Laborde) <br> '''E'''{{Anchor|E}}<br> ''e-Assessment'' (eds. V. Shute & Y. J. Kim)<br> '''[[Educational affordance]]''' (ed. P. Kirschner)<br> '''[[Educational data mining]]''' (ed. M. C. Desmarais)<br> Edutainment<br> e-learning<br> '''[[Embedded phenomena]]''' (ed. T. Moher)<br> '''[[Epistemic affordance]]''' (ed. M. Mavrikis)<br> '''[[Epistemic feedback]]'''' (ed. V. Luengo)<br> e-portfolio<br> ''External script'' (ed. Y. Dimitriadis) <br> '''G'''{{Anchor|G}}<br> '''[[Game-based learning]]''' (eds. R. Bottino & M. Ott) <br> '''I'''{{Anchor|I}}<br> Inclusive e-learning<br> '''[[Informal learning]]''' (ed. V. Dimitrova)<br> '''[[Inquiry learning]]''' (ed. T. de Jong)<br> Intelligent scaffolding system<br> '''[[Intelligent tutoring system]]''' (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br> '''L'''{{Anchor|L}}<br> Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> '''[[Learning design]]''' (ed. N. Balacheff)<br> Learning environment<br> '''[[Learning grid]]''' (ed. S. Salerno)<br> '''[[Learning management systems]]''' (ed. D. Burgos)<br> '''[[Learning objects]]''' (ed. N. Balacheff)<br> '''[[Learning scenario]]''' (ed. V. Guéraud)<br> '''[[Learning space]]''' (ed. B. Bligh)<br> Learning trail <br> '''M'''{{Anchor|M}}<br> Microworld<br> '''[[Mobile learning]]''' (ed. M. Sharples)<br> '''[[Multimedia learning]]''' (ed. M. Betrancourt) <br> '''N'''{{Anchor|N}}<br> '''[[Narrative learning environments]]''' (ed. G. Dettori)<br> '''[[Networked learning]]''' (ed. C. Jones)<br> &nbsp;&nbsp;&nbsp;&nbsp; --- communities<br> &nbsp;&nbsp;&nbsp;&nbsp; --- environment <br> '''O'''{{Anchor|O}}<br> On-line learning environment<br> '''[[Overlay]]''' (ed. N. Balacheff) <br> '''P'''{{Anchor|P}}<br> ''Pedagogical agent'' (ed. M. Betrancourt)<br> ''Personal learning environment'' (ed. D. Gillet)<br> Pervasive learning environment<br> Programmable computer-based learning environment<br> Programmable course <br> '''R'''{{Anchor|R}}<br> Remote laboratories <br> '''S'''{{Anchor|S}}<br> Script ...<br> &nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br> '''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br> ''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br> '''[[Seamless learning environments]]''' (eds. C.-K. Looi & L.-H. Wong)<br> '''[[Self-regulated learning]]''' (ed. K. Steffens)<br> Simulation games<br> '''[[Simulation-based learning environment]]''' (ed. W. Westera)<br> Situated learning <br> '''T'''{{Anchor|T}}<br> Tangible learning environment<br> Technology Enhanced Learning<br> '''[[Techno-mathematical literacies]]''' (ed. R. Noss) <br> '''U'''{{Anchor|U}}<br> Ubiquitous learning <br> '''V'''{{Anchor|V}}<br> Virtual campus<br> Virtual learning environment<br> Virtual pedagogical agent<br> Virtual universities <br> '''W'''{{Anchor|W}}<br> Web-lecturing technologies<br> 898 897 2012-05-24T09:00:13Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> '''[[Adaptive learning environment]]''' (ed. M. Specht)<br> Agent-based tutoring system<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br> Augmented learning environment<br> ''Authoring system'' (eds. Jan van der Meij & Wouter van Joolingen)<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br> '''B'''{{Anchor|B}}<br> ''Blended learning'' (ed. E. Scanlon)<br> Buddy systems <br> '''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> '''[[Cognitive tutor]]''' (ed. N. Balacheff)<br> Collaborative learning<br> '''[[Collaboration script]]''' (ed. P. Dillenbourg)<br> Computational mathetic<br> ''Computational thinking'' (eds. R. Noss & M. Sharples)<br> Computer-assisted examination<br> Computer-assisted instruction<br> Computer-assisted language learning<br> Computer-assisted learning<br> Computer-based instruction<br> Computer-based learning environments<br> Computer-based laboratory<br> Computer programming in support of learning<br> Computer-supported collaborative learning<br> '''[[Constructionism]]''' (ed. R. Noss)<br> Course management system<br> Courseware <br>'''D'''{{Anchor|D}}<br> [[Didactical engineering|'''Didactical engineering''']] (ed. M. Artigue)<br> ''Distance learning'' (ed. G. Paquette)<br> Distributed learning<br> Distributed learning environments<br> ''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br> ''e-Assessment'' (eds. V. Shute & Y. J. Kim)<br> [[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br> '''[[Educational data mining]]''' (ed. M. C. Desmarais)<br> Edutainment<br> e-learning<br> [[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br> [[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br> [[Epistemic feedback|'''Epistemic feedback''']] (ed. V. Luengo)<br> e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (eds. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br> Inclusive e-learning<br> [[Informal learning|'''Informal learning''']] (ed. V. Dimitrova)<br> [[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br> Intelligent scaffolding system<br> [[Intelligent tutoring system|'''Intelligent tutoring system''']] (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> [[Learning design|'''Learning design''']] (ed. N. Balacheff)<br> Learning environment<br> [[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br> [[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br> [[Learning objects|'''Learning objects''']] (ed. N. Balacheff)<br> [[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br> [[Learning space|'''Learning space''']] (ed. B. Bligh)<br> Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>[[Multimedia learning|'''Multimedia learning''']] (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>''Pedagogical agent'' (ed. M. Betrancourt)<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (eds. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>[[Simulation-based learning environment|'''Simulation-based learning environment''']] (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 897 881 2012-05-24T08:57:34Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> [[Adaptive learning environment|'''Adaptive learning environment''']] (ed. M. Specht)<br> Agent-based tutoring system<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br> Augmented learning environment<br> ''Authoring system'' (eds. Jan van der Meij & Wouter van Joolingen)<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> [[Cognitive tutor|'''Cognitive tutor''']] (ed. N. Balacheff)<br> Collaborative learning<br> [[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br> Computational mathetic<br>''Computational thinking'' (eds. R. Noss & M. Sharples)<br> Computer-assisted examination<br> Computer-assisted instruction<br> Computer-assisted language learning<br> Computer-assisted learning<br> Computer-based instruction<br> Computer-based learning environments<br> Computer-based laboratory<br> Computer programming in support of learning<br> Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br> Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br> [[Didactical engineering|'''Didactical engineering''']] (ed. M. Artigue)<br> ''Distance learning'' (ed. G. Paquette)<br> Distributed learning<br> Distributed learning environments<br> ''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br> ''e-Assessment'' (eds. V. Shute & Y. J. Kim)<br> [[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br> '''[[Educational data mining]]''' (ed. M. C. Desmarais)<br> Edutainment<br> e-learning<br> [[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br> [[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br> [[Epistemic feedback|'''Epistemic feedback''']] (ed. V. Luengo)<br> e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (eds. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br> Inclusive e-learning<br> [[Informal learning|'''Informal learning''']] (ed. V. Dimitrova)<br> [[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br> Intelligent scaffolding system<br> [[Intelligent tutoring system|'''Intelligent tutoring system''']] (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> [[Learning design|'''Learning design''']] (ed. N. Balacheff)<br> Learning environment<br> [[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br> [[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br> [[Learning objects|'''Learning objects''']] (ed. N. Balacheff)<br> [[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br> [[Learning space|'''Learning space''']] (ed. B. Bligh)<br> Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>[[Multimedia learning|'''Multimedia learning''']] (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>''Pedagogical agent'' (ed. M. Betrancourt)<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (eds. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>[[Simulation-based learning environment|'''Simulation-based learning environment''']] (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 881 871 2012-05-24T08:09:38Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> [[Adaptive learning environment|'''Adaptive learning environment''']] (ed. M. Specht)<br> Agent-based tutoring system<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br> Augmented learning environment<br> ''Authoring system'' (eds. Jan van der Meij & Wouter van Joolingen)<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> [[Cognitive tutor|'''Cognitive tutor''']] (ed. N. Balacheff)<br> Collaborative learning<br> [[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br> Computational mathetic<br>''Computational thinking'' (eds. R. Noss & M. Sharples)<br> Computer-assisted examination<br> Computer-assisted instruction<br> Computer-assisted language learning<br> Computer-assisted learning<br> Computer-based instruction<br> Computer-based learning environments<br> Computer-based laboratory<br> Computer programming in support of learning<br> Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br> Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br> [[Didactical engineering|'''Didactical engineering''']] (ed. M. Artigue)<br> ''Distance learning'' (ed. G. Paquette)<br> Distributed learning<br> Distributed learning environments<br> ''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br> ''e-Assessment'' (eds. V. Shute & Y. J. Kim)<br> [[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br> [[Educational data mining|'''Educational data mining''']] (ed. M. C. Desmarais)<br> Edutainment<br> e-learning<br> [[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br> [[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br> [[Epistemic feedback|'''Epistemic feedback''']] (ed. V. Luengo)<br> e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (eds. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br> Inclusive e-learning<br> [[Informal learning|'''Informal learning''']] (ed. V. Dimitrova)<br> [[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br> Intelligent scaffolding system<br> [[Intelligent tutoring system|'''Intelligent tutoring system''']] (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> [[Learning design|'''Learning design''']] (ed. N. Balacheff)<br> Learning environment<br> [[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br> [[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br> [[Learning objects|'''Learning objects''']] (ed. N. Balacheff)<br> [[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br> [[Learning space|'''Learning space''']] (ed. B. Bligh)<br> Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>[[Multimedia learning|'''Multimedia learning''']] (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>''Pedagogical agent'' (ed. M. Betrancourt)<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (eds. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>[[Simulation-based learning environment|'''Simulation-based learning environment''']] (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 871 870 2012-05-13T07:37:33Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> [[Adaptive learning environment|'''Adaptive learning environment''']] (ed. M. Specht)<br> Agent-based tutoring system<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br> Augmented learning environment<br> ''Authoring system'' (eds. Jan van der Meij & Wouter van Joolingen)<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> [[Cognitive tutor|'''Cognitive tutor''']] (ed. N. Balacheff)<br> Collaborative learning<br> [[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br> Computational mathetic<br>''Computational thinking'' (eds. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>[[Didactical engineering|'''Didactical engineering''']] (ed. M. Artigue)<br>''Distance learning'' (ed. G. Paquette)<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>''e-Assessment'' (eds. V. Shute & Y. J. Kim)<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>''Educational data mining'' (ed. M. C. Desmarais)<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>[[Epistemic feedback|'''Epistemic feedback''']] (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (eds. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br> Inclusive e-learning<br> [[Informal learning|'''Informal learning''']] (ed. V. Dimitrova)<br> [[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br> Intelligent scaffolding system<br> [[Intelligent tutoring system|'''Intelligent tutoring system''']] (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> [[Learning design|'''Learning design''']] (ed. N. Balacheff)<br> Learning environment<br> [[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br> [[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br> [[Learning objects|'''Learning objects''']] (ed. N. Balacheff)<br> [[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br> [[Learning space|'''Learning space''']] (ed. B. Bligh)<br> Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>[[Multimedia learning|'''Multimedia learning''']] (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>''Pedagogical agent'' (ed. M. Betrancourt)<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (eds. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>[[Simulation-based learning environment|'''Simulation-based learning environment''']] (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 870 869 2012-05-13T07:36:24Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> [[Adaptive learning environment|'''Adaptive learning environment''']] (ed. M. Specht)<br> Agent-based tutoring system<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br> Augmented learning environment<br> ''Authoring system'' (eds. Jan van der Meij & Wouter van Joolingen)<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> [[Cognitive tutor|'''Cognitive tutor''']] (ed. N. Balacheff)<br> Collaborative learning<br> [[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br> Computational mathetic<br>''Computational thinking'' (eds. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>[[Didactical engineering|'''Didactical engineering''']] (ed. M. Artigue)<br>''Distance learning'' (ed. G. Paquette)<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>''e-Assessment'' (eds. V. Shute & Y. J. Kim)<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>''Educational data mining'' (ed. M. C. Desmarais)<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>[[Epistemic feedback|'''Epistemic feedback''']] (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (eds. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br> Inclusive e-learning<br> [[Informal learning|'''Informal learning''']] (ed. V. Dimitrova)<br> [[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br> Intelligent scaffolding system<br> [[Intelligent tutoring system|'''Intelligent tutoring system''']] (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> [[Learning design|'''Learning design''']] (ed. N. Balacheff)<br> Learning environment<br> [[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br> [[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br> [[Learning objects|'''Learning objects''']] (ed. N. Balacheff)<br> [[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br> [[Learning space|'''Learning space''']] (ed. B. Bligh)<br> Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>[[Multimedia learning|'''Multimedia learning''']] (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>''Pedagogical agent'' (ed. M. Betrancourt)<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>[[Simulation-based learning environment|'''Simulation-based learning environment''']] (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 869 845 2012-05-13T07:34:32Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> [[Adaptive learning environment|'''Adaptive learning environment''']] (ed. M. Specht)<br> Agent-based tutoring system<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br> Augmented learning environment<br> ''Authoring system'' (eds. Jan van der Meij & Wouter van Joolingen<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> [[Cognitive tutor|'''Cognitive tutor''']] (ed. N. Balacheff)<br> Collaborative learning<br> [[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br> Computational mathetic<br>''Computational thinking'' (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>[[Didactical engineering|'''Didactical engineering''']] (ed. M. Artigue)<br>''Distance learning'' (ed. G. Paquette)<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>''e-Assessment'' (ed. V. Shute & Y. J. Kim)<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>''Educational data mining'' (ed. M. C. Desmarais)<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>[[Epistemic feedback|'''Epistemic feedback''']] (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (eds. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br> Inclusive e-learning<br> [[Informal learning|'''Informal learning''']] (ed. V. Dimitrova)<br> [[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br> Intelligent scaffolding system<br> [[Intelligent tutoring system|'''Intelligent tutoring system''']] (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> [[Learning design|'''Learning design''']] (ed. N. Balacheff)<br> Learning environment<br> [[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br> [[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br> [[Learning objects|'''Learning objects''']] (ed. N. Balacheff)<br> [[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br> [[Learning space|'''Learning space''']] (ed. B. Bligh)<br> Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>[[Multimedia learning|'''Multimedia learning''']] (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>''Pedagogical agent'' (ed. M. Betrancourt)<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>[[Simulation-based learning environment|'''Simulation-based learning environment''']] (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 845 844 2012-05-04T09:05:10Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br> [[Adaptive learning environment|'''Adaptive learning environment''']] (ed. M. Specht)<br> Agent-based tutoring system<br> Agent-based learning environment<br> Ambient learning environment<br> Animated pedagogical agent<br> Artificial learning environment<br> Augmented learning environment<br> Authoring system<br> Authoring tool<br> Automatic diagnosis<br> Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br> Cognitive diagnosis<br> Cognitive engineering<br> Cognitive modeling<br> [[Cognitive tutor|'''Cognitive tutor''']] (ed. N. Balacheff)<br> Collaborative learning<br> [[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br> Computational mathetic<br>''Computational thinking'' (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>[[Didactical engineering|'''Didactical engineering''']] (ed. M. Artigue)<br>''Distance learning'' (ed. G. Paquette)<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>''e-Assessment'' (ed. V. Shute & Y. J. Kim)<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>''Educational data mining'' (ed. M. C. Desmarais)<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>[[Epistemic feedback|'''Epistemic feedback''']] (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br> Inclusive e-learning<br> [[Informal learning|'''Informal learning''']] (ed. V. Dimitrova)<br> [[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br> Intelligent scaffolding system<br> [[Intelligent tutoring system|'''Intelligent tutoring system''']] (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> [[Learning design|'''Learning design''']] (ed. N. Balacheff)<br> Learning environment<br> [[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br> [[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br> [[Learning objects|'''Learning objects''']] (ed. N. Balacheff)<br> [[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br> [[Learning space|'''Learning space''']] (ed. B. Bligh)<br> Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>[[Multimedia learning|'''Multimedia learning''']] (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>''Pedagogical agent'' (ed. M. Betrancourt)<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>[[Simulation-based learning environment|'''Simulation-based learning environment''']] (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 844 843 2012-05-01T12:11:25Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>''Adaptive learning environment'' (ed. M. Specht)<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>[[Cognitive tutor|'''Cognitive tutor''']] (ed. N. Balacheff)<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>''Computational thinking'' (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>[[Didactical engineering|'''Didactical engineering''']] (ed. M. Artigue)<br>''Distance learning'' (ed. G. Paquette)<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>''e-Assessment'' (ed. V. Shute & Y. J. Kim)<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>''Educational data mining'' (ed. M. C. Desmarais)<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>[[Epistemic feedback|'''Epistemic feedback''']] (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br> Inclusive e-learning<br> [[Informal learning|'''Informal learning''']] (ed. V. Dimitrova)<br> [[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br> Intelligent scaffolding system<br> [[Intelligent tutoring system|'''Intelligent tutoring system''']] (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> [[Learning design|'''Learning design''']] (ed. N. Balacheff)<br> Learning environment<br> [[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br> [[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br> [[Learning objects|'''Learning objects''']] (ed. N. Balacheff)<br> [[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br> [[Learning space|'''Learning space''']] (ed. B. Bligh)<br> Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>[[Multimedia learning|'''Multimedia learning''']] (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>''Pedagogical agent'' (ed. M. Betrancourt)<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>[[Simulation-based learning environment|'''Simulation-based learning environment''']] (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 843 842 2012-04-27T08:31:41Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>''Adaptive learning environment'' (ed. M. Specht)<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>[[Cognitive tutor|'''Cognitive tutor''']] (ed. N. Balacheff)<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>''Computational thinking'' (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>[[Didactical engineering|'''Didactical engineering''']] (ed. M. Artigue)<br>''Distance learning'' (ed. G. Paquette)<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>''e-Assessment'' (ed. V. Shute & Y. J. Kim)<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>[[Epistemic feedback|'''Epistemic feedback''']] (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br> Inclusive e-learning<br> [[Informal learning|'''Informal learning''']] (ed. V. Dimitrova)<br> [[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br> Intelligent scaffolding system<br> [[Intelligent tutoring system|'''Intelligent tutoring system''']] (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> [[Learning design|'''Learning design''']] (ed. N. Balacheff)<br> Learning environment<br> [[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br> [[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br> [[Learning objects|'''Learning objects''']] (ed. N. Balacheff)<br> [[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br> [[Learning space|'''Learning space''']] (ed. B. Bligh)<br> Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>[[Multimedia learning|'''Multimedia learning''']] (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>''Pedagogical agent'' (ed. M. Betrancourt)<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>[[Simulation-based learning environment|'''Simulation-based learning environment''']] (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 842 827 2012-04-27T08:20:52Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>''Adaptive learning environment'' (ed. M. Specht)<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>[[Cognitive tutor|'''Cognitive tutor''']] (ed. N. Balacheff)<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>''Computational thinking'' (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>[[Didactical engineering|'''Didactical engineering''']] (ed. M. Artigue)<br>''Distance learning'' (ed. G. Paquette)<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>''e-Assessment'' (ed. V. Shute)<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>[[Epistemic feedback|'''Epistemic feedback''']] (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br> Inclusive e-learning<br> [[Informal learning|'''Informal learning''']] (ed. V. Dimitrova)<br> [[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br> Intelligent scaffolding system<br> [[Intelligent tutoring system|'''Intelligent tutoring system''']] (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> [[Learning design|'''Learning design''']] (ed. N. Balacheff)<br> Learning environment<br> [[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br> [[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br> [[Learning objects|'''Learning objects''']] (ed. N. Balacheff)<br> [[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br> [[Learning space|'''Learning space''']] (ed. B. Bligh)<br> Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>[[Multimedia learning|'''Multimedia learning''']] (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>''Pedagogical agent'' (ed. M. Betrancourt)<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>[[Simulation-based learning environment|'''Simulation-based learning environment''']] (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 827 786 2012-03-30T11:09:08Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>''Adaptive learning environment'' (ed. M. Specht)<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>[[Cognitive tutor|'''Cognitive tutor''']] (ed. N. Balacheff)<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>''Computational thinking'' (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>[[Didactical engineering|'''Didactical engineering''']] (ed. M. Artigue)<br>''Distance learning'' (ed. G. Paquette)<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>[[Epistemic feedback|'''Epistemic feedback''']] (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br> Inclusive e-learning<br> [[Informal learning|'''Informal learning''']] (ed. V. Dimitrova)<br> [[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br> Intelligent scaffolding system<br> [[Intelligent tutoring system|'''Intelligent tutoring system''']] (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> [[Learning design|'''Learning design''']] (ed. N. Balacheff)<br> Learning environment<br> [[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br> [[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br> [[Learning objects|'''Learning objects''']] (ed. N. Balacheff)<br> [[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br> [[Learning space|'''Learning space''']] (ed. B. Bligh)<br> Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>[[Multimedia learning|'''Multimedia learning''']] (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>''Pedagogical agent'' (ed. M. Betrancourt)<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>[[Simulation-based learning environment|'''Simulation-based learning environment''']] (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 786 785 2012-02-22T13:51:39Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>''Adaptive learning environment'' (ed. M. Specht)<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>[[Cognitive tutor|'''Cognitive tutor''']] (ed. N. Balacheff)<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>''Computational thinking'' (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>[[Didactical engineering|'''Didactical engineering''']] (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>[[Epistemic feedback|'''Epistemic feedback''']] (ed. V. Luengo)<br>''e-portfolio'' (ed. W. Kicken)<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br> Inclusive e-learning<br> [[Informal learning|'''Informal learning''']] (ed. V. Dimitrova)<br> [[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br> Intelligent scaffolding system<br> [[Intelligent tutoring system|'''Intelligent tutoring system''']] (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> [[Learning design|'''Learning design''']] (ed. N. Balacheff)<br> Learning environment<br> [[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br> [[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br> [[Learning objects|'''Learning objects''']] (ed. N. Balacheff)<br> [[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br> [[Learning space|'''Learning space''']] (ed. B. Bligh)<br> Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>[[Multimedia learning|'''Multimedia learning''']] (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>''Pedagogical agent'' (ed. M. Betrancourt)<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>[[Simulation-based learning environment|'''Simulation-based learning environment''']] (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 785 784 2012-02-22T13:50:56Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>''Adaptive learning environment'' (ed. M. Specht)<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>[[Cognitive tutor|'''Cognitive tutor''']] (ed. N. Balacheff)<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>''Computational thinking'' (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>[[Didactical engineering|'''Didactical engineering''']] (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>[[Epistemic feedback|'''Epistemic feedback''']] (ed. V. Luengo)<br>''e-portfolio'' (ed. W. Kicken)<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br> Inclusive e-learning<br> [[Informal learning|'''Informal learning''']] (ed. V. Dimitrova)<br> [[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br> Intelligent scaffolding system<br> [[Intelligent tutoring system|'''Intelligent tutoring system''']] (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> [['''Learning design''']] (ed. N. Balacheff)<br> Learning environment<br> [[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br> [[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br> [[Learning objects|'''Learning objects''']] (ed. N. Balacheff)<br> [[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br> [[Learning space|'''Learning space''']] (ed. B. Bligh)<br> Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>[[Multimedia learning|'''Multimedia learning''']] (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>''Pedagogical agent'' (ed. M. Betrancourt)<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>[[Simulation-based learning environment|'''Simulation-based learning environment''']] (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 784 730 2012-02-22T13:49:49Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>''Adaptive learning environment'' (ed. M. Specht)<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>[[Cognitive tutor|'''Cognitive tutor''']] (ed. N. Balacheff)<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>''Computational thinking'' (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>[[Didactical engineering|'''Didactical engineering''']] (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>[[Epistemic feedback|'''Epistemic feedback''']] (ed. V. Luengo)<br>''e-portfolio'' (ed. W. Kicken)<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br> Inclusive e-learning<br> [[Informal learning|'''Informal learning''']] (ed. V. Dimitrova)<br> [[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br> Intelligent scaffolding system<br> [[Intelligent tutoring system|'''Intelligent tutoring system''']] (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br> ''Learning analytics'' (ed. H. Drachsler)<br> Learning companion<br> "[[Learning design]]" (ed. N. Balacheff)<br> Learning environment<br> [[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br> [[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br> [[Learning objects|'''Learning objects''']] (ed. N. Balacheff)<br> [[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br> [[Learning space|'''Learning space''']] (ed. B. Bligh)<br> Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>[[Multimedia learning|'''Multimedia learning''']] (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>''Pedagogical agent'' (ed. M. Betrancourt)<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>[[Simulation-based learning environment|'''Simulation-based learning environment''']] (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 730 706 2012-02-10T09:43:34Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>''Adaptive learning environment'' (ed. M. Specht)<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>[[Cognitive tutor|'''Cognitive tutor''']] (ed. N. Balacheff)<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>''Computational thinking'' (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>[[Didactical engineering|'''Didactical engineering''']] (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>[[Epistemic feedback|'''Epistemic feedback''']] (ed. V. Luengo)<br>''e-portfolio'' (ed. W. Kicken)<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br> Inclusive e-learning<br> [[Informal learning|'''Informal learning''']] (ed. V. Dimitrova)<br> [[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br> Intelligent scaffolding system<br> [[Intelligent tutoring system|'''Intelligent tutoring system''']] (ed. J. Bourdeau)<br> Interactive learning environment<br> ''Interactive white board'' (ed. M. Betrancourt)<br> ''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>''Learning analytics'' (ed. H. Drachsler)<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>[[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br>[[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br>[[Learning objects|'''Learning objects''']] (ed. N. Balacheff)<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>[[Learning space|'''Learning space''']] (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>[[Multimedia learning|'''Multimedia learning''']] (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>''Pedagogical agent'' (ed. M. Betrancourt)<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>[[Simulation-based learning environment|'''Simulation-based learning environment''']] (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 706 683 2012-02-09T09:18:11Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>''Adaptive learning environment'' (ed. M. Specht)<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>[[Cognitive tutor|'''Cognitive tutor''']] (ed. N. Balacheff)<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>''Computational thinking'' (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>[[Didactical engineering|'''Didactical engineering''']] (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>[[Epistemic feedback|'''Epistemic feedback''']] (ed. V. Luengo)<br>''e-portfolio'' (ed. W. Kicken)<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>[[Informal learning|'''Informal learning''']] (ed. V. Dimitrova)<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>''Interactive white board'' (ed. M. Betrancourt)<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>''Learning analytics'' (ed. H. Drachsler)<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>[[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br>[[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br>[[Learning objects|'''Learning objects''']] (ed. N. Balacheff)<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>[[Learning space|'''Learning space''']] (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>[[Multimedia learning|'''Multimedia learning''']] (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>''Pedagogical agent'' (ed. M. Betrancourt)<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>[[Simulation-based learning environment|'''Simulation-based learning environment''']] (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 683 676 2012-02-03T12:58:39Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>''Adaptive learning environment'' (ed. M. Specht)<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>[[Cognitive tutor|'''Cognitive tutor''']] (ed. N. Balacheff)<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>''Computational thinking'' (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>[[Didactical engineering|'''Didactical engineering''']] (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>[[Epistemic feedback|'''Epistemic feedback''']] (ed. V. Luengo)<br>''e-portfolio'' (ed. W. Kicken)<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>[[Informal learning|'''Informal learning''']] (ed. V. Dimitrova)<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>''Interactive white board'' (ed. M. Betrancourt)<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>''Learning analytics'' (ed. H. Drachsler)<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>[[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br>[[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br>[[Learning objects|'''Learning objects''']] (ed. N. Balacheff)<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>[[Learning space|'''Learning space''']] (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>[[Multimedia learning|'''Multimedia learning''']] (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>''Pedagogical agent'' (ed. M. Betrancourt)<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>''Simulation-based learning environment'' (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 676 664 2012-01-30T10:03:50Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>[[Cognitive tutor|'''Cognitive tutor''']] (ed. N. Balacheff)<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>''Computational thinking'' (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>[[Didactical engineering|'''Didactical engineering''']] (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>[[Epistemic feedback|'''Epistemic feedback''']] (ed. V. Luengo)<br>''e-portfolio'' (ed. W. Kicken)<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>[[Informal learning|'''Informal learning''']] (ed. V. Dimitrova)<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>''Interactive white board'' (ed. M. Betrancourt)<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>''Learning analytics'' (ed. H. Drachsler)<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>[[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br>[[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br>[[Learning objects|'''Learning objects''']] (ed. N. Balacheff)<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>[[Learning space|'''Learning space''']] (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>[[Multimedia learning|'''Multimedia learning''']] (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>''Pedagogical agent'' (ed. M. Betrancourt)<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>''Simulation-based learning environment'' (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 664 636 2012-01-30T09:19:37Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>[[Cognitive tutor|'''Cognitive tutor''']] (ed. N. Balacheff)<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>''Computational thinking'' (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>[[Didactical engineering|'''Didactical engineering''']] (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>[[Epistemic feedback|'''Epistemic feedback''']] (ed. V. Luengo)<br>''e-portfolio'' (ed. W. Kicken)<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>[[Informal learning|'''Informal learning''']] (ed. V. Dimitrova)<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>''Learning analytics'' (ed. H. Drachsler)<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>[[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br>[[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br>[[Learning objects|'''Learning objects''']] (ed. N. Balacheff)<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>[[Learning space|'''Learning space''']] (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>[[Multimedia learning|'''Multimedia learning''']] (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>''Simulation-based learning environment'' (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 636 634 2012-01-23T13:54:14Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>[[Cognitive tutor|'''Cognitive tutor''']] (ed. N. Balacheff)<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>''Computational thinking'' (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>[[Didactical engineering|'''Didactical engineering''']] (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>[[Epistemic feedback|'''Epistemic feedback''']] (ed. V. Luengo)<br>''e-portfolio'' (ed. W. Kicken)<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>[[Informal learning|'''Informal learning''']] (ed. V. Dimitrova)<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>''Learning analytics'' (ed. H. Drachsler)<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>[[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br>[[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br>[[Learning objects|'''Learning objects''']] (ed. N. Balacheff)<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>[[Learning space|'''Learning space''']] (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>''Simulation-based learning environment'' (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 634 633 2012-01-19T15:17:32Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>[[Cognitive tutor|'''Cognitive tutor''']] (ed. N. Balacheff)<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>''Computational thinking'' (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>[[Didactical engineering|'''Didactical engineering''']] (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>''e-portfolio'' (ed. W. Kicken)<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>[[Informal learning|'''Informal learning''']] (ed. V. Dimitrova)<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>''Learning analytics'' (ed. H. Drachsler)<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>[[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br>[[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br>[[Learning objects|'''Learning objects''']] (ed. N. Balacheff)<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>[[Learning space|'''Learning space''']] (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>''Simulation-based learning environment'' (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 633 625 2012-01-19T15:10:29Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>[[Cognitive tutor|'''Cognitive tutor''']] (ed. N. Balacheff)<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>''Computational thinking'' (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>[[Didactical engineering|'''Didactical engineering''']] (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>''e-portfolio'' (ed. W. Kicken)<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>[[Informal learning|'''Informal learning''']] (ed. V. Dimitrova)<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>'''Intelligent tutoring system'''<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>''Learning analytics'' (ed. H. Drachsler)<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>[[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br>[[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br>[[Learning objects|'''Learning objects''']] (ed. N. Balacheff)<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>[[Learning space|'''Learning space''']] (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>''Simulation-based learning environment'' (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 625 624 2012-01-19T13:40:39Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>[[Cognitive tutor|'''Cognitive tutor''']] (ed. N. Balacheff)<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>''Computational thinking'' (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>[[Didactical engineering|'''Didactical engineering''']] (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>''e-portfolio'' (ed. W. Kicken)<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>[[Informal learning|'''Informal learning''']] (ed. V. Dimitrova)<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>[[Intelligent tutoring system|'''Intelligent tutoring system''']] (ed. N. Balacheff)<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>''Learning analytics'' (ed. H. Drachsler)<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>[[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br>[[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br>[[Learning objects|'''Learning objects''']] (ed. N. Balacheff)<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>[[Learning space|'''Learning space''']] (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>''Simulation-based learning environment'' (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 624 623 2012-01-19T10:58:40Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>[[Cognitive tutor|'''Cognitive tutor''']] (ed. N. Balacheff)<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>''Computational thinking'' (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>[[Didactical engineering|'''Didactical engineering''']] (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>''e-portfolio'' (ed. W. Kicken)<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>[[Informal learning|'''Informal learning''']] (ed. V. Dimitrova)<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>[[(Intelligent tutoring system|'''Intelligent tutoring system''']] (ed. N. Balacheff)<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>''Learning analytics'' (ed. H. Drachsler)<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>[[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br>[[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br>[[Learning objects|'''Learning objects''']] (ed. N. Balacheff)<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>[[Learning space|'''Learning space''']] (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>''Simulation-based learning environment'' (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 623 622 2012-01-19T10:58:08Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>[[Cognitive tutor|'''Cognitive tutor''']] (ed. N. Balacheff)<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>''Computational thinking'' (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>[[Didactical engineering|'''Didactical engineering''']] (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>''e-portfolio'' (ed. W. Kicken)<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>[[Informal learning|'''Informal learning''']] (ed. V. Dimitrova)<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>[(Intelligent tutoring system|'''Intelligent tutoring system''']] (ed. N. Balacheff)<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>''Learning analytics'' (ed. H. Drachsler)<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>[[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br>[[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br>[[Learning objects|'''Learning objects''']] (ed. N. Balacheff)<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>[[Learning space|'''Learning space''']] (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>''Simulation-based learning environment'' (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 622 605 2012-01-19T09:55:39Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>[[Cognitive tutor|'''Cognitive tutor''']] (ed. N. Balacheff)<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>''Computational thinking'' (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>[[Didactical engineering|'''Didactical engineering''']] (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>''e-portfolio'' (ed. W. Kicken)<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>[[Informal learning|'''Informal learning''']] (ed. V. Dimitrova)<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system (ed. N. Balacheff)<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>''Learning analytics'' (ed. H. Drachsler)<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>[[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br>[[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br>[[Learning objects|'''Learning objects''']] (ed. N. Balacheff)<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>[[Learning space|'''Learning space''']] (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>''Simulation-based learning environment'' (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 605 604 2012-01-16T14:54:25Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>[[Cognitive tutor|'''Cognitive tutor''']] (ed. N. Balacheff)<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>''Computational thinking'' (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>[[Didactical engineering|'''Didactical engineering''']] (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>''e-portfolio'' (ed. W. Kicken)<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>[[Informal learning|'''Informal learning''']] (ed. V. Dimitrova)<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>''Learning analytics'' (ed. H. Drachsler)<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>[[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br>[[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br>[[Learning objects|'''Learning objects''']] (ed. N. Balacheff)<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>[[Learning space|'''Learning space''']] (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>''Simulation-based learning environment'' (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 604 570 2012-01-16T14:53:49Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>[[Cognitive tutor|'''Cognitive tutor''']]<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>''Computational thinking'' (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>[[Didactical engineering|'''Didactical engineering''']] (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>''e-portfolio'' (ed. W. Kicken)<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>[[Informal learning|'''Informal learning''']] (ed. V. Dimitrova)<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>''Learning analytics'' (ed. H. Drachsler)<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>[[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br>[[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br>[[Learning objects|'''Learning objects''']] (ed. N. Balacheff)<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>[[Learning space|'''Learning space''']] (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>''Simulation-based learning environment'' (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 570 569 2012-01-05T15:42:16Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>''Computational thinking'' (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>[[Didactical engineering|'''Didactical engineering''']] (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>''e-portfolio'' (ed. W. Kicken)<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>[[Informal learning|'''Informal learning''']] (ed. V. Dimitrova)<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>''Learning analytics'' (ed. H. Drachsler)<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>[[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br>[[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br>[[Learning objects|'''Learning objects''']] (ed. N. Balacheff)<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>[[Learning space|'''Learning space''']] (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>''Simulation-based learning environment'' (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 569 554 2012-01-05T15:41:32Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>''Computational thinking'' (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>[[Didactical engineering|'''Didactical engineering''']] (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>''e-portfolio'' (ed. W. Kicken)<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>[[Informal learning|'''Informal learning''']] (ed. V. Dimitrova)<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>''Learning analytics'' (ed. H. Drachsler)<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>[[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br>[[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br>[[Learning objects|'''Learning objects''']]<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>[[Learning space|'''Learning space''']] (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>''Simulation-based learning environment'' (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 554 553 2012-01-05T15:14:43Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>''Computational thinking'' (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>[[Didactical engineering|'''Didactical engineering''']] (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>''e-portfolio'' (ed. W. Kicken)<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>[[Informal learning|'''Informal learning''']] (ed. V. Dimitrova)<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>''Learning analytics'' (ed. H. Drachsler)<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>[[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br>[[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br>Learning objects<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>[[Learning space|'''Learning space''']] (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>''Simulation-based learning environment'' (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 553 532 2012-01-05T15:13:52Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>''Computational thinking'' (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>[['''Didactical engineering''']] (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>''e-portfolio'' (ed. W. Kicken)<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>[[Informal learning|'''Informal learning''']] (ed. V. Dimitrova)<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>''Learning analytics'' (ed. H. Drachsler)<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>[[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br>[[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br>Learning objects<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>[[Learning space|'''Learning space''']] (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>''Simulation-based learning environment'' (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 532 505 2011-12-15T09:48:07Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>''Computational thinking'' (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>''e-portfolio'' (ed. W. Kicken)<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>[[Informal learning|'''Informal learning''']] (ed. V. Dimitrova)<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>''Learning analytics'' (ed. H. Drachsler)<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>[[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br>[[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br>Learning objects<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>[[Learning space|'''Learning space''']] (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>''Simulation-based learning environment'' (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 505 504 2011-11-25T14:25:43Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>''Computational thinking'' (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>''e-portfolio'' (ed. W. Kicken)<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>''Informal learning'' (ed. V. Dimitrova)<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>''Learning analytics'' (ed. H. Drachsler)<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>[[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br>[[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br>Learning objects<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>[[Learning space|'''Learning space''']] (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>''Simulation-based learning environment'' (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 504 503 2011-11-25T14:25:05Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>''Computational thinking'' (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>''e-portfolio'' (ed. W. Kicken)<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>''Informal learning'' (ed. V. Dimitrova)<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>''Learning analytics'' (ed. H. Drachsler)<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>[[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br>[[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br>Learning objects<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>[[Learning scenario|'''Learning space''']] (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>''Simulation-based learning environment'' (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 503 502 2011-11-23T16:24:20Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>''Computational thinking'' (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>''e-portfolio'' (ed. W. Kicken)<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>''Informal learning'' (ed. V. Dimitrova)<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>''Learning analytics'' (ed. H. Drachsler)<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>[[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br>[[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br>Learning objects<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>''Learning space'' (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>''Simulation-based learning environment'' (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 502 501 2011-11-23T16:23:18Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>Computational thinking (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>''e-portfolio'' (ed. W. Kicken)<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>''Informal learning'' (ed. V. Dimitrova)<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>''Learning analytics'' (ed. H. Drachsler)<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>[[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br>[[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br>Learning objects<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>''Learning space'' (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>''Simulation-based learning environment'' (ed. W. Westera)<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 501 498 2011-11-23T09:39:45Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>Computational thinking (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>''e-portfolio'' (ed. W. Kicken)<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>''Informal learning'' (ed. V. Dimitrova)<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>''Learning analytics'' (ed. H. Drachsler)<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>[[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br>[[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br>Learning objects<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>''Learning space'' (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>Simulation-based learning environment<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 498 497 2011-11-22T15:42:28Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>Computational thinking (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>''Informal learning'' (ed. V. Dimitrova)<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>''Learning analytics'' (ed. H. Drachsler)<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>[[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br>[[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br>Learning objects<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>''Learning space'' (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>Simulation games<br>Simulation-based learning environment<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 497 496 2011-11-22T15:39:27Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>''Blended learning'' (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>Computational thinking (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>''Learning analytics'' (ed. H. Drachsler)<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>[[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br>[[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br>Learning objects<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>''Learning space'' (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>''Simulation games<br>Simulation-based learning environment<br>Situated learning '' '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 496 495 2011-11-21T18:39:58Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning (ed. E. Scanlon)<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>Computational thinking (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>Learning analytics<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>[[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br>[[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br>Learning objects<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>''Learning space'' (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>''Simulation games<br>Simulation-based learning environment<br>Situated learning '' '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 495 494 2011-11-21T09:21:01Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>Computational thinking (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino & M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>Learning analytics<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>[[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br>[[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br>Learning objects<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>''Learning space'' (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi & L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>''Simulation games<br>Simulation-based learning environment<br>Situated learning '' '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 494 493 2011-11-21T09:19:31Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>Computational thinking (ed. R. Noss & M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino and M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>Learning analytics<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>[[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br>[[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br>Learning objects<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>''Learning space'' (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi &amp; L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>''Simulation games<br>Simulation-based learning environment<br>Situated learning '' '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 493 492 2011-11-21T09:18:46Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>Computational thinking (ed. R. Noss and M. Sharples)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino and M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>Learning analytics<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>[[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br>[[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br>Learning objects<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>''Learning space'' (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi &amp; L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>''Simulation games<br>Simulation-based learning environment<br>Situated learning '' '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 492 456 2011-11-17T09:58:05Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino and M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>Learning analytics<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>[[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br>[[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br>Learning objects<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>''Learning space'' (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi &amp; L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>''Simulation games<br>Simulation-based learning environment<br>Situated learning '' '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 456 418 2011-10-25T09:09:40Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino and M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>[[Learning grid|'''Learning grid''']] (ed. S. Salerno)<br>[[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br>Learning objects<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>''Learning space'' (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi &amp; L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>''Simulation games<br>Simulation-based learning environment<br>Situated learning '' '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 418 413 2011-09-26T12:33:15Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino and M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>''Learning grid'' (ed. S. Salerno)<br>[[Learning management systems|'''Learning management systems''']] (ed. D. Burgos)<br>Learning objects<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>''Learning space'' (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi &amp; L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>''Simulation games<br>Simulation-based learning environment<br>Situated learning '' '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 413 412 2011-09-26T07:41:06Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino and M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>''Learning grid'' (ed. S. Salerno)<br>''Learning management systems'' (ed. D. Burgos)<br>Learning objects<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>''Learning space'' (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi &amp; L.-H. Wong)<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>''Simulation games<br>Simulation-based learning environment<br>Situated learning '' '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 412 316 2011-09-26T07:40:32Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino and M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>''Learning grid'' (ed. S. Salerno)<br>''Learning management systems'' (ed. D. Burgos)<br>Learning objects<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>''Learning space'' (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi &amp; L.-H. Wong<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>''Simulation games<br>Simulation-based learning environment<br>Situated learning '' '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 316 293 2011-08-26T14:55:10Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino and M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>''Learning grid'' (ed. S. Salerno)<br>''Learning management systems'' (ed. D. Burgos)<br>''Learning objects'' (ed. E. Duval)<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>''Learning space'' (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']] (ed. C. Jones)<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi &amp; L.-H. Wong<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>''Simulation games<br>Simulation-based learning environment<br>Situated learning '' '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 293 291 2011-08-26T08:54:07Z Zeiliger 2 Networked learning and Learning scenario wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino and M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>''Learning grid'' (ed. S. Salerno)<br>''Learning management systems'' (ed. D. Burgos)<br>''Learning objects'' (ed. E. Duval)<br>[[Learning scenario|'''Learning scenario''']] (ed. V. Guéraud)<br>''Learning space'' (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>[[Networked learning|'''Networked learning''']]<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi &amp; L.-H. Wong<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>''Simulation games<br>Simulation-based learning environment<br>Situated learning '' '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 291 277 2011-07-28T07:31:46Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino and M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>''Learning grid'' (ed. S. Salerno)<br>''Learning management systems'' (ed. D. Burgos)<br>''Learning objects'' (ed. E. Duval)<br>''Learning scenario'' (ed. V. Guéraud)<br>''Learning space'' (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>Networked learning<br>&nbsp;&nbsp;&nbsp;&nbsp; --- communities<br>&nbsp;&nbsp;&nbsp;&nbsp; --- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>&nbsp;&nbsp;&nbsp;&nbsp; --- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''&nbsp;&nbsp;&nbsp;&nbsp; --- external ''see ''External script<br>''&nbsp;&nbsp;&nbsp;&nbsp; --- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi &amp; L.-H. Wong<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>''Simulation games<br>Simulation-based learning environment<br>Situated learning '' '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 277 273 2011-07-26T08:03:03Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino and M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>''Learning grid'' (ed. S. Salerno)<br>''Learning management systems'' (ed. D. Burgos)<br>''Learning objects'' (ed. E. Duval)<br>''Learning scenario'' (ed. V. Guéraud)<br>''Learning space'' (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>--- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''--- external ''see ''External script<br>''--- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi &amp; L.-H. Wong<br>[[Self-regulated learning|'''Self-regulated learning''']] (ed. K. Steffens)<br>''Simulation games<br>Simulation-based learning environment<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 273 233 2011-07-20T18:17:38Z Balacheff 4 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino and M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>''Learning grid'' (ed. S. Salerno)<br>''Learning management systems'' (ed. D. Burgos)<br>''Learning objects'' (ed. E. Duval)<br>''Learning scenario'' (ed. V. Guéraud)<br>''Learning space'' (ed. B. Bligh)<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>--- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''--- external ''see ''External script<br>''--- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi &amp; L.-H. Wong)''<br>Self-regulated learning'' (ed. K. Steffens)''<br>''Simulation games<br>Simulation-based learning environment<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 233 230 2011-06-21T13:54:40Z Admin 1 Protected "[[TEL Dictionary entries]]" ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino and M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>''Learning grid'' (ed. S. Salerno)<br>''Learning management systems'' (ed. D. Burgos)<br>''Learning objects'' (ed. E. Duval)<br>''Learning scenario'' (ed. V. Guéraud)<br>Learning space<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>--- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''--- external ''see ''External script<br>''--- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi &amp; L.-H. Wong)''<br>Self-regulated learning'' (ed. K. Steffens)''<br>''Simulation games<br>Simulation-based learning environment<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 230 229 2011-06-21T10:33:19Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino and M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>''Learning grid'' (ed. S. Salerno)<br>''Learning management systems'' (ed. D. Burgos)<br>''Learning objects'' (ed. E. Duval)<br>''Learning scenario'' (ed. V. Guéraud)<br>Learning space<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>--- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''--- external ''see ''External script<br>''--- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi &amp; L.-H. Wong)''<br>Self-regulated learning'' (ed. K. Steffens)''<br>''Simulation games<br>Simulation-based learning environment<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 229 228 2011-06-21T10:27:59Z Zeiliger 2 wikitext text/x-wiki '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino and M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>''Learning grid'' (ed. S. Salerno)<br>''Learning management systems'' (ed. D. Burgos)<br>''Learning objects'' (ed. E. Duval)<br>''Learning scenario'' (ed. V. Guéraud)<br>Learning space<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>--- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''--- external ''see ''External script<br>''--- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi &amp; L.-H. Wong)''<br>Self-regulated learning'' (ed. K. Steffens)''<br>''Simulation games<br>Simulation-based learning environment<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 228 198 2011-06-21T10:26:20Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino and M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>''Learning grid'' (ed. S. Salerno)<br>''Learning management systems'' (ed. D. Burgos)<br>''Learning objects'' (ed. E. Duval)<br>''Learning scenario'' (ed. V. Guéraud)<br>Learning space<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>--- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''--- external ''see ''External script<br>''--- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi &amp; L.-H. Wong)''<br>Self-regulated learning'' (ed. K. Steffens)''<br>''Simulation games<br>Simulation-based learning environment<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 198 197 2011-06-14T07:05:53Z Zeiliger 2 wikitext text/x-wiki '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>[[Epistemic affordance|'''Epistemic affordance''']] (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino and M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>''Learning grid'' (ed. S. Salerno)<br>''Learning management systems'' (ed. D. Burgos)<br>''Learning objects'' (ed. E. Duval)<br>''Learning scenario'' (ed. V. Guéraud)<br>Learning space<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>--- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''--- external ''see ''External script<br>''--- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi &amp; L.-H. Wong)''<br>Self-regulated learning'' (ed. K. Steffens)''<br>''Simulation games<br>Simulation-based learning environment<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 197 196 2011-06-14T07:04:02Z Zeiliger 2 wikitext text/x-wiki '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>'''Epistemic affordance''' (ed. M. Mavrikis)<br>''Epistemic feedback'' (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino and M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>''Learning grid'' (ed. S. Salerno)<br>''Learning management systems'' (ed. D. Burgos)<br>''Learning objects'' (ed. E. Duval)<br>''Learning scenario'' (ed. V. Guéraud)<br>Learning space<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>--- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''--- external ''see ''External script<br>''--- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi &amp; L.-H. Wong)''<br>Self-regulated learning'' (ed. K. Steffens)''<br>''Simulation games<br>Simulation-based learning environment<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 196 195 2011-06-07T09:43:08Z Balacheff 4 wikitext text/x-wiki '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>''Epistemic feedback'' (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino and M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>''Learning grid'' (ed. S. Salerno)<br>''Learning management systems'' (ed. D. Burgos)<br>''Learning objects'' (ed. E. Duval)<br>''Learning scenario'' (ed. V. Guéraud)<br>Learning space<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>--- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''--- external ''see ''External script<br>''--- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi &amp; L.-H. Wong)''<br>Self-regulated learning'' (ed. K. Steffens)''<br>''Simulation games<br>Simulation-based learning environment<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]''' (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 195 194 2011-06-07T09:42:11Z Balacheff 4 wikitext text/x-wiki '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>''Epistemic feedback'' (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino and M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>''Learning grid'' (ed. S. Salerno)<br>''Learning management systems'' (ed. D. Burgos)<br>''Learning objects'' (ed. E. Duval)<br>''Learning scenario'' (ed. V. Guéraud)<br>Learning space<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>--- collaboration ''see ''[[Collaboration script|'''Collaboration script''']]'''<br>'''--- external ''see ''External script<br>''--- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']](ed. C.-K. Looi &amp; L.-H. Wong)''<br>Self-regulated learning'' (ed. K. Steffens)''<br>''Simulation games<br>Simulation-based learning environment<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]'''[[Techno-mathematical literacies|Techno-mathematical literacies]] (ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 194 193 2011-06-07T09:40:03Z Balacheff 4 wikitext text/x-wiki '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>''Epistemic feedback'' (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino and M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>''Learning grid'' (ed. S. Salerno)<br>''Learning management systems'' (ed. D. Burgos)<br>''Learning objects'' (ed. E. Duval)<br>''Learning scenario'' (ed. V. Guéraud)<br>Learning space<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>--- collaboration ''see ''[[Collaboration script|Collaboration script]]'''<br>'''--- external ''see ''External script<br>''--- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']]''(ed. C.-K. Looi &amp; L.-H. Wong)<br>''''Self-regulated learning'' ''(ed. K. Steffens)<br>''Simulation games<br>Simulation-based learning environment<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]'''[[Techno-mathematical literacies|Techno-mathematical literacies]](ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 193 192 2011-06-07T09:39:09Z Balacheff 4 wikitext text/x-wiki '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>''Epistemic feedback'' (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino and M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>''Learning grid'' (ed. S. Salerno)<br>''Learning management systems'' (ed. D. Burgos)<br>''Learning objects'' (ed. E. Duval)<br>''Learning scenario'' (ed. V. Guéraud)<br>Learning space<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>--- collaboration ''see '''''[[Collaboration_script|'''Collaboration script''']]<br>--- external ''see ''External script<br>''--- ''internal ''see ''Internal script<br>[[Seamless learning environments|'''Seamless learning environments''']]''(ed. C.-K. Looi &amp; L.-H. Wong)<br>''Self-regulated learning''(ed. K. Steffens)<br>Simulation games<br>Simulation-based learning environment<br>Situated learning '' '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|Techno-mathematical literacies]]'''[[Techno-mathematical literacies|Techno-mathematical literacies]](ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 192 191 2011-06-06T08:53:41Z Balacheff 4 wikitext text/x-wiki '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computational mathetic<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>''Epistemic feedback'' (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino and M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>''Learning grid'' (ed. S. Salerno)<br>''Learning management systems'' (ed. D. Burgos)<br>''Learning objects'' (ed. E. Duval)<br>''Learning scenario'' (ed. V. Guéraud)<br>Learning space<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>''Script'' ...<br>--- collaboration ''see ''Collaboration script<br>--- ''external seeExternal script''<br>''--- internal ''see ''Internal script''<br>''[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi &amp; L.-H. Wong)<br>''Self-regulated learning'' (ed. K. Steffens)<br>Simulation games<br>Simulation-based learning environment<br>Situated learning '''<br>'''T'''{{Anchor|T}}<br>'''Tangible learning environment<br>Technology Enhanced Learning'''<br>[[Techno-mathematical literacies|'''Techno-mathematical literacies''']] '''(ed. R. Noss) '''<br>'''U'''{{Anchor|U}}<br>'''Ubiquitous learning '''<br>'''V'''{{Anchor|V}}<br>'''Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities '''<br>'''W'''{{Anchor|W}}<br>'''Web-lecturing technologies'''<br><br>''' 191 190 2011-05-31T09:39:15Z Balacheff 4 wikitext text/x-wiki '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>''Epistemic feedback'' (ed. V. Luengo)<br>e-portfolio<br>''External script'' (ed. Y. Dimitriadis) <br> <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino and M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>''Internal script ''(ed. Y. Dimitriadis)<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>''Learning grid'' (ed. S. Salerno)<br>''Learning management systems'' (ed. D. Burgos)<br>''Learning objects'' (ed. E. Duval)<br>''Learning scenario'' (ed. V. Guéraud)<br>Learning space<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>''Script'' ...<br>--- collaboration ''see ''Collaboration script<br>--- ''external ''''see ''External script''<br>''--- internal ''see ''Internal script''<br>''[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi &amp; L.-H. Wong)<br>''Self-regulated learning'' (ed. K. Steffens)<br>Simulation games<br>Simulation-based learning environment<br>Situated learning <br>'''T'''{{Anchor|T}}<br>Tangible learning environment<br>Technology Enhanced Learning<br>[[Techno-mathematical literacies|'''Techno-mathematical literacies''']] (ed. R. Noss) <br>'''U'''{{Anchor|U}}<br>Ubiquitous learning <br>'''V'''{{Anchor|V}}<br>Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities <br>'''W'''{{Anchor|W}}<br>Web-lecturing technologies<br><br> 190 171 2011-05-29T20:25:16Z Balacheff 4 wikitext text/x-wiki '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script|'''Collaboration script''']] (ed. P. Dillenbourg)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism|'''Constructionism''']] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>''Dynamic geometry'' (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance|'''Educational affordance''']] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena|'''Embedded phenomena''']] (ed. T. Moher)<br>''Epistemic feedback'' (ed. V. Luengo)<br>e-portfolios <br>'''G'''{{Anchor|G}}<br>[[Game-based learning|'''Game-based learning''']] (ed. R. Bottino and M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning|'''Inquiry learning''']] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>Learning companion<br>''Learning design'' (ed. R. Koper)<br>Learning environment<br>''Learning grid'' (ed. S. Salerno)<br>''Learning management systems'' (ed. D. Burgos)<br>''Learning objects'' (ed. E. Duval)<br>''Learning scenario'' (ed. V. Guéraud)<br>Learning space<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning|'''Mobile learning''']] (ed. M. Sharples)<br>''Multimedia learning'' (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments|'''Narrative learning environments''']] (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay|'''Overlay''']] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>''Personal learning environment'' (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>''Script'' ...<br>''--- internal'' (ed. Y. Dimitriadis)<br>''--- external'' (ed. Y. Dimitriadis)<br>[[Seamless learning environments|'''Seamless learning environments''']] (ed. C.-K. Looi &amp; L.-H. Wong)<br>''Self-regulated learning'' (ed. K. Steffens)<br>Simulation games<br>Simulation-based learning environment<br>Situated learning <br>'''T'''{{Anchor|T}}<br>Tangible learning environment<br>Technology Enhanced Learning<br>[[Techno-mathematical literacies|'''Techno-mathematical literacies''']] (ed. R. Noss) <br>'''U'''{{Anchor|U}}<br>Ubiquitous learning <br>'''V'''{{Anchor|V}}<br>Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities <br>'''W'''{{Anchor|W}}<br>Web-lecturing technologies<br><br> 171 154 2011-05-27T13:40:32Z Admin 1 wikitext text/x-wiki '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>[[Collaboration script]] (ed. P. Dillenbourg)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism]] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>Dynamic geometry (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance]] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena]] (ed. T. Moher)<br>Epistemic feedback (ed. V. Luengo)<br>e-portfolios <br>'''G'''{{Anchor|G}}<br>[[Game-based learning]] (ed. R. Bottino and M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning]] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>Learning companion<br>Learning design (ed. R. Koper)<br>Learning environment<br>Learning grid (ed. S. Salerno)<br>Learning management systems (ed. D. Burgos)<br>Learning objects (ed. E. Duval)<br>Learning scenario (ed. V. Guéraud)<br>Learning space<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning]] (ed. M. Sharples)<br>Multimedia learning (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments]] (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay]] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>Personal learning environment (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>--- internal (ed. Y. Dimitriadis)<br>--- external (ed. Y. Dimitriadis)<br>[[Seamless learning environments]] (ed. C.-K. Looi &amp; L.-H. Wong)<br>Self-regulated learning (ed. K. Steffens)<br>Simulation games<br>Simulation-based learning environment<br>Situated learning <br>'''T'''{{Anchor|T}}<br>Tangible learning environment<br>Technology Enhanced Learning<br>[[Techno-mathematical literacies]] (ed. R. Noss) <br>'''U'''{{Anchor|U}}<br>Ubiquitous learning <br>'''V'''{{Anchor|V}}<br>Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities <br>'''W'''{{Anchor|W}}<br>Web-lecturing technologies<br><br> 154 151 2011-05-27T07:31:53Z Admin 1 wikitext text/x-wiki '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>Collaboration scripts (ed. F. Fischer)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism]] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>Dynamic geometry (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance]] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena]] (ed. T. Moher)<br>Epistemic feedback (ed. V. Luengo)<br>e-portfolios <br>'''G'''{{Anchor|G}}<br>[[Game-based learning]] (ed. R. Bottino and M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning]] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>Learning companion<br>Learning design (ed. R. Koper)<br>Learning environment<br>Learning grid (ed. S. Salerno)<br>Learning management systems (ed. D. Burgos)<br>Learning objects (ed. E. Duval)<br>Learning scenario (ed. V. Guéraud)<br>Learning space<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning]] (ed. M. Sharples)<br>Multimedia learning (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments]] (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay]] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>Personal learning environment (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>--- internal (ed. Y. Dimitriadis)<br>--- external (ed. Y. Dimitriadis)<br>[[Seamless learning environments]] (ed. C.-K. Looi &amp; L.-H. Wong)<br>Self-regulated learning (ed. K. Steffens)<br>Simulation games<br>Simulation-based learning environment<br>Situated learning <br>'''T'''{{Anchor|T}}<br>Tangible learning environment<br>Technology Enhanced Learning<br>[[Techno-mathematical literacies]] (ed. R. Noss) <br>'''U'''{{Anchor|U}}<br>Ubiquitous learning <br>'''V'''{{Anchor|V}}<br>Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities <br>'''W'''{{Anchor|W}}<br>Web-lecturing technologies<br><br> 151 127 2011-05-26T09:53:46Z Admin 1 wikitext text/x-wiki {{Languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>Collaboration scripts (ed. F. Fischer)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism]] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>Dynamic geometry (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance]] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena]] (ed. T. Moher)<br>Epistemic feedback (ed. V. Luengo)<br>e-portfolios <br>'''G'''{{Anchor|G}}<br>[[Game-based learning]] (ed. R. Bottino and M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning]] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>Learning companion<br>Learning design (ed. R. Koper)<br>Learning environment<br>Learning grid (ed. S. Salerno)<br>Learning management systems (ed. D. Burgos)<br>Learning objects (ed. E. Duval)<br>Learning scenario (ed. V. Guéraud)<br>Learning space<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning]] (ed. M. Sharples)<br>Multimedia learning (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>[[Narrative learning environments]] (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay]] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>Personal learning environment (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>--- internal (ed. Y. Dimitriadis)<br>--- external (ed. Y. Dimitriadis)<br>[[Seamless learning environments]] (ed. C.-K. Looi &amp; L.-H. Wong)<br>Self-regulated learning (ed. K. Steffens)<br>Simulation games<br>Simulation-based learning environment<br>Situated learning <br>'''T'''{{Anchor|T}}<br>Tangible learning environment<br>Technology Enhanced Learning<br>[[Techno-mathematical literacies]] (ed. R. Noss) <br>'''U'''{{Anchor|U}}<br>Ubiquitous learning <br>'''V'''{{Anchor|V}}<br>Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities <br>'''W'''{{Anchor|W}}<br>Web-lecturing technologies<br><br> 127 126 2011-05-26T07:11:14Z Admin 1 wikitext text/x-wiki {{Languages}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>Collaboration scripts (ed. F. Fischer)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism]] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>Dynamic geometry (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance]] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena]] (ed. T. Moher)<br>Epistemic feedback (ed. V. Luengo)<br>e-portfolios <br>'''G'''{{Anchor|G}}<br>[[Game-based learning]] (ed. R. Bottino and M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning]] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>Learning companion<br>Learning design (ed. R. Koper)<br>Learning environment<br>Learning grid (ed. S. Salerno)<br>Learning management systems (ed. D. Burgos)<br>Learning objects (ed. E. Duval)<br>Learning scenario (ed. V. Guéraud)<br>Learning space<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning]] (ed. M. Sharples)<br>Multimedia learning (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>Narrative learning environments (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay]] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>Personal learning environment (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>--- internal (ed. Y. Dimitriadis)<br>--- external (ed. Y. Dimitriadis)<br>[[Seamless learning environments]] (ed. C.-K. Looi &amp; L.-H. Wong)<br>Self-regulated learning (ed. K. Steffens)<br>Simulation games<br>Simulation-based learning environment<br>Situated learning <br>'''T'''{{Anchor|T}}<br>Tangible learning environment<br>Technology Enhanced Learning<br>[[Techno-mathematical literacies]] (ed. R. Noss) <br>'''U'''{{Anchor|U}}<br>Ubiquitous learning <br>'''V'''{{Anchor|V}}<br>Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities <br>'''W'''{{Anchor|W}}<br>Web-lecturing technologies<br><br> 126 123 2011-05-26T07:10:14Z Admin 1 wikitext text/x-wiki {{{Languages}}} '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>Collaboration scripts (ed. F. Fischer)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism]] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>Dynamic geometry (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance]] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena]] (ed. T. Moher)<br>Epistemic feedback (ed. V. Luengo)<br>e-portfolios <br>'''G'''{{Anchor|G}}<br>[[Game-based learning]] (ed. R. Bottino and M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning]] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>Learning companion<br>Learning design (ed. R. Koper)<br>Learning environment<br>Learning grid (ed. S. Salerno)<br>Learning management systems (ed. D. Burgos)<br>Learning objects (ed. E. Duval)<br>Learning scenario (ed. V. Guéraud)<br>Learning space<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning]] (ed. M. Sharples)<br>Multimedia learning (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>Narrative learning environments (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay]] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>Personal learning environment (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>--- internal (ed. Y. Dimitriadis)<br>--- external (ed. Y. Dimitriadis)<br>[[Seamless learning environments]] (ed. C.-K. Looi &amp; L.-H. Wong)<br>Self-regulated learning (ed. K. Steffens)<br>Simulation games<br>Simulation-based learning environment<br>Situated learning <br>'''T'''{{Anchor|T}}<br>Tangible learning environment<br>Technology Enhanced Learning<br>[[Techno-mathematical literacies]] (ed. R. Noss) <br>'''U'''{{Anchor|U}}<br>Ubiquitous learning <br>'''V'''{{Anchor|V}}<br>Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities <br>'''W'''{{Anchor|W}}<br>Web-lecturing technologies<br><br> 123 115 2011-05-24T14:05:50Z Admin 1 wikitext text/x-wiki '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning<br>Buddy systems <br>'''C'''{{Anchor|C}}<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>Collaboration scripts (ed. F. Fischer)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism]] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''{{Anchor|D}}<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>Dynamic geometry (ed. J.M. Laborde) <br>'''E'''{{Anchor|E}}<br>e-Assessment<br>[[Educational affordance]] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena]] (ed. T. Moher)<br>Epistemic feedback (ed. V. Luengo)<br>e-portfolios <br>'''G'''{{Anchor|G}}<br>[[Game-based learning]] (ed. R. Bottino and M. Ott) <br>'''I'''{{Anchor|I}}<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning]] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>Integrated learning system <br>'''L'''{{Anchor|L}}<br>Learner modeling<br>Learning companion<br>Learning design (ed. R. Koper)<br>Learning environment<br>Learning grid (ed. S. Salerno)<br>Learning management systems (ed. D. Burgos)<br>Learning objects (ed. E. Duval)<br>Learning scenario (ed. V. Guéraud)<br>Learning space<br>Learning trail <br>'''M'''{{Anchor|M}}<br>Microworld<br>[[Mobile learning]] (ed. M. Sharples)<br>Multimedia learning (ed. M. Betrancourt) <br>'''N'''{{Anchor|N}}<br>Narrative learning environments (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>'''O'''{{Anchor|O}}<br>On-line learning environment<br>[[Overlay]] (ed. N. Balacheff) <br>'''P'''{{Anchor|P}}<br>Pedagogical agent<br>Personal learning environment (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''{{Anchor|R}}<br>Remote laboratories <br>'''S'''{{Anchor|S}}<br>Script ...<br>--- internal (ed. Y. Dimitriadis)<br>--- external (ed. Y. Dimitriadis)<br>[[Seamless learning environments]] (ed. C.-K. Looi &amp; L.-H. Wong)<br>Self-regulated learning (ed. K. Steffens)<br>Simulation games<br>Simulation-based learning environment<br>Situated learning <br>'''T'''{{Anchor|T}}<br>Tangible learning environment<br>Technology Enhanced Learning<br>[[Techno-mathematical literacies]] (ed. R. Noss) <br>'''U'''{{Anchor|U}}<br>Ubiquitous learning <br>'''V'''{{Anchor|V}}<br>Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities <br>'''W'''{{Anchor|W}}<br>Web-lecturing technologies<br><br> 115 114 2011-05-24T12:40:06Z Admin 1 wikitext text/x-wiki '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchor|B}}<br>Blended learning<br>Buddy systems <br>'''C'''<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>Collaboration scripts (ed. F. Fischer)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism]] (ed. R. Noss)<br>Course management system<br>Courseware <br>[['''D''']]<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>Dynamic geometry (ed. J.M. Laborde) <br>[['''E''']]<br>e-Assessment<br>[[Educational affordance]] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena]] (ed. T. Moher)<br>Epistemic feedback (ed. V. Luengo)<br>e-portfolios <br>[['''G''']]<br>[[Game-based learning]] (ed. R. Bottino and M. Ott) <br>[['''I''']]<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning]] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>Integrated learning system <br>[['''L''']]<br>Learner modeling<br>Learning companion<br>Learning design (ed. R. Koper)<br>Learning environment<br>Learning grid (ed. S. Salerno)<br>Learning management systems (ed. D. Burgos)<br>Learning objects (ed. E. Duval)<br>Learning scenario (ed. V. Guéraud)<br>Learning space<br>Learning trail <br>[['''M''']]<br>Microworld<br>[[Mobile learning]] (ed. M. Sharples)<br>Multimedia learning (ed. M. Betrancourt) <br>[['''N''']]<br>Narrative learning environments (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>[['''O''']]<br>On-line learning environment<br>[[Overlay]] (ed. N. Balacheff) <br>[['''P''']]<br>Pedagogical agent<br>Personal learning environment (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>[['''R''']]<br>Remote laboratories <br>[['''S''']]<br>Script ...<br>--- internal (ed. Y. Dimitriadis)<br>--- external (ed. Y. Dimitriadis)<br>[[Seamless learning environments]] (ed. C.-K. Looi &amp; L.-H. Wong)<br>Self-regulated learning (ed. K. Steffens)<br>Simulation games<br>Simulation-based learning environment<br>Situated learning <br>[['''T''']]<br>Tangible learning environment<br>Technology Enhanced Learning<br>[[Techno-mathematical literacies]] (ed. R. Noss) <br>[['''U''']]<br>Ubiquitous learning <br>[['''V''']]<br>Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities <br>[['''W''']]<br>Web-lecturing technologies<br><br> 114 113 2011-05-24T10:49:42Z Admin 1 wikitext text/x-wiki '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchors|B}}<br>Blended learning<br>Buddy systems <br><a name="C">'''C'''</a><br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>Collaboration scripts (ed. F. Fischer)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism]] (ed. R. Noss)<br>Course management system<br>Courseware <br>[['''D''']]<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>Dynamic geometry (ed. J.M. Laborde) <br>[['''E''']]<br>e-Assessment<br>[[Educational affordance]] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena]] (ed. T. Moher)<br>Epistemic feedback (ed. V. Luengo)<br>e-portfolios <br>[['''G''']]<br>[[Game-based learning]] (ed. R. Bottino and M. Ott) <br>[['''I''']]<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning]] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>Integrated learning system <br>[['''L''']]<br>Learner modeling<br>Learning companion<br>Learning design (ed. R. Koper)<br>Learning environment<br>Learning grid (ed. S. Salerno)<br>Learning management systems (ed. D. Burgos)<br>Learning objects (ed. E. Duval)<br>Learning scenario (ed. V. Guéraud)<br>Learning space<br>Learning trail <br>[['''M''']]<br>Microworld<br>[[Mobile learning]] (ed. M. Sharples)<br>Multimedia learning (ed. M. Betrancourt) <br>[['''N''']]<br>Narrative learning environments (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>[['''O''']]<br>On-line learning environment<br>[[Overlay]] (ed. N. Balacheff) <br>[['''P''']]<br>Pedagogical agent<br>Personal learning environment (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>[['''R''']]<br>Remote laboratories <br>[['''S''']]<br>Script ...<br>--- internal (ed. Y. Dimitriadis)<br>--- external (ed. Y. Dimitriadis)<br>[[Seamless learning environments]] (ed. C.-K. Looi &amp; L.-H. Wong)<br>Self-regulated learning (ed. K. Steffens)<br>Simulation games<br>Simulation-based learning environment<br>Situated learning <br>[['''T''']]<br>Tangible learning environment<br>Technology Enhanced Learning<br>[[Techno-mathematical literacies]] (ed. R. Noss) <br>[['''U''']]<br>Ubiquitous learning <br>[['''V''']]<br>Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities <br>[['''W''']]<br>Web-lecturing technologies<br><br> 113 112 2011-05-24T10:48:51Z Admin 1 wikitext text/x-wiki '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchors|B}}<br>Blended learning<br>Buddy systems <br>&lt;a name='C'&gt;'''C'''&lt;/a&gt;<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>Collaboration scripts (ed. F. Fischer)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism]] (ed. R. Noss)<br>Course management system<br>Courseware <br>[['''D''']]<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>Dynamic geometry (ed. J.M. Laborde) <br>[['''E''']]<br>e-Assessment<br>[[Educational affordance]] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena]] (ed. T. Moher)<br>Epistemic feedback (ed. V. Luengo)<br>e-portfolios <br>[['''G''']]<br>[[Game-based learning]] (ed. R. Bottino and M. Ott) <br>[['''I''']]<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning]] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>Integrated learning system <br>[['''L''']]<br>Learner modeling<br>Learning companion<br>Learning design (ed. R. Koper)<br>Learning environment<br>Learning grid (ed. S. Salerno)<br>Learning management systems (ed. D. Burgos)<br>Learning objects (ed. E. Duval)<br>Learning scenario (ed. V. Guéraud)<br>Learning space<br>Learning trail <br>[['''M''']]<br>Microworld<br>[[Mobile learning]] (ed. M. Sharples)<br>Multimedia learning (ed. M. Betrancourt) <br>[['''N''']]<br>Narrative learning environments (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>[['''O''']]<br>On-line learning environment<br>[[Overlay]] (ed. N. Balacheff) <br>[['''P''']]<br>Pedagogical agent<br>Personal learning environment (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>[['''R''']]<br>Remote laboratories <br>[['''S''']]<br>Script ...<br>--- internal (ed. Y. Dimitriadis)<br>--- external (ed. Y. Dimitriadis)<br>[[Seamless learning environments]] (ed. C.-K. Looi &amp; L.-H. Wong)<br>Self-regulated learning (ed. K. Steffens)<br>Simulation games<br>Simulation-based learning environment<br>Situated learning <br>[['''T''']]<br>Tangible learning environment<br>Technology Enhanced Learning<br>[[Techno-mathematical literacies]] (ed. R. Noss) <br>[['''U''']]<br>Ubiquitous learning <br>[['''V''']]<br>Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities <br>[['''W''']]<br>Web-lecturing technologies<br><br> 112 111 2011-05-24T10:48:21Z Admin 1 wikitext text/x-wiki '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchors|B}}<br>Blended learning<br>Buddy systems <br><a name='C'>''''C'''</a><br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>Collaboration scripts (ed. F. Fischer)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism]] (ed. R. Noss)<br>Course management system<br>Courseware <br>[['''D''']]<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>Dynamic geometry (ed. J.M. Laborde) <br>[['''E''']]<br>e-Assessment<br>[[Educational affordance]] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena]] (ed. T. Moher)<br>Epistemic feedback (ed. V. Luengo)<br>e-portfolios <br>[['''G''']]<br>[[Game-based learning]] (ed. R. Bottino and M. Ott) <br>[['''I''']]<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning]] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>Integrated learning system <br>[['''L''']]<br>Learner modeling<br>Learning companion<br>Learning design (ed. R. Koper)<br>Learning environment<br>Learning grid (ed. S. Salerno)<br>Learning management systems (ed. D. Burgos)<br>Learning objects (ed. E. Duval)<br>Learning scenario (ed. V. Guéraud)<br>Learning space<br>Learning trail <br>[['''M''']]<br>Microworld<br>[[Mobile learning]] (ed. M. Sharples)<br>Multimedia learning (ed. M. Betrancourt) <br>[['''N''']]<br>Narrative learning environments (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>[['''O''']]<br>On-line learning environment<br>[[Overlay]] (ed. N. Balacheff) <br>[['''P''']]<br>Pedagogical agent<br>Personal learning environment (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>[['''R''']]<br>Remote laboratories <br>[['''S''']]<br>Script ...<br>--- internal (ed. Y. Dimitriadis)<br>--- external (ed. Y. Dimitriadis)<br>[[Seamless learning environments]] (ed. C.-K. Looi &amp; L.-H. Wong)<br>Self-regulated learning (ed. K. Steffens)<br>Simulation games<br>Simulation-based learning environment<br>Situated learning <br>[['''T''']]<br>Tangible learning environment<br>Technology Enhanced Learning<br>[[Techno-mathematical literacies]] (ed. R. Noss) <br>[['''U''']]<br>Ubiquitous learning <br>[['''V''']]<br>Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities <br>[['''W''']]<br>Web-lecturing technologies<br><br> 111 110 2011-05-24T10:45:31Z Admin 1 wikitext text/x-wiki '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' <br> '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''{{Anchors|B}}<br>Blended learning<br>Buddy systems <br>[['''C''']]<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>Collaboration scripts (ed. F. Fischer)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism]] (ed. R. Noss)<br>Course management system<br>Courseware <br>[['''D''']]<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>Dynamic geometry (ed. J.M. Laborde) <br>[['''E''']]<br>e-Assessment<br>[[Educational affordance]] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena]] (ed. T. Moher)<br>Epistemic feedback (ed. V. Luengo)<br>e-portfolios <br>[['''G''']]<br>[[Game-based learning]] (ed. R. Bottino and M. Ott) <br>[['''I''']]<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning]] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>Integrated learning system <br>[['''L''']]<br>Learner modeling<br>Learning companion<br>Learning design (ed. R. Koper)<br>Learning environment<br>Learning grid (ed. S. Salerno)<br>Learning management systems (ed. D. Burgos)<br>Learning objects (ed. E. Duval)<br>Learning scenario (ed. V. Guéraud)<br>Learning space<br>Learning trail <br>[['''M''']]<br>Microworld<br>[[Mobile learning]] (ed. M. Sharples)<br>Multimedia learning (ed. M. Betrancourt) <br>[['''N''']]<br>Narrative learning environments (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>[['''O''']]<br>On-line learning environment<br>[[Overlay]] (ed. N. Balacheff) <br>[['''P''']]<br>Pedagogical agent<br>Personal learning environment (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>[['''R''']]<br>Remote laboratories <br>[['''S''']]<br>Script ...<br>--- internal (ed. Y. Dimitriadis)<br>--- external (ed. Y. Dimitriadis)<br>[[Seamless learning environments]] (ed. C.-K. Looi &amp; L.-H. Wong)<br>Self-regulated learning (ed. K. Steffens)<br>Simulation games<br>Simulation-based learning environment<br>Situated learning <br>[['''T''']]<br>Tangible learning environment<br>Technology Enhanced Learning<br>[[Techno-mathematical literacies]] (ed. R. Noss) <br>[['''U''']]<br>Ubiquitous learning <br>[['''V''']]<br>Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities <br>[['''W''']]<br>Web-lecturing technologies<br><br> 110 109 2011-05-24T10:43:27Z Admin 1 wikitext text/x-wiki '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>{{Anchors|B}}'''B'''<br>Blended learning<br>Buddy systems <br>[['''C''']]<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>Collaboration scripts (ed. F. Fischer)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism]] (ed. R. Noss)<br>Course management system<br>Courseware <br>[['''D''']]<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>Dynamic geometry (ed. J.M. Laborde) <br>[['''E''']]<br>e-Assessment<br>[[Educational affordance]] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena]] (ed. T. Moher)<br>Epistemic feedback (ed. V. Luengo)<br>e-portfolios <br>[['''G''']]<br>[[Game-based learning]] (ed. R. Bottino and M. Ott) <br>[['''I''']]<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning]] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>Integrated learning system <br>[['''L''']]<br>Learner modeling<br>Learning companion<br>Learning design (ed. R. Koper)<br>Learning environment<br>Learning grid (ed. S. Salerno)<br>Learning management systems (ed. D. Burgos)<br>Learning objects (ed. E. Duval)<br>Learning scenario (ed. V. Guéraud)<br>Learning space<br>Learning trail <br>[['''M''']]<br>Microworld<br>[[Mobile learning]] (ed. M. Sharples)<br>Multimedia learning (ed. M. Betrancourt) <br>[['''N''']]<br>Narrative learning environments (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>[['''O''']]<br>On-line learning environment<br>[[Overlay]] (ed. N. Balacheff) <br>[['''P''']]<br>Pedagogical agent<br>Personal learning environment (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>[['''R''']]<br>Remote laboratories <br>[['''S''']]<br>Script ...<br>--- internal (ed. Y. Dimitriadis)<br>--- external (ed. Y. Dimitriadis)<br>[[Seamless learning environments]] (ed. C.-K. Looi &amp; L.-H. Wong)<br>Self-regulated learning (ed. K. Steffens)<br>Simulation games<br>Simulation-based learning environment<br>Situated learning <br>[['''T''']]<br>Tangible learning environment<br>Technology Enhanced Learning<br>[[Techno-mathematical literacies]] (ed. R. Noss) <br>[['''U''']]<br>Ubiquitous learning <br>[['''V''']]<br>Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities <br>[['''W''']]<br>Web-lecturing technologies<br><br> 109 108 2011-05-24T10:34:17Z Admin 1 wikitext text/x-wiki '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>[['''B''']]<br>Blended learning<br>Buddy systems <br>[['''C''']]<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>Collaboration scripts (ed. F. Fischer)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism]] (ed. R. Noss)<br>Course management system<br>Courseware <br>[['''D''']]<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>Dynamic geometry (ed. J.M. Laborde) <br>[['''E''']]<br>e-Assessment<br>[[Educational affordance]] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena]] (ed. T. Moher)<br>Epistemic feedback (ed. V. Luengo)<br>e-portfolios <br>[['''G''']]<br>[[Game-based learning]] (ed. R. Bottino and M. Ott) <br>[['''I''']]<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning]] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>Integrated learning system <br>[['''L''']]<br>Learner modeling<br>Learning companion<br>Learning design (ed. R. Koper)<br>Learning environment<br>Learning grid (ed. S. Salerno)<br>Learning management systems (ed. D. Burgos)<br>Learning objects (ed. E. Duval)<br>Learning scenario (ed. V. Guéraud)<br>Learning space<br>Learning trail <br>[['''M''']]<br>Microworld<br>[[Mobile learning]] (ed. M. Sharples)<br>Multimedia learning (ed. M. Betrancourt) <br>[['''N''']]<br>Narrative learning environments (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>[['''O''']]<br>On-line learning environment<br>[[Overlay]] (ed. N. Balacheff) <br>[['''P''']]<br>Pedagogical agent<br>Personal learning environment (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>[['''R''']]<br>Remote laboratories <br>[['''S''']]<br>Script ...<br>--- internal (ed. Y. Dimitriadis)<br>--- external (ed. Y. Dimitriadis)<br>[[Seamless learning environments]] (ed. C.-K. Looi &amp; L.-H. Wong)<br>Self-regulated learning (ed. K. Steffens)<br>Simulation games<br>Simulation-based learning environment<br>Situated learning <br>[['''T''']]<br>Tangible learning environment<br>Technology Enhanced Learning<br>[[Techno-mathematical literacies]] (ed. R. Noss) <br>[['''U''']]<br>Ubiquitous learning <br>[['''V''']]<br>Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities <br>[['''W''']]<br>Web-lecturing technologies<br><br> 108 107 2011-05-24T10:26:30Z Admin 1 wikitext text/x-wiki '''A - [[#B|B]] - [[#C|C]] - D - E - G - I - L - M - N - O - P - R - S - T - U - V - W''' '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>[['''B''']]<br>Blended learning<br>Buddy systems <br>[['''C''']]<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>Collaboration scripts (ed. F. Fischer)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism]] (ed. R. Noss)<br>Course management system<br>Courseware <br>[['''D''']]<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>Dynamic geometry (ed. J.M. Laborde) <br>[['''E''']]<br>e-Assessment<br>[[Educational affordance]] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena]] (ed. T. Moher)<br>Epistemic feedback (ed. V. Luengo)<br>e-portfolios <br>[['''G''']]<br>[[Game-based learning]] (ed. R. Bottino and M. Ott) <br>[['''I''']]<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning]] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>Integrated learning system <br>[['''L''']]<br>Learner modeling<br>Learning companion<br>Learning design (ed. R. Koper)<br>Learning environment<br>Learning grid (ed. S. Salerno)<br>Learning management systems (ed. D. Burgos)<br>Learning objects (ed. E. Duval)<br>Learning scenario (ed. V. Guéraud)<br>Learning space<br>Learning trail <br>[['''M''']]<br>Microworld<br>[[Mobile learning]] (ed. M. Sharples)<br>Multimedia learning (ed. M. Betrancourt) <br>[['''N''']]<br>Narrative learning environments (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>[['''O''']]<br>On-line learning environment<br>[[Overlay]] (ed. N. Balacheff) <br>[['''P''']]<br>Pedagogical agent<br>Personal learning environment (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>[['''R''']]<br>Remote laboratories <br>[['''S''']]<br>Script ...<br>--- internal (ed. Y. Dimitriadis)<br>--- external (ed. Y. Dimitriadis)<br>[[Seamless learning environments]] (ed. C.-K. Looi &amp; L.-H. Wong)<br>Self-regulated learning (ed. K. Steffens)<br>Simulation games<br>Simulation-based learning environment<br>Situated learning <br>[['''T''']]<br>Tangible learning environment<br>Technology Enhanced Learning<br>[[Techno-mathematical literacies]] (ed. R. Noss) <br>[['''U''']]<br>Ubiquitous learning <br>[['''V''']]<br>Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities <br>[['''W''']]<br>Web-lecturing technologies<br><br> 107 17 2011-05-24T10:21:49Z Admin 1 wikitext text/x-wiki '''A - [[B|B]] - C -D - E - G - I - L - M - N - O - P - R - S - T - U - V - W''' '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>[['''B''']]<br>Blended learning<br>Buddy systems <br>[['''C''']]<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>Collaboration scripts (ed. F. Fischer)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism]] (ed. R. Noss)<br>Course management system<br>Courseware <br>[['''D''']]<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>Dynamic geometry (ed. J.M. Laborde) <br>[['''E''']]<br>e-Assessment<br>[[Educational affordance]] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena]] (ed. T. Moher)<br>Epistemic feedback (ed. V. Luengo)<br>e-portfolios <br>[['''G''']]<br>[[Game-based learning]] (ed. R. Bottino and M. Ott) <br>[['''I''']]<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning]] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>Integrated learning system <br>[['''L''']]<br>Learner modeling<br>Learning companion<br>Learning design (ed. R. Koper)<br>Learning environment<br>Learning grid (ed. S. Salerno)<br>Learning management systems (ed. D. Burgos)<br>Learning objects (ed. E. Duval)<br>Learning scenario (ed. V. Guéraud)<br>Learning space<br>Learning trail <br>[['''M''']]<br>Microworld<br>[[Mobile learning]] (ed. M. Sharples)<br>Multimedia learning (ed. M. Betrancourt) <br>[['''N''']]<br>Narrative learning environments (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>[['''O''']]<br>On-line learning environment<br>[[Overlay]] (ed. N. Balacheff) <br>[['''P''']]<br>Pedagogical agent<br>Personal learning environment (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>[['''R''']]<br>Remote laboratories <br>[['''S''']]<br>Script ...<br>--- internal (ed. Y. Dimitriadis)<br>--- external (ed. Y. Dimitriadis)<br>[[Seamless learning environments]] (ed. C.-K. Looi &amp; L.-H. Wong)<br>Self-regulated learning (ed. K. Steffens)<br>Simulation games<br>Simulation-based learning environment<br>Situated learning <br>[['''T''']]<br>Tangible learning environment<br>Technology Enhanced Learning<br>[[Techno-mathematical literacies]] (ed. R. Noss) <br>[['''U''']]<br>Ubiquitous learning <br>[['''V''']]<br>Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities <br>[['''W''']]<br>Web-lecturing technologies<br><br> 17 8 2011-05-16T14:50:04Z Admin 1 wikitext text/x-wiki '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''<br>Blended learning<br>Buddy systems <br>'''C'''<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>Collaboration scripts (ed. F. Fischer)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism]] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>Dynamic geometry (ed. J.M. Laborde) <br>'''E'''<br>e-Assessment<br>[[Educational affordance]] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>[[Embedded phenomena]] (ed. T. Moher)<br>Epistemic feedback (ed. V. Luengo)<br>e-portfolios <br>'''G'''<br>[[Game-based learning]] (ed. R. Bottino and M. Ott) <br>'''I'''<br>Inclusive e-learning<br>Informal learning<br>[[Inquiry learning]] (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>Integrated learning system <br>'''L'''<br>Learner modeling<br>Learning companion<br>Learning design (ed. R. Koper)<br>Learning environment<br>Learning grid (ed. S. Salerno)<br>Learning management systems (ed. D. Burgos)<br>Learning objects (ed. E. Duval)<br>Learning scenario (ed. V. Guéraud)<br>Learning space<br>Learning trail <br>'''M'''<br>Microworld<br>[[Mobile learning]] (ed. M. Sharples)<br>Multimedia learning (ed. M. Betrancourt) <br>'''N'''<br>Narrative learning environments (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>'''O'''<br>On-line learning environment<br>[[Overlay]] (ed. N. Balacheff) <br>'''P'''<br>Pedagogical agent<br>Personal learning environment (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''<br>Remote laboratories <br>'''S'''<br>Script ...<br>--- internal (ed. Y. Dimitriadis)<br>--- external (ed. Y. Dimitriadis)<br>[[Seamless learning environments]] (ed. C.-K. Looi &amp; L.-H. Wong)<br>Self-regulated learning (ed. K. Steffens)<br>Simulation games<br>Simulation-based learning environment<br>Situated learning <br>'''T'''<br>Tangible learning environment<br>Technology Enhanced Learning<br>[[Techno-mathematical literacies]] (ed. R. Noss) <br>'''U'''<br>Ubiquitous learning <br>'''V'''<br>Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities <br>'''W'''<br>Web-lecturing technologies<br><br> 8 4 2011-05-16T14:03:28Z Admin 1 wikitext text/x-wiki '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''<br>Blended learning<br>Buddy systems <br>'''C'''<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>Collaboration scripts (ed. F. Fischer)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism]] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>Dynamic geometry (ed. J.M. Laborde) <br>'''E'''<br>e-Assessment<br>[[Educational affordance]] (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>Embedded phenomena (ed. T. Moher)<br>Epistemic feedback (ed. V. Luengo)<br>e-portfolios <br>'''G'''<br>Game-based learning (ed. R. Bottino and M. Ott) <br>'''I'''<br>Inclusive e-learning<br>Informal learning<br>Inquiry learning (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>Integrated learning system <br>'''L'''<br>Learner modeling<br>Learning companion<br>Learning design (ed. R. Koper)<br>Learning environment<br>Learning grid (ed. S. Salerno)<br>Learning management systems (ed. D. Burgos)<br>Learning objects (ed. E. Duval)<br>Learning scenario (ed. V. Guéraud)<br>Learning space<br>Learning trail <br>'''M'''<br>Microworld<br>Mobile learning (ed. M. Sharples)<br>Multimedia learning (ed. M. Betrancourt) <br>'''N'''<br>Narrative learning environments (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>'''O'''<br>On-line learning environment<br>Overlay (ed. N. Balacheff) <br>'''P'''<br>Pedagogical agent<br>Personal learning environment (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''<br>Remote laboratories <br>'''S'''<br>Script ...<br>--- internal (ed. Y. Dimitriadis)<br>--- external (ed. Y. Dimitriadis)<br>Seamless learning environments (ed. C.-K. Looi &amp; L.-H. Wong)<br>Self-regulated learning (ed. K. Steffens)<br>Simulation games<br>Simulation-based learning environment<br>Situated learning <br>'''T'''<br>Tangible learning environment<br>Technology Enhanced Learning<br>Techno-mathematical literacies (ed. R. Noss) <br>'''U'''<br>Ubiquitous learning <br>'''V'''<br>Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities <br>'''W'''<br>Web-lecturing technologies<br><br> 4 3 2011-05-16T12:50:02Z Admin 1 wikitext text/x-wiki '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''<br>Blended learning<br>Buddy systems <br>'''C'''<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>Collaboration scripts (ed. F. Fischer)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>[[Constructionism]] (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>Dynamic geometry (ed. J.M. Laborde) <br>'''E'''<br>e-Assessment<br>Educational affordance (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>Embedded phenomena (ed. T. Moher)<br>Epistemic feedback (ed. V. Luengo)<br>e-portfolios <br>'''G'''<br>Game-based learning (ed. R. Bottino and M. Ott) <br>'''I'''<br>Inclusive e-learning<br>Informal learning<br>Inquiry learning (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>Integrated learning system <br>'''L'''<br>Learner modeling<br>Learning companion<br>Learning design (ed. R. Koper)<br>Learning environment<br>Learning grid (ed. S. Salerno)<br>Learning management systems (ed. D. Burgos)<br>Learning objects (ed. E. Duval)<br>Learning scenario (ed. V. Guéraud)<br>Learning space<br>Learning trail <br>'''M'''<br>Microworld<br>Mobile learning (ed. M. Sharples)<br>Multimedia learning (ed. M. Betrancourt) <br>'''N'''<br>Narrative learning environments (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>'''O'''<br>On-line learning environment<br>Overlay (ed. N. Balacheff) <br>'''P'''<br>Pedagogical agent<br>Personal learning environment (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''<br>Remote laboratories <br>'''S'''<br>Script ...<br>--- internal (ed. Y. Dimitriadis)<br>--- external (ed. Y. Dimitriadis)<br>Seamless learning environments (ed. C.-K. Looi &amp; L.-H. Wong)<br>Self-regulated learning (ed. K. Steffens)<br>Simulation games<br>Simulation-based learning environment<br>Situated learning <br>'''T'''<br>Tangible learning environment<br>Technology Enhanced Learning<br>Techno-mathematical literacies (ed. R. Noss) <br>'''U'''<br>Ubiquitous learning <br>'''V'''<br>Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities <br>'''W'''<br>Web-lecturing technologies<br><br> 3 2011-05-16T12:42:49Z Admin 1 Created page with "'''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artif..." wikitext text/x-wiki '''A'''<br>Adaptive learning environment<br>Agent-based tutoring system<br>Agent-based learning environment<br>Ambient learning environment<br>Animated pedagogical agent<br>Artificial learning environment<br>Augmented learning environment<br>Authoring system<br>Authoring tool<br>Automatic diagnosis<br>Automatic generation of exercises <br>'''B'''<br>Blended learning<br>Buddy systems <br>'''C'''<br>Cognitive diagnosis<br>Cognitive engineering<br>Cognitive modeling<br>Cognitive tutor<br>Collaborative learning<br>Collaboration scripts (ed. F. Fischer)<br>Computer-assisted examination<br>Computer-assisted instruction<br>Computer-assisted language learning<br>Computer-assisted learning<br>Computer-based instruction<br>Computer-based learning environments<br>Computer-based laboratory<br>Computer programming in support of learning<br>Computer-supported collaborative learning<br>Constructionism (ed. R. Noss)<br>Course management system<br>Courseware <br>'''D'''<br>Didactical engineering (ed. M. Artigue)<br>Distance learning<br>Distributed learning<br>Distributed learning environments<br>Dynamic geometry (ed. J.M. Laborde) <br>'''E'''<br>e-Assessment<br>Educational affordance (ed. P. Kirschner)<br>Educational data mining<br>Edutainment<br>e-learning<br>Embedded phenomena (ed. T. Moher)<br>Epistemic feedback (ed. V. Luengo)<br>e-portfolios <br>'''G'''<br>Game-based learning (ed. R. Bottino and M. Ott) <br>'''I'''<br>Inclusive e-learning<br>Informal learning<br>Inquiry learning (ed. T. de Jong)<br>Intelligent scaffolding system<br>Intelligent tutoring system<br>Interactive learning environment<br>Interactive white board<br>Integrated learning system <br>'''L'''<br>Learner modeling<br>Learning companion<br>Learning design (ed. R. Koper)<br>Learning environment<br>Learning grid (ed. S. Salerno)<br>Learning management systems (ed. D. Burgos)<br>Learning objects (ed. E. Duval)<br>Learning scenario (ed. V. Guéraud)<br>Learning space<br>Learning trail <br>'''M'''<br>Microworld<br>Mobile learning (ed. M. Sharples)<br>Multimedia learning (ed. M. Betrancourt) <br>'''N'''<br>Narrative learning environments (ed. G. Dettori)<br>Networked learning<br>--- communities<br>--- environment <br>'''O'''<br>On-line learning environment<br>Overlay (ed. N. Balacheff) <br>'''P'''<br>Pedagogical agent<br>Personal learning environment (ed. D. Gillet)<br>Pervasive learning environment<br>Programmable computer-based learning environment<br>Programmable course <br>'''R'''<br>Remote laboratories <br>'''S'''<br>Script ...<br>--- internal (ed. Y. Dimitriadis)<br>--- external (ed. Y. Dimitriadis)<br>Seamless learning environments (ed. C.-K. Looi &amp; L.-H. Wong)<br>Self-regulated learning (ed. K. Steffens)<br>Simulation games<br>Simulation-based learning environment<br>Situated learning <br>'''T'''<br>Tangible learning environment<br>Technology Enhanced Learning<br>Techno-mathematical literacies (ed. R. Noss) <br>'''U'''<br>Ubiquitous learning <br>'''V'''<br>Virtual campus<br>Virtual learning environment<br>Virtual pedagogical agent<br>Virtual universities <br>'''W'''<br>Web-lecturing technologies<br><br> 0 166 1413 1412 2013-11-19T09:50:03Z Admin 1 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: arabic entries ''Edited by Riad Kaisar Saba, University of Balamand (LB)''<br> ''Chatar Allal, Centre régional de l'éducation et de la formation de Meknès (MA)''<br> ''with the collaboration of Hamid Chaachoua, Laboratoire d'Informatique de Grenoble (FR)'' <br> '''أ'''{{Anchor|أ}}<br> أداة تأليف {{MainEntry|Authoring tool}} <br> '''م'''{{Anchor|م}}<br> '''معرفي رد فعل علمي''' {{MainEntry|[[Epistemic feedback]]}} <br> '''ا'''{{Anchor|ا}}<br> '''استخراج البيانات في التعليم''' {{MainEntry|[[Educational data mining]]}}<br> الإنشاء التلقائي للتمارين {{MainEntry|Automatic generation of exercises}}<br> البرنامج النصّي الخارجي {{MainEntry|External script}}<br> البرنامج النصي الداخلي {{MainEntry|Internal script}}<br> '''البرنامج النصّي للتعلّم التعاوني ''' {{MainEntry|[[Collaboration script]]}}<br> التشخيص المعرفي {{MainEntry|Cognitive diagnosis}}<br> '''التعلم الاستقصائي''' {{MainEntry|[[Inquiry learning]]}}<br> التعلّم الإلكتروني {{MainEntry|e-learning}}<br> التعلّم الإلكتروني الشامل {{MainEntry|Inclusive e-learning}}<br> التعلّم التعدّدي {{MainEntry|Blended learning}}<br> التعلّم التعاوني {{MainEntry|Collaborative learning}}<br> التعلّم التعاوني عبر الكمبيوتر {{MainEntry|Computer-supported collaborative learning}}<br> التعلّم الدائم في كل مكان {{MainEntry|Ubiquitous learning}}<br> '''التعلم الشبكي ''' {{MainEntry|[[Networked learning]]}} <br> '''ب'''{{Anchor|ب}}<br> بيئة التعلّم الشبكي {{MainEntry|Networked learning environment}} <br> '''م'''{{Anchor|م}}<br> مجتمعات التعلّم الشبكي {{MainEntry|Networked learning communities}} <br> '''ا'''{{Anchor|ا}}<br> '''التعلّم القائم على لعبة ''' {{MainEntry|[[Game-based learning]]}}<br> التعلّم الموزّع على فترات زمنية {{MainEntry|Distributed learning}}<br> '''التعلم الشبكي ''' {{MainEntry|[[Networked learning]]}}<br> التعلّم المعزّز بالتكنولوجيا {{MainEntry|Technology Enhanced Learning}}<br> '''النقّال التعلم ''' {{MainEntry|[[Mobile learning]]}}<br> التعلم المتموقع {{MainEntry|Situated learning}}<br> '''التعلّم بالوسائط المتعدّدة ''' {{MainEntry|[[Multimedia learning]]}}<br> '''التعلم القائم الضبط الذاتي''' {{MainEntry|[[Self-regulated learning]]}}<br> التعلّم عن بعد {{MainEntry|Distance learning}}<br> '''التعلّم غير النظامي ''' {{MainEntry|[[Informal learning]]}}<br> التعليم الترفيهي {{MainEntry|Edutainment}}<br> التعليم القائم على الحاسوب {{MainEntry|Computer-based instruction}}<br> '''التعليم بواسطة ظواهر تطبيقية ''' {{MainEntry|[[Embedded phenomena]]}}<br> التفكير الحسابي {{MainEntry|Computational thinking}} <br> '''أ'''{{Anchor|أ}}<br> ألعاب المحاكاة {{MainEntry|Simulation games}} <br> '''ا'''{{Anchor|ا}}<br> '''الوصي المعرفي ''' {{MainEntry|[[Cognitive tutor]]}} <br> '''ا'''{{Anchor|ا}}<br> النمذجة الفكرية {{MainEntry|Cognitive modeling}}<br> الهندسة الإدراكية {{MainEntry|Cognitive engineering}}<br> امتحان بمساعدة الحاسوب {{MainEntry|Computer-assisted examination}} <br> '''ب'''{{Anchor|ب}}<br> برمجة الحاسوب دعما للتعلّم {{MainEntry|Computer programming in support of learning}} <br> '''ه'''{{Anchor|ه}}<br> هندسة حيوية {{MainEntry|Dynamic geometry}} <br> '''ب'''{{Anchor|ب}}<br> بيئة تعلّم {{MainEntry|Learning environment}}<br> بيئة تعلّم اصطناعية {{MainEntry|Artificial learning environment}}<br> بيئة تعلّم افتراضية {{MainEntry|Virtual learning environment}}<br> بيئة تعلّم انتشارية {{MainEntry|Pervasive learning environment}}<br> بيئة تعلّم تفاعليّة {{MainEntry|Interactive learning environment}}<br> '''بيئة تعلّم مرنة تساعد على التأقلم ''' {{MainEntry|[[Adaptive learning environment]]}}<br> '''بيئات تعلّم عن طريق الحكي''' {{MainEntry|[[Narrative learning environments]]}}<br> '''بيئات تعلّم سلس''' {{MainEntry|[[Seamless learning environments]]}}<br> بيئة تعلّم شخصيّة {{MainEntry|Personal learning environment}}<br> بيئة تعلّم عبر الانترنيت {{MainEntry|On-line learning environment}}<br> بيئة تعلّم ماديّة {{MainEntry|Tangible learning environment}}<br> بيئات تعلّم قائمة على الحاسوب {{MainEntry|Computer-based learning environments}}<br> '''بيئة تعلّم قائمة على المحاكاة ''' {{MainEntry|[[Simulation-based learning environment]]}}<br> بيئة تعلّم قائمة على برمجة الحاسوب {{MainEntry|Programmable computer-based learning environment}}<br> بيئة تعلّم قائمة على الفاعلين {{MainEntry|Agent-based learning environment}}<br> بيئات تعلّم مرحليّة {{MainEntry|Distributed learning environments}}<br> بيئة تعلّم محيطية {{MainEntry|Ambient learning environment}}<br> بيئة تعلّم معززة بالتكنولوجيا {{MainEntry|Augmented learning environment}} <br> '''ت'''{{Anchor|ت}}<br> تحليلات التعلّم {{MainEntry|Learning analytics}}<br> تشخيص تلقائي {{MainEntry|Automatic diagnosis}}<br> '''تصميم تعليمي''' {{MainEntry|[[Learning design]]}}<br> تقنيات المحاضرة عبر الانترنيت {{MainEntry|Web-lecturing technologies}}<br> تقييم إلكتروني {{MainEntry|E-Assessment}} <br> '''ا'''{{Anchor|ا}}<br> '''استيفاء''' {{MainEntry|[[Overlay]]}} <br> '''ث'''{{Anchor|ث}}<br> '''ثقافات التقنيّات الرياضيّة''' {{MainEntry|[[Techno-mathematical literacies]]}} <br> '''ج'''{{Anchor|ج}}<br> جامعات افتراضية {{MainEntry|Virtual universities}} <br> '''ح'''{{Anchor|ح}}<br> حرم جامعي افتراضي {{MainEntry|Virtual campus}} <br> '''ر'''{{Anchor|ر}}<br> رفيق التعلّم {{MainEntry|Learning companion}} <br> '''س'''{{Anchor|س}}<br> '''سيناريو تعلمي''' {{MainEntry|[[Learning scenario]]}} <br> '''ش'''{{Anchor|ش}}<br> '''شبكة تعلّم''' {{MainEntry|[[Learning grid]]}} <br> '''ع'''{{Anchor|ع}}<br> عالم مصغّر {{MainEntry|Microworld}} <br> '''ف'''{{Anchor|ف}}<br> '''فرصة تعليمية''' {{MainEntry|[[Educational affordance]]}} <br> '''ل'''{{Anchor|ل}}<br> لوح تفاعلي {{MainEntry|Interactive white board}} <br> '''م'''{{Anchor|م}}<br> '''مجال معرفي الكتروني''' {{MainEntry|[[Epistemic affordance]]}}<br> مختبرات نائية {{MainEntry|Remote laboratories}} <br> '''ف'''{{Anchor|ف}}<br> '''فضاء التعلّم''' {{MainEntry|[[Learning space]]}} <br> '''م'''{{Anchor|م}}<br> مسارعمليّة التعلّم {{MainEntry|Learning trail}} <br> '''م'''{{Anchor|م}}<br> '''منظومات إدارة التعلّم''' {{MainEntry|[[Learning management systems]]}}<br> منظومات المصاحبة في التعلم {{MainEntry|Buddy systems}}<br> منظومة تأليف {{MainEntry|Authoring system}}<br> منظومة تعليم قائمة على فاعلين أساسيين {{MainEntry|Agent-based tutoring system}}<br> منظومة تعلّم متكاملة {{MainEntry|Integrated learning system}}<br> منظومة دعم ذكية {{MainEntry|Intelligent scaffolding system}}<br> '''منظومة ذكية للدعم والتوجيه''' {{MainEntry|[[Intelligent tutoring system]]}} <br> '''ن'''{{Anchor|ن}}<br> نمذجة المتعلم {{MainEntry|Learner modeling}} <br> '''ه'''{{Anchor|ه}}<br> '''هندسة ديداكتيكية''' {{MainEntry|[[Didactical engineering]]}} <br> '''م'''{{Anchor|م}}<br> محفظة الكترونية {{MainEntry|e-portfolio}} <br> '''و'''{{Anchor|و}}<br> '''وحدات تعلّم''' {{MainEntry|[[Learning objects]]}} '''-''' {{MainEntry|[[Constructionism]]}}<br> - {{MainEntry|Pedagogical agent}}<br> - {{MainEntry|Virtual pedagogical agent}}<br> - {{MainEntry|Animated pedagogical agent}}<br> - {{MainEntry|Programmable course}}<br> 1412 1411 2013-11-19T09:48:52Z Admin 1 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: arabic entries ''Edited by Riad Kaisar Saba, University of Balamand (LB)''<br> ''Chatar Allal, Centre régional de l'éducation et de la formation de Meknès (MA)''<br> ''with the collaboration of Hamid Chaachoua, Laboratoire d'Informatique de Grenoble (FR)'' <br> '''[[#ب|ب]] - [[#ا|ا]] - [[#م|م]]''' <br> '''أ'''{{Anchor|أ}}<br> أداة تأليف {{MainEntry|Authoring tool}} <br> '''م'''{{Anchor|م}}<br> '''معرفي رد فعل علمي''' {{MainEntry|[[Epistemic feedback]]}} <br> '''ا'''{{Anchor|ا}}<br> '''استخراج البيانات في التعليم''' {{MainEntry|[[Educational data mining]]}}<br> الإنشاء التلقائي للتمارين {{MainEntry|Automatic generation of exercises}}<br> البرنامج النصّي الخارجي {{MainEntry|External script}}<br> البرنامج النصي الداخلي {{MainEntry|Internal script}}<br> '''البرنامج النصّي للتعلّم التعاوني ''' {{MainEntry|[[Collaboration script]]}}<br> التشخيص المعرفي {{MainEntry|Cognitive diagnosis}}<br> '''التعلم الاستقصائي''' {{MainEntry|[[Inquiry learning]]}}<br> التعلّم الإلكتروني {{MainEntry|e-learning}}<br> التعلّم الإلكتروني الشامل {{MainEntry|Inclusive e-learning}}<br> التعلّم التعدّدي {{MainEntry|Blended learning}}<br> التعلّم التعاوني {{MainEntry|Collaborative learning}}<br> التعلّم التعاوني عبر الكمبيوتر {{MainEntry|Computer-supported collaborative learning}}<br> التعلّم الدائم في كل مكان {{MainEntry|Ubiquitous learning}}<br> '''التعلم الشبكي ''' {{MainEntry|[[Networked learning]]}} <br> '''ب'''{{Anchor|ب}}<br> بيئة التعلّم الشبكي {{MainEntry|Networked learning environment}} <br> '''م'''{{Anchor|م}}<br> مجتمعات التعلّم الشبكي {{MainEntry|Networked learning communities}} <br> '''ا'''{{Anchor|ا}}<br> '''التعلّم القائم على لعبة ''' {{MainEntry|[[Game-based learning]]}}<br> التعلّم الموزّع على فترات زمنية {{MainEntry|Distributed learning}}<br> '''التعلم الشبكي ''' {{MainEntry|[[Networked learning]]}}<br> التعلّم المعزّز بالتكنولوجيا {{MainEntry|Technology Enhanced Learning}}<br> '''النقّال التعلم ''' {{MainEntry|[[Mobile learning]]}}<br> التعلم المتموقع {{MainEntry|Situated learning}}<br> '''التعلّم بالوسائط المتعدّدة ''' {{MainEntry|[[Multimedia learning]]}}<br> '''التعلم القائم الضبط الذاتي''' {{MainEntry|[[Self-regulated learning]]}}<br> التعلّم عن بعد {{MainEntry|Distance learning}}<br> '''التعلّم غير النظامي ''' {{MainEntry|[[Informal learning]]}}<br> التعليم الترفيهي {{MainEntry|Edutainment}}<br> التعليم القائم على الحاسوب {{MainEntry|Computer-based instruction}}<br> '''التعليم بواسطة ظواهر تطبيقية ''' {{MainEntry|[[Embedded phenomena]]}}<br> التفكير الحسابي {{MainEntry|Computational thinking}} <br> '''أ'''{{Anchor|أ}}<br> ألعاب المحاكاة {{MainEntry|Simulation games}} <br> '''ا'''{{Anchor|ا}}<br> '''الوصي المعرفي ''' {{MainEntry|[[Cognitive tutor]]}} <br> '''ا'''{{Anchor|ا}}<br> النمذجة الفكرية {{MainEntry|Cognitive modeling}}<br> الهندسة الإدراكية {{MainEntry|Cognitive engineering}}<br> امتحان بمساعدة الحاسوب {{MainEntry|Computer-assisted examination}} <br> '''ب'''{{Anchor|ب}}<br> برمجة الحاسوب دعما للتعلّم {{MainEntry|Computer programming in support of learning}} <br> '''ه'''{{Anchor|ه}}<br> هندسة حيوية {{MainEntry|Dynamic geometry}} <br> '''ب'''{{Anchor|ب}}<br> بيئة تعلّم {{MainEntry|Learning environment}}<br> بيئة تعلّم اصطناعية {{MainEntry|Artificial learning environment}}<br> بيئة تعلّم افتراضية {{MainEntry|Virtual learning environment}}<br> بيئة تعلّم انتشارية {{MainEntry|Pervasive learning environment}}<br> بيئة تعلّم تفاعليّة {{MainEntry|Interactive learning environment}}<br> '''بيئة تعلّم مرنة تساعد على التأقلم ''' {{MainEntry|[[Adaptive learning environment]]}}<br> '''بيئات تعلّم عن طريق الحكي''' {{MainEntry|[[Narrative learning environments]]}}<br> '''بيئات تعلّم سلس''' {{MainEntry|[[Seamless learning environments]]}}<br> بيئة تعلّم شخصيّة {{MainEntry|Personal learning environment}}<br> بيئة تعلّم عبر الانترنيت {{MainEntry|On-line learning environment}}<br> بيئة تعلّم ماديّة {{MainEntry|Tangible learning environment}}<br> بيئات تعلّم قائمة على الحاسوب {{MainEntry|Computer-based learning environments}}<br> '''بيئة تعلّم قائمة على المحاكاة ''' {{MainEntry|[[Simulation-based learning environment]]}}<br> بيئة تعلّم قائمة على برمجة الحاسوب {{MainEntry|Programmable computer-based learning environment}}<br> بيئة تعلّم قائمة على الفاعلين {{MainEntry|Agent-based learning environment}}<br> بيئات تعلّم مرحليّة {{MainEntry|Distributed learning environments}}<br> بيئة تعلّم محيطية {{MainEntry|Ambient learning environment}}<br> بيئة تعلّم معززة بالتكنولوجيا {{MainEntry|Augmented learning environment}} <br> '''ت'''{{Anchor|ت}}<br> تحليلات التعلّم {{MainEntry|Learning analytics}}<br> تشخيص تلقائي {{MainEntry|Automatic diagnosis}}<br> '''تصميم تعليمي''' {{MainEntry|[[Learning design]]}}<br> تقنيات المحاضرة عبر الانترنيت {{MainEntry|Web-lecturing technologies}}<br> تقييم إلكتروني {{MainEntry|E-Assessment}} <br> '''ا'''{{Anchor|ا}}<br> '''استيفاء''' {{MainEntry|[[Overlay]]}} <br> '''ث'''{{Anchor|ث}}<br> '''ثقافات التقنيّات الرياضيّة''' {{MainEntry|[[Techno-mathematical literacies]]}} <br> '''ج'''{{Anchor|ج}}<br> جامعات افتراضية {{MainEntry|Virtual universities}} <br> '''ح'''{{Anchor|ح}}<br> حرم جامعي افتراضي {{MainEntry|Virtual campus}} <br> '''ر'''{{Anchor|ر}}<br> رفيق التعلّم {{MainEntry|Learning companion}} <br> '''س'''{{Anchor|س}}<br> '''سيناريو تعلمي''' {{MainEntry|[[Learning scenario]]}} <br> '''ش'''{{Anchor|ش}}<br> '''شبكة تعلّم''' {{MainEntry|[[Learning grid]]}} <br> '''ع'''{{Anchor|ع}}<br> عالم مصغّر {{MainEntry|Microworld}} <br> '''ف'''{{Anchor|ف}}<br> '''فرصة تعليمية''' {{MainEntry|[[Educational affordance]]}} <br> '''ل'''{{Anchor|ل}}<br> لوح تفاعلي {{MainEntry|Interactive white board}} <br> '''م'''{{Anchor|م}}<br> '''مجال معرفي الكتروني''' {{MainEntry|[[Epistemic affordance]]}}<br> مختبرات نائية {{MainEntry|Remote laboratories}} <br> '''ف'''{{Anchor|ف}}<br> '''فضاء التعلّم''' {{MainEntry|[[Learning space]]}} <br> '''م'''{{Anchor|م}}<br> مسارعمليّة التعلّم {{MainEntry|Learning trail}} <br> '''م'''{{Anchor|م}}<br> '''منظومات إدارة التعلّم''' {{MainEntry|[[Learning management systems]]}}<br> منظومات المصاحبة في التعلم {{MainEntry|Buddy systems}}<br> منظومة تأليف {{MainEntry|Authoring system}}<br> منظومة تعليم قائمة على فاعلين أساسيين {{MainEntry|Agent-based tutoring system}}<br> منظومة تعلّم متكاملة {{MainEntry|Integrated learning system}}<br> منظومة دعم ذكية {{MainEntry|Intelligent scaffolding system}}<br> '''منظومة ذكية للدعم والتوجيه''' {{MainEntry|[[Intelligent tutoring system]]}} <br> '''ن'''{{Anchor|ن}}<br> نمذجة المتعلم {{MainEntry|Learner modeling}} <br> '''ه'''{{Anchor|ه}}<br> '''هندسة ديداكتيكية''' {{MainEntry|[[Didactical engineering]]}} <br> '''م'''{{Anchor|م}}<br> محفظة الكترونية {{MainEntry|e-portfolio}} <br> '''و'''{{Anchor|و}}<br> '''وحدات تعلّم''' {{MainEntry|[[Learning objects]]}} '''-''' {{MainEntry|[[Constructionism]]}}<br> - {{MainEntry|Pedagogical agent}}<br> - {{MainEntry|Virtual pedagogical agent}}<br> - {{MainEntry|Animated pedagogical agent}}<br> - {{MainEntry|Programmable course}}<br> 1411 1409 2013-11-06T19:28:15Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: arabic entries ''Edited by Riad Kaisar Saba, University of Balamand (LB)''<br> ''Chatar Allal, Centre régional de l'éducation et de la formation de Meknès (MA)''<br> ''with the collaboration of Hamid Chaachoua, Laboratoire d'Informatique de Grenoble (FR)'' <br> '''أ'''{{Anchor|أ}}<br> أداة تأليف {{MainEntry|Authoring tool}} <br> '''م'''{{Anchor|م}}<br> '''معرفي رد فعل علمي''' {{MainEntry|[[Epistemic feedback]]}} <br> '''ا'''{{Anchor|ا}}<br> '''استخراج البيانات في التعليم''' {{MainEntry|[[Educational data mining]]}}<br> الإنشاء التلقائي للتمارين {{MainEntry|Automatic generation of exercises}}<br> البرنامج النصّي الخارجي {{MainEntry|External script}}<br> البرنامج النصي الداخلي {{MainEntry|Internal script}}<br> '''البرنامج النصّي للتعلّم التعاوني ''' {{MainEntry|[[Collaboration script]]}}<br> التشخيص المعرفي {{MainEntry|Cognitive diagnosis}}<br> '''التعلم الاستقصائي''' {{MainEntry|[[Inquiry learning]]}}<br> التعلّم الإلكتروني {{MainEntry|e-learning}}<br> التعلّم الإلكتروني الشامل {{MainEntry|Inclusive e-learning}}<br> التعلّم التعدّدي {{MainEntry|Blended learning}}<br> التعلّم التعاوني {{MainEntry|Collaborative learning}}<br> التعلّم التعاوني عبر الكمبيوتر {{MainEntry|Computer-supported collaborative learning}}<br> التعلّم الدائم في كل مكان {{MainEntry|Ubiquitous learning}}<br> '''التعلم الشبكي ''' {{MainEntry|[[Networked learning]]}} <br> '''ب'''{{Anchor|ب}}<br> بيئة التعلّم الشبكي {{MainEntry|Networked learning environment}} <br> '''م'''{{Anchor|م}}<br> مجتمعات التعلّم الشبكي {{MainEntry|Networked learning communities}} <br> '''ا'''{{Anchor|ا}}<br> '''التعلّم القائم على لعبة ''' {{MainEntry|[[Game-based learning]]}}<br> التعلّم الموزّع على فترات زمنية {{MainEntry|Distributed learning}}<br> '''التعلم الشبكي ''' {{MainEntry|[[Networked learning]]}}<br> التعلّم المعزّز بالتكنولوجيا {{MainEntry|Technology Enhanced Learning}}<br> '''النقّال التعلم ''' {{MainEntry|[[Mobile learning]]}}<br> التعلم المتموقع {{MainEntry|Situated learning}}<br> '''التعلّم بالوسائط المتعدّدة ''' {{MainEntry|[[Multimedia learning]]}}<br> '''التعلم القائم الضبط الذاتي''' {{MainEntry|[[Self-regulated learning]]}}<br> التعلّم عن بعد {{MainEntry|Distance learning}}<br> '''التعلّم غير النظامي ''' {{MainEntry|[[Informal learning]]}}<br> التعليم الترفيهي {{MainEntry|Edutainment}}<br> التعليم القائم على الحاسوب {{MainEntry|Computer-based instruction}}<br> '''التعليم بواسطة ظواهر تطبيقية ''' {{MainEntry|[[Embedded phenomena]]}}<br> التفكير الحسابي {{MainEntry|Computational thinking}} <br> '''أ'''{{Anchor|أ}}<br> ألعاب المحاكاة {{MainEntry|Simulation games}} <br> '''ا'''{{Anchor|ا}}<br> '''الوصي المعرفي ''' {{MainEntry|[[Cognitive tutor]]}} <br> '''ا'''{{Anchor|ا}}<br> النمذجة الفكرية {{MainEntry|Cognitive modeling}}<br> الهندسة الإدراكية {{MainEntry|Cognitive engineering}}<br> امتحان بمساعدة الحاسوب {{MainEntry|Computer-assisted examination}} <br> '''ب'''{{Anchor|ب}}<br> برمجة الحاسوب دعما للتعلّم {{MainEntry|Computer programming in support of learning}} <br> '''ه'''{{Anchor|ه}}<br> هندسة حيوية {{MainEntry|Dynamic geometry}} <br> '''ب'''{{Anchor|ب}}<br> بيئة تعلّم {{MainEntry|Learning environment}}<br> بيئة تعلّم اصطناعية {{MainEntry|Artificial learning environment}}<br> بيئة تعلّم افتراضية {{MainEntry|Virtual learning environment}}<br> بيئة تعلّم انتشارية {{MainEntry|Pervasive learning environment}}<br> بيئة تعلّم تفاعليّة {{MainEntry|Interactive learning environment}}<br> '''بيئة تعلّم مرنة تساعد على التأقلم ''' {{MainEntry|[[Adaptive learning environment]]}}<br> '''بيئات تعلّم عن طريق الحكي''' {{MainEntry|[[Narrative learning environments]]}}<br> '''بيئات تعلّم سلس''' {{MainEntry|[[Seamless learning environments]]}}<br> بيئة تعلّم شخصيّة {{MainEntry|Personal learning environment}}<br> بيئة تعلّم عبر الانترنيت {{MainEntry|On-line learning environment}}<br> بيئة تعلّم ماديّة {{MainEntry|Tangible learning environment}}<br> بيئات تعلّم قائمة على الحاسوب {{MainEntry|Computer-based learning environments}}<br> '''بيئة تعلّم قائمة على المحاكاة ''' {{MainEntry|[[Simulation-based learning environment]]}}<br> بيئة تعلّم قائمة على برمجة الحاسوب {{MainEntry|Programmable computer-based learning environment}}<br> بيئة تعلّم قائمة على الفاعلين {{MainEntry|Agent-based learning environment}}<br> بيئات تعلّم مرحليّة {{MainEntry|Distributed learning environments}}<br> بيئة تعلّم محيطية {{MainEntry|Ambient learning environment}}<br> بيئة تعلّم معززة بالتكنولوجيا {{MainEntry|Augmented learning environment}} <br> '''ت'''{{Anchor|ت}}<br> تحليلات التعلّم {{MainEntry|Learning analytics}}<br> تشخيص تلقائي {{MainEntry|Automatic diagnosis}}<br> '''تصميم تعليمي''' {{MainEntry|[[Learning design]]}}<br> تقنيات المحاضرة عبر الانترنيت {{MainEntry|Web-lecturing technologies}}<br> تقييم إلكتروني {{MainEntry|E-Assessment}} <br> '''ا'''{{Anchor|ا}}<br> '''استيفاء''' {{MainEntry|[[Overlay]]}} <br> '''ث'''{{Anchor|ث}}<br> '''ثقافات التقنيّات الرياضيّة''' {{MainEntry|[[Techno-mathematical literacies]]}} <br> '''ج'''{{Anchor|ج}}<br> جامعات افتراضية {{MainEntry|Virtual universities}} <br> '''ح'''{{Anchor|ح}}<br> حرم جامعي افتراضي {{MainEntry|Virtual campus}} <br> '''ر'''{{Anchor|ر}}<br> رفيق التعلّم {{MainEntry|Learning companion}} <br> '''س'''{{Anchor|س}}<br> '''سيناريو تعلمي''' {{MainEntry|[[Learning scenario]]}} <br> '''ش'''{{Anchor|ش}}<br> '''شبكة تعلّم''' {{MainEntry|[[Learning grid]]}} <br> '''ع'''{{Anchor|ع}}<br> عالم مصغّر {{MainEntry|Microworld}} <br> '''ف'''{{Anchor|ف}}<br> '''فرصة تعليمية''' {{MainEntry|[[Educational affordance]]}} <br> '''ل'''{{Anchor|ل}}<br> لوح تفاعلي {{MainEntry|Interactive white board}} <br> '''م'''{{Anchor|م}}<br> '''مجال معرفي الكتروني''' {{MainEntry|[[Epistemic affordance]]}}<br> مختبرات نائية {{MainEntry|Remote laboratories}} <br> '''ف'''{{Anchor|ف}}<br> '''فضاء التعلّم''' {{MainEntry|[[Learning space]]}} <br> '''م'''{{Anchor|م}}<br> مسارعمليّة التعلّم {{MainEntry|Learning trail}} <br> '''م'''{{Anchor|م}}<br> '''منظومات إدارة التعلّم''' {{MainEntry|[[Learning management systems]]}}<br> منظومات المصاحبة في التعلم {{MainEntry|Buddy systems}}<br> منظومة تأليف {{MainEntry|Authoring system}}<br> منظومة تعليم قائمة على فاعلين أساسيين {{MainEntry|Agent-based tutoring system}}<br> منظومة تعلّم متكاملة {{MainEntry|Integrated learning system}}<br> منظومة دعم ذكية {{MainEntry|Intelligent scaffolding system}}<br> '''منظومة ذكية للدعم والتوجيه''' {{MainEntry|[[Intelligent tutoring system]]}} <br> '''ن'''{{Anchor|ن}}<br> نمذجة المتعلم {{MainEntry|Learner modeling}} <br> '''ه'''{{Anchor|ه}}<br> '''هندسة ديداكتيكية''' {{MainEntry|[[Didactical engineering]]}} <br> '''م'''{{Anchor|م}}<br> محفظة الكترونية {{MainEntry|e-portfolio}} <br> '''و'''{{Anchor|و}}<br> '''وحدات تعلّم''' {{MainEntry|[[Learning objects]]}} '''-''' {{MainEntry|[[Constructionism]]}}<br> - {{MainEntry|Pedagogical agent}}<br> - {{MainEntry|Virtual pedagogical agent}}<br> - {{MainEntry|Animated pedagogical agent}}<br> - {{MainEntry|Programmable course}}<br> 1409 1408 2013-11-02T13:56:45Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: arabic entries ''Edited by Riad Kaisar Saba, University of Balamand (LB)''<br> ''Chatar Allal, Centre régional de l'éducation et de la formation de Meknès (MA)''<br> ''with the collaboration of Hamid Chaachoua, Laboratoire d'Informatique de Grenoble (FR)'' <br> '''أ'''{{Anchor|أ}}<br> أداة تأليف {{MainEntry|Authoring tool}} <br> '''م'''{{Anchor|م}}<br> '''معرفي رد فعل علمي''' {{MainEntry|[[Epistemic feedback]]}} <br> '''ا'''{{Anchor|ا}}<br> '''استخراج البيانات في التعليم استخراج ''' {{MainEntry|[[Educational data mining]]}}<br> الإنشاء التلقائي للتمارين {{MainEntry|Automatic generation of exercises}}<br> البرنامج النصّي الخارجي {{MainEntry|External script}}<br> البرنامج النصي الداخلي {{MainEntry|Internal script}}<br> '''البرنامج النصّي للتعلّم التعاوني ''' {{MainEntry|[[Collaboration script]]}}<br> التشخيص المعرفي {{MainEntry|Cognitive diagnosis}}<br> '''التعلم الاستقصائي''' {{MainEntry|[[Inquiry learning]]}}<br> التعلّم الإلكتروني {{MainEntry|e-learning}}<br> التعلّم الإلكتروني الشامل {{MainEntry|Inclusive e-learning}}<br> التعلّم التعدّدي {{MainEntry|Blended learning}}<br> التعلّم التعاوني {{MainEntry|Collaborative learning}}<br> التعلّم التعاوني عبر الكمبيوتر {{MainEntry|Computer-supported collaborative learning}}<br> التعلّم الدائم في كل مكان {{MainEntry|Ubiquitous learning}}<br> '''التعلم الشبكي ''' {{MainEntry|[[Networked learning]]}} <br> '''ب'''{{Anchor|ب}}<br> بيئة التعلّم الشبكي {{MainEntry|Networked learning environment}} <br> '''م'''{{Anchor|م}}<br> مجتمعات التعلّم الشبكي {{MainEntry|Networked learning communities}} <br> '''ا'''{{Anchor|ا}}<br> '''التعلّم القائم على لعبة ''' {{MainEntry|[[Game-based learning]]}}<br> التعلّم الموزّع على فترات زمنية {{MainEntry|Distributed learning}}<br> '''التعلم الشبكي ''' {{MainEntry|[[Networked learning]]}}<br> التعلّم المعزّز بالتكنولوجيا {{MainEntry|Technology Enhanced Learning}}<br> '''النقّال التعلم ''' {{MainEntry|[[Mobile learning]]}}<br> التعلم المتموقع {{MainEntry|Situated learning}}<br> '''التعلّم بالوسائط المتعدّدة ''' {{MainEntry|[[Multimedia learning]]}}<br> '''التعلم القائم الضبط الذاتي''' {{MainEntry|[[Self-regulated learning]]}}<br> التعلّم عن بعد {{MainEntry|Distance learning}}<br> '''التعلّم غير النظامي ''' {{MainEntry|[[Informal learning]]}}<br> التعليم الترفيهي {{MainEntry|Edutainment}}<br> التعليم القائم على الحاسوب {{MainEntry|Computer-based instruction}}<br> '''التعليم بواسطة ظواهر تطبيقية ''' {{MainEntry|[[Embedded phenomena]]}}<br> التفكير الحسابي {{MainEntry|Computational thinking}} <br> '''أ'''{{Anchor|أ}}<br> ألعاب المحاكاة {{MainEntry|Simulation games}} <br> '''ا'''{{Anchor|ا}}<br> '''الوصي المعرفي ''' {{MainEntry|[[Cognitive tutor]]}} <br> '''ا'''{{Anchor|ا}}<br> النمذجة الفكرية {{MainEntry|Cognitive modeling}}<br> الهندسة الإدراكية {{MainEntry|Cognitive engineering}}<br> امتحان بمساعدة الحاسوب {{MainEntry|Computer-assisted examination}} <br> '''ب'''{{Anchor|ب}}<br> برمجة الحاسوب دعما للتعلّم {{MainEntry|Computer programming in support of learning}} <br> '''ه'''{{Anchor|ه}}<br> هندسة حيوية {{MainEntry|Dynamic geometry}} <br> '''ب'''{{Anchor|ب}}<br> بيئة تعلّم {{MainEntry|Learning environment}}<br> بيئة تعلّم اصطناعية {{MainEntry|Artificial learning environment}}<br> بيئة تعلّم افتراضية {{MainEntry|Virtual learning environment}}<br> بيئة تعلّم انتشارية {{MainEntry|Pervasive learning environment}}<br> بيئة تعلّم تفاعليّة {{MainEntry|Interactive learning environment}}<br> '''بيئة تعلّم مرنة تساعد على التأقلم ''' {{MainEntry|[[Adaptive learning environment]]}}<br> '''بيئات تعلّم عن طريق الحكي''' {{MainEntry|[[Narrative learning environments]]}}<br> '''بيئات تعلّم سلس''' {{MainEntry|[[Seamless learning environments]]}}<br> بيئة تعلّم شخصيّة {{MainEntry|Personal learning environment}}<br> بيئة تعلّم عبر الانترنيت {{MainEntry|On-line learning environment}}<br> بيئة تعلّم ماديّة {{MainEntry|Tangible learning environment}}<br> بيئات تعلّم قائمة على الحاسوب {{MainEntry|Computer-based learning environments}}<br> '''بيئة تعلّم قائمة على المحاكاة ''' {{MainEntry|[[Simulation-based learning environment]]}}<br> بيئة تعلّم قائمة على برمجة الحاسوب {{MainEntry|Programmable computer-based learning environment}}<br> بيئة تعلّم قائمة على الفاعلين {{MainEntry|Agent-based learning environment}}<br> بيئات تعلّم مرحليّة {{MainEntry|Distributed learning environments}}<br> بيئة تعلّم محيطية {{MainEntry|Ambient learning environment}}<br> بيئة تعلّم معززة بالتكنولوجيا {{MainEntry|Augmented learning environment}} <br> '''ت'''{{Anchor|ت}}<br> تحليلات التعلّم {{MainEntry|Learning analytics}}<br> تشخيص تلقائي {{MainEntry|Automatic diagnosis}}<br> '''تصميم تعليمي''' {{MainEntry|[[Learning design]]}}<br> تقنيات المحاضرة عبر الانترنيت {{MainEntry|Web-lecturing technologies}}<br> تقييم إلكتروني {{MainEntry|E-Assessment}} <br> '''ا'''{{Anchor|ا}}<br> '''استيفاء''' {{MainEntry|[[Overlay]]}} <br> '''ث'''{{Anchor|ث}}<br> '''ثقافات التقنيّات الرياضيّة''' {{MainEntry|[[Techno-mathematical literacies]]}} <br> '''ج'''{{Anchor|ج}}<br> جامعات افتراضية {{MainEntry|Virtual universities}} <br> '''ح'''{{Anchor|ح}}<br> حرم جامعي افتراضي {{MainEntry|Virtual campus}} <br> '''ر'''{{Anchor|ر}}<br> رفيق التعلّم {{MainEntry|Learning companion}} <br> '''س'''{{Anchor|س}}<br> '''سيناريو تعلمي''' {{MainEntry|[[Learning scenario]]}} <br> '''ش'''{{Anchor|ش}}<br> '''شبكة تعلّم''' {{MainEntry|[[Learning grid]]}} <br> '''ع'''{{Anchor|ع}}<br> عالم مصغّر {{MainEntry|Microworld}} <br> '''ف'''{{Anchor|ف}}<br> '''فرصة تعليمية''' {{MainEntry|[[Educational affordance]]}} <br> '''ل'''{{Anchor|ل}}<br> لوح تفاعلي {{MainEntry|Interactive white board}} <br> '''م'''{{Anchor|م}}<br> '''مجال معرفي الكتروني''' {{MainEntry|[[Epistemic affordance]]}}<br> مختبرات نائية {{MainEntry|Remote laboratories}} <br> '''ف'''{{Anchor|ف}}<br> '''فضاء التعلّم''' {{MainEntry|[[Learning space]]}} <br> '''م'''{{Anchor|م}}<br> مسارعمليّة التعلّم {{MainEntry|Learning trail}} <br> '''م'''{{Anchor|م}}<br> '''منظومات إدارة التعلّم''' {{MainEntry|[[Learning management systems]]}}<br> منظومات المصاحبة في التعلم {{MainEntry|Buddy systems}}<br> منظومة تأليف {{MainEntry|Authoring system}}<br> منظومة تعليم قائمة على فاعلين أساسيين {{MainEntry|Agent-based tutoring system}}<br> منظومة تعلّم متكاملة {{MainEntry|Integrated learning system}}<br> منظومة دعم ذكية {{MainEntry|Intelligent scaffolding system}}<br> '''منظومة ذكية للدعم والتوجيه''' {{MainEntry|[[Intelligent tutoring system]]}} <br> '''ن'''{{Anchor|ن}}<br> نمذجة المتعلم {{MainEntry|Learner modeling}} <br> '''ه'''{{Anchor|ه}}<br> '''هندسة ديداكتيكية''' {{MainEntry|[[Didactical engineering]]}} <br> '''م'''{{Anchor|م}}<br> محفظة الكترونية {{MainEntry|e-portfolio}} <br> '''و'''{{Anchor|و}}<br> '''وحدات تعلّم''' {{MainEntry|[[Learning objects]]}} '''-''' {{MainEntry|[[Constructionism]]}}<br> - {{MainEntry|Pedagogical agent}}<br> - {{MainEntry|Virtual pedagogical agent}}<br> - {{MainEntry|Animated pedagogical agent}}<br> - {{MainEntry|Programmable course}}<br> 1408 1407 2013-11-02T13:54:12Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: arabic entries ''Edited by Riad Kaisar Saba, University of Balamand (LB)''<br> ''Chatar Allal, Centre régional de l'éducation et de la formation de Meknès (MA)''<br> ''with the collaboration of Hamid Chaachoua, Laboratoire d'Informatique de Grenoble (FR)'' <br> '''أ'''{{Anchor|أ}}<br> أداة تأليف {{MainEntry|Authoring tool}}<br> <br> '''م'''{{Anchor|م}}<br> '''معرفي رد فعل علمي''' {{MainEntry|[[Epistemic feedback]]}}<br> <br> '''ا'''{{Anchor|ا}}<br> '''استخراج البيانات في التعليم استخراج ''' {{MainEntry|[[Educational data mining]]}}<br> الإنشاء التلقائي للتمارين {{MainEntry|Automatic generation of exercises}}<br> البرنامج النصّي الخارجي {{MainEntry|External script}}<br> البرنامج النصي الداخلي {{MainEntry|Internal script}}<br> '''البرنامج النصّي للتعلّم التعاوني ''' {{MainEntry|[[Collaboration script]]}}<br> التشخيص المعرفي {{MainEntry|Cognitive diagnosis}}<br> '''التعلم الاستقصائي''' {{MainEntry|[[Inquiry learning]]}}<br> التعلّم الإلكتروني {{MainEntry|e-learning}}<br> التعلّم الإلكتروني الشامل {{MainEntry|Inclusive e-learning}}<br> التعلّم التعدّدي {{MainEntry|Blended learning}}<br> التعلّم التعاوني {{MainEntry|Collaborative learning}}<br> التعلّم التعاوني عبر الكمبيوتر {{MainEntry|Computer-supported collaborative learning}}<br> التعلّم الدائم في كل مكان {{MainEntry|Ubiquitous learning}}<br> '''التعلم الشبكي ''' {{MainEntry|[[Networked learning]]}}<br> <br> '''ب'''{{Anchor|ب}}<br> بيئة التعلّم الشبكي {{MainEntry|Networked learning environment}}<br> <br> '''م'''{{Anchor|م}}<br> مجتمعات التعلّم الشبكي {{MainEntry|Networked learning communities}}<br> <br> '''ا'''{{Anchor|ا}}<br> '''التعلّم القائم على لعبة ''' {{MainEntry|[[Game-based learning]]}}<br> التعلّم الموزّع على فترات زمنية {{MainEntry|Distributed learning}}<br> '''التعلم الشبكي ''' {{MainEntry|[[Networked learning]]}}<br> التعلّم المعزّز بالتكنولوجيا {{MainEntry|Technology Enhanced Learning}}<br> '''النقّال التعلم ''' {{MainEntry|[[Mobile learning]]}}<br> التعلم المتموقع {{MainEntry|Situated learning}}<br> '''التعلّم بالوسائط المتعدّدة ''' {{MainEntry|[[Multimedia learning]]}}<br> '''التعلم القائم الضبط الذاتي''' {{MainEntry|[[Self-regulated learning]]}}<br> التعلّم عن بعد {{MainEntry|Distance learning}}<br> '''التعلّم غير النظامي ''' {{MainEntry|[[Informal learning]]}}<br> التعليم الترفيهي {{MainEntry|Edutainment}}<br> التعليم القائم على الحاسوب {{MainEntry|Computer-based instruction}}<br> '''التعليم بواسطة ظواهر تطبيقية ''' {{MainEntry|[[Embedded phenomena]]}}<br> التفكير الحسابي {{MainEntry|Computational thinking}}<br> <br> '''أ'''{{Anchor|أ}}<br> ألعاب المحاكاة {{MainEntry|Simulation games}}<br> <br> '''ا'''{{Anchor|ا}}<br> '''الوصي المعرفي ''' {{MainEntry|[[Cognitive tutor]]}}<br> <br> '''ا'''{{Anchor|ا}}<br> النمذجة الفكرية {{MainEntry|Cognitive modeling}}<br> الهندسة الإدراكية {{MainEntry|Cognitive engineering}}<br> امتحان بمساعدة الحاسوب {{MainEntry|Computer-assisted examination}}<br> <br> '''ب'''{{Anchor|ب}}<br> برمجة الحاسوب دعما للتعلّم {{MainEntry|Computer programming in support of learning}}<br> <br> '''ه'''{{Anchor|ه}}<br> هندسة حيوية {{MainEntry|Dynamic geometry}}<br> <br> '''ب'''{{Anchor|ب}}<br> بيئة تعلّم {{MainEntry|Learning environment}}<br> بيئة تعلّم اصطناعية {{MainEntry|Artificial learning environment}}<br> بيئة تعلّم افتراضية {{MainEntry|Virtual learning environment}}<br> بيئة تعلّم انتشارية {{MainEntry|Pervasive learning environment}}<br> بيئة تعلّم تفاعليّة {{MainEntry|Interactive learning environment}}<br> '''بيئة تعلّم مرنة تساعد على التأقلم ''' {{MainEntry|[[Adaptive learning environment]]}}<br> '''بيئات تعلّم عن طريق الحكي''' {{MainEntry|[[Narrative learning environments]]}}<br> '''بيئات تعلّم سلس''' {{MainEntry|[[Seamless learning environments]]}}<br> بيئة تعلّم شخصيّة {{MainEntry|Personal learning environment}}<br> بيئة تعلّم عبر الانترنيت {{MainEntry|On-line learning environment}}<br> بيئة تعلّم ماديّة {{MainEntry|Tangible learning environment}}<br> بيئات تعلّم قائمة على الحاسوب {{MainEntry|Computer-based learning environments}}<br> '''بيئة تعلّم قائمة على المحاكاة ''' {{MainEntry|[[Simulation-based learning environment]]}}<br> بيئة تعلّم قائمة على برمجة الحاسوب {{MainEntry|Programmable computer-based learning environment}}<br> بيئة تعلّم قائمة على الفاعلين {{MainEntry|Agent-based learning environment}}<br> بيئات تعلّم مرحليّة {{MainEntry|Distributed learning environments}}<br> بيئة تعلّم محيطية {{MainEntry|Ambient learning environment}}<br> بيئة تعلّم معززة بالتكنولوجيا {{MainEntry|Augmented learning environment}}<br> <br> '''ت'''{{Anchor|ت}}<br> تحليلات التعلّم {{MainEntry|Learning analytics}}<br> تشخيص تلقائي {{MainEntry|Automatic diagnosis}}<br> '''تصميم تعليمي''' {{MainEntry|[[Learning design]]}}<br> تقنيات المحاضرة عبر الانترنيت {{MainEntry|Web-lecturing technologies}}<br> تقييم إلكتروني {{MainEntry|E-Assessment}}<br> <br> '''ا'''{{Anchor|ا}}<br> '''استيفاء''' {{MainEntry|[[Overlay]]}}<br> <br> '''ث'''{{Anchor|ث}}<br> '''ثقافات التقنيّات الرياضيّة''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br> '''ج'''{{Anchor|ج}}<br> جامعات افتراضية {{MainEntry|Virtual universities}}<br> <br> '''ح'''{{Anchor|ح}}<br> حرم جامعي افتراضي {{MainEntry|Virtual campus}}<br> <br> '''ر'''{{Anchor|ر}}<br> رفيق التعلّم {{MainEntry|Learning companion}}<br> <br> '''س'''{{Anchor|س}}<br> '''سيناريو تعلمي''' {{MainEntry|[[Learning scenario]]}}<br> <br> '''ش'''{{Anchor|ش}}<br> '''شبكة تعلّم''' {{MainEntry|[[Learning grid]]}}<br> <br> '''ع'''{{Anchor|ع}}<br> عالم مصغّر {{MainEntry|Microworld}}<br> <br> '''ف'''{{Anchor|ف}}<br> '''فرصة تعليمية''' {{MainEntry|[[Educational affordance]]}}<br> <br> '''ل'''{{Anchor|ل}}<br> لوح تفاعلي {{MainEntry|Interactive white board}}<br> <br> '''م'''{{Anchor|م}}<br> '''مجال معرفي الكتروني''' {{MainEntry|[[Epistemic affordance]]}}<br> مختبرات نائية {{MainEntry|Remote laboratories}}<br> <br> '''ف'''{{Anchor|ف}}<br> '''فضاء التعلّم''' {{MainEntry|[[Learning space]]}}<br> <br> '''م'''{{Anchor|م}}<br> مسارعمليّة التعلّم {{MainEntry|Learning trail}}<br> <br> '''م'''{{Anchor|م}}<br> '''منظومات إدارة التعلّم''' {{MainEntry|[[Learning management systems]]}}<br> منظومات المصاحبة في التعلم {{MainEntry|Buddy systems}}<br> منظومة تأليف {{MainEntry|Authoring system}}<br> منظومة تعليم قائمة على فاعلين أساسيين {{MainEntry|Agent-based tutoring system}}<br> منظومة تعلّم متكاملة {{MainEntry|Integrated learning system}}<br> منظومة دعم ذكية {{MainEntry|Intelligent scaffolding system}}<br> '''منظومة ذكية للدعم والتوجيه''' {{MainEntry|[[Intelligent tutoring system]]}}<br> <br> '''ن'''{{Anchor|ن}}<br> نمذجة المتعلم {{MainEntry|Learner modeling}}<br> <br> '''ه'''{{Anchor|ه}}<br> '''هندسة ديداكتيكية''' {{MainEntry|[[Didactical engineering]]}}<br> <br> '''م'''{{Anchor|م}}<br> محفظة الكترونية {{MainEntry|e-portfolio}}<br> <br> '''و'''{{Anchor|و}}<br> '''وحدات تعلّم''' {{MainEntry|[[Learning objects]]}}<br> '''-''' {{MainEntry|[[Constructionism]]}}<br> - {{MainEntry|Pedagogical agent}}<br> - {{MainEntry|Virtual pedagogical agent}}<br> - {{MainEntry|Animated pedagogical agent}}<br> - {{MainEntry|Programmable course}}<br> 1407 1406 2013-11-02T13:50:02Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: arabic entries ''Edited by Riad Kaisar Saba, University of Balamand (LB)''<br> ''Chatar Allal, Centre régional de l'éducation et de la formation de Meknès (MA)''<br> ''with the collaboration of Hamid Chaachoua, Laboratoire d'Informatique de Grenoble (FR)'' <br> '''أ'''{{Anchor|أ}}<br> أداة تأليف {{MainEntry|Authoring tool}}<br> <br> '''م'''{{Anchor|م}}<br> '''معرفي رد فعل علمي''' {{MainEntry|[[Epistemic feedback]]}}<br> <br> '''ا'''{{Anchor|ا}}<br> '''استخراج البيانات في التعليم استخراج ''' {{MainEntry|[[Educational data mining]]}}<br> الإنشاء التلقائي للتمارين {{MainEntry|Automatic generation of exercises}}<br> البرنامج النصّي الخارجي {{MainEntry|External script}}<br> البرنامج النصي الداخلي {{MainEntry|Internal script}}<br> '''البرنامج النصّي للتعلّم التعاوني ''' {{MainEntry|[[Collaboration script]]}}<br> التشخيص المعرفي {{MainEntry|Cognitive diagnosis}}<br> '''التعلم الاستقصائي''' {{MainEntry|[[Inquiry learning]]}}<br> التعلّم الإلكتروني {{MainEntry|e-learning}}<br> التعلّم الإلكتروني الشامل {{MainEntry|Inclusive e-learning}}<br> التعلّم التعدّدي {{MainEntry|Blended learning}}<br> التعلّم التعاوني {{MainEntry|Collaborative learning}}<br> التعلّم التعاوني عبر الكمبيوتر {{MainEntry|Computer-supported collaborative learning}}<br> التعلّم الدائم في كل مكان {{MainEntry|Ubiquitous learning}}<br> '''التعلم الشبكي ''' {{MainEntry|[[Networked learning]]}}<br> <br> '''ب'''{{Anchor|ب}}<br> بيئة التعلّم الشبكي {{MainEntry|Networked learning environment}}<br> <br> '''م'''{{Anchor|م}}<br> مجتمعات التعلّم الشبكي {{MainEntry|Networked learning communities}}<br> <br> '''ا'''{{Anchor|ا}}<br> '''التعلّم القائم على لعبة ''' {{MainEntry|[[Game-based learning]]}}<br> التعلّم الموزّع على فترات زمنية {{MainEntry|Distributed learning}}<br> '''التعلم الشبكي ''' {{MainEntry|[[Networked learning]]}}<br> التعلّم المعزّز بالتكنولوجيا {{MainEntry|Technology Enhanced Learning}}<br> '''النقّال التعلم ''' {{MainEntry|[[Mobile learning]]}}<br> التعلم المتموقع {{MainEntry|Situated learning}}<br> '''التعلّم بالوسائط المتعدّدة ''' {{MainEntry|[[Multimedia learning]]}}<br> '''التعلم القائم الضبط الذاتي''' {{MainEntry|[[Self-regulated learning]]}}<br> التعلّم عن بعد {{MainEntry|Distance learning}}<br> '''التعلّم غير النظامي ''' {{MainEntry|[[Informal learning]]}}<br> التعليم الترفيهي {{MainEntry|Edutainment}}<br> التعليم القائم على الحاسوب {{MainEntry|Computer-based instruction}}<br> '''التعليم بواسطة ظواهر تطبيقية ''' {{MainEntry|[[Embedded phenomena]]}}<br> التفكير الحسابي {{MainEntry|Computational thinking}}<br> <br> '''أ'''{{Anchor|أ}}<br> ألعاب المحاكاة {{MainEntry|Simulation games}}<br> <br> '''ا'''{{Anchor|ا}}<br> '''الوصي المعرفي ''' {{MainEntry|[[Cognitive tutor]]}}<br> <br> '''*'''{{Anchor|*}}<br> '''****''' {{MainEntry|[[Constructionism]]}}<br> <br> '''ا'''{{Anchor|ا}}<br> النمذجة الفكرية {{MainEntry|Cognitive modeling}}<br> الهندسة الإدراكية {{MainEntry|Cognitive engineering}}<br> امتحان بمساعدة الحاسوب {{MainEntry|Computer-assisted examination}}<br> <br> '''ب'''{{Anchor|ب}}<br> برمجة الحاسوب دعما للتعلّم {{MainEntry|Computer programming in support of learning}}<br> <br> '''ه'''{{Anchor|ه}}<br> هندسة حيوية {{MainEntry|Dynamic geometry}}<br> <br> '''ب'''{{Anchor|ب}}<br> بيئة تعلّم {{MainEntry|Learning environment}}<br> بيئة تعلّم اصطناعية {{MainEntry|Artificial learning environment}}<br> بيئة تعلّم افتراضية {{MainEntry|Virtual learning environment}}<br> بيئة تعلّم انتشارية {{MainEntry|Pervasive learning environment}}<br> بيئة تعلّم تفاعليّة {{MainEntry|Interactive learning environment}}<br> '''بيئة تعلّم مرنة تساعد على التأقلم ''' {{MainEntry|[[Adaptive learning environment]]}}<br> '''بيئات تعلّم عن طريق الحكي''' {{MainEntry|[[Narrative learning environments]]}}<br> '''بيئات تعلّم سلس''' {{MainEntry|[[Seamless learning environments]]}}<br> بيئة تعلّم شخصيّة {{MainEntry|Personal learning environment}}<br> بيئة تعلّم عبر الانترنيت {{MainEntry|On-line learning environment}}<br> بيئة تعلّم ماديّة {{MainEntry|Tangible learning environment}}<br> بيئات تعلّم قائمة على الحاسوب {{MainEntry|Computer-based learning environments}}<br> '''بيئة تعلّم قائمة على المحاكاة ''' {{MainEntry|[[Simulation-based learning environment]]}}<br> بيئة تعلّم قائمة على برمجة الحاسوب {{MainEntry|Programmable computer-based learning environment}}<br> بيئة تعلّم قائمة على الفاعلين {{MainEntry|Agent-based learning environment}}<br> بيئات تعلّم مرحليّة {{MainEntry|Distributed learning environments}}<br> بيئة تعلّم محيطية {{MainEntry|Ambient learning environment}}<br> بيئة تعلّم معززة بالتكنولوجيا {{MainEntry|Augmented learning environment}}<br> <br> '''ت'''{{Anchor|ت}}<br> تحليلات التعلّم {{MainEntry|Learning analytics}}<br> تشخيص تلقائي {{MainEntry|Automatic diagnosis}}<br> '''تصميم تعليمي''' {{MainEntry|[[Learning design]]}}<br> تقنيات المحاضرة عبر الانترنيت {{MainEntry|Web-lecturing technologies}}<br> تقييم إلكتروني {{MainEntry|E-Assessment}}<br> <br> '''ا'''{{Anchor|ا}}<br> '''استيفاء''' {{MainEntry|[[Overlay]]}}<br> <br> '''ث'''{{Anchor|ث}}<br> '''ثقافات التقنيّات الرياضيّة''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br> '''ج'''{{Anchor|ج}}<br> جامعات افتراضية {{MainEntry|Virtual universities}}<br> <br> '''ح'''{{Anchor|ح}}<br> حرم جامعي افتراضي {{MainEntry|Virtual campus}}<br> <br> '''ر'''{{Anchor|ر}}<br> رفيق التعلّم {{MainEntry|Learning companion}}<br> <br> '''س'''{{Anchor|س}}<br> '''سيناريو تعلمي''' {{MainEntry|[[Learning scenario]]}}<br> <br> '''ش'''{{Anchor|ش}}<br> '''شبكة تعلّم''' {{MainEntry|[[Learning grid]]}}<br> <br> '''ع'''{{Anchor|ع}}<br> عالم مصغّر {{MainEntry|Microworld}}<br> <br> '''ف'''{{Anchor|ف}}<br> '''فرصة تعليمية''' {{MainEntry|[[Educational affordance]]}}<br> <br> '''ل'''{{Anchor|ل}}<br> لوح تفاعلي {{MainEntry|Interactive white board}}<br> <br> '''م'''{{Anchor|م}}<br> '''مجال معرفي الكتروني''' {{MainEntry|[[Epistemic affordance]]}}<br> مختبرات نائية {{MainEntry|Remote laboratories}}<br> <br> '''ف'''{{Anchor|ف}}<br> '''فضاء التعلّم''' {{MainEntry|[[Learning space]]}}<br> <br> '''م'''{{Anchor|م}}<br> مسارعمليّة التعلّم {{MainEntry|Learning trail}}<br> <br> '''م'''{{Anchor|م}}<br> '''منظومات إدارة التعلّم''' {{MainEntry|[[Learning management systems]]}}<br> منظومات المصاحبة في التعلم {{MainEntry|Buddy systems}}<br> منظومة تأليف {{MainEntry|Authoring system}}<br> منظومة تعليم قائمة على فاعلين أساسيين {{MainEntry|Agent-based tutoring system}}<br> منظومة تعلّم متكاملة {{MainEntry|Integrated learning system}}<br> منظومة دعم ذكية {{MainEntry|Intelligent scaffolding system}}<br> '''منظومة ذكية للدعم والتوجيه''' {{MainEntry|[[Intelligent tutoring system]]}}<br> <br> '''ن'''{{Anchor|ن}}<br> نمذجة المتعلم {{MainEntry|Learner modeling}}<br> <br> '''ه'''{{Anchor|ه}}<br> '''هندسة ديداكتيكية''' {{MainEntry|[[Didactical engineering]]}}<br> <br> '''م'''{{Anchor|م}}<br> محفظة الكترونية {{MainEntry|e-portfolio}}<br> <br> '''و'''{{Anchor|و}}<br> '''وحدات تعلّم''' {{MainEntry|[[Learning objects]]}}<br> ****{{MainEntry|Pedagogical agent}}<br> ****{{MainEntry|Virtual pedagogical agent}}<br> ****{{MainEntry|Animated pedagogical agent}}<br> ****{{MainEntry|Programmable course}}<br> 1406 1405 2013-11-02T13:46:26Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: arabic entries ''Edited by Riad Kaisar Saba, University of Balamand (LB)''<br> ''Chatar Allal, Centre régional de l'éducation et de la formation de Meknès (MA)''<br> ''with the collaboration of Hamid Chaachoua, Laboratoire d'Informatique de Grenoble (FR)'' <br> '''أ'''{{Anchor|أ}}<br> أداة تأليف {{MainEntry|Authoring tool}}<br> <br> '''م'''{{Anchor|م}}<br> '''معرفي رد فعل علمي''' {{MainEntry|[[Epistemic feedback]]}}<br> <br> '''ا'''{{Anchor|ا}}<br> '''استخراج البيانات في التعليم استخراج ''' {{MainEntry|[[Educational data mining]]}}<br> الإنشاء التلقائي للتمارين {{MainEntry|Automatic generation of exercises}}<br> البرنامج النصّي الخارجي {{MainEntry|External script}}<br> البرنامج النصي الداخلي {{MainEntry|Internal script}}<br> '''البرنامج النصّي للتعلّم التعاوني ''' {{MainEntry|[[Collaboration script]]}}<br> التشخيص المعرفي {{MainEntry|Cognitive diagnosis}}<br> '''التعلم الاستقصائي''' {{MainEntry|[[Inquiry learning]]}}<br> التعلّم الإلكتروني {{MainEntry|e-learning}}<br> التعلّم الإلكتروني الشامل {{MainEntry|Inclusive e-learning}}<br> التعلّم التعدّدي {{MainEntry|Blended learning}}<br> التعلّم التعاوني {{MainEntry|Collaborative learning}}<br> التعلّم التعاوني عبر الكمبيوتر {{MainEntry|Computer-supported collaborative learning}}<br> التعلّم الدائم في كل مكان {{MainEntry|Ubiquitous learning}}<br> '''التعلم الشبكي ''' {{MainEntry|[[Networked learning]]}}<br> <br> '''ب'''{{Anchor|ب}}<br> بيئة التعلّم الشبكي {{MainEntry|Networked learning environment}}<br> <br> '''م'''{{Anchor|م}}<br> مجتمعات التعلّم الشبكي {{MainEntry|Networked learning communities}}<br> <br> '''ا'''{{Anchor|ا}}<br> '''التعلّم القائم على لعبة ''' {{MainEntry|[[Game-based learning]]}}<br> التعلّم الموزّع على فترات زمنية {{MainEntry|Distributed learning}}<br> '''التعلم الشبكي ''' {{MainEntry|[[Networked learning]]}}<br> التعلّم المعزّز بالتكنولوجيا {{MainEntry|Technology Enhanced Learning}}<br> '''النقّال التعلم ''' {{MainEntry|[[Mobile learning]]}}<br> التعلم المتموقع {{MainEntry|Situated learning}}<br> '''التعلّم بالوسائط المتعدّدة ''' {{MainEntry|[[Multimedia learning]]}}<br> '''التعلم القائم الضبط الذاتي''' {{MainEntry|[[Self-regulated learning]]}}<br> التعلّم عن بعد {{MainEntry|Distance learning}}<br> '''التعلّم غير النظامي ''' {{MainEntry|[[Informal learning]]}}<br> التعليم الترفيهي {{MainEntry|Edutainment}}<br> التعليم القائم على الحاسوب {{MainEntry|Computer-based instruction}}<br> '''التعليم بواسطة ظواهر تطبيقية ''' {{MainEntry|[[Embedded phenomena]]}}<br> التفكير الحسابي {{MainEntry|Computational thinking}}<br> <br> '''أ'''{{Anchor|أ}}<br> ألعاب المحاكاة {{MainEntry|Simulation games}}<br> <br> '''ا'''{{Anchor|ا}}<br> '''الوصي المعرفي ''' {{MainEntry|[[Cognitive tutor]]}}<br> <br> '''*'''{{Anchor|*}}<br> '''****''' {{MainEntry|[[Constructionism]]}}<br> <br> '''ا'''{{Anchor|ا}}<br> النمذجة الفكرية {{MainEntry|Cognitive modeling}}<br> الهندسة الإدراكية {{MainEntry|Cognitive engineering}}<br> امتحان بمساعدة الحاسوب {{MainEntry|Computer-assisted examination}}<br> <br> '''ب'''{{Anchor|ب}}<br> برمجة الحاسوب دعما للتعلّم {{MainEntry|Computer programming in support of learning}}<br> <br> '''ه'''{{Anchor|ه}}<br> هندسة حيوية {{MainEntry|Dynamic geometry}}<br> <br> '''ب'''{{Anchor|ب}}<br> بيئة تعلّم {{MainEntry|Learning environment}}<br> بيئة تعلّم اصطناعية {{MainEntry|Artificial learning environment}}<br> بيئة تعلّم افتراضية {{MainEntry|Virtual learning environment}}<br> بيئة تعلّم انتشارية {{MainEntry|Pervasive learning environment}}<br> بيئة تعلّم تفاعليّة {{MainEntry|Interactive learning environment}}<br> '''بيئة تعلّم مرنة تساعد على التأقلم ''' {{MainEntry|[[Adaptive learning environment]]}}<br> '''بيئات تعلّم عن طريق الحكي''' {{MainEntry|[[Narrative learning environments]]}}<br> '''بيئات تعلّم سلس''' {{MainEntry|[[Seamless learning environments]]}}<br> بيئة تعلّم شخصيّة {{MainEntry|Personal learning environment}}<br> بيئة تعلّم عبر الانترنيت {{MainEntry|On-line learning environment}}<br> بيئة تعلّم ماديّة {{MainEntry|Tangible learning environment}}<br> بيئات تعلّم قائمة على الحاسوب {{MainEntry|Computer-based learning environments}}<br> '''بيئة تعلّم قائمة على المحاكاة ''' {{MainEntry|[[Simulation-based learning environment]]}}<br> بيئة تعلّم قائمة على برمجة الحاسوب {{MainEntry|Programmable computer-based learning environment}}<br> بيئة تعلّم قائمة على الفاعلين {{MainEntry|Agent-based learning environment}}<br> بيئات تعلّم مرحليّة {{MainEntry|Distributed learning environments}}<br> بيئة تعلّم محيطية {{MainEntry|Ambient learning environment}}<br> بيئة تعلّم معززة بالتكنولوجيا {{MainEntry|Augmented learning environment}}<br> <br> '''ت'''{{Anchor|ت}}<br> تحليلات التعلّم {{MainEntry|Learning analytics}}<br> تشخيص تلقائي {{MainEntry|Automatic diagnosis}}<br> '''تصميم تعليمي''' {{MainEntry|[[Learning design]]}}<br> تقنيات المحاضرة عبر الانترنيت {{MainEntry|Web-lecturing technologies}}<br> تقييم إلكتروني {{MainEntry|E-Assessment}}<br> <br> '''ا'''{{Anchor|ا}}<br> '''استيفاء''' {{MainEntry|[[Overlay]]}}<br> <br> '''ث'''{{Anchor|ث}}<br> '''ثقافات التقنيّات الرياضيّة''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br> '''ج'''{{Anchor|ج}}<br> جامعات افتراضية {{MainEntry|Virtual universities}}<br> <br> '''ح'''{{Anchor|ح}}<br> حرم جامعي افتراضي {{MainEntry|Virtual campus}}<br> <br> '''ر'''{{Anchor|ر}}<br> رفيق التعلّم {{MainEntry|Learning companion}}<br> <br> '''س'''{{Anchor|س}}<br> '''سيناريو تعلمي''' {{MainEntry|[[Learning scenario]]}}<br> <br> '''ش'''{{Anchor|ش}}<br> '''شبكة تعلّم''' {{MainEntry|[[Learning grid]]}}<br> <br> '''*'''{{Anchor|*}}<br> ****{{MainEntry|Pedagogical agent}}<br> ****{{MainEntry|Virtual pedagogical agent}}<br> ****{{MainEntry|Animated pedagogical agent}}<br> <br> '''ع'''{{Anchor|ع}}<br> عالم مصغّر {{MainEntry|Microworld}}<br> <br> '''ف'''{{Anchor|ف}}<br> '''فرصة تعليمية''' {{MainEntry|[[Educational affordance]]}}<br> <br> '''ل'''{{Anchor|ل}}<br> لوح تفاعلي {{MainEntry|Interactive white board}}<br> <br> '''م'''{{Anchor|م}}<br> '''مجال معرفي الكتروني''' {{MainEntry|[[Epistemic affordance]]}}<br> مختبرات نائية {{MainEntry|Remote laboratories}}<br> <br> '''ف'''{{Anchor|ف}}<br> '''فضاء التعلّم''' {{MainEntry|[[Learning space]]}}<br> <br> '''م'''{{Anchor|م}}<br> مسارعمليّة التعلّم {{MainEntry|Learning trail}}<br> <br> '''*'''{{Anchor|*}}<br> ****{{MainEntry|Programmable course}}<br> <br> '''م'''{{Anchor|م}}<br> '''منظومات إدارة التعلّم''' {{MainEntry|[[Learning management systems]]}}<br> منظومات المصاحبة في التعلم {{MainEntry|Buddy systems}}<br> منظومة تأليف {{MainEntry|Authoring system}}<br> منظومة تعليم قائمة على فاعلين أساسيين {{MainEntry|Agent-based tutoring system}}<br> منظومة تعلّم متكاملة {{MainEntry|Integrated learning system}}<br> منظومة دعم ذكية {{MainEntry|Intelligent scaffolding system}}<br> '''منظومة ذكية للدعم والتوجيه''' {{MainEntry|[[Intelligent tutoring system]]}}<br> <br> '''ن'''{{Anchor|ن}}<br> نمذجة المتعلم {{MainEntry|Learner modeling}}<br> <br> '''ه'''{{Anchor|ه}}<br> '''هندسة ديداكتيكية''' {{MainEntry|[[Didactical engineering]]}}<br> <br> '''م'''{{Anchor|م}}<br> محفظة الكترونية {{MainEntry|e-portfolio}}<br> <br> '''و'''{{Anchor|و}}<br> '''وحدات تعلّم''' {{MainEntry|[[Learning objects]]}}<br> 1405 1404 2013-11-02T12:00:19Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: arabic entries ''Edited by Riad Kaisar Saba, University of Balamand (LB)''<br> ''Chatar Allal, Centre régional de l'éducation et de la formation de Meknès (MA)''<br> ''with the collaboration of Hamid Chaachoua, Laboratoire d'Informatique de Grenoble (FR)'' <br> '''أ - [[#D|م]] - [[#E|E]] - [[#H|H]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#Z|Z]]''' <br> <br> '''أ'''{{Anchor|أ}}<br> أداة تأليف {{MainEntry|Authoring tool}}<br> <br> '''م'''{{Anchor|م}}<br> '''معرفي رد فعل علمي''' {{MainEntry|[[Epistemic feedback]]}}<br> <br> '''ا'''{{Anchor|ا}}<br> '''استخراج البيانات في التعليم استخراج ''' {{MainEntry|[[Educational data mining]]}}<br> الإنشاء التلقائي للتمارين {{MainEntry|Automatic generation of exercises}}<br> البرنامج النصّي الخارجي {{MainEntry|External script}}<br> البرنامج النصي الداخلي {{MainEntry|Internal script}}<br> '''البرنامج النصّي للتعلّم التعاوني ''' {{MainEntry|[[Collaboration script]]}}<br> التشخيص المعرفي {{MainEntry|Cognitive diagnosis}}<br> '''التعلم الاستقصائي''' {{MainEntry|[[Inquiry learning]]}}<br> التعلّم الإلكتروني {{MainEntry|e-learning}}<br> التعلّم الإلكتروني الشامل {{MainEntry|Inclusive e-learning}}<br> التعلّم التعدّدي {{MainEntry|Blended learning}}<br> التعلّم التعاوني {{MainEntry|Collaborative learning}}<br> التعلّم التعاوني عبر الكمبيوتر {{MainEntry|Computer-supported collaborative learning}}<br> التعلّم الدائم في كل مكان {{MainEntry|Ubiquitous learning}}<br> '''التعلم الشبكي ''' {{MainEntry|[[Networked learning]]}}<br> <br> '''ب'''{{Anchor|ب}}<br> بيئة التعلّم الشبكي {{MainEntry|Networked learning environment}}<br> <br> '''م'''{{Anchor|م}}<br> مجتمعات التعلّم الشبكي {{MainEntry|Networked learning communities}}<br> <br> '''ا'''{{Anchor|ا}}<br> '''التعلّم القائم على لعبة ''' {{MainEntry|[[Game-based learning]]}}<br> التعلّم الموزّع على فترات زمنية {{MainEntry|Distributed learning}}<br> '''التعلم الشبكي ''' {{MainEntry|[[Networked learning]]}}<br> التعلّم المعزّز بالتكنولوجيا {{MainEntry|Technology Enhanced Learning}}<br> '''النقّال التعلم ''' {{MainEntry|[[Mobile learning]]}}<br> التعلم المتموقع {{MainEntry|Situated learning}}<br> '''التعلّم بالوسائط المتعدّدة ''' {{MainEntry|[[Multimedia learning]]}}<br> '''التعلم القائم الضبط الذاتي''' {{MainEntry|[[Self-regulated learning]]}}<br> التعلّم عن بعد {{MainEntry|Distance learning}}<br> '''التعلّم غير النظامي ''' {{MainEntry|[[Informal learning]]}}<br> التعليم الترفيهي {{MainEntry|Edutainment}}<br> التعليم القائم على الحاسوب {{MainEntry|Computer-based instruction}}<br> '''التعليم بواسطة ظواهر تطبيقية ''' {{MainEntry|[[Embedded phenomena]]}}<br> التفكير الحسابي {{MainEntry|Computational thinking}}<br> <br> '''أ'''{{Anchor|أ}}<br> ألعاب المحاكاة {{MainEntry|Simulation games}}<br> <br> '''ا'''{{Anchor|ا}}<br> '''الوصي المعرفي ''' {{MainEntry|[[Cognitive tutor]]}}<br> <br> '''*'''{{Anchor|*}}<br> '''****''' {{MainEntry|[[Constructionism]]}}<br> <br> '''ا'''{{Anchor|ا}}<br> النمذجة الفكرية {{MainEntry|Cognitive modeling}}<br> الهندسة الإدراكية {{MainEntry|Cognitive engineering}}<br> امتحان بمساعدة الحاسوب {{MainEntry|Computer-assisted examination}}<br> <br> '''ب'''{{Anchor|ب}}<br> برمجة الحاسوب دعما للتعلّم {{MainEntry|Computer programming in support of learning}}<br> <br> '''ه'''{{Anchor|ه}}<br> هندسة حيوية {{MainEntry|Dynamic geometry}}<br> <br> '''ب'''{{Anchor|ب}}<br> بيئة تعلّم {{MainEntry|Learning environment}}<br> بيئة تعلّم اصطناعية {{MainEntry|Artificial learning environment}}<br> بيئة تعلّم افتراضية {{MainEntry|Virtual learning environment}}<br> بيئة تعلّم انتشارية {{MainEntry|Pervasive learning environment}}<br> بيئة تعلّم تفاعليّة {{MainEntry|Interactive learning environment}}<br> '''بيئة تعلّم مرنة تساعد على التأقلم ''' {{MainEntry|[[Adaptive learning environment]]}}<br> '''بيئات تعلّم عن طريق الحكي''' {{MainEntry|[[Narrative learning environments]]}}<br> '''بيئات تعلّم سلس''' {{MainEntry|[[Seamless learning environments]]}}<br> بيئة تعلّم شخصيّة {{MainEntry|Personal learning environment}}<br> بيئة تعلّم عبر الانترنيت {{MainEntry|On-line learning environment}}<br> بيئة تعلّم ماديّة {{MainEntry|Tangible learning environment}}<br> بيئات تعلّم قائمة على الحاسوب {{MainEntry|Computer-based learning environments}}<br> '''بيئة تعلّم قائمة على المحاكاة ''' {{MainEntry|[[Simulation-based learning environment]]}}<br> بيئة تعلّم قائمة على برمجة الحاسوب {{MainEntry|Programmable computer-based learning environment}}<br> بيئة تعلّم قائمة على الفاعلين {{MainEntry|Agent-based learning environment}}<br> بيئات تعلّم مرحليّة {{MainEntry|Distributed learning environments}}<br> بيئة تعلّم محيطية {{MainEntry|Ambient learning environment}}<br> بيئة تعلّم معززة بالتكنولوجيا {{MainEntry|Augmented learning environment}}<br> <br> '''ت'''{{Anchor|ت}}<br> تحليلات التعلّم {{MainEntry|Learning analytics}}<br> تشخيص تلقائي {{MainEntry|Automatic diagnosis}}<br> '''تصميم تعليمي''' {{MainEntry|[[Learning design]]}}<br> تقنيات المحاضرة عبر الانترنيت {{MainEntry|Web-lecturing technologies}}<br> تقييم إلكتروني {{MainEntry|E-Assessment}}<br> <br> '''ا'''{{Anchor|ا}}<br> '''استيفاء''' {{MainEntry|[[Overlay]]}}<br> <br> '''ث'''{{Anchor|ث}}<br> '''ثقافات التقنيّات الرياضيّة''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br> '''ج'''{{Anchor|ج}}<br> جامعات افتراضية {{MainEntry|Virtual universities}}<br> <br> '''ح'''{{Anchor|ح}}<br> حرم جامعي افتراضي {{MainEntry|Virtual campus}}<br> <br> '''ر'''{{Anchor|ر}}<br> رفيق التعلّم {{MainEntry|Learning companion}}<br> <br> '''س'''{{Anchor|س}}<br> '''سيناريو تعلمي''' {{MainEntry|[[Learning scenario]]}}<br> <br> '''ش'''{{Anchor|ش}}<br> '''شبكة تعلّم''' {{MainEntry|[[Learning grid]]}}<br> <br> '''*'''{{Anchor|*}}<br> ****{{MainEntry|Pedagogical agent}}<br> ****{{MainEntry|Virtual pedagogical agent}}<br> ****{{MainEntry|Animated pedagogical agent}}<br> <br> '''ع'''{{Anchor|ع}}<br> عالم مصغّر {{MainEntry|Microworld}}<br> <br> '''ف'''{{Anchor|ف}}<br> '''فرصة تعليمية''' {{MainEntry|[[Educational affordance]]}}<br> <br> '''ل'''{{Anchor|ل}}<br> لوح تفاعلي {{MainEntry|Interactive white board}}<br> <br> '''م'''{{Anchor|م}}<br> '''مجال معرفي الكتروني''' {{MainEntry|[[Epistemic affordance]]}}<br> مختبرات نائية {{MainEntry|Remote laboratories}}<br> <br> '''ف'''{{Anchor|ف}}<br> '''فضاء التعلّم''' {{MainEntry|[[Learning space]]}}<br> <br> '''م'''{{Anchor|م}}<br> مسارعمليّة التعلّم {{MainEntry|Learning trail}}<br> <br> '''*'''{{Anchor|*}}<br> ****{{MainEntry|Programmable course}}<br> <br> '''م'''{{Anchor|م}}<br> '''منظومات إدارة التعلّم''' {{MainEntry|[[Learning management systems]]}}<br> منظومات المصاحبة في التعلم {{MainEntry|Buddy systems}}<br> منظومة تأليف {{MainEntry|Authoring system}}<br> منظومة تعليم قائمة على فاعلين أساسيين {{MainEntry|Agent-based tutoring system}}<br> منظومة تعلّم متكاملة {{MainEntry|Integrated learning system}}<br> منظومة دعم ذكية {{MainEntry|Intelligent scaffolding system}}<br> '''منظومة ذكية للدعم والتوجيه''' {{MainEntry|[[Intelligent tutoring system]]}}<br> <br> '''ن'''{{Anchor|ن}}<br> نمذجة المتعلم {{MainEntry|Learner modeling}}<br> <br> '''ه'''{{Anchor|ه}}<br> '''هندسة ديداكتيكية''' {{MainEntry|[[Didactical engineering]]}}<br> <br> '''م'''{{Anchor|م}}<br> محفظة الكترونية {{MainEntry|e-portfolio}}<br> <br> '''و'''{{Anchor|و}}<br> '''وحدات تعلّم''' {{MainEntry|[[Learning objects]]}}<br> 1404 1403 2013-11-02T11:53:45Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: ?? entries ''Edited by Riad Kaisar Saba, University of Balamand (LB)<br> Chatar Allal, Centre régional de l'éducation et de la formation de Meknès (MA)<br> with the collaboration of Hamid Chaachoua, Laboratoire d'Informatique de Grenoble (FR)'' <br> '''أ - [[#D|م]] - [[#E|E]] - [[#H|H]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#Z|Z]]''' <br> '''أ'''{{Anchor|أ}}<br> أداة تأليف {{MainEntry|Authoring tool}}<br> '''م'''{{Anchor|م}}<br> '''معرفي رد فعل علمي''' {{MainEntry|[[Epistemic feedback]]}}<br> '''ا'''{{Anchor|ا}}<br> '''استخراج البيانات في التعليم استخراج ''' {{MainEntry|[[Educational data mining]]}}<br> الإنشاء التلقائي للتمارين {{MainEntry|Automatic generation of exercises}}<br> البرنامج النصّي الخارجي {{MainEntry|External script}}<br> البرنامج النصي الداخلي {{MainEntry|Internal script}}<br> '''البرنامج النصّي للتعلّم التعاوني ''' {{MainEntry|[[Collaboration script]]}}<br> التشخيص المعرفي {{MainEntry|Cognitive diagnosis}}<br> '''التعلم الاستقصائي''' {{MainEntry|[[Inquiry learning]]}}<br> التعلّم الإلكتروني {{MainEntry|e-learning}}<br> التعلّم الإلكتروني الشامل {{MainEntry|Inclusive e-learning}}<br> التعلّم التعدّدي {{MainEntry|Blended learning}}<br> التعلّم التعاوني {{MainEntry|Collaborative learning}}<br> التعلّم التعاوني عبر الكمبيوتر {{MainEntry|Computer-supported collaborative learning}}<br> التعلّم الدائم في كل مكان {{MainEntry|Ubiquitous learning}}<br> '''التعلم الشبكي ''' {{MainEntry|[[Networked learning]]}}<br> '''ب'''{{Anchor|ب}}<br> بيئة التعلّم الشبكي {{MainEntry|Networked learning environment}}<br> '''م'''{{Anchor|م}}<br> مجتمعات التعلّم الشبكي {{MainEntry|Networked learning communities}}<br> '''ا'''{{Anchor|ا}}<br> '''التعلّم القائم على لعبة ''' {{MainEntry|[[Game-based learning]]}}<br> التعلّم الموزّع على فترات زمنية {{MainEntry|Distributed learning}}<br> '''التعلم الشبكي ''' {{MainEntry|[[Networked learning]]}}<br> التعلّم المعزّز بالتكنولوجيا {{MainEntry|Technology Enhanced Learning}}<br> '''النقّال التعلم ''' {{MainEntry|[[Mobile learning]]}}<br> التعلم المتموقع {{MainEntry|Situated learning}}<br> '''التعلّم بالوسائط المتعدّدة ''' {{MainEntry|[[Multimedia learning]]}}<br> '''التعلم القائم الضبط الذاتي''' {{MainEntry|[[Self-regulated learning]]}}<br> التعلّم عن بعد {{MainEntry|Distance learning}}<br> '''التعلّم غير النظامي ''' {{MainEntry|[[Informal learning]]}}<br> التعليم الترفيهي {{MainEntry|Edutainment}}<br> التعليم القائم على الحاسوب {{MainEntry|Computer-based instruction}}<br> '''التعليم بواسطة ظواهر تطبيقية ''' {{MainEntry|[[Embedded phenomena]]}}<br> التفكير الحسابي {{MainEntry|Computational thinking}}<br> '''أ'''{{Anchor|أ}}<br> ألعاب المحاكاة {{MainEntry|Simulation games}}<br> '''ا'''{{Anchor|ا}}<br> '''الوصي المعرفي ''' {{MainEntry|[[Cognitive tutor]]}}<br> '''*'''{{Anchor|*}}<br> '''****''' {{MainEntry|[[Constructionism]]}}<br> '''ا'''{{Anchor|ا}}<br> النمذجة الفكرية {{MainEntry|Cognitive modeling}}<br> الهندسة الإدراكية {{MainEntry|Cognitive engineering}}<br> امتحان بمساعدة الحاسوب {{MainEntry|Computer-assisted examination}}<br> '''ب'''{{Anchor|ب}}<br> برمجة الحاسوب دعما للتعلّم {{MainEntry|Computer programming in support of learning}}<br> '''ه'''{{Anchor|ه}}<br> هندسة حيوية {{MainEntry|Dynamic geometry}}<br> '''ب'''{{Anchor|ب}}<br> بيئة تعلّم {{MainEntry|Learning environment}}<br> بيئة تعلّم اصطناعية {{MainEntry|Artificial learning environment}}<br> بيئة تعلّم افتراضية {{MainEntry|Virtual learning environment}}<br> بيئة تعلّم انتشارية {{MainEntry|Pervasive learning environment}}<br> بيئة تعلّم تفاعليّة {{MainEntry|Interactive learning environment}}<br> '''بيئة تعلّم مرنة تساعد على التأقلم ''' {{MainEntry|[[Adaptive learning environment]]}}<br> '''بيئات تعلّم عن طريق الحكي''' {{MainEntry|[[Narrative learning environments]]}}<br> '''بيئات تعلّم سلس''' {{MainEntry|[[Seamless learning environments]]}}<br> بيئة تعلّم شخصيّة {{MainEntry|Personal learning environment}}<br> بيئة تعلّم عبر الانترنيت {{MainEntry|On-line learning environment}}<br> بيئة تعلّم ماديّة {{MainEntry|Tangible learning environment}}<br> بيئات تعلّم قائمة على الحاسوب {{MainEntry|Computer-based learning environments}}<br> '''بيئة تعلّم قائمة على المحاكاة ''' {{MainEntry|[[Simulation-based learning environment]]}}<br> بيئة تعلّم قائمة على برمجة الحاسوب {{MainEntry|Programmable computer-based learning environment}}<br> بيئة تعلّم قائمة على الفاعلين {{MainEntry|Agent-based learning environment}}<br> بيئات تعلّم مرحليّة {{MainEntry|Distributed learning environments}}<br> بيئة تعلّم محيطية {{MainEntry|Ambient learning environment}}<br> بيئة تعلّم معززة بالتكنولوجيا {{MainEntry|Augmented learning environment}}<br> '''ت'''{{Anchor|ت}}<br> تحليلات التعلّم {{MainEntry|Learning analytics}}<br> تشخيص تلقائي {{MainEntry|Automatic diagnosis}}<br> '''تصميم تعليمي''' {{MainEntry|[[Learning design]]}}<br> تقنيات المحاضرة عبر الانترنيت {{MainEntry|Web-lecturing technologies}}<br> تقييم إلكتروني {{MainEntry|E-Assessment}}<br> '''ا'''{{Anchor|ا}}<br> '''استيفاء''' {{MainEntry|[[Overlay]]}}<br> '''ث'''{{Anchor|ث}}<br> '''ثقافات التقنيّات الرياضيّة''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> '''ج'''{{Anchor|ج}}<br> جامعات افتراضية {{MainEntry|Virtual universities}}<br> '''ح'''{{Anchor|ح}}<br> حرم جامعي افتراضي {{MainEntry|Virtual campus}}<br> '''ر'''{{Anchor|ر}}<br> رفيق التعلّم {{MainEntry|Learning companion}}<br> '''س'''{{Anchor|س}}<br> '''سيناريو تعلمي''' {{MainEntry|[[Learning scenario]]}}<br> '''ش'''{{Anchor|ش}}<br> '''شبكة تعلّم''' {{MainEntry|[[Learning grid]]}}<br> '''*'''{{Anchor|*}}<br> **** {{MainEntry|Pedagogical agent}}<br> **** {{MainEntry|Virtual pedagogical agent}}<br> **** {{MainEntry|Animated pedagogical agent}}<br> '''ع'''{{Anchor|ع}}<br> عالم مصغّر {{MainEntry|Microworld}}<br> '''ف'''{{Anchor|ف}}<br> '''فرصة تعليمية''' {{MainEntry|[[Educational affordance]]}}<br> '''ل'''{{Anchor|ل}}<br> لوح تفاعلي {{MainEntry|Interactive white board}}<br> '''م'''{{Anchor|م}}<br> '''مجال معرفي الكتروني''' {{MainEntry|[[Epistemic affordance]]}}<br> مختبرات نائية {{MainEntry|Remote laboratories}}<br> '''ف'''{{Anchor|ف}}<br> '''فضاء التعلّم''' {{MainEntry|[[Learning space]]}}<br> '''م'''{{Anchor|م}}<br> مسارعمليّة التعلّم {{MainEntry|Learning trail}}<br> '''*'''{{Anchor|*}}<br> **** {{MainEntry|Programmable course}}<br> '''م'''{{Anchor|م}}<br> '''منظومات إدارة التعلّم''' {{MainEntry|[[Learning management systems]]}}<br> منظومات المصاحبة في التعلم {{MainEntry|Buddy systems}}<br> منظومة تأليف {{MainEntry|Authoring system}}<br> منظومة تعليم قائمة على فاعلين أساسيين {{MainEntry|Agent-based tutoring system}}<br> منظومة تعلّم متكاملة {{MainEntry|Integrated learning system}}<br> منظومة دعم ذكية {{MainEntry|Intelligent scaffolding system}}<br> '''منظومة ذكية للدعم والتوجيه''' {{MainEntry|[[Intelligent tutoring system]]}}<br> '''ن'''{{Anchor|ن}}<br> نمذجة المتعلم {{MainEntry|Learner modeling}}<br> '''ه'''{{Anchor|ه}}<br> '''هندسة ديداكتيكية''' {{MainEntry|[[Didactical engineering]]}}<br> '''م'''{{Anchor|م}}<br> محفظة الكترونية {{MainEntry|e-portfolio}}<br> '''و'''{{Anchor|و}}<br> '''وحدات تعلّم''' {{MainEntry|[[Learning objects]]}}<br> 1403 1402 2013-11-02T11:52:02Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: ?? entries ''Riad Kaisar Saba, University of Balamand (LB)<br> Chatar Allal, Centre régional de l'éducation et de la formation de Meknès (MA)<br> with the collaboration of Hamid Chaachoua, Laboratoire d'Informatique de Grenoble (FR) '' <br> '''أ - [[#D|م]] - [[#E|E]] - [[#H|H]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#Z|Z]]''' <br> '''أ'''{{Anchor|أ}}<br> أداة تأليف {{MainEntry|Authoring tool}}<br> '''م'''{{Anchor|م}}<br> '''معرفي رد فعل علمي''' {{MainEntry|[[Epistemic feedback]]}}<br> '''ا'''{{Anchor|ا}}<br> '''استخراج البيانات في التعليم استخراج ''' {{MainEntry|[[Educational data mining]]}}<br> الإنشاء التلقائي للتمارين {{MainEntry|Automatic generation of exercises}}<br> البرنامج النصّي الخارجي {{MainEntry|External script}}<br> البرنامج النصي الداخلي {{MainEntry|Internal script}}<br> '''البرنامج النصّي للتعلّم التعاوني ''' {{MainEntry|[[Collaboration script]]}}<br> التشخيص المعرفي {{MainEntry|Cognitive diagnosis}}<br> '''التعلم الاستقصائي''' {{MainEntry|[[Inquiry learning]]}}<br> التعلّم الإلكتروني {{MainEntry|e-learning}}<br> التعلّم الإلكتروني الشامل {{MainEntry|Inclusive e-learning}}<br> التعلّم التعدّدي {{MainEntry|Blended learning}}<br> التعلّم التعاوني {{MainEntry|Collaborative learning}}<br> التعلّم التعاوني عبر الكمبيوتر {{MainEntry|Computer-supported collaborative learning}}<br> التعلّم الدائم في كل مكان {{MainEntry|Ubiquitous learning}}<br> '''التعلم الشبكي ''' {{MainEntry|[[Networked learning]]}}<br> '''ب'''{{Anchor|ب}}<br> بيئة التعلّم الشبكي {{MainEntry|Networked learning environment}}<br> '''م'''{{Anchor|م}}<br> مجتمعات التعلّم الشبكي {{MainEntry|Networked learning communities}}<br> '''ا'''{{Anchor|ا}}<br> '''التعلّم القائم على لعبة ''' {{MainEntry|[[Game-based learning]]}}<br> التعلّم الموزّع على فترات زمنية {{MainEntry|Distributed learning}}<br> '''التعلم الشبكي ''' {{MainEntry|[[Networked learning]]}}<br> التعلّم المعزّز بالتكنولوجيا {{MainEntry|Technology Enhanced Learning}}<br> '''النقّال التعلم ''' {{MainEntry|[[Mobile learning]]}}<br> التعلم المتموقع {{MainEntry|Situated learning}}<br> '''التعلّم بالوسائط المتعدّدة ''' {{MainEntry|[[Multimedia learning]]}}<br> '''التعلم القائم الضبط الذاتي''' {{MainEntry|[[Self-regulated learning]]}}<br> التعلّم عن بعد {{MainEntry|Distance learning}}<br> '''التعلّم غير النظامي ''' {{MainEntry|[[Informal learning]]}}<br> التعليم الترفيهي {{MainEntry|Edutainment}}<br> التعليم القائم على الحاسوب {{MainEntry|Computer-based instruction}}<br> '''التعليم بواسطة ظواهر تطبيقية ''' {{MainEntry|[[Embedded phenomena]]}}<br> التفكير الحسابي {{MainEntry|Computational thinking}}<br> '''أ'''{{Anchor|أ}}<br> ألعاب المحاكاة {{MainEntry|Simulation games}}<br> '''ا'''{{Anchor|ا}}<br> '''الوصي المعرفي ''' {{MainEntry|[[Cognitive tutor]]}}<br> '''*'''{{Anchor|*}}<br> '''****''' {{MainEntry|[[Constructionism]]}}<br> '''ا'''{{Anchor|ا}}<br> النمذجة الفكرية {{MainEntry|Cognitive modeling}}<br> الهندسة الإدراكية {{MainEntry|Cognitive engineering}}<br> امتحان بمساعدة الحاسوب {{MainEntry|Computer-assisted examination}}<br> '''ب'''{{Anchor|ب}}<br> برمجة الحاسوب دعما للتعلّم {{MainEntry|Computer programming in support of learning}}<br> '''ه'''{{Anchor|ه}}<br> هندسة حيوية {{MainEntry|Dynamic geometry}}<br> '''ب'''{{Anchor|ب}}<br> بيئة تعلّم {{MainEntry|Learning environment}}<br> بيئة تعلّم اصطناعية {{MainEntry|Artificial learning environment}}<br> بيئة تعلّم افتراضية {{MainEntry|Virtual learning environment}}<br> بيئة تعلّم انتشارية {{MainEntry|Pervasive learning environment}}<br> بيئة تعلّم تفاعليّة {{MainEntry|Interactive learning environment}}<br> '''بيئة تعلّم مرنة تساعد على التأقلم ''' {{MainEntry|[[Adaptive learning environment]]}}<br> '''بيئات تعلّم عن طريق الحكي''' {{MainEntry|[[Narrative learning environments]]}}<br> '''بيئات تعلّم سلس''' {{MainEntry|[[Seamless learning environments]]}}<br> بيئة تعلّم شخصيّة {{MainEntry|Personal learning environment}}<br> بيئة تعلّم عبر الانترنيت {{MainEntry|On-line learning environment}}<br> بيئة تعلّم ماديّة {{MainEntry|Tangible learning environment}}<br> بيئات تعلّم قائمة على الحاسوب {{MainEntry|Computer-based learning environments}}<br> '''بيئة تعلّم قائمة على المحاكاة ''' {{MainEntry|[[Simulation-based learning environment]]}}<br> بيئة تعلّم قائمة على برمجة الحاسوب {{MainEntry|Programmable computer-based learning environment}}<br> بيئة تعلّم قائمة على الفاعلين {{MainEntry|Agent-based learning environment}}<br> بيئات تعلّم مرحليّة {{MainEntry|Distributed learning environments}}<br> بيئة تعلّم محيطية {{MainEntry|Ambient learning environment}}<br> بيئة تعلّم معززة بالتكنولوجيا {{MainEntry|Augmented learning environment}}<br> '''ت'''{{Anchor|ت}}<br> تحليلات التعلّم {{MainEntry|Learning analytics}}<br> تشخيص تلقائي {{MainEntry|Automatic diagnosis}}<br> '''تصميم تعليمي''' {{MainEntry|[[Learning design]]}}<br> تقنيات المحاضرة عبر الانترنيت {{MainEntry|Web-lecturing technologies}}<br> تقييم إلكتروني {{MainEntry|E-Assessment}}<br> '''ا'''{{Anchor|ا}}<br> '''استيفاء''' {{MainEntry|[[Overlay]]}}<br> '''ث'''{{Anchor|ث}}<br> '''ثقافات التقنيّات الرياضيّة''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> '''ج'''{{Anchor|ج}}<br> جامعات افتراضية {{MainEntry|Virtual universities}}<br> '''ح'''{{Anchor|ح}}<br> حرم جامعي افتراضي {{MainEntry|Virtual campus}}<br> '''ر'''{{Anchor|ر}}<br> رفيق التعلّم {{MainEntry|Learning companion}}<br> '''س'''{{Anchor|س}}<br> '''سيناريو تعلمي''' {{MainEntry|[[Learning scenario]]}}<br> '''ش'''{{Anchor|ش}}<br> '''شبكة تعلّم''' {{MainEntry|[[Learning grid]]}}<br> '''*'''{{Anchor|*}}<br> **** {{MainEntry|Pedagogical agent}}<br> **** {{MainEntry|Virtual pedagogical agent}}<br> **** {{MainEntry|Animated pedagogical agent}}<br> '''ع'''{{Anchor|ع}}<br> عالم مصغّر {{MainEntry|Microworld}}<br> '''ف'''{{Anchor|ف}}<br> '''فرصة تعليمية''' {{MainEntry|[[Educational affordance]]}}<br> '''ل'''{{Anchor|ل}}<br> لوح تفاعلي {{MainEntry|Interactive white board}}<br> '''م'''{{Anchor|م}}<br> '''مجال معرفي الكتروني''' {{MainEntry|[[Epistemic affordance]]}}<br> مختبرات نائية {{MainEntry|Remote laboratories}}<br> '''ف'''{{Anchor|ف}}<br> '''فضاء التعلّم''' {{MainEntry|[[Learning space]]}}<br> '''م'''{{Anchor|م}}<br> مسارعمليّة التعلّم {{MainEntry|Learning trail}}<br> '''*'''{{Anchor|*}}<br> **** {{MainEntry|Programmable course}}<br> '''م'''{{Anchor|م}}<br> '''منظومات إدارة التعلّم''' {{MainEntry|[[Learning management systems]]}}<br> منظومات المصاحبة في التعلم {{MainEntry|Buddy systems}}<br> منظومة تأليف {{MainEntry|Authoring system}}<br> منظومة تعليم قائمة على فاعلين أساسيين {{MainEntry|Agent-based tutoring system}}<br> منظومة تعلّم متكاملة {{MainEntry|Integrated learning system}}<br> منظومة دعم ذكية {{MainEntry|Intelligent scaffolding system}}<br> '''منظومة ذكية للدعم والتوجيه''' {{MainEntry|[[Intelligent tutoring system]]}}<br> '''ن'''{{Anchor|ن}}<br> نمذجة المتعلم {{MainEntry|Learner modeling}}<br> '''ه'''{{Anchor|ه}}<br> '''هندسة ديداكتيكية''' {{MainEntry|[[Didactical engineering]]}}<br> '''م'''{{Anchor|م}}<br> محفظة الكترونية {{MainEntry|e-portfolio}}<br> '''و'''{{Anchor|و}}<br> '''وحدات تعلّم''' {{MainEntry|[[Learning objects]]}}<br> 1402 1401 2013-11-02T11:49:40Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: ?? entries ''Edited by X Y, Labo, Org (FR)'' <br> '''أ - [[#D|م]] - [[#E|E]] - [[#H|H]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#Z|Z]]''' <br> '''أ'''{{Anchor|أ}}<br> أداة تأليف {{MainEntry|Authoring tool}}<br> '''م'''{{Anchor|م}}<br> '''معرفي رد فعل علمي''' {{MainEntry|[[Epistemic feedback]]}}<br> '''ا'''{{Anchor|ا}}<br> '''استخراج البيانات في التعليم استخراج ''' {{MainEntry|[[Educational data mining]]}}<br> الإنشاء التلقائي للتمارين {{MainEntry|Automatic generation of exercises}}<br> البرنامج النصّي الخارجي {{MainEntry|External script}}<br> البرنامج النصي الداخلي {{MainEntry|Internal script}}<br> '''البرنامج النصّي للتعلّم التعاوني ''' {{MainEntry|[[Collaboration script]]}}<br> التشخيص المعرفي {{MainEntry|Cognitive diagnosis}}<br> '''التعلم الاستقصائي''' {{MainEntry|[[Inquiry learning]]}}<br> التعلّم الإلكتروني {{MainEntry|e-learning}}<br> التعلّم الإلكتروني الشامل {{MainEntry|Inclusive e-learning}}<br> التعلّم التعدّدي {{MainEntry|Blended learning}}<br> التعلّم التعاوني {{MainEntry|Collaborative learning}}<br> التعلّم التعاوني عبر الكمبيوتر {{MainEntry|Computer-supported collaborative learning}}<br> التعلّم الدائم في كل مكان {{MainEntry|Ubiquitous learning}}<br> '''التعلم الشبكي ''' {{MainEntry|[[Networked learning]]}}<br> '''ب'''{{Anchor|ب}}<br> بيئة التعلّم الشبكي {{MainEntry|Networked learning environment}}<br> '''م'''{{Anchor|م}}<br> مجتمعات التعلّم الشبكي {{MainEntry|Networked learning communities}}<br> '''ا'''{{Anchor|ا}}<br> '''التعلّم القائم على لعبة ''' {{MainEntry|[[Game-based learning]]}}<br> التعلّم الموزّع على فترات زمنية {{MainEntry|Distributed learning}}<br> '''التعلم الشبكي ''' {{MainEntry|[[Networked learning]]}}<br> التعلّم المعزّز بالتكنولوجيا {{MainEntry|Technology Enhanced 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مجتمعات التعلّم الشبكي {{MainEntry|Networked learning communities}}<br> '''ا'''{{Anchor|ا}}<br> '''التعلّم القائم على لعبة ''' {{MainEntry|[[Game-based learning]]}}<br> التعلّم الموزّع على فترات زمنية {{MainEntry|Distributed learning}}<br> '''التعلم الشبكي ''' {{MainEntry|[[Networked learning]]}}<br> التعلّم المعزّز بالتكنولوجيا {{MainEntry|Technology Enhanced Learning}}<br> '''النقّال التعلم ''' {{MainEntry|[[Mobile learning]]}}<br> التعلم المتموقع {{MainEntry|Situated learning}}<br> '''التعلّم بالوسائط المتعدّدة ''' {{MainEntry|[[Multimedia learning]]}}<br> '''التعلم القائم الضبط الذاتي''' {{MainEntry|[[Self-regulated learning]]}}<br> التعلّم عن بعد {{MainEntry|Distance learning}}<br> '''التعلّم غير النظامي ''' {{MainEntry|[[Informal learning]]}}<br> التعليم الترفيهي {{MainEntry|Edutainment}}<br> التعليم القائم على الحاسوب {{MainEntry|Computer-based instruction}}<br> '''التعليم بواسطة ظواهر تطبيقية ''' {{MainEntry|[[Embedded phenomena]]}}<br> التفكير الحسابي {{MainEntry|Computational thinking}}<br> '''أ'''{{Anchor|أ}}<br> ألعاب المحاكاة {{MainEntry|Simulation games}}<br> '''ا'''{{Anchor|ا}}<br> '''الوصي المعرفي ''' {{MainEntry|[[Cognitive tutor]]}}<br> '''*'''{{Anchor|*}}<br> '''****''' {{MainEntry|[[Constructionism]]}}<br> '''ا'''{{Anchor|ا}}<br> النمذجة الفكرية {{MainEntry|Cognitive modeling}}<br> الهندسة الإدراكية {{MainEntry|Cognitive engineering}}<br> امتحان بمساعدة الحاسوب {{MainEntry|Computer-assisted examination}}<br> '''ب'''{{Anchor|ب}}<br> برمجة الحاسوب دعما للتعلّم {{MainEntry|Computer programming in support of learning}}<br> '''ه'''{{Anchor|ه}}<br> هندسة حيوية {{MainEntry|Dynamic geometry}}<br> '''ب'''{{Anchor|ب}}<br> بيئة تعلّم {{MainEntry|Learning environment}}<br> بيئة تعلّم اصطناعية {{MainEntry|Artificial learning environment}}<br> بيئة تعلّم افتراضية {{MainEntry|Virtual learning environment}}<br> بيئة تعلّم انتشارية {{MainEntry|Pervasive learning environment}}<br> بيئة تعلّم تفاعليّة {{MainEntry|Interactive learning environment}}<br> '''بيئة تعلّم مرنة تساعد على التأقلم ''' {{MainEntry|[[Adaptive learning environment]]}}<br> '''بيئات تعلّم عن طريق الحكي''' {{MainEntry|[[Narrative learning environments]]}}<br> '''بيئات تعلّم سلس''' {{MainEntry|[[Seamless learning environments]]}}<br> بيئة تعلّم شخصيّة {{MainEntry|Personal learning environment}}<br> بيئة تعلّم عبر الانترنيت {{MainEntry|On-line learning environment}}<br> بيئة تعلّم ماديّة {{MainEntry|Tangible learning environment}}<br> بيئات تعلّم قائمة على الحاسوب {{MainEntry|Computer-based learning environments}}<br> '''بيئة تعلّم قائمة على المحاكاة ''' {{MainEntry|[[Simulation-based learning environment]]}}<br> بيئة تعلّم قائمة على برمجة الحاسوب {{MainEntry|Programmable computer-based learning environment}}<br> بيئة تعلّم قائمة على الفاعلين {{MainEntry|Agent-based learning environment}}<br> بيئات تعلّم مرحليّة {{MainEntry|Distributed learning environments}}<br> بيئة تعلّم محيطية {{MainEntry|Ambient learning environment}}<br> بيئة تعلّم معززة بالتكنولوجيا {{MainEntry|Augmented learning environment}}<br> '''ت'''{{Anchor|ت}}<br> تحليلات التعلّم {{MainEntry|Learning analytics}}<br> تشخيص تلقائي {{MainEntry|Automatic diagnosis}}<br> '''تصميم تعليمي''' {{MainEntry|[[Learning design]]}}<br> تقنيات المحاضرة عبر الانترنيت {{MainEntry|Web-lecturing technologies}}<br> تقييم إلكتروني {{MainEntry|E-Assessment}}<br> '''ا'''{{Anchor|ا}}<br> '''استيفاء''' {{MainEntry|[[Overlay]]}}<br> '''ث'''{{Anchor|ث}}<br> '''ثقافات التقنيّات الرياضيّة''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> '''ج'''{{Anchor|ج}}<br> جامعات افتراضية {{MainEntry|Virtual universities}}<br> '''ح'''{{Anchor|ح}}<br> حرم جامعي افتراضي {{MainEntry|Virtual campus}}<br> '''ر'''{{Anchor|ر}}<br> رفيق التعلّم {{MainEntry|Learning companion}}<br> '''س'''{{Anchor|س}}<br> '''سيناريو تعلمي''' {{MainEntry|[[Learning scenario]]}}<br> '''ش'''{{Anchor|ش}}<br> '''شبكة تعلّم''' {{MainEntry|[[Learning grid]]}}<br> '''*'''{{Anchor|*}}<br> **** {{MainEntry|Pedagogical agent}}<br> **** {{MainEntry|Virtual pedagogical agent}}<br> **** {{MainEntry|Animated pedagogical agent}}<br> '''ع'''{{Anchor|ع}}<br> عالم مصغّر {{MainEntry|Microworld}}<br> '''ف'''{{Anchor|ف}}<br> '''فرصة تعليمية''' {{MainEntry|[[Educational affordance]]}}<br> '''ل'''{{Anchor|ل}}<br> لوح تفاعلي {{MainEntry|Interactive white board}}<br> '''م'''{{Anchor|م}}<br> '''مجال معرفي الكتروني''' {{MainEntry|[[Epistemic affordance]]}}<br> مختبرات نائية {{MainEntry|Remote laboratories}}<br> '''ف'''{{Anchor|ف}}<br> '''فضاء التعلّم''' {{MainEntry|[[Learning space]]}}<br> '''م'''{{Anchor|م}}<br> مسارعمليّة التعلّم {{MainEntry|Learning trail}}<br> '''*'''{{Anchor|*}}<br> **** {{MainEntry|Programmable course}}<br> '''م'''{{Anchor|م}}<br> '''منظومات إدارة التعلّم''' {{MainEntry|[[Learning management systems]]}}<br> منظومات المصاحبة في التعلم {{MainEntry|Buddy systems}}<br> منظومة تأليف {{MainEntry|Authoring system}}<br> منظومة تعليم قائمة على فاعلين أساسيين {{MainEntry|Agent-based tutoring system}}<br> منظومة تعلّم متكاملة {{MainEntry|Integrated learning system}}<br> منظومة دعم ذكية {{MainEntry|Intelligent scaffolding system}}<br> '''منظومة ذكية للدعم والتوجيه''' {{MainEntry|[[Intelligent tutoring system]]}}<br> '''ن'''{{Anchor|ن}}<br> نمذجة المتعلم {{MainEntry|Learner modeling}}<br> '''ه'''{{Anchor|ه}}<br> '''هندسة ديداكتيكية''' {{MainEntry|[[Didactical engineering]]}}<br> '''م'''{{Anchor|م}}<br> محفظة الكترونية {{MainEntry|e-portfolio}}<br> '''و'''{{Anchor|و}}<br> '''وحدات تعلّم''' {{MainEntry|[[Learning objects]]}}<br> 0 54 1379 1350 2013-07-14T19:34:05Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG); Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands'' <br> '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Authoring system/bg|Авторски системи]]''' {{MainEntry|[[Authoring system]]}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''[[Didactical engineering/bg|Дидактическо инженерство]]''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''[[e-Assessment/bg|Електронно оценяване]]''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''[[Educational data mining/bg|Извличане на данни в обучението]]''' {{MainEntry|[[Educational data mining]]}} <br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}}<br> '''[[Informal learning/bg|Информално учене]]''' {{MainEntry|[[Informal learning]]}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}}<br> '''[[Intelligent tutoring system/bg|Интелигентни системи за обучение]]''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> '''[[Collaboration script/bg|Колаборативен скрипт]]''' {{MainEntry|[[Collaboration script]]}}<br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''[[Constructionism/bg|Конструкционизъм]]''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''[[Mobile learning/bg|Мобилно обучение]]''' {{MainEntry|[[Mobile learning]]}}<br> '''[[Mobile learning/bg|Мобилно учене]]''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''[[Multimedia learning/bg|Мултимедийно обучение]]''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''[[Seamless learning environments/bg|Непрекъсната учебна среда]]''' {{MainEntry|[[Seamless learning environments]]}} <br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> '''[[Educational affordance/bg|Образователен афорданс]]'''{{MainEntry|[[Educational affordance]]}}<br> '''[[Epistemic feedback/bg|Обратна епистемна връзка]]'''{{MainEntry|[[Epistemic feedback]]}}<br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br>'''[[Overlay/bg|Оувърлей]]''' {{MainEntry|[[Overlay]]}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> '''[[Cognitive tutor/bg|Персонален когнитивен учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> '''[[Narrative learning environments/bg|Повествователна учебна среда]]''' {{MainEntry|[[Narrative learning environments]]}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> <br>'''С'''{{Anchor|С}}<br> '''[[Embedded phenomena/bg|Свързан феномен]]''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''[[Learning management systems/bg|Системи за управление на обучението]]''' {{MainEntry|[[Learning management systems]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br>'''[[Techno-mathematical literacies/bg|Техническо-математическа грамотност]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''[[Learning design/bg|Учебен дизайн]]''' {{MainEntry|[[Learning design]]}}<br> '''[[Learning grid/bg|Учебен грид]]''' {{MainEntry|[[Learning grid]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br>Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''[[Learning space/bg|Учебно пространство]]'''{{MainEntry|[[Learning space]]}} <br> '''[[Networked learning/bg|Учене в мрежа]]''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}}<br> '''[[Self-regulated learning/bg|Учене чрез саморегулация]]''' {{MainEntry|[[Self-regulated learning]]}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br>'''[[Inquiry learning/bg|Учене чрез изследване]]''' {{MainEntry|[[Inquiry learning]]}}<br>'''[[Experiential learning/bg|Учене чрез преживяване ]]''' {{MainEntry|[[Experiential learning]]}} 1350 1336 2013-05-15T11:01:39Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG); Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands'' <br> '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Authoring system/bg|Авторски системи]]''' {{MainEntry|[[Authoring system]]}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''[[Didactical engineering/bg|Дидактическо инженерство]]''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''[[e-Assessment/bg|Електронно оценяване]]''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''[[Educational data mining/bg|Извличане на данни в обучението]]''' {{MainEntry|[[Educational data mining]]}} <br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}}<br> '''[[Informal learning/bg|Информално учене]]''' {{MainEntry|[[Informal learning]]}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}}<br> '''[[Intelligent tutoring system/bg|Интелигентни системи за обучение]]''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> '''[[Collaboration script/bg|Колаборативен скрипт]]''' {{MainEntry|[[Collaboration script]]}}<br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''[[Constructionism/bg|Конструкционизъм]]''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''[[Mobile learning/bg|Мобилно обучение]]''' {{MainEntry|[[Mobile learning]]}}<br> '''[[Mobile learning/bg|Мобилно учене]]''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''[[Multimedia learning/bg|Мултимедийно обучение]]''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''[[Seamless learning environments/bg|Непрекъсната учебна среда]]''' {{MainEntry|[[Seamless learning environments]]}} <br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> '''[[Educational affordance/bg|Образователен афорданс]]'''{{MainEntry|[[Educational affordance]]}}<br> '''[[Epistemic feedback/bg|Обратна епистемна връзка]]'''{{MainEntry|[[Epistemic feedback]]}}<br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br>'''[[Overlay/bg|Оувърлей]]''' {{MainEntry|[[Overlay]]}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> '''[[Cognitive tutor/bg|Персонален когнитивен учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> '''[[Narrative learning environments/bg|Повествователна учебна среда]]''' {{MainEntry|[[Narrative learning environments]]}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> <br>'''С'''{{Anchor|С}}<br> '''[[Embedded phenomena/bg|Свързан феномен]]''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''[[Learning management systems/bg|Системи за управление на обучението]]''' {{MainEntry|[[Learning management systems]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br>'''[[Techno-mathematical literacies/bg|Техническо-математическа грамотност]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''[[Learning design/bg|Учебен дизайн]]''' {{MainEntry|[[Learning design]]}}<br> '''[[Learning grid/bg|Учебен грид]]''' {{MainEntry|[[Learning grid]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br>Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''[[Learning space/bg|Учебно пространство]]'''{{MainEntry|[[Learning space]]}} <br> '''[[Networked learning/bg|Учене в мрежа]]''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}}<br> '''[[Self-regulated learning/bg|Учене чрез саморегулация]]''' {{MainEntry|[[Self-regulated learning]]}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br>'''[[Inquiry learning/bg|Учене чрез изследване]]''' {{MainEntry|[[Inquiry learning]]}}<br> 1336 1331 2013-04-03T10:40:33Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG); Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands'' <br> '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Authoring system/bg|Авторски системи]]''' {{MainEntry|[[Authoring system]]}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''[[Didactical engineering/bg|Дидактическо инженерство]]''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''[[e-Assessment/bg|Електронно оценяване]]''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''[[Educational data mining/bg|Извличане на данни в обучението]]''' {{MainEntry|[[Educational data mining]]}} <br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}}<br> '''[[Intelligent tutoring system/bg|Интелигентни системи за обучение]]''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> '''[[Collaboration script/bg|Колаборативен скрипт]]''' {{MainEntry|[[Collaboration script]]}}<br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''[[Constructionism/bg|Конструкционизъм]]''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''[[Mobile learning/bg|Мобилно обучение]]''' {{MainEntry|[[Mobile learning]]}}<br> '''[[Mobile learning/bg|Мобилно учене]]''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''[[Multimedia learning/bg|Мултимедийно обучение]]''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''[[Seamless learning environments/bg|Непрекъсната учебна среда]]''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> '''[[Educational affordance/bg|Образователен афорданс]]'''{{MainEntry|[[Educational affordance]]}}<br> '''[[Epistemic feedback/bg|Обратна епистемна връзка]]'''{{MainEntry|[[Epistemic feedback]]}}<br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br>'''[[Overlay/bg|Оувърлей]]''' {{MainEntry|[[Overlay]]}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> '''[[Cognitive tutor/bg|Персонален когнитивен учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> '''[[Narrative learning environments/bg|Повествователна учебна среда]]''' {{MainEntry|[[Narrative learning environments]]}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> <br>'''С'''{{Anchor|С}}<br> '''[[Embedded phenomena/bg|Свързан феномен]]''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''[[Learning management systems/bg|Системи за управление на обучението]]''' {{MainEntry|[[Learning management systems]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br>'''[[Techno-mathematical literacies/bg|Техническо-математическа грамотност]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''[[Learning design/bg|Учебен дизайн]]''' {{MainEntry|[[Learning design]]}}<br> '''[[Learning grid/bg|Учебен грид]]''' {{MainEntry|[[Learning grid]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br>Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''[[Learning space/bg|Учебно пространство]]'''{{MainEntry|[[Learning space]]}} <br> '''[[Networked learning/bg|Учене в мрежа]]''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}}<br> '''[[Self-regulated learning/bg|Учене чрез саморегулация]]''' {{MainEntry|[[Self-regulated learning]]}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br>'''[[Inquiry learning/bg|Учене чрез изследване]]''' {{MainEntry|[[Inquiry learning]]}}<br> 1331 1330 2013-03-28T16:46:34Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG); Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands'' <br> '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Authoring system/bg|Авторски системи]]''' {{MainEntry|[[Authoring system]]}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''[[Didactical engineering/bg|Дидактическо инженерство]]''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''[[e-Assessment/bg|Електронно оценяване]]''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''[[Educational data mining/bg|Извличане на данни в обучението]]''' {{MainEntry|[[Educational data mining]]}} <br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}}<br> '''[[Intelligent tutoring system/bg|Интелигентни системи за обучение]]''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> '''[[Collaboration script/bg|Колаборативен скрипт]]''' {{MainEntry|[[Collaboration script]]}}<br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''[[Constructionism/bg|Конструкционизъм]]''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''[[Mobile learning/bg|Мобилно обучение]]''' {{MainEntry|[[Mobile learning]]}}<br> '''[[Mobile learning/bg|Мобилно учене]]''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''[[Multimedia learning/bg|Мултимедийно обучение]]''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''[[Seamless learning environments/bg|Непрекъсната учебна среда]]''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> '''[[Educational affordance/bg|Образователен афорданс]]'''{{MainEntry|[[Educational affordance]]}}<br> '''[[Epistemic feedback/bg|Обратна епистемна връзка]]'''{{MainEntry|[[Epistemic feedback]]}}<br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br>'''[[Overlay/bg|Оувърлей]]''' {{MainEntry|[[Overlay]]}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> '''[[Cognitive tutor/bg|Персонален когнитивен учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> '''[[Narrative learning environments/bg|Повествователна учебна среда]]''' {{MainEntry|[[Narrative learning environments]]}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> <br>'''С'''{{Anchor|С}}<br> '''[[Embedded phenomena/bg|Свързан феномен]]''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''[[Learning management systems/bg|Системи за управление на обучението]]''' {{MainEntry|[[Learning management systems]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br>'''[[Techno-mathematical literacies/bg|Техническо-математическа грамотност]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''[[Learning design/bg|Учебен дизайн]]''' {{MainEntry|[[Learning design]]}}<br> '''[[Learning grid/bg|Учебен грид]]''' {{MainEntry|[[Learning grid]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br>Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''[[Learning space/bg|Учебно пространство]]'''{{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}}<br> '''[[Self-regulated learning/bg|Учене чрез саморегулация]]''' {{MainEntry|[[Self-regulated learning]]}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br>'''[[Inquiry learning/bg|Учене чрез изследване]]''' {{MainEntry|[[Inquiry learning]]}}<br> 1330 1321 2013-03-28T15:48:44Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG); Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands'' <br> '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Authoring system/bg|Авторски системи]]''' {{MainEntry|[[Authoring system]]}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''[[Didactical engineering/bg|Дидактическо инженерство]]''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''[[e-Assessment/bg|Електронно оценяване]]''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''[[Educational data mining/bg|Извличане на данни в обучението]]''' {{MainEntry|[[Educational data mining]]}} <br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}}<br> '''[[Intelligent tutoring system/bg|Интелигентни системи за обучение]]''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> '''[[Collaboration script/bg|Колаборативен скрипт]]''' {{MainEntry|[[Collaboration script]]}}<br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''[[Constructionism/bg|Конструкционизъм]]''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''[[Mobile learning/bg|Мобилно обучение]]''' {{MainEntry|[[Mobile learning]]}}<br> '''[[Mobile learning/bg|Мобилно учене]]''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''[[Multimedia learning/bg|Мултимедийно обучение]]''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''[[Seamless learning environments/bg|Непрекъсната учебна среда]]''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> '''[[Educational affordance/bg|Образователен афорданс]]'''{{MainEntry|[[Educational affordance]]}}<br> '''[[Epistemic feedback/bg|Обратна епистемна връзка]]'''{{MainEntry|[[Epistemic feedback]]}}<br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br>'''[[Overlay/bg|Оувърлей]]''' {{MainEntry|[[Overlay]]}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> '''[[Cognitive tutor/bg|Персонален когнитивен учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> '''[[Narrative learning environments/bg|Повествователна учебна среда]]''' {{MainEntry|[[Narrative learning environments]]}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> <br>'''С'''{{Anchor|С}}<br> '''[[Embedded phenomena/bg|Свързан феномен]]''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''[[Learning management systems/bg|Системи за управление на обучението]]''' {{MainEntry|[[Learning management systems]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br>'''[[Techno-mathematical literacies/bg|Техническо-математическа грамотност]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''[[Learning design/bg|Учебен дизайн]]''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''[[Learning space/bg|Учебно пространство]]'''{{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}}<br> '''[[Self-regulated learning/bg|Учене чрез саморегулация]]''' {{MainEntry|[[Self-regulated learning]]}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br>'''[[Inquiry learning/bg|Учене чрез изследване]]''' {{MainEntry|[[Inquiry learning]]}}<br> 1321 1314 2013-03-27T14:40:41Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG); Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands'' <br> '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Authoring system/bg|Авторски системи]]''' {{MainEntry|[[Authoring system]]}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''[[Didactical engineering/bg|Дидактическо инженерство]]''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''[[e-Assessment/bg|Електронно оценяване]]''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''[[Educational data mining/bg|Извличане на данни в обучението]]''' {{MainEntry|[[Educational data mining]]}} <br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}}<br> '''[[Intelligent tutoring system/bg|Интелигентни системи за обучение]]''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> '''[[Collaboration script/bg|Колаборативен скрипт]]''' {{MainEntry|[[Collaboration script]]}}<br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''[[Constructionism/bg|Конструкционизъм]]''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br>'''[[Mobile learning/bg|Мобилно обучение]]''' {{MainEntry|[[Mobile learning]]}}<br>'''[[Mobile learning/bg|Мобилно учеие]]''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''[[Multimedia learning/bg|Мултимедийно обучение]]''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''[[Seamless learning environments/bg|Непрекъсната учебна среда]]''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> '''[[Educational affordance/bg|Образователен афорданс]]'''{{MainEntry|[[Educational affordance]]}}<br> '''[[Epistemic feedback/bg|Обратна епистемна връзка]]'''{{MainEntry|[[Epistemic feedback]]}}<br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br>'''[[Overlay/bg|Оувърлей]]''' {{MainEntry|[[Overlay]]}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> '''[[Cognitive tutor/bg|Персонален когнитивен учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> '''[[Narrative learning environments/bg|Повествователна учебна среда]]''' {{MainEntry|[[Narrative learning environments]]}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> <br>'''С'''{{Anchor|С}}<br> '''[[Embedded phenomena/bg|Свързан феномен]]''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''[[Learning management systems/bg|Системи за управление на обучението]]''' {{MainEntry|[[Learning management systems]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br>'''[[Techno-mathematical literacies/bg|Техническо-математическа грамотност]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''[[Learning design/bg|Учебен дизайн]]''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''[[Learning space/bg|Учебно пространство]]'''{{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}}<br> '''[[Self-regulated learning/bg|Учене чрез саморегулация]]''' {{MainEntry|[[Self-regulated learning]]}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br>'''[[Inquiry learning/bg|Учене чрез изследване]]''' {{MainEntry|[[Inquiry learning]]}}<br> 1314 1305 2013-03-24T15:29:21Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG); Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands'' <br> '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Authoring system/bg|Авторски системи]]''' {{MainEntry|[[Authoring system]]}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''[[Didactical engineering/bg|Дидактическо инженерство]]''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''[[e-Assessment/bg|Електронно оценяване]]''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''[[Educational data mining/bg|Извличане на данни в обучението]]''' {{MainEntry|[[Educational data mining]]}} <br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}}<br> '''[[Intelligent tutoring system/bg|Интелигентни системи за обучение]]''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> '''[[Collaboration script/bg|Колаборативен скрипт]]''' {{MainEntry|[[Collaboration script]]}}<br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''[[Constructionism/bg|Конструкционизъм]]''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br>'''[[Mobile learning/bg|Мобилно обучение]]''' {{MainEntry|[[Mobile learning]]}}<br>'''[[Mobile learning/bg|Мобилно учеие]]''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''[[Multimedia learning/bg|Мултимедийно обучение]]''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''[[Seamless learning environments/bg|Непрекъсната учебна среда]]''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> '''[[Educational affordance/bg|Образователен афорданс]]'''{{MainEntry|[[Educational affordance]]}}<br> '''[[Epistemic feedback/bg|Обратна епистемна връзка]]'''{{MainEntry|[[Epistemic feedback]]}}<br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br>'''[[Overlay/bg|Оувърлей]]''' {{MainEntry|[[Overlay]]}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> '''[[Cognitive tutor/bg|Персонален когнитивен учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> '''[[Narrative learning environments/bg|Повествователна учебна среда]]''' {{MainEntry|[[Narrative learning environments]]}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> <br>'''С'''{{Anchor|С}}<br> '''[[Embedded phenomena/bg|Свързан феномен]]''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''[[Learning management systems/bg|Системи за управление на обучението]]''' {{MainEntry|[[Learning management systems]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br>'''[[Techno-mathematical literacies/bg|Техническо-математическа грамотност]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''[[Learning design/bg|Учебен дизайн]]''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}}<br> '''[[Self-regulated learning/bg|Учене чрез саморегулация]]''' {{MainEntry|[[Self-regulated learning]]}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br>'''[[Inquiry learning/bg|Учене чрез изследване]]''' {{MainEntry|[[Inquiry learning]]}}<br> 1305 1297 2013-03-19T14:26:45Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG); Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands'' <br> '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Authoring system/bg|Авторски системи]]''' {{MainEntry|[[Authoring system]]}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''[[Didactical engineering/bg|Дидактическо инженерство]]''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''[[e-Assessment/bg|Електронно оценяване]]''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''[[Educational data mining/bg|Извличане на данни в обучението]]''' {{MainEntry|[[Educational data mining]]}} <br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}}<br> '''[[Intelligent tutoring system/bg|Интелигентни системи за обучение]]''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> '''[[Cognitive tutor/bg|Когнитивен персонален учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> '''[[Collaboration script/bg|Колаборативен скрипт]]''' {{MainEntry|[[Collaboration script]]}}<br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''[[Constructionism/bg|Конструкционизъм]]''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br>'''[[Mobile learning/bg|Мобилно обучение]]''' {{MainEntry|[[Mobile learning]]}}<br>'''[[Mobile learning/bg|Мобилно учеие]]''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''[[Multimedia learning/bg|Мултимедийно обучение]]''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''[[Seamless learning environments/bg|Непрекъсната учебна среда]]''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> '''[[Educational affordance/bg|Образователен афорданс]]'''{{MainEntry|[[Educational affordance]]}}<br> '''[[Epistemic feedback/bg|Обратна епистемна връзка]]'''{{MainEntry|[[Epistemic feedback]]}}<br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br>'''[[Overlay/bg|Оувърлей]]''' {{MainEntry|[[Overlay]]}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> '''[[Narrative learning environments/bg|Повествователна учебна среда]]''' {{MainEntry|[[Narrative learning environments]]}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> <br>'''С'''{{Anchor|С}}<br> '''[[Embedded phenomena/bg|Свързан феномен]]''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''[[Learning management systems/bg|Системи за управление на обучението]]''' {{MainEntry|[[Learning management systems]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br>'''[[Techno-mathematical literacies/bg|Техническо-математическа грамотност]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''[[Learning design/bg|Учебен дизайн]]''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}}<br> '''[[Self-regulated learning/bg|Учене чрез саморегулация]]''' {{MainEntry|[[Self-regulated learning]]}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br>'''[[Inquiry learning/bg|Учене чрез изследване]]''' {{MainEntry|[[Inquiry learning]]}}<br> 1297 1292 2013-03-19T13:25:50Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG); Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands'' <br> '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Authoring system/bg|Авторски системи]]''' {{MainEntry|[[Authoring system]]}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''[[Didactical engineering/bg|Дидактическо инженерство]]''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''[[e-Assessment/bg|Електронно оценяване]]''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''[[Educational data mining/bg|Извличане на данни в обучението]]''' {{MainEntry|[[Educational data mining]]}} <br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}}<br> '''[[Intelligent tutoring system/bg|Интелигентни системи за обучение]]''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> '''[[Cognitive tutor/bg|Когнитивен персонален учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> '''[[Collaboration script/bg|Колаборативен скрипт]]''' {{MainEntry|[[Collaboration script]]}}<br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''[[Constructionism/bg|Конструкционизъм]]''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br>'''[[Mobile learning/bg|Мобилно обучение]]''' {{MainEntry|[[Mobile learning]]}}<br>'''[[Mobile learning/bg|Мобилно учеие]]''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''[[Multimedia learning/bg|Мултимедийно обучение]]''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''[[Seamless learning environments/bg|Непрекъсната учебна среда]]''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> '''[[Educational affordance/bg|Образователни параметри на материалната среда]]'''{{MainEntry|[[Educational affordance]]}}<br> '''[[Epistemic feedback/bg|Обратна епистемна връзка]]'''{{MainEntry|[[Epistemic feedback]]}}<br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br>'''[[Overlay/bg|Оувърлей]]''' {{MainEntry|[[Overlay]]}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> '''[[Narrative learning environments/bg|Повествователна учебна среда]]''' {{MainEntry|[[Narrative learning environments]]}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> <br>'''С'''{{Anchor|С}}<br> '''[[Embedded phenomena/bg|Свързан феномен]]''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''[[Learning management systems/bg|Системи за управление на обучението]]''' {{MainEntry|[[Learning management systems]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br>'''[[Techno-mathematical literacies/bg|Техническо-математическа грамотност]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''[[Learning design/bg|Учебен дизайн]]''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}}<br> '''[[Self-regulated learning/bg|Учене чрез саморегулация]]''' {{MainEntry|[[Self-regulated learning]]}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br>'''[[Inquiry learning/bg|Учене чрез изследване]]''' {{MainEntry|[[Inquiry learning]]}}<br> 1292 1237 2013-03-19T12:55:17Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG); Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands'' <br> '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Authoring system/bg|Авторски системи]]''' {{MainEntry|[[Authoring system]]}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''[[Didactical engineering/bg|Дидактическо инженерство]]''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''[[e-Assessment/bg|Електронно оценяване]]''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''[[Educational data mining/bg|Извличане на данни в обучението]]''' {{MainEntry|[[Educational data mining]]}} <br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}}<br> '''[[Intelligent tutoring system/bg|Интелигентни системи за обучение]]''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> '''[[Cognitive tutor/bg|Когнитивен персонален учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> '''[[Collaboration script/bg|Колаборативен скрипт]]''' {{MainEntry|[[Collaboration script]]}}<br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''[[Constructionism/bg|Конструкционизъм]]''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br>'''[[Mobile learning/bg|Мобилно обучение]]''' {{MainEntry|[[Mobile learning]]}}<br>'''[[Mobile learning/bg|Мобилно учеие]]''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''[[Multimedia learning/bg|Мултимедийно обучение]]''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''[[Seamless learning environments/bg|Непрекъсната учебна среда]]''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> '''[[Educational affordance/bg|Образователни параметри на материалната среда]]'''{{MainEntry|[[Educational affordance]]}}<br> '''[[Epistemic feedback/bg|Обратна епистемна връзка]]'''{{MainEntry|[[Epistemic feedback]]}}<br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br>'''[[Overlay/bg|Оувърлей]]''' {{MainEntry|[[Overlay]]}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> '''[[Narrative learning environments/bg|Повествователна учебна среда]]''' {{MainEntry|[[Narrative learning environments]]}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> <br>'''С'''{{Anchor|С}}<br> '''[[Embedded phenomena/bg|Свързан феномен]]''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''[[Learning management systems/bg|Системи за управление на обучението]]''' {{MainEntry|[[Learning management systems]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br>'''[[Techno-mathematical literacies/bg|Техническо-математическа грамотност]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}}<br> '''[[Self-regulated learning/bg|Учене чрез саморегулация]]''' {{MainEntry|[[Self-regulated learning]]}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br>'''[[Inquiry learning/bg|Учене чрез изследване]]''' {{MainEntry|[[Inquiry learning]]}}<br> 1237 1228 2013-03-10T20:17:08Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG); Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands'' <br> '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Authoring system/bg|Авторски системи]]''' {{MainEntry|[[Authoring system]]}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''[[Didactical engineering/bg|Дидактическо инженерство]]''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''[[e-Assessment/bg|Електронно оценяване]]''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''[[Educational data mining/bg|Извличане на данни в обучението]]''' {{MainEntry|[[Educational data mining]]}} <br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}}<br> '''[[Intelligent tutoring system/bg|Интелигентни системи за обучение]]''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''[[Cognitive tutor/bg|Когнитивен персонален учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> '''[[Collaboration script/bg|Колаборативен скрипт]]''' {{MainEntry|[[Collaboration script]]}}<br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''[[Constructionism/bg|Конструкционизъм]]''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br>'''[[Mobile learning/bg|Мобилно обучение]]''' {{MainEntry|[[Mobile learning]]}}<br>'''[[Mobile learning/bg|Мобилно учеие]]''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''[[Multimedia learning/bg|Мултимедийно обучение]]''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''[[Seamless learning environments/bg|Непрекъсната учебна среда]]''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> '''[[Epistemic feedback/bg|Обратна епистемна връзка]]''' {{MainEntry|[[Epistemic feedback]]}}<br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br>'''[[Overlay/bg|Оувърлей]]''' {{MainEntry|[[Overlay]]}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> '''[[Narrative learning environments/bg|Повествователна учебна среда]]''' {{MainEntry|[[Narrative learning environments]]}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> <br>'''С'''{{Anchor|С}}<br> '''[[Embedded phenomena/bg|Свързан феномен]]''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''[[Learning management systems/bg|Системи за управление на обучението]]''' {{MainEntry|[[Learning management systems]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br>'''[[Techno-mathematical literacies/bg|Техническо-математическа грамотност]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}}<br> '''[[Self-regulated learning/bg|Учене чрез саморегулация]]''' {{MainEntry|[[Self-regulated learning]]}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br>'''[[Inquiry learning/bg|Учене чрез изследване]]''' {{MainEntry|[[Inquiry learning]]}}<br> 1228 1224 2013-03-10T19:52:00Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG); Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands'' <br> '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Authoring system/bg|Авторски системи]]''' {{MainEntry|[[Authoring system]]}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''[[Didactical engineering/bg|Дидактическо инженерство]]''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''[[e-Assessment/bg|Електронно оценяване]]''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''[[Educational data mining/bg|Извличане на данни в обучението]]''' {{MainEntry|[[Educational data mining]]}} <br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}}<br> '''[[Intelligent tutoring system/bg|Интелигентни системи за обучение]]''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''[[Cognitive tutor/bg|Когнитивен персонален учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> '''[[Collaboration script/bg|Колаборативен скрипт]]''' {{MainEntry|[[Collaboration script]]}}<br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''[[Constructionism/bg|Конструкционизъм]]''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br>'''[[Mobile learning/bg|Мобилно обучение]]''' {{MainEntry|[[Mobile learning]]}}<br>'''[[Mobile learning/bg|Мобилно учеие]]''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''[[Multimedia learning/bg|Мултимедийно обучение]]''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''[[Seamless learning environments/bg|Непрекъсната учебна среда]]''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> '''[[Epistemic feedback/bg|Обратна епистемна връзка]]''' {{MainEntry|[[Epistemic feedback]]}}<br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br>'''[[Overlay/bg|Оувърлей]]''' {{MainEntry|[[Overlay]]}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> '''[[Narrative learning environments/bg|Повествователна учебна среда]]''' {{MainEntry|[[Narrative learning environments]]}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> <br>'''С'''{{Anchor|С}}<br> '''[[Embedded phenomena/bg|Свързан феномен]]''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''[[Learning management systems/bg|Системи за управление на обучението]]''' {{MainEntry|[[Learning management systems]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}}<br> '''[[Self-regulated learning/bg|Учене чрез саморегулация]]''' {{MainEntry|[[Self-regulated learning]]}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br>'''[[Inquiry learning/bg|Учене чрез изследване]]''' {{MainEntry|[[Inquiry learning]]}}<br> 1224 1219 2013-03-06T09:35:08Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG); Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands'' <br> '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Authoring system/bg|Авторски системи]]''' {{MainEntry|[[Authoring system]]}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''[[Didactical engineering/bg|Дидактическо инженерство]]''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''[[e-Assessment/bg|Електронно оценяване]]''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''[[Educational data mining/bg|Извличане на данни в обучението]]''' {{MainEntry|[[Educational data mining]]}} <br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}}<br> '''[[Intelligent tutoring system/bg|Интелигентни системи за обучение]]''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''[[Cognitive tutor/bg|Когнитивен персонален учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> '''[[Collaboration script/bg|Колаборативен скрипт]]''' {{MainEntry|[[Collaboration script]]}}<br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''[[Constructionism/bg|Конструкционизъм]]''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br>'''[[Mobile learning/bg|Мобилно обучение]]''' {{MainEntry|[[Mobile learning]]}}<br>'''[[Mobile learning/bg|Мобилно учеие]]''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''[[Multimedia learning/bg|Мултимедийно обучение]]''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''[[Seamless learning environments/bg|Непрекъсната учебна среда]]''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> '''[[Epistemic feedback/bg|Обратна епистемна връзка]]''' {{MainEntry|[[Epistemic feedback]]}}<br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br>'''[[Overlay/bg|Оувърлей]]''' {{MainEntry|[[Overlay]]}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> <br>'''С'''{{Anchor|С}}<br> '''[[Embedded phenomena/bg|Свързан феномен]]''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''[[Learning management systems/bg|Системи за управление на обучението]]''' {{MainEntry|[[Learning management systems]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}}<br> '''[[Self-regulated learning/bg|Учене чрез саморегулация]]''' {{MainEntry|[[Self-regulated learning]]}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br>'''[[Inquiry learning/bg|Учене чрез изследване]]''' {{MainEntry|[[Inquiry learning]]}}<br> 1219 1215 2013-03-06T09:15:22Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG); Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands'' <br> '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Authoring system/bg|Авторски системи]]''' {{MainEntry|[[Authoring system]]}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''[[Didactical engineering/bg|Дидактическо инженерство]]''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''[[e-Assessment/bg|Електронно оценяване]]''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''[[Educational data mining/bg|Извличане на данни в обучението]]''' {{MainEntry|[[Educational data mining]]}} <br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''[[Cognitive tutor/bg|Когнитивен персонален учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> '''[[Collaboration script/bg|Колаборативен скрипт]]''' {{MainEntry|[[Collaboration script]]}}<br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''[[Constructionism/bg|Конструкционизъм]]''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br>'''[[Mobile learning/bg|Мобилно обучение]]''' {{MainEntry|[[Mobile learning]]}}<br>'''[[Mobile learning/bg|Мобилно учеие]]''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''[[Multimedia learning/bg|Мултимедийно обучение]]''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''[[Seamless learning environments/bg|Непрекъсната учебна среда]]''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> '''[[Epistemic feedback/bg|Обратна епистемна връзка]]''' {{MainEntry|[[Epistemic feedback]]}}<br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br>'''[[Overlay/bg|Оувърлей]]''' {{MainEntry|[[Overlay]]}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> <br>'''С'''{{Anchor|С}}<br> '''[[Embedded phenomena/bg|Свързан феномен]]''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''[[Learning management systems/bg|Системи за управление на обучението]]''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}}<br> '''[[Self-regulated learning/bg|Учене чрез саморегулация]]''' {{MainEntry|[[Self-regulated learning]]}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br>'''[[Inquiry learning/bg|Учене чрез изследване]]''' {{MainEntry|[[Inquiry learning]]}}<br> 1215 1210 2013-03-05T10:59:30Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG); Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands'' <br> '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Authoring system/bg|Авторски системи]]''' {{MainEntry|[[Authoring system]]}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''[[Didactical engineering/bg|Дидактическо инженерство]]''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''[[e-Assessment/bg|Електронно оценяване]]''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''[[Educational data mining/bg|Извличане на данни в обучението]]''' {{MainEntry|[[Educational data mining]]}} <br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''[[Cognitive tutor/bg|Когнитивен персонален учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> '''[[Collaboration script/bg|Колаборативен скрипт]]''' {{MainEntry|[[Collaboration script]]}}<br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''[[Constructionism/bg|Конструкционизъм]]''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br>'''[[Mobile learning/bg|Мобилно обучение]]''' {{MainEntry|[[Mobile learning]]}}<br>'''[[Mobile learning/bg|Мобилно учеие]]''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''[[Multimedia learning/bg|Мултимедийно обучение]]''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''[[Seamless learning environments/bg|Непрекъсната учебна среда]]''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> '''[[Epistemic feedback/bg|Обратна епистемна връзка]]''' {{MainEntry|[[Epistemic feedback]]}}<br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br>'''[[Overlay/bg|Оувърлей]]''' {{MainEntry|[[Overlay]]}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> <br>'''С'''{{Anchor|С}}<br> '''[[Embedded phenomena/bg|Свързан феномен]]''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}}<br> '''[[Self-regulated learning/bg|Учене чрез саморегулация]]''' {{MainEntry|[[Self-regulated learning]]}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br>'''[[Inquiry learning/bg|Учене чрез изследване]]''' {{MainEntry|[[Inquiry learning]]}}<br> 1210 1206 2013-03-05T10:41:54Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG); Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands'' <br> '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''[[Didactical engineering/bg|Дидактическо инженерство]]''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''[[e-Assessment/bg|Електронно оценяване]]''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''[[Educational data mining/bg|Извличане на данни в обучението]]''' {{MainEntry|[[Educational data mining]]}} <br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''[[Cognitive tutor/bg|Когнитивен персонален учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> '''[[Collaboration script/bg|Колаборативен скрипт]]''' {{MainEntry|[[Collaboration script]]}}<br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''[[Constructionism/bg|Конструкционизъм]]''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br>'''[[Mobile learning/bg|Мобилно обучение]]''' {{MainEntry|[[Mobile learning]]}}<br>'''[[Mobile learning/bg|Мобилно учеие]]''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''[[Multimedia learning/bg|Мултимедийно обучение]]''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''[[Seamless learning environments/bg|Непрекъсната учебна среда]]''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> '''[[Epistemic feedback/bg|Обратна епистемна връзка]]''' {{MainEntry|[[Epistemic feedback]]}}<br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br>'''[[Overlay/bg|Оувърлей]]''' {{MainEntry|[[Overlay]]}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> <br>'''С'''{{Anchor|С}}<br> '''[[Embedded phenomena/bg|Свързан феномен]]''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> '''Система за създаване на съдържание''' {{MainEntry|[[Authoring system]]}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}}<br> '''[[Self-regulated learning/bg|Учене чрез саморегулация]]''' {{MainEntry|[[Self-regulated learning]]}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br>'''[[Inquiry learning/bg|Учене чрез изследване]]''' {{MainEntry|[[Inquiry learning]]}}<br> 1206 1205 2013-03-04T12:45:48Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG); Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands'' <br> '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''[[Didactical engineering/bg|Дидактическо инженерство]]''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''[[e-Assessment/bg|Електронно оценяване]]''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''[[Educational data mining/bg|Извличане на данни в обучението]]''' {{MainEntry|[[Educational data mining]]}} <br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''[[Cognitive tutor/bg|Когнитивен персонален учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> '''[[Collaboration script/bg|Колаборативен скрипт]]''' {{MainEntry|[[Collaboration script]]}}<br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''[[Constructionism/bg|Конструкционизъм]]''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br>'''[[Mobile learning/bg|Мобилно обучение]]''' {{MainEntry|[[Mobile learning]]}}<br>'''[[Mobile learning/bg|Мобилно учеие]]''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''[[Multimedia learning/bg|Мултимедийно обучение]]''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''[[Seamless learning environments/bg|Непрекъсната учебна среда]]''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> '''[[Epistemic feedback/bg|Обратна епистемна връзка]]''' {{MainEntry|[[Epistemic feedback]]}}<br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br>'''[[Overlay/bg|Оувърлей]]''' {{MainEntry|[[Overlay]]}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> <br>'''С'''{{Anchor|С}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> '''Система за създаване на съдържание''' {{MainEntry|[[Authoring system]]}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}}<br> '''[[Self-regulated learning/bg|Учене чрез саморегулация]]''' {{MainEntry|[[Self-regulated learning]]}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br>'''[[Inquiry learning/bg|Учене чрез изследване]]''' {{MainEntry|[[Inquiry learning]]}}<br> 1205 1197 2013-03-04T12:44:46Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG); Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands'' <br> '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''[[Didactical engineering/bg|Дидактическо инженерство]]''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''[[e-Assessment/bg|Електронно оценяване]]''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''[[Educational data mining/bg|Извличане на данни в обучението]]''' {{MainEntry|[[Educational data mining]]}} <br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''[[Cognitive tutor/bg|Когнитивен персонален учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> '''[[Collaboration script/bg|Колаборативен скрипт]]''' {{MainEntry|[[Collaboration script]]}}<br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''[[Constructionism/bg|Конструкционизъм]]''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br>'''[[Mobile learning/bg|Мобилно обучение]]''' {{MainEntry|[[Mobile learning]]}}<br>'''[[Mobile learning/bg|Мобилно учеие]]''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''[[Multimedia learning/bg|Мултимедийно обучение]]''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''[[Seamless learning environments/bg|Непрекъсната учебна среда]]''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> '''[[Epistemic feedback/bg|Обратна епистемна връзка]]''' {{MainEntry|[[Epistemic feedback]]}}<br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br>'''[[Overlay/bg|Оувърлей]]''' {{MainEntry|[[Overlay]]}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> <br>'''С'''{{Anchor|С}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> '''Система за създаване на съдържание''' {{MainEntry|[[Authoring system]]}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}}<br> '''[[Self-regulated learning/bg|Учене чрез саморегулация]]''''''''' {{MainEntry|[[Self-regulated learning]]}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br>'''[[Inquiry learning/bg|Учене чрез изследване]]''' {{MainEntry|[[Inquiry learning]]}}<br> 1197 1196 2013-03-04T12:09:40Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG); Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands'' <br> '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''[[Didactical engineering/bg|Дидактическо инженерство]]''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''[[e-Assessment/bg|Електронно оценяване]]''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''[[Educational data mining/bg|Извличане на данни в обучението]]''' {{MainEntry|[[Educational data mining]]}} <br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''[[Cognitive tutor/bg|Когнитивен персонален учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> '''[[Collaboration script/bg|Колаборативен скрипт]]''' {{MainEntry|[[Collaboration script]]}}<br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''[[Constructionism/bg|Конструкционизъм]]''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br>'''[[Mobile learning/bg|Мобилно обучение]]''' {{MainEntry|[[Mobile learning]]}}<br>'''[[Mobile learning/bg|Мобилно учеие]]''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''[[Multimedia learning/bg|Мултимедийно обучение]]''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''[[Seamless learning environments/bg|Непрекъсната учебна среда]]''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> '''[[Epistemic feedback/bg|Обратна епистемна връзка]]''' {{MainEntry|[[Epistemic feedback]]}}<br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br>'''[[Overlay/bg|Оувърлей]]''' {{MainEntry|[[Overlay]]}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> '''Система за създаване на съдържание''' {{MainEntry|[[Authoring system]]}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br>'''[[Inquiry learning/bg|Учене чрез изследване]]''' {{MainEntry|[[Inquiry learning]]}}<br> 1196 1179 2013-03-04T12:07:27Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG); Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands'' <br> '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''[[Didactical engineering/bg|Дидактическо инженерство]]''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''[[e-Assessment/bg|Електронно оценяване]]''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''[[Educational data mining/bg|Извличане на данни в обучението]]''' {{MainEntry|[[Educational data mining]]}} <br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''[[Cognitive tutor/bg|Когнитивен персонален учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> '''[[Collaboration script/bg|Колаборативен скрипт]]''' {{MainEntry|[[Collaboration script]]}}<br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''[[Constructionism/bg|Конструкционизъм]]''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br>'''[[Mobile learning/bg|Мобилно обучение]]''' {{MainEntry|[[Mobile learning]]}}<br>'''[[Mobile learning/bg|Мобилно учеие]]''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''[[Multimedia learning/bg|Мултимедийно обучение]]''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''[[Seamless learning environments/bg|Непрекъсната учебна среда]]''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br>Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> '''[[Epistemic feedback/bg|Обратна епистемна връзка]]''' {{MainEntry|[[Epistemic feedback]]}}<br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br>'''Оувърлей''' {{MainEntry|[[Overlay]]}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> '''Система за създаване на съдържание''' {{MainEntry|[[Authoring system]]}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br>'''[[Inquiry learning/bg|Учене чрез изследване]]''' {{MainEntry|[[Inquiry learning]]}}<br> 1179 1174 2013-03-01T12:36:13Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG); Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands'' <br> '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''[[Didactical engineering/bg|Дидактическо инженерство]]''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''[[e-Assessment/bg|Електронно оценяване]]''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''[[Educational data mining/bg|Извличане на данни в обучението]]''' {{MainEntry|[[Educational data mining]]}} <br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''[[Cognitive tutor/bg|Когнитивен персонален учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> '''[[Collaboration script/bg|Колаборативен скрипт]]''' {{MainEntry|[[Collaboration script]]}}<br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''[[Constructionism/bg|Конструкционизъм]]''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br>'''[[Mobile learning/bg|Мобилно обучение]]''' {{MainEntry|[[Mobile learning]]}}<br>'''[[Mobile learning/bg|Мобилно учеие]]''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''[[Multimedia learning/bg|Мултимедийно обучение]]''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''[[Seamless learning environments/bg|Непрекъсната учебна среда]]''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br>Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> '''[[Epistemic feedback/bg|Обратна епистемна връзка]]''' {{MainEntry|[[Epistemic feedback]]}}<br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> '''Система за създаване на съдържание''' {{MainEntry|[[Authoring system]]}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br>'''[[Inquiry learning/bg|Учене чрез изследване]]''' {{MainEntry|[[Inquiry learning]]}}<br> 1174 1166 2013-03-01T10:15:32Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG); Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands'' <br> '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''[[Didactical engineering/bg|Дидактическо инженерство]]''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''[[e-Assessment/bg|Електронно оценяване]]''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''[[Educational data mining/bg|Извличане на данни в обучението]]''' {{MainEntry|[[Educational data mining]]}} <br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''[[Cognitive tutor/bg|Когнитивен персонален учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> '''[[Collaboration script/bg|Колаборативен скрипт]]''' {{MainEntry|[[Collaboration script]]}}<br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''[[Constructionism/bg|Конструкционизъм]]''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br>'''[[Mobile learning/bg|Мобилно обучение]]''' {{MainEntry|[[Mobile learning]]}}<br>'''[[Mobile learning/bg|Мобилно учеие]]''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''[[Multimedia learning/bg|Мултимедийно обучение]]''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''[[Seamless learning environments/bg|Непрекъсната учебна среда]]''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br>Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> '''[[Epistemic feedback/bg|Обратна епистемна връзка]]''' {{MainEntry|[[Epistemic feedback]]}}<br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br>'''[[Inquiry learning/bg|Учене чрез изследване]]''' {{MainEntry|[[Inquiry learning]]}}<br> 1166 1161 2013-03-01T09:40:22Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG); Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands'' <br> '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''[[Didactical engineering/bg|Дидактическо инженерство]]''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''[[e-Assessment/bg|Електронно оценяване]]''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''[[Educational data mining/bg|Извличане на данни в обучението]]''' {{MainEntry|[[Educational data mining]]}} <br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''[[Cognitive tutor/bg|Когнитивен персонален учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> '''[[Collaboration script/bg|Колаборативен скрипт]]''' {{MainEntry|[[Collaboration script]]}}<br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''[[Constructionism/bg|Конструкционизъм]]''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br>'''[[Mobile learning/bg|Мобилно обучение]]''' {{MainEntry|[[Mobile learning]]}}<br>'''[[Mobile learning/bg|Мобилно учеие]]''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''Мултимедийно обучение''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''[[Seamless learning environments/bg|Непрекъсната учебна среда]]''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br>Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> '''[[Epistemic feedback/bg|Обратна епистемна връзка]]''' {{MainEntry|[[Epistemic feedback]]}}<br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br>'''[[Inquiry learning/bg|Учене чрез изследване]]''' {{MainEntry|[[Inquiry learning]]}}<br> 1161 1156 2013-02-28T09:57:13Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG); Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands'' <br> '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''[[Didactical engineering/bg|Дидактическо инженерство]]''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''[[e-Assessment/bg|Електронно оценяване]]''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''[[Educational data mining/bg|Извличане на данни в обучението]]''' {{MainEntry|[[Educational data mining]]}} <br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''[[Cognitive tutor/bg|Когнитивен персонален учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> '''[[Collaboration script/bg|Колаборативен скрипт]]''' {{MainEntry|[[Collaboration script]]}}<br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''[[Constructionism/bg|Конструкционизъм]]''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''Мултимедийно обучение''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''[[Seamless learning environments/bg|Непрекъсната учебна среда]]''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br>Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> '''[[Epistemic feedback/bg|Обратна епистемна връзка]]''' {{MainEntry|[[Epistemic feedback]]}}<br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br>'''[[Inquiry learning/bg|Учене чрез изследване]]''' {{MainEntry|[[Inquiry learning]]}}<br> 1156 1150 2013-02-27T08:29:18Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG); Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands'' <br> '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''[[Didactical engineering/bg|Дидактическо инженерство]]''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''[[e-Assessment/bg|Електронно оценяване]]''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''[[Educational data mining/bg|Извличане на данни в обучението]]''' {{MainEntry|[[Educational data mining]]}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''[[Cognitive tutor/bg|Когнитивен персонален учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> '''[[Collaboration script/bg|Колаборативен скрипт]]''' {{MainEntry|[[Collaboration script]]}}<br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''[[Constructionism/bg|Конструкционизъм]]''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''Мултимедийно обучение''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''[[Seamless learning environments/bg|Непрекъсната учебна среда]]''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br>Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> '''[[Epistemic feedback/bg|Обратна епистемна връзка]]''' {{MainEntry|[[Epistemic feedback]]}}<br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 1150 1140 2013-02-27T08:00:40Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG); Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands'' <br> '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''[[Didactical engineering/bg|Дидактическо инженерство]]''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''[[e-Assessment/bg|Електронно оценяване]]''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''Извличане на данни (откриване на знания в данни) в обучението''' {{MainEntry|[[Educational data mining]]}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''[[Cognitive tutor/bg|Когнитивен персонален учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> '''[[Collaboration script/bg|Колаборативен скрипт]]''' {{MainEntry|[[Collaboration script]]}}<br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''[[Constructionism/bg|Конструкционизъм]]''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''Мултимедийно обучение''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''[[Seamless learning environments/bg|Непрекъсната учебна среда]]''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br>Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> '''[[Epistemic feedback/bg|Обратна епистемна връзка]]''' {{MainEntry|[[Epistemic feedback]]}}<br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 1140 1132 2013-02-26T13:39:10Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG); Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands'' <br> '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''[[Didactical engineering/bg|Дидактическо инженерство]]''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''[[e-Assessment/bg|Електронно оценяване]]''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>'''Епистемна (епистемологична, познавателна) обратна връзка''' {{MainEntry|[[Epistemic feedback]]}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''Извличане на данни (откриване на знания в данни) в обучението''' {{MainEntry|[[Educational data mining]]}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''[[Cognitive tutor/bg|Когнитивен персонален учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> '''[[Collaboration script/bg|Колаборативен скрипт]]''' {{MainEntry|[[Collaboration script]]}}<br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''[[Constructionism/bg|Конструкционизъм]]''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''Мултимедийно обучение''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''[[Seamless learning environments/bg|Непрекъсната учебна среда]]''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 1132 1128 2013-02-26T13:06:13Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG), Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands'' <br> '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''[[Didactical engineering/bg|Дидактическо инженерство]]''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''[[e-Assessment/bg|Електронно оценяване]]''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>'''Епистемна (епистемологична, познавателна) обратна връзка''' {{MainEntry|[[Epistemic feedback]]}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''Извличане на данни (откриване на знания в данни) в обучението''' {{MainEntry|[[Educational data mining]]}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''[[Cognitive tutor/bg|Когнитивен персонален учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> '''[[Collaboration script/bg|Колаборативен скрипт]]''' {{MainEntry|[[Collaboration script]]}}<br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''[[Constructionism/bg|Конструкционизъм]]''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''Мултимедийно обучение''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''[[Seamless learning environments/bg|Непрекъсната учебна среда]]''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 1128 1120 2013-02-26T11:00:05Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG), Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands'' <br> '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''[[Didactical engineering/bg|Дидактическо инженерство]]''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''Електронно оценяване''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>'''Епистемна (епистемологична, познавателна) обратна връзка''' {{MainEntry|[[Epistemic feedback]]}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''Извличане на данни (откриване на знания в данни) в обучението''' {{MainEntry|[[Educational data mining]]}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''[[Cognitive tutor/bg|Когнитивен персонален учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> '''[[Collaboration script/bg|Колаборативен скрипт]]''' {{MainEntry|[[Collaboration script]]}}<br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''[[Constructionism/bg|Конструкционизъм]]''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''Мултимедийно обучение''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''[[Seamless learning environments/bg|Непрекъсната учебна среда]]''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 1120 1118 2013-02-22T15:00:30Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG), Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''Дидактическо инженерство''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''Електронно оценяване''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>'''Епистемна (епистемологична, познавателна) обратна връзка''' {{MainEntry|[[Epistemic feedback]]}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''Извличане на данни (откриване на знания в данни) в обучението''' {{MainEntry|[[Educational data mining]]}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''[[Cognitive tutor/bg|Когнитивен персонален учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> '''[[Collaboration script/bg|Колаборативен скрипт]]''' {{MainEntry|[[Collaboration script]]}}<br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''[[Constructionism/bg|Конструкционизъм]]''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''Мултимедийно обучение''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''[[Seamless learning environments/bg|Непрекъсната учебна среда]]''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 1118 1105 2013-02-22T09:37:29Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG), Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''Дидактическо инженерство''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''Електронно оценяване''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>'''Епистемна (епистемологична, познавателна) обратна връзка''' {{MainEntry|[[Epistemic feedback]]}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''Извличане на данни (откриване на знания в данни) в обучението''' {{MainEntry|[[Educational data mining]]}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''[[Cognitive tutor/bg|Когнитивен персонален учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> '''[[Collaboration script/bg|Колаборативен скрипт]]''' {{MainEntry|[[Collaboration script]]}}<br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''[[Constructionism/bg|Конструкционизъм]]''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''Мултимедийно обучение''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 1105 1103 2013-02-20T15:00:08Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG), Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''Дидактическо инженерство''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''Електронно оценяване''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>'''Епистемна (епистемологична, познавателна) обратна връзка''' {{MainEntry|[[Epistemic feedback]]}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''Извличане на данни (откриване на знания в данни) в обучението''' {{MainEntry|[[Educational data mining]]}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''[[Cognitive tutor/bg|Когнитивен персонален учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> '''[[Collaboration script/bg|Колаборативен скрипт]]''' {{MainEntry|[[Collaboration script]]}}<br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''Мултимедийно обучение''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 1103 1094 2013-02-20T14:55:11Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''Дидактическо инженерство''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''Електронно оценяване''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>'''Епистемна (епистемологична, познавателна) обратна връзка''' {{MainEntry|[[Epistemic feedback]]}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''Извличане на данни (откриване на знания в данни) в обучението''' {{MainEntry|[[Educational data mining]]}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''[[Cognitive tutor/bg|Когнитивен персонален учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> '''[[Collaboration script/bg|Колаборативен скрипт]]''' {{MainEntry|[[Collaboration script]]}}<br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''Мултимедийно обучение''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 1094 1093 2013-02-20T14:18:27Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''Дидактическо инженерство''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''Електронно оценяване''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>'''Епистемна (епистемологична, познавателна) обратна връзка''' {{MainEntry|[[Epistemic feedback]]}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''Извличане на данни (откриване на знания в данни) в обучението''' {{MainEntry|[[Educational data mining]]}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''[[Cognitive tutor/bg|Когнитивен персонален учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''Мултимедийно обучение''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 1093 1092 2013-02-20T14:17:56Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''Дидактическо инженерство''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''Електронно оценяване''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>'''Епистемна (епистемологична, познавателна) обратна връзка''' {{MainEntry|[[Epistemic feedback]]}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''Извличане на данни (откриване на знания в данни) в обучението''' {{MainEntry|[[Educational data mining]]}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''[[Cognitive tutor/bg|АКогнитивен персонален учител]]''' {{MainEntry|[[Cognitive tutor]]}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''Мултимедийно обучение''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 1092 1086 2013-02-20T14:14:25Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''Дидактическо инженерство''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''Електронно оценяване''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>'''Епистемна (епистемологична, познавателна) обратна връзка''' {{MainEntry|[[Epistemic feedback]]}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''Извличане на данни (откриване на знания в данни) в обучението''' {{MainEntry|[[Educational data mining]]}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''[[Cognitive tutor/bg|АКогнитивен персонален учител]]''' {{MainEntry|Cognitive tutor}}<br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''Мултимедийно обучение''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 1086 1085 2013-02-20T13:45:00Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''Дидактическо инженерство''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br> Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''Електронно оценяване''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>'''Епистемна (епистемологична, познавателна) обратна връзка''' {{MainEntry|[[Epistemic feedback]]}} <br> '''З'''{{Anchor|З}} <br> Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''Извличане на данни (откриване на знания в данни) в обучението''' {{MainEntry|[[Educational data mining]]}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''Когнитивен настойник / ментор''' {{MainEntry|[[Cognitive tutor]]}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''Мултимедийно обучение''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 1085 1084 2013-02-20T13:42:38Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> ===='''А''' <br>==== Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} ====<br> '''В'''{{Anchor|В}}<br>==== Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} ====<br> '''Д'''{{Anchor|В}} <br>==== '''Дидактическо инженерство''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} ====<br> '''Е'''{{Anchor|Е}} <br>==== Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''Електронно оценяване''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>'''Епистемна (епистемологична, познавателна) обратна връзка''' {{MainEntry|[[Epistemic feedback]]}} ====<br> '''З'''{{Anchor|З}} <br>==== Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} ====<br> '''И'''{{Anchor|И}} <br>==== '''Извличане на данни (откриване на знания в данни) в обучението''' {{MainEntry|[[Educational data mining]]}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} ====<br> '''К'''{{Anchor|К}}<br>==== Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''Когнитивен настойник / ментор''' {{MainEntry|[[Cognitive tutor]]}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> ====<br>'''М'''{{Anchor|М}}<br>==== Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''Мултимедийно обучение''' {{MainEntry|[[Multimedia learning]]}}<br> ====<br>'''Н'''{{Anchor|Н}}<br>==== '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> ====<br>'''О'''{{Anchor|О}}<br>==== Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> ====<br>'''П'''{{Anchor|П}}<br>==== Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> ====<br>'''Р'''{{Anchor|Р}}<br>==== Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> ====<br>'''С'''{{Anchor|С}}<br>==== '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> ====<br>'''Т'''{{Anchor|Т}}<br>==== '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> ====<br>'''У'''{{Anchor|У}}<br>==== '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 1084 1076 2013-02-20T13:40:18Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> ===='''А''' <br>==== Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} ====<br> '''В'''{{Anchor|В}}<br>==== Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} ====<br> '''Д'''{{Anchor|В}} <br>==== '''Дидактическо инженерство''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''Електронно оценяване''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>'''Епистемна (епистемологична, познавателна) обратна връзка''' {{MainEntry|[[Epistemic feedback]]}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''Извличане на данни (откриване на знания в данни) в обучението''' {{MainEntry|[[Educational data mining]]}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''Когнитивен настойник / ментор''' {{MainEntry|[[Cognitive tutor]]}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''Мултимедийно обучение''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 1076 1073 2013-02-14T20:51:39Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Adaptive learning environment/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''Дидактическо инженерство''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''Електронно оценяване''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>'''Епистемна (епистемологична, познавателна) обратна връзка''' {{MainEntry|[[Epistemic feedback]]}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''Извличане на данни (откриване на знания в данни) в обучението''' {{MainEntry|[[Educational data mining]]}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''Когнитивен настойник / ментор''' {{MainEntry|[[Cognitive tutor]]}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''Мултимедийно обучение''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 1073 1072 2013-02-14T20:43:51Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Educational affordance/bg|Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''Дидактическо инженерство''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''Електронно оценяване''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>'''Епистемна (епистемологична, познавателна) обратна връзка''' {{MainEntry|[[Epistemic feedback]]}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''Извличане на данни (откриване на знания в данни) в обучението''' {{MainEntry|[[Educational data mining]]}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''Когнитивен настойник / ментор''' {{MainEntry|[[Cognitive tutor]]}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''Мултимедийно обучение''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 1072 969 2013-02-14T20:40:29Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''[[Адаптивна учебна среда]]''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''Дидактическо инженерство''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''Електронно оценяване''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>'''Епистемна (епистемологична, познавателна) обратна връзка''' {{MainEntry|[[Epistemic feedback]]}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''Извличане на данни (откриване на знания в данни) в обучението''' {{MainEntry|[[Educational data mining]]}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''Когнитивен настойник / ментор''' {{MainEntry|[[Cognitive tutor]]}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''Мултимедийно обучение''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 969 956 2012-09-27T06:24:23Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''Адаптивна учебна среда''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''Дидактическо инженерство''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>'''Електронно оценяване''' {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>'''Епистемна (епистемологична, познавателна) обратна връзка''' {{MainEntry|[[Epistemic feedback]]}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''Извличане на данни (откриване на знания в данни) в обучението''' {{MainEntry|[[Educational data mining]]}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''Когнитивен настойник / ментор''' {{MainEntry|[[Cognitive tutor]]}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''Мултимедийно обучение''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 956 885 2012-09-27T06:13:22Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''Адаптивна учебна среда''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''Дидактическо инженерство''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>Електронно оценяване {{MainEntry|[[e-Assessment]]}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>'''Епистемна (епистемологична, познавателна) обратна връзка''' {{MainEntry|[[Epistemic feedback]]}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''Извличане на данни (откриване на знания в данни) в обучението''' {{MainEntry|[[Educational data mining]]}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''Когнитивен настойник / ментор''' {{MainEntry|[[Cognitive tutor]]}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''Мултимедийно обучение''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 885 848 2012-05-24T08:41:22Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''Адаптивна учебна среда''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''Дидактическо инженерство''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>Електронно оценяване {{MainEntry|e-Assessment}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>'''Епистемна (епистемологична, познавателна) обратна връзка''' {{MainEntry|[[Epistemic feedback]]}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br> '''Извличане на данни (откриване на знания в данни) в обучението''' {{MainEntry|[[Educational data mining]]}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''Когнитивен настойник / ментор''' {{MainEntry|[[Cognitive tutor]]}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''Мултимедийно обучение''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 848 789 2012-05-04T09:10:42Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br> Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br> Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}}<br> '''Адаптивна учебна среда''' {{MainEntry|[[Adaptive learning environment]]}} <br> Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br> Виртуален кампус {{MainEntry|Virtual campus}}<br> Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}}<br> Виртуален университет {{MainEntry|Virtual university}}<br> Виртуална учебна среда {{MainEntry|Virtual learning environment}}<br> Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br> '''Дидактическо инженерство''' {{MainEntry|[[Didactical engineering]]}} <br> Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br> Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>Електронно оценяване {{MainEntry|e-Assessment}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>'''Епистемна (епистемологична, познавателна) обратна връзка''' {{MainEntry|[[Epistemic feedback]]}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br>Извличане на данни (откриване на знания в данни) в обучението {{MainEntry|Educational data mining}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''Когнитивен настойник / ментор''' {{MainEntry|[[Cognitive tutor]]}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''Мултимедийно обучение''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 789 708 2012-02-22T13:54:46Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br>Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br>Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} <br>Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} <br>Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}} <br>Виртуален кампус {{MainEntry|Virtual campus}} <br>Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}} <br>Виртуален университет {{MainEntry|Virtual university}} <br>Виртуална учебна среда {{MainEntry|Virtual learning environment}} <br>Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br>'''Дидактическо инженерство''' {{MainEntry|[[Didactical engineering]]}} <br>Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br>Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>Електронно оценяване {{MainEntry|e-Assessment}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>'''Епистемна (епистемологична, познавателна) обратна връзка''' {{MainEntry|[[Epistemic feedback]]}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br>Извличане на данни (откриване на знания в данни) в обучението {{MainEntry|Educational data mining}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''Когнитивен настойник / ментор''' {{MainEntry|[[Cognitive tutor]]}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''Мултимедийно обучение''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> '''Учебен дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br> '''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 708 666 2012-02-09T09:20:57Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br>Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br>Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} <br>Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} <br>Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}} <br>Виртуален кампус {{MainEntry|Virtual campus}} <br>Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}} <br>Виртуален университет {{MainEntry|Virtual university}} <br>Виртуална учебна среда {{MainEntry|Virtual learning environment}} <br>Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br>'''Дидактическо инженерство''' {{MainEntry|[[Didactical engineering]]}} <br>Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br>Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>Електронно оценяване {{MainEntry|e-Assessment}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>'''Епистемна (епистемологична, познавателна) обратна връзка''' {{MainEntry|[[Epistemic feedback]]}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br>Извличане на данни (откриване на знания в данни) в обучението {{MainEntry|Educational data mining}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''Когнитивен настойник / ментор''' {{MainEntry|[[Cognitive tutor]]}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''Мултимедийно обучение''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> Учебен дизайн {{MainEntry|Learning design}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> '''Учебни среди, базирани на симулации''' {{MainEntry|[[Simulation-based learning environment]]}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br>'''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 666 639 2012-01-30T09:21:39Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br>Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br>Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} <br>Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} <br>Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}} <br>Виртуален кампус {{MainEntry|Virtual campus}} <br>Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}} <br>Виртуален университет {{MainEntry|Virtual university}} <br>Виртуална учебна среда {{MainEntry|Virtual learning environment}} <br>Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br>'''Дидактическо инженерство''' {{MainEntry|[[Didactical engineering]]}} <br>Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br>Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>Електронно оценяване {{MainEntry|e-Assessment}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>'''Епистемна (епистемологична, познавателна) обратна връзка''' {{MainEntry|[[Epistemic feedback]]}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br>Извличане на данни (откриване на знания в данни) в обучението {{MainEntry|Educational data mining}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''Когнитивен настойник / ментор''' {{MainEntry|[[Cognitive tutor]]}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> '''Мултимедийно обучение''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> Учебен дизайн {{MainEntry|Learning design}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> Учебни среди, базирани на симулации {{MainEntry|Simulation-based learning environment}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br>'''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 639 627 2012-01-23T14:00:39Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br>Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br>Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} <br>Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} <br>Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}} <br>Виртуален кампус {{MainEntry|Virtual campus}} <br>Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}} <br>Виртуален университет {{MainEntry|Virtual university}} <br>Виртуална учебна среда {{MainEntry|Virtual learning environment}} <br>Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br>'''Дидактическо инженерство''' {{MainEntry|[[Didactical engineering]]}} <br>Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br>Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>Електронно оценяване {{MainEntry|e-Assessment}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>'''Епистемна (епистемологична, познавателна) обратна връзка''' {{MainEntry|[[Epistemic feedback]]}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br>Извличане на данни (откриване на знания в данни) в обучението {{MainEntry|Educational data mining}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''Когнитивен настойник / ментор''' {{MainEntry|[[Cognitive tutor]]}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> Мултимедийно обучение {{MainEntry|Multimedia learning}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> Учебен дизайн {{MainEntry|Learning design}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> Учебни среди, базирани на симулации {{MainEntry|Simulation-based learning environment}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br>'''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 627 607 2012-01-19T13:48:10Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br>Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br>Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} <br>Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} <br>Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}} <br>Виртуален кампус {{MainEntry|Virtual campus}} <br>Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}} <br>Виртуален университет {{MainEntry|Virtual university}} <br>Виртуална учебна среда {{MainEntry|Virtual learning environment}} <br>Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br>'''Дидактическо инженерство''' {{MainEntry|[[Didactical engineering]]}} <br>Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br>Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>Електронно оценяване {{MainEntry|e-Assessment}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>Епистемна (епистемологична, познавателна) обратна връзка {{MainEntry|Epistemic feedback}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br>Извличане на данни (откриване на знания в данни) в обучението {{MainEntry|Educational data mining}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''Когнитивен настойник / ментор''' {{MainEntry|[[Cognitive tutor]]}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> Мултимедийно обучение {{MainEntry|Multimedia learning}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}} <br> '''Системи с интелигентен настойник''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> Учебен дизайн {{MainEntry|Learning design}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> Учебни среди, базирани на симулации {{MainEntry|Simulation-based learning environment}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br>'''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 607 574 2012-01-16T14:57:35Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br>Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br>Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} <br>Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} <br>Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}} <br>Виртуален кампус {{MainEntry|Virtual campus}} <br>Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}} <br>Виртуален университет {{MainEntry|Virtual university}} <br>Виртуална учебна среда {{MainEntry|Virtual learning environment}} <br>Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br>'''Дидактическо инженерство''' {{MainEntry|[[Didactical engineering]]}} <br>Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br>Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>Електронно оценяване {{MainEntry|e-Assessment}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>Епистемна (епистемологична, познавателна) обратна връзка {{MainEntry|Epistemic feedback}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br>Извличане на данни (откриване на знания в данни) в обучението {{MainEntry|Educational data mining}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> '''Когнитивен настойник / ментор''' {{MainEntry|[[Cognitive tutor]]}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> Мултимедийно обучение {{MainEntry|Multimedia learning}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}}<br> Системи с интелигентен настойник {{MainEntry|Intelligent tutoring system}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> Учебен дизайн {{MainEntry|Learning design}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> Учебни среди, базирани на симулации {{MainEntry|Simulation-based learning environment}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br>'''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 574 558 2012-01-05T15:45:08Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br>Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br>Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} <br>Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} <br>Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}} <br>Виртуален кампус {{MainEntry|Virtual campus}} <br>Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}} <br>Виртуален университет {{MainEntry|Virtual university}} <br>Виртуална учебна среда {{MainEntry|Virtual learning environment}} <br>Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br>'''Дидактическо инженерство''' {{MainEntry|[[Didactical engineering]]}} <br>Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br>Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>Електронно оценяване {{MainEntry|e-Assessment}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>Епистемна (епистемологична, познавателна) обратна връзка {{MainEntry|Epistemic feedback}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br>Извличане на данни (откриване на знания в данни) в обучението {{MainEntry|Educational data mining}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> Когнитивен настойник / ментор {{MainEntry|Cognitive tutor}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> Мултимедийно обучение {{MainEntry|Multimedia learning}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}}<br> Системи с интелигентен настойник {{MainEntry|Intelligent tutoring system}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> Учебен дизайн {{MainEntry|Learning design}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> '''Учебни обекти''' {{MainEntry|[[Learning objects]]}}<br> Учебни среди, базирани на симулации {{MainEntry|Simulation-based learning environment}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br>'''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 558 536 2012-01-05T15:18:33Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br>Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br>Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} <br>Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} <br>Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}} <br>Виртуален кампус {{MainEntry|Virtual campus}} <br>Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}} <br>Виртуален университет {{MainEntry|Virtual university}} <br>Виртуална учебна среда {{MainEntry|Virtual learning environment}} <br>Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br>'''Дидактическо инженерство''' {{MainEntry|[[Didactical engineering]]}} <br>Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br>Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>Електронно оценяване {{MainEntry|e-Assessment}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>Епистемна (епистемологична, познавателна) обратна връзка {{MainEntry|Epistemic feedback}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br>Извличане на данни (откриване на знания в данни) в обучението {{MainEntry|Educational data mining}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> Когнитивен настойник / ментор {{MainEntry|Cognitive tutor}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> Мултимедийно обучение {{MainEntry|Multimedia learning}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}}<br> Системи с интелигентен настойник {{MainEntry|Intelligent tutoring system}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> Учебен дизайн {{MainEntry|Learning design}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> Учебни обекти {{MainEntry|Learning objects}}<br> Учебни среди, базирани на симулации {{MainEntry|Simulation-based learning environment}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br>'''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 536 535 2011-12-15T09:52:57Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br>Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br>Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} <br>Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} <br>Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}} <br>Виртуален кампус {{MainEntry|Virtual campus}} <br>Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}} <br>Виртуален университет {{MainEntry|Virtual university}} <br>Виртуална учебна среда {{MainEntry|Virtual learning environment}} <br>Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br>Дидактическо инженерство {{MainEntry|Didactical engineering}} <br>Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br>Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>Електронно оценяване {{MainEntry|e-Assessment}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>Епистемна (епистемологична, познавателна) обратна връзка {{MainEntry|Epistemic feedback}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br>Извличане на данни (откриване на знания в данни) в обучението {{MainEntry|Educational data mining}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> Когнитивен настойник / ментор {{MainEntry|Cognitive tutor}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> Мултимедийно обучение {{MainEntry|Multimedia learning}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> '''Неформално обучение''' {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}}<br> Системи с интелигентен настойник {{MainEntry|Intelligent tutoring system}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> Учебен дизайн {{MainEntry|Learning design}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> Учебни обекти {{MainEntry|Learning objects}}<br> Учебни среди, базирани на симулации {{MainEntry|Simulation-based learning environment}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br>'''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 535 508 2011-12-15T09:52:05Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br>Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br>Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} <br>Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} <br>Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}} <br>Виртуален кампус {{MainEntry|Virtual campus}} <br>Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}} <br>Виртуален университет {{MainEntry|Virtual university}} <br>Виртуална учебна среда {{MainEntry|Virtual learning environment}} <br>Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br>Дидактическо инженерство {{MainEntry|Didactical engineering}} <br>Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br>Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>Електронно оценяване {{MainEntry|e-Assessment}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>Епистемна (епистемологична, познавателна) обратна връзка {{MainEntry|Epistemic feedback}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br>Извличане на данни (откриване на знания в данни) в обучението {{MainEntry|Educational data mining}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> Когнитивен настойник / ментор {{MainEntry|Cognitive tutor}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> Мултимедийно обучение {{MainEntry|Multimedia learning}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> Неформално обучение {{MainEntry|[[Informal learning]]}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}}<br> Системи с интелигентен настойник {{MainEntry|Intelligent tutoring system}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> Учебен дизайн {{MainEntry|Learning design}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> Учебни обекти {{MainEntry|Learning objects}}<br> Учебни среди, базирани на симулации {{MainEntry|Simulation-based learning environment}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br>'''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 508 459 2011-11-25T14:30:50Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br>Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br>Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} <br>Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} <br>Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}} <br>Виртуален кампус {{MainEntry|Virtual campus}} <br>Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}} <br>Виртуален университет {{MainEntry|Virtual university}} <br>Виртуална учебна среда {{MainEntry|Virtual learning environment}} <br>Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br>Дидактическо инженерство {{MainEntry|Didactical engineering}} <br>Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br>Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>Електронно оценяване {{MainEntry|e-Assessment}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>Епистемна (епистемологична, познавателна) обратна връзка {{MainEntry|Epistemic feedback}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br>Извличане на данни (откриване на знания в данни) в обучението {{MainEntry|Educational data mining}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> Когнитивен настойник / ментор {{MainEntry|Cognitive tutor}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> Мултимедийно обучение {{MainEntry|Multimedia learning}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> Неформално обучение {{MainEntry|Informal learning}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}}<br> Системи с интелигентен настойник {{MainEntry|Intelligent tutoring system}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> Учебен дизайн {{MainEntry|Learning design}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> Учебни обекти {{MainEntry|Learning objects}}<br> Учебни среди, базирани на симулации {{MainEntry|Simulation-based learning environment}} <br> '''Учебно пространство''' {{MainEntry|[[Learning space]]}} <br>'''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 459 427 2011-10-25T09:15:41Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br>Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br>Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} <br>Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} <br>Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}} <br>Виртуален кампус {{MainEntry|Virtual campus}} <br>Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}} <br>Виртуален университет {{MainEntry|Virtual university}} <br>Виртуална учебна среда {{MainEntry|Virtual learning environment}} <br>Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br>Дидактическо инженерство {{MainEntry|Didactical engineering}} <br>Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br>Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>Електронно оценяване {{MainEntry|e-Assessment}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>Епистемна (епистемологична, познавателна) обратна връзка {{MainEntry|Epistemic feedback}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br>Извличане на данни (откриване на знания в данни) в обучението {{MainEntry|Educational data mining}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> Когнитивен настойник / ментор {{MainEntry|Cognitive tutor}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> Мултимедийно обучение {{MainEntry|Multimedia learning}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> Неформално обучение {{MainEntry|Informal learning}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}}<br> Системи с интелигентен настойник {{MainEntry|Intelligent tutoring system}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> Учебен дизайн {{MainEntry|Learning design}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> '''Учебна мрежа''' {{MainEntry|[[Learning grid]]}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> Учебни обекти {{MainEntry|Learning objects}}<br> Учебни среди, базирани на симулации {{MainEntry|Simulation-based learning environment}} <br> Учебно пространство {{MainEntry|Learning space}} <br>'''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 427 421 2011-09-26T12:43:31Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br>Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br>Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} <br>Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} <br>Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}} <br>Виртуален кампус {{MainEntry|Virtual campus}} <br>Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}} <br>Виртуален университет {{MainEntry|Virtual university}} <br>Виртуална учебна среда {{MainEntry|Virtual learning environment}} <br>Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br>Дидактическо инженерство {{MainEntry|Didactical engineering}} <br>Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br>Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>Електронно оценяване {{MainEntry|e-Assessment}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>Епистемна (епистемологична, познавателна) обратна връзка {{MainEntry|Epistemic feedback}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br>Извличане на данни (откриване на знания в данни) в обучението {{MainEntry|Educational data mining}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> Когнитивен настойник / ментор {{MainEntry|Cognitive tutor}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> Мултимедийно обучение {{MainEntry|Multimedia learning}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> Неформално обучение {{MainEntry|Informal learning}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> '''Системи за управление на обучението''' {{MainEntry|[[Learning management systems]]}}<br> Системи с интелигентен настойник {{MainEntry|Intelligent tutoring system}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> Учебен дизайн {{MainEntry|Learning design}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> Учебна мрежа {{MainEntry|Learning grid}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> Учебни обекти {{MainEntry|Learning objects}}<br> Учебни среди, базирани на симулации {{MainEntry|Simulation-based learning environment}} <br> Учебно пространство {{MainEntry|Learning space}} <br>'''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 421 299 2011-09-26T12:38:23Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br>Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br>Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} <br>Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} <br>Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}} <br>Виртуален кампус {{MainEntry|Virtual campus}} <br>Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}} <br>Виртуален университет {{MainEntry|Virtual university}} <br>Виртуална учебна среда {{MainEntry|Virtual learning environment}} <br>Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br>Дидактическо инженерство {{MainEntry|Didactical engineering}} <br>Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br>Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>Електронно оценяване {{MainEntry|e-Assessment}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>Епистемна (епистемологична, познавателна) обратна връзка {{MainEntry|Epistemic feedback}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br>Извличане на данни (откриване на знания в данни) в обучението {{MainEntry|Educational data mining}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> Когнитивен настойник / ментор {{MainEntry|Cognitive tutor}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> Мултимедийно обучение {{MainEntry|Multimedia learning}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> Неформално обучение {{MainEntry|Informal learning}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> Системи за управление на обучението {{MainEntry|[[Learning management systems]]}}<br> Системи с интелигентен настойник {{MainEntry|Intelligent tutoring system}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> Учебен дизайн {{MainEntry|Learning design}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> Учебна мрежа {{MainEntry|Learning grid}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> Учебни обекти {{MainEntry|Learning objects}}<br> Учебни среди, базирани на симулации {{MainEntry|Simulation-based learning environment}} <br> Учебно пространство {{MainEntry|Learning space}} <br>'''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 299 298 2011-08-26T09:20:32Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br>Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br>Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} <br>Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} <br>Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}} <br>Виртуален кампус {{MainEntry|Virtual campus}} <br>Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}} <br>Виртуален университет {{MainEntry|Virtual university}} <br>Виртуална учебна среда {{MainEntry|Virtual learning environment}} <br>Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br>Дидактическо инженерство {{MainEntry|Didactical engineering}} <br>Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br>Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>Електронно оценяване {{MainEntry|e-Assessment}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>Епистемна (епистемологична, познавателна) обратна връзка {{MainEntry|Epistemic feedback}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br>Извличане на данни (откриване на знания в данни) в обучението {{MainEntry|Educational data mining}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> Когнитивен настойник / ментор {{MainEntry|Cognitive tutor}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> Мултимедийно обучение {{MainEntry|Multimedia learning}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> Неформално обучение {{MainEntry|Informal learning}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> Системи за управление на обучението {{MainEntry|Learning management systems}}<br> Системи с интелигентен настойник {{MainEntry|Intelligent tutoring system}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> Учебен дизайн {{MainEntry|Learning design}}<br> '''Учебен сценарий''' {{MainEntry|[[Learning scenario]]}}<br> Учебна мрежа {{MainEntry|Learning grid}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> Учебни обекти {{MainEntry|Learning objects}}<br> Учебни среди, базирани на симулации {{MainEntry|Simulation-based learning environment}} <br> Учебно пространство {{MainEntry|Learning space}} <br>'''Учене в мрежа''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 298 286 2011-08-26T09:19:32Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br>Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br>Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} <br>Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} <br>Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}} <br>Виртуален кампус {{MainEntry|Virtual campus}} <br>Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}} <br>Виртуален университет {{MainEntry|Virtual university}} <br>Виртуална учебна среда {{MainEntry|Virtual learning environment}} <br>Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br>Дидактическо инженерство {{MainEntry|Didactical engineering}} <br>Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br>Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>Електронно оценяване {{MainEntry|e-Assessment}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>Епистемна (епистемологична, познавателна) обратна връзка {{MainEntry|Epistemic feedback}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br>Извличане на данни (откриване на знания в данни) в обучението {{MainEntry|Educational data mining}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> Когнитивен настойник / ментор {{MainEntry|Cognitive tutor}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> Мултимедийно обучение {{MainEntry|Multimedia learning}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> Неформално обучение {{MainEntry|Informal learning}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> Системи за управление на обучението {{MainEntry|Learning management systems}}<br> Системи с интелигентен настойник {{MainEntry|Intelligent tutoring system}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> Учебен дизайн {{MainEntry|Learning design}}<br> Учебен сценарий {{MainEntry|[[Learning scenario]]}}<br> Учебна мрежа {{MainEntry|Learning grid}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> Учебни обекти {{MainEntry|Learning objects}}<br> Учебни среди, базирани на симулации {{MainEntry|Simulation-based learning environment}} <br> Учебно пространство {{MainEntry|Learning space}} <br> Учене в мрежа {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 286 285 2011-07-27T09:10:52Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Bulgarian entries ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br>Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br>Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} <br>Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} <br>Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}} <br>Виртуален кампус {{MainEntry|Virtual campus}} <br>Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}} <br>Виртуален университет {{MainEntry|Virtual university}} <br>Виртуална учебна среда {{MainEntry|Virtual learning environment}} <br>Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br>Дидактическо инженерство {{MainEntry|Didactical engineering}} <br>Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br>Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>Електронно оценяване {{MainEntry|e-Assessment}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>Епистемна (епистемологична, познавателна) обратна връзка {{MainEntry|Epistemic feedback}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br>Извличане на данни (откриване на знания в данни) в обучението {{MainEntry|Educational data mining}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> Когнитивен настойник / ментор {{MainEntry|Cognitive tutor}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> Мултимедийно обучение {{MainEntry|Multimedia learning}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> Неформално обучение {{MainEntry|Informal learning}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> Системи за управление на обучението {{MainEntry|Learning management systems}}<br> Системи с интелигентен настойник {{MainEntry|Intelligent tutoring system}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> Учебен дизайн {{MainEntry|Learning design}}<br> Учебен сценарий {{MainEntry|Learning scenario}}<br> Учебна мрежа {{MainEntry|Learning grid}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> Учебни обекти {{MainEntry|Learning objects}}<br> Учебни среди, базирани на симулации {{MainEntry|Simulation-based learning environment}} <br> Учебно пространство {{MainEntry|Learning space}} <br> Учене в мрежа {{MainEntry|Networked learning}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 285 284 2011-07-27T09:10:08Z Zeiliger 2 wikitext text/x-wiki TEL Dictionary: Bulgarian entries {{languages}} ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br>Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br>Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} <br>Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} <br>Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}} <br>Виртуален кампус {{MainEntry|Virtual campus}} <br>Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}} <br>Виртуален университет {{MainEntry|Virtual university}} <br>Виртуална учебна среда {{MainEntry|Virtual learning environment}} <br>Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br>Дидактическо инженерство {{MainEntry|Didactical engineering}} <br>Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br>Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>Електронно оценяване {{MainEntry|e-Assessment}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>Епистемна (епистемологична, познавателна) обратна връзка {{MainEntry|Epistemic feedback}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br>Извличане на данни (откриване на знания в данни) в обучението {{MainEntry|Educational data mining}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> Когнитивен настойник / ментор {{MainEntry|Cognitive tutor}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> Мултимедийно обучение {{MainEntry|Multimedia learning}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> Неформално обучение {{MainEntry|Informal learning}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> Системи за управление на обучението {{MainEntry|Learning management systems}}<br> Системи с интелигентен настойник {{MainEntry|Intelligent tutoring system}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> Учебен дизайн {{MainEntry|Learning design}}<br> Учебен сценарий {{MainEntry|Learning scenario}}<br> Учебна мрежа {{MainEntry|Learning grid}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> Учебни обекти {{MainEntry|Learning objects}}<br> Учебни среди, базирани на симулации {{MainEntry|Simulation-based learning environment}} <br> Учебно пространство {{MainEntry|Learning space}} <br> Учене в мрежа {{MainEntry|Networked learning}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 284 283 2011-07-26T09:58:15Z Zeiliger 2 wikitext text/x-wiki {{languages}} ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' '''А''' <br>Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br>Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} <br>Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} <br>Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}} <br>Виртуален кампус {{MainEntry|Virtual campus}} <br>Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}} <br>Виртуален университет {{MainEntry|Virtual university}} <br>Виртуална учебна среда {{MainEntry|Virtual learning environment}} <br>Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br>Дидактическо инженерство {{MainEntry|Didactical engineering}} <br>Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br>Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>Електронно оценяване {{MainEntry|e-Assessment}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>Епистемна (епистемологична, познавателна) обратна връзка {{MainEntry|Epistemic feedback}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br>Извличане на данни (откриване на знания в данни) в обучението {{MainEntry|Educational data mining}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> Когнитивен настойник / ментор {{MainEntry|Cognitive tutor}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> Мултимедийно обучение {{MainEntry|Multimedia learning}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> Неформално обучение {{MainEntry|Informal learning}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> Системи за управление на обучението {{MainEntry|Learning management systems}}<br> Системи с интелигентен настойник {{MainEntry|Intelligent tutoring system}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> Учебен дизайн {{MainEntry|Learning design}}<br> Учебен сценарий {{MainEntry|Learning scenario}}<br> Учебна мрежа {{MainEntry|Learning grid}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> Учебни обекти {{MainEntry|Learning objects}}<br> Учебни среди, базирани на симулации {{MainEntry|Simulation-based learning environment}} <br> Учебно пространство {{MainEntry|Learning space}} <br> Учене в мрежа {{MainEntry|Networked learning}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 283 279 2011-07-26T09:57:23Z Zeiliger 2 wikitext text/x-wiki {{languages}} ''Edited by Krassen Stefanov and Cornelia Todorova, University of Sofia (BG)'' '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br>Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br>Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} <br>Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} <br>Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}} <br>Виртуален кампус {{MainEntry|Virtual campus}} <br>Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}} <br>Виртуален университет {{MainEntry|Virtual university}} <br>Виртуална учебна среда {{MainEntry|Virtual learning environment}} <br>Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br>Дидактическо инженерство {{MainEntry|Didactical engineering}} <br>Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br>Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>Електронно оценяване {{MainEntry|e-Assessment}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>Епистемна (епистемологична, познавателна) обратна връзка {{MainEntry|Epistemic feedback}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br>Извличане на данни (откриване на знания в данни) в обучението {{MainEntry|Educational data mining}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> Когнитивен настойник / ментор {{MainEntry|Cognitive tutor}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> Мултимедийно обучение {{MainEntry|Multimedia learning}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> Неформално обучение {{MainEntry|Informal learning}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> Системи за управление на обучението {{MainEntry|Learning management systems}}<br> Системи с интелигентен настойник {{MainEntry|Intelligent tutoring system}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> Учебен дизайн {{MainEntry|Learning design}}<br> Учебен сценарий {{MainEntry|Learning scenario}}<br> Учебна мрежа {{MainEntry|Learning grid}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> Учебни обекти {{MainEntry|Learning objects}}<br> Учебни среди, базирани на симулации {{MainEntry|Simulation-based learning environment}} <br> Учебно пространство {{MainEntry|Learning space}} <br> Учене в мрежа {{MainEntry|Networked learning}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 279 259 2011-07-26T08:14:02Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br>Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br>Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} <br>Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} <br>Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}} <br>Виртуален кампус {{MainEntry|Virtual campus}} <br>Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}} <br>Виртуален университет {{MainEntry|Virtual university}} <br>Виртуална учебна среда {{MainEntry|Virtual learning environment}} <br>Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br>Дидактическо инженерство {{MainEntry|Didactical engineering}} <br>Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} 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<br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> Когнитивен настойник / ментор {{MainEntry|Cognitive tutor}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване 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Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> '''Самообучение''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> Системи за управление на обучението {{MainEntry|Learning management systems}}<br> Системи с интелигентен настойник {{MainEntry|Intelligent tutoring system}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> Учебен дизайн {{MainEntry|Learning design}}<br> Учебен сценарий {{MainEntry|Learning scenario}}<br> Учебна мрежа {{MainEntry|Learning grid}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> Учебни обекти {{MainEntry|Learning objects}}<br> Учебни среди, базирани на симулации 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'''В'''{{Anchor|В}} <br>Виртуален кампус {{MainEntry|Virtual campus}} <br>Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}} <br>Виртуален университет {{MainEntry|Virtual university}} <br>Виртуална учебна среда {{MainEntry|Virtual learning environment}} <br>Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br>Дидактическо инженерство {{MainEntry|Didactical engineering}} <br>Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br>Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>Електронно оценяване {{MainEntry|e-Assessment}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>Епистемна (епистемологична, познавателна) обратна връзка {{MainEntry|Epistemic feedback}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br>Извличане на данни (откриване на знания в данни) в обучението {{MainEntry|Educational data mining}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> Когнитивен настойник / ментор {{MainEntry|Cognitive tutor}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно 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{{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> Системи за управление на обучението {{MainEntry|Learning management systems}}<br> Системи с интелигентен настойник {{MainEntry|Intelligent tutoring system}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---вътрешен --- {{MainEntry|internal}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> Учебен дизайн {{MainEntry|Learning design}}<br> Учебен сценарий {{MainEntry|Learning scenario}}<br> Учебна мрежа {{MainEntry|Learning grid}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> Учебни обекти {{MainEntry|Learning objects}}<br> Учебни среди, базирани на симулации {{MainEntry|Simulation-based learning environment}} <br> Учебно пространство {{MainEntry|Learning space}} <br> Учене в мрежа {{MainEntry|Networked learning}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---общества --- {{MainEntry|communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 258 255 2011-07-17T14:54:35Z Balacheff 4 wikitext text/x-wiki '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br>Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br>Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} <br>Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} <br>Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}} <br>Виртуален кампус {{MainEntry|Virtual campus}} <br>Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}} <br>Виртуален университет {{MainEntry|Virtual university}} <br>Виртуална учебна среда {{MainEntry|Virtual learning environment}} <br>Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br>Дидактическо инженерство {{MainEntry|Didactical engineering}} <br>Динамична / интерактивна геометрия {{MainEntry|Dynamic geometry}} <br>Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>Електронно оценяване {{MainEntry|e-Assessment}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>Епистемна (епистемологична, познавателна) обратна връзка {{MainEntry|Epistemic feedback}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br>Извличане на данни (откриване на знания в данни) в обучението {{MainEntry|Educational data mining}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> Когнитивен настойник / ментор {{MainEntry|Cognitive tutor}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване 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Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> Учебен дизайн {{MainEntry|Learning design}}<br> Учебен сценарий {{MainEntry|Learning scenario}}<br> Учебна мрежа {{MainEntry|Learning grid}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> Учебни обекти {{MainEntry|Learning objects}}<br> Учебни среди, базирани на симулации {{MainEntry|Simulation-based 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{{MainEntry|[[Seamless learning environments]]}} <br> Неформално обучение {{MainEntry|Informal learning}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in 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{{MainEntry|Course management system}} <br> Системи за управление на обучението {{MainEntry|Learning management systems}}<br> Системи с интелигентен настойник {{MainEntry|Intelligent tutoring system}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br> ---вътрешен --- {{MainEntry|internal}}<br> ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> Учебен дизайн {{MainEntry|Learning design}}<br> Учебен сценарий {{MainEntry|Learning scenario}}<br> Учебна мрежа {{MainEntry|Learning grid}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> Учебни обекти {{MainEntry|Learning objects}}<br> Учебни среди, базирани на симулации {{MainEntry|Simulation-based learning environment}} <br> Учебно пространство {{MainEntry|Learning space}} <br> Учене в мрежа {{MainEntry|Networked learning}} <br> ---общества --- {{MainEntry|communities}} <br> ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 232 231 2011-06-21T13:53:09Z Admin 1 Protected "[[TEL Dictionary entries/bg]]" ([edit=bulgarian] (indefinite) [move=bulgarian] (indefinite)) wikitext text/x-wiki '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - 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{{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> Самообучение {{MainEntry|Self-regulated learning}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> Системи за управление на обучението {{MainEntry|Learning management systems}}<br> Системи с интелигентен настойник {{MainEntry|Intelligent tutoring system}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br> ---вътрешен --- {{MainEntry|internal}}<br> ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> Учебен дизайн {{MainEntry|Learning design}}<br> Учебен сценарий {{MainEntry|Learning scenario}}<br> Учебна мрежа {{MainEntry|Learning grid}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> Учебни обекти {{MainEntry|Learning objects}}<br> Учебни среди, базирани на симулации {{MainEntry|Simulation-based learning environment}} <br> Учебно пространство {{MainEntry|Learning space}} <br> Учене в мрежа {{MainEntry|Networked learning}} <br> ---общества --- {{MainEntry|communities}} <br> ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 231 227 2011-06-21T13:41:06Z Zeiliger 2 wikitext text/x-wiki '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br>Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br>Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} <br>Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} <br>Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}} <br>Виртуален кампус {{MainEntry|Virtual campus}} <br>Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}} <br>Виртуален университет {{MainEntry|Virtual university}} <br>Виртуална учебна среда {{MainEntry|Virtual learning environment}} <br>Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br>Дидактическо инженерство {{MainEntry|Didactical engineering}} <br>Динамична / интерактивна {{MainEntry|геометрия Dynamic geometry}} <br>Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>Електронно оценяване {{MainEntry|e-Assessment}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>Епистемна (епистемологична, познавателна) обратна връзка {{MainEntry|Epistemic feedback}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br>Извличане на данни (откриване на знания в данни) в обучението {{MainEntry|Educational data mining}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}}<br> Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> Когнитивен настойник / ментор {{MainEntry|Cognitive tutor}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> Мултимедийно обучение {{MainEntry|Multimedia learning}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> Неформално обучение {{MainEntry|Informal learning}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> Самообучение {{MainEntry|Self-regulated learning}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> Системи за управление на обучението {{MainEntry|Learning management systems}}<br> Системи с интелигентен настойник {{MainEntry|Intelligent tutoring system}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br> ---вътрешен --- {{MainEntry|internal}}<br> ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> Учебен дизайн {{MainEntry|Learning design}}<br> Учебен сценарий {{MainEntry|Learning scenario}}<br> Учебна мрежа {{MainEntry|Learning grid}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> Учебни обекти {{MainEntry|Learning objects}}<br> Учебни среди, базирани на симулации {{MainEntry|Simulation-based learning environment}} <br> Учебно пространство {{MainEntry|Learning space}} <br> Учене в мрежа {{MainEntry|Networked learning}} <br> ---общества --- {{MainEntry|communities}} <br> ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 227 226 2011-06-21T10:24:52Z Zeiliger 2 wikitext text/x-wiki '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br>Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br>Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} <br>Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} <br>Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}} <br>Виртуален кампус {{MainEntry|Virtual campus}} <br>Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}} <br>Виртуален университет {{MainEntry|Virtual university}} <br>Виртуална учебна среда {{MainEntry|Virtual learning environment}} <br>Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br>Дидактическо инженерство {{MainEntry|Didactical engineering}} <br>Динамична / интерактивна {{MainEntry|геометрия Dynamic geometry}} <br>Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>Електронно оценяване {{MainEntry|e-Assessment}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>Епистемна (епистемологична, познавателна) обратна връзка {{MainEntry|Epistemic feedback}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br>Извличане на данни (откриване на знания в данни) в обучението {{MainEntry|Educational data mining}} <br> '''Изискващо/ изследващо обучение''' {{MainEntry|[[Inquiry learning]]}}<br> Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br> Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br> Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br> Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br> Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}} Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> Когнитивен настойник / ментор {{MainEntry|Cognitive tutor}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> '''Мобилно обучение''' {{MainEntry|[[Mobile learning]]}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> Мултимедийно обучение {{MainEntry|Multimedia learning}}<br> <br>'''Н'''{{Anchor|Н}}<br> '''Надграждане''' {{MainEntry|[[Overlay]]}}<br> '''Несвързана среда за обучение''' {{MainEntry|[[Seamless learning environments]]}} <br> Неформално обучение {{MainEntry|Informal learning}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> '''Описателна учебна среда''' {{MainEntry|[[Narrative learning environments]]}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> '''Резултат от съвместно учене''' {{MainEntry|[[Collaboration script]]}}<br> <br>'''С'''{{Anchor|С}}<br> Самообучение {{MainEntry|Self-regulated learning}}<br> '''Свързан феномен''' {{MainEntry|[[Embedded phenomena]]}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> Системи за управление на обучението {{MainEntry|Learning management systems}}<br> Системи с интелигентен настойник {{MainEntry|Intelligent tutoring system}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br> ---вътрешен --- {{MainEntry|internal}}<br> ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> '''Техническо-математическа грамотност''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> Учебен дизайн {{MainEntry|Learning design}}<br> Учебен сценарий {{MainEntry|Learning scenario}}<br> Учебна мрежа {{MainEntry|Learning grid}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> Учебни обекти {{MainEntry|Learning objects}}<br> Учебни среди, базирани на симулации {{MainEntry|Simulation-based learning environment}} <br> Учебно пространство {{MainEntry|Learning space}} <br> Учене в мрежа {{MainEntry|Networked learning}} <br> ---общества --- {{MainEntry|communities}} <br> ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 226 224 2011-06-21T10:11:08Z Zeiliger 2 wikitext text/x-wiki '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br>Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br>Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} <br>Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} <br>Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}} <br>Виртуален кампус {{MainEntry|Virtual campus}} <br>Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}} <br>Виртуален университет {{MainEntry|Virtual university}} <br>Виртуална учебна среда {{MainEntry|Virtual learning environment}} <br>Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br>Дидактическо инженерство {{MainEntry|Didactical engineering}} <br>Динамична / интерактивна {{MainEntry|геометрия Dynamic geometry}} <br>Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>Електронно оценяване {{MainEntry|e-Assessment}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>Епистемна (епистемологична, познавателна) обратна връзка {{MainEntry|Epistemic feedback}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br>Извличане на данни (откриване на знания в данни) в обучението {{MainEntry|Educational data mining}} <br>Изискващо/ изследващо обучение {{MainEntry|Inquiry learning}} Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br>Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br>Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br>Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br>Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}} Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> Когнитивен настойник / ментор {{MainEntry|Cognitive tutor}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> '''Конструкционизъм''' {{MainEntry|[[Constructionism]]}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> Мобилно обучение {{MainEntry|Mobile learning}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> Мултимедийно обучение {{MainEntry|Multimedia learning}}<br> <br>'''Н'''{{Anchor|Н}}<br> Надграждане {{MainEntry|Overlay}}<br> Несвързана среда за обучение {{MainEntry|Seamless learning environments}}<br> Неформално обучение {{MainEntry|Informal learning}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> Описателна учебна среда {{MainEntry|Narrative learning environments}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> Резултат от съвместно учене {{MainEntry|Collaboration script}}<br> <br>'''С'''{{Anchor|С}}<br> Самообучение {{MainEntry|Self-regulated learning}}<br> Свързан феномен {{MainEntry|Embedded phenomenon}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> Системи за управление на обучението {{MainEntry|Learning management systems}}<br> Системи с интелигентен настойник {{MainEntry|Intelligent tutoring system}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br> ---вътрешен --- {{MainEntry|internal}}<br> ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> Техническо-математическа грамотност {{MainEntry|Techno-mathematical literacies}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> Учебен дизайн {{MainEntry|Learning design}}<br> Учебен сценарий {{MainEntry|Learning scenario}}<br> Учебна мрежа {{MainEntry|Learning grid}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> Учебни обекти {{MainEntry|Learning objects}}<br> Учебни среди, базирани на симулации {{MainEntry|Simulation-based learning environment}} <br> Учебно пространство {{MainEntry|Learning space}} <br> Учене в мрежа {{MainEntry|Networked learning}} <br> ---общества --- {{MainEntry|communities}} <br> ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 224 223 2011-06-21T09:14:19Z Zeiliger 2 wikitext text/x-wiki '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br>Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br>Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} <br>Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} <br>Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}} <br>Виртуален кампус {{MainEntry|Virtual campus}} <br>Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}} <br>Виртуален университет {{MainEntry|Virtual university}} <br>Виртуална учебна среда {{MainEntry|Virtual learning environment}} <br>Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br>Дидактическо инженерство {{MainEntry|Didactical engineering}} <br>Динамична / интерактивна {{MainEntry|геометрия Dynamic geometry}} <br>Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>Електронно оценяване {{MainEntry|e-Assessment}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>Епистемна (епистемологична, познавателна) обратна връзка {{MainEntry|Epistemic feedback}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br>Извличане на данни (откриване на знания в данни) в обучението {{MainEntry|Educational data mining}} <br>Изискващо/ изследващо обучение {{MainEntry|Inquiry learning}} Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br>Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br>Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br>Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br>Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}} Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> Когнитивен настойник / ментор {{MainEntry|Cognitive tutor}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> Конструкционизъм {{MainEntry|Constructionism}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> Мобилно обучение {{MainEntry|Mobile learning}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> Мултимедийно обучение {{MainEntry|Multimedia learning}}<br> <br>'''Н'''{{Anchor|Н}}<br> Надграждане {{MainEntry|Overlay}}<br> Несвързана среда за обучение {{MainEntry|Seamless learning environments}}<br> Неформално обучение {{MainEntry|Informal learning}}<br> <br>'''О'''{{Anchor|О}}<br> Образователен софтуер {{MainEntry|Courseware}} <br> Образователни игри {{MainEntry|Learning games}} <br> Обучение, подпомагано от компютър {{MainEntry|Computer-assisted learning}} <br> Обучение, подпомагано от технологии {{MainEntry|Technology Enhanced Learning}} <br> Обучителна фирма / Център за обучение {{MainEntry|Learning companion}} <br> Описателна учебна среда {{MainEntry|Narrative learning environments}}<br> Осезаема/ реална учебна среда {{MainEntry|Tangible learning environment}} <br> Отдалечени лаборатории {{MainEntry|Remote laboratories}}<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент {{MainEntry|Pedagogical agent}} <br> Персонална учебна среда {{MainEntry|Personal learning environment}}<br> Повсеместно обучение {{MainEntry|Ubiquitous learning}} <br> Порграмирането в подкрепа на обучението {{MainEntry|Computer programming in support of learning}} <br> Приятелски системи {{MainEntry|Buddy systems}} <br> Програмируема компютърно-базирана учебна среда {{MainEntry|Programmable computer-based learning environment}} <br> Програмируем курс {{MainEntry|Programmable course}}<br> <br>'''Р'''{{Anchor|Р}}<br> Разпределени среди за обучение {{MainEntry|Distributed learning environments}} <br> Разширена учебна среда {{MainEntry|Augmented learning environment}} <br> Рапределено обучение {{MainEntry|Distributed learning}} <br> Резултат от съвместно учене {{MainEntry|Collaboration script}}<br> <br>'''С'''{{Anchor|С}}<br> Самообучение {{MainEntry|Self-regulated learning}}<br> Свързан феномен {{MainEntry|Embedded phenomenon}}<br> Симулационни игри {{MainEntry|Simulation games}} <br> Система за обучение с наставник, базирана на интелигентни агенти {{MainEntry|Agent-based tutoring system}} <br> Система за създаване на съдържание {{MainEntry|Authoring system}} <br> Система за управление на курсовете {{MainEntry|Course management system}} <br> Системи за управление на обучението {{MainEntry|Learning management systems}}<br> Системи с интелигентен настойник {{MainEntry|Intelligent tutoring system}} <br> Ситуационно обучение {{MainEntry|Situated learning}} <br> Скрипт {{MainEntry|Script}} <br> ---вътрешен --- {{MainEntry|internal}}<br> ---външен --- {{MainEntry|external}}<br> Следа от учене {{MainEntry|Learning trail}} <br> Смесена форма на обучение {{MainEntry|Blended learning}} <br> Среда за онлайн обучение {{MainEntry|On-line learning environment}} <br> Средства за създаване на съдържание {{MainEntry|Authoring tool}} <br> Съвместно обучение, подпомагано от компютър {{MainEntry|Computer-supported collaborative learning}}<br> <br>'''Т'''{{Anchor|Т}}<br> Техническо-математическа грамотност {{MainEntry|Techno-mathematical literacies}}<br> Технологии за web преподаване {{MainEntry|Web lecturing technologies}} <br> <br>'''У'''{{Anchor|У}}<br> Учебен дизайн {{MainEntry|Learning design}}<br> Учебен сценарий {{MainEntry|Learning scenario}}<br> Учебна мрежа {{MainEntry|Learning grid}}<br> Учебна среда {{MainEntry|Learning environment}} <br> Учебна среда, базирана на интелигентни агенти {{MainEntry|Agent-based learning environment}} <br> Учебни обекти {{MainEntry|Learning objects}}<br> Учебни среди, базирани на симулации {{MainEntry|Simulation-based learning environment}} <br> Учебно пространство {{MainEntry|Learning space}} <br> Учене в мрежа {{MainEntry|Networked learning}} <br> ---общества --- {{MainEntry|communities}} <br> ---среда --- {{MainEntry|environment}} <br> Учене чрез сътрудничество {{MainEntry|Collaborative learning}}<br> 223 222 2011-06-21T09:03:20Z Zeiliger 2 wikitext text/x-wiki '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br>Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br>Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} <br>Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} <br>Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}} <br>Виртуален кампус {{MainEntry|Virtual campus}} <br>Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}} <br>Виртуален университет {{MainEntry|Virtual university}} <br>Виртуална учебна среда {{MainEntry|Virtual learning environment}} <br>Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br>Дидактическо инженерство {{MainEntry|Didactical engineering}} <br>Динамична / интерактивна {{MainEntry|геометрия Dynamic geometry}} <br>Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>Електронно оценяване {{MainEntry|e-Assessment}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>Епистемна (епистемологична, познавателна) обратна връзка {{MainEntry|Epistemic feedback}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br>Извличане на данни (откриване на знания в данни) в обучението {{MainEntry|Educational data}} mining <br>Изискващо/ изследващо обучение {{MainEntry|Inquiry learning}} Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br>Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br>Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br>Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br>Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}} Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br> Когнитивен настойник / ментор {{MainEntry|Cognitive tutor}} <br> Когнитивна (познавателна) диагностика {{MainEntry|Cognitive diagnosis}} <br> Когнитивно инженерство {{MainEntry|Cognitive engineering}} <br> Когнитивно моделиране {{MainEntry|Cognitive modeling}} <br> Компютърно-базирана лаборатория {{MainEntry|Computer-based laboratory}} <br> Компютърно-базирани учебни среди {{MainEntry|Computer-based learning environments}} <br> Компютърно-базирано указание {{MainEntry|Computer-based instruction}} <br> Компютърно подпомогнато обучение чрез сътрудничество {{MainEntry|Computer-supported collaborative learning}} <br> Компютърно-подпомогнато изпитване {{MainEntry|Computer-assisted examination}} <br> Компютърно-подпомогнато указание {{MainEntry|Computer-assisted instruction}} <br> Конструкционизъм {{MainEntry|Constructionism}}<br> <br>'''М'''{{Anchor|М}}<br> Микросвят {{MainEntry|Microworld}} <br> Мобилно обучение {{MainEntry|Mobile learning}}<br> Моделиране на обучаемия {{MainEntry|Learner modeling}} <br> Мултимедийно обучение {{MainEntry|Multimedia learning}}<br> <br>'''Н'''{{Anchor|Н}}<br> Надграждане {{MainEntry|Overlay}}<br> Несвързана среда за обучение {{MainEntry|Seamless learning environments}}<br> Неформално обучение {{MainEntry|Informal learning}}<br> <br>'''О'''{{Anchor|О}}<br>Образователен софтуер Courseware <br>Образователни игри Learning games (ed. R. Bottino) <br> Обучение, подпомагано от компютър Computer-assisted learning <br> Обучение, подпомагано от технологии Technology Enhanced Learning <br> Обучителна фирма / Център за обучение Learning companion <br> Описателна учебна среда Narrative learning environments (ed. G. Dettori) <br>Осезаема/ реална учебна среда Tangible learning environment <br>Отдалечени лаборатории Remote laboratories<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент Pedagogical agent <br> Персонална учебна среда Personal learning environment (ed. D. Gillet) <br> Повсеместно обучение Ubiquitous learning <br> Порграмирането в подкрепа на обучението Computer programming in support of learning <br>Приятелски системи Buddy systems <br> Програмируема компютърно-базирана учебна среда Programmable computer-based learning environment <br>Програмируем курс Programmable course<br> <br>'''Р'''{{Anchor|Р}}<br>Разпределени среди за обучение Distributed learning environments <br> Разширена учебна среда Augmented learning environment <br>Рапределено обучение Distributed learning <br>Резултат от съвместно учене =&gt; [[Collaboration script|Collaboration script]]<br> <br>'''С'''{{Anchor|С}}<br>Самообучение Self-regulated learning (ed. K. Steffens) <br>Свързан феномен Embedded phenomenon (ed. T. Moher) <br>Симулационни игри Simulation games <br>Система за обучение с наставник, базирана на интелигентни агенти Agent-based tutoring system <br>Система за създаване на съдържание Authoring system <br>Система за управление на курсовете Course management system <br>Системи за управление на обучението Learning management systems (ed. D. Burgos) <br>Системи с интелигентен настойник Intelligent tutoring system <br>Ситуационно обучение Situated learning <br>Скрипт Script <br>---вътрешен --- internal (ed. Y. Dimitriadis) <br>---външен --- external (ed. Y. Dimitriadis) <br>Следа от учене Learning trail <br>Смесена форма на обучение Blended learning <br>Среда за онлайн обучение On-line learning environment <br>Средства за създаване на съдържание Authoring tool <br>Съвместно обучение, подпомагано от компютър Computer-supported collaborative learning<br> <br>'''Т'''{{Anchor|Т}}<br>Техническо-математическа грамотност Techno-mathematical literacies (ed. R. Noss) <br>Технологии за web преподаване Web lecturing technologies <br> <br>'''У'''{{Anchor|У}}<br>Учебен дизайн Learning design (ed. R. Koper) <br>Учебен сценарий Learning scenario (ed. V. Guéraud) <br>Учебна мрежа Learning grid (ed. S. Salerno) <br>Учебна среда Learning environment <br>Учебна среда, базирана на интелигентни агенти Agent-based learning environment <br>Учебни обекти Learning objects (ed. E. Duval) <br>Учебни среди, базирани на симулации Simulation-based learning environment <br>Учебно пространство Learning space <br>Учене в мрежа Networked learning <br>---общества --- communities <br>---среда --- environment <br>Учене чрез сътрудничество Collaborative learning 222 221 2011-06-21T08:47:06Z Zeiliger 2 wikitext text/x-wiki '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' <br>Автоматична диагностика {{MainEntry|Automatic diagnosis}} <br>Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} <br>Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} <br>Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}} <br>Виртуален кампус {{MainEntry|Virtual campus}} <br>Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}} <br>Виртуален университет {{MainEntry|Virtual university}} <br>Виртуална учебна среда {{MainEntry|Virtual learning environment}} <br>Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br> '''Д'''{{Anchor|В}} <br>Дидактическо инженерство {{MainEntry|Didactical engineering}} <br>Динамична / интерактивна {{MainEntry|геометрия Dynamic geometry}} <br>Дистанционно обучение {{MainEntry|Distance learning}} <br> '''Е'''{{Anchor|Е}} <br>Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} <br>Електронно оценяване {{MainEntry|e-Assessment}} <br>Електронно обучение {{MainEntry|e-learning}} <br>Електронно портфолио {{MainEntry|e-portfolios}} <br>Епистемна (епистемологична, познавателна) обратна връзка {{MainEntry|Epistemic feedback}} <br> '''З'''{{Anchor|З}} <br>Забавно обучение {{MainEntry|Edutainment}} <br>Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} <br>Защитена учебна среда {{MainEntry|Pervasive learning environment}} <br> '''И'''{{Anchor|И}} <br>Извличане на данни (откриване на знания в данни) в обучението {{MainEntry|Educational data}} mining <br>Изискващо/ изследващо обучение {{MainEntry|Inquiry learning}} Изкуствена учебна среда {{MainEntry|Artificial learning environment}} <br>Интегрирана система за обучение {{MainEntry|Integrated learning system}} <br>Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} <br>Интерактивна бяла дъска {{MainEntry|Interactive white board}} <br>Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} <br> '''К'''{{Anchor|К}} Качество на средата - за представяне на индивида {{MainEntry|Affordance}} <br>Когнитивен настойник / ментор Cognitive tutor <br>Когнитивна (познавателна) диагностика Cognitive diagnosis <br> Когнитивно инженерство Cognitive engineering <br> Когнитивно моделиране Cognitive modeling <br> Компютърно-базирана лаборатория Computer-based laboratory <br>Компютърно-базирани учебни среди Computer-based learning environments <br> Компютърно-базирано указание Computer-based instruction <br> Компютърно подпомогнато обучение чрез сътрудничество Computer-supported collaborative learning <br>Компютърно-подпомогнато изпитване Computer-assisted examination <br> Компютърно-подпомогнато указание Computer-assisted instruction <br>Конструкционизъм Constructionism (ed. R. Noss) <br>Когнитивна (познавателна) диагностика Cognitive diagnosis <br>Когнитивно инженерство Cognitive engineering <br> Когнитивно моделиране Cognitive modeling <br>Когнитивен настойник / ментор Cognitive tutor<br> <br>'''М'''{{Anchor|М}}<br>Микросвят Microworld <br>Мобилно обучение Mobile learning (ed. M. Sharples) <br>Моделиране на обучаемия Learner modeling <br>Мултимедийно обучение Multimedia learning (ed. M. Betrancourt)<br> <br>'''Н'''{{Anchor|Н}}<br>Надграждане Overlay (ed. N. Balacheff) <br>Несвързана среда за обучение Seamless learning environments (ed. C.-K.Looi&amp; L.-H. Wong) <br>Неформално обучение Informal learning<br> <br>'''О'''{{Anchor|О}}<br>Образователен софтуер Courseware <br>Образователни игри Learning games (ed. R. Bottino) <br> Обучение, подпомагано от компютър Computer-assisted learning <br> Обучение, подпомагано от технологии Technology Enhanced Learning <br> Обучителна фирма / Център за обучение Learning companion <br> Описателна учебна среда Narrative learning environments (ed. G. Dettori) <br>Осезаема/ реална учебна среда Tangible learning environment <br>Отдалечени лаборатории Remote laboratories<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент Pedagogical agent <br> Персонална учебна среда Personal learning environment (ed. D. Gillet) <br> Повсеместно обучение Ubiquitous learning <br> Порграмирането в подкрепа на обучението Computer programming in support of learning <br>Приятелски системи Buddy systems <br> Програмируема компютърно-базирана учебна среда Programmable computer-based learning environment <br>Програмируем курс Programmable course<br> <br>'''Р'''{{Anchor|Р}}<br>Разпределени среди за обучение Distributed learning environments <br> Разширена учебна среда Augmented learning environment <br>Рапределено обучение Distributed learning <br>Резултат от съвместно учене =&gt; [[Collaboration script|Collaboration script]]<br> <br>'''С'''{{Anchor|С}}<br>Самообучение Self-regulated learning (ed. K. Steffens) <br>Свързан феномен Embedded phenomenon (ed. T. Moher) <br>Симулационни игри Simulation games <br>Система за обучение с наставник, базирана на интелигентни агенти Agent-based tutoring system <br>Система за създаване на съдържание Authoring system <br>Система за управление на курсовете Course management system <br>Системи за управление на обучението Learning management systems (ed. D. Burgos) <br>Системи с интелигентен настойник Intelligent tutoring system <br>Ситуационно обучение Situated learning <br>Скрипт Script <br>---вътрешен --- internal (ed. Y. Dimitriadis) <br>---външен --- external (ed. Y. Dimitriadis) <br>Следа от учене Learning trail <br>Смесена форма на обучение Blended learning <br>Среда за онлайн обучение On-line learning environment <br>Средства за създаване на съдържание Authoring tool <br>Съвместно обучение, подпомагано от компютър Computer-supported collaborative learning<br> <br>'''Т'''{{Anchor|Т}}<br>Техническо-математическа грамотност Techno-mathematical literacies (ed. R. Noss) <br>Технологии за web преподаване Web lecturing technologies <br> <br>'''У'''{{Anchor|У}}<br>Учебен дизайн Learning design (ed. R. Koper) <br>Учебен сценарий Learning scenario (ed. V. Guéraud) <br>Учебна мрежа Learning grid (ed. S. Salerno) <br>Учебна среда Learning environment <br>Учебна среда, базирана на интелигентни агенти Agent-based learning environment <br>Учебни обекти Learning objects (ed. E. Duval) <br>Учебни среди, базирани на симулации Simulation-based learning environment <br>Учебно пространство Learning space <br>Учене в мрежа Networked learning <br>---общества --- communities <br>---среда --- environment <br>Учене чрез сътрудничество Collaborative learning 221 220 2011-06-21T08:44:11Z Zeiliger 2 wikitext text/x-wiki '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' Автоматична диагностика {{MainEntry|Automatic diagnosis}} Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} '''В'''{{Anchor|В}} Виртуален кампус {{MainEntry|Virtual campus}} Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}} Виртуален университет {{MainEntry|Virtual university}} Виртуална учебна среда {{MainEntry|Virtual learning environment}} Включено ел.обучение {{MainEntry|Inclusive e-learning}} '''Д'''{{Anchor|В}} Дидактическо инженерство {{MainEntry|Didactical engineering}} Динамична / интерактивна {{MainEntry|геометрия Dynamic geometry}} Дистанционно обучение {{MainEntry|Distance learning}} '''Е'''{{Anchor|Е}} Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} Електронно оценяване {{MainEntry|e-Assessment}} Електронно обучение {{MainEntry|e-learning}} Електронно портфолио {{MainEntry|e-portfolios}} Епистемна (епистемологична, познавателна) обратна връзка {{MainEntry|Epistemic feedback}} '''З'''{{Anchor|З}} Забавно обучение {{MainEntry|Edutainment}} Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} Защитена учебна среда {{MainEntry|Pervasive learning environment}} '''И'''{{Anchor|И}} Извличане на данни (откриване на знания в данни) в обучението {{MainEntry|Educational data}} mining Изискващо/ изследващо обучение {{MainEntry|Inquiry learning}} Изкуствена учебна среда {{MainEntry|Artificial learning environment}} Интегрирана система за обучение {{MainEntry|Integrated learning system}} Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} Интерактивна бяла дъска {{MainEntry|Interactive white board}} Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} '''К'''{{Anchor|К}} Качество на средата - за представяне на индивида {{MainEntry|Affordance}} Когнитивен настойник / ментор Cognitive tutor Когнитивна (познавателна) диагностика Cognitive diagnosis <br> Когнитивно инженерство Cognitive engineering <br> Когнитивно моделиране Cognitive modeling <br> Компютърно-базирана лаборатория Computer-based laboratory <br>Компютърно-базирани учебни среди Computer-based learning environments <br> Компютърно-базирано указание Computer-based instruction <br> Компютърно подпомогнато обучение чрез сътрудничество Computer-supported collaborative learning <br>Компютърно-подпомогнато изпитване Computer-assisted examination <br> Компютърно-подпомогнато указание Computer-assisted instruction <br>Конструкционизъм Constructionism (ed. R. Noss) <br>Когнитивна (познавателна) диагностика Cognitive diagnosis <br>Когнитивно инженерство Cognitive engineering <br> Когнитивно моделиране Cognitive modeling <br>Когнитивен настойник / ментор Cognitive tutor<br> <br>'''М'''{{Anchor|М}}<br>Микросвят Microworld <br>Мобилно обучение Mobile learning (ed. M. Sharples) <br>Моделиране на обучаемия Learner modeling <br>Мултимедийно обучение Multimedia learning (ed. M. Betrancourt)<br> <br>'''Н'''{{Anchor|Н}}<br>Надграждане Overlay (ed. N. Balacheff) <br>Несвързана среда за обучение Seamless learning environments (ed. C.-K.Looi&amp; L.-H. Wong) <br>Неформално обучение Informal learning<br> <br>'''О'''{{Anchor|О}}<br>Образователен софтуер Courseware <br>Образователни игри Learning games (ed. R. Bottino) <br> Обучение, подпомагано от компютър Computer-assisted learning <br> Обучение, подпомагано от технологии Technology Enhanced Learning <br> Обучителна фирма / Център за обучение Learning companion <br> Описателна учебна среда Narrative learning environments (ed. G. Dettori) <br>Осезаема/ реална учебна среда Tangible learning environment <br>Отдалечени лаборатории Remote laboratories<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент Pedagogical agent <br> Персонална учебна среда Personal learning environment (ed. D. Gillet) <br> Повсеместно обучение Ubiquitous learning <br> Порграмирането в подкрепа на обучението Computer programming in support of learning <br>Приятелски системи Buddy systems <br> Програмируема компютърно-базирана учебна среда Programmable computer-based learning environment <br>Програмируем курс Programmable course<br> <br>'''Р'''{{Anchor|Р}}<br>Разпределени среди за обучение Distributed learning environments <br> Разширена учебна среда Augmented learning environment <br>Рапределено обучение Distributed learning <br>Резултат от съвместно учене =&gt; [[Collaboration script|Collaboration script]]<br> <br>'''С'''{{Anchor|С}}<br>Самообучение Self-regulated learning (ed. K. Steffens) <br>Свързан феномен Embedded phenomenon (ed. T. Moher) <br>Симулационни игри Simulation games <br>Система за обучение с наставник, базирана на интелигентни агенти Agent-based tutoring system <br>Система за създаване на съдържание Authoring system <br>Система за управление на курсовете Course management system <br>Системи за управление на обучението Learning management systems (ed. D. Burgos) <br>Системи с интелигентен настойник Intelligent tutoring system <br>Ситуационно обучение Situated learning <br>Скрипт Script <br>---вътрешен --- internal (ed. Y. Dimitriadis) <br>---външен --- external (ed. Y. Dimitriadis) <br>Следа от учене Learning trail <br>Смесена форма на обучение Blended learning <br>Среда за онлайн обучение On-line learning environment <br>Средства за създаване на съдържание Authoring tool <br>Съвместно обучение, подпомагано от компютър Computer-supported collaborative learning<br> <br>'''Т'''{{Anchor|Т}}<br>Техническо-математическа грамотност Techno-mathematical literacies (ed. R. Noss) <br>Технологии за web преподаване Web lecturing technologies <br> <br>'''У'''{{Anchor|У}}<br>Учебен дизайн Learning design (ed. R. Koper) <br>Учебен сценарий Learning scenario (ed. V. Guéraud) <br>Учебна мрежа Learning grid (ed. S. Salerno) <br>Учебна среда Learning environment <br>Учебна среда, базирана на интелигентни агенти Agent-based learning environment <br>Учебни обекти Learning objects (ed. E. Duval) <br>Учебни среди, базирани на симулации Simulation-based learning environment <br>Учебно пространство Learning space <br>Учене в мрежа Networked learning <br>---общества --- communities <br>---среда --- environment <br>Учене чрез сътрудничество Collaborative learning 220 219 2011-06-21T08:43:43Z Zeiliger 2 wikitext text/x-wiki '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' Автоматична диагностика {{MainEntry|Automatic diagnosis}} Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} '''В'''{{Anchor|В}} Виртуален кампус {{MainEntry|Virtual campus}} Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}} Виртуален университет {{MainEntry|Virtual university}} Виртуална учебна среда {{MainEntry|Virtual learning environment}} Включено ел.обучение {{MainEntry|Inclusive e-learning}} '''Д'''{{Anchor|В}} Дидактическо инженерство {{MainEntry|Didactical engineering}} Динамична / интерактивна {{MainEntry|геометрия Dynamic geometry}} Дистанционно обучение {{MainEntry|Distance learning}} '''Е'''{{Anchor|Е}} Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} Електронно оценяване {{MainEntry|e-Assessment}} Електронно обучение {{MainEntry|e-learning}} Електронно портфолио {{MainEntry|e-portfolios}} Епистемна (епистемологична, познавателна) обратна връзка {{MainEntry|Epistemic feedback}} '''З'''{{Anchor|З}} Забавно обучение {{MainEntry|Edutainment}} Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} Защитена учебна среда {{MainEntry|Pervasive learning environment}} '''И'''{{Anchor|И}} Извличане на данни (откриване на знания в данни) в обучението {{MainEntry|Educational data}} mining Изискващо/ изследващо обучение {{MainEntry|Inquiry learning}} Изкуствена учебна среда {{MainEntry|Artificial learning environment}} Интегрирана система за обучение {{MainEntry|Integrated learning system}} Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} Интерактивна бяла дъска {{MainEntry|Interactive white board}} Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} '''К'''{{Anchor|К}} Качество на средата - за представяне на индивида {{MainEntry|Affordance}} Когнитивен настойник / ментор Cognitive tutor Когнитивна (познавателна) диагностика Cognitive diagnosis <br> Когнитивно инженерство Cognitive engineering <br> Когнитивно моделиране Cognitive modeling <br> Компютърно-базирана лаборатория Computer-based laboratory <br>Компютърно-базирани учебни среди Computer-based learning environments <br> Компютърно-базирано указание Computer-based instruction <br> Компютърно подпомогнато обучение чрез сътрудничество Computer-supported collaborative learning <br>Компютърно-подпомогнато изпитване Computer-assisted examination <br> Компютърно-подпомогнато указание Computer-assisted instruction <br>Конструкционизъм Constructionism (ed. R. Noss) <br>Когнитивна (познавателна) диагностика Cognitive diagnosis <br>Когнитивно инженерство Cognitive engineering <br> Когнитивно моделиране Cognitive modeling <br>Когнитивен настойник / ментор Cognitive tutor<br> <br>'''М'''{{Anchor|М}}<br>Микросвят Microworld <br>Мобилно обучение Mobile learning (ed. M. Sharples) <br>Моделиране на обучаемия Learner modeling <br>Мултимедийно обучение Multimedia learning (ed. M. Betrancourt)<br> <br>'''Н'''{{Anchor|Н}}<br>Надграждане Overlay (ed. N. Balacheff) <br>Несвързана среда за обучение Seamless learning environments (ed. C.-K.Looi&amp; L.-H. Wong) <br>Неформално обучение Informal learning<br> <br>'''О'''{{Anchor|О}}<br>Образователен софтуер Courseware <br>Образователни игри Learning games (ed. R. Bottino) <br> Обучение, подпомагано от компютър Computer-assisted learning <br> Обучение, подпомагано от технологии Technology Enhanced Learning <br> Обучителна фирма / Център за обучение Learning companion <br> Описателна учебна среда Narrative learning environments (ed. G. Dettori) <br>Осезаема/ реална учебна среда Tangible learning environment <br>Отдалечени лаборатории Remote laboratories<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент Pedagogical agent <br> Персонална учебна среда Personal learning environment (ed. D. Gillet) <br> Повсеместно обучение Ubiquitous learning <br> Порграмирането в подкрепа на обучението Computer programming in support of learning <br>Приятелски системи Buddy systems <br> Програмируема компютърно-базирана учебна среда Programmable computer-based learning environment <br>Програмируем курс Programmable course<br> <br>'''Р'''{{Anchor|Р}}<br>Разпределени среди за обучение Distributed learning environments <br> Разширена учебна среда Augmented learning environment <br>Рапределено обучение Distributed learning <br>Резултат от съвместно учене =&gt; [[Collaboration script|Collaboration script]]<br> <br>'''С'''{{Anchor|С}}<br>Самообучение Self-regulated learning (ed. K. Steffens) <br>Свързан феномен Embedded phenomenon (ed. T. Moher) <br>Симулационни игри Simulation games <br>Система за обучение с наставник, базирана на интелигентни агенти Agent-based tutoring system <br>Система за създаване на съдържание Authoring system <br>Система за управление на курсовете Course management system <br>Системи за управление на обучението Learning management systems (ed. D. Burgos) <br>Системи с интелигентен настойник Intelligent tutoring system <br>Ситуационно обучение Situated learning <br>Скрипт Script <br>---вътрешен --- internal (ed. Y. Dimitriadis) <br>---външен --- external (ed. Y. Dimitriadis) <br>Следа от учене Learning trail <br>Смесена форма на обучение Blended learning <br>Среда за онлайн обучение On-line learning environment <br>Средства за създаване на съдържание Authoring tool <br>Съвместно обучение, подпомагано от компютър Computer-supported collaborative learning<br> <br>'''Т'''{{Anchor|Т}}<br>Техническо-математическа грамотност Techno-mathematical literacies (ed. R. Noss) <br>Технологии за web преподаване Web lecturing technologies <br> <br>'''У'''{{Anchor|У}}<br>Учебен дизайн Learning design (ed. R. Koper) <br>Учебен сценарий Learning scenario (ed. V. Guéraud) <br>Учебна мрежа Learning grid (ed. S. Salerno) <br>Учебна среда Learning environment <br>Учебна среда, базирана на интелигентни агенти Agent-based learning environment <br>Учебни обекти Learning objects (ed. E. Duval) <br>Учебни среди, базирани на симулации Simulation-based learning environment <br>Учебно пространство Learning space <br>Учене в мрежа Networked learning <br>---общества --- communities <br>---среда --- environment <br>Учене чрез сътрудничество Collaborative learning 219 218 2011-06-21T08:43:00Z Zeiliger 2 wikitext text/x-wiki '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' Автоматична диагностика {{MainEntry|Automatic diagnosis}} Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} '''В'''{{Anchor|В}} Виртуален кампус {{MainEntry|Virtual campus}} Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}} Виртуален университет {{MainEntry|Virtual university}} Виртуална учебна среда {{MainEntry|Virtual learning environment}} Включено ел.обучение {{MainEntry|Inclusive e-learning}} '''Д'''{{Anchor|В}} Дидактическо инженерство {{MainEntry|Didactical engineering}} Динамична / интерактивна {{MainEntry|геометрия Dynamic geometry}} Дистанционно обучение {{MainEntry|Distance learning}} '''Е'''{{Anchor|Е}} Езиково обучение, подпомагано от компютър {{MainEntry|Computer-assisted language learning}} Електронно оценяване {{MainEntry|e-Assessment}} Електронно обучение {{MainEntry|e-learning}} Електронно портфолио {{MainEntry|e-portfolios}} Епистемна (епистемологична, познавателна) обратна връзка {{MainEntry|Epistemic feedback}} '''З'''{{Anchor|З}} Забавно обучение {{MainEntry|Edutainment}} Заобикаляща учебна среда {{MainEntry|Ambient learning environment}} Защитена учебна среда {{MainEntry|Pervasive learning environment}} '''И'''{{Anchor|И}} Извличане на данни (откриване на знания в данни) в обучението {{MainEntry|Educational data}} mining Изискващо/ изследващо обучение {{MainEntry|Inquiry learning}} Изкуствена учебна среда {{MainEntry|Artificial learning environment}} Интегрирана система за обучение {{MainEntry|Integrated learning system}} Интелигентно изграждащи се системи {{MainEntry|Intelligent scaffolding system}} Интерактивна бяла дъска {{MainEntry|Interactive white board}} Интерактивни среди за обучение {{MainEntry|Interactive learning environment}} '''К'''{{Anchor|К}} Качество на средата - за представяне на индивида {{MainEntry|Affordance}} Когнитивен настойник / ментор Cognitive tutor Когнитивна (познавателна) диагностика Cognitive diagnosis <br> Когнитивно инженерство Cognitive engineering <br> Когнитивно моделиране Cognitive modeling <br> Компютърно-базирана лаборатория Computer-based laboratory <br>Компютърно-базирани учебни среди Computer-based learning environments <br> Компютърно-базирано указание Computer-based instruction <br> Компютърно подпомогнато обучение чрез сътрудничество Computer-supported collaborative learning <br>Компютърно-подпомогнато изпитване Computer-assisted examination <br> Компютърно-подпомогнато указание Computer-assisted instruction <br>Конструкционизъм Constructionism (ed. R. Noss) <br>Когнитивна (познавателна) диагностика Cognitive diagnosis <br>Когнитивно инженерство Cognitive engineering <br> Когнитивно моделиране Cognitive modeling <br>Когнитивен настойник / ментор Cognitive tutor<br> <br>'''М'''{{Anchor|М}}<br>Микросвят Microworld <br>Мобилно обучение Mobile learning (ed. M. Sharples) <br>Моделиране на обучаемия Learner modeling <br>Мултимедийно обучение Multimedia learning (ed. M. Betrancourt)<br> <br>'''Н'''{{Anchor|Н}}<br>Надграждане Overlay (ed. N. Balacheff) <br>Несвързана среда за обучение Seamless learning environments (ed. C.-K.Looi&amp; L.-H. Wong) <br>Неформално обучение Informal learning<br> <br>'''О'''{{Anchor|О}}<br>Образователен софтуер Courseware <br>Образователни игри Learning games (ed. R. Bottino) <br> Обучение, подпомагано от компютър Computer-assisted learning <br> Обучение, подпомагано от технологии Technology Enhanced Learning <br> Обучителна фирма / Център за обучение Learning companion <br> Описателна учебна среда Narrative learning environments (ed. G. Dettori) <br>Осезаема/ реална учебна среда Tangible learning environment <br>Отдалечени лаборатории Remote laboratories<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент Pedagogical agent <br> Персонална учебна среда Personal learning environment (ed. D. Gillet) <br> Повсеместно обучение Ubiquitous learning <br> Порграмирането в подкрепа на обучението Computer programming in support of learning <br>Приятелски системи Buddy systems <br> Програмируема компютърно-базирана учебна среда Programmable computer-based learning environment <br>Програмируем курс Programmable course<br> <br>'''Р'''{{Anchor|Р}}<br>Разпределени среди за обучение Distributed learning environments <br> Разширена учебна среда Augmented learning environment <br>Рапределено обучение Distributed learning <br>Резултат от съвместно учене =&gt; [[Collaboration script|Collaboration script]]<br> <br>'''С'''{{Anchor|С}}<br>Самообучение Self-regulated learning (ed. K. Steffens) <br>Свързан феномен Embedded phenomenon (ed. T. Moher) <br>Симулационни игри Simulation games <br>Система за обучение с наставник, базирана на интелигентни агенти Agent-based tutoring system <br>Система за създаване на съдържание Authoring system <br>Система за управление на курсовете Course management system <br>Системи за управление на обучението Learning management systems (ed. D. Burgos) <br>Системи с интелигентен настойник Intelligent tutoring system <br>Ситуационно обучение Situated learning <br>Скрипт Script <br>---вътрешен --- internal (ed. Y. Dimitriadis) <br>---външен --- external (ed. Y. Dimitriadis) <br>Следа от учене Learning trail <br>Смесена форма на обучение Blended learning <br>Среда за онлайн обучение On-line learning environment <br>Средства за създаване на съдържание Authoring tool <br>Съвместно обучение, подпомагано от компютър Computer-supported collaborative learning<br> <br>'''Т'''{{Anchor|Т}}<br>Техническо-математическа грамотност Techno-mathematical literacies (ed. R. Noss) <br>Технологии за web преподаване Web lecturing technologies <br> <br>'''У'''{{Anchor|У}}<br>Учебен дизайн Learning design (ed. R. Koper) <br>Учебен сценарий Learning scenario (ed. V. Guéraud) <br>Учебна мрежа Learning grid (ed. S. Salerno) <br>Учебна среда Learning environment <br>Учебна среда, базирана на интелигентни агенти Agent-based learning environment <br>Учебни обекти Learning objects (ed. E. Duval) <br>Учебни среди, базирани на симулации Simulation-based learning environment <br>Учебно пространство Learning space <br>Учене в мрежа Networked learning <br>---общества --- communities <br>---среда --- environment <br>Учене чрез сътрудничество Collaborative learning 218 217 2011-06-21T08:38:09Z Zeiliger 2 wikitext text/x-wiki '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' Автоматична диагностика {{MainEntry|Automatic diagnosis}} Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} '''В'''{{Anchor|В}} Виртуален кампус {{MainEntry|Virtual campus}} Виртуален педагогически агент {{MainEntry|Virtual pedagogical agent}} Виртуален университет {{MainEntry|Virtual university}} Виртуална учебна среда {{MainEntry|Virtual learning environment}} Включено ел.обучение {{MainEntry|Inclusive e-learning}} <br>'''Д'''{{Anchor|В}}<br> Дидактическо инженерство Didactical engineering (ed. M. Artigue) <br>Динамична / интерактивна геометрия Dynamic geometry (ed. J.M. Laborde) <br>Дистанционно обучение Distance learning<br> <br>'''Е'''{{Anchor|Е}}<br> Езиково обучение, подпомагано от компютър Computer-assisted language learning <br>Електронно оценяване e-Assessment <br>Електронно обучение e-learning <br>Електронно портфолио e-portfolios <br>Епистемна (епистемологична, познавателна) обратна връзка Epistemic feedback (ed. V. Luengo)<br> <br>'''З'''{{Anchor|З}}<br>Забавно обучение Edutainment <br>Заобикаляща учебна среда Ambient learning environment <br>Защитена учебна среда Pervasive learning environment<br> <br>'''И'''{{Anchor|И}}<br>Извличане на данни (откриване на знания в данни) в обучението Educational data mining <br>Изискващо/ изследващо обучение Inquiry learning (ed. T. de Jong) <br>Изкуствена учебна среда Artificial learning environment <br>Интегрирана система за обучение Integrated learning system <br>Интелигентно изграждащи се системи Intelligent scaffolding system <br> Интерактивна бяла дъска Interactive white board <br>Интерактивни среди за обучение Interactive learning environment<br> <br>'''К'''{{Anchor|К}}<br>Качество на средата - за представяне на индивида Affordance (ed. N. Balacheff) <br>Когнитивен настойник / ментор Cognitive tutor <br>Когнитивна (познавателна) диагностика Cognitive diagnosis <br> Когнитивно инженерство Cognitive engineering <br> Когнитивно моделиране Cognitive modeling <br> Компютърно-базирана лаборатория Computer-based laboratory <br>Компютърно-базирани учебни среди Computer-based learning environments <br> Компютърно-базирано указание Computer-based instruction <br> Компютърно подпомогнато обучение чрез сътрудничество Computer-supported collaborative learning <br>Компютърно-подпомогнато изпитване Computer-assisted examination <br> Компютърно-подпомогнато указание Computer-assisted instruction <br>Конструкционизъм Constructionism (ed. R. Noss) <br>Когнитивна (познавателна) диагностика Cognitive diagnosis <br>Когнитивно инженерство Cognitive engineering <br> Когнитивно моделиране Cognitive modeling <br>Когнитивен настойник / ментор Cognitive tutor<br> <br>'''М'''{{Anchor|М}}<br>Микросвят Microworld <br>Мобилно обучение Mobile learning (ed. M. Sharples) <br>Моделиране на обучаемия Learner modeling <br>Мултимедийно обучение Multimedia learning (ed. M. Betrancourt)<br> <br>'''Н'''{{Anchor|Н}}<br>Надграждане Overlay (ed. N. Balacheff) <br>Несвързана среда за обучение Seamless learning environments (ed. C.-K.Looi&amp; L.-H. Wong) <br>Неформално обучение Informal learning<br> <br>'''О'''{{Anchor|О}}<br>Образователен софтуер Courseware <br>Образователни игри Learning games (ed. R. Bottino) <br> Обучение, подпомагано от компютър Computer-assisted learning <br> Обучение, подпомагано от технологии Technology Enhanced Learning <br> Обучителна фирма / Център за обучение Learning companion <br> Описателна учебна среда Narrative learning environments (ed. G. Dettori) <br>Осезаема/ реална учебна среда Tangible learning environment <br>Отдалечени лаборатории Remote laboratories<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент Pedagogical agent <br> Персонална учебна среда Personal learning environment (ed. D. Gillet) <br> Повсеместно обучение Ubiquitous learning <br> Порграмирането в подкрепа на обучението Computer programming in support of learning <br>Приятелски системи Buddy systems <br> Програмируема компютърно-базирана учебна среда Programmable computer-based learning environment <br>Програмируем курс Programmable course<br> <br>'''Р'''{{Anchor|Р}}<br>Разпределени среди за обучение Distributed learning environments <br> Разширена учебна среда Augmented learning environment <br>Рапределено обучение Distributed learning <br>Резултат от съвместно учене =&gt; [[Collaboration script|Collaboration script]]<br> <br>'''С'''{{Anchor|С}}<br>Самообучение Self-regulated learning (ed. K. Steffens) <br>Свързан феномен Embedded phenomenon (ed. T. Moher) <br>Симулационни игри Simulation games <br>Система за обучение с наставник, базирана на интелигентни агенти Agent-based tutoring system <br>Система за създаване на съдържание Authoring system <br>Система за управление на курсовете Course management system <br>Системи за управление на обучението Learning management systems (ed. D. Burgos) <br>Системи с интелигентен настойник Intelligent tutoring system <br>Ситуационно обучение Situated learning <br>Скрипт Script <br>---вътрешен --- internal (ed. Y. Dimitriadis) <br>---външен --- external (ed. Y. Dimitriadis) <br>Следа от учене Learning trail <br>Смесена форма на обучение Blended learning <br>Среда за онлайн обучение On-line learning environment <br>Средства за създаване на съдържание Authoring tool <br>Съвместно обучение, подпомагано от компютър Computer-supported collaborative learning<br> <br>'''Т'''{{Anchor|Т}}<br>Техническо-математическа грамотност Techno-mathematical literacies (ed. R. Noss) <br>Технологии за web преподаване Web lecturing technologies <br> <br>'''У'''{{Anchor|У}}<br>Учебен дизайн Learning design (ed. R. Koper) <br>Учебен сценарий Learning scenario (ed. V. Guéraud) <br>Учебна мрежа Learning grid (ed. S. Salerno) <br>Учебна среда Learning environment <br>Учебна среда, базирана на интелигентни агенти Agent-based learning environment <br>Учебни обекти Learning objects (ed. E. Duval) <br>Учебни среди, базирани на симулации Simulation-based learning environment <br>Учебно пространство Learning space <br>Учене в мрежа Networked learning <br>---общества --- communities <br>---среда --- environment <br>Учене чрез сътрудничество Collaborative learning 217 216 2011-06-21T08:36:41Z Zeiliger 2 wikitext text/x-wiki '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' Автоматична диагностика {{MainEntry|Automatic diagnosis}} Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} '''В'''{{Anchor|В}}<br>Виртуален кампус Virtual campus <br> Виртуален педагогически агент Virtual pedagogical agent <br>Виртуален университет Virtual university <br>Виртуална учебна среда Virtual learning environment <br>Включено ел.обучение Inclusive e-learning<br> <br>'''Д'''{{Anchor|В}}<br> Дидактическо инженерство Didactical engineering (ed. M. Artigue) <br>Динамична / интерактивна геометрия Dynamic geometry (ed. J.M. Laborde) <br>Дистанционно обучение Distance learning<br> <br>'''Е'''{{Anchor|Е}}<br> Езиково обучение, подпомагано от компютър Computer-assisted language learning <br>Електронно оценяване e-Assessment <br>Електронно обучение e-learning <br>Електронно портфолио e-portfolios <br>Епистемна (епистемологична, познавателна) обратна връзка Epistemic feedback (ed. V. Luengo)<br> <br>'''З'''{{Anchor|З}}<br>Забавно обучение Edutainment <br>Заобикаляща учебна среда Ambient learning environment <br>Защитена учебна среда Pervasive learning environment<br> <br>'''И'''{{Anchor|И}}<br>Извличане на данни (откриване на знания в данни) в обучението Educational data mining <br>Изискващо/ изследващо обучение Inquiry learning (ed. T. de Jong) <br>Изкуствена учебна среда Artificial learning environment <br>Интегрирана система за обучение Integrated learning system <br>Интелигентно изграждащи се системи Intelligent scaffolding system <br> Интерактивна бяла дъска Interactive white board <br>Интерактивни среди за обучение Interactive learning environment<br> <br>'''К'''{{Anchor|К}}<br>Качество на средата - за представяне на индивида Affordance (ed. N. Balacheff) <br>Когнитивен настойник / ментор Cognitive tutor <br>Когнитивна (познавателна) диагностика Cognitive diagnosis <br> Когнитивно инженерство Cognitive engineering <br> Когнитивно моделиране Cognitive modeling <br> Компютърно-базирана лаборатория Computer-based laboratory <br>Компютърно-базирани учебни среди Computer-based learning environments <br> Компютърно-базирано указание Computer-based instruction <br> Компютърно подпомогнато обучение чрез сътрудничество Computer-supported collaborative learning <br>Компютърно-подпомогнато изпитване Computer-assisted examination <br> Компютърно-подпомогнато указание Computer-assisted instruction <br>Конструкционизъм Constructionism (ed. R. Noss) <br>Когнитивна (познавателна) диагностика Cognitive diagnosis <br>Когнитивно инженерство Cognitive engineering <br> Когнитивно моделиране Cognitive modeling <br>Когнитивен настойник / ментор Cognitive tutor<br> <br>'''М'''{{Anchor|М}}<br>Микросвят Microworld <br>Мобилно обучение Mobile learning (ed. M. Sharples) <br>Моделиране на обучаемия Learner modeling <br>Мултимедийно обучение Multimedia learning (ed. M. Betrancourt)<br> <br>'''Н'''{{Anchor|Н}}<br>Надграждане Overlay (ed. N. Balacheff) <br>Несвързана среда за обучение Seamless learning environments (ed. C.-K.Looi&amp; L.-H. Wong) <br>Неформално обучение Informal learning<br> <br>'''О'''{{Anchor|О}}<br>Образователен софтуер Courseware <br>Образователни игри Learning games (ed. R. Bottino) <br> Обучение, подпомагано от компютър Computer-assisted learning <br> Обучение, подпомагано от технологии Technology Enhanced Learning <br> Обучителна фирма / Център за обучение Learning companion <br> Описателна учебна среда Narrative learning environments (ed. G. Dettori) <br>Осезаема/ реална учебна среда Tangible learning environment <br>Отдалечени лаборатории Remote laboratories<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент Pedagogical agent <br> Персонална учебна среда Personal learning environment (ed. D. Gillet) <br> Повсеместно обучение Ubiquitous learning <br> Порграмирането в подкрепа на обучението Computer programming in support of learning <br>Приятелски системи Buddy systems <br> Програмируема компютърно-базирана учебна среда Programmable computer-based learning environment <br>Програмируем курс Programmable course<br> <br>'''Р'''{{Anchor|Р}}<br>Разпределени среди за обучение Distributed learning environments <br> Разширена учебна среда Augmented learning environment <br>Рапределено обучение Distributed learning <br>Резултат от съвместно учене =&gt; [[Collaboration script|Collaboration script]]<br> <br>'''С'''{{Anchor|С}}<br>Самообучение Self-regulated learning (ed. K. Steffens) <br>Свързан феномен Embedded phenomenon (ed. T. Moher) <br>Симулационни игри Simulation games <br>Система за обучение с наставник, базирана на интелигентни агенти Agent-based tutoring system <br>Система за създаване на съдържание Authoring system <br>Система за управление на курсовете Course management system <br>Системи за управление на обучението Learning management systems (ed. D. Burgos) <br>Системи с интелигентен настойник Intelligent tutoring system <br>Ситуационно обучение Situated learning <br>Скрипт Script <br>---вътрешен --- internal (ed. Y. Dimitriadis) <br>---външен --- external (ed. Y. Dimitriadis) <br>Следа от учене Learning trail <br>Смесена форма на обучение Blended learning <br>Среда за онлайн обучение On-line learning environment <br>Средства за създаване на съдържание Authoring tool <br>Съвместно обучение, подпомагано от компютър Computer-supported collaborative learning<br> <br>'''Т'''{{Anchor|Т}}<br>Техническо-математическа грамотност Techno-mathematical literacies (ed. R. Noss) <br>Технологии за web преподаване Web lecturing technologies <br> <br>'''У'''{{Anchor|У}}<br>Учебен дизайн Learning design (ed. R. Koper) <br>Учебен сценарий Learning scenario (ed. V. Guéraud) <br>Учебна мрежа Learning grid (ed. S. Salerno) <br>Учебна среда Learning environment <br>Учебна среда, базирана на интелигентни агенти Agent-based learning environment <br>Учебни обекти Learning objects (ed. E. Duval) <br>Учебни среди, базирани на симулации Simulation-based learning environment <br>Учебно пространство Learning space <br>Учене в мрежа Networked learning <br>---общества --- communities <br>---среда --- environment <br>Учене чрез сътрудничество Collaborative learning 216 214 2011-06-21T08:36:13Z Zeiliger 2 wikitext text/x-wiki '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' Автоматична диагностика {{MainEntry|Automatic diagnosis}} Автоматично генерирани упражнения {{MainEntry|Automatic generation of exercises}} Адаптивна учебна среда {{MainEntry|Adaptive learning environment}} Анимиран педагогически агент {{MainEntry|Animated pedagogical agent}} <br> '''В'''{{Anchor|В}}<br>Виртуален кампус Virtual campus <br> Виртуален педагогически агент Virtual pedagogical agent <br>Виртуален университет Virtual university <br>Виртуална учебна среда Virtual learning environment <br>Включено ел.обучение Inclusive e-learning<br> <br>'''Д'''{{Anchor|В}}<br> Дидактическо инженерство Didactical engineering (ed. M. Artigue) <br>Динамична / интерактивна геометрия Dynamic geometry (ed. J.M. Laborde) <br>Дистанционно обучение Distance learning<br> <br>'''Е'''{{Anchor|Е}}<br> Езиково обучение, подпомагано от компютър Computer-assisted language learning <br>Електронно оценяване e-Assessment <br>Електронно обучение e-learning <br>Електронно портфолио e-portfolios <br>Епистемна (епистемологична, познавателна) обратна връзка Epistemic feedback (ed. V. Luengo)<br> <br>'''З'''{{Anchor|З}}<br>Забавно обучение Edutainment <br>Заобикаляща учебна среда Ambient learning environment <br>Защитена учебна среда Pervasive learning environment<br> <br>'''И'''{{Anchor|И}}<br>Извличане на данни (откриване на знания в данни) в обучението Educational data mining <br>Изискващо/ изследващо обучение Inquiry learning (ed. T. de Jong) <br>Изкуствена учебна среда Artificial learning environment <br>Интегрирана система за обучение Integrated learning system <br>Интелигентно изграждащи се системи Intelligent scaffolding system <br> Интерактивна бяла дъска Interactive white board <br>Интерактивни среди за обучение Interactive learning environment<br> <br>'''К'''{{Anchor|К}}<br>Качество на средата - за представяне на индивида Affordance (ed. N. Balacheff) <br>Когнитивен настойник / ментор Cognitive tutor <br>Когнитивна (познавателна) диагностика Cognitive diagnosis <br> Когнитивно инженерство Cognitive engineering <br> Когнитивно моделиране Cognitive modeling <br> Компютърно-базирана лаборатория Computer-based laboratory <br>Компютърно-базирани учебни среди Computer-based learning environments <br> Компютърно-базирано указание Computer-based instruction <br> Компютърно подпомогнато обучение чрез сътрудничество Computer-supported collaborative learning <br>Компютърно-подпомогнато изпитване Computer-assisted examination <br> Компютърно-подпомогнато указание Computer-assisted instruction <br>Конструкционизъм Constructionism (ed. R. Noss) <br>Когнитивна (познавателна) диагностика Cognitive diagnosis <br>Когнитивно инженерство Cognitive engineering <br> Когнитивно моделиране Cognitive modeling <br>Когнитивен настойник / ментор Cognitive tutor<br> <br>'''М'''{{Anchor|М}}<br>Микросвят Microworld <br>Мобилно обучение Mobile learning (ed. M. Sharples) <br>Моделиране на обучаемия Learner modeling <br>Мултимедийно обучение Multimedia learning (ed. M. Betrancourt)<br> <br>'''Н'''{{Anchor|Н}}<br>Надграждане Overlay (ed. N. Balacheff) <br>Несвързана среда за обучение Seamless learning environments (ed. C.-K.Looi&amp; L.-H. Wong) <br>Неформално обучение Informal learning<br> <br>'''О'''{{Anchor|О}}<br>Образователен софтуер Courseware <br>Образователни игри Learning games (ed. R. Bottino) <br> Обучение, подпомагано от компютър Computer-assisted learning <br> Обучение, подпомагано от технологии Technology Enhanced Learning <br> Обучителна фирма / Център за обучение Learning companion <br> Описателна учебна среда Narrative learning environments (ed. G. Dettori) <br>Осезаема/ реална учебна среда Tangible learning environment <br>Отдалечени лаборатории Remote laboratories<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент Pedagogical agent <br> Персонална учебна среда Personal learning environment (ed. D. Gillet) <br> Повсеместно обучение Ubiquitous learning <br> Порграмирането в подкрепа на обучението Computer programming in support of learning <br>Приятелски системи Buddy systems <br> Програмируема компютърно-базирана учебна среда Programmable computer-based learning environment <br>Програмируем курс Programmable course<br> <br>'''Р'''{{Anchor|Р}}<br>Разпределени среди за обучение Distributed learning environments <br> Разширена учебна среда Augmented learning environment <br>Рапределено обучение Distributed learning <br>Резултат от съвместно учене =&gt; [[Collaboration script|Collaboration script]]<br> <br>'''С'''{{Anchor|С}}<br>Самообучение Self-regulated learning (ed. K. Steffens) <br>Свързан феномен Embedded phenomenon (ed. T. Moher) <br>Симулационни игри Simulation games <br>Система за обучение с наставник, базирана на интелигентни агенти Agent-based tutoring system <br>Система за създаване на съдържание Authoring system <br>Система за управление на курсовете Course management system <br>Системи за управление на обучението Learning management systems (ed. D. Burgos) <br>Системи с интелигентен настойник Intelligent tutoring system <br>Ситуационно обучение Situated learning <br>Скрипт Script <br>---вътрешен --- internal (ed. Y. Dimitriadis) <br>---външен --- external (ed. Y. Dimitriadis) <br>Следа от учене Learning trail <br>Смесена форма на обучение Blended learning <br>Среда за онлайн обучение On-line learning environment <br>Средства за създаване на съдържание Authoring tool <br>Съвместно обучение, подпомагано от компютър Computer-supported collaborative learning<br> <br>'''Т'''{{Anchor|Т}}<br>Техническо-математическа грамотност Techno-mathematical literacies (ed. R. Noss) <br>Технологии за web преподаване Web lecturing technologies <br> <br>'''У'''{{Anchor|У}}<br>Учебен дизайн Learning design (ed. R. Koper) <br>Учебен сценарий Learning scenario (ed. V. Guéraud) <br>Учебна мрежа Learning grid (ed. S. Salerno) <br>Учебна среда Learning environment <br>Учебна среда, базирана на интелигентни агенти Agent-based learning environment <br>Учебни обекти Learning objects (ed. E. Duval) <br>Учебни среди, базирани на симулации Simulation-based learning environment <br>Учебно пространство Learning space <br>Учене в мрежа Networked learning <br>---общества --- communities <br>---среда --- environment <br>Учене чрез сътрудничество Collaborative learning 214 213 2011-06-21T08:13:40Z Zeiliger 2 wikitext text/x-wiki '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' Автоматична диагностика {{MainEntry|[[Automatic diagnosis]]}} Автоматично генерирани упражнения {{MainEntry|[[Automatic generation of exercises]]}} Адаптивна учебна среда {{MainEntry|[[Adaptive learning environment]]}} Анимиран педагогически агент {{MainEntry|[[Animated pedagogical agent]]}} <br> '''В'''{{Anchor|В}}<br>Виртуален кампус Virtual campus <br> Виртуален педагогически агент Virtual pedagogical agent <br>Виртуален университет Virtual university <br>Виртуална учебна среда Virtual learning environment <br>Включено ел.обучение Inclusive e-learning<br> <br>'''Д'''{{Anchor|В}}<br> Дидактическо инженерство Didactical engineering (ed. M. Artigue) <br>Динамична / интерактивна геометрия Dynamic geometry (ed. J.M. Laborde) <br>Дистанционно обучение Distance learning<br> <br>'''Е'''{{Anchor|Е}}<br> Езиково обучение, подпомагано от компютър Computer-assisted language learning <br>Електронно оценяване e-Assessment <br>Електронно обучение e-learning <br>Електронно портфолио e-portfolios <br>Епистемна (епистемологична, познавателна) обратна връзка Epistemic feedback (ed. V. Luengo)<br> <br>'''З'''{{Anchor|З}}<br>Забавно обучение Edutainment <br>Заобикаляща учебна среда Ambient learning environment <br>Защитена учебна среда Pervasive learning environment<br> <br>'''И'''{{Anchor|И}}<br>Извличане на данни (откриване на знания в данни) в обучението Educational data mining <br>Изискващо/ изследващо обучение Inquiry learning (ed. T. de Jong) <br>Изкуствена учебна среда Artificial learning environment <br>Интегрирана система за обучение Integrated learning system <br>Интелигентно изграждащи се системи Intelligent scaffolding system <br> Интерактивна бяла дъска Interactive white board <br>Интерактивни среди за обучение Interactive learning environment<br> <br>'''К'''{{Anchor|К}}<br>Качество на средата - за представяне на индивида Affordance (ed. N. Balacheff) <br>Когнитивен настойник / ментор Cognitive tutor <br>Когнитивна (познавателна) диагностика Cognitive diagnosis <br> Когнитивно инженерство Cognitive engineering <br> Когнитивно моделиране Cognitive modeling <br> Компютърно-базирана лаборатория Computer-based laboratory <br>Компютърно-базирани учебни среди Computer-based learning environments <br> Компютърно-базирано указание Computer-based instruction <br> Компютърно подпомогнато обучение чрез сътрудничество Computer-supported collaborative learning <br>Компютърно-подпомогнато изпитване Computer-assisted examination <br> Компютърно-подпомогнато указание Computer-assisted instruction <br>Конструкционизъм Constructionism (ed. R. Noss) <br>Когнитивна (познавателна) диагностика Cognitive diagnosis <br>Когнитивно инженерство Cognitive engineering <br> Когнитивно моделиране Cognitive modeling <br>Когнитивен настойник / ментор Cognitive tutor<br> <br>'''М'''{{Anchor|М}}<br>Микросвят Microworld <br>Мобилно обучение Mobile learning (ed. M. Sharples) <br>Моделиране на обучаемия Learner modeling <br>Мултимедийно обучение Multimedia learning (ed. M. Betrancourt)<br> <br>'''Н'''{{Anchor|Н}}<br>Надграждане Overlay (ed. N. Balacheff) <br>Несвързана среда за обучение Seamless learning environments (ed. C.-K.Looi&amp; L.-H. Wong) <br>Неформално обучение Informal learning<br> <br>'''О'''{{Anchor|О}}<br>Образователен софтуер Courseware <br>Образователни игри Learning games (ed. R. Bottino) <br> Обучение, подпомагано от компютър Computer-assisted learning <br> Обучение, подпомагано от технологии Technology Enhanced Learning <br> Обучителна фирма / Център за обучение Learning companion <br> Описателна учебна среда Narrative learning environments (ed. G. Dettori) <br>Осезаема/ реална учебна среда Tangible learning environment <br>Отдалечени лаборатории Remote laboratories<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент Pedagogical agent <br> Персонална учебна среда Personal learning environment (ed. D. Gillet) <br> Повсеместно обучение Ubiquitous learning <br> Порграмирането в подкрепа на обучението Computer programming in support of learning <br>Приятелски системи Buddy systems <br> Програмируема компютърно-базирана учебна среда Programmable computer-based learning environment <br>Програмируем курс Programmable course<br> <br>'''Р'''{{Anchor|Р}}<br>Разпределени среди за обучение Distributed learning environments <br> Разширена учебна среда Augmented learning environment <br>Рапределено обучение Distributed learning <br>Резултат от съвместно учене =&gt; [[Collaboration script|Collaboration script]]<br> <br>'''С'''{{Anchor|С}}<br>Самообучение Self-regulated learning (ed. K. Steffens) <br>Свързан феномен Embedded phenomenon (ed. T. Moher) <br>Симулационни игри Simulation games <br>Система за обучение с наставник, базирана на интелигентни агенти Agent-based tutoring system <br>Система за създаване на съдържание Authoring system <br>Система за управление на курсовете Course management system <br>Системи за управление на обучението Learning management systems (ed. D. Burgos) <br>Системи с интелигентен настойник Intelligent tutoring system <br>Ситуационно обучение Situated learning <br>Скрипт Script <br>---вътрешен --- internal (ed. Y. Dimitriadis) <br>---външен --- external (ed. Y. Dimitriadis) <br>Следа от учене Learning trail <br>Смесена форма на обучение Blended learning <br>Среда за онлайн обучение On-line learning environment <br>Средства за създаване на съдържание Authoring tool <br>Съвместно обучение, подпомагано от компютър Computer-supported collaborative learning<br> <br>'''Т'''{{Anchor|Т}}<br>Техническо-математическа грамотност Techno-mathematical literacies (ed. R. Noss) <br>Технологии за web преподаване Web lecturing technologies <br> <br>'''У'''{{Anchor|У}}<br>Учебен дизайн Learning design (ed. R. Koper) <br>Учебен сценарий Learning scenario (ed. V. Guéraud) <br>Учебна мрежа Learning grid (ed. S. Salerno) <br>Учебна среда Learning environment <br>Учебна среда, базирана на интелигентни агенти Agent-based learning environment <br>Учебни обекти Learning objects (ed. E. Duval) <br>Учебни среди, базирани на симулации Simulation-based learning environment <br>Учебно пространство Learning space <br>Учене в мрежа Networked learning <br>---общества --- communities <br>---среда --- environment <br>Учене чрез сътрудничество Collaborative learning 213 212 2011-06-21T08:08:48Z Zeiliger 2 wikitext text/x-wiki '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' Автоматична диагностика Automatic diagnosis Автоматично генерирани упражнения&nbsp; Automatic generation of exercises Адаптивна учебна среда Adaptive learning environment <br>Анимиран педагогически агент Animated pedagogical agent<br> <br>'''В'''{{Anchor|В}}<br>Виртуален кампус Virtual campus <br> Виртуален педагогически агент Virtual pedagogical agent <br>Виртуален университет Virtual university <br>Виртуална учебна среда Virtual learning environment <br>Включено ел.обучение Inclusive e-learning<br> <br>'''Д'''{{Anchor|В}}<br> Дидактическо инженерство Didactical engineering (ed. M. Artigue) <br>Динамична / интерактивна геометрия Dynamic geometry (ed. J.M. Laborde) <br>Дистанционно обучение Distance learning<br> <br>'''Е'''{{Anchor|Е}}<br> Езиково обучение, подпомагано от компютър Computer-assisted language learning <br>Електронно оценяване e-Assessment <br>Електронно обучение e-learning <br>Електронно портфолио e-portfolios <br>Епистемна (епистемологична, познавателна) обратна връзка Epistemic feedback (ed. V. Luengo)<br> <br>'''З'''{{Anchor|З}}<br>Забавно обучение Edutainment <br>Заобикаляща учебна среда Ambient learning environment <br>Защитена учебна среда Pervasive learning environment<br> <br>'''И'''{{Anchor|И}}<br>Извличане на данни (откриване на знания в данни) в обучението Educational data mining <br>Изискващо/ изследващо обучение Inquiry learning (ed. T. de Jong) <br>Изкуствена учебна среда Artificial learning environment <br>Интегрирана система за обучение Integrated learning system <br>Интелигентно изграждащи се системи Intelligent scaffolding system <br> Интерактивна бяла дъска Interactive white board <br>Интерактивни среди за обучение Interactive learning environment<br> <br>'''К'''{{Anchor|К}}<br>Качество на средата - за представяне на индивида Affordance (ed. N. Balacheff) <br>Когнитивен настойник / ментор Cognitive tutor <br>Когнитивна (познавателна) диагностика Cognitive diagnosis <br> Когнитивно инженерство Cognitive engineering <br> Когнитивно моделиране Cognitive modeling <br> Компютърно-базирана лаборатория Computer-based laboratory <br>Компютърно-базирани учебни среди Computer-based learning environments <br> Компютърно-базирано указание Computer-based instruction <br> Компютърно подпомогнато обучение чрез сътрудничество Computer-supported collaborative learning <br>Компютърно-подпомогнато изпитване Computer-assisted examination <br> Компютърно-подпомогнато указание Computer-assisted instruction <br>Конструкционизъм Constructionism (ed. R. Noss) <br>Когнитивна (познавателна) диагностика Cognitive diagnosis <br>Когнитивно инженерство Cognitive engineering <br> Когнитивно моделиране Cognitive modeling <br>Когнитивен настойник / ментор Cognitive tutor<br> <br>'''М'''{{Anchor|М}}<br>Микросвят Microworld <br>Мобилно обучение Mobile learning (ed. M. Sharples) <br>Моделиране на обучаемия Learner modeling <br>Мултимедийно обучение Multimedia learning (ed. M. Betrancourt)<br> <br>'''Н'''{{Anchor|Н}}<br>Надграждане Overlay (ed. N. Balacheff) <br>Несвързана среда за обучение Seamless learning environments (ed. C.-K.Looi&amp; L.-H. Wong) <br>Неформално обучение Informal learning<br> <br>'''О'''{{Anchor|О}}<br>Образователен софтуер Courseware <br>Образователни игри Learning games (ed. R. Bottino) <br> Обучение, подпомагано от компютър Computer-assisted learning <br> Обучение, подпомагано от технологии Technology Enhanced Learning <br> Обучителна фирма / Център за обучение Learning companion <br> Описателна учебна среда Narrative learning environments (ed. G. Dettori) <br>Осезаема/ реална учебна среда Tangible learning environment <br>Отдалечени лаборатории Remote laboratories<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент Pedagogical agent <br> Персонална учебна среда Personal learning environment (ed. D. Gillet) <br> Повсеместно обучение Ubiquitous learning <br> Порграмирането в подкрепа на обучението Computer programming in support of learning <br>Приятелски системи Buddy systems <br> Програмируема компютърно-базирана учебна среда Programmable computer-based learning environment <br>Програмируем курс Programmable course<br> <br>'''Р'''{{Anchor|Р}}<br>Разпределени среди за обучение Distributed learning environments <br> Разширена учебна среда Augmented learning environment <br>Рапределено обучение Distributed learning <br>Резултат от съвместно учене =&gt; [[Collaboration script|Collaboration script]]<br> <br>'''С'''{{Anchor|С}}<br>Самообучение Self-regulated learning (ed. K. Steffens) <br>Свързан феномен Embedded phenomenon (ed. T. Moher) <br>Симулационни игри Simulation games <br>Система за обучение с наставник, базирана на интелигентни агенти Agent-based tutoring system <br>Система за създаване на съдържание Authoring system <br>Система за управление на курсовете Course management system <br>Системи за управление на обучението Learning management systems (ed. D. Burgos) <br>Системи с интелигентен настойник Intelligent tutoring system <br>Ситуационно обучение Situated learning <br>Скрипт Script <br>---вътрешен --- internal (ed. Y. Dimitriadis) <br>---външен --- external (ed. Y. Dimitriadis) <br>Следа от учене Learning trail <br>Смесена форма на обучение Blended learning <br>Среда за онлайн обучение On-line learning environment <br>Средства за създаване на съдържание Authoring tool <br>Съвместно обучение, подпомагано от компютър Computer-supported collaborative learning<br> <br>'''Т'''{{Anchor|Т}}<br>Техническо-математическа грамотност Techno-mathematical literacies (ed. R. Noss) <br>Технологии за web преподаване Web lecturing technologies <br> <br>'''У'''{{Anchor|У}}<br>Учебен дизайн Learning design (ed. R. Koper) <br>Учебен сценарий Learning scenario (ed. V. Guéraud) <br>Учебна мрежа Learning grid (ed. S. Salerno) <br>Учебна среда Learning environment <br>Учебна среда, базирана на интелигентни агенти Agent-based learning environment <br>Учебни обекти Learning objects (ed. E. Duval) <br>Учебни среди, базирани на симулации Simulation-based learning environment <br>Учебно пространство Learning space <br>Учене в мрежа Networked learning <br>---общества --- communities <br>---среда --- environment <br>Учене чрез сътрудничество Collaborative learning 212 211 2011-06-21T07:59:36Z Zeiliger 2 wikitext text/x-wiki '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А''' Автоматична диагностика *Automatic diagnosis Автоматично генерирани упражнения <br> *Automatic generation of exercises Адаптивна учебна среда Adaptive learning environment <br>Анимиран педагогически агент Animated pedagogical agent<br> <br>'''В'''{{Anchor|В}}<br>Виртуален кампус Virtual campus <br> Виртуален педагогически агент Virtual pedagogical agent <br>Виртуален университет Virtual university <br>Виртуална учебна среда Virtual learning environment <br>Включено ел.обучение Inclusive e-learning<br> <br>'''Д'''{{Anchor|В}}<br> Дидактическо инженерство Didactical engineering (ed. M. Artigue) <br>Динамична / интерактивна геометрия Dynamic geometry (ed. J.M. Laborde) <br>Дистанционно обучение Distance learning<br> <br>'''Е'''{{Anchor|Е}}<br> Езиково обучение, подпомагано от компютър Computer-assisted language learning <br>Електронно оценяване e-Assessment <br>Електронно обучение e-learning <br>Електронно портфолио e-portfolios <br>Епистемна (епистемологична, познавателна) обратна връзка Epistemic feedback (ed. V. Luengo)<br> <br>'''З'''{{Anchor|З}}<br>Забавно обучение Edutainment <br>Заобикаляща учебна среда Ambient learning environment <br>Защитена учебна среда Pervasive learning environment<br> <br>'''И'''{{Anchor|И}}<br>Извличане на данни (откриване на знания в данни) в обучението Educational data mining <br>Изискващо/ изследващо обучение Inquiry learning (ed. T. de Jong) <br>Изкуствена учебна среда Artificial learning environment <br>Интегрирана система за обучение Integrated learning system <br>Интелигентно изграждащи се системи Intelligent scaffolding system <br> Интерактивна бяла дъска Interactive white board <br>Интерактивни среди за обучение Interactive learning environment<br> <br>'''К'''{{Anchor|К}}<br>Качество на средата - за представяне на индивида Affordance (ed. N. Balacheff) <br>Когнитивен настойник / ментор Cognitive tutor <br>Когнитивна (познавателна) диагностика Cognitive diagnosis <br> Когнитивно инженерство Cognitive engineering <br> Когнитивно моделиране Cognitive modeling <br> Компютърно-базирана лаборатория Computer-based laboratory <br>Компютърно-базирани учебни среди Computer-based learning environments <br> Компютърно-базирано указание Computer-based instruction <br> Компютърно подпомогнато обучение чрез сътрудничество Computer-supported collaborative learning <br>Компютърно-подпомогнато изпитване Computer-assisted examination <br> Компютърно-подпомогнато указание Computer-assisted instruction <br>Конструкционизъм Constructionism (ed. R. Noss) <br>Когнитивна (познавателна) диагностика Cognitive diagnosis <br>Когнитивно инженерство Cognitive engineering <br> Когнитивно моделиране Cognitive modeling <br>Когнитивен настойник / ментор Cognitive tutor<br> <br>'''М'''{{Anchor|М}}<br>Микросвят Microworld <br>Мобилно обучение Mobile learning (ed. M. Sharples) <br>Моделиране на обучаемия Learner modeling <br>Мултимедийно обучение Multimedia learning (ed. M. Betrancourt)<br> <br>'''Н'''{{Anchor|Н}}<br>Надграждане Overlay (ed. N. Balacheff) <br>Несвързана среда за обучение Seamless learning environments (ed. C.-K.Looi&amp; L.-H. Wong) <br>Неформално обучение Informal learning<br> <br>'''О'''{{Anchor|О}}<br>Образователен софтуер Courseware <br>Образователни игри Learning games (ed. R. Bottino) <br> Обучение, подпомагано от компютър Computer-assisted learning <br> Обучение, подпомагано от технологии Technology Enhanced Learning <br> Обучителна фирма / Център за обучение Learning companion <br> Описателна учебна среда Narrative learning environments (ed. G. Dettori) <br>Осезаема/ реална учебна среда Tangible learning environment <br>Отдалечени лаборатории Remote laboratories<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент Pedagogical agent <br> Персонална учебна среда Personal learning environment (ed. D. Gillet) <br> Повсеместно обучение Ubiquitous learning <br> Порграмирането в подкрепа на обучението Computer programming in support of learning <br>Приятелски системи Buddy systems <br> Програмируема компютърно-базирана учебна среда Programmable computer-based learning environment <br>Програмируем курс Programmable course<br> <br>'''Р'''{{Anchor|Р}}<br>Разпределени среди за обучение Distributed learning environments <br> Разширена учебна среда Augmented learning environment <br>Рапределено обучение Distributed learning <br>Резултат от съвместно учене =&gt; [[Collaboration script|Collaboration script]]<br> <br>'''С'''{{Anchor|С}}<br>Самообучение Self-regulated learning (ed. K. Steffens) <br>Свързан феномен Embedded phenomenon (ed. T. Moher) <br>Симулационни игри Simulation games <br>Система за обучение с наставник, базирана на интелигентни агенти Agent-based tutoring system <br>Система за създаване на съдържание Authoring system <br>Система за управление на курсовете Course management system <br>Системи за управление на обучението Learning management systems (ed. D. Burgos) <br>Системи с интелигентен настойник Intelligent tutoring system <br>Ситуационно обучение Situated learning <br>Скрипт Script <br>---вътрешен --- internal (ed. Y. Dimitriadis) <br>---външен --- external (ed. Y. Dimitriadis) <br>Следа от учене Learning trail <br>Смесена форма на обучение Blended learning <br>Среда за онлайн обучение On-line learning environment <br>Средства за създаване на съдържание Authoring tool <br>Съвместно обучение, подпомагано от компютър Computer-supported collaborative learning<br> <br>'''Т'''{{Anchor|Т}}<br>Техническо-математическа грамотност Techno-mathematical literacies (ed. R. Noss) <br>Технологии за web преподаване Web lecturing technologies <br> <br>'''У'''{{Anchor|У}}<br>Учебен дизайн Learning design (ed. R. Koper) <br>Учебен сценарий Learning scenario (ed. V. Guéraud) <br>Учебна мрежа Learning grid (ed. S. Salerno) <br>Учебна среда Learning environment <br>Учебна среда, базирана на интелигентни агенти Agent-based learning environment <br>Учебни обекти Learning objects (ed. E. Duval) <br>Учебни среди, базирани на симулации Simulation-based learning environment <br>Учебно пространство Learning space <br>Учене в мрежа Networked learning <br>---общества --- communities <br>---среда --- environment <br>Учене чрез сътрудничество Collaborative learning 211 210 2011-06-21T07:42:20Z Zeiliger 2 wikitext text/x-wiki '''A - [[#B|B]] - [[#.D0.94|Д]] - [[#.D0.95|Е]] - [[#.D0.97|З]] - [[#.D0.98|И]] - [[#.D0.9A|К]] - [[#.D0.9C|М]] - [[#.D0.9D|Н]] - [[#.D0.9E|О]] - [[#.D0.9F|П]] - [[#.D0.A0|Р]] - [[#.D0.A1|С]] - [[#.D0.A2|Т]] - [[#.D0.A3|У]]''' <br> '''А'''<br>Автоматична диагностика Automatic diagnosis <br>Автоматично генерирани упражнения Automatic generation of exercises <br>Адаптивна учебна среда Adaptive learning environment <br>Анимиран педагогически агент Animated pedagogical agent<br> <br>'''В'''{{Anchor|В}}<br>Виртуален кампус Virtual campus <br> Виртуален педагогически агент Virtual pedagogical agent <br>Виртуален университет Virtual university <br>Виртуална учебна среда Virtual learning environment <br>Включено ел.обучение Inclusive e-learning<br> <br>'''Д'''{{Anchor|В}}<br> Дидактическо инженерство Didactical engineering (ed. M. Artigue) <br>Динамична / интерактивна геометрия Dynamic geometry (ed. J.M. Laborde) <br>Дистанционно обучение Distance learning<br> <br>'''Е'''{{Anchor|Е}}<br> Езиково обучение, подпомагано от компютър Computer-assisted language learning <br>Електронно оценяване e-Assessment <br>Електронно обучение e-learning <br>Електронно портфолио e-portfolios <br>Епистемна (епистемологична, познавателна) обратна връзка Epistemic feedback (ed. V. Luengo)<br> <br>'''З'''{{Anchor|З}}<br>Забавно обучение Edutainment <br>Заобикаляща учебна среда Ambient learning environment <br>Защитена учебна среда Pervasive learning environment<br> <br>'''И'''{{Anchor|И}}<br>Извличане на данни (откриване на знания в данни) в обучението Educational data mining <br>Изискващо/ изследващо обучение Inquiry learning (ed. T. de Jong) <br>Изкуствена учебна среда Artificial learning environment <br>Интегрирана система за обучение Integrated learning system <br>Интелигентно изграждащи се системи Intelligent scaffolding system <br> Интерактивна бяла дъска Interactive white board <br>Интерактивни среди за обучение Interactive learning environment<br> <br>'''К'''{{Anchor|К}}<br>Качество на средата - за представяне на индивида Affordance (ed. N. Balacheff) <br>Когнитивен настойник / ментор Cognitive tutor <br>Когнитивна (познавателна) диагностика Cognitive diagnosis <br> Когнитивно инженерство Cognitive engineering <br> Когнитивно моделиране Cognitive modeling <br> Компютърно-базирана лаборатория Computer-based laboratory <br>Компютърно-базирани учебни среди Computer-based learning environments <br> Компютърно-базирано указание Computer-based instruction <br> Компютърно подпомогнато обучение чрез сътрудничество Computer-supported collaborative learning <br>Компютърно-подпомогнато изпитване Computer-assisted examination <br> Компютърно-подпомогнато указание Computer-assisted instruction <br>Конструкционизъм Constructionism (ed. R. Noss) <br>Когнитивна (познавателна) диагностика Cognitive diagnosis <br>Когнитивно инженерство Cognitive engineering <br> Когнитивно моделиране Cognitive modeling <br>Когнитивен настойник / ментор Cognitive tutor<br> <br>'''М'''{{Anchor|М}}<br>Микросвят Microworld <br>Мобилно обучение Mobile learning (ed. M. Sharples) <br>Моделиране на обучаемия Learner modeling <br>Мултимедийно обучение Multimedia learning (ed. M. Betrancourt)<br> <br>'''Н'''{{Anchor|Н}}<br>Надграждане Overlay (ed. N. Balacheff) <br>Несвързана среда за обучение Seamless learning environments (ed. C.-K.Looi&amp; L.-H. Wong) <br>Неформално обучение Informal learning<br> <br>'''О'''{{Anchor|О}}<br>Образователен софтуер Courseware <br>Образователни игри Learning games (ed. R. Bottino) <br> Обучение, подпомагано от компютър Computer-assisted learning <br> Обучение, подпомагано от технологии Technology Enhanced Learning <br> Обучителна фирма / Център за обучение Learning companion <br> Описателна учебна среда Narrative learning environments (ed. G. Dettori) <br>Осезаема/ реална учебна среда Tangible learning environment <br>Отдалечени лаборатории Remote laboratories<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент Pedagogical agent <br> Персонална учебна среда Personal learning environment (ed. D. Gillet) <br> Повсеместно обучение Ubiquitous learning <br> Порграмирането в подкрепа на обучението Computer programming in support of learning <br>Приятелски системи Buddy systems <br> Програмируема компютърно-базирана учебна среда Programmable computer-based learning environment <br>Програмируем курс Programmable course<br> <br>'''Р'''{{Anchor|Р}}<br>Разпределени среди за обучение Distributed learning environments <br> Разширена учебна среда Augmented learning environment <br>Рапределено обучение Distributed learning <br>Резултат от съвместно учене =&gt; [[Collaboration script|Collaboration script]]<br> <br>'''С'''{{Anchor|С}}<br>Самообучение Self-regulated learning (ed. K. Steffens) <br>Свързан феномен Embedded phenomenon (ed. T. Moher) <br>Симулационни игри Simulation games <br>Система за обучение с наставник, базирана на интелигентни агенти Agent-based tutoring system <br>Система за създаване на съдържание Authoring system <br>Система за управление на курсовете Course management system <br>Системи за управление на обучението Learning management systems (ed. D. Burgos) <br>Системи с интелигентен настойник Intelligent tutoring system <br>Ситуационно обучение Situated learning <br>Скрипт Script <br>---вътрешен --- internal (ed. Y. Dimitriadis) <br>---външен --- external (ed. Y. Dimitriadis) <br>Следа от учене Learning trail <br>Смесена форма на обучение Blended learning <br>Среда за онлайн обучение On-line learning environment <br>Средства за създаване на съдържание Authoring tool <br>Съвместно обучение, подпомагано от компютър Computer-supported collaborative learning<br> <br>'''Т'''{{Anchor|Т}}<br>Техническо-математическа грамотност Techno-mathematical literacies (ed. R. Noss) <br>Технологии за web преподаване Web lecturing technologies <br> <br>'''У'''{{Anchor|У}}<br>Учебен дизайн Learning design (ed. R. Koper) <br>Учебен сценарий Learning scenario (ed. V. Guéraud) <br>Учебна мрежа Learning grid (ed. S. Salerno) <br>Учебна среда Learning environment <br>Учебна среда, базирана на интелигентни агенти Agent-based learning environment <br>Учебни обекти Learning objects (ed. E. Duval) <br>Учебни среди, базирани на симулации Simulation-based learning environment <br>Учебно пространство Learning space <br>Учене в мрежа Networked learning <br>---общества --- communities <br>---среда --- environment <br>Учене чрез сътрудничество Collaborative learning 210 209 2011-06-21T07:27:12Z Zeiliger 2 wikitext text/x-wiki '''A - [[#B|B]] - [[#Д|Д]] - [[#Е|Е]] - [[#З|З]] - [[#И|И]] - [[#К|К]] - [[#М|М]] - [[#Н|Н]] - [[#О|О]] - [[#П|П]] - [[#Р|Р]] - [[#С|С]] - [[#Т|Т]] - [[#У|У]]''' <br> '''А'''<br>Автоматична диагностика Automatic diagnosis <br>Автоматично генерирани упражнения Automatic generation of exercises <br>Адаптивна учебна среда Adaptive learning environment <br>Анимиран педагогически агент Animated pedagogical agent<br> <br>'''В'''{{Anchor|В}}<br>Виртуален кампус Virtual campus <br> Виртуален педагогически агент Virtual pedagogical agent <br>Виртуален университет Virtual university <br>Виртуална учебна среда Virtual learning environment <br>Включено ел.обучение Inclusive e-learning<br> <br>'''Д'''{{Anchor|В}}<br> Дидактическо инженерство Didactical engineering (ed. M. Artigue) <br>Динамична / интерактивна геометрия Dynamic geometry (ed. J.M. Laborde) <br>Дистанционно обучение Distance learning<br> <br>'''Е'''{{Anchor|Е}}<br> Езиково обучение, подпомагано от компютър Computer-assisted language learning <br>Електронно оценяване e-Assessment <br>Електронно обучение e-learning <br>Електронно портфолио e-portfolios <br>Епистемна (епистемологична, познавателна) обратна връзка Epistemic feedback (ed. V. Luengo)<br> <br>'''З'''{{Anchor|З}}<br>Забавно обучение Edutainment <br>Заобикаляща учебна среда Ambient learning environment <br>Защитена учебна среда Pervasive learning environment<br> <br>'''И'''{{Anchor|И}}<br>Извличане на данни (откриване на знания в данни) в обучението Educational data mining <br>Изискващо/ изследващо обучение Inquiry learning (ed. T. de Jong) <br>Изкуствена учебна среда Artificial learning environment <br>Интегрирана система за обучение Integrated learning system <br>Интелигентно изграждащи се системи Intelligent scaffolding system <br> Интерактивна бяла дъска Interactive white board <br>Интерактивни среди за обучение Interactive learning environment<br> <br>'''К'''{{Anchor|К}}<br>Качество на средата - за представяне на индивида Affordance (ed. N. Balacheff) <br>Когнитивен настойник / ментор Cognitive tutor <br>Когнитивна (познавателна) диагностика Cognitive diagnosis <br> Когнитивно инженерство Cognitive engineering <br> Когнитивно моделиране Cognitive modeling <br> Компютърно-базирана лаборатория Computer-based laboratory <br>Компютърно-базирани учебни среди Computer-based learning environments <br> Компютърно-базирано указание Computer-based instruction <br> Компютърно подпомогнато обучение чрез сътрудничество Computer-supported collaborative learning <br>Компютърно-подпомогнато изпитване Computer-assisted examination <br> Компютърно-подпомогнато указание Computer-assisted instruction <br>Конструкционизъм Constructionism (ed. R. Noss) <br>Когнитивна (познавателна) диагностика Cognitive diagnosis <br>Когнитивно инженерство Cognitive engineering <br> Когнитивно моделиране Cognitive modeling <br>Когнитивен настойник / ментор Cognitive tutor<br> <br>'''М'''{{Anchor|М}}<br>Микросвят Microworld <br>Мобилно обучение Mobile learning (ed. M. Sharples) <br>Моделиране на обучаемия Learner modeling <br>Мултимедийно обучение Multimedia learning (ed. M. Betrancourt)<br> <br>'''Н'''{{Anchor|Н}}<br>Надграждане Overlay (ed. N. Balacheff) <br>Несвързана среда за обучение Seamless learning environments (ed. C.-K.Looi&amp; L.-H. Wong) <br>Неформално обучение Informal learning<br> <br>'''О'''{{Anchor|О}}<br>Образователен софтуер Courseware <br>Образователни игри Learning games (ed. R. Bottino) <br> Обучение, подпомагано от компютър Computer-assisted learning <br> Обучение, подпомагано от технологии Technology Enhanced Learning <br> Обучителна фирма / Център за обучение Learning companion <br> Описателна учебна среда Narrative learning environments (ed. G. Dettori) <br>Осезаема/ реална учебна среда Tangible learning environment <br>Отдалечени лаборатории Remote laboratories<br> <br>'''П'''{{Anchor|П}}<br> Педагогически агент Pedagogical agent <br> Персонална учебна среда Personal learning environment (ed. D. Gillet) <br> Повсеместно обучение Ubiquitous learning <br> Порграмирането в подкрепа на обучението Computer programming in support of learning <br>Приятелски системи Buddy systems <br> Програмируема компютърно-базирана учебна среда Programmable computer-based learning environment <br>Програмируем курс Programmable course<br> <br>'''Р'''{{Anchor|Р}}<br>Разпределени среди за обучение Distributed learning environments <br> Разширена учебна среда Augmented learning environment <br>Рапределено обучение Distributed learning <br>Резултат от съвместно учене Collaboration scripts (ed. F. Fischer) <br> <br>'''С'''{{Anchor|С}}<br>Самообучение Self-regulated learning (ed. K. Steffens) <br>Свързан феномен Embedded phenomenon (ed. T. Moher) <br>Симулационни игри Simulation games <br>Система за обучение с наставник, базирана на интелигентни агенти Agent-based tutoring system <br>Система за създаване на съдържание Authoring system <br>Система за управление на курсовете Course management system <br>Системи за управление на обучението Learning management systems (ed. D. Burgos) <br>Системи с интелигентен настойник Intelligent tutoring system <br>Ситуационно обучение Situated learning <br>Скрипт Script <br>---вътрешен --- internal (ed. Y. Dimitriadis) <br>---външен --- external (ed. Y. Dimitriadis) <br>Следа от учене Learning trail <br>Смесена форма на обучение Blended learning <br>Среда за онлайн обучение On-line learning environment <br>Средства за създаване на съдържание Authoring tool <br>Съвместно обучение, подпомагано от компютър Computer-supported collaborative learning<br> <br>'''Т'''{{Anchor|Т}}<br>Техническо-математическа грамотност Techno-mathematical literacies (ed. R. Noss) <br>Технологии за web преподаване Web lecturing technologies <br> <br>'''У'''{{Anchor|У}}<br>Учебен дизайн Learning design (ed. R. Koper) <br>Учебен сценарий Learning scenario (ed. V. Guéraud) <br>Учебна мрежа Learning grid (ed. S. Salerno) <br>Учебна среда Learning environment <br>Учебна среда, базирана на интелигентни агенти Agent-based learning environment <br>Учебни обекти Learning objects (ed. E. Duval) <br>Учебни среди, базирани на симулации Simulation-based learning environment <br>Учебно пространство Learning space <br>Учене в мрежа Networked learning <br>---общества --- communities <br>---среда --- environment <br>Учене чрез сътрудничество Collaborative learning 209 208 2011-06-20T15:42:22Z Zeiliger 2 wikitext text/x-wiki '''A - [[#B|B]] - [[#Д|Д]] - [[#Е|Е]] - [[#З|З]] - [[#И|И]] - [[#К|К]] - [[#М|М]] - [[#Н|Н]] - [[#О|О]] - [[#П|П]] - [[#Р|Р]] - [[#С|С]] - [[#Т|Т]] - [[#У|У]]''' <br> '''А'''<br>Автоматична диагностика Automatic diagnosis <br>Автоматично генерирани упражнения Automatic generation of exercises <br>Адаптивна учебна среда Adaptive learning environment <br>Анимиран педагогически агент Animated pedagogical agent <br>'''В'''{{Anchor|В}}<br>Виртуален кампус Virtual campus <br> Виртуален педагогически агент Virtual pedagogical agent <br>Виртуален университет Virtual university <br>Виртуална учебна среда Virtual learning environment <br>Включено ел.обучение Inclusive e-learning <br>'''Д'''{{Anchor|В}}<br> Дидактическо инженерство Didactical engineering (ed. M. Artigue) <br>Динамична / интерактивна геометрия Dynamic geometry (ed. J.M. Laborde) <br>Дистанционно обучение Distance learning '''<br>Е<br>''' Езиково обучение, подпомагано от компютър Computer-assisted language learning <br>Електронно оценяване e-Assessment <br>Електронно обучение e-learning <br>Електронно портфолио e-portfolios <br>Епистемна (епистемологична, познавателна) обратна връзка Epistemic feedback (ed. V. Luengo) '''<br>З'''<br>Забавно обучение Edutainment <br>Заобикаляща учебна среда Ambient learning environment <br>Защитена учебна среда Pervasive learning environment '''<br>И'''<br>Извличане на данни (откриване на знания в данни) в обучението Educational data mining <br>Изискващо/ изследващо обучение Inquiry learning (ed. T. de Jong) <br>Изкуствена учебна среда Artificial learning environment <br>Интегрирана система за обучение Integrated learning system <br>Интелигентно изграждащи се системи Intelligent scaffolding system <br> Интерактивна бяла дъска Interactive white board <br>Интерактивни среди за обучение Interactive learning environment '''<br>К''' <br>Качество на средата - за представяне на индивида Affordance (ed. N. Balacheff) <br>Когнитивен настойник / ментор Cognitive tutor <br>Когнитивна (познавателна) диагностика Cognitive diagnosis <br> Когнитивно инженерство Cognitive engineering <br> Когнитивно моделиране Cognitive modeling <br> Компютърно-базирана лаборатория Computer-based laboratory <br>Компютърно-базирани учебни среди Computer-based learning environments <br> Компютърно-базирано указание Computer-based instruction <br> Компютърно подпомогнато обучение чрез сътрудничество Computer-supported collaborative learning <br>Компютърно-подпомогнато изпитване Computer-assisted examination <br> Компютърно-подпомогнато указание Computer-assisted instruction <br>Конструкционизъм Constructionism (ed. R. Noss) <br>Когнитивна (познавателна) диагностика Cognitive diagnosis <br>Когнитивно инженерство Cognitive engineering <br> Когнитивно моделиране Cognitive modeling <br>Когнитивен настойник / ментор Cognitive tutor '''<br>М'''<br>Микросвят Microworld <br>Мобилно обучение Mobile learning (ed. M. Sharples) <br>Моделиране на обучаемия Learner modeling <br>Мултимедийно обучение Multimedia learning (ed. M. Betrancourt) '''<br>Н'''<br>Надграждане Overlay (ed. N. Balacheff) <br>Несвързана среда за обучение Seamless learning environments (ed. C.-K.Looi&amp; L.-H. Wong) <br>Неформално обучение Informal learning '''<br>О'''<br>Образователен софтуер Courseware <br>Образователни игри Learning games (ed. R. Bottino) <br> Обучение, подпомагано от компютър Computer-assisted learning <br> Обучение, подпомагано от технологии Technology Enhanced Learning <br> Обучителна фирма / Център за обучение Learning companion <br> Описателна учебна среда Narrative learning environments (ed. G. Dettori) <br>Осезаема/ реална учебна среда Tangible learning environment <br>Отдалечени лаборатории Remote laboratories '''<br>П<br>''' Педагогически агент Pedagogical agent <br> Персонална учебна среда Personal learning environment (ed. D. Gillet) <br> Повсеместно обучение Ubiquitous learning <br> Порграмирането в подкрепа на обучението Computer programming in support of learning <br>Приятелски системи Buddy systems <br> Програмируема компютърно-базирана учебна среда Programmable computer-based learning environment <br>Програмируем курс Programmable course<br> '''Р'''<br>Разпределени среди за обучение Distributed learning environments <br> Разширена учебна среда Augmented learning environment <br>Рапределено обучение Distributed learning <br>Резултат от съвместно учене Collaboration scripts (ed. F. Fischer) <br> '''С'''<br>Самообучение Self-regulated learning (ed. K. Steffens) <br>Свързан феномен Embedded phenomenon (ed. T. Moher) <br>Симулационни игри Simulation games <br>Система за обучение с наставник, базирана на интелигентни агенти Agent-based tutoring system <br>Система за създаване на съдържание Authoring system <br>Система за управление на курсовете Course management system <br>Системи за управление на обучението Learning management systems (ed. D. Burgos) <br>Системи с интелигентен настойник Intelligent tutoring system <br>Ситуационно обучение Situated learning <br>Скрипт Script <br>---вътрешен --- internal (ed. Y. Dimitriadis) <br>---външен --- external (ed. Y. Dimitriadis) <br>Следа от учене Learning trail <br>Смесена форма на обучение Blended learning <br>Среда за онлайн обучение On-line learning environment <br>Средства за създаване на съдържание Authoring tool <br>Съвместно обучение, подпомагано от компютър Computer-supported collaborative learning<br> <br> '''Т'''<br>Техническо-математическа грамотност Techno-mathematical literacies (ed. R. Noss) <br>Технологии за web преподаване Web lecturing technologies <br> <br> '''У'''<br>Учебен дизайн Learning design (ed. R. Koper) <br>Учебен сценарий Learning scenario (ed. V. Guéraud) <br>Учебна мрежа Learning grid (ed. S. Salerno) <br>Учебна среда Learning environment <br>Учебна среда, базирана на интелигентни агенти Agent-based learning environment <br>Учебни обекти Learning objects (ed. E. Duval) <br>Учебни среди, базирани на симулации Simulation-based learning environment <br>Учебно пространство Learning space <br>Учене в мрежа Networked learning <br>---общества --- communities <br>---среда --- environment <br>Учене чрез сътрудничество Collaborative learning 208 207 2011-06-20T15:10:57Z Zeiliger 2 wikitext text/x-wiki '''А'''<br>Автоматична диагностика Automatic diagnosis <br>Автоматично генерирани упражнения Automatic generation of exercises <br>Адаптивна учебна среда Adaptive learning environment <br>Анимиран педагогически агент Animated pedagogical agent '''<br>В'''<br>Виртуален кампус Virtual campus <br> Виртуален педагогически агент Virtual pedagogical agent <br>Виртуален университет Virtual university <br>Виртуална учебна среда Virtual learning environment <br>Включено ел.обучение Inclusive e-learning '''<br>Д<br> ''' Дидактическо инженерство Didactical engineering (ed. M. Artigue) <br>Динамична / интерактивна геометрия Dynamic geometry (ed. J.M. Laborde) <br>Дистанционно обучение Distance learning '''<br>Е<br>''' Езиково обучение, подпомагано от компютър Computer-assisted language learning <br>Електронно оценяване e-Assessment <br>Електронно обучение e-learning <br>Електронно портфолио e-portfolios <br>Епистемна (епистемологична, познавателна) обратна връзка Epistemic feedback (ed. V. Luengo) '''<br>З'''<br>Забавно обучение Edutainment <br>Заобикаляща учебна среда Ambient learning environment <br>Защитена учебна среда Pervasive learning environment '''<br>И'''<br>Извличане на данни (откриване на знания в данни) в обучението Educational data mining <br>Изискващо/ изследващо обучение Inquiry learning (ed. T. de Jong) <br>Изкуствена учебна среда Artificial learning environment <br>Интегрирана система за обучение Integrated learning system <br>Интелигентно изграждащи се системи Intelligent scaffolding system <br> Интерактивна бяла дъска Interactive white board <br>Интерактивни среди за обучение Interactive learning environment '''<br>К''' <br>Качество на средата - за представяне на индивида Affordance (ed. N. Balacheff) <br>Когнитивен настойник / ментор Cognitive tutor <br>Когнитивна (познавателна) диагностика Cognitive diagnosis <br> Когнитивно инженерство Cognitive engineering <br> Когнитивно моделиране Cognitive modeling <br> Компютърно-базирана лаборатория Computer-based laboratory <br>Компютърно-базирани учебни среди Computer-based learning environments <br> Компютърно-базирано указание Computer-based instruction <br> Компютърно подпомогнато обучение чрез сътрудничество Computer-supported collaborative learning <br>Компютърно-подпомогнато изпитване Computer-assisted examination <br> Компютърно-подпомогнато указание Computer-assisted instruction <br>Конструкционизъм Constructionism (ed. R. Noss) <br>Когнитивна (познавателна) диагностика Cognitive diagnosis <br>Когнитивно инженерство Cognitive engineering <br> Когнитивно моделиране Cognitive modeling <br>Когнитивен настойник / ментор Cognitive tutor '''<br>М'''<br>Микросвят Microworld <br>Мобилно обучение Mobile learning (ed. M. Sharples) <br>Моделиране на обучаемия Learner modeling <br>Мултимедийно обучение Multimedia learning (ed. M. Betrancourt) '''<br>Н'''<br>Надграждане Overlay (ed. N. Balacheff) <br>Несвързана среда за обучение Seamless learning environments (ed. C.-K.Looi&amp; L.-H. Wong) <br>Неформално обучение Informal learning '''<br>О'''<br>Образователен софтуер Courseware <br>Образователни игри Learning games (ed. R. Bottino) <br> Обучение, подпомагано от компютър Computer-assisted learning <br> Обучение, подпомагано от технологии Technology Enhanced Learning <br> Обучителна фирма / Център за обучение Learning companion <br> Описателна учебна среда Narrative learning environments (ed. G. Dettori) <br>Осезаема/ реална учебна среда Tangible learning environment <br>Отдалечени лаборатории Remote laboratories '''<br>П<br>''' Педагогически агент Pedagogical agent <br> Персонална учебна среда Personal learning environment (ed. D. Gillet) <br> Повсеместно обучение Ubiquitous learning <br> Порграмирането в подкрепа на обучението Computer programming in support of learning <br>Приятелски системи Buddy systems <br> Програмируема компютърно-базирана учебна среда Programmable computer-based learning environment <br>Програмируем курс Programmable course<br> '''Р'''<br>Разпределени среди за обучение Distributed learning environments <br> Разширена учебна среда Augmented learning environment <br>Рапределено обучение Distributed learning <br>Резултат от съвместно учене Collaboration scripts (ed. F. Fischer) <br> '''С'''<br>Самообучение Self-regulated learning (ed. K. Steffens) <br>Свързан феномен Embedded phenomenon (ed. T. Moher) <br>Симулационни игри Simulation games <br>Система за обучение с наставник, базирана на интелигентни агенти Agent-based tutoring system <br>Система за създаване на съдържание Authoring system <br>Система за управление на курсовете Course management system <br>Системи за управление на обучението Learning management systems (ed. D. Burgos) <br>Системи с интелигентен настойник Intelligent tutoring system <br>Ситуационно обучение Situated learning <br>Скрипт Script <br>---вътрешен --- internal (ed. Y. Dimitriadis) <br>---външен --- external (ed. Y. Dimitriadis) <br>Следа от учене Learning trail <br>Смесена форма на обучение Blended learning <br>Среда за онлайн обучение On-line learning environment <br>Средства за създаване на съдържание Authoring tool <br>Съвместно обучение, подпомагано от компютър Computer-supported collaborative learning<br> <br> '''Т'''<br>Техническо-математическа грамотност Techno-mathematical literacies (ed. R. Noss) <br>Технологии за web преподаване Web lecturing technologies <br> <br> '''У'''<br>Учебен дизайн Learning design (ed. R. Koper) <br>Учебен сценарий Learning scenario (ed. V. Guéraud) <br>Учебна мрежа Learning grid (ed. S. Salerno) <br>Учебна среда Learning environment <br>Учебна среда, базирана на интелигентни агенти Agent-based learning environment <br>Учебни обекти Learning objects (ed. E. Duval) <br>Учебни среди, базирани на симулации Simulation-based learning environment <br>Учебно пространство Learning space <br>Учене в мрежа Networked learning <br>---общества --- communities <br>---среда --- environment <br>Учене чрез сътрудничество Collaborative learning 207 206 2011-06-20T15:02:10Z Zeiliger 2 wikitext text/x-wiki '''А'''<br>Автоматична диагностика Automatic diagnosis <br>Автоматично генерирани упражнения Automatic generation of exercises <br>Адаптивна учебна среда Adaptive learning environment <br>Анимиран педагогически агент Animated pedagogical agent '''<br>В'''<br>Виртуален кампус Virtual campus <br> Виртуален педагогически агент Virtual pedagogical agent <br>Виртуален университет Virtual university <br>Виртуална учебна среда Virtual learning environment <br>Включено ел.обучение Inclusive e-learning '''<br>Д<br> ''' Дидактическо инженерство Didactical engineering (ed. M. Artigue) <br>Динамична / интерактивна геометрия Dynamic geometry (ed. J.M. Laborde) <br>Дистанционно обучение Distance learning '''<br>Е<br>''' Езиково обучение, подпомагано от компютър Computer-assisted language learning <br>Електронно оценяване e-Assessment <br>Електронно обучение e-learning <br>Електронно портфолио e-portfolios <br>Епистемна (епистемологична, познавателна) обратна връзка Epistemic feedback (ed. V. Luengo) '''<br>З'''<br>Забавно обучение Edutainment <br>Заобикаляща учебна среда Ambient learning environment <br>Защитена учебна среда Pervasive learning environment '''<br>И'''<br>Извличане на данни (откриване на знания в данни) в обучението Educational data mining <br>Изискващо/ изследващо обучение Inquiry learning (ed. T. de Jong) <br>Изкуствена учебна среда Artificial learning environment <br>Интегрирана система за обучение Integrated learning system <br>Интелигентно изграждащи се системи Intelligent scaffolding system <br> Интерактивна бяла дъска Interactive white board <br>Интерактивни среди за обучение Interactive learning environment '''<br>К''' <br>Качество на средата - за представяне на индивида Affordance (ed. N. Balacheff) <br>Когнитивен настойник / ментор Cognitive tutor <br>Когнитивна (познавателна) диагностика Cognitive diagnosis <br> Когнитивно инженерство Cognitive engineering <br> Когнитивно моделиране Cognitive modeling <br> Компютърно-базирана лаборатория Computer-based laboratory <br>Компютърно-базирани учебни среди Computer-based learning environments <br> Компютърно-базирано указание Computer-based instruction <br> Компютърно подпомогнато обучение чрез сътрудничество Computer-supported collaborative learning <br>Компютърно-подпомогнато изпитване Computer-assisted examination <br> Компютърно-подпомогнато указание Computer-assisted instruction <br>Конструкционизъм Constructionism (ed. R. Noss) <br>Когнитивна (познавателна) диагностика Cognitive diagnosis <br>Когнитивно инженерство Cognitive engineering <br> Когнитивно моделиране Cognitive modeling <br>Когнитивен настойник / ментор Cognitive tutor '''<br>М'''<br>Микросвят Microworld <br>Мобилно обучение Mobile learning (ed. M. Sharples) <br>Моделиране на обучаемия Learner modeling <br>Мултимедийно обучение Multimedia learning (ed. M. Betrancourt) '''<br>Н'''<br>Надграждане Overlay (ed. N. Balacheff) <br>Несвързана среда за обучение Seamless learning environments (ed. C.-K.Looi&amp; L.-H. Wong) <br>Неформално обучение Informal learning '''<br>О'''<br>Образователен софтуер Courseware <br>Образователни игри Learning games (ed. R. Bottino) <br> Обучение, подпомагано от компютър Computer-assisted learning <br> Обучение, подпомагано от технологии Technology Enhanced Learning <br> Обучителна фирма / Център за обучение Learning companion <br> Описателна учебна среда Narrative learning environments (ed. G. Dettori) <br>Осезаема/ реална учебна среда Tangible learning environment <br>Отдалечени лаборатории Remote laboratories '''<br>П<br>''' Педагогически агент Pedagogical agent <br> Персонална учебна среда Personal learning environment (ed. D. Gillet) <br> Повсеместно обучение Ubiquitous learning <br> Порграмирането в подкрепа на обучението Computer programming in support of learning <br>Приятелски системи Buddy systems <br> Програмируема компютърно-базирана учебна среда Programmable computer-based learning environment <br>Програмируем курс Programmable course<br> '''Р'''<br>Разпределени среди за обучение Distributed learning environments <br> Разширена учебна среда Augmented learning environment <br>Рапределено обучение Distributed learning <br>Резултат от съвместно учене Collaboration scripts (ed. F. Fischer) <br> '''С'''<br>Самообучение Self-regulated learning (ed. K. Steffens) Свързан феномен Embedded phenomenon (ed. T. Moher) Симулационни игри Simulation games Система за обучение с наставник, базирана на интелигентни агенти Agent-based tutoring system Система за създаване на съдържание Authoring system Система за управление на курсовете Course management system Системи за управление на обучението Learning management systems (ed. D. Burgos) Системи с интелигентен настойник Intelligent tutoring system Ситуационно обучение Situated learning Скрипт Script ---вътрешен --- internal (ed. Y. Dimitriadis) ---външен --- external (ed. Y. Dimitriadis) Следа от учене Learning trail Смесена форма на обучение Blended learning Среда за онлайн обучение On-line learning environment Средства за създаване на съдържание Authoring tool Съвместно обучение, подпомагано от компютър '''Т''' Техническо-математическа грамотност Techno-mathematical literacies (ed. R. Noss) Технологии за web преподаване Web lecturing technologies '''У''' Учебен дизайн Learning design (ed. R. Koper) Учебен сценарий Learning scenario (ed. V. Guéraud) Учебна мрежа Learning grid (ed. S. Salerno) Учебна среда Learning environment Учебна среда, базирана на интелигентни агенти Agent-based learning environment Учебни обекти Learning objects (ed. E. Duval) Учебни среди, базирани на симулации Simulation-based learning environment Учебно пространство Learning space Учене в мрежа Networked learning ---общества --- communities ---среда --- environment Учене чрез сътрудничество Collaborative learning 206 205 2011-06-20T14:44:42Z Zeiliger 2 wikitext text/x-wiki '''А''' Автоматична диагностика Automatic diagnosis Автоматично генерирани упражнения Automatic generation of exercises Адаптивна учебна среда Adaptive learning environment Анимиран педагогически агент Animated pedagogical agent '''В''' Виртуален кампус Virtual campus Виртуален педагогически агент Virtual pedagogical agent Виртуален университет Virtual university Виртуална учебна среда Virtual learning environment Включено ел.обучение Inclusive e-learning '''Д ''' Дидактическо инженерство Didactical engineering (ed. M. Artigue) Динамична / интерактивна геометрия Dynamic geometry (ed. J.M. Laborde) Дистанционно обучение Distance learning '''Е''' Езиково обучение, подпомагано от компютър Computer-assisted language learning Електронно оценяване e-Assessment Електронно обучение e-learning Електронно портфолио e-portfolios Епистемна (епистемологична, познавателна) обратна връзка Epistemic feedback (ed. V. Luengo) '''З''' Забавно обучение Edutainment Заобикаляща учебна среда Ambient learning environment Защитена учебна среда Pervasive learning environment '''И''' Извличане на данни (откриване на знания в данни) в обучението Educational data mining Изискващо/ изследващо обучение Inquiry learning (ed. T. de Jong) Изкуствена учебна среда Artificial learning environment Интегрирана система за обучение Integrated learning system Интелигентно изграждащи се системи Intelligent scaffolding system Интерактивна бяла дъска Interactive white board Интерактивни среди за обучение Interactive learning environment '''К''' Качество на средата - за представяне на индивида Affordance (ed. N. Balacheff) Когнитивен настойник / ментор Cognitive tutor Когнитивна (познавателна) диагностика Cognitive diagnosis Когнитивно инженерство Cognitive engineering Когнитивно моделиране Cognitive modeling Компютърно-базирана лаборатория Computer-based laboratory Компютърно-базирани учебни среди Computer-based learning environments Компютърно-базирано указание Computer-based instruction Компютърно подпомогнато обучение чрез сътрудничество Computer-supported collaborative learning Компютърно-подпомогнато изпитване Computer-assisted examination Компютърно-подпомогнато указание Computer-assisted instruction Конструкционизъм Constructionism (ed. R. Noss) Когнитивна (познавателна) диагностика Cognitive diagnosis Когнитивно инженерство Cognitive engineering Когнитивно моделиране Cognitive modeling Когнитивен настойник / ментор Cognitive tutor '''М''' Микросвят Microworld Мобилно обучение Mobile learning (ed. M. Sharples) Моделиране на обучаемия Learner modeling Мултимедийно обучение Multimedia learning (ed. M. Betrancourt) '''Н''' Надграждане Overlay (ed. N. Balacheff) Несвързана среда за обучение Seamless learning environments (ed. C.-K.Looi&amp; L.-H. Wong) Неформално обучение Informal learning '''О''' Образователен софтуер Courseware Образователни игри Learning games (ed. R. Bottino) Обучение, подпомагано от компютър Computer-assisted learning Обучение, подпомагано от технологии Technology Enhanced Learning Обучителна фирма / Център за обучение Learning companion Описателна учебна среда Narrative learning environments (ed. G. Dettori) Осезаема/ реална учебна среда Tangible learning environment Отдалечени лаборатории Remote laboratories '''П''' Педагогически агент Pedagogical agent Персонална учебна среда Personal learning environment (ed. D. Gillet) Повсеместно обучение Ubiquitous learning Порграмирането в подкрепа на обучението Computer programming in support of learning Приятелски системи Buddy systems Програмируема компютърно-базирана учебна среда Programmable computer-based learning environment Програмируем курс Programmable course '''Р''' Разпределени среди за обучение Distributed learning environments Разширена учебна среда Augmented learning environment Рапределено обучение Distributed learning Резултат от съвместно учене Collaboration scripts (ed. F. Fischer) '''С''' Самообучение Self-regulated learning (ed. K. Steffens) Свързан феномен Embedded phenomenon (ed. T. Moher) Симулационни игри Simulation games Система за обучение с наставник, базирана на интелигентни агенти Agent-based tutoring system Система за създаване на съдържание Authoring system Система за управление на курсовете Course management system Системи за управление на обучението Learning management systems (ed. D. Burgos) Системи с интелигентен настойник Intelligent tutoring system Ситуационно обучение Situated learning Скрипт Script ---вътрешен --- internal (ed. Y. Dimitriadis) ---външен --- external (ed. Y. Dimitriadis) Следа от учене Learning trail Смесена форма на обучение Blended learning Среда за онлайн обучение On-line learning environment Средства за създаване на съдържание Authoring tool Съвместно обучение, подпомагано от компютър '''Т''' Техническо-математическа грамотност Techno-mathematical literacies (ed. R. Noss) Технологии за web преподаване Web lecturing technologies '''У''' Учебен дизайн Learning design (ed. R. Koper) Учебен сценарий Learning scenario (ed. V. Guéraud) Учебна мрежа Learning grid (ed. S. Salerno) Учебна среда Learning environment Учебна среда, базирана на интелигентни агенти Agent-based learning environment Учебни обекти Learning objects (ed. E. Duval) Учебни среди, базирани на симулации Simulation-based learning environment Учебно пространство Learning space Учене в мрежа Networked learning ---общества --- communities ---среда --- environment Учене чрез сътрудничество Collaborative learning 205 204 2011-06-20T14:36:10Z Zeiliger 2 wikitext text/x-wiki '''А''' Автоматична диагностика Automatic diagnosis Автоматично генерирани упражнения Automatic generation of exercises Адаптивна учебна среда Adaptive learning environment Анимиран педагогически агент Animated pedagogical agent '''В''' Виртуален кампус Virtual campus Виртуален педагогически агент Virtual pedagogical agent Виртуален университет Virtual university Виртуална учебна среда Virtual learning environment Включено ел.обучение Inclusive e-learning '''Д ''' Дидактическо инженерство Didactical engineering (ed. M. Artigue) Динамична / интерактивна геометрия Dynamic geometry (ed. J.M. Laborde) Дистанционно обучение Distance learning Е Езиково обучение, подпомагано от компютър Computer-assisted language learning Електронно оценяване e-Assessment Електронно обучение e-learning Електронно портфолио e-portfolios Епистемна (епистемологична, познавателна) обратна връзка Epistemic feedback (ed. V. Luengo) З Забавно обучение Edutainment Заобикаляща учебна среда Ambient learning environment Защитена учебна среда Pervasive learning environment И Извличане на данни (откриване на знания в данни) в обучението Educational data mining Изискващо/ изследващо обучение Inquiry learning (ed. T. de Jong) Изкуствена учебна среда Artificial learning environment Интегрирана система за обучение Integrated learning system Интелигентно изграждащи се системи Intelligent scaffolding system Интерактивна бяла дъска Interactive white board Интерактивни среди за обучение Interactive learning environment К Качество на средата - за представяне на индивида Affordance (ed. N. Balacheff) Когнитивен настойник / ментор Cognitive tutor Когнитивна (познавателна) диагностика Cognitive diagnosis Когнитивно инженерство Cognitive engineering Когнитивно моделиране Cognitive modeling Компютърно-базирана лаборатория Computer-based laboratory Компютърно-базирани учебни среди Computer-based learning environments Компютърно-базирано указание Computer-based instruction Компютърно подпомогнато обучение чрез сътрудничество Computer-supported collaborative learning Компютърно-подпомогнато изпитване Computer-assisted examination Компютърно-подпомогнато указание Computer-assisted instruction Конструкционизъм Constructionism (ed. R. Noss) Когнитивна (познавателна) диагностика Cognitive diagnosis Когнитивно инженерство Cognitive engineering Когнитивно моделиране Cognitive modeling Когнитивен настойник / ментор Cognitive tutor М Микросвят Microworld Мобилно обучение Mobile learning (ed. M. Sharples) Моделиране на обучаемия Learner modeling Мултимедийно обучение Multimedia learning (ed. M. Betrancourt) Н Надграждане Overlay (ed. N. Balacheff) While "overlay" would mean that one model is in some way covering the other, the definition from Carr and Goldstein restrict this relation in a way which suggested critics of this choice of term: Несвързана среда за обучение Seamless learning environments (ed. C.-K.Looi&amp; L.-H. Wong) Неформално обучение Informal learning О Образователен софтуер Courseware Образователни игри Learning games (ed. R. Bottino) Обучение, подпомагано от компютър Computer-assisted learning Обучение, подпомагано от технологии Technology Enhanced Learning Обучителна фирма / Център за обучение Learning companion Описателна учебна среда Narrative learning environments (ed. G. Dettori) Осезаема/ реална учебна среда Tangible learning environment Отдалечени лаборатории Remote laboratories П Педагогически агент Pedagogical agent Персонална учебна среда Personal learning environment (ed. D. Gillet) Повсеместно обучение Ubiquitous learning Порграмирането в подкрепа на обучението Computer programming in support of learning Приятелски системи Buddy systems Програмируема компютърно-базирана учебна среда Programmable computer-based learning environment Програмируем курс Programmable course Р Разпределени среди за обучение Distributed learning environments Разширена учебна среда Augmented learning environment Рапределено обучение Distributed learning Резултат от съвместно учене Collaboration scripts (ed. F. Fischer) С Самообучение Self-regulated learning (ed. K. Steffens) Свързан феномен Embedded phenomenon (ed. T. Moher) The term embedded phenomena refers to a design framework that situates classroom learners within the spatial and temporal bounds of imaginary scientific phenomena for the purpose of collaborative inquiry. Симулационни игри Simulation games Система за обучение с наставник, базирана на интелигентни агенти Agent-based tutoring system Система за създаване на съдържание Authoring system Система за управление на курсовете Course management system Системи за управление на обучението Learning management systems (ed. D. Burgos) Системи с интелигентен настойник Intelligent tutoring system Ситуационно обучение Situated learning Скрипт Script ---вътрешен --- internal (ed. Y. Dimitriadis) ---външен --- external (ed. Y. Dimitriadis) Следа от учене Learning trail Смесена форма на обучение Blended learning Среда за онлайн обучение On-line learning environment Средства за създаване на съдържание Authoring tool Съвместно обучение, подпомагано от компютър Т Техническо-математическа грамотност Techno-mathematical literacies (ed. R. Noss) Технологии за web преподаване Web lecturing technologies У Учебен дизайн Learning design (ed. R. Koper) Учебен сценарий Learning scenario (ed. V. Guéraud) Учебна мрежа Learning grid (ed. S. Salerno) Учебна среда Learning environment Учебна среда, базирана на интелигентни агенти Agent-based learning environment Учебни обекти Learning objects (ed. E. Duval) Учебни среди, базирани на симулации Simulation-based learning environment Учебно пространство Learning space Учене в мрежа Networked learning ---общества --- communities ---среда --- environment Учене чрез сътрудничество Collaborative learning 204 2011-06-20T14:24:50Z Zeiliger 2 Created page with "А Автоматична диагностика Automatic diagnosis Автоматично генерирани упражнения Automatic generation of exercises Адапт..." wikitext text/x-wiki А Автоматична диагностика Automatic diagnosis Автоматично генерирани упражнения Automatic generation of exercises Адаптивна учебна среда Adaptive learning environment Анимиран педагогически агент Animated pedagogical agent В Виртуален кампус Virtual campus Виртуален педагогически агент Virtual pedagogical agent Виртуален университет Virtual university Виртуална учебна среда Virtual learning environment Включено ел.обучение Inclusive e-learning Д Дидактическо инженерство Didactical engineering (ed. M. Artigue) Динамична / интерактивна геометрия Dynamic geometry (ed. J.M. Laborde) Дистанционно обучение Distance learning Е Езиково обучение, подпомагано от компютър Computer-assisted language learning Електронно оценяване e-Assessment Електронно обучение e-learning Електронно портфолио e-portfolios Епистемна (епистемологична, познавателна) обратна връзка Epistemic feedback (ed. V. Luengo) З Забавно обучение Edutainment Заобикаляща учебна среда Ambient learning environment Защитена учебна среда Pervasive learning environment И Извличане на данни (откриване на знания в данни) в обучението Educational data mining Изискващо/ изследващо обучение Inquiry learning (ed. T. de Jong) Изкуствена учебна среда Artificial learning environment Интегрирана система за обучение Integrated learning system Интелигентно изграждащи се системи Intelligent scaffolding system Интерактивна бяла дъска Interactive white board Интерактивни среди за обучение Interactive learning environment К Качество на средата - за представяне на индивида Affordance (ed. N. Balacheff) Когнитивен настойник / ментор Cognitive tutor Когнитивна (познавателна) диагностика Cognitive diagnosis Когнитивно инженерство Cognitive engineering Когнитивно моделиране Cognitive modeling Компютърно-базирана лаборатория Computer-based laboratory Компютърно-базирани учебни среди Computer-based learning environments Компютърно-базирано указание Computer-based instruction Компютърно подпомогнато обучение чрез сътрудничество Computer-supported collaborative learning Компютърно-подпомогнато изпитване Computer-assisted examination Компютърно-подпомогнато указание Computer-assisted instruction Конструкционизъм Constructionism (ed. R. Noss) Когнитивна (познавателна) диагностика Cognitive diagnosis Когнитивно инженерство Cognitive engineering Когнитивно моделиране Cognitive modeling Когнитивен настойник / ментор Cognitive tutor М Микросвят Microworld Мобилно обучение Mobile learning (ed. M. Sharples) Моделиране на обучаемия Learner modeling Мултимедийно обучение Multimedia learning (ed. M. Betrancourt) Н Надграждане Overlay (ed. N. Balacheff) While "overlay" would mean that one model is in some way covering the other, the definition from Carr and Goldstein restrict this relation in a way which suggested critics of this choice of term: Несвързана среда за обучение Seamless learning environments (ed. C.-K.Looi& L.-H. Wong) Неформално обучение Informal learning О Образователен софтуер Courseware Образователни игри Learning games (ed. R. Bottino) Обучение, подпомагано от компютър Computer-assisted learning Обучение, подпомагано от технологии Technology Enhanced Learning Обучителна фирма / Център за обучение Learning companion Описателна учебна среда Narrative learning environments (ed. G. Dettori) Осезаема/ реална учебна среда Tangible learning environment Отдалечени лаборатории Remote laboratories П Педагогически агент Pedagogical agent Персонална учебна среда Personal learning environment (ed. D. Gillet) Повсеместно обучение Ubiquitous learning Порграмирането в подкрепа на обучението Computer programming in support of learning Приятелски системи Buddy systems Програмируема компютърно-базирана учебна среда Programmable computer-based learning environment Програмируем курс Programmable course Р Разпределени среди за обучение Distributed learning environments Разширена учебна среда Augmented learning environment Рапределено обучение Distributed learning Резултат от съвместно учене Collaboration scripts (ed. F. Fischer) С Самообучение Self-regulated learning (ed. K. Steffens) Свързан феномен Embedded phenomenon (ed. T. Moher) The term embedded phenomena refers to a design framework that situates classroom learners within the spatial and temporal bounds of imaginary scientific phenomena for the purpose of collaborative inquiry. Симулационни игри Simulation games Система за обучение с наставник, базирана на интелигентни агенти Agent-based tutoring system Система за създаване на съдържание Authoring system Система за управление на курсовете Course management system Системи за управление на обучението Learning management systems (ed. D. Burgos) Системи с интелигентен настойник Intelligent tutoring system Ситуационно обучение Situated learning Скрипт Script ---вътрешен --- internal (ed. Y. Dimitriadis) ---външен --- external (ed. Y. Dimitriadis) Следа от учене Learning trail Смесена форма на обучение Blended learning Среда за онлайн обучение On-line learning environment Средства за създаване на съдържание Authoring tool Съвместно обучение, подпомагано от компютър Т Техническо-математическа грамотност Techno-mathematical literacies (ed. R. Noss) Технологии за web преподаване Web lecturing technologies У Учебен дизайн Learning design (ed. R. Koper) Учебен сценарий Learning scenario (ed. V. Guéraud) Учебна мрежа Learning grid (ed. S. Salerno) Учебна среда Learning environment Учебна среда, базирана на интелигентни агенти Agent-based learning environment Учебни обекти Learning objects (ed. E. Duval) Учебни среди, базирани на симулации Simulation-based learning environment Учебно пространство Learning space Учене в мрежа Networked learning ---общества --- communities ---среда --- environment Учене чрез сътрудничество Collaborative learning 0 107 1180 1141 2013-03-01T12:37:15Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Danish entries ''Edited by Marianne Lykke, Mette Marie and Lone Dirckinck-Holmfeld Aalborg University (DK)'' '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> '''Adaptivt læringsmiljø''' {{MainEntry|[[Adaptive learning environment]]}}<br> Agenbaseret tutor system {{MainEntry|Agent-based tutoring system}}<br> Agentbaseret læringsmiljø {{MainEntry|Agent-based learning environment}}<br> Allestedsnærværende læring {{MainEntry|Ubiquitous learning }}<br> Ambient læringsmiljø {{MainEntry|Ambient learning environment}}<br> Animeret pædagogisk agent {{MainEntry|Animated pedagogical agent}}<br> Automatisk diagnose {{MainEntry|Automatic diagnosis}}<br> Automatisk generering af øvelser {{MainEntry|Automatic generation of exercises}} <br>'''B'''{{Anchor|B}}<br> Blended learning {{MainEntry|Blended learning}}<br> Buddy system {{MainEntry|Buddy systems }}<br> <br>'''C'''{{Anchor|C}}<br> Computerassisteret eksamination {{MainEntry|Computer-assisted examination}}<br> Computerassisteret instruktion {{MainEntry|Computer-assisted instruction}}<br> Computerassisteret læring {{MainEntry|Computer-assisted learning}}<br> Computerassisteret sproglæring {{MainEntry|Computer-assisted language learning}}<br> Computerbaseret instruktion {{MainEntry|Computer-based instruction}}<br> Computerbaseret laboratorium {{MainEntry|Computer-based laboratory}}<br> Computerbaseret læringsmiljø {{MainEntry|Computer-based learning environments}}<br> Computerbaseret matematik {{MainEntry|Computational mathematics}}<br> Computerprogrammering som læringssupport {{MainEntry|Computer programming in support of learning}}<br> Courseware {{MainEntry|Courseware }}<br> <br>'''D'''{{Anchor|D}}<br> '''Didaktisk tilrettelæggelse''' {{MainEntry|[[Didactical engineering]]}}<br> Distribuerede læringsmiljøer {{MainEntry|Distributed learning environments}}<br> Distribueret læring {{MainEntry|Distributed learning}}<br> Dynamisk geometri {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> '''E-bedømmelse''' {{MainEntry|[[e-Assessment]]}}<br> E-læring {{MainEntry|e-learning}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Edutainment {{MainEntry|Edutainment}}<br> Ekstern skript {{MainEntry|External script}}<br> Elevmodellering {{MainEntry|Learner modeling}}<br> '''Epistemisk affordance''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Epistemisk feedback''' {{MainEntry|[[Epistemic feedback]]}}<br> <br>'''F'''{{Anchor|F}}<br> Fjernlaboratorier {{MainEntry|Remote laboratories }}<br> Fjernundervisning {{MainEntry|Distance learning}}<br> '''Forfattersystem''' {{MainEntry|[[Authoring system]]}}<br> Forfatterværktøj {{MainEntry|Authoring tool}}<br> <br>'''I'''{{Anchor|I}}<br> '''Indlejret fænomen''' {{MainEntry|[[Embedded phenomena]]}}<br> Inkluderende e-læring {{MainEntry|Inclusive e-learning}}<br> Integreret læringssystem {{MainEntry|Integrated learning system }}<br> '''Intelligent tutor system''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Intelligent understøttende system {{MainEntry|Intelligent scaffolding system}}<br> Interaktivt læringsmiljø {{MainEntry|Interactive learning environment}}<br> Intern skript {{MainEntry|Internal script}}<br> <br>'''K'''{{Anchor|K}}<br> Kognitiv diagnose {{MainEntry|Cognitive diagnosis}}<br> Kognitiv ingeniørvidenskab {{MainEntry|Cognitive engineering}}<br> Kognitiv modellering {{MainEntry|Cognitive modeling}}<br> '''Kognitiv tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> Kollaborativ læring {{MainEntry|Collaborative learning}}<br> '''Konstruktionisme ''' {{MainEntry|[[Constructionism]]}}<br> Kunstigt læringsmiljø {{MainEntry|Artificial learning environment}}<br> Kursusplatform {{MainEntry|Course management system}}<br> <br>'''L'''{{Anchor|L}}<br> '''Lærings grid''' {{MainEntry|[[Learning grid]]}}<br> '''Læringsdesign''' {{MainEntry|[[Learning design]]}}<br> Læringsmiljø {{MainEntry|Learning environment}}<br> '''Læringsobjekt''' {{MainEntry|[[Learning objects]]}}<br> Læringspartner {{MainEntry|Learning companion}}<br> '''Læringsplatform''' {{MainEntry|[[Learning management systems]]}}<br> '''Læringsrum''' {{MainEntry|[[Learning space]]}}<br> '''Læringsscenarie''' {{MainEntry|[[Learning scenario]]}}<br> Læringssti {{MainEntry|Learning trail }}<br> <br>'''M'''{{Anchor|M}}<br> Microverden {{MainEntry|Microworld}}<br> '''Mobil læring''' {{MainEntry|[[Mobile learning]]}}<br> '''Multimedie læring''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''N'''{{Anchor|N}}<br> '''Narrative læringsmiljøer''' {{MainEntry|[[Narrative learning environments]]}}<br> Netbaseret kollaborativ læring {{MainEntry|Computer-supported collaborative learning}}<br> '''Netværksbaseret læring''' {{MainEntry|[[Networked learning]]}}<br> &nbsp;&nbsp; Netværksbaseret læring miljø {{MainEntry|... environment}}<br> &nbsp;&nbsp; Netværksbaseret lærings fællesskab {{MainEntry|... communities}}<br> <br>'''O'''{{Anchor|O}}<br> Online læringsmiljø {{MainEntry|On-line learning environment}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> <br>'''P'''{{Anchor|P}}<br> Pædagogisk agent {{MainEntry|Pedagogical agent}}<br> Personligt læringsmiljø {{MainEntry|Personal learning environment}}<br> Pervasivt læringsmiljø {{MainEntry|Pervasive learning environment}}<br> Programmerbart computerbaseret læringsmiljø {{MainEntry|Programmable computer-based learning environment}}<br> Programmerbart kursus {{MainEntry|Programmable course }}<br> <br>'''S'''{{Anchor|S}}<br> '''Samarbejdsmanuskript''' {{MainEntry|[[Collaboration script]]}}<br> Sanseligt læringsmiljø {{MainEntry|Tangible learning environment}}<br> '''Selvregulerende læring''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Simulationsbaseret læringsmiljø''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Simulationsspil {{MainEntry|Simulation games}}<br> Situeret læring {{MainEntry|Situated learning }}<br> Smart board {{MainEntry|Interactive white board}}<br> '''sømløst læringsmiljø''' {{MainEntry|[[Seamless learning environments ]]}}<br> '''Spilbaseret læring''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''T'''{{Anchor|T}}<br> '''Teknisk-matematisk læsefærdighed''' {{MainEntry|[[Techno-mathematical literacies ]]}}<br> Teknologistøttet læring {{MainEntry|Technology Enhanced Learning}}<br> <br>'''U'''{{Anchor|U}}<br> '''Uddannelses datamining''' {{MainEntry|[[Educational data mining]]}}<br> '''Uddannelses-affordance''' {{MainEntry|[[Educational affordance]]}}<br> Udvidet læringsmiljø {{MainEntry|Augmented learning environment}}<br> '''Uformel læring''' {{MainEntry|[[Informal learning]]}}<br> '''Undersøgende læring''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''V'''{{Anchor|V}}<br> Virtuel campus {{MainEntry|Virtual campus}}<br> Virtuel pædagogisk agent {{MainEntry|Virtual pedagogical agent}}<br> Virtuelle universiteter {{MainEntry|Virtual universities }}<br> Virtuelt læringsmiljø {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> Web-forelæsnings-teknologier {{MainEntry|Web-lecturing technologies}}<br> 1141 970 2013-02-26T14:54:38Z Admin 1 Protected "[[TEL Dictionary entries/da]]" ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Danish entries ''Edited by Marianne Lykke, Mette Marie and Lone Dirckinck-Holmfeld Aalborg University (DK)'' '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> '''Adaptivt læringsmiljø''' {{MainEntry|[[Adaptive learning environment]]}}<br> Agenbaseret tutor system {{MainEntry|Agent-based tutoring system}}<br> Agentbaseret læringsmiljø {{MainEntry|Agent-based learning environment}}<br> Allestedsnærværende læring {{MainEntry|Ubiquitous learning }}<br> Ambient læringsmiljø {{MainEntry|Ambient learning environment}}<br> Animeret pædagogisk agent {{MainEntry|Animated pedagogical agent}}<br> Automatisk diagnose {{MainEntry|Automatic diagnosis}}<br> Automatisk generering af øvelser {{MainEntry|Automatic generation of exercises}} <br>'''B'''{{Anchor|B}}<br> Blended learning {{MainEntry|Blended learning}}<br> Buddy system {{MainEntry|Buddy systems }}<br> <br>'''C'''{{Anchor|C}}<br> Computerassisteret eksamination {{MainEntry|Computer-assisted examination}}<br> Computerassisteret instruktion {{MainEntry|Computer-assisted instruction}}<br> Computerassisteret læring {{MainEntry|Computer-assisted learning}}<br> Computerassisteret sproglæring {{MainEntry|Computer-assisted language learning}}<br> Computerbaseret instruktion {{MainEntry|Computer-based instruction}}<br> Computerbaseret laboratorium {{MainEntry|Computer-based laboratory}}<br> Computerbaseret læringsmiljø {{MainEntry|Computer-based learning environments}}<br> Computerbaseret matematik {{MainEntry|Computational mathematics}}<br> Computerprogrammering som læringssupport {{MainEntry|Computer programming in support of learning}}<br> Courseware {{MainEntry|Courseware }}<br> <br>'''D'''{{Anchor|D}}<br> '''Didaktisk tilrettelæggelse''' {{MainEntry|[[Didactical engineering]]}}<br> Distribuerede læringsmiljøer {{MainEntry|Distributed learning environments}}<br> Distribueret læring {{MainEntry|Distributed learning}}<br> Dynamisk geometri {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> '''E-bedømmelse''' {{MainEntry|[[e-Assessment]]}}<br> E-læring {{MainEntry|e-learning}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Edutainment {{MainEntry|Edutainment}}<br> Ekstern skript {{MainEntry|External script}}<br> Elevmodellering {{MainEntry|Learner modeling}}<br> '''Epistemisk affordance''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Epistemisk feedback''' {{MainEntry|[[Epistemic feedback]]}}<br> <br>'''F'''{{Anchor|F}}<br> Fjernlaboratorier {{MainEntry|Remote laboratories }}<br> Fjernundervisning {{MainEntry|Distance learning}}<br> Forfattersystem {{MainEntry|Authoring system}}<br> Forfatterværktøj {{MainEntry|Authoring tool}}<br> <br>'''I'''{{Anchor|I}}<br> '''Indlejret fænomen''' {{MainEntry|[[Embedded phenomena]]}}<br> Inkluderende e-læring {{MainEntry|Inclusive e-learning}}<br> Integreret læringssystem {{MainEntry|Integrated learning system }}<br> '''Intelligent tutor system''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Intelligent understøttende system {{MainEntry|Intelligent scaffolding system}}<br> Interaktivt læringsmiljø {{MainEntry|Interactive learning environment}}<br> Intern skript {{MainEntry|Internal script}}<br> <br>'''K'''{{Anchor|K}}<br> Kognitiv diagnose {{MainEntry|Cognitive diagnosis}}<br> Kognitiv ingeniørvidenskab {{MainEntry|Cognitive engineering}}<br> Kognitiv modellering {{MainEntry|Cognitive modeling}}<br> '''Kognitiv tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> Kollaborativ læring {{MainEntry|Collaborative learning}}<br> '''Konstruktionisme ''' {{MainEntry|[[Constructionism]]}}<br> Kunstigt læringsmiljø {{MainEntry|Artificial learning environment}}<br> Kursusplatform {{MainEntry|Course management system}}<br> <br>'''L'''{{Anchor|L}}<br> '''Lærings grid''' {{MainEntry|[[Learning grid]]}}<br> '''Læringsdesign''' {{MainEntry|[[Learning design]]}}<br> Læringsmiljø {{MainEntry|Learning environment}}<br> '''Læringsobjekt''' {{MainEntry|[[Learning objects]]}}<br> Læringspartner {{MainEntry|Learning companion}}<br> '''Læringsplatform''' {{MainEntry|[[Learning management systems]]}}<br> '''Læringsrum''' {{MainEntry|[[Learning space]]}}<br> '''Læringsscenarie''' {{MainEntry|[[Learning scenario]]}}<br> Læringssti {{MainEntry|Learning trail }}<br> <br>'''M'''{{Anchor|M}}<br> Microverden {{MainEntry|Microworld}}<br> '''Mobil læring''' {{MainEntry|[[Mobile learning]]}}<br> '''Multimedie læring''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''N'''{{Anchor|N}}<br> '''Narrative læringsmiljøer''' {{MainEntry|[[Narrative learning environments]]}}<br> Netbaseret kollaborativ læring {{MainEntry|Computer-supported collaborative learning}}<br> '''Netværksbaseret læring''' {{MainEntry|[[Networked learning]]}}<br> &nbsp;&nbsp; Netværksbaseret læring miljø {{MainEntry|... environment}}<br> &nbsp;&nbsp; Netværksbaseret lærings fællesskab {{MainEntry|... communities}}<br> <br>'''O'''{{Anchor|O}}<br> Online læringsmiljø {{MainEntry|On-line learning environment}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> <br>'''P'''{{Anchor|P}}<br> Pædagogisk agent {{MainEntry|Pedagogical agent}}<br> Personligt læringsmiljø {{MainEntry|Personal learning environment}}<br> Pervasivt læringsmiljø {{MainEntry|Pervasive learning environment}}<br> Programmerbart computerbaseret læringsmiljø {{MainEntry|Programmable computer-based learning environment}}<br> Programmerbart kursus {{MainEntry|Programmable course }}<br> <br>'''S'''{{Anchor|S}}<br> '''Samarbejdsmanuskript''' {{MainEntry|[[Collaboration script]]}}<br> Sanseligt læringsmiljø {{MainEntry|Tangible learning environment}}<br> '''Selvregulerende læring''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Simulationsbaseret læringsmiljø''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Simulationsspil {{MainEntry|Simulation games}}<br> Situeret læring {{MainEntry|Situated learning }}<br> Smart board {{MainEntry|Interactive white board}}<br> '''sømløst læringsmiljø''' {{MainEntry|[[Seamless learning environments ]]}}<br> '''Spilbaseret læring''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''T'''{{Anchor|T}}<br> '''Teknisk-matematisk læsefærdighed''' {{MainEntry|[[Techno-mathematical literacies ]]}}<br> Teknologistøttet læring {{MainEntry|Technology Enhanced Learning}}<br> <br>'''U'''{{Anchor|U}}<br> '''Uddannelses datamining''' {{MainEntry|[[Educational data mining]]}}<br> '''Uddannelses-affordance''' {{MainEntry|[[Educational affordance]]}}<br> Udvidet læringsmiljø {{MainEntry|Augmented learning environment}}<br> '''Uformel læring''' {{MainEntry|[[Informal learning]]}}<br> '''Undersøgende læring''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''V'''{{Anchor|V}}<br> Virtuel campus {{MainEntry|Virtual campus}}<br> Virtuel pædagogisk agent {{MainEntry|Virtual pedagogical agent}}<br> Virtuelle universiteter {{MainEntry|Virtual universities }}<br> Virtuelt læringsmiljø {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> Web-forelæsnings-teknologier {{MainEntry|Web-lecturing technologies}}<br> 970 957 2012-09-27T06:24:47Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Danish entries ''Edited by Marianne Lykke, Mette Marie and Lone Dirckinck-Holmfeld Aalborg University (DK)'' '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> '''Adaptivt læringsmiljø''' {{MainEntry|[[Adaptive learning environment]]}}<br> Agenbaseret tutor system {{MainEntry|Agent-based tutoring system}}<br> Agentbaseret læringsmiljø {{MainEntry|Agent-based learning environment}}<br> Allestedsnærværende læring {{MainEntry|Ubiquitous learning }}<br> Ambient læringsmiljø {{MainEntry|Ambient learning environment}}<br> Animeret pædagogisk agent {{MainEntry|Animated pedagogical agent}}<br> Automatisk diagnose {{MainEntry|Automatic diagnosis}}<br> Automatisk generering af øvelser {{MainEntry|Automatic generation of exercises}} <br>'''B'''{{Anchor|B}}<br> Blended learning {{MainEntry|Blended learning}}<br> Buddy system {{MainEntry|Buddy systems }}<br> <br>'''C'''{{Anchor|C}}<br> Computerassisteret eksamination {{MainEntry|Computer-assisted examination}}<br> Computerassisteret instruktion {{MainEntry|Computer-assisted instruction}}<br> Computerassisteret læring {{MainEntry|Computer-assisted learning}}<br> Computerassisteret sproglæring {{MainEntry|Computer-assisted language learning}}<br> Computerbaseret instruktion {{MainEntry|Computer-based instruction}}<br> Computerbaseret laboratorium {{MainEntry|Computer-based laboratory}}<br> Computerbaseret læringsmiljø {{MainEntry|Computer-based learning environments}}<br> Computerbaseret matematik {{MainEntry|Computational mathematics}}<br> Computerprogrammering som læringssupport {{MainEntry|Computer programming in support of learning}}<br> Courseware {{MainEntry|Courseware }}<br> <br>'''D'''{{Anchor|D}}<br> '''Didaktisk tilrettelæggelse''' {{MainEntry|[[Didactical engineering]]}}<br> Distribuerede læringsmiljøer {{MainEntry|Distributed learning environments}}<br> Distribueret læring {{MainEntry|Distributed learning}}<br> Dynamisk geometri {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> '''E-bedømmelse''' {{MainEntry|[[e-Assessment]]}}<br> E-læring {{MainEntry|e-learning}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Edutainment {{MainEntry|Edutainment}}<br> Ekstern skript {{MainEntry|External script}}<br> Elevmodellering {{MainEntry|Learner modeling}}<br> '''Epistemisk affordance''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Epistemisk feedback''' {{MainEntry|[[Epistemic feedback]]}}<br> <br>'''F'''{{Anchor|F}}<br> Fjernlaboratorier {{MainEntry|Remote laboratories }}<br> Fjernundervisning {{MainEntry|Distance learning}}<br> Forfattersystem {{MainEntry|Authoring system}}<br> Forfatterværktøj {{MainEntry|Authoring tool}}<br> <br>'''I'''{{Anchor|I}}<br> '''Indlejret fænomen''' {{MainEntry|[[Embedded phenomena]]}}<br> Inkluderende e-læring {{MainEntry|Inclusive e-learning}}<br> Integreret læringssystem {{MainEntry|Integrated learning system }}<br> '''Intelligent tutor system''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Intelligent understøttende system {{MainEntry|Intelligent scaffolding system}}<br> Interaktivt læringsmiljø {{MainEntry|Interactive learning environment}}<br> Intern skript {{MainEntry|Internal script}}<br> <br>'''K'''{{Anchor|K}}<br> Kognitiv diagnose {{MainEntry|Cognitive diagnosis}}<br> Kognitiv ingeniørvidenskab {{MainEntry|Cognitive engineering}}<br> Kognitiv modellering {{MainEntry|Cognitive modeling}}<br> '''Kognitiv tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> Kollaborativ læring {{MainEntry|Collaborative learning}}<br> '''Konstruktionisme ''' {{MainEntry|[[Constructionism]]}}<br> Kunstigt læringsmiljø {{MainEntry|Artificial learning environment}}<br> Kursusplatform {{MainEntry|Course management system}}<br> <br>'''L'''{{Anchor|L}}<br> '''Lærings grid''' {{MainEntry|[[Learning grid]]}}<br> '''Læringsdesign''' {{MainEntry|[[Learning design]]}}<br> Læringsmiljø {{MainEntry|Learning environment}}<br> '''Læringsobjekt''' {{MainEntry|[[Learning objects]]}}<br> Læringspartner {{MainEntry|Learning companion}}<br> '''Læringsplatform''' {{MainEntry|[[Learning management systems]]}}<br> '''Læringsrum''' {{MainEntry|[[Learning space]]}}<br> '''Læringsscenarie''' {{MainEntry|[[Learning scenario]]}}<br> Læringssti {{MainEntry|Learning trail }}<br> <br>'''M'''{{Anchor|M}}<br> Microverden {{MainEntry|Microworld}}<br> '''Mobil læring''' {{MainEntry|[[Mobile learning]]}}<br> '''Multimedie læring''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''N'''{{Anchor|N}}<br> '''Narrative læringsmiljøer''' {{MainEntry|[[Narrative learning environments]]}}<br> Netbaseret kollaborativ læring {{MainEntry|Computer-supported collaborative learning}}<br> '''Netværksbaseret læring''' {{MainEntry|[[Networked learning]]}}<br> &nbsp;&nbsp; Netværksbaseret læring miljø {{MainEntry|... environment}}<br> &nbsp;&nbsp; Netværksbaseret lærings fællesskab {{MainEntry|... communities}}<br> <br>'''O'''{{Anchor|O}}<br> Online læringsmiljø {{MainEntry|On-line learning environment}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> <br>'''P'''{{Anchor|P}}<br> Pædagogisk agent {{MainEntry|Pedagogical agent}}<br> Personligt læringsmiljø {{MainEntry|Personal learning environment}}<br> Pervasivt læringsmiljø {{MainEntry|Pervasive learning environment}}<br> Programmerbart computerbaseret læringsmiljø {{MainEntry|Programmable computer-based learning environment}}<br> Programmerbart kursus {{MainEntry|Programmable course }}<br> <br>'''S'''{{Anchor|S}}<br> '''Samarbejdsmanuskript''' {{MainEntry|[[Collaboration script]]}}<br> Sanseligt læringsmiljø {{MainEntry|Tangible learning environment}}<br> '''Selvregulerende læring''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Simulationsbaseret læringsmiljø''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Simulationsspil {{MainEntry|Simulation games}}<br> Situeret læring {{MainEntry|Situated learning }}<br> Smart board {{MainEntry|Interactive white board}}<br> '''sømløst læringsmiljø''' {{MainEntry|[[Seamless learning environments ]]}}<br> '''Spilbaseret læring''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''T'''{{Anchor|T}}<br> '''Teknisk-matematisk læsefærdighed''' {{MainEntry|[[Techno-mathematical literacies ]]}}<br> Teknologistøttet læring {{MainEntry|Technology Enhanced Learning}}<br> <br>'''U'''{{Anchor|U}}<br> '''Uddannelses datamining''' {{MainEntry|[[Educational data mining]]}}<br> '''Uddannelses-affordance''' {{MainEntry|[[Educational affordance]]}}<br> Udvidet læringsmiljø {{MainEntry|Augmented learning environment}}<br> '''Uformel læring''' {{MainEntry|[[Informal learning]]}}<br> '''Undersøgende læring''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''V'''{{Anchor|V}}<br> Virtuel campus {{MainEntry|Virtual campus}}<br> Virtuel pædagogisk agent {{MainEntry|Virtual pedagogical agent}}<br> Virtuelle universiteter {{MainEntry|Virtual universities }}<br> Virtuelt læringsmiljø {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> Web-forelæsnings-teknologier {{MainEntry|Web-lecturing technologies}}<br> 957 886 2012-09-27T06:14:05Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Danish entries ''Edited by Marianne Lykke, Mette Marie and Lone Dirckinck-Holmfeld Aalborg University (DK)'' '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> '''Adaptivt læringsmiljø''' {{MainEntry|[[Adaptive learning environment]]}}<br> Agenbaseret tutor system {{MainEntry|Agent-based tutoring system}}<br> Agentbaseret læringsmiljø {{MainEntry|Agent-based learning environment}}<br> Allestedsnærværende læring {{MainEntry|Ubiquitous learning }}<br> Ambient læringsmiljø {{MainEntry|Ambient learning environment}}<br> Animeret pædagogisk agent {{MainEntry|Animated pedagogical agent}}<br> Automatisk diagnose {{MainEntry|Automatic diagnosis}}<br> Automatisk generering af øvelser {{MainEntry|Automatic generation of exercises}} <br>'''B'''{{Anchor|B}}<br> Blended learning {{MainEntry|Blended learning}}<br> Buddy system {{MainEntry|Buddy systems }}<br> <br>'''C'''{{Anchor|C}}<br> Computerassisteret eksamination {{MainEntry|Computer-assisted examination}}<br> Computerassisteret instruktion {{MainEntry|Computer-assisted instruction}}<br> Computerassisteret læring {{MainEntry|Computer-assisted learning}}<br> Computerassisteret sproglæring {{MainEntry|Computer-assisted language learning}}<br> Computerbaseret instruktion {{MainEntry|Computer-based instruction}}<br> Computerbaseret laboratorium {{MainEntry|Computer-based laboratory}}<br> Computerbaseret læringsmiljø {{MainEntry|Computer-based learning environments}}<br> Computerbaseret matematik {{MainEntry|Computational mathematics}}<br> Computerprogrammering som læringssupport {{MainEntry|Computer programming in support of learning}}<br> Courseware {{MainEntry|Courseware }}<br> <br>'''D'''{{Anchor|D}}<br> '''Didaktisk tilrettelæggelse''' {{MainEntry|[[Didactical engineering]]}}<br> Distribuerede læringsmiljøer {{MainEntry|Distributed learning environments}}<br> Distribueret læring {{MainEntry|Distributed learning}}<br> Dynamisk geometri {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> E-bedømmelse {{MainEntry|[[e-Assessment]]}}<br> E-læring {{MainEntry|e-learning}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Edutainment {{MainEntry|Edutainment}}<br> Ekstern skript {{MainEntry|External script}}<br> Elevmodellering {{MainEntry|Learner modeling}}<br> '''Epistemisk affordance''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Epistemisk feedback''' {{MainEntry|[[Epistemic feedback]]}}<br> <br>'''F'''{{Anchor|F}}<br> Fjernlaboratorier {{MainEntry|Remote laboratories }}<br> Fjernundervisning {{MainEntry|Distance learning}}<br> Forfattersystem {{MainEntry|Authoring system}}<br> Forfatterværktøj {{MainEntry|Authoring tool}}<br> <br>'''I'''{{Anchor|I}}<br> '''Indlejret fænomen''' {{MainEntry|[[Embedded phenomena]]}}<br> Inkluderende e-læring {{MainEntry|Inclusive e-learning}}<br> Integreret læringssystem {{MainEntry|Integrated learning system }}<br> '''Intelligent tutor system''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Intelligent understøttende system {{MainEntry|Intelligent scaffolding system}}<br> Interaktivt læringsmiljø {{MainEntry|Interactive learning environment}}<br> Intern skript {{MainEntry|Internal script}}<br> <br>'''K'''{{Anchor|K}}<br> Kognitiv diagnose {{MainEntry|Cognitive diagnosis}}<br> Kognitiv ingeniørvidenskab {{MainEntry|Cognitive engineering}}<br> Kognitiv modellering {{MainEntry|Cognitive modeling}}<br> '''Kognitiv tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> Kollaborativ læring {{MainEntry|Collaborative learning}}<br> '''Konstruktionisme ''' {{MainEntry|[[Constructionism]]}}<br> Kunstigt læringsmiljø {{MainEntry|Artificial learning environment}}<br> Kursusplatform {{MainEntry|Course management system}}<br> <br>'''L'''{{Anchor|L}}<br> '''Lærings grid''' {{MainEntry|[[Learning grid]]}}<br> '''Læringsdesign''' {{MainEntry|[[Learning design]]}}<br> Læringsmiljø {{MainEntry|Learning environment}}<br> '''Læringsobjekt''' {{MainEntry|[[Learning objects]]}}<br> Læringspartner {{MainEntry|Learning companion}}<br> '''Læringsplatform''' {{MainEntry|[[Learning management systems]]}}<br> '''Læringsrum''' {{MainEntry|[[Learning space]]}}<br> '''Læringsscenarie''' {{MainEntry|[[Learning scenario]]}}<br> Læringssti {{MainEntry|Learning trail }}<br> <br>'''M'''{{Anchor|M}}<br> Microverden {{MainEntry|Microworld}}<br> '''Mobil læring''' {{MainEntry|[[Mobile learning]]}}<br> '''Multimedie læring''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''N'''{{Anchor|N}}<br> '''Narrative læringsmiljøer''' {{MainEntry|[[Narrative learning environments]]}}<br> Netbaseret kollaborativ læring {{MainEntry|Computer-supported collaborative learning}}<br> '''Netværksbaseret læring''' {{MainEntry|[[Networked learning]]}}<br> &nbsp;&nbsp; Netværksbaseret læring miljø {{MainEntry|... environment}}<br> &nbsp;&nbsp; Netværksbaseret lærings fællesskab {{MainEntry|... communities}}<br> <br>'''O'''{{Anchor|O}}<br> Online læringsmiljø {{MainEntry|On-line learning environment}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> <br>'''P'''{{Anchor|P}}<br> Pædagogisk agent {{MainEntry|Pedagogical agent}}<br> Personligt læringsmiljø {{MainEntry|Personal learning environment}}<br> Pervasivt læringsmiljø {{MainEntry|Pervasive learning environment}}<br> Programmerbart computerbaseret læringsmiljø {{MainEntry|Programmable computer-based learning environment}}<br> Programmerbart kursus {{MainEntry|Programmable course }}<br> <br>'''S'''{{Anchor|S}}<br> '''Samarbejdsmanuskript''' {{MainEntry|[[Collaboration script]]}}<br> Sanseligt læringsmiljø {{MainEntry|Tangible learning environment}}<br> '''Selvregulerende læring''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Simulationsbaseret læringsmiljø''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Simulationsspil {{MainEntry|Simulation games}}<br> Situeret læring {{MainEntry|Situated learning }}<br> Smart board {{MainEntry|Interactive white board}}<br> '''sømløst læringsmiljø''' {{MainEntry|[[Seamless learning environments ]]}}<br> '''Spilbaseret læring''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''T'''{{Anchor|T}}<br> '''Teknisk-matematisk læsefærdighed''' {{MainEntry|[[Techno-mathematical literacies ]]}}<br> Teknologistøttet læring {{MainEntry|Technology Enhanced Learning}}<br> <br>'''U'''{{Anchor|U}}<br> '''Uddannelses datamining''' {{MainEntry|[[Educational data mining]]}}<br> '''Uddannelses-affordance''' {{MainEntry|[[Educational affordance]]}}<br> Udvidet læringsmiljø {{MainEntry|Augmented learning environment}}<br> '''Uformel læring''' {{MainEntry|[[Informal learning]]}}<br> '''Undersøgende læring''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''V'''{{Anchor|V}}<br> Virtuel campus {{MainEntry|Virtual campus}}<br> Virtuel pædagogisk agent {{MainEntry|Virtual pedagogical agent}}<br> Virtuelle universiteter {{MainEntry|Virtual universities }}<br> Virtuelt læringsmiljø {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> Web-forelæsnings-teknologier {{MainEntry|Web-lecturing technologies}}<br> 886 849 2012-05-24T08:43:11Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Danish entries ''Edited by Marianne Lykke, Mette Marie and Lone Dirckinck-Holmfeld Aalborg University (DK)'' '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> '''Adaptivt læringsmiljø''' {{MainEntry|[[Adaptive learning environment]]}}<br> Agenbaseret tutor system {{MainEntry|Agent-based tutoring system}}<br> Agentbaseret læringsmiljø {{MainEntry|Agent-based learning environment}}<br> Allestedsnærværende læring {{MainEntry|Ubiquitous learning }}<br> Ambient læringsmiljø {{MainEntry|Ambient learning environment}}<br> Animeret pædagogisk agent {{MainEntry|Animated pedagogical agent}}<br> Automatisk diagnose {{MainEntry|Automatic diagnosis}}<br> Automatisk generering af øvelser {{MainEntry|Automatic generation of exercises}} <br>'''B'''{{Anchor|B}}<br> Blended learning {{MainEntry|Blended learning}}<br> Buddy system {{MainEntry|Buddy systems }}<br> <br>'''C'''{{Anchor|C}}<br> Computerassisteret eksamination {{MainEntry|Computer-assisted examination}}<br> Computerassisteret instruktion {{MainEntry|Computer-assisted instruction}}<br> Computerassisteret læring {{MainEntry|Computer-assisted learning}}<br> Computerassisteret sproglæring {{MainEntry|Computer-assisted language learning}}<br> Computerbaseret instruktion {{MainEntry|Computer-based instruction}}<br> Computerbaseret laboratorium {{MainEntry|Computer-based laboratory}}<br> Computerbaseret læringsmiljø {{MainEntry|Computer-based learning environments}}<br> Computerbaseret matematik {{MainEntry|Computational mathematics}}<br> Computerprogrammering som læringssupport {{MainEntry|Computer programming in support of learning}}<br> Courseware {{MainEntry|Courseware }}<br> <br>'''D'''{{Anchor|D}}<br> '''Didaktisk tilrettelæggelse''' {{MainEntry|[[Didactical engineering]]}}<br> Distribuerede læringsmiljøer {{MainEntry|Distributed learning environments}}<br> Distribueret læring {{MainEntry|Distributed learning}}<br> Dynamisk geometri {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> E-bedømmelse {{MainEntry|e-Assessment}}<br> E-læring {{MainEntry|e-learning}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Edutainment {{MainEntry|Edutainment}}<br> Ekstern skript {{MainEntry|External script}}<br> Elevmodellering {{MainEntry|Learner modeling}}<br> '''Epistemisk affordance''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Epistemisk feedback''' {{MainEntry|[[Epistemic feedback]]}}<br> <br>'''F'''{{Anchor|F}}<br> Fjernlaboratorier {{MainEntry|Remote laboratories }}<br> Fjernundervisning {{MainEntry|Distance learning}}<br> Forfattersystem {{MainEntry|Authoring system}}<br> Forfatterværktøj {{MainEntry|Authoring tool}}<br> <br>'''I'''{{Anchor|I}}<br> '''Indlejret fænomen''' {{MainEntry|[[Embedded phenomena]]}}<br> Inkluderende e-læring {{MainEntry|Inclusive e-learning}}<br> Integreret læringssystem {{MainEntry|Integrated learning system }}<br> '''Intelligent tutor system''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Intelligent understøttende system {{MainEntry|Intelligent scaffolding system}}<br> Interaktivt læringsmiljø {{MainEntry|Interactive learning environment}}<br> Intern skript {{MainEntry|Internal script}}<br> <br>'''K'''{{Anchor|K}}<br> Kognitiv diagnose {{MainEntry|Cognitive diagnosis}}<br> Kognitiv ingeniørvidenskab {{MainEntry|Cognitive engineering}}<br> Kognitiv modellering {{MainEntry|Cognitive modeling}}<br> '''Kognitiv tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> Kollaborativ læring {{MainEntry|Collaborative learning}}<br> '''Konstruktionisme ''' {{MainEntry|[[Constructionism]]}}<br> Kunstigt læringsmiljø {{MainEntry|Artificial learning environment}}<br> Kursusplatform {{MainEntry|Course management system}}<br> <br>'''L'''{{Anchor|L}}<br> '''Lærings grid''' {{MainEntry|[[Learning grid]]}}<br> '''Læringsdesign''' {{MainEntry|[[Learning design]]}}<br> Læringsmiljø {{MainEntry|Learning environment}}<br> '''Læringsobjekt''' {{MainEntry|[[Learning objects]]}}<br> Læringspartner {{MainEntry|Learning companion}}<br> '''Læringsplatform''' {{MainEntry|[[Learning management systems]]}}<br> '''Læringsrum''' {{MainEntry|[[Learning space]]}}<br> '''Læringsscenarie''' {{MainEntry|[[Learning scenario]]}}<br> Læringssti {{MainEntry|Learning trail }}<br> <br>'''M'''{{Anchor|M}}<br> Microverden {{MainEntry|Microworld}}<br> '''Mobil læring''' {{MainEntry|[[Mobile learning]]}}<br> '''Multimedie læring''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''N'''{{Anchor|N}}<br> '''Narrative læringsmiljøer''' {{MainEntry|[[Narrative learning environments]]}}<br> Netbaseret kollaborativ læring {{MainEntry|Computer-supported collaborative learning}}<br> '''Netværksbaseret læring''' {{MainEntry|[[Networked learning]]}}<br> &nbsp;&nbsp; Netværksbaseret læring miljø {{MainEntry|... environment}}<br> &nbsp;&nbsp; Netværksbaseret lærings fællesskab {{MainEntry|... communities}}<br> <br>'''O'''{{Anchor|O}}<br> Online læringsmiljø {{MainEntry|On-line learning environment}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> <br>'''P'''{{Anchor|P}}<br> Pædagogisk agent {{MainEntry|Pedagogical agent}}<br> Personligt læringsmiljø {{MainEntry|Personal learning environment}}<br> Pervasivt læringsmiljø {{MainEntry|Pervasive learning environment}}<br> Programmerbart computerbaseret læringsmiljø {{MainEntry|Programmable computer-based learning environment}}<br> Programmerbart kursus {{MainEntry|Programmable course }}<br> <br>'''S'''{{Anchor|S}}<br> '''Samarbejdsmanuskript''' {{MainEntry|[[Collaboration script]]}}<br> Sanseligt læringsmiljø {{MainEntry|Tangible learning environment}}<br> '''Selvregulerende læring''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Simulationsbaseret læringsmiljø''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Simulationsspil {{MainEntry|Simulation games}}<br> Situeret læring {{MainEntry|Situated learning }}<br> Smart board {{MainEntry|Interactive white board}}<br> '''sømløst læringsmiljø''' {{MainEntry|[[Seamless learning environments ]]}}<br> '''Spilbaseret læring''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''T'''{{Anchor|T}}<br> '''Teknisk-matematisk læsefærdighed''' {{MainEntry|[[Techno-mathematical literacies ]]}}<br> Teknologistøttet læring {{MainEntry|Technology Enhanced Learning}}<br> <br>'''U'''{{Anchor|U}}<br> '''Uddannelses datamining''' {{MainEntry|[[Educational data mining]]}}<br> '''Uddannelses-affordance''' {{MainEntry|[[Educational affordance]]}}<br> Udvidet læringsmiljø {{MainEntry|Augmented learning environment}}<br> '''Uformel læring''' {{MainEntry|[[Informal learning]]}}<br> '''Undersøgende læring''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''V'''{{Anchor|V}}<br> Virtuel campus {{MainEntry|Virtual campus}}<br> Virtuel pædagogisk agent {{MainEntry|Virtual pedagogical agent}}<br> Virtuelle universiteter {{MainEntry|Virtual universities }}<br> Virtuelt læringsmiljø {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> Web-forelæsnings-teknologier {{MainEntry|Web-lecturing technologies}}<br> 849 823 2012-05-04T09:11:23Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Danish entries ''Edited by Marianne Lykke, Mette Marie and Lone Dirckinck-Holmfeld Aalborg University (DK)'' '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> '''Adaptivt læringsmiljø''' {{MainEntry|[[Adaptive learning environment]]}}<br> Agenbaseret tutor system {{MainEntry|Agent-based tutoring system}}<br> Agentbaseret læringsmiljø {{MainEntry|Agent-based learning environment}}<br> Allestedsnærværende læring {{MainEntry|Ubiquitous learning }}<br> Ambient læringsmiljø {{MainEntry|Ambient learning environment}}<br> Animeret pædagogisk agent {{MainEntry|Animated pedagogical agent}}<br> Automatisk diagnose {{MainEntry|Automatic diagnosis}}<br> Automatisk generering af øvelser {{MainEntry|Automatic generation of exercises}} <br>'''B'''{{Anchor|B}}<br> Blended learning {{MainEntry|Blended learning}}<br> Buddy system {{MainEntry|Buddy systems }}<br> <br>'''C'''{{Anchor|C}}<br> Computerassisteret eksamination {{MainEntry|Computer-assisted examination}}<br> Computerassisteret instruktion {{MainEntry|Computer-assisted instruction}}<br> Computerassisteret læring {{MainEntry|Computer-assisted learning}}<br> Computerassisteret sproglæring {{MainEntry|Computer-assisted language learning}}<br> Computerbaseret instruktion {{MainEntry|Computer-based instruction}}<br> Computerbaseret laboratorium {{MainEntry|Computer-based laboratory}}<br> Computerbaseret læringsmiljø {{MainEntry|Computer-based learning environments}}<br> Computerbaseret matematik {{MainEntry|Computational mathematics}}<br> Computerprogrammering som læringssupport {{MainEntry|Computer programming in support of learning}}<br> Courseware {{MainEntry|Courseware }}<br> <br>'''D'''{{Anchor|D}}<br> '''Didaktisk tilrettelæggelse''' {{MainEntry|[[Didactical engineering]]}}<br> Distribuerede læringsmiljøer {{MainEntry|Distributed learning environments}}<br> Distribueret læring {{MainEntry|Distributed learning}}<br> Dynamisk geometri {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> E-bedømmelse {{MainEntry|e-Assessment}}<br> E-læring {{MainEntry|e-learning}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Edutainment {{MainEntry|Edutainment}}<br> Ekstern skript {{MainEntry|External script}}<br> Elevmodellering {{MainEntry|Learner modeling}}<br> '''Epistemisk affordance''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Epistemisk feedback''' {{MainEntry|[[Epistemic feedback]]}}<br> <br>'''F'''{{Anchor|F}}<br> Fjernlaboratorier {{MainEntry|Remote laboratories }}<br> Fjernundervisning {{MainEntry|Distance learning}}<br> Forfattersystem {{MainEntry|Authoring system}}<br> Forfatterværktøj {{MainEntry|Authoring tool}}<br> <br>'''I'''{{Anchor|I}}<br> '''Indlejret fænomen''' {{MainEntry|[[Embedded phenomena]]}}<br> Inkluderende e-læring {{MainEntry|Inclusive e-learning}}<br> Integreret læringssystem {{MainEntry|Integrated learning system }}<br> '''Intelligent tutor system''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Intelligent understøttende system {{MainEntry|Intelligent scaffolding system}}<br> Interaktivt læringsmiljø {{MainEntry|Interactive learning environment}}<br> Intern skript {{MainEntry|Internal script}}<br> <br>'''K'''{{Anchor|K}}<br> Kognitiv diagnose {{MainEntry|Cognitive diagnosis}}<br> Kognitiv ingeniørvidenskab {{MainEntry|Cognitive engineering}}<br> Kognitiv modellering {{MainEntry|Cognitive modeling}}<br> '''Kognitiv tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> Kollaborativ læring {{MainEntry|Collaborative learning}}<br> '''Konstruktionisme ''' {{MainEntry|[[Constructionism]]}}<br> Kunstigt læringsmiljø {{MainEntry|Artificial learning environment}}<br> Kursusplatform {{MainEntry|Course management system}}<br> <br>'''L'''{{Anchor|L}}<br> '''Lærings grid''' {{MainEntry|[[Learning grid]]}}<br> '''Læringsdesign''' {{MainEntry|[[Learning design]]}}<br> Læringsmiljø {{MainEntry|Learning environment}}<br> '''Læringsobjekt''' {{MainEntry|[[Learning objects]]}}<br> Læringspartner {{MainEntry|Learning companion}}<br> '''Læringsplatform''' {{MainEntry|[[Learning management systems]]}}<br> '''Læringsrum''' {{MainEntry|[[Learning space]]}}<br> '''Læringsscenarie''' {{MainEntry|[[Learning scenario]]}}<br> Læringssti {{MainEntry|Learning trail }}<br> <br>'''M'''{{Anchor|M}}<br> Microverden {{MainEntry|Microworld}}<br> '''Mobil læring''' {{MainEntry|[[Mobile learning]]}}<br> '''Multimedie læring''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''N'''{{Anchor|N}}<br> '''Narrative læringsmiljøer''' {{MainEntry|[[Narrative learning environments]]}}<br> Netbaseret kollaborativ læring {{MainEntry|Computer-supported collaborative learning}}<br> '''Netværksbaseret læring''' {{MainEntry|[[Networked learning]]}}<br> &nbsp;&nbsp; Netværksbaseret læring miljø {{MainEntry|... environment}}<br> &nbsp;&nbsp; Netværksbaseret lærings fællesskab {{MainEntry|... communities}}<br> <br>'''O'''{{Anchor|O}}<br> Online læringsmiljø {{MainEntry|On-line learning environment}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> <br>'''P'''{{Anchor|P}}<br> Pædagogisk agent {{MainEntry|Pedagogical agent}}<br> Personligt læringsmiljø {{MainEntry|Personal learning environment}}<br> Pervasivt læringsmiljø {{MainEntry|Pervasive learning environment}}<br> Programmerbart computerbaseret læringsmiljø {{MainEntry|Programmable computer-based learning environment}}<br> Programmerbart kursus {{MainEntry|Programmable course }}<br> <br>'''S'''{{Anchor|S}}<br> '''Samarbejdsmanuskript''' {{MainEntry|[[Collaboration script]]}}<br> Sanseligt læringsmiljø {{MainEntry|Tangible learning environment}}<br> '''Selvregulerende læring''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Simulationsbaseret læringsmiljø''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Simulationsspil {{MainEntry|Simulation games}}<br> Situeret læring {{MainEntry|Situated learning }}<br> Smart board {{MainEntry|Interactive white board}}<br> '''sømløst læringsmiljø''' {{MainEntry|[[Seamless learning environments ]]}}<br> '''Spilbaseret læring''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''T'''{{Anchor|T}}<br> '''Teknisk-matematisk læsefærdighed''' {{MainEntry|[[Techno-mathematical literacies ]]}}<br> Teknologistøttet læring {{MainEntry|Technology Enhanced Learning}}<br> <br>'''U'''{{Anchor|U}}<br> Uddannelses datamining {{MainEntry|Educational data mining}}<br> '''Uddannelses-affordance''' {{MainEntry|[[Educational affordance]]}}<br> Udvidet læringsmiljø {{MainEntry|Augmented learning environment}}<br> '''Uformel læring''' {{MainEntry|[[Informal learning]]}}<br> '''Undersøgende læring''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''V'''{{Anchor|V}}<br> Virtuel campus {{MainEntry|Virtual campus}}<br> Virtuel pædagogisk agent {{MainEntry|Virtual pedagogical agent}}<br> Virtuelle universiteter {{MainEntry|Virtual universities }}<br> Virtuelt læringsmiljø {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> Web-forelæsnings-teknologier {{MainEntry|Web-lecturing technologies}}<br> 823 822 2012-03-18T10:04:47Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Danish entries ''Edited by Marianne Lykke, Mette Marie and Lone Dirckinck-Holmfeld Aalborg University (DK)'' '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> Adaptivt læringsmiljø {{MainEntry|Adaptive learning environment}}<br> Agenbaseret tutor system {{MainEntry|Agent-based tutoring system}}<br> Agentbaseret læringsmiljø {{MainEntry|Agent-based learning environment}}<br> Allestedsnærværende læring {{MainEntry|Ubiquitous learning }}<br> Ambient læringsmiljø {{MainEntry|Ambient learning environment}}<br> Animeret pædagogisk agent {{MainEntry|Animated pedagogical agent}}<br> Automatisk diagnose {{MainEntry|Automatic diagnosis}}<br> Automatisk generering af øvelser {{MainEntry|Automatic generation of exercises}} <br>'''B'''{{Anchor|B}}<br> Blended learning {{MainEntry|Blended learning}}<br> Buddy system {{MainEntry|Buddy systems }}<br> <br>'''C'''{{Anchor|C}}<br> Computerassisteret eksamination {{MainEntry|Computer-assisted examination}}<br> Computerassisteret instruktion {{MainEntry|Computer-assisted instruction}}<br> Computerassisteret læring {{MainEntry|Computer-assisted learning}}<br> Computerassisteret sproglæring {{MainEntry|Computer-assisted language learning}}<br> Computerbaseret instruktion {{MainEntry|Computer-based instruction}}<br> Computerbaseret laboratorium {{MainEntry|Computer-based laboratory}}<br> Computerbaseret læringsmiljø {{MainEntry|Computer-based learning environments}}<br> Computerbaseret matematik {{MainEntry|Computational mathematics}}<br> Computerprogrammering som læringssupport {{MainEntry|Computer programming in support of learning}}<br> Courseware {{MainEntry|Courseware }}<br> <br>'''D'''{{Anchor|D}}<br> '''Didaktisk tilrettelæggelse''' {{MainEntry|[[Didactical engineering]]}}<br> Distribuerede læringsmiljøer {{MainEntry|Distributed learning environments}}<br> Distribueret læring {{MainEntry|Distributed learning}}<br> Dynamisk geometri {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> E-bedømmelse {{MainEntry|e-Assessment}}<br> E-læring {{MainEntry|e-learning}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Edutainment {{MainEntry|Edutainment}}<br> Ekstern skript {{MainEntry|External script}}<br> Elevmodellering {{MainEntry|Learner modeling}}<br> '''Epistemisk affordance''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Epistemisk feedback''' {{MainEntry|[[Epistemic feedback]]}}<br> <br>'''F'''{{Anchor|F}}<br> Fjernlaboratorier {{MainEntry|Remote laboratories }}<br> Fjernundervisning {{MainEntry|Distance learning}}<br> Forfattersystem {{MainEntry|Authoring system}}<br> Forfatterværktøj {{MainEntry|Authoring tool}}<br> <br>'''I'''{{Anchor|I}}<br> '''Indlejret fænomen''' {{MainEntry|[[Embedded phenomena]]}}<br> Inkluderende e-læring {{MainEntry|Inclusive e-learning}}<br> Integreret læringssystem {{MainEntry|Integrated learning system }}<br> '''Intelligent tutor system''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Intelligent understøttende system {{MainEntry|Intelligent scaffolding system}}<br> Interaktivt læringsmiljø {{MainEntry|Interactive learning environment}}<br> Intern skript {{MainEntry|Internal script}}<br> <br>'''K'''{{Anchor|K}}<br> Kognitiv diagnose {{MainEntry|Cognitive diagnosis}}<br> Kognitiv ingeniørvidenskab {{MainEntry|Cognitive engineering}}<br> Kognitiv modellering {{MainEntry|Cognitive modeling}}<br> '''Kognitiv tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> Kollaborativ læring {{MainEntry|Collaborative learning}}<br> '''Konstruktionisme ''' {{MainEntry|[[Constructionism]]}}<br> Kunstigt læringsmiljø {{MainEntry|Artificial learning environment}}<br> Kursusplatform {{MainEntry|Course management system}}<br> <br>'''L'''{{Anchor|L}}<br> '''Lærings grid''' {{MainEntry|[[Learning grid]]}}<br> '''Læringsdesign''' {{MainEntry|[[Learning design]]}}<br> Læringsmiljø {{MainEntry|Learning environment}}<br> '''Læringsobjekt''' {{MainEntry|[[Learning objects]]}}<br> Læringspartner {{MainEntry|Learning companion}}<br> '''Læringsplatform''' {{MainEntry|[[Learning management systems]]}}<br> '''Læringsrum''' {{MainEntry|[[Learning space]]}}<br> '''Læringsscenarie''' {{MainEntry|[[Learning scenario]]}}<br> Læringssti {{MainEntry|Learning trail }}<br> <br>'''M'''{{Anchor|M}}<br> Microverden {{MainEntry|Microworld}}<br> '''Mobil læring''' {{MainEntry|[[Mobile learning]]}}<br> '''Multimedie læring''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''N'''{{Anchor|N}}<br> '''Narrative læringsmiljøer''' {{MainEntry|[[Narrative learning environments]]}}<br> Netbaseret kollaborativ læring {{MainEntry|Computer-supported collaborative learning}}<br> '''Netværksbaseret læring''' {{MainEntry|[[Networked learning]]}}<br> &nbsp;&nbsp; Netværksbaseret læring miljø {{MainEntry|... environment}}<br> &nbsp;&nbsp; Netværksbaseret lærings fællesskab {{MainEntry|... communities}}<br> <br>'''O'''{{Anchor|O}}<br> Online læringsmiljø {{MainEntry|On-line learning environment}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> <br>'''P'''{{Anchor|P}}<br> Pædagogisk agent {{MainEntry|Pedagogical agent}}<br> Personligt læringsmiljø {{MainEntry|Personal learning environment}}<br> Pervasivt læringsmiljø {{MainEntry|Pervasive learning environment}}<br> Programmerbart computerbaseret læringsmiljø {{MainEntry|Programmable computer-based learning environment}}<br> Programmerbart kursus {{MainEntry|Programmable course }}<br> <br>'''S'''{{Anchor|S}}<br> '''Samarbejdsmanuskript''' {{MainEntry|[[Collaboration script]]}}<br> Sanseligt læringsmiljø {{MainEntry|Tangible learning environment}}<br> '''Selvregulerende læring''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Simulationsbaseret læringsmiljø''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Simulationsspil {{MainEntry|Simulation games}}<br> Situeret læring {{MainEntry|Situated learning }}<br> Smart board {{MainEntry|Interactive white board}}<br> '''sømløst læringsmiljø''' {{MainEntry|[[Seamless learning environments ]]}}<br> '''Spilbaseret læring''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''T'''{{Anchor|T}}<br> '''Teknisk-matematisk læsefærdighed''' {{MainEntry|[[Techno-mathematical literacies ]]}}<br> Teknologistøttet læring {{MainEntry|Technology Enhanced Learning}}<br> <br>'''U'''{{Anchor|U}}<br> Uddannelses datamining {{MainEntry|Educational data mining}}<br> '''Uddannelses-affordance''' {{MainEntry|[[Educational affordance]]}}<br> Udvidet læringsmiljø {{MainEntry|Augmented learning environment}}<br> '''Uformel læring''' {{MainEntry|[[Informal learning]]}}<br> '''Undersøgende læring''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''V'''{{Anchor|V}}<br> Virtuel campus {{MainEntry|Virtual campus}}<br> Virtuel pædagogisk agent {{MainEntry|Virtual pedagogical agent}}<br> Virtuelle universiteter {{MainEntry|Virtual universities }}<br> Virtuelt læringsmiljø {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> Web-forelæsnings-teknologier {{MainEntry|Web-lecturing technologies}}<br> 822 820 2012-03-16T15:53:40Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Danish entries ''Edited by Lone Dirckinck-Holmfeld and Marianne Lykke, Aalborg University (DK)'' '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> '''Adaptivt læringsmiljø''' {{MainEntry|Adaptive learning environment}}<br> Agenbaseret tutor system {{MainEntry|Agent-based tutoring system}}<br> Agentbaseret læringsmiljø {{MainEntry|Agent-based learning environment}}<br> Allestedsnærværende læring {{MainEntry|Ubiquitous learning }}<br> Ambient læringsmiljø {{MainEntry|Ambient learning environment}}<br> Animeret pædagogisk agent {{MainEntry|Animated pedagogical agent}}<br> Automatisk diagnose {{MainEntry|Automatic diagnosis}}<br> Automatisk generering af øvelser {{MainEntry|Automatic generation of exercises}} <br>'''B'''{{Anchor|B}}<br> Blended learning {{MainEntry|Blended learning}}<br> Buddy system {{MainEntry|Buddy systems }}<br> <br>'''C'''{{Anchor|C}}<br> Computerassisteret eksamination {{MainEntry|Computer-assisted examination}}<br> Computerassisteret instruktion {{MainEntry|Computer-assisted instruction}}<br> Computerassisteret læring {{MainEntry|Computer-assisted learning}}<br> Computerassisteret sproglæring {{MainEntry|Computer-assisted language learning}}<br> Computerbaseret instruktion {{MainEntry|Computer-based instruction}}<br> Computerbaseret laboratorium {{MainEntry|Computer-based laboratory}}<br> Computerbaseret læringsmiljø {{MainEntry|Computer-based learning environments}}<br> Computerbaseret matematik {{MainEntry|Computational mathematics}}<br> Computerprogrammering som læringssupport {{MainEntry|Computer programming in support of learning}}<br> Courseware {{MainEntry|Courseware }}<br> <br>'''D'''{{Anchor|D}}<br> '''Didaktisk tilrettelæggelse''' {{MainEntry|[[Didactical engineering]]}}<br> Distribuerede læringsmiljøer {{MainEntry|Distributed learning environments}}<br> Distribueret læring {{MainEntry|Distributed learning}}<br> Dynamisk geometri {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> E-bedømmelse {{MainEntry|e-Assessment}}<br> E-læring {{MainEntry|e-learning}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Edutainment {{MainEntry|Edutainment}}<br> Ekstern skript {{MainEntry|External script}}<br> Elevmodellering {{MainEntry|Learner modeling}}<br> '''Epistemisk affordance''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Epistemisk feedback''' {{MainEntry|[[Epistemic feedback]]}}<br> <br>'''F'''{{Anchor|F}}<br> Fjernlaboratorier {{MainEntry|Remote laboratories }}<br> Fjernundervisning {{MainEntry|Distance learning}}<br> Forfattersystem {{MainEntry|Authoring system}}<br> Forfatterværktøj {{MainEntry|Authoring tool}}<br> <br>'''I'''{{Anchor|I}}<br> '''Indlejret fænomen''' {{MainEntry|[[Embedded phenomena]]}}<br> Inkluderende e-læring {{MainEntry|Inclusive e-learning}}<br> Integreret læringssystem {{MainEntry|Integrated learning system }}<br> '''Intelligent tutor system''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Intelligent understøttende system {{MainEntry|Intelligent scaffolding system}}<br> Interaktivt læringsmiljø {{MainEntry|Interactive learning environment}}<br> Intern skript {{MainEntry|Internal script}}<br> <br>'''K'''{{Anchor|K}}<br> Kognitiv diagnose {{MainEntry|Cognitive diagnosis}}<br> Kognitiv ingeniørvidenskab {{MainEntry|Cognitive engineering}}<br> Kognitiv modellering {{MainEntry|Cognitive modeling}}<br> '''Kognitiv tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> Kollaborativ læring {{MainEntry|Collaborative learning}}<br> '''Konstruktionisme ''' {{MainEntry|[[Constructionism]]}}<br> Kunstigt læringsmiljø {{MainEntry|Artificial learning environment}}<br> Kursusplatform {{MainEntry|Course management system}}<br> <br>'''L'''{{Anchor|L}}<br> '''Lærings grid''' {{MainEntry|[[Learning grid]]}}<br> '''Læringsdesign''' {{MainEntry|[[Learning design]]}}<br> Læringsmiljø {{MainEntry|Learning environment}}<br> '''Læringsobjekt''' {{MainEntry|[[Learning objects]]}}<br> Læringspartner {{MainEntry|Learning companion}}<br> '''Læringsplatform''' {{MainEntry|[[Learning management systems]]}}<br> '''Læringsrum''' {{MainEntry|[[Learning space]]}}<br> '''Læringsscenarie''' {{MainEntry|[[Learning scenario]]}}<br> Læringssti {{MainEntry|Learning trail }}<br> <br>'''M'''{{Anchor|M}}<br> Microverden {{MainEntry|Microworld}}<br> '''Mobil læring''' {{MainEntry|[[Mobile learning]]}}<br> '''Multimedie læring''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''N'''{{Anchor|N}}<br> '''Narrative læringsmiljøer''' {{MainEntry|[[Narrative learning environments]]}}<br> Netbaseret kollaborativ læring {{MainEntry|Computer-supported collaborative learning}}<br> '''Netværksbaseret læring''' {{MainEntry|[[Networked learning]]}}<br> &nbsp;&nbsp; Netværksbaseret læring miljø {{MainEntry|... environment}}<br> &nbsp;&nbsp; Netværksbaseret lærings fællesskab {{MainEntry|... communities}}<br> <br>'''O'''{{Anchor|O}}<br> Online læringsmiljø {{MainEntry|On-line learning environment}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> <br>'''P'''{{Anchor|P}}<br> Pædagogisk agent {{MainEntry|Pedagogical agent}}<br> Personligt læringsmiljø {{MainEntry|Personal learning environment}}<br> Pervasivt læringsmiljø {{MainEntry|Pervasive learning environment}}<br> Programmerbart computerbaseret læringsmiljø {{MainEntry|Programmable computer-based learning environment}}<br> Programmerbart kursus {{MainEntry|Programmable course }}<br> <br>'''S'''{{Anchor|S}}<br> '''Samarbejdsmanuskript''' {{MainEntry|[[Collaboration script]]}}<br> Sanseligt læringsmiljø {{MainEntry|Tangible learning environment}}<br> '''Selvregulerende læring''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Simulationsbaseret læringsmiljø''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Simulationsspil {{MainEntry|Simulation games}}<br> Situeret læring {{MainEntry|Situated learning }}<br> Smart board {{MainEntry|Interactive white board}}<br> '''sømløst læringsmiljø''' {{MainEntry|[[Seamless learning environments ]]}}<br> '''Spilbaseret læring''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''T'''{{Anchor|T}}<br> '''Teknisk-matematisk læsefærdighed''' {{MainEntry|[[Techno-mathematical literacies ]]}}<br> Teknologistøttet læring {{MainEntry|Technology Enhanced Learning}}<br> <br>'''U'''{{Anchor|U}}<br> Uddannelses datamining {{MainEntry|Educational data mining}}<br> '''Uddannelses-affordance''' {{MainEntry|[[Educational affordance]]}}<br> Udvidet læringsmiljø {{MainEntry|Augmented learning environment}}<br> '''Uformel læring''' {{MainEntry|[[Informal learning]]}}<br> '''Undersøgende læring''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''V'''{{Anchor|V}}<br> Virtuel campus {{MainEntry|Virtual campus}}<br> Virtuel pædagogisk agent {{MainEntry|Virtual pedagogical agent}}<br> Virtuelle universiteter {{MainEntry|Virtual universities }}<br> Virtuelt læringsmiljø {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> Web-forelæsnings-teknologier {{MainEntry|Web-lecturing technologies}}<br> 820 819 2012-03-09T08:31:43Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Danish entries ''Edited by Lone Dirckinck-Holmfeld and Marianne Lykke, Aalborg University (DK)'' '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> '''[[Adaptive learning environment/da|Adaptivt læringsmiljø]]''' {{MainEntry|Adaptive learning environment}}<br> Agenbaseret tutor system {{MainEntry|Agent-based tutoring system}}<br> Agentbaseret læringsmiljø {{MainEntry|Agent-based learning environment}}<br> Allestedsnærværende læring {{MainEntry|Ubiquitous learning }}<br> Ambient læringsmiljø {{MainEntry|Ambient learning environment}}<br> Animeret pædagogisk agent {{MainEntry|Animated pedagogical agent}}<br> Automatisk diagnose {{MainEntry|Automatic diagnosis}}<br> Automatisk generering af øvelser {{MainEntry|Automatic generation of exercises}} <br>'''B'''{{Anchor|B}}<br> Blended learning {{MainEntry|Blended learning}}<br> Buddy system {{MainEntry|Buddy systems }}<br> <br>'''C'''{{Anchor|C}}<br> Computerassisteret eksamination {{MainEntry|Computer-assisted examination}}<br> Computerassisteret instruktion {{MainEntry|Computer-assisted instruction}}<br> Computerassisteret læring {{MainEntry|Computer-assisted learning}}<br> Computerassisteret sproglæring {{MainEntry|Computer-assisted language learning}}<br> Computerbaseret instruktion {{MainEntry|Computer-based instruction}}<br> Computerbaseret laboratorium {{MainEntry|Computer-based laboratory}}<br> Computerbaseret læringsmiljø {{MainEntry|Computer-based learning environments}}<br> Computerbaseret matematik {{MainEntry|Computational mathematics}}<br> Computerprogrammering som læringssupport {{MainEntry|Computer programming in support of learning}}<br> Courseware {{MainEntry|Courseware }}<br> <br>'''D'''{{Anchor|D}}<br> '''Didaktisk tilrettelæggelse''' {{MainEntry|[[Didactical engineering]]}}<br> Distribuerede læringsmiljøer {{MainEntry|Distributed learning environments}}<br> Distribueret læring {{MainEntry|Distributed learning}}<br> Dynamisk geometri {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> E-bedømmelse {{MainEntry|e-Assessment}}<br> E-læring {{MainEntry|e-learning}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Edutainment {{MainEntry|Edutainment}}<br> Ekstern skript {{MainEntry|External script}}<br> Elevmodellering {{MainEntry|Learner modeling}}<br> '''Epistemisk affordance''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Epistemisk feedback''' {{MainEntry|[[Epistemic feedback]]}}<br> <br>'''F'''{{Anchor|F}}<br> Fjernlaboratorier {{MainEntry|Remote laboratories }}<br> Fjernundervisning {{MainEntry|Distance learning}}<br> Forfattersystem {{MainEntry|Authoring system}}<br> Forfatterværktøj {{MainEntry|Authoring tool}}<br> <br>'''I'''{{Anchor|I}}<br> '''Indlejret fænomen''' {{MainEntry|[[Embedded phenomena]]}}<br> Inkluderende e-læring {{MainEntry|Inclusive e-learning}}<br> Integreret læringssystem {{MainEntry|Integrated learning system }}<br> '''Intelligent tutor system''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Intelligent understøttende system {{MainEntry|Intelligent scaffolding system}}<br> Interaktivt læringsmiljø {{MainEntry|Interactive learning environment}}<br> Intern skript {{MainEntry|Internal script}}<br> <br>'''K'''{{Anchor|K}}<br> Kognitiv diagnose {{MainEntry|Cognitive diagnosis}}<br> Kognitiv ingeniørvidenskab {{MainEntry|Cognitive engineering}}<br> Kognitiv modellering {{MainEntry|Cognitive modeling}}<br> '''Kognitiv tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> Kollaborativ læring {{MainEntry|Collaborative learning}}<br> '''Konstruktionisme ''' {{MainEntry|[[Constructionism]]}}<br> Kunstigt læringsmiljø {{MainEntry|Artificial learning environment}}<br> Kursusplatform {{MainEntry|Course management system}}<br> <br>'''L'''{{Anchor|L}}<br> '''Lærings grid''' {{MainEntry|[[Learning grid]]}}<br> '''Læringsdesign''' {{MainEntry|[[Learning design]]}}<br> Læringsmiljø {{MainEntry|Learning environment}}<br> '''Læringsobjekt''' {{MainEntry|[[Learning objects]]}}<br> Læringspartner {{MainEntry|Learning companion}}<br> '''Læringsplatform''' {{MainEntry|[[Learning management systems]]}}<br> '''Læringsrum''' {{MainEntry|[[Learning space]]}}<br> '''Læringsscenarie''' {{MainEntry|[[Learning scenario]]}}<br> Læringssti {{MainEntry|Learning trail }}<br> <br>'''M'''{{Anchor|M}}<br> Microverden {{MainEntry|Microworld}}<br> '''Mobil læring''' {{MainEntry|[[Mobile learning]]}}<br> '''Multimedie læring''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''N'''{{Anchor|N}}<br> '''Narrative læringsmiljøer''' {{MainEntry|[[Narrative learning environments]]}}<br> Netbaseret kollaborativ læring {{MainEntry|Computer-supported collaborative learning}}<br> '''Netværksbaseret læring''' {{MainEntry|[[Networked learning]]}}<br> &nbsp;&nbsp; Netværksbaseret læring miljø {{MainEntry|... environment}}<br> &nbsp;&nbsp; Netværksbaseret lærings fællesskab {{MainEntry|... communities}}<br> <br>'''O'''{{Anchor|O}}<br> Online læringsmiljø {{MainEntry|On-line learning environment}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> <br>'''P'''{{Anchor|P}}<br> Pædagogisk agent {{MainEntry|Pedagogical agent}}<br> Personligt læringsmiljø {{MainEntry|Personal learning environment}}<br> Pervasivt læringsmiljø {{MainEntry|Pervasive learning environment}}<br> Programmerbart computerbaseret læringsmiljø {{MainEntry|Programmable computer-based learning environment}}<br> Programmerbart kursus {{MainEntry|Programmable course }}<br> <br>'''S'''{{Anchor|S}}<br> '''Samarbejdsmanuskript''' {{MainEntry|[[Collaboration script]]}}<br> Sanseligt læringsmiljø {{MainEntry|Tangible learning environment}}<br> '''Selvregulerende læring''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Simulationsbaseret læringsmiljø''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Simulationsspil {{MainEntry|Simulation games}}<br> Situeret læring {{MainEntry|Situated learning }}<br> Smart board {{MainEntry|Interactive white board}}<br> '''sømløst læringsmiljø''' {{MainEntry|[[Seamless learning environments ]]}}<br> '''Spilbaseret læring''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''T'''{{Anchor|T}}<br> '''Teknisk-matematisk læsefærdighed''' {{MainEntry|[[Techno-mathematical literacies ]]}}<br> Teknologistøttet læring {{MainEntry|Technology Enhanced Learning}}<br> <br>'''U'''{{Anchor|U}}<br> Uddannelses datamining {{MainEntry|Educational data mining}}<br> '''Uddannelses-affordance''' {{MainEntry|[[Educational affordance]]}}<br> Udvidet læringsmiljø {{MainEntry|Augmented learning environment}}<br> '''Uformel læring''' {{MainEntry|[[Informal learning]]}}<br> '''Undersøgende læring''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''V'''{{Anchor|V}}<br> Virtuel campus {{MainEntry|Virtual campus}}<br> Virtuel pædagogisk agent {{MainEntry|Virtual pedagogical agent}}<br> Virtuelle universiteter {{MainEntry|Virtual universities }}<br> Virtuelt læringsmiljø {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> Web-forelæsnings-teknologier {{MainEntry|Web-lecturing technologies}}<br> 819 818 2012-03-09T08:30:11Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Danish entries ''Edited by Lone Dirckinck-Holmfeld and Marianne Lykke, Aalborg University (DK)'' '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> '''[[Adaptive learning environment/da|Adaptivt læringsmiljø]]''' {{MainEntry|Adaptive learning environment}}<br> Agenbaseret tutor system {{MainEntry|Agent-based tutoring system}}<br> Agentbaseret læringsmiljø {{MainEntry|Agent-based learning environment}}<br> Allestedsnærværende læring {{MainEntry|Ubiquitous learning }}<br> Ambient læringsmiljø {{MainEntry|Ambient learning environment}}<br> Animeret pædagogisk agent {{MainEntry|Animated pedagogical agent}}<br> Automatisk diagnose {{MainEntry|Automatic diagnosis}}<br> Automatisk generering af øvelser {{MainEntry|Automatic generation of exercises}} <br>'''B'''{{Anchor|B}}<br> Blended learning {{MainEntry|Blended learning}}<br> Buddy system {{MainEntry|Buddy systems }}<br> <br>'''C'''{{Anchor|C}}<br> Computerassisteret eksamination {{MainEntry|Computer-assisted examination}}<br> Computerassisteret instruktion {{MainEntry|Computer-assisted instruction}}<br> Computerassisteret læring {{MainEntry|Computer-assisted learning}}<br> Computerassisteret sproglæring {{MainEntry|Computer-assisted language learning}}<br> Computerbaseret instruktion {{MainEntry|Computer-based instruction}}<br> Computerbaseret laboratorium {{MainEntry|Computer-based laboratory}}<br> Computerbaseret læringsmiljø {{MainEntry|Computer-based learning environments}}<br> Computerbaseret matematik {{MainEntry|Computational mathematics}}<br> Computerprogrammering som læringssupport {{MainEntry|Computer programming in support of learning}}<br> Courseware {{MainEntry|Courseware }}<br> <br>'''D'''{{Anchor|D}}<br> '''Didaktisk tilrettelæggelse''' {{MainEntry|[[Didactical engineering]]}}<br> Distribuerede læringsmiljøer {{MainEntry|Distributed learning environments}}<br> Distribueret læring {{MainEntry|Distributed learning}}<br> Dynamisk geometri {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> E-bedømmelse {{MainEntry|e-Assessment}}<br> E-læring {{MainEntry|e-learning}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Edutainment {{MainEntry|Edutainment}}<br> Ekstern skript {{MainEntry|External script}}<br> Elevmodellering {{MainEntry|Learner modeling}}<br> '''Epistemisk affordance''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Epistemisk feedback''' {{MainEntry|[[Epistemic feedback]]}}<br> <br>'''F'''{{Anchor|F}}<br> Fjernlaboratorier {{MainEntry|Remote laboratories }}<br> Fjernundervisning {{MainEntry|Distance learning}}<br> Forfattersystem {{MainEntry|Authoring system}}<br> Forfatterværktøj {{MainEntry|Authoring tool}}<br> <br>'''I'''{{Anchor|I}}<br> '''Indlejret fænomen''' {{MainEntry|[[Embedded phenomena]]}}<br> Inkluderende e-læring {{MainEntry|Inclusive e-learning}}<br> Integreret læringssystem {{MainEntry|Integrated learning system }}<br> '''Intelligent tutor system''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Intelligent understøttende system {{MainEntry|Intelligent scaffolding system}}<br> Interaktivt læringsmiljø {{MainEntry|Interactive learning environment}}<br> Intern skript {{MainEntry|Internal script}}<br> <br>'''K'''{{Anchor|K}}<br> Kognitiv diagnose {{MainEntry|Cognitive diagnosis}}<br> Kognitiv ingeniørvidenskab {{MainEntry|Cognitive engineering}}<br> Kognitiv modellering {{MainEntry|Cognitive modeling}}<br> '''Kognitiv tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> Kollaborativ læring {{MainEntry|Collaborative learning}}<br> '''Konstruktionisme ''' {{MainEntry|[[Constructionism]]}}<br> Kunstigt læringsmiljø {{MainEntry|Artificial learning environment}}<br> Kursusplatform {{MainEntry|Course management system}}<br> <br>'''L'''{{Anchor|L}}<br> '''Lærings grid''' {{MainEntry|[[Learning grid]]}}<br> '''Læringsdesign''' {{MainEntry|[[Learning design]]}}<br> Læringsmiljø {{MainEntry|Learning environment}}<br> '''Læringsobjekt''' {{MainEntry|[[Learning objects]]}}<br> Læringspartner {{MainEntry|Learning companion}}<br> '''Læringsplatform''' {{MainEntry|[[Learning management systems]]}}<br> '''Læringsrum''' {{MainEntry|[[Learning space]]}}<br> '''Læringsscenarie''' {{MainEntry|[[Learning scenario]]}}<br> Læringssti {{MainEntry|Learning trail }}<br> <br>'''M'''{{Anchor|M}}<br> Microverden {{MainEntry|Microworld}}<br> '''Mobil læring''' {{MainEntry|[[Mobile learning]]}}<br> '''Multimedie læring''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''N'''{{Anchor|N}}<br> '''Narrative læringsmiljøer''' {{MainEntry|[[Narrative learning environments]]}}<br> Netbaseret kollaborativ læring {{MainEntry|Computer-supported collaborative learning}}<br> '''Netværksbaseret læring''' {{MainEntry|[[Networked learning]]}}<br> &nbsp;&nbsp;''' Netværksbaseret læring miljø''' {{MainEntry|... environment}}<br> &nbsp;&nbsp;''' Netværksbaseret lærings fællesskab''' {{MainEntry|... communities}}<br> <br>'''O'''{{Anchor|O}}<br> Online læringsmiljø {{MainEntry|On-line learning environment}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> <br>'''P'''{{Anchor|P}}<br> Pædagogisk agent {{MainEntry|Pedagogical agent}}<br> Personligt læringsmiljø {{MainEntry|Personal learning environment}}<br> Pervasivt læringsmiljø {{MainEntry|Pervasive learning environment}}<br> Programmerbart computerbaseret læringsmiljø {{MainEntry|Programmable computer-based learning environment}}<br> Programmerbart kursus {{MainEntry|Programmable course }}<br> <br>'''S'''{{Anchor|S}}<br> '''Samarbejdsmanuskript''' {{MainEntry|[[Collaboration script]]}}<br> Sanseligt læringsmiljø {{MainEntry|Tangible learning environment}}<br> '''Selvregulerende læring''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Simulationsbaseret læringsmiljø''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Simulationsspil {{MainEntry|Simulation games}}<br> Situeret læring {{MainEntry|Situated learning }}<br> Smart board {{MainEntry|Interactive white board}}<br> '''sømløst læringsmiljø''' {{MainEntry|[[Seamless learning environments ]]}}<br> '''Spilbaseret læring''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''T'''{{Anchor|T}}<br> '''Teknisk-matematisk læsefærdighed''' {{MainEntry|[[Techno-mathematical literacies ]]}}<br> Teknologistøttet læring {{MainEntry|Technology Enhanced Learning}}<br> <br>'''U'''{{Anchor|U}}<br> Uddannelses datamining {{MainEntry|Educational data mining}}<br> '''Uddannelses-affordance''' {{MainEntry|[[Educational affordance]]}}<br> Udvidet læringsmiljø {{MainEntry|Augmented learning environment}}<br> '''Uformel læring''' {{MainEntry|[[Informal learning]]}}<br> '''Undersøgende læring''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''V'''{{Anchor|V}}<br> Virtuel campus {{MainEntry|Virtual campus}}<br> Virtuel pædagogisk agent {{MainEntry|Virtual pedagogical agent}}<br> Virtuelle universiteter {{MainEntry|Virtual universities }}<br> Virtuelt læringsmiljø {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> Web-forelæsnings-teknologier {{MainEntry|Web-lecturing technologies}}<br> 818 817 2012-03-09T08:21:31Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Danish entries ''Edited by Lone Dirckinck-Holmfeld and Marianne Lykke, Aalborg University (DK)'' '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> '''[[Adaptive learning environment/da|Adaptivt læringsmiljø]]''' {{MainEntry|Adaptive learning environment}}<br> Agenbaseret tutor system {{MainEntry|Agent-based tutoring system}}<br> Agentbaseret læringsmiljø {{MainEntry|Agent-based learning environment}}<br> Allestedsnærværende læring {{MainEntry|Ubiquitous learning }}<br> Ambient læringsmiljø {{MainEntry|Ambient learning environment}}<br> Animeret pædagogisk agent {{MainEntry|Animated pedagogical agent}}<br> Automatisk diagnose {{MainEntry|Automatic diagnosis}}<br> Automatisk generering af øvelser {{MainEntry|Automatic generation of exercises}} <br>'''B'''{{Anchor|B}}<br> Blended learning {{MainEntry|Blended learning}}<br> Buddy system {{MainEntry|Buddy systems }}<br> <br>'''C'''{{Anchor|C}}<br> Computerassisteret eksamination {{MainEntry|Computer-assisted examination}}<br> Computerassisteret instruktion {{MainEntry|Computer-assisted instruction}}<br> Computerassisteret læring {{MainEntry|Computer-assisted learning}}<br> Computerassisteret sproglæring {{MainEntry|Computer-assisted language learning}}<br> Computerbaseret instruktion {{MainEntry|Computer-based instruction}}<br> Computerbaseret laboratorium {{MainEntry|Computer-based laboratory}}<br> Computerbaseret læringsmiljø {{MainEntry|Computer-based learning environments}}<br> Computerbaseret matematik {{MainEntry|Computational mathematics}}<br> Computerprogrammering som læringssupport {{MainEntry|Computer programming in support of learning}}<br> Courseware {{MainEntry|Courseware }}<br> <br>'''D'''{{Anchor|D}}<br> '''Didaktisk tilrettelæggelse''' {{MainEntry|[[Didactical engineering]]}}<br> Distribuerede læringsmiljøer {{MainEntry|Distributed learning environments}}<br> Distribueret læring {{MainEntry|Distributed learning}}<br> Dynamisk geometri {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> E-bedømmelse {{MainEntry|e-Assessment}}<br> E-læring {{MainEntry|e-learning}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Edutainment {{MainEntry|Edutainment}}<br> Ekstern skript {{MainEntry|External script}}<br> Elevmodellering {{MainEntry|Learner modeling}}<br> '''Epistemisk affordance''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Epistemisk feedback''' {{MainEntry|[[Epistemic feedback]]}}<br> <br>'''F'''{{Anchor|F}}<br> Fjernlaboratorier {{MainEntry|Remote laboratories }}<br> Fjernundervisning {{MainEntry|Distance learning}}<br> Forfattersystem {{MainEntry|Authoring system}}<br> Forfatterværktøj {{MainEntry|Authoring tool}}<br> <br>'''I'''{{Anchor|I}}<br> '''Indlejret fænomen''' {{MainEntry|[[Embedded phenomena]]}}<br> Inkluderende e-læring {{MainEntry|Inclusive e-learning}}<br> Integreret læringssystem {{MainEntry|Integrated learning system }}<br> '''Intelligent tutor system''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Intelligent understøttende system {{MainEntry|Intelligent scaffolding system}}<br> Interaktivt læringsmiljø {{MainEntry|Interactive learning environment}}<br> Intern skript {{MainEntry|Internal script}}<br> <br>'''K'''{{Anchor|K}}<br> Kognitiv diagnose {{MainEntry|Cognitive diagnosis}}<br> Kognitiv ingeniørvidenskab {{MainEntry|Cognitive engineering}}<br> Kognitiv modellering {{MainEntry|Cognitive modeling}}<br> '''Kognitiv tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> Kollaborativ læring {{MainEntry|Collaborative learning}}<br> '''Konstruktionisme ''' {{MainEntry|[[Constructionism]]}}<br> Kunstigt læringsmiljø {{MainEntry|Artificial learning environment}}<br> Kursusplatform {{MainEntry|Course management system}}<br> <br>'''L'''{{Anchor|L}}<br> '''Lærings grid''' {{MainEntry|[[Learning grid]]}}<br> '''Læringsdesign''' {{MainEntry|[[Learning design]]}}<br> Læringsmiljø {{MainEntry|Learning environment}}<br> '''Læringsobjekt''' {{MainEntry|[[Learning objects]]}}<br> Læringspartner {{MainEntry|Learning companion}}<br> '''Læringsplatform''' {{MainEntry|[[Learning management systems]]}}<br> '''Læringsrum''' {{MainEntry|[[Learning space]]}}<br> '''Læringsscenarie''' {{MainEntry|[[Learning scenario]]}}<br> Læringssti {{MainEntry|Learning trail }}<br> <br>'''M'''{{Anchor|M}}<br> Microverden {{MainEntry|Microworld}}<br> '''Mobil læring''' {{MainEntry|[[Mobile learning]]}}<br> '''Multimedie læring''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''N'''{{Anchor|N}}<br> '''Narrative læringsmiljøer''' {{MainEntry|[[Narrative learning environments]]}}<br> Netbaseret kollaborativ læring {{MainEntry|Computer-supported collaborative learning}}<br> '''Netværksbaseret læring''' {{MainEntry|[[Networked learning]]}}<br> '''Netværksbaseret læring miljø''' {{MainEntry|[[Networked learning environment ]]}}<br> '''Netværksbaseret lærings fællesskab''' {{MainEntry|[[Networked learning communities]]}}<br> <br>'''O'''{{Anchor|O}}<br> Online læringsmiljø {{MainEntry|On-line learning environment}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> <br>'''P'''{{Anchor|P}}<br> Pædagogisk agent {{MainEntry|Pedagogical agent}}<br> Personligt læringsmiljø {{MainEntry|Personal learning environment}}<br> Pervasivt læringsmiljø {{MainEntry|Pervasive learning environment}}<br> Programmerbart computerbaseret læringsmiljø {{MainEntry|Programmable computer-based learning environment}}<br> Programmerbart kursus {{MainEntry|Programmable course }}<br> <br>'''S'''{{Anchor|S}}<br> '''Samarbejdsmanuskript''' {{MainEntry|[[Collaboration script]]}}<br> Sanseligt læringsmiljø {{MainEntry|Tangible learning environment}}<br> '''Selvregulerende læring''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Simulationsbaseret læringsmiljø''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Simulationsspil {{MainEntry|Simulation games}}<br> Situeret læring {{MainEntry|Situated learning }}<br> Smart board {{MainEntry|Interactive white board}}<br> '''sømløst læringsmiljø''' {{MainEntry|[[Seamless learning environments ]]}}<br> '''Spilbaseret læring''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''T'''{{Anchor|T}}<br> '''Teknisk-matematisk læsefærdighed''' {{MainEntry|[[Techno-mathematical literacies ]]}}<br> Teknologistøttet læring {{MainEntry|Technology Enhanced Learning}}<br> <br>'''U'''{{Anchor|U}}<br> Uddannelses datamining {{MainEntry|Educational data mining}}<br> '''Uddannelses-affordance''' {{MainEntry|[[Educational affordance]]}}<br> Udvidet læringsmiljø {{MainEntry|Augmented learning environment}}<br> '''Uformel læring''' {{MainEntry|[[Informal learning]]}}<br> '''Undersøgende læring''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''V'''{{Anchor|V}}<br> Virtuel campus {{MainEntry|Virtual campus}}<br> Virtuel pædagogisk agent {{MainEntry|Virtual pedagogical agent}}<br> Virtuelle universiteter {{MainEntry|Virtual universities }}<br> Virtuelt læringsmiljø {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> Web-forelæsnings-teknologier {{MainEntry|Web-lecturing technologies}}<br> 817 813 2012-03-08T16:37:48Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Danish entries ''Edited by Lone Dirckinck-Holmfeld and Marianne Lykke, Aalborg University (DK)'' '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> '''[[Adaptive learning environment/da|Adaptivt læringsmiljø]]''' {{MainEntry|Adaptive learning environment}}<br> Agenbaseret tutor system {{MainEntry|Agent-based tutoring system}}<br> Agentbaseret læringsmiljø {{MainEntry|Agent-based learning environment}}<br> Allestedsnærværende læring {{MainEntry|Ubiquitous learning }}<br> Ambient læringsmiljø {{MainEntry|Ambient learning environment}}<br> Animeret pædagogisk agent {{MainEntry|Animated pedagogical agent}}<br> Automatisk diagnose {{MainEntry|Automatic diagnosis}}<br> Automatisk generering af øvelser {{MainEntry|Automatic generation of exercises}} <br>'''B'''{{Anchor|B}}<br> <br>'''C'''{{Anchor|C}}<br> <br>'''D'''{{Anchor|D}}<br> <br>'''E'''{{Anchor|E}}<br> <br>'''G'''{{Anchor|G}}<br> <br>'''I'''{{Anchor|I}}<br> <br>'''L'''{{Anchor|L}}<br> <br>'''M'''{{Anchor|M}}<br> <br>'''N'''{{Anchor|N}}<br> <br>'''O'''{{Anchor|O}}<br> <br>'''P'''{{Anchor|P}}<br> <br>'''R'''{{Anchor|R}}<br> <br>'''S'''{{Anchor|S}}<br> <br>'''T'''{{Anchor|T}}<br> <br>'''U'''{{Anchor|U}}<br> <br>'''V'''{{Anchor|V}}<br> <br>'''W'''{{Anchor|W}}<br> 813 811 2012-03-08T14:33:58Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Danish entries ''Edited by Lone Dirckinck-Holmfeld and Marianne Lykke, Aalborg University (DK)'' '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> '''[[Adaptive learning environment/da|Adaptivt læringsmiljø]]''' {{MainEntry|Adaptive learning environment}}<br> '''Agenbaseret tutor system''' {{MainEntry|Agent-based tutoring system}}<br> <br>'''B'''{{Anchor|B}}<br> <br>'''C'''{{Anchor|C}}<br> <br>'''D'''{{Anchor|D}}<br> <br>'''E'''{{Anchor|E}}<br> <br>'''G'''{{Anchor|G}}<br> <br>'''I'''{{Anchor|I}}<br> <br>'''L'''{{Anchor|L}}<br> <br>'''M'''{{Anchor|M}}<br> <br>'''N'''{{Anchor|N}}<br> <br>'''O'''{{Anchor|O}}<br> <br>'''P'''{{Anchor|P}}<br> <br>'''R'''{{Anchor|R}}<br> <br>'''S'''{{Anchor|S}}<br> <br>'''T'''{{Anchor|T}}<br> <br>'''U'''{{Anchor|U}}<br> <br>'''V'''{{Anchor|V}}<br> <br>'''W'''{{Anchor|W}}<br> 811 2012-03-08T14:27:45Z Zeiliger 2 Created page with "{{languages}}<br> TEL Dictionary: Danish entries ''Edited by Lone Dirckinck-Holmfeld and Marianne Lykke, Aalborg University (DK)'' '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [..." wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Danish entries ''Edited by Lone Dirckinck-Holmfeld and Marianne Lykke, Aalborg University (DK)'' '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> '''[[Adaptive learning environment/da|Adaptivt læringsmiljø]]''' {{MainEntry|[[Adaptive learning environment]]}}<br> '''Agenbaseret tutor system''' {{MainEntry|[[Agent-based tutoring system]]}}<br> <br>'''B'''{{Anchor|B}}<br> <br>'''C'''{{Anchor|C}}<br> <br>'''D'''{{Anchor|D}}<br> <br>'''E'''{{Anchor|E}}<br> <br>'''G'''{{Anchor|G}}<br> <br>'''I'''{{Anchor|I}}<br> <br>'''L'''{{Anchor|L}}<br> <br>'''M'''{{Anchor|M}}<br> <br>'''N'''{{Anchor|N}}<br> <br>'''O'''{{Anchor|O}}<br> <br>'''P'''{{Anchor|P}}<br> <br>'''R'''{{Anchor|R}}<br> <br>'''S'''{{Anchor|S}}<br> <br>'''T'''{{Anchor|T}}<br> <br>'''U'''{{Anchor|U}}<br> <br>'''V'''{{Anchor|V}}<br> <br>'''W'''{{Anchor|W}}<br> 0 73 1182 972 2013-03-01T12:38:55Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Greek entries ''Edited by Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou, Learning Technology and Educational Engineering Laboratory, University of the Aegean (GR)'' '''A - [[#Γ|Γ]] - [[#Δ|Δ]] - [[#Ε|Ε]] - [[#Η|Η]] - [[#Κ|Κ]] - [[#Μ|Μ]] - [[#Ν|Ν]] - [[#Π|Π]] - [[#Σ|Σ]] - [[#Τ|Τ]] - [[#Υ|Υ]] - [[#Φ|Φ]]''' '''A'''<br> Απομακρυσμένα Εργαστήρια {{MainEntry|Remote laboratories}}<br> Απτό Μαθησιακό Περιβάλλον {{MainEntry|Tangible learning environment}}<br> '''Άτυπη Μάθηση''' {{MainEntry|[[Informal learning]]}}<br> Αυτόματη Διάγνωση {{MainEntry|Automatic diagnosis}}<br> Αυτόματη Παραγωγή Ασκήσεων {{MainEntry|Automatic generation of exercises}}<br> '''Αυτό-ρυθμιζόμενη Μάθηση''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Αφηγηματικά Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Narrative learning environments]]}} <br>'''Γ'''{{Anchor|Γ}}<br> Γνωσιακή Μηχανική {{MainEntry|Cognitive engineering}}<br> Γνωστική Διάγνωση {{MainEntry|Cognitive diagnosis}}<br> Γνωστική Μοντελοποίηση {{MainEntry|Cognitive modeling}}<br> '''Γνωστικός Προσωπικός Δάσκαλος (σε νοήμον τεχνολογικό σύστημα μάθησης)''' {{MainEntry|[[Cognitive tutor]]}} <br>'''Δ'''{{Anchor|Δ}}<br> Διαδικτυακά Περιβάλλοντα {{MainEntry|Networked environment}}<br> Διαδικτυακές Κοινότητες {{MainEntry|Networked communities}}<br> '''Διαδικτυακή Μάθηση''' {{MainEntry|[[Networked learning]]}}<br> Διαδικτυακό Μαθησιακό Περιβάλλον {{MainEntry|οn-line learning environment}}<br> Διαδραστικό Μαθησιακό Περιβάλλον {{MainEntry|Interactive learning environment}}<br> Διαδραστικός Πίνακας {{MainEntry|Interactive white board}}<br> Διάχυτη Μάθηση {{MainEntry|Ubiquitous learning}}<br> '''Διδακτική Μηχανική''' {{MainEntry|[[Didactical engineering]]}}<br> Διδασκαλία Βασιζόμενη σε Υπολογιστή {{MainEntry|Computer-based instruction}}<br> Διδασκαλία Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted instruction}}<br> '''Διερευνητική Μάθηση''' {{MainEntry|[[Inquiry learning]]}}<br> Δυναμική Γεωμετρία {{MainEntry|Dynamic geometry}} <br>'''Ε'''{{Anchor|Ε}}<br> Εγκαθιδρυμένη Μάθηση {{MainEntry|Situated learning}}<br> Εικονικά Πανεπιστήμια {{MainEntry|Virtual universities}}<br> Εικονικό Campus {{MainEntry|Virtual campus}}<br> Εικονικό Μαθησιακό Περιβάλλον {{MainEntry|Virtual learning environment}}<br> Εικονικός Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Virtual pedagogical agent}}<br> Εκμάθηση Γλώσσας Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted language learning}}<br> Εκπαιδαγωγία {{MainEntry|Edutainment}}<br> Εκπαιδευτικό Λογισμικό {{MainEntry|Courseware}}<br> Εμψυχωμένοι Παιδαγωγικοί Διαμεσολαβητές {{MainEntry|Animated pedagogical agent}}<br> Ενοποιημένο Μαθησιακό Σύστημα {{MainEntry|Integrated learning system}}<br> '''Ενσωματωμένα Φαινόμενα''' {{MainEntry|[[Embedded phenomena]]}}<br> Εξ Αποστάσεως Μάθηση {{MainEntry|Distance learning}}<br> Εξέταση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted examination}}<br> '''Εξόρυξη Δεδομένων Εκπαιδευτικού Σκοπού''' {{MainEntry|[[Educational data mining]]}}<br> Εξωτερικό Σενάριο {{MainEntry|External script}}<br> Εξωτερικό Σενάριο --- external see External script '''Επικάλυψη (μοντέλο επικάλυψης)''' {{MainEntry|[[Overlay]]}}<br> '''Επιστημική Ανατροφοδότηση''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Επιστημική Προσφερόμενη Δυνατότητα (τεχνολογικού περιβάλλοντος)''' {{MainEntry|[[Epistemic affordance]]}}<br> Εργαλείο Συγγραφής {{MainEntry|Authoring tool}}<br> Εργαστήριο Βασιζόμενο σε Υπολογιστή {{MainEntry|Computer-based laboratory}}<br> Εσωτερικό Σενάριο {{MainEntry|Internal script}}<br> ---εσωτερικό βλ. Εσωτερικό Σενάριο --- internal see Internal script <br>'''Η'''{{Anchor|Η}}<br> '''Ηλεκτρονική-Αξιολόγηση''' {{MainEntry|[[e-Assessment]]}}<br> Ηλεκτρονικά Χαρτοφυλάκια {{MainEntry|e-portfolio}}<br> Ηλεκτρονική Μάθηση {{MainEntry|e-learning}} <br>'''Κ'''{{Anchor|Κ}}<br> Κατανεμημένα Mαθησιακά Περιβάλλοντα {{MainEntry|Distributed learning environments}}<br> Κατανεμημένη Μάθηση {{MainEntry|Distributed learning}}<br> '''Κατασκευατισμός, Κονστρουκτιονισμός''' {{MainEntry|[[Constructionism]]}} <br>'''Μ'''{{Anchor|Μ}}<br> '''Μάθηση βασιζόμενη σε Ηλεκτρονικά Παιχνίδια''' {{MainEntry|[[Game-based learning]]}}<br> Μάθηση Ενισχυμένη Τεχνολογικά {{MainEntry|Technology Enhanced Learning}}<br> '''Μάθηση με χρήση Κινητών Συσκευών''' {{MainEntry|[[Mobile learning]]}}<br> '''Μάθηση με χρήση Πολυμέσων''' {{MainEntry|[[Multimedia learning]]}}<br> Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted learning}}<br> '''Μαθησιακά Αντικείμενα''' {{MainEntry|[[Learning objects]]}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based learning environment}}<br> Μαθησιακό Περιβάλλον Βασιζόμενο σε Διεισδυτικές Τεχνολογίες {{MainEntry|Pervasive learning environment}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο στη Διευρυμένη Πραγματικότητα {{MainEntry|Augmented learning environment}}<br> '''Μαθησιακά Περιβάλλοντα Βασιζόμενα στην Προσομοίωση''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα σε Υπολογιστή {{MainEntry|Computer-based learning environments}}<br> Μαθησιακό Περιβάλλον {{MainEntry|Learning environment}}<br> '''Μαθησιακός Σχεδιασμός''' {{MainEntry|[[Learning design]]}}<br> '''Μαθησιακός Χώρος''' {{MainEntry|[[Learning space]]}}<br> Μικρόκοσμος {{MainEntry|Microworld}}<br> Μικτή Μάθηση {{MainEntry|Blended learning}}<br> Μοντελοποίηση Μαθητή {{MainEntry|Learner modeling}} <br>'''Ν'''{{Anchor|Ν}}<br> '''Νοήμον Σύστημα Διδασκαλίας''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Νοήμον Σύστημα Κλιμακούμενης Υποστήριξης {{MainEntry|Intelligent scaffolding system}} <br>'''Π'''{{Anchor|Π}}<br> Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Pedagogical agent}}<br> Παιχνίδια Προσομοίωσης {{MainEntry|Simulation games}}<br> Περιρρέον Mαθησιακό Περιβάλλον {{MainEntry|Ambient learning environment}}<br> '''Πλέγμα μάθησης''' {{MainEntry|[[Learning grid]]}}<br> Πορεία μάθησης ή Μαθησιακό Ίχνος {{MainEntry|Learning trail}}<br> Προγραμματιζόμενο μάθημα {{MainEntry|Programmable course}}<br> Προγραμματιζόμενο Μαθησιακό Περιβάλλον υποστηριζόμενο από Η.Υ {{MainEntry|Programmable computer-based learning environment}}<br> Προγραμματισμός Η/Υ για την υποστήριξη της μάθησης {{MainEntry|Computer programming in support of learning}}<br> '''Προσαρμοστικό Mαθησιακό Περιβάλλον''' {{MainEntry|[[Adaptive learning environment]]}}<br> '''Προσφερόμενη δυνατότητα για εκπαιδευτική χρήση (ενός Τεχνολογικού Περιβάλλοντος)''' {{MainEntry|[[Educational affordance]]}}<br> Προσωπικό Μαθησιακό Περιβάλλον {{MainEntry|Personal learning environment}} <br>'''Σ'''{{Anchor|Σ}}<br> '''Σενάρια Συνεργασίας''' {{MainEntry|[[Collaboration script]]}}<br> Σενάριο--- Script ... '''Σενάριο Μάθησης''' {{MainEntry|[[Learning scenario]]}}<br> ---Συνεργασίας βλ. Σενάριο Συνεργασίας --- collaboration see Collaboration script}}<br> Συμπεριληπτική Ηλεκτρονική Μάθηση {{MainEntry|Inclusive e-learning}}<br> Συνεργατική Μάθηση {{MainEntry|Collaborative learning}}<br> Συνεργατική Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-supported collaborative learning}}<br> '''Συνεχή Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Seamless learning environments]]}}<br> Σύντροφος Μάθησης {{MainEntry|Learning companion}}<br> Σύστημα Διαχείρισης Μαθημάτων {{MainEntry|Course management system}}<br> Σύστημα διδασκαλίας βασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based tutoring system}}<br> '''Σύστημα Συγγραφής''' {{MainEntry|[[Authoring system]]}}<br> '''Συστήματα Διαχείρισης Μάθησης''' {{MainEntry|[[Learning management systems]]}} <br>'''Τ'''{{Anchor|Τ}}<br> Τεχνητό Mαθησιακό Περιβάλλον {{MainEntry|Artificial learning environment}}<br> Τεχνολογίες Πανεπιστημιακής Διδασκαλίας μέσω Διαδικτύου {{MainEntry|Web-lecturing technologies}}<br> '''Τεχνο-μαθηματικοί Γραμματισμοί''' {{MainEntry|[[Techno-mathematical literacies]]}} <br>'''Υ'''{{Anchor|C}}<br> Υπολογιστική Μαθησιολογία {{MainEntry|Computational mathetic}} <br>'''Φ'''{{Anchor|Φ}}<br> Φιλικά Συστήματα (τεχνολογικά) {{MainEntry|Buddy systems}}<br> 972 959 2012-09-27T06:25:52Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Greek entries ''Edited by Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou, Learning Technology and Educational Engineering Laboratory, University of the Aegean (GR)'' '''A - [[#Γ|Γ]] - [[#Δ|Δ]] - [[#Ε|Ε]] - [[#Η|Η]] - [[#Κ|Κ]] - [[#Μ|Μ]] - [[#Ν|Ν]] - [[#Π|Π]] - [[#Σ|Σ]] - [[#Τ|Τ]] - [[#Υ|Υ]] - [[#Φ|Φ]]''' '''A'''<br> Απομακρυσμένα Εργαστήρια {{MainEntry|Remote laboratories}}<br> Απτό Μαθησιακό Περιβάλλον {{MainEntry|Tangible learning environment}}<br> '''Άτυπη Μάθηση''' {{MainEntry|[[Informal learning]]}}<br> Αυτόματη Διάγνωση {{MainEntry|Automatic diagnosis}}<br> Αυτόματη Παραγωγή Ασκήσεων {{MainEntry|Automatic generation of exercises}}<br> '''Αυτό-ρυθμιζόμενη Μάθηση''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Αφηγηματικά Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Narrative learning environments]]}} <br>'''Γ'''{{Anchor|Γ}}<br> Γνωσιακή Μηχανική {{MainEntry|Cognitive engineering}}<br> Γνωστική Διάγνωση {{MainEntry|Cognitive diagnosis}}<br> Γνωστική Μοντελοποίηση {{MainEntry|Cognitive modeling}}<br> '''Γνωστικός Προσωπικός Δάσκαλος (σε νοήμον τεχνολογικό σύστημα μάθησης)''' {{MainEntry|[[Cognitive tutor]]}} <br>'''Δ'''{{Anchor|Δ}}<br> Διαδικτυακά Περιβάλλοντα {{MainEntry|Networked environment}}<br> Διαδικτυακές Κοινότητες {{MainEntry|Networked communities}}<br> '''Διαδικτυακή Μάθηση''' {{MainEntry|[[Networked learning]]}}<br> Διαδικτυακό Μαθησιακό Περιβάλλον {{MainEntry|οn-line learning environment}}<br> Διαδραστικό Μαθησιακό Περιβάλλον {{MainEntry|Interactive learning environment}}<br> Διαδραστικός Πίνακας {{MainEntry|Interactive white board}}<br> Διάχυτη Μάθηση {{MainEntry|Ubiquitous learning}}<br> '''Διδακτική Μηχανική''' {{MainEntry|[[Didactical engineering]]}}<br> Διδασκαλία Βασιζόμενη σε Υπολογιστή {{MainEntry|Computer-based instruction}}<br> Διδασκαλία Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted instruction}}<br> '''Διερευνητική Μάθηση''' {{MainEntry|[[Inquiry learning]]}}<br> Δυναμική Γεωμετρία {{MainEntry|Dynamic geometry}} <br>'''Ε'''{{Anchor|Ε}}<br> Εγκαθιδρυμένη Μάθηση {{MainEntry|Situated learning}}<br> Εικονικά Πανεπιστήμια {{MainEntry|Virtual universities}}<br> Εικονικό Campus {{MainEntry|Virtual campus}}<br> Εικονικό Μαθησιακό Περιβάλλον {{MainEntry|Virtual learning environment}}<br> Εικονικός Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Virtual pedagogical agent}}<br> Εκμάθηση Γλώσσας Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted language learning}}<br> Εκπαιδαγωγία {{MainEntry|Edutainment}}<br> Εκπαιδευτικό Λογισμικό {{MainEntry|Courseware}}<br> Εμψυχωμένοι Παιδαγωγικοί Διαμεσολαβητές {{MainEntry|Animated pedagogical agent}}<br> Ενοποιημένο Μαθησιακό Σύστημα {{MainEntry|Integrated learning system}}<br> '''Ενσωματωμένα Φαινόμενα''' {{MainEntry|[[Embedded phenomena]]}}<br> Εξ Αποστάσεως Μάθηση {{MainEntry|Distance learning}}<br> Εξέταση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted examination}}<br> '''Εξόρυξη Δεδομένων Εκπαιδευτικού Σκοπού''' {{MainEntry|[[Educational data mining]]}}<br> Εξωτερικό Σενάριο {{MainEntry|External script}}<br> Εξωτερικό Σενάριο --- external see External script '''Επικάλυψη (μοντέλο επικάλυψης)''' {{MainEntry|[[Overlay]]}}<br> '''Επιστημική Ανατροφοδότηση''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Επιστημική Προσφερόμενη Δυνατότητα (τεχνολογικού περιβάλλοντος)''' {{MainEntry|[[Epistemic affordance]]}}<br> Εργαλείο Συγγραφής {{MainEntry|Authoring tool}}<br> Εργαστήριο Βασιζόμενο σε Υπολογιστή {{MainEntry|Computer-based laboratory}}<br> Εσωτερικό Σενάριο {{MainEntry|Internal script}}<br> ---εσωτερικό βλ. Εσωτερικό Σενάριο --- internal see Internal script <br>'''Η'''{{Anchor|Η}}<br> '''Ηλεκτρονική-Αξιολόγηση''' {{MainEntry|[[e-Assessment]]}}<br> Ηλεκτρονικά Χαρτοφυλάκια {{MainEntry|e-portfolio}}<br> Ηλεκτρονική Μάθηση {{MainEntry|e-learning}} <br>'''Κ'''{{Anchor|Κ}}<br> Κατανεμημένα Mαθησιακά Περιβάλλοντα {{MainEntry|Distributed learning environments}}<br> Κατανεμημένη Μάθηση {{MainEntry|Distributed learning}}<br> '''Κατασκευατισμός, Κονστρουκτιονισμός''' {{MainEntry|[[Constructionism]]}} <br>'''Μ'''{{Anchor|Μ}}<br> '''Μάθηση βασιζόμενη σε Ηλεκτρονικά Παιχνίδια''' {{MainEntry|[[Game-based learning]]}}<br> Μάθηση Ενισχυμένη Τεχνολογικά {{MainEntry|Technology Enhanced Learning}}<br> '''Μάθηση με χρήση Κινητών Συσκευών''' {{MainEntry|[[Mobile learning]]}}<br> '''Μάθηση με χρήση Πολυμέσων''' {{MainEntry|[[Multimedia learning]]}}<br> Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted learning}}<br> '''Μαθησιακά Αντικείμενα''' {{MainEntry|[[Learning objects]]}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based learning environment}}<br> Μαθησιακό Περιβάλλον Βασιζόμενο σε Διεισδυτικές Τεχνολογίες {{MainEntry|Pervasive learning environment}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο στη Διευρυμένη Πραγματικότητα {{MainEntry|Augmented learning environment}}<br> '''Μαθησιακά Περιβάλλοντα Βασιζόμενα στην Προσομοίωση''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα σε Υπολογιστή {{MainEntry|Computer-based learning environments}}<br> Μαθησιακό Περιβάλλον {{MainEntry|Learning environment}}<br> '''Μαθησιακός Σχεδιασμός''' {{MainEntry|[[Learning design]]}}<br> '''Μαθησιακός Χώρος''' {{MainEntry|[[Learning space]]}}<br> Μικρόκοσμος {{MainEntry|Microworld}}<br> Μικτή Μάθηση {{MainEntry|Blended learning}}<br> Μοντελοποίηση Μαθητή {{MainEntry|Learner modeling}} <br>'''Ν'''{{Anchor|Ν}}<br> '''Νοήμον Σύστημα Διδασκαλίας''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Νοήμον Σύστημα Κλιμακούμενης Υποστήριξης {{MainEntry|Intelligent scaffolding system}} <br>'''Π'''{{Anchor|Π}}<br> Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Pedagogical agent}}<br> Παιχνίδια Προσομοίωσης {{MainEntry|Simulation games}}<br> Περιρρέον Mαθησιακό Περιβάλλον {{MainEntry|Ambient learning environment}}<br> '''Πλέγμα μάθησης''' {{MainEntry|[[Learning grid]]}}<br> Πορεία μάθησης ή Μαθησιακό Ίχνος {{MainEntry|Learning trail}}<br> Προγραμματιζόμενο μάθημα {{MainEntry|Programmable course}}<br> Προγραμματιζόμενο Μαθησιακό Περιβάλλον υποστηριζόμενο από Η.Υ {{MainEntry|Programmable computer-based learning environment}}<br> Προγραμματισμός Η/Υ για την υποστήριξη της μάθησης {{MainEntry|Computer programming in support of learning}}<br> '''Προσαρμοστικό Mαθησιακό Περιβάλλον''' {{MainEntry|[[Adaptive learning environment]]}}<br> '''Προσφερόμενη δυνατότητα για εκπαιδευτική χρήση (ενός Τεχνολογικού Περιβάλλοντος)''' {{MainEntry|[[Educational affordance]]}}<br> Προσωπικό Μαθησιακό Περιβάλλον {{MainEntry|Personal learning environment}} <br>'''Σ'''{{Anchor|Σ}}<br> '''Σενάρια Συνεργασίας''' {{MainEntry|[[Collaboration script]]}}<br> Σενάριο--- Script ... '''Σενάριο Μάθησης''' {{MainEntry|[[Learning scenario]]}}<br> ---Συνεργασίας βλ. Σενάριο Συνεργασίας --- collaboration see Collaboration script}}<br> Συμπεριληπτική Ηλεκτρονική Μάθηση {{MainEntry|Inclusive e-learning}}<br> Συνεργατική Μάθηση {{MainEntry|Collaborative learning}}<br> Συνεργατική Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-supported collaborative learning}}<br> '''Συνεχή Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Seamless learning environments]]}}<br> Σύντροφος Μάθησης {{MainEntry|Learning companion}}<br> Σύστημα Διαχείρισης Μαθημάτων {{MainEntry|Course management system}}<br> Σύστημα διδασκαλίας βασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based tutoring system}}<br> Σύστημα Συγγραφής {{MainEntry|Authoring system}}<br> '''Συστήματα Διαχείρισης Μάθησης''' {{MainEntry|[[Learning management systems]]}} <br>'''Τ'''{{Anchor|Τ}}<br> Τεχνητό Mαθησιακό Περιβάλλον {{MainEntry|Artificial learning environment}}<br> Τεχνολογίες Πανεπιστημιακής Διδασκαλίας μέσω Διαδικτύου {{MainEntry|Web-lecturing technologies}}<br> '''Τεχνο-μαθηματικοί Γραμματισμοί''' {{MainEntry|[[Techno-mathematical literacies]]}} <br>'''Υ'''{{Anchor|C}}<br> Υπολογιστική Μαθησιολογία {{MainEntry|Computational mathetic}} <br>'''Φ'''{{Anchor|Φ}}<br> Φιλικά Συστήματα (τεχνολογικά) {{MainEntry|Buddy systems}}<br> 959 888 2012-09-27T06:15:31Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Greek entries ''Edited by Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou, Learning Technology and Educational Engineering Laboratory, University of the Aegean (GR)'' '''A - [[#Γ|Γ]] - [[#Δ|Δ]] - [[#Ε|Ε]] - [[#Η|Η]] - [[#Κ|Κ]] - [[#Μ|Μ]] - [[#Ν|Ν]] - [[#Π|Π]] - [[#Σ|Σ]] - [[#Τ|Τ]] - [[#Υ|Υ]] - [[#Φ|Φ]]''' '''A'''<br> Απομακρυσμένα Εργαστήρια {{MainEntry|Remote laboratories}}<br> Απτό Μαθησιακό Περιβάλλον {{MainEntry|Tangible learning environment}}<br> '''Άτυπη Μάθηση''' {{MainEntry|[[Informal learning]]}}<br> Αυτόματη Διάγνωση {{MainEntry|Automatic diagnosis}}<br> Αυτόματη Παραγωγή Ασκήσεων {{MainEntry|Automatic generation of exercises}}<br> '''Αυτό-ρυθμιζόμενη Μάθηση''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Αφηγηματικά Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Narrative learning environments]]}} <br>'''Γ'''{{Anchor|Γ}}<br> Γνωσιακή Μηχανική {{MainEntry|Cognitive engineering}}<br> Γνωστική Διάγνωση {{MainEntry|Cognitive diagnosis}}<br> Γνωστική Μοντελοποίηση {{MainEntry|Cognitive modeling}}<br> '''Γνωστικός Προσωπικός Δάσκαλος (σε νοήμον τεχνολογικό σύστημα μάθησης)''' {{MainEntry|[[Cognitive tutor]]}} <br>'''Δ'''{{Anchor|Δ}}<br> Διαδικτυακά Περιβάλλοντα {{MainEntry|Networked environment}}<br> Διαδικτυακές Κοινότητες {{MainEntry|Networked communities}}<br> '''Διαδικτυακή Μάθηση''' {{MainEntry|[[Networked learning]]}}<br> Διαδικτυακό Μαθησιακό Περιβάλλον {{MainEntry|οn-line learning environment}}<br> Διαδραστικό Μαθησιακό Περιβάλλον {{MainEntry|Interactive learning environment}}<br> Διαδραστικός Πίνακας {{MainEntry|Interactive white board}}<br> Διάχυτη Μάθηση {{MainEntry|Ubiquitous learning}}<br> '''Διδακτική Μηχανική''' {{MainEntry|[[Didactical engineering]]}}<br> Διδασκαλία Βασιζόμενη σε Υπολογιστή {{MainEntry|Computer-based instruction}}<br> Διδασκαλία Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted instruction}}<br> '''Διερευνητική Μάθηση''' {{MainEntry|[[Inquiry learning]]}}<br> Δυναμική Γεωμετρία {{MainEntry|Dynamic geometry}} <br>'''Ε'''{{Anchor|Ε}}<br> Εγκαθιδρυμένη Μάθηση {{MainEntry|Situated learning}}<br> Εικονικά Πανεπιστήμια {{MainEntry|Virtual universities}}<br> Εικονικό Campus {{MainEntry|Virtual campus}}<br> Εικονικό Μαθησιακό Περιβάλλον {{MainEntry|Virtual learning environment}}<br> Εικονικός Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Virtual pedagogical agent}}<br> Εκμάθηση Γλώσσας Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted language learning}}<br> Εκπαιδαγωγία {{MainEntry|Edutainment}}<br> Εκπαιδευτικό Λογισμικό {{MainEntry|Courseware}}<br> Εμψυχωμένοι Παιδαγωγικοί Διαμεσολαβητές {{MainEntry|Animated pedagogical agent}}<br> Ενοποιημένο Μαθησιακό Σύστημα {{MainEntry|Integrated learning system}}<br> '''Ενσωματωμένα Φαινόμενα''' {{MainEntry|[[Embedded phenomena]]}}<br> Εξ Αποστάσεως Μάθηση {{MainEntry|Distance learning}}<br> Εξέταση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted examination}}<br> '''Εξόρυξη Δεδομένων Εκπαιδευτικού Σκοπού''' {{MainEntry|[[Educational data mining]]}}<br> Εξωτερικό Σενάριο {{MainEntry|External script}}<br> Εξωτερικό Σενάριο --- external see External script '''Επικάλυψη (μοντέλο επικάλυψης)''' {{MainEntry|[[Overlay]]}}<br> '''Επιστημική Ανατροφοδότηση''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Επιστημική Προσφερόμενη Δυνατότητα (τεχνολογικού περιβάλλοντος)''' {{MainEntry|[[Epistemic affordance]]}}<br> Εργαλείο Συγγραφής {{MainEntry|Authoring tool}}<br> Εργαστήριο Βασιζόμενο σε Υπολογιστή {{MainEntry|Computer-based laboratory}}<br> Εσωτερικό Σενάριο {{MainEntry|Internal script}}<br> ---εσωτερικό βλ. Εσωτερικό Σενάριο --- internal see Internal script <br>'''Η'''{{Anchor|Η}}<br> Ηλεκτρονική-Αξιολόγηση {{MainEntry|[[e-Assessment]]}}<br> Ηλεκτρονικά Χαρτοφυλάκια {{MainEntry|e-portfolio}}<br> Ηλεκτρονική Μάθηση {{MainEntry|e-learning}} <br>'''Κ'''{{Anchor|Κ}}<br> Κατανεμημένα Mαθησιακά Περιβάλλοντα {{MainEntry|Distributed learning environments}}<br> Κατανεμημένη Μάθηση {{MainEntry|Distributed learning}}<br> '''Κατασκευατισμός, Κονστρουκτιονισμός''' {{MainEntry|[[Constructionism]]}} <br>'''Μ'''{{Anchor|Μ}}<br> '''Μάθηση βασιζόμενη σε Ηλεκτρονικά Παιχνίδια''' {{MainEntry|[[Game-based learning]]}}<br> Μάθηση Ενισχυμένη Τεχνολογικά {{MainEntry|Technology Enhanced Learning}}<br> '''Μάθηση με χρήση Κινητών Συσκευών''' {{MainEntry|[[Mobile learning]]}}<br> '''Μάθηση με χρήση Πολυμέσων''' {{MainEntry|[[Multimedia learning]]}}<br> Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted learning}}<br> '''Μαθησιακά Αντικείμενα''' {{MainEntry|[[Learning objects]]}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based learning environment}}<br> Μαθησιακό Περιβάλλον Βασιζόμενο σε Διεισδυτικές Τεχνολογίες {{MainEntry|Pervasive learning environment}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο στη Διευρυμένη Πραγματικότητα {{MainEntry|Augmented learning environment}}<br> '''Μαθησιακά Περιβάλλοντα Βασιζόμενα στην Προσομοίωση''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα σε Υπολογιστή {{MainEntry|Computer-based learning environments}}<br> Μαθησιακό Περιβάλλον {{MainEntry|Learning environment}}<br> '''Μαθησιακός Σχεδιασμός''' {{MainEntry|[[Learning design]]}}<br> '''Μαθησιακός Χώρος''' {{MainEntry|[[Learning space]]}}<br> Μικρόκοσμος {{MainEntry|Microworld}}<br> Μικτή Μάθηση {{MainEntry|Blended learning}}<br> Μοντελοποίηση Μαθητή {{MainEntry|Learner modeling}} <br>'''Ν'''{{Anchor|Ν}}<br> '''Νοήμον Σύστημα Διδασκαλίας''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Νοήμον Σύστημα Κλιμακούμενης Υποστήριξης {{MainEntry|Intelligent scaffolding system}} <br>'''Π'''{{Anchor|Π}}<br> Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Pedagogical agent}}<br> Παιχνίδια Προσομοίωσης {{MainEntry|Simulation games}}<br> Περιρρέον Mαθησιακό Περιβάλλον {{MainEntry|Ambient learning environment}}<br> '''Πλέγμα μάθησης''' {{MainEntry|[[Learning grid]]}}<br> Πορεία μάθησης ή Μαθησιακό Ίχνος {{MainEntry|Learning trail}}<br> Προγραμματιζόμενο μάθημα {{MainEntry|Programmable course}}<br> Προγραμματιζόμενο Μαθησιακό Περιβάλλον υποστηριζόμενο από Η.Υ {{MainEntry|Programmable computer-based learning environment}}<br> Προγραμματισμός Η/Υ για την υποστήριξη της μάθησης {{MainEntry|Computer programming in support of learning}}<br> '''Προσαρμοστικό Mαθησιακό Περιβάλλον''' {{MainEntry|[[Adaptive learning environment]]}}<br> '''Προσφερόμενη δυνατότητα για εκπαιδευτική χρήση (ενός Τεχνολογικού Περιβάλλοντος)''' {{MainEntry|[[Educational affordance]]}}<br> Προσωπικό Μαθησιακό Περιβάλλον {{MainEntry|Personal learning environment}} <br>'''Σ'''{{Anchor|Σ}}<br> '''Σενάρια Συνεργασίας''' {{MainEntry|[[Collaboration script]]}}<br> Σενάριο--- Script ... '''Σενάριο Μάθησης''' {{MainEntry|[[Learning scenario]]}}<br> ---Συνεργασίας βλ. Σενάριο Συνεργασίας --- collaboration see Collaboration script}}<br> Συμπεριληπτική Ηλεκτρονική Μάθηση {{MainEntry|Inclusive e-learning}}<br> Συνεργατική Μάθηση {{MainEntry|Collaborative learning}}<br> Συνεργατική Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-supported collaborative learning}}<br> '''Συνεχή Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Seamless learning environments]]}}<br> Σύντροφος Μάθησης {{MainEntry|Learning companion}}<br> Σύστημα Διαχείρισης Μαθημάτων {{MainEntry|Course management system}}<br> Σύστημα διδασκαλίας βασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based tutoring system}}<br> Σύστημα Συγγραφής {{MainEntry|Authoring system}}<br> '''Συστήματα Διαχείρισης Μάθησης''' {{MainEntry|[[Learning management systems]]}} <br>'''Τ'''{{Anchor|Τ}}<br> Τεχνητό Mαθησιακό Περιβάλλον {{MainEntry|Artificial learning environment}}<br> Τεχνολογίες Πανεπιστημιακής Διδασκαλίας μέσω Διαδικτύου {{MainEntry|Web-lecturing technologies}}<br> '''Τεχνο-μαθηματικοί Γραμματισμοί''' {{MainEntry|[[Techno-mathematical literacies]]}} <br>'''Υ'''{{Anchor|C}}<br> Υπολογιστική Μαθησιολογία {{MainEntry|Computational mathetic}} <br>'''Φ'''{{Anchor|Φ}}<br> Φιλικά Συστήματα (τεχνολογικά) {{MainEntry|Buddy systems}}<br> 888 851 2012-05-24T08:48:36Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Greek entries ''Edited by Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou, Learning Technology and Educational Engineering Laboratory, University of the Aegean (GR)'' '''A - [[#Γ|Γ]] - [[#Δ|Δ]] - [[#Ε|Ε]] - [[#Η|Η]] - [[#Κ|Κ]] - [[#Μ|Μ]] - [[#Ν|Ν]] - [[#Π|Π]] - [[#Σ|Σ]] - [[#Τ|Τ]] - [[#Υ|Υ]] - [[#Φ|Φ]]''' '''A'''<br> Απομακρυσμένα Εργαστήρια {{MainEntry|Remote laboratories}}<br> Απτό Μαθησιακό Περιβάλλον {{MainEntry|Tangible learning environment}}<br> '''Άτυπη Μάθηση''' {{MainEntry|[[Informal learning]]}}<br> Αυτόματη Διάγνωση {{MainEntry|Automatic diagnosis}}<br> Αυτόματη Παραγωγή Ασκήσεων {{MainEntry|Automatic generation of exercises}}<br> '''Αυτό-ρυθμιζόμενη Μάθηση''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Αφηγηματικά Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Narrative learning environments]]}} <br>'''Γ'''{{Anchor|Γ}}<br> Γνωσιακή Μηχανική {{MainEntry|Cognitive engineering}}<br> Γνωστική Διάγνωση {{MainEntry|Cognitive diagnosis}}<br> Γνωστική Μοντελοποίηση {{MainEntry|Cognitive modeling}}<br> '''Γνωστικός Προσωπικός Δάσκαλος (σε νοήμον τεχνολογικό σύστημα μάθησης)''' {{MainEntry|[[Cognitive tutor]]}} <br>'''Δ'''{{Anchor|Δ}}<br> Διαδικτυακά Περιβάλλοντα {{MainEntry|Networked environment}}<br> Διαδικτυακές Κοινότητες {{MainEntry|Networked communities}}<br> '''Διαδικτυακή Μάθηση''' {{MainEntry|[[Networked learning]]}}<br> Διαδικτυακό Μαθησιακό Περιβάλλον {{MainEntry|οn-line learning environment}}<br> Διαδραστικό Μαθησιακό Περιβάλλον {{MainEntry|Interactive learning environment}}<br> Διαδραστικός Πίνακας {{MainEntry|Interactive white board}}<br> Διάχυτη Μάθηση {{MainEntry|Ubiquitous learning}}<br> '''Διδακτική Μηχανική''' {{MainEntry|[[Didactical engineering]]}}<br> Διδασκαλία Βασιζόμενη σε Υπολογιστή {{MainEntry|Computer-based instruction}}<br> Διδασκαλία Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted instruction}}<br> '''Διερευνητική Μάθηση''' {{MainEntry|[[Inquiry learning]]}}<br> Δυναμική Γεωμετρία {{MainEntry|Dynamic geometry}} <br>'''Ε'''{{Anchor|Ε}}<br> Εγκαθιδρυμένη Μάθηση {{MainEntry|Situated learning}}<br> Εικονικά Πανεπιστήμια {{MainEntry|Virtual universities}}<br> Εικονικό Campus {{MainEntry|Virtual campus}}<br> Εικονικό Μαθησιακό Περιβάλλον {{MainEntry|Virtual learning environment}}<br> Εικονικός Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Virtual pedagogical agent}}<br> Εκμάθηση Γλώσσας Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted language learning}}<br> Εκπαιδαγωγία {{MainEntry|Edutainment}}<br> Εκπαιδευτικό Λογισμικό {{MainEntry|Courseware}}<br> Εμψυχωμένοι Παιδαγωγικοί Διαμεσολαβητές {{MainEntry|Animated pedagogical agent}}<br> Ενοποιημένο Μαθησιακό Σύστημα {{MainEntry|Integrated learning system}}<br> '''Ενσωματωμένα Φαινόμενα''' {{MainEntry|[[Embedded phenomena]]}}<br> Εξ Αποστάσεως Μάθηση {{MainEntry|Distance learning}}<br> Εξέταση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted examination}}<br> '''Εξόρυξη Δεδομένων Εκπαιδευτικού Σκοπού''' {{MainEntry|[[Educational data mining]]}}<br> Εξωτερικό Σενάριο {{MainEntry|External script}}<br> Εξωτερικό Σενάριο --- external see External script '''Επικάλυψη (μοντέλο επικάλυψης)''' {{MainEntry|[[Overlay]]}}<br> '''Επιστημική Ανατροφοδότηση''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Επιστημική Προσφερόμενη Δυνατότητα (τεχνολογικού περιβάλλοντος)''' {{MainEntry|[[Epistemic affordance]]}}<br> Εργαλείο Συγγραφής {{MainEntry|Authoring tool}}<br> Εργαστήριο Βασιζόμενο σε Υπολογιστή {{MainEntry|Computer-based laboratory}}<br> Εσωτερικό Σενάριο {{MainEntry|Internal script}}<br> ---εσωτερικό βλ. Εσωτερικό Σενάριο --- internal see Internal script <br>'''Η'''{{Anchor|Η}}<br> Ηλεκτρονική-Αξιολόγηση {{MainEntry|e-Assessment}}<br> Ηλεκτρονικά Χαρτοφυλάκια {{MainEntry|e-portfolio}}<br> Ηλεκτρονική Μάθηση {{MainEntry|e-learning}} <br>'''Κ'''{{Anchor|Κ}}<br> Κατανεμημένα Mαθησιακά Περιβάλλοντα {{MainEntry|Distributed learning environments}}<br> Κατανεμημένη Μάθηση {{MainEntry|Distributed learning}}<br> '''Κατασκευατισμός, Κονστρουκτιονισμός''' {{MainEntry|[[Constructionism]]}} <br>'''Μ'''{{Anchor|Μ}}<br> '''Μάθηση βασιζόμενη σε Ηλεκτρονικά Παιχνίδια''' {{MainEntry|[[Game-based learning]]}}<br> Μάθηση Ενισχυμένη Τεχνολογικά {{MainEntry|Technology Enhanced Learning}}<br> '''Μάθηση με χρήση Κινητών Συσκευών''' {{MainEntry|[[Mobile learning]]}}<br> '''Μάθηση με χρήση Πολυμέσων''' {{MainEntry|[[Multimedia learning]]}}<br> Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted learning}}<br> '''Μαθησιακά Αντικείμενα''' {{MainEntry|[[Learning objects]]}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based learning environment}}<br> Μαθησιακό Περιβάλλον Βασιζόμενο σε Διεισδυτικές Τεχνολογίες {{MainEntry|Pervasive learning environment}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο στη Διευρυμένη Πραγματικότητα {{MainEntry|Augmented learning environment}}<br> '''Μαθησιακά Περιβάλλοντα Βασιζόμενα στην Προσομοίωση''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα σε Υπολογιστή {{MainEntry|Computer-based learning environments}}<br> Μαθησιακό Περιβάλλον {{MainEntry|Learning environment}}<br> '''Μαθησιακός Σχεδιασμός''' {{MainEntry|[[Learning design]]}}<br> '''Μαθησιακός Χώρος''' {{MainEntry|[[Learning space]]}}<br> Μικρόκοσμος {{MainEntry|Microworld}}<br> Μικτή Μάθηση {{MainEntry|Blended learning}}<br> Μοντελοποίηση Μαθητή {{MainEntry|Learner modeling}} <br>'''Ν'''{{Anchor|Ν}}<br> '''Νοήμον Σύστημα Διδασκαλίας''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Νοήμον Σύστημα Κλιμακούμενης Υποστήριξης {{MainEntry|Intelligent scaffolding system}} <br>'''Π'''{{Anchor|Π}}<br> Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Pedagogical agent}}<br> Παιχνίδια Προσομοίωσης {{MainEntry|Simulation games}}<br> Περιρρέον Mαθησιακό Περιβάλλον {{MainEntry|Ambient learning environment}}<br> '''Πλέγμα μάθησης''' {{MainEntry|[[Learning grid]]}}<br> Πορεία μάθησης ή Μαθησιακό Ίχνος {{MainEntry|Learning trail}}<br> Προγραμματιζόμενο μάθημα {{MainEntry|Programmable course}}<br> Προγραμματιζόμενο Μαθησιακό Περιβάλλον υποστηριζόμενο από Η.Υ {{MainEntry|Programmable computer-based learning environment}}<br> Προγραμματισμός Η/Υ για την υποστήριξη της μάθησης {{MainEntry|Computer programming in support of learning}}<br> '''Προσαρμοστικό Mαθησιακό Περιβάλλον''' {{MainEntry|[[Adaptive learning environment]]}}<br> '''Προσφερόμενη δυνατότητα για εκπαιδευτική χρήση (ενός Τεχνολογικού Περιβάλλοντος)''' {{MainEntry|[[Educational affordance]]}}<br> Προσωπικό Μαθησιακό Περιβάλλον {{MainEntry|Personal learning environment}} <br>'''Σ'''{{Anchor|Σ}}<br> '''Σενάρια Συνεργασίας''' {{MainEntry|[[Collaboration script]]}}<br> Σενάριο--- Script ... '''Σενάριο Μάθησης''' {{MainEntry|[[Learning scenario]]}}<br> ---Συνεργασίας βλ. Σενάριο Συνεργασίας --- collaboration see Collaboration script}}<br> Συμπεριληπτική Ηλεκτρονική Μάθηση {{MainEntry|Inclusive e-learning}}<br> Συνεργατική Μάθηση {{MainEntry|Collaborative learning}}<br> Συνεργατική Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-supported collaborative learning}}<br> '''Συνεχή Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Seamless learning environments]]}}<br> Σύντροφος Μάθησης {{MainEntry|Learning companion}}<br> Σύστημα Διαχείρισης Μαθημάτων {{MainEntry|Course management system}}<br> Σύστημα διδασκαλίας βασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based tutoring system}}<br> Σύστημα Συγγραφής {{MainEntry|Authoring system}}<br> '''Συστήματα Διαχείρισης Μάθησης''' {{MainEntry|[[Learning management systems]]}} <br>'''Τ'''{{Anchor|Τ}}<br> Τεχνητό Mαθησιακό Περιβάλλον {{MainEntry|Artificial learning environment}}<br> Τεχνολογίες Πανεπιστημιακής Διδασκαλίας μέσω Διαδικτύου {{MainEntry|Web-lecturing technologies}}<br> '''Τεχνο-μαθηματικοί Γραμματισμοί''' {{MainEntry|[[Techno-mathematical literacies]]}} <br>'''Υ'''{{Anchor|C}}<br> Υπολογιστική Μαθησιολογία {{MainEntry|Computational mathetic}} <br>'''Φ'''{{Anchor|Φ}}<br> Φιλικά Συστήματα (τεχνολογικά) {{MainEntry|Buddy systems}}<br> 851 792 2012-05-04T09:13:29Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Greek entries ''Edited by Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou, Learning Technology and Educational Engineering Laboratory, University of the Aegean (GR)'' '''A - [[#Γ|Γ]] - [[#Δ|Δ]] - [[#Ε|Ε]] - [[#Η|Η]] - [[#Κ|Κ]] - [[#Μ|Μ]] - [[#Ν|Ν]] - [[#Π|Π]] - [[#Σ|Σ]] - [[#Τ|Τ]] - [[#Υ|Υ]] - [[#Φ|Φ]]''' '''A'''<br> Απομακρυσμένα Εργαστήρια {{MainEntry|Remote laboratories}}<br> Απτό Μαθησιακό Περιβάλλον {{MainEntry|Tangible learning environment}}<br> '''Άτυπη Μάθηση''' {{MainEntry|[[Informal learning]]}}<br> Αυτόματη Διάγνωση {{MainEntry|Automatic diagnosis}}<br> Αυτόματη Παραγωγή Ασκήσεων {{MainEntry|Automatic generation of exercises}}<br> '''Αυτό-ρυθμιζόμενη Μάθηση''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Αφηγηματικά Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Narrative learning environments]]}} <br>'''Γ'''{{Anchor|Γ}}<br> Γνωσιακή Μηχανική {{MainEntry|Cognitive engineering}}<br> Γνωστική Διάγνωση {{MainEntry|Cognitive diagnosis}}<br> Γνωστική Μοντελοποίηση {{MainEntry|Cognitive modeling}}<br> '''Γνωστικός Προσωπικός Δάσκαλος (σε νοήμον τεχνολογικό σύστημα μάθησης)''' {{MainEntry|[[Cognitive tutor]]}} <br>'''Δ'''{{Anchor|Δ}}<br> Διαδικτυακά Περιβάλλοντα {{MainEntry|Networked environment}}<br> Διαδικτυακές Κοινότητες {{MainEntry|Networked communities}}<br> '''Διαδικτυακή Μάθηση''' {{MainEntry|[[Networked learning]]}}<br> Διαδικτυακό Μαθησιακό Περιβάλλον {{MainEntry|οn-line learning environment}}<br> Διαδραστικό Μαθησιακό Περιβάλλον {{MainEntry|Interactive learning environment}}<br> Διαδραστικός Πίνακας {{MainEntry|Interactive white board}}<br> Διάχυτη Μάθηση {{MainEntry|Ubiquitous learning}}<br> '''Διδακτική Μηχανική''' {{MainEntry|[[Didactical engineering]]}}<br> Διδασκαλία Βασιζόμενη σε Υπολογιστή {{MainEntry|Computer-based instruction}}<br> Διδασκαλία Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted instruction}}<br> '''Διερευνητική Μάθηση''' {{MainEntry|[[Inquiry learning]]}}<br> Δυναμική Γεωμετρία {{MainEntry|Dynamic geometry}} <br>'''Ε'''{{Anchor|Ε}}<br> Εγκαθιδρυμένη Μάθηση {{MainEntry|Situated learning}}<br> Εικονικά Πανεπιστήμια {{MainEntry|Virtual universities}}<br> Εικονικό Campus {{MainEntry|Virtual campus}}<br> Εικονικό Μαθησιακό Περιβάλλον {{MainEntry|Virtual learning environment}}<br> Εικονικός Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Virtual pedagogical agent}}<br> Εκμάθηση Γλώσσας Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted language learning}}<br> Εκπαιδαγωγία {{MainEntry|Edutainment}}<br> Εκπαιδευτικό Λογισμικό {{MainEntry|Courseware}}<br> Εμψυχωμένοι Παιδαγωγικοί Διαμεσολαβητές {{MainEntry|Animated pedagogical agent}}<br> Ενοποιημένο Μαθησιακό Σύστημα {{MainEntry|Integrated learning system}}<br> '''Ενσωματωμένα Φαινόμενα''' {{MainEntry|[[Embedded phenomena]]}}<br> Εξ Αποστάσεως Μάθηση {{MainEntry|Distance learning}}<br> Εξέταση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted examination}}<br> Εξόρυξη Δεδομένων Εκπαιδευτικού Σκοπού {{MainEntry|Educational data mining}}<br> Εξωτερικό Σενάριο {{MainEntry|External script}}<br> Εξωτερικό Σενάριο --- external see External script '''Επικάλυψη (μοντέλο επικάλυψης)''' {{MainEntry|[[Overlay]]}}<br> '''Επιστημική Ανατροφοδότηση''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Επιστημική Προσφερόμενη Δυνατότητα (τεχνολογικού περιβάλλοντος)''' {{MainEntry|[[Epistemic affordance]]}}<br> Εργαλείο Συγγραφής {{MainEntry|Authoring tool}}<br> Εργαστήριο Βασιζόμενο σε Υπολογιστή {{MainEntry|Computer-based laboratory}}<br> Εσωτερικό Σενάριο {{MainEntry|Internal script}}<br> ---εσωτερικό βλ. Εσωτερικό Σενάριο --- internal see Internal script <br>'''Η'''{{Anchor|Η}}<br> Ηλεκτρονική-Αξιολόγηση {{MainEntry|e-Assessment}}<br> Ηλεκτρονικά Χαρτοφυλάκια {{MainEntry|e-portfolio}}<br> Ηλεκτρονική Μάθηση {{MainEntry|e-learning}} <br>'''Κ'''{{Anchor|Κ}}<br> Κατανεμημένα Mαθησιακά Περιβάλλοντα {{MainEntry|Distributed learning environments}}<br> Κατανεμημένη Μάθηση {{MainEntry|Distributed learning}}<br> '''Κατασκευατισμός, Κονστρουκτιονισμός''' {{MainEntry|[[Constructionism]]}} <br>'''Μ'''{{Anchor|Μ}}<br> '''Μάθηση βασιζόμενη σε Ηλεκτρονικά Παιχνίδια''' {{MainEntry|[[Game-based learning]]}}<br> Μάθηση Ενισχυμένη Τεχνολογικά {{MainEntry|Technology Enhanced Learning}}<br> '''Μάθηση με χρήση Κινητών Συσκευών''' {{MainEntry|[[Mobile learning]]}}<br> '''Μάθηση με χρήση Πολυμέσων''' {{MainEntry|[[Multimedia learning]]}}<br> Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted learning}}<br> '''Μαθησιακά Αντικείμενα''' {{MainEntry|[[Learning objects]]}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based learning environment}}<br> Μαθησιακό Περιβάλλον Βασιζόμενο σε Διεισδυτικές Τεχνολογίες {{MainEntry|Pervasive learning environment}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο στη Διευρυμένη Πραγματικότητα {{MainEntry|Augmented learning environment}}<br> '''Μαθησιακά Περιβάλλοντα Βασιζόμενα στην Προσομοίωση''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα σε Υπολογιστή {{MainEntry|Computer-based learning environments}}<br> Μαθησιακό Περιβάλλον {{MainEntry|Learning environment}}<br> '''Μαθησιακός Σχεδιασμός''' {{MainEntry|[[Learning design]]}}<br> '''Μαθησιακός Χώρος''' {{MainEntry|[[Learning space]]}}<br> Μικρόκοσμος {{MainEntry|Microworld}}<br> Μικτή Μάθηση {{MainEntry|Blended learning}}<br> Μοντελοποίηση Μαθητή {{MainEntry|Learner modeling}} <br>'''Ν'''{{Anchor|Ν}}<br> '''Νοήμον Σύστημα Διδασκαλίας''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Νοήμον Σύστημα Κλιμακούμενης Υποστήριξης {{MainEntry|Intelligent scaffolding system}} <br>'''Π'''{{Anchor|Π}}<br> Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Pedagogical agent}}<br> Παιχνίδια Προσομοίωσης {{MainEntry|Simulation games}}<br> Περιρρέον Mαθησιακό Περιβάλλον {{MainEntry|Ambient learning environment}}<br> '''Πλέγμα μάθησης''' {{MainEntry|[[Learning grid]]}}<br> Πορεία μάθησης ή Μαθησιακό Ίχνος {{MainEntry|Learning trail}}<br> Προγραμματιζόμενο μάθημα {{MainEntry|Programmable course}}<br> Προγραμματιζόμενο Μαθησιακό Περιβάλλον υποστηριζόμενο από Η.Υ {{MainEntry|Programmable computer-based learning environment}}<br> Προγραμματισμός Η/Υ για την υποστήριξη της μάθησης {{MainEntry|Computer programming in support of learning}}<br> '''Προσαρμοστικό Mαθησιακό Περιβάλλον''' {{MainEntry|[[Adaptive learning environment]]}}<br> '''Προσφερόμενη δυνατότητα για εκπαιδευτική χρήση (ενός Τεχνολογικού Περιβάλλοντος)''' {{MainEntry|[[Educational affordance]]}}<br> Προσωπικό Μαθησιακό Περιβάλλον {{MainEntry|Personal learning environment}} <br>'''Σ'''{{Anchor|Σ}}<br> '''Σενάρια Συνεργασίας''' {{MainEntry|[[Collaboration script]]}}<br> Σενάριο--- Script ... '''Σενάριο Μάθησης''' {{MainEntry|[[Learning scenario]]}}<br> ---Συνεργασίας βλ. Σενάριο Συνεργασίας --- collaboration see Collaboration script}}<br> Συμπεριληπτική Ηλεκτρονική Μάθηση {{MainEntry|Inclusive e-learning}}<br> Συνεργατική Μάθηση {{MainEntry|Collaborative learning}}<br> Συνεργατική Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-supported collaborative learning}}<br> '''Συνεχή Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Seamless learning environments]]}}<br> Σύντροφος Μάθησης {{MainEntry|Learning companion}}<br> Σύστημα Διαχείρισης Μαθημάτων {{MainEntry|Course management system}}<br> Σύστημα διδασκαλίας βασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based tutoring system}}<br> Σύστημα Συγγραφής {{MainEntry|Authoring system}}<br> '''Συστήματα Διαχείρισης Μάθησης''' {{MainEntry|[[Learning management systems]]}} <br>'''Τ'''{{Anchor|Τ}}<br> Τεχνητό Mαθησιακό Περιβάλλον {{MainEntry|Artificial learning environment}}<br> Τεχνολογίες Πανεπιστημιακής Διδασκαλίας μέσω Διαδικτύου {{MainEntry|Web-lecturing technologies}}<br> '''Τεχνο-μαθηματικοί Γραμματισμοί''' {{MainEntry|[[Techno-mathematical literacies]]}} <br>'''Υ'''{{Anchor|C}}<br> Υπολογιστική Μαθησιολογία {{MainEntry|Computational mathetic}} <br>'''Φ'''{{Anchor|Φ}}<br> Φιλικά Συστήματα (τεχνολογικά) {{MainEntry|Buddy systems}}<br> 792 711 2012-02-22T13:57:34Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Greek entries ''Edited by Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou, Learning Technology and Educational Engineering Laboratory, University of the Aegean (GR)'' '''A - [[#Γ|Γ]] - [[#Δ|Δ]] - [[#Ε|Ε]] - [[#Η|Η]] - [[#Κ|Κ]] - [[#Μ|Μ]] - [[#Ν|Ν]] - [[#Π|Π]] - [[#Σ|Σ]] - [[#Τ|Τ]] - [[#Υ|Υ]] - [[#Φ|Φ]]''' '''A'''<br> Απομακρυσμένα Εργαστήρια {{MainEntry|Remote laboratories}}<br> Απτό Μαθησιακό Περιβάλλον {{MainEntry|Tangible learning environment}}<br> '''Άτυπη Μάθηση''' {{MainEntry|[[Informal learning]]}}<br> Αυτόματη Διάγνωση {{MainEntry|Automatic diagnosis}}<br> Αυτόματη Παραγωγή Ασκήσεων {{MainEntry|Automatic generation of exercises}}<br> '''Αυτό-ρυθμιζόμενη Μάθηση''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Αφηγηματικά Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Narrative learning environments]]}} <br>'''Γ'''{{Anchor|Γ}}<br> Γνωσιακή Μηχανική {{MainEntry|Cognitive engineering}}<br> Γνωστική Διάγνωση {{MainEntry|Cognitive diagnosis}}<br> Γνωστική Μοντελοποίηση {{MainEntry|Cognitive modeling}}<br> '''Γνωστικός Προσωπικός Δάσκαλος (σε νοήμον τεχνολογικό σύστημα μάθησης)''' {{MainEntry|[[Cognitive tutor]]}} <br>'''Δ'''{{Anchor|Δ}}<br> Διαδικτυακά Περιβάλλοντα {{MainEntry|Networked environment}}<br> Διαδικτυακές Κοινότητες {{MainEntry|Networked communities}}<br> '''Διαδικτυακή Μάθηση''' {{MainEntry|[[Networked learning]]}}<br> Διαδικτυακό Μαθησιακό Περιβάλλον {{MainEntry|οn-line learning environment}}<br> Διαδραστικό Μαθησιακό Περιβάλλον {{MainEntry|Interactive learning environment}}<br> Διαδραστικός Πίνακας {{MainEntry|Interactive white board}}<br> Διάχυτη Μάθηση {{MainEntry|Ubiquitous learning}}<br> '''Διδακτική Μηχανική''' {{MainEntry|[[Didactical engineering]]}}<br> Διδασκαλία Βασιζόμενη σε Υπολογιστή {{MainEntry|Computer-based instruction}}<br> Διδασκαλία Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted instruction}}<br> '''Διερευνητική Μάθηση''' {{MainEntry|[[Inquiry learning]]}}<br> Δυναμική Γεωμετρία {{MainEntry|Dynamic geometry}} <br>'''Ε'''{{Anchor|Ε}}<br> Εγκαθιδρυμένη Μάθηση {{MainEntry|Situated learning}}<br> Εικονικά Πανεπιστήμια {{MainEntry|Virtual universities}}<br> Εικονικό Campus {{MainEntry|Virtual campus}}<br> Εικονικό Μαθησιακό Περιβάλλον {{MainEntry|Virtual learning environment}}<br> Εικονικός Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Virtual pedagogical agent}}<br> Εκμάθηση Γλώσσας Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted language learning}}<br> Εκπαιδαγωγία {{MainEntry|Edutainment}}<br> Εκπαιδευτικό Λογισμικό {{MainEntry|Courseware}}<br> Εμψυχωμένοι Παιδαγωγικοί Διαμεσολαβητές {{MainEntry|Animated pedagogical agent}}<br> Ενοποιημένο Μαθησιακό Σύστημα {{MainEntry|Integrated learning system}}<br> '''Ενσωματωμένα Φαινόμενα''' {{MainEntry|[[Embedded phenomena]]}}<br> Εξ Αποστάσεως Μάθηση {{MainEntry|Distance learning}}<br> Εξέταση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted examination}}<br> Εξόρυξη Δεδομένων Εκπαιδευτικού Σκοπού {{MainEntry|Educational data mining}}<br> Εξωτερικό Σενάριο {{MainEntry|External script}}<br> Εξωτερικό Σενάριο --- external see External script '''Επικάλυψη (μοντέλο επικάλυψης)''' {{MainEntry|[[Overlay]]}}<br> '''Επιστημική Ανατροφοδότηση''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Επιστημική Προσφερόμενη Δυνατότητα (τεχνολογικού περιβάλλοντος)''' {{MainEntry|[[Epistemic affordance]]}}<br> Εργαλείο Συγγραφής {{MainEntry|Authoring tool}}<br> Εργαστήριο Βασιζόμενο σε Υπολογιστή {{MainEntry|Computer-based laboratory}}<br> Εσωτερικό Σενάριο {{MainEntry|Internal script}}<br> ---εσωτερικό βλ. Εσωτερικό Σενάριο --- internal see Internal script <br>'''Η'''{{Anchor|Η}}<br> Ηλεκτρονική-Αξιολόγηση {{MainEntry|e-Assessment}}<br> Ηλεκτρονικά Χαρτοφυλάκια {{MainEntry|e-portfolio}}<br> Ηλεκτρονική Μάθηση {{MainEntry|e-learning}} <br>'''Κ'''{{Anchor|Κ}}<br> Κατανεμημένα Mαθησιακά Περιβάλλοντα {{MainEntry|Distributed learning environments}}<br> Κατανεμημένη Μάθηση {{MainEntry|Distributed learning}}<br> '''Κατασκευατισμός, Κονστρουκτιονισμός''' {{MainEntry|[[Constructionism]]}} <br>'''Μ'''{{Anchor|Μ}}<br> '''Μάθηση βασιζόμενη σε Ηλεκτρονικά Παιχνίδια''' {{MainEntry|[[Game-based learning]]}}<br> Μάθηση Ενισχυμένη Τεχνολογικά {{MainEntry|Technology Enhanced Learning}}<br> '''Μάθηση με χρήση Κινητών Συσκευών''' {{MainEntry|[[Mobile learning]]}}<br> '''Μάθηση με χρήση Πολυμέσων''' {{MainEntry|[[Multimedia learning]]}}<br> Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted learning}}<br> '''Μαθησιακά Αντικείμενα''' {{MainEntry|[[Learning objects]]}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based learning environment}}<br> Μαθησιακό Περιβάλλον Βασιζόμενο σε Διεισδυτικές Τεχνολογίες {{MainEntry|Pervasive learning environment}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο στη Διευρυμένη Πραγματικότητα {{MainEntry|Augmented learning environment}}<br> '''Μαθησιακά Περιβάλλοντα Βασιζόμενα στην Προσομοίωση''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα σε Υπολογιστή {{MainEntry|Computer-based learning environments}}<br> Μαθησιακό Περιβάλλον {{MainEntry|Learning environment}}<br> '''Μαθησιακός Σχεδιασμός''' {{MainEntry|[[Learning design]]}}<br> '''Μαθησιακός Χώρος''' {{MainEntry|[[Learning space]]}}<br> Μικρόκοσμος {{MainEntry|Microworld}}<br> Μικτή Μάθηση {{MainEntry|Blended learning}}<br> Μοντελοποίηση Μαθητή {{MainEntry|Learner modeling}} <br>'''Ν'''{{Anchor|Ν}}<br> '''Νοήμον Σύστημα Διδασκαλίας''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Νοήμον Σύστημα Κλιμακούμενης Υποστήριξης {{MainEntry|Intelligent scaffolding system}} <br>'''Π'''{{Anchor|Π}}<br> Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Pedagogical agent}}<br> Παιχνίδια Προσομοίωσης {{MainEntry|Simulation games}}<br> Περιρρέον Mαθησιακό Περιβάλλον {{MainEntry|Ambient learning environment}}<br> '''Πλέγμα μάθησης''' {{MainEntry|[[Learning grid]]}}<br> Πορεία μάθησης ή Μαθησιακό Ίχνος {{MainEntry|Learning trail}}<br> Προγραμματιζόμενο μάθημα {{MainEntry|Programmable course}}<br> Προγραμματιζόμενο Μαθησιακό Περιβάλλον υποστηριζόμενο από Η.Υ {{MainEntry|Programmable computer-based learning environment}}<br> Προγραμματισμός Η/Υ για την υποστήριξη της μάθησης {{MainEntry|Computer programming in support of learning}}<br> Προσαρμοστικό Mαθησιακό Περιβάλλον {{MainEntry|Adaptive learning environment}}<br> '''Προσφερόμενη δυνατότητα για εκπαιδευτική χρήση (ενός Τεχνολογικού Περιβάλλοντος)''' {{MainEntry|[[Educational affordance]]}}<br> Προσωπικό Μαθησιακό Περιβάλλον {{MainEntry|Personal learning environment}} <br>'''Σ'''{{Anchor|Σ}}<br> '''Σενάρια Συνεργασίας''' {{MainEntry|[[Collaboration script]]}}<br> Σενάριο--- Script ... '''Σενάριο Μάθησης''' {{MainEntry|[[Learning scenario]]}}<br> ---Συνεργασίας βλ. Σενάριο Συνεργασίας --- collaboration see Collaboration script}}<br> Συμπεριληπτική Ηλεκτρονική Μάθηση {{MainEntry|Inclusive e-learning}}<br> Συνεργατική Μάθηση {{MainEntry|Collaborative learning}}<br> Συνεργατική Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-supported collaborative learning}}<br> '''Συνεχή Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Seamless learning environments]]}}<br> Σύντροφος Μάθησης {{MainEntry|Learning companion}}<br> Σύστημα Διαχείρισης Μαθημάτων {{MainEntry|Course management system}}<br> Σύστημα διδασκαλίας βασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based tutoring system}}<br> Σύστημα Συγγραφής {{MainEntry|Authoring system}}<br> '''Συστήματα Διαχείρισης Μάθησης''' {{MainEntry|[[Learning management systems]]}} <br>'''Τ'''{{Anchor|Τ}}<br> Τεχνητό Mαθησιακό Περιβάλλον {{MainEntry|Artificial learning environment}}<br> Τεχνολογίες Πανεπιστημιακής Διδασκαλίας μέσω Διαδικτύου {{MainEntry|Web-lecturing technologies}}<br> '''Τεχνο-μαθηματικοί Γραμματισμοί''' {{MainEntry|[[Techno-mathematical literacies]]}} <br>'''Υ'''{{Anchor|C}}<br> Υπολογιστική Μαθησιολογία {{MainEntry|Computational mathetic}} <br>'''Φ'''{{Anchor|Φ}}<br> Φιλικά Συστήματα (τεχνολογικά) {{MainEntry|Buddy systems}}<br> 711 669 2012-02-09T09:58:45Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Greek entries ''Edited by Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou, Learning Technology and Educational Engineering Laboratory, University of the Aegean (GR)'' '''A - [[#Γ|Γ]] - [[#Δ|Δ]] - [[#Ε|Ε]] - [[#Η|Η]] - [[#Κ|Κ]] - [[#Μ|Μ]] - [[#Ν|Ν]] - [[#Π|Π]] - [[#Σ|Σ]] - [[#Τ|Τ]] - [[#Υ|Υ]] - [[#Φ|Φ]]''' '''A'''<br> Απομακρυσμένα Εργαστήρια {{MainEntry|Remote laboratories}}<br> Απτό Μαθησιακό Περιβάλλον {{MainEntry|Tangible learning environment}}<br> '''Άτυπη Μάθηση''' {{MainEntry|[[Informal learning]]}}<br> Αυτόματη Διάγνωση {{MainEntry|Automatic diagnosis}}<br> Αυτόματη Παραγωγή Ασκήσεων {{MainEntry|Automatic generation of exercises}}<br> '''Αυτό-ρυθμιζόμενη Μάθηση''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Αφηγηματικά Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Narrative learning environments]]}} <br>'''Γ'''{{Anchor|Γ}}<br> Γνωσιακή Μηχανική {{MainEntry|Cognitive engineering}}<br> Γνωστική Διάγνωση {{MainEntry|Cognitive diagnosis}}<br> Γνωστική Μοντελοποίηση {{MainEntry|Cognitive modeling}}<br> '''Γνωστικός Προσωπικός Δάσκαλος (σε νοήμον τεχνολογικό σύστημα μάθησης)''' {{MainEntry|[[Cognitive tutor]]}} <br>'''Δ'''{{Anchor|Δ}}<br> Διαδικτυακά Περιβάλλοντα {{MainEntry|Networked environment}}<br> Διαδικτυακές Κοινότητες {{MainEntry|Networked communities}}<br> '''Διαδικτυακή Μάθηση''' {{MainEntry|[[Networked learning]]}}<br> Διαδικτυακό Μαθησιακό Περιβάλλον {{MainEntry|οn-line learning environment}}<br> Διαδραστικό Μαθησιακό Περιβάλλον {{MainEntry|Interactive learning environment}}<br> Διαδραστικός Πίνακας {{MainEntry|Interactive white board}}<br> Διάχυτη Μάθηση {{MainEntry|Ubiquitous learning}}<br> '''Διδακτική Μηχανική''' {{MainEntry|[[Didactical engineering]]}}<br> Διδασκαλία Βασιζόμενη σε Υπολογιστή {{MainEntry|Computer-based instruction}}<br> Διδασκαλία Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted instruction}}<br> '''Διερευνητική Μάθηση''' {{MainEntry|[[Inquiry learning]]}}<br> Δυναμική Γεωμετρία {{MainEntry|Dynamic geometry}} <br>'''Ε'''{{Anchor|Ε}}<br> Εγκαθιδρυμένη Μάθηση {{MainEntry|Situated learning}}<br> Εικονικά Πανεπιστήμια {{MainEntry|Virtual universities}}<br> Εικονικό Campus {{MainEntry|Virtual campus}}<br> Εικονικό Μαθησιακό Περιβάλλον {{MainEntry|Virtual learning environment}}<br> Εικονικός Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Virtual pedagogical agent}}<br> Εκμάθηση Γλώσσας Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted language learning}}<br> Εκπαιδαγωγία {{MainEntry|Edutainment}}<br> Εκπαιδευτικό Λογισμικό {{MainEntry|Courseware}}<br> Εμψυχωμένοι Παιδαγωγικοί Διαμεσολαβητές {{MainEntry|Animated pedagogical agent}}<br> Ενοποιημένο Μαθησιακό Σύστημα {{MainEntry|Integrated learning system}}<br> '''Ενσωματωμένα Φαινόμενα''' {{MainEntry|[[Embedded phenomena]]}}<br> Εξ Αποστάσεως Μάθηση {{MainEntry|Distance learning}}<br> Εξέταση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted examination}}<br> Εξόρυξη Δεδομένων Εκπαιδευτικού Σκοπού {{MainEntry|Educational data mining}}<br> Εξωτερικό Σενάριο {{MainEntry|External script}}<br> Εξωτερικό Σενάριο --- external see External script '''Επικάλυψη (μοντέλο επικάλυψης)''' {{MainEntry|[[Overlay]]}}<br> '''Επιστημική Ανατροφοδότηση''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Επιστημική Προσφερόμενη Δυνατότητα (τεχνολογικού περιβάλλοντος)''' {{MainEntry|[[Epistemic affordance]]}}<br> Εργαλείο Συγγραφής {{MainEntry|Authoring tool}}<br> Εργαστήριο Βασιζόμενο σε Υπολογιστή {{MainEntry|Computer-based laboratory}}<br> Εσωτερικό Σενάριο {{MainEntry|Internal script}}<br> ---εσωτερικό βλ. Εσωτερικό Σενάριο --- internal see Internal script <br>'''Η'''{{Anchor|Η}}<br> Ηλεκτρονική-Αξιολόγηση {{MainEntry|e-Assessment}}<br> Ηλεκτρονικά Χαρτοφυλάκια {{MainEntry|e-portfolio}}<br> Ηλεκτρονική Μάθηση {{MainEntry|e-learning}} <br>'''Κ'''{{Anchor|Κ}}<br> Κατανεμημένα Mαθησιακά Περιβάλλοντα {{MainEntry|Distributed learning environments}}<br> Κατανεμημένη Μάθηση {{MainEntry|Distributed learning}}<br> '''Κατασκευατισμός, Κονστρουκτιονισμός''' {{MainEntry|[[Constructionism]]}} <br>'''Μ'''{{Anchor|Μ}}<br> '''Μάθηση βασιζόμενη σε Ηλεκτρονικά Παιχνίδια''' {{MainEntry|[[Game-based learning]]}}<br> Μάθηση Ενισχυμένη Τεχνολογικά {{MainEntry|Technology Enhanced Learning}}<br> '''Μάθηση με χρήση Κινητών Συσκευών''' {{MainEntry|[[Mobile learning]]}}<br> '''Μάθηση με χρήση Πολυμέσων''' {{MainEntry|[[Multimedia learning]]}}<br> Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted learning}}<br> '''Μαθησιακά Αντικείμενα''' {{MainEntry|[[Learning objects]]}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based learning environment}}<br> Μαθησιακό Περιβάλλον Βασιζόμενο σε Διεισδυτικές Τεχνολογίες {{MainEntry|Pervasive learning environment}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο στη Διευρυμένη Πραγματικότητα {{MainEntry|Augmented learning environment}}<br> '''Μαθησιακά Περιβάλλοντα Βασιζόμενα στην Προσομοίωση''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα σε Υπολογιστή {{MainEntry|Computer-based learning environments}}<br> Μαθησιακό Περιβάλλον {{MainEntry|Learning environment}}<br> Μαθησιακός Σχεδιασμός {{MainEntry|Learning design}}<br> '''Μαθησιακός Χώρος''' {{MainEntry|[[Learning space]]}}<br> Μικρόκοσμος {{MainEntry|Microworld}}<br> Μικτή Μάθηση {{MainEntry|Blended learning}}<br> Μοντελοποίηση Μαθητή {{MainEntry|Learner modeling}} <br>'''Ν'''{{Anchor|Ν}}<br> '''Νοήμον Σύστημα Διδασκαλίας''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Νοήμον Σύστημα Κλιμακούμενης Υποστήριξης {{MainEntry|Intelligent scaffolding system}} <br>'''Π'''{{Anchor|Π}}<br> Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Pedagogical agent}}<br> Παιχνίδια Προσομοίωσης {{MainEntry|Simulation games}}<br> Περιρρέον Mαθησιακό Περιβάλλον {{MainEntry|Ambient learning environment}}<br> '''Πλέγμα μάθησης''' {{MainEntry|[[Learning grid]]}}<br> Πορεία μάθησης ή Μαθησιακό Ίχνος {{MainEntry|Learning trail}}<br> Προγραμματιζόμενο μάθημα {{MainEntry|Programmable course}}<br> Προγραμματιζόμενο Μαθησιακό Περιβάλλον υποστηριζόμενο από Η.Υ {{MainEntry|Programmable computer-based learning environment}}<br> Προγραμματισμός Η/Υ για την υποστήριξη της μάθησης {{MainEntry|Computer programming in support of learning}}<br> Προσαρμοστικό Mαθησιακό Περιβάλλον {{MainEntry|Adaptive learning environment}}<br> '''Προσφερόμενη δυνατότητα για εκπαιδευτική χρήση (ενός Τεχνολογικού Περιβάλλοντος)''' {{MainEntry|[[Educational affordance]]}}<br> Προσωπικό Μαθησιακό Περιβάλλον {{MainEntry|Personal learning environment}} <br>'''Σ'''{{Anchor|Σ}}<br> '''Σενάρια Συνεργασίας''' {{MainEntry|[[Collaboration script]]}}<br> Σενάριο--- Script ... '''Σενάριο Μάθησης''' {{MainEntry|[[Learning scenario]]}}<br> ---Συνεργασίας βλ. Σενάριο Συνεργασίας --- collaboration see Collaboration script}}<br> Συμπεριληπτική Ηλεκτρονική Μάθηση {{MainEntry|Inclusive e-learning}}<br> Συνεργατική Μάθηση {{MainEntry|Collaborative learning}}<br> Συνεργατική Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-supported collaborative learning}}<br> '''Συνεχή Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Seamless learning environments]]}}<br> Σύντροφος Μάθησης {{MainEntry|Learning companion}}<br> Σύστημα Διαχείρισης Μαθημάτων {{MainEntry|Course management system}}<br> Σύστημα διδασκαλίας βασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based tutoring system}}<br> Σύστημα Συγγραφής {{MainEntry|Authoring system}}<br> '''Συστήματα Διαχείρισης Μάθησης''' {{MainEntry|[[Learning management systems]]}} <br>'''Τ'''{{Anchor|Τ}}<br> Τεχνητό Mαθησιακό Περιβάλλον {{MainEntry|Artificial learning environment}}<br> Τεχνολογίες Πανεπιστημιακής Διδασκαλίας μέσω Διαδικτύου {{MainEntry|Web-lecturing technologies}}<br> '''Τεχνο-μαθηματικοί Γραμματισμοί''' {{MainEntry|[[Techno-mathematical literacies]]}} <br>'''Υ'''{{Anchor|C}}<br> Υπολογιστική Μαθησιολογία {{MainEntry|Computational mathetic}} <br>'''Φ'''{{Anchor|Φ}}<br> Φιλικά Συστήματα (τεχνολογικά) {{MainEntry|Buddy systems}}<br> 669 642 2012-01-30T09:23:56Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Greek entries ''Edited by Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou, Learning Technology and Educational Engineering Laboratory, University of the Aegean (GR)'' '''A - [[#Γ|Γ]] - [[#Δ|Δ]] - [[#Ε|Ε]] - [[#Η|Η]] - [[#Κ|Κ]] - [[#Μ|Μ]] - [[#Ν|Ν]] - [[#Π|Π]] - [[#Σ|Σ]] - [[#Τ|Τ]] - [[#Υ|Υ]] - [[#Φ|Φ]]''' '''A'''<br> Απομακρυσμένα Εργαστήρια {{MainEntry|Remote laboratories}}<br> Απτό Μαθησιακό Περιβάλλον {{MainEntry|Tangible learning environment}}<br> '''Άτυπη Μάθηση''' {{MainEntry|[[Informal learning]]}}<br> Αυτόματη Διάγνωση {{MainEntry|Automatic diagnosis}}<br> Αυτόματη Παραγωγή Ασκήσεων {{MainEntry|Automatic generation of exercises}}<br> '''Αυτό-ρυθμιζόμενη Μάθηση''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Αφηγηματικά Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Narrative learning environments]]}} <br>'''Γ'''{{Anchor|Γ}}<br> Γνωσιακή Μηχανική {{MainEntry|Cognitive engineering}}<br> Γνωστική Διάγνωση {{MainEntry|Cognitive diagnosis}}<br> Γνωστική Μοντελοποίηση {{MainEntry|Cognitive modeling}}<br> '''Γνωστικός Προσωπικός Δάσκαλος (σε νοήμον τεχνολογικό σύστημα μάθησης)''' {{MainEntry|[[Cognitive tutor]]}} <br>'''Δ'''{{Anchor|Δ}}<br> Διαδικτυακά Περιβάλλοντα {{MainEntry|Networked environment}}<br> Διαδικτυακές Κοινότητες {{MainEntry|Networked communities}}<br> '''Διαδικτυακή Μάθηση''' {{MainEntry|[[Networked learning]]}}<br> Διαδικτυακό Μαθησιακό Περιβάλλον {{MainEntry|οn-line learning environment}}<br> Διαδραστικό Μαθησιακό Περιβάλλον {{MainEntry|Interactive learning environment}}<br> Διαδραστικός Πίνακας {{MainEntry|Interactive white board}}<br> Διάχυτη Μάθηση {{MainEntry|Ubiquitous learning}}<br> '''Διδακτική Μηχανική''' {{MainEntry|[[Didactical engineering]]}}<br> Διδασκαλία Βασιζόμενη σε Υπολογιστή {{MainEntry|Computer-based instruction}}<br> Διδασκαλία Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted instruction}}<br> '''Διερευνητική Μάθηση''' {{MainEntry|[[Inquiry learning]]}}<br> Δυναμική Γεωμετρία {{MainEntry|Dynamic geometry}} <br>'''Ε'''{{Anchor|Ε}}<br> Εγκαθιδρυμένη Μάθηση {{MainEntry|Situated learning}}<br> Εικονικά Πανεπιστήμια {{MainEntry|Virtual universities}}<br> Εικονικό Campus {{MainEntry|Virtual campus}}<br> Εικονικό Μαθησιακό Περιβάλλον {{MainEntry|Virtual learning environment}}<br> Εικονικός Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Virtual pedagogical agent}}<br> Εκμάθηση Γλώσσας Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted language learning}}<br> Εκπαιδαγωγία {{MainEntry|Edutainment}}<br> Εκπαιδευτικό Λογισμικό {{MainEntry|Courseware}}<br> Εμψυχωμένοι Παιδαγωγικοί Διαμεσολαβητές {{MainEntry|Animated pedagogical agent}}<br> Ενοποιημένο Μαθησιακό Σύστημα {{MainEntry|Integrated learning system}}<br> '''Ενσωματωμένα Φαινόμενα''' {{MainEntry|[[Embedded phenomena]]}}<br> Εξ Αποστάσεως Μάθηση {{MainEntry|Distance learning}}<br> Εξέταση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted examination}}<br> Εξόρυξη Δεδομένων Εκπαιδευτικού Σκοπού {{MainEntry|Educational data mining}}<br> Εξωτερικό Σενάριο {{MainEntry|External script}}<br> Εξωτερικό Σενάριο --- external see External script '''Επικάλυψη (μοντέλο επικάλυψης)''' {{MainEntry|[[Overlay]]}}<br> '''Επιστημική Ανατροφοδότηση''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Επιστημική Προσφερόμενη Δυνατότητα (τεχνολογικού περιβάλλοντος)''' {{MainEntry|[[Epistemic affordance]]}}<br> Εργαλείο Συγγραφής {{MainEntry|Authoring tool}}<br> Εργαστήριο Βασιζόμενο σε Υπολογιστή {{MainEntry|Computer-based laboratory}}<br> Εσωτερικό Σενάριο {{MainEntry|Internal script}}<br> ---εσωτερικό βλ. Εσωτερικό Σενάριο --- internal see Internal script <br>'''Η'''{{Anchor|Η}}<br> Ηλεκτρονική-Αξιολόγηση {{MainEntry|e-Assessment}}<br> Ηλεκτρονικά Χαρτοφυλάκια {{MainEntry|e-portfolio}}<br> Ηλεκτρονική Μάθηση {{MainEntry|e-learning}} <br>'''Κ'''{{Anchor|Κ}}<br> Κατανεμημένα Mαθησιακά Περιβάλλοντα {{MainEntry|Distributed learning environments}}<br> Κατανεμημένη Μάθηση {{MainEntry|Distributed learning}}<br> '''Κατασκευατισμός, Κονστρουκτιονισμός''' {{MainEntry|[[Constructionism]]}} <br>'''Μ'''{{Anchor|Μ}}<br> '''Μάθηση βασιζόμενη σε Ηλεκτρονικά Παιχνίδια''' {{MainEntry|[[Game-based learning]]}}<br> Μάθηση Ενισχυμένη Τεχνολογικά {{MainEntry|Technology Enhanced Learning}}<br> '''Μάθηση με χρήση Κινητών Συσκευών''' {{MainEntry|[[Mobile learning]]}}<br> '''Μάθηση με χρήση Πολυμέσων''' {{MainEntry|[[Multimedia learning]]}}<br> Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted learning}}<br> '''Μαθησιακά Αντικείμενα''' {{MainEntry|[[Learning objects]]}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based learning environment}}<br> Μαθησιακό Περιβάλλον Βασιζόμενο σε Διεισδυτικές Τεχνολογίες {{MainEntry|Pervasive learning environment}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο στη Διευρυμένη Πραγματικότητα {{MainEntry|Augmented learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα στην Προσομοίωση {{MainEntry|Simulation-based learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα σε Υπολογιστή {{MainEntry|Computer-based learning environments}}<br> Μαθησιακό Περιβάλλον {{MainEntry|Learning environment}}<br> Μαθησιακός Σχεδιασμός {{MainEntry|Learning design}}<br> '''Μαθησιακός Χώρος''' {{MainEntry|[[Learning space]]}}<br> Μικρόκοσμος {{MainEntry|Microworld}}<br> Μικτή Μάθηση {{MainEntry|Blended learning}}<br> Μοντελοποίηση Μαθητή {{MainEntry|Learner modeling}} <br>'''Ν'''{{Anchor|Ν}}<br> '''Νοήμον Σύστημα Διδασκαλίας''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Νοήμον Σύστημα Κλιμακούμενης Υποστήριξης {{MainEntry|Intelligent scaffolding system}} <br>'''Π'''{{Anchor|Π}}<br> Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Pedagogical agent}}<br> Παιχνίδια Προσομοίωσης {{MainEntry|Simulation games}}<br> Περιρρέον Mαθησιακό Περιβάλλον {{MainEntry|Ambient learning environment}}<br> '''Πλέγμα μάθησης''' {{MainEntry|[[Learning grid]]}}<br> Πορεία μάθησης ή Μαθησιακό Ίχνος {{MainEntry|Learning trail}}<br> Προγραμματιζόμενο μάθημα {{MainEntry|Programmable course}}<br> Προγραμματιζόμενο Μαθησιακό Περιβάλλον υποστηριζόμενο από Η.Υ {{MainEntry|Programmable computer-based learning environment}}<br> Προγραμματισμός Η/Υ για την υποστήριξη της μάθησης {{MainEntry|Computer programming in support of learning}}<br> Προσαρμοστικό Mαθησιακό Περιβάλλον {{MainEntry|Adaptive learning environment}}<br> '''Προσφερόμενη δυνατότητα για εκπαιδευτική χρήση (ενός Τεχνολογικού Περιβάλλοντος)''' {{MainEntry|[[Educational affordance]]}}<br> Προσωπικό Μαθησιακό Περιβάλλον {{MainEntry|Personal learning environment}} <br>'''Σ'''{{Anchor|Σ}}<br> '''Σενάρια Συνεργασίας''' {{MainEntry|[[Collaboration script]]}}<br> Σενάριο--- Script ... '''Σενάριο Μάθησης''' {{MainEntry|[[Learning scenario]]}}<br> ---Συνεργασίας βλ. Σενάριο Συνεργασίας --- collaboration see Collaboration script}}<br> Συμπεριληπτική Ηλεκτρονική Μάθηση {{MainEntry|Inclusive e-learning}}<br> Συνεργατική Μάθηση {{MainEntry|Collaborative learning}}<br> Συνεργατική Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-supported collaborative learning}}<br> '''Συνεχή Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Seamless learning environments]]}}<br> Σύντροφος Μάθησης {{MainEntry|Learning companion}}<br> Σύστημα Διαχείρισης Μαθημάτων {{MainEntry|Course management system}}<br> Σύστημα διδασκαλίας βασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based tutoring system}}<br> Σύστημα Συγγραφής {{MainEntry|Authoring system}}<br> '''Συστήματα Διαχείρισης Μάθησης''' {{MainEntry|[[Learning management systems]]}} <br>'''Τ'''{{Anchor|Τ}}<br> Τεχνητό Mαθησιακό Περιβάλλον {{MainEntry|Artificial learning environment}}<br> Τεχνολογίες Πανεπιστημιακής Διδασκαλίας μέσω Διαδικτύου {{MainEntry|Web-lecturing technologies}}<br> '''Τεχνο-μαθηματικοί Γραμματισμοί''' {{MainEntry|[[Techno-mathematical literacies]]}} <br>'''Υ'''{{Anchor|C}}<br> Υπολογιστική Μαθησιολογία {{MainEntry|Computational mathetic}} <br>'''Φ'''{{Anchor|Φ}}<br> Φιλικά Συστήματα (τεχνολογικά) {{MainEntry|Buddy systems}}<br> 642 630 2012-01-23T14:03:24Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Greek entries ''Edited by Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou, Learning Technology and Educational Engineering Laboratory, University of the Aegean (GR)'' '''A - [[#Γ|Γ]] - [[#Δ|Δ]] - [[#Ε|Ε]] - [[#Η|Η]] - [[#Κ|Κ]] - [[#Μ|Μ]] - [[#Ν|Ν]] - [[#Π|Π]] - [[#Σ|Σ]] - [[#Τ|Τ]] - [[#Υ|Υ]] - [[#Φ|Φ]]''' '''A'''<br> Απομακρυσμένα Εργαστήρια {{MainEntry|Remote laboratories}}<br> Απτό Μαθησιακό Περιβάλλον {{MainEntry|Tangible learning environment}}<br> '''Άτυπη Μάθηση''' {{MainEntry|[[Informal learning]]}}<br> Αυτόματη Διάγνωση {{MainEntry|Automatic diagnosis}}<br> Αυτόματη Παραγωγή Ασκήσεων {{MainEntry|Automatic generation of exercises}}<br> '''Αυτό-ρυθμιζόμενη Μάθηση''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Αφηγηματικά Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Narrative learning environments]]}} <br>'''Γ'''{{Anchor|Γ}}<br> Γνωσιακή Μηχανική {{MainEntry|Cognitive engineering}}<br> Γνωστική Διάγνωση {{MainEntry|Cognitive diagnosis}}<br> Γνωστική Μοντελοποίηση {{MainEntry|Cognitive modeling}}<br> '''Γνωστικός Προσωπικός Δάσκαλος (σε νοήμον τεχνολογικό σύστημα μάθησης)''' {{MainEntry|[[Cognitive tutor]]}} <br>'''Δ'''{{Anchor|Δ}}<br> Διαδικτυακά Περιβάλλοντα {{MainEntry|Networked environment}}<br> Διαδικτυακές Κοινότητες {{MainEntry|Networked communities}}<br> '''Διαδικτυακή Μάθηση''' {{MainEntry|[[Networked learning]]}}<br> Διαδικτυακό Μαθησιακό Περιβάλλον {{MainEntry|οn-line learning environment}}<br> Διαδραστικό Μαθησιακό Περιβάλλον {{MainEntry|Interactive learning environment}}<br> Διαδραστικός Πίνακας {{MainEntry|Interactive white board}}<br> Διάχυτη Μάθηση {{MainEntry|Ubiquitous learning}}<br> '''Διδακτική Μηχανική''' {{MainEntry|[[Didactical engineering]]}}<br> Διδασκαλία Βασιζόμενη σε Υπολογιστή {{MainEntry|Computer-based instruction}}<br> Διδασκαλία Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted instruction}}<br> '''Διερευνητική Μάθηση''' {{MainEntry|[[Inquiry learning]]}}<br> Δυναμική Γεωμετρία {{MainEntry|Dynamic geometry}} <br>'''Ε'''{{Anchor|Ε}}<br> Εγκαθιδρυμένη Μάθηση {{MainEntry|Situated learning}}<br> Εικονικά Πανεπιστήμια {{MainEntry|Virtual universities}}<br> Εικονικό Campus {{MainEntry|Virtual campus}}<br> Εικονικό Μαθησιακό Περιβάλλον {{MainEntry|Virtual learning environment}}<br> Εικονικός Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Virtual pedagogical agent}}<br> Εκμάθηση Γλώσσας Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted language learning}}<br> Εκπαιδαγωγία {{MainEntry|Edutainment}}<br> Εκπαιδευτικό Λογισμικό {{MainEntry|Courseware}}<br> Εμψυχωμένοι Παιδαγωγικοί Διαμεσολαβητές {{MainEntry|Animated pedagogical agent}}<br> Ενοποιημένο Μαθησιακό Σύστημα {{MainEntry|Integrated learning system}}<br> '''Ενσωματωμένα Φαινόμενα''' {{MainEntry|[[Embedded phenomena]]}}<br> Εξ Αποστάσεως Μάθηση {{MainEntry|Distance learning}}<br> Εξέταση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted examination}}<br> Εξόρυξη Δεδομένων Εκπαιδευτικού Σκοπού {{MainEntry|Educational data mining}}<br> Εξωτερικό Σενάριο {{MainEntry|External script}}<br> Εξωτερικό Σενάριο --- external see External script '''Επικάλυψη (μοντέλο επικάλυψης)''' {{MainEntry|[[Overlay]]}}<br> '''Επιστημική Ανατροφοδότηση''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Επιστημική Προσφερόμενη Δυνατότητα (τεχνολογικού περιβάλλοντος)''' {{MainEntry|[[Epistemic affordance]]}}<br> Εργαλείο Συγγραφής {{MainEntry|Authoring tool}}<br> Εργαστήριο Βασιζόμενο σε Υπολογιστή {{MainEntry|Computer-based laboratory}}<br> Εσωτερικό Σενάριο {{MainEntry|Internal script}}<br> ---εσωτερικό βλ. Εσωτερικό Σενάριο --- internal see Internal script <br>'''Η'''{{Anchor|Η}}<br> Ηλεκτρονική-Αξιολόγηση {{MainEntry|e-Assessment}}<br> Ηλεκτρονικά Χαρτοφυλάκια {{MainEntry|e-portfolio}}<br> Ηλεκτρονική Μάθηση {{MainEntry|e-learning}} <br>'''Κ'''{{Anchor|Κ}}<br> Κατανεμημένα Mαθησιακά Περιβάλλοντα {{MainEntry|Distributed learning environments}}<br> Κατανεμημένη Μάθηση {{MainEntry|Distributed learning}}<br> '''Κατασκευατισμός, Κονστρουκτιονισμός''' {{MainEntry|[[Constructionism]]}} <br>'''Μ'''{{Anchor|Μ}}<br> '''Μάθηση βασιζόμενη σε Ηλεκτρονικά Παιχνίδια''' {{MainEntry|[[Game-based learning]]}}<br> Μάθηση Ενισχυμένη Τεχνολογικά {{MainEntry|Technology Enhanced Learning}}<br> '''Μάθηση με χρήση Κινητών Συσκευών''' {{MainEntry|[[Mobile learning]]}}<br> Μάθηση με χρήση Πολυμέσων {{MainEntry|Multimedia learning}}<br> Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted learning}}<br> '''Μαθησιακά Αντικείμενα''' {{MainEntry|[[Learning objects]]}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based learning environment}}<br> Μαθησιακό Περιβάλλον Βασιζόμενο σε Διεισδυτικές Τεχνολογίες {{MainEntry|Pervasive learning environment}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο στη Διευρυμένη Πραγματικότητα {{MainEntry|Augmented learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα στην Προσομοίωση {{MainEntry|Simulation-based learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα σε Υπολογιστή {{MainEntry|Computer-based learning environments}}<br> Μαθησιακό Περιβάλλον {{MainEntry|Learning environment}}<br> Μαθησιακός Σχεδιασμός {{MainEntry|Learning design}}<br> '''Μαθησιακός Χώρος''' {{MainEntry|[[Learning space]]}}<br> Μικρόκοσμος {{MainEntry|Microworld}}<br> Μικτή Μάθηση {{MainEntry|Blended learning}}<br> Μοντελοποίηση Μαθητή {{MainEntry|Learner modeling}} <br>'''Ν'''{{Anchor|Ν}}<br> '''Νοήμον Σύστημα Διδασκαλίας''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Νοήμον Σύστημα Κλιμακούμενης Υποστήριξης {{MainEntry|Intelligent scaffolding system}} <br>'''Π'''{{Anchor|Π}}<br> Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Pedagogical agent}}<br> Παιχνίδια Προσομοίωσης {{MainEntry|Simulation games}}<br> Περιρρέον Mαθησιακό Περιβάλλον {{MainEntry|Ambient learning environment}}<br> '''Πλέγμα μάθησης''' {{MainEntry|[[Learning grid]]}}<br> Πορεία μάθησης ή Μαθησιακό Ίχνος {{MainEntry|Learning trail}}<br> Προγραμματιζόμενο μάθημα {{MainEntry|Programmable course}}<br> Προγραμματιζόμενο Μαθησιακό Περιβάλλον υποστηριζόμενο από Η.Υ {{MainEntry|Programmable computer-based learning environment}}<br> Προγραμματισμός Η/Υ για την υποστήριξη της μάθησης {{MainEntry|Computer programming in support of learning}}<br> Προσαρμοστικό Mαθησιακό Περιβάλλον {{MainEntry|Adaptive learning environment}}<br> '''Προσφερόμενη δυνατότητα για εκπαιδευτική χρήση (ενός Τεχνολογικού Περιβάλλοντος)''' {{MainEntry|[[Educational affordance]]}}<br> Προσωπικό Μαθησιακό Περιβάλλον {{MainEntry|Personal learning environment}} <br>'''Σ'''{{Anchor|Σ}}<br> '''Σενάρια Συνεργασίας''' {{MainEntry|[[Collaboration script]]}}<br> Σενάριο--- Script ... '''Σενάριο Μάθησης''' {{MainEntry|[[Learning scenario]]}}<br> ---Συνεργασίας βλ. Σενάριο Συνεργασίας --- collaboration see Collaboration script}}<br> Συμπεριληπτική Ηλεκτρονική Μάθηση {{MainEntry|Inclusive e-learning}}<br> Συνεργατική Μάθηση {{MainEntry|Collaborative learning}}<br> Συνεργατική Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-supported collaborative learning}}<br> '''Συνεχή Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Seamless learning environments]]}}<br> Σύντροφος Μάθησης {{MainEntry|Learning companion}}<br> Σύστημα Διαχείρισης Μαθημάτων {{MainEntry|Course management system}}<br> Σύστημα διδασκαλίας βασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based tutoring system}}<br> Σύστημα Συγγραφής {{MainEntry|Authoring system}}<br> '''Συστήματα Διαχείρισης Μάθησης''' {{MainEntry|[[Learning management systems]]}} <br>'''Τ'''{{Anchor|Τ}}<br> Τεχνητό Mαθησιακό Περιβάλλον {{MainEntry|Artificial learning environment}}<br> Τεχνολογίες Πανεπιστημιακής Διδασκαλίας μέσω Διαδικτύου {{MainEntry|Web-lecturing technologies}}<br> '''Τεχνο-μαθηματικοί Γραμματισμοί''' {{MainEntry|[[Techno-mathematical literacies]]}} <br>'''Υ'''{{Anchor|C}}<br> Υπολογιστική Μαθησιολογία {{MainEntry|Computational mathetic}} <br>'''Φ'''{{Anchor|Φ}}<br> Φιλικά Συστήματα (τεχνολογικά) {{MainEntry|Buddy systems}}<br> 630 610 2012-01-19T13:51:47Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Greek entries ''Edited by Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou, Learning Technology and Educational Engineering Laboratory, University of the Aegean (GR)'' '''A - [[#Γ|Γ]] - [[#Δ|Δ]] - [[#Ε|Ε]] - [[#Η|Η]] - [[#Κ|Κ]] - [[#Μ|Μ]] - [[#Ν|Ν]] - [[#Π|Π]] - [[#Σ|Σ]] - [[#Τ|Τ]] - [[#Υ|Υ]] - [[#Φ|Φ]]''' '''A'''<br> Απομακρυσμένα Εργαστήρια {{MainEntry|Remote laboratories}}<br> Απτό Μαθησιακό Περιβάλλον {{MainEntry|Tangible learning environment}}<br> '''Άτυπη Μάθηση''' {{MainEntry|[[Informal learning]]}}<br> Αυτόματη Διάγνωση {{MainEntry|Automatic diagnosis}}<br> Αυτόματη Παραγωγή Ασκήσεων {{MainEntry|Automatic generation of exercises}}<br> '''Αυτό-ρυθμιζόμενη Μάθηση''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Αφηγηματικά Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Narrative learning environments]]}} <br>'''Γ'''{{Anchor|Γ}}<br> Γνωσιακή Μηχανική {{MainEntry|Cognitive engineering}}<br> Γνωστική Διάγνωση {{MainEntry|Cognitive diagnosis}}<br> Γνωστική Μοντελοποίηση {{MainEntry|Cognitive modeling}}<br> '''Γνωστικός Προσωπικός Δάσκαλος (σε νοήμον τεχνολογικό σύστημα μάθησης)''' {{MainEntry|[[Cognitive tutor]]}} <br>'''Δ'''{{Anchor|Δ}}<br> Διαδικτυακά Περιβάλλοντα {{MainEntry|Networked environment}}<br> Διαδικτυακές Κοινότητες {{MainEntry|Networked communities}}<br> '''Διαδικτυακή Μάθηση''' {{MainEntry|[[Networked learning]]}}<br> Διαδικτυακό Μαθησιακό Περιβάλλον {{MainEntry|οn-line learning environment}}<br> Διαδραστικό Μαθησιακό Περιβάλλον {{MainEntry|Interactive learning environment}}<br> Διαδραστικός Πίνακας {{MainEntry|Interactive white board}}<br> Διάχυτη Μάθηση {{MainEntry|Ubiquitous learning}}<br> '''Διδακτική Μηχανική''' {{MainEntry|[[Didactical engineering]]}}<br> Διδασκαλία Βασιζόμενη σε Υπολογιστή {{MainEntry|Computer-based instruction}}<br> Διδασκαλία Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted instruction}}<br> '''Διερευνητική Μάθηση''' {{MainEntry|[[Inquiry learning]]}}<br> Δυναμική Γεωμετρία {{MainEntry|Dynamic geometry}} <br>'''Ε'''{{Anchor|Ε}}<br> Εγκαθιδρυμένη Μάθηση {{MainEntry|Situated learning}}<br> Εικονικά Πανεπιστήμια {{MainEntry|Virtual universities}}<br> Εικονικό Campus {{MainEntry|Virtual campus}}<br> Εικονικό Μαθησιακό Περιβάλλον {{MainEntry|Virtual learning environment}}<br> Εικονικός Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Virtual pedagogical agent}}<br> Εκμάθηση Γλώσσας Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted language learning}}<br> Εκπαιδαγωγία {{MainEntry|Edutainment}}<br> Εκπαιδευτικό Λογισμικό {{MainEntry|Courseware}}<br> Εμψυχωμένοι Παιδαγωγικοί Διαμεσολαβητές {{MainEntry|Animated pedagogical agent}}<br> Ενοποιημένο Μαθησιακό Σύστημα {{MainEntry|Integrated learning system}}<br> '''Ενσωματωμένα Φαινόμενα''' {{MainEntry|[[Embedded phenomena]]}}<br> Εξ Αποστάσεως Μάθηση {{MainEntry|Distance learning}}<br> Εξέταση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted examination}}<br> Εξόρυξη Δεδομένων Εκπαιδευτικού Σκοπού {{MainEntry|Educational data mining}}<br> Εξωτερικό Σενάριο {{MainEntry|External script}}<br> Εξωτερικό Σενάριο --- external see External script '''Επικάλυψη (μοντέλο επικάλυψης)''' {{MainEntry|[[Overlay]]}}<br> Επιστημική Ανατροφοδότηση {{MainEntry|Epistemic feedback}}<br> '''Επιστημική Προσφερόμενη Δυνατότητα (τεχνολογικού περιβάλλοντος)''' {{MainEntry|[[Epistemic affordance]]}}<br> Εργαλείο Συγγραφής {{MainEntry|Authoring tool}}<br> Εργαστήριο Βασιζόμενο σε Υπολογιστή {{MainEntry|Computer-based laboratory}}<br> Εσωτερικό Σενάριο {{MainEntry|Internal script}}<br> ---εσωτερικό βλ. Εσωτερικό Σενάριο --- internal see Internal script <br>'''Η'''{{Anchor|Η}}<br> Ηλεκτρονική-Αξιολόγηση {{MainEntry|e-Assessment}}<br> Ηλεκτρονικά Χαρτοφυλάκια {{MainEntry|e-portfolio}}<br> Ηλεκτρονική Μάθηση {{MainEntry|e-learning}} <br>'''Κ'''{{Anchor|Κ}}<br> Κατανεμημένα Mαθησιακά Περιβάλλοντα {{MainEntry|Distributed learning environments}}<br> Κατανεμημένη Μάθηση {{MainEntry|Distributed learning}}<br> '''Κατασκευατισμός, Κονστρουκτιονισμός''' {{MainEntry|[[Constructionism]]}} <br>'''Μ'''{{Anchor|Μ}}<br> '''Μάθηση βασιζόμενη σε Ηλεκτρονικά Παιχνίδια''' {{MainEntry|[[Game-based learning]]}}<br> Μάθηση Ενισχυμένη Τεχνολογικά {{MainEntry|Technology Enhanced Learning}}<br> '''Μάθηση με χρήση Κινητών Συσκευών''' {{MainEntry|[[Mobile learning]]}}<br> Μάθηση με χρήση Πολυμέσων {{MainEntry|Multimedia learning}}<br> Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted learning}}<br> '''Μαθησιακά Αντικείμενα''' {{MainEntry|[[Learning objects]]}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based learning environment}}<br> Μαθησιακό Περιβάλλον Βασιζόμενο σε Διεισδυτικές Τεχνολογίες {{MainEntry|Pervasive learning environment}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο στη Διευρυμένη Πραγματικότητα {{MainEntry|Augmented learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα στην Προσομοίωση {{MainEntry|Simulation-based learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα σε Υπολογιστή {{MainEntry|Computer-based learning environments}}<br> Μαθησιακό Περιβάλλον {{MainEntry|Learning environment}}<br> Μαθησιακός Σχεδιασμός {{MainEntry|Learning design}}<br> '''Μαθησιακός Χώρος''' {{MainEntry|[[Learning space]]}}<br> Μικρόκοσμος {{MainEntry|Microworld}}<br> Μικτή Μάθηση {{MainEntry|Blended learning}}<br> Μοντελοποίηση Μαθητή {{MainEntry|Learner modeling}} <br>'''Ν'''{{Anchor|Ν}}<br> '''Νοήμον Σύστημα Διδασκαλίας''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Νοήμον Σύστημα Κλιμακούμενης Υποστήριξης {{MainEntry|Intelligent scaffolding system}} <br>'''Π'''{{Anchor|Π}}<br> Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Pedagogical agent}}<br> Παιχνίδια Προσομοίωσης {{MainEntry|Simulation games}}<br> Περιρρέον Mαθησιακό Περιβάλλον {{MainEntry|Ambient learning environment}}<br> '''Πλέγμα μάθησης''' {{MainEntry|[[Learning grid]]}}<br> Πορεία μάθησης ή Μαθησιακό Ίχνος {{MainEntry|Learning trail}}<br> Προγραμματιζόμενο μάθημα {{MainEntry|Programmable course}}<br> Προγραμματιζόμενο Μαθησιακό Περιβάλλον υποστηριζόμενο από Η.Υ {{MainEntry|Programmable computer-based learning environment}}<br> Προγραμματισμός Η/Υ για την υποστήριξη της μάθησης {{MainEntry|Computer programming in support of learning}}<br> Προσαρμοστικό Mαθησιακό Περιβάλλον {{MainEntry|Adaptive learning environment}}<br> '''Προσφερόμενη δυνατότητα για εκπαιδευτική χρήση (ενός Τεχνολογικού Περιβάλλοντος)''' {{MainEntry|[[Educational affordance]]}}<br> Προσωπικό Μαθησιακό Περιβάλλον {{MainEntry|Personal learning environment}} <br>'''Σ'''{{Anchor|Σ}}<br> '''Σενάρια Συνεργασίας''' {{MainEntry|[[Collaboration script]]}}<br> Σενάριο--- Script ... '''Σενάριο Μάθησης''' {{MainEntry|[[Learning scenario]]}}<br> ---Συνεργασίας βλ. Σενάριο Συνεργασίας --- collaboration see Collaboration script}}<br> Συμπεριληπτική Ηλεκτρονική Μάθηση {{MainEntry|Inclusive e-learning}}<br> Συνεργατική Μάθηση {{MainEntry|Collaborative learning}}<br> Συνεργατική Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-supported collaborative learning}}<br> '''Συνεχή Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Seamless learning environments]]}}<br> Σύντροφος Μάθησης {{MainEntry|Learning companion}}<br> Σύστημα Διαχείρισης Μαθημάτων {{MainEntry|Course management system}}<br> Σύστημα διδασκαλίας βασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based tutoring system}}<br> Σύστημα Συγγραφής {{MainEntry|Authoring system}}<br> '''Συστήματα Διαχείρισης Μάθησης''' {{MainEntry|[[Learning management systems]]}} <br>'''Τ'''{{Anchor|Τ}}<br> Τεχνητό Mαθησιακό Περιβάλλον {{MainEntry|Artificial learning environment}}<br> Τεχνολογίες Πανεπιστημιακής Διδασκαλίας μέσω Διαδικτύου {{MainEntry|Web-lecturing technologies}}<br> '''Τεχνο-μαθηματικοί Γραμματισμοί''' {{MainEntry|[[Techno-mathematical literacies]]}} <br>'''Υ'''{{Anchor|C}}<br> Υπολογιστική Μαθησιολογία {{MainEntry|Computational mathetic}} <br>'''Φ'''{{Anchor|Φ}}<br> Φιλικά Συστήματα (τεχνολογικά) {{MainEntry|Buddy systems}}<br> 610 577 2012-01-16T15:00:23Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Greek entries ''Edited by Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou, Learning Technology and Educational Engineering Laboratory, University of the Aegean (GR)'' '''A - [[#Γ|Γ]] - [[#Δ|Δ]] - [[#Ε|Ε]] - [[#Η|Η]] - [[#Κ|Κ]] - [[#Μ|Μ]] - [[#Ν|Ν]] - [[#Π|Π]] - [[#Σ|Σ]] - [[#Τ|Τ]] - [[#Υ|Υ]] - [[#Φ|Φ]]''' '''A'''<br> Απομακρυσμένα Εργαστήρια {{MainEntry|Remote laboratories}}<br> Απτό Μαθησιακό Περιβάλλον {{MainEntry|Tangible learning environment}}<br> '''Άτυπη Μάθηση''' {{MainEntry|[[Informal learning]]}}<br> Αυτόματη Διάγνωση {{MainEntry|Automatic diagnosis}}<br> Αυτόματη Παραγωγή Ασκήσεων {{MainEntry|Automatic generation of exercises}}<br> '''Αυτό-ρυθμιζόμενη Μάθηση''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Αφηγηματικά Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Narrative learning environments]]}} <br>'''Γ'''{{Anchor|Γ}}<br> Γνωσιακή Μηχανική {{MainEntry|Cognitive engineering}}<br> Γνωστική Διάγνωση {{MainEntry|Cognitive diagnosis}}<br> Γνωστική Μοντελοποίηση {{MainEntry|Cognitive modeling}}<br> '''Γνωστικός Προσωπικός Δάσκαλος (σε νοήμον τεχνολογικό σύστημα μάθησης)''' {{MainEntry|[[Cognitive tutor]]}} <br>'''Δ'''{{Anchor|Δ}}<br> Διαδικτυακά Περιβάλλοντα {{MainEntry|Networked environment}}<br> Διαδικτυακές Κοινότητες {{MainEntry|Networked communities}}<br> '''Διαδικτυακή Μάθηση''' {{MainEntry|[[Networked learning]]}}<br> Διαδικτυακό Μαθησιακό Περιβάλλον {{MainEntry|οn-line learning environment}}<br> Διαδραστικό Μαθησιακό Περιβάλλον {{MainEntry|Interactive learning environment}}<br> Διαδραστικός Πίνακας {{MainEntry|Interactive white board}}<br> Διάχυτη Μάθηση {{MainEntry|Ubiquitous learning}}<br> '''Διδακτική Μηχανική''' {{MainEntry|[[Didactical engineering]]}}<br> Διδασκαλία Βασιζόμενη σε Υπολογιστή {{MainEntry|Computer-based instruction}}<br> Διδασκαλία Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted instruction}}<br> '''Διερευνητική Μάθηση''' {{MainEntry|[[Inquiry learning]]}}<br> Δυναμική Γεωμετρία {{MainEntry|Dynamic geometry}} <br>'''Ε'''{{Anchor|Ε}}<br> Εγκαθιδρυμένη Μάθηση {{MainEntry|Situated learning}}<br> Εικονικά Πανεπιστήμια {{MainEntry|Virtual universities}}<br> Εικονικό Campus {{MainEntry|Virtual campus}}<br> Εικονικό Μαθησιακό Περιβάλλον {{MainEntry|Virtual learning environment}}<br> Εικονικός Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Virtual pedagogical agent}}<br> Εκμάθηση Γλώσσας Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted language learning}}<br> Εκπαιδαγωγία {{MainEntry|Edutainment}}<br> Εκπαιδευτικό Λογισμικό {{MainEntry|Courseware}}<br> Εμψυχωμένοι Παιδαγωγικοί Διαμεσολαβητές {{MainEntry|Animated pedagogical agent}}<br> Ενοποιημένο Μαθησιακό Σύστημα {{MainEntry|Integrated learning system}}<br> '''Ενσωματωμένα Φαινόμενα''' {{MainEntry|[[Embedded phenomena]]}}<br> Εξ Αποστάσεως Μάθηση {{MainEntry|Distance learning}}<br> Εξέταση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted examination}}<br> Εξόρυξη Δεδομένων Εκπαιδευτικού Σκοπού {{MainEntry|Educational data mining}}<br> Εξωτερικό Σενάριο {{MainEntry|External script}}<br> Εξωτερικό Σενάριο --- external see External script '''Επικάλυψη (μοντέλο επικάλυψης)''' {{MainEntry|[[Overlay]]}}<br> Επιστημική Ανατροφοδότηση {{MainEntry|Epistemic feedback}}<br> '''Επιστημική Προσφερόμενη Δυνατότητα (τεχνολογικού περιβάλλοντος)''' {{MainEntry|[[Epistemic affordance]]}}<br> Εργαλείο Συγγραφής {{MainEntry|Authoring tool}}<br> Εργαστήριο Βασιζόμενο σε Υπολογιστή {{MainEntry|Computer-based laboratory}}<br> Εσωτερικό Σενάριο {{MainEntry|Internal script}}<br> ---εσωτερικό βλ. Εσωτερικό Σενάριο --- internal see Internal script <br>'''Η'''{{Anchor|Η}}<br> Ηλεκτρονική-Αξιολόγηση {{MainEntry|e-Assessment}}<br> Ηλεκτρονικά Χαρτοφυλάκια {{MainEntry|e-portfolio}}<br> Ηλεκτρονική Μάθηση {{MainEntry|e-learning}} <br>'''Κ'''{{Anchor|Κ}}<br> Κατανεμημένα Mαθησιακά Περιβάλλοντα {{MainEntry|Distributed learning environments}}<br> Κατανεμημένη Μάθηση {{MainEntry|Distributed learning}}<br> '''Κατασκευατισμός, Κονστρουκτιονισμός''' {{MainEntry|[[Constructionism]]}} <br>'''Μ'''{{Anchor|Μ}}<br> '''Μάθηση βασιζόμενη σε Ηλεκτρονικά Παιχνίδια''' {{MainEntry|[[Game-based learning]]}}<br> Μάθηση Ενισχυμένη Τεχνολογικά {{MainEntry|Technology Enhanced Learning}}<br> '''Μάθηση με χρήση Κινητών Συσκευών''' {{MainEntry|[[Mobile learning]]}}<br> Μάθηση με χρήση Πολυμέσων {{MainEntry|Multimedia learning}}<br> Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted learning}}<br> '''Μαθησιακά Αντικείμενα''' {{MainEntry|[[Learning objects]]}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based learning environment}}<br> Μαθησιακό Περιβάλλον Βασιζόμενο σε Διεισδυτικές Τεχνολογίες {{MainEntry|Pervasive learning environment}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο στη Διευρυμένη Πραγματικότητα {{MainEntry|Augmented learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα στην Προσομοίωση {{MainEntry|Simulation-based learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα σε Υπολογιστή {{MainEntry|Computer-based learning environments}}<br> Μαθησιακό Περιβάλλον {{MainEntry|Learning environment}}<br> Μαθησιακός Σχεδιασμός {{MainEntry|Learning design}}<br> '''Μαθησιακός Χώρος''' {{MainEntry|[[Learning space]]}}<br> Μικρόκοσμος {{MainEntry|Microworld}}<br> Μικτή Μάθηση {{MainEntry|Blended learning}}<br> Μοντελοποίηση Μαθητή {{MainEntry|Learner modeling}} <br>'''Ν'''{{Anchor|Ν}}<br> Νοήμον Σύστημα Διδασκαλίας {{MainEntry|Intelligent tutoring system}}<br> Νοήμον Σύστημα Κλιμακούμενης Υποστήριξης {{MainEntry|Intelligent scaffolding system}} <br>'''Π'''{{Anchor|Π}}<br> Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Pedagogical agent}}<br> Παιχνίδια Προσομοίωσης {{MainEntry|Simulation games}}<br> Περιρρέον Mαθησιακό Περιβάλλον {{MainEntry|Ambient learning environment}}<br> '''Πλέγμα μάθησης''' {{MainEntry|[[Learning grid]]}}<br> Πορεία μάθησης ή Μαθησιακό Ίχνος {{MainEntry|Learning trail}}<br> Προγραμματιζόμενο μάθημα {{MainEntry|Programmable course}}<br> Προγραμματιζόμενο Μαθησιακό Περιβάλλον υποστηριζόμενο από Η.Υ {{MainEntry|Programmable computer-based learning environment}}<br> Προγραμματισμός Η/Υ για την υποστήριξη της μάθησης {{MainEntry|Computer programming in support of learning}}<br> Προσαρμοστικό Mαθησιακό Περιβάλλον {{MainEntry|Adaptive learning environment}}<br> '''Προσφερόμενη δυνατότητα για εκπαιδευτική χρήση (ενός Τεχνολογικού Περιβάλλοντος)''' {{MainEntry|[[Educational affordance]]}}<br> Προσωπικό Μαθησιακό Περιβάλλον {{MainEntry|Personal learning environment}} <br>'''Σ'''{{Anchor|Σ}}<br> '''Σενάρια Συνεργασίας''' {{MainEntry|[[Collaboration script]]}}<br> Σενάριο--- Script ... '''Σενάριο Μάθησης''' {{MainEntry|[[Learning scenario]]}}<br> ---Συνεργασίας βλ. Σενάριο Συνεργασίας --- collaboration see Collaboration script}}<br> Συμπεριληπτική Ηλεκτρονική Μάθηση {{MainEntry|Inclusive e-learning}}<br> Συνεργατική Μάθηση {{MainEntry|Collaborative learning}}<br> Συνεργατική Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-supported collaborative learning}}<br> '''Συνεχή Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Seamless learning environments]]}}<br> Σύντροφος Μάθησης {{MainEntry|Learning companion}}<br> Σύστημα Διαχείρισης Μαθημάτων {{MainEntry|Course management system}}<br> Σύστημα διδασκαλίας βασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based tutoring system}}<br> Σύστημα Συγγραφής {{MainEntry|Authoring system}}<br> '''Συστήματα Διαχείρισης Μάθησης''' {{MainEntry|[[Learning management systems]]}} <br>'''Τ'''{{Anchor|Τ}}<br> Τεχνητό Mαθησιακό Περιβάλλον {{MainEntry|Artificial learning environment}}<br> Τεχνολογίες Πανεπιστημιακής Διδασκαλίας μέσω Διαδικτύου {{MainEntry|Web-lecturing technologies}}<br> '''Τεχνο-μαθηματικοί Γραμματισμοί''' {{MainEntry|[[Techno-mathematical literacies]]}} <br>'''Υ'''{{Anchor|C}}<br> Υπολογιστική Μαθησιολογία {{MainEntry|Computational mathetic}} <br>'''Φ'''{{Anchor|Φ}}<br> Φιλικά Συστήματα (τεχνολογικά) {{MainEntry|Buddy systems}}<br> 577 561 2012-01-05T15:47:33Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Greek entries ''Edited by Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou, Learning Technology and Educational Engineering Laboratory, University of the Aegean (GR)'' '''A - [[#Γ|Γ]] - [[#Δ|Δ]] - [[#Ε|Ε]] - [[#Η|Η]] - [[#Κ|Κ]] - [[#Μ|Μ]] - [[#Ν|Ν]] - [[#Π|Π]] - [[#Σ|Σ]] - [[#Τ|Τ]] - [[#Υ|Υ]] - [[#Φ|Φ]]''' '''A'''<br> Απομακρυσμένα Εργαστήρια {{MainEntry|Remote laboratories}}<br> Απτό Μαθησιακό Περιβάλλον {{MainEntry|Tangible learning environment}}<br> '''Άτυπη Μάθηση''' {{MainEntry|[[Informal learning]]}}<br> Αυτόματη Διάγνωση {{MainEntry|Automatic diagnosis}}<br> Αυτόματη Παραγωγή Ασκήσεων {{MainEntry|Automatic generation of exercises}}<br> '''Αυτό-ρυθμιζόμενη Μάθηση''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Αφηγηματικά Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Narrative learning environments]]}} <br>'''Γ'''{{Anchor|Γ}}<br> Γνωσιακή Μηχανική {{MainEntry|Cognitive engineering}}<br> Γνωστική Διάγνωση {{MainEntry|Cognitive diagnosis}}<br> Γνωστική Μοντελοποίηση {{MainEntry|Cognitive modeling}}<br> Γνωστικός Προσωπικός Δάσκαλος (σε νοήμον τεχνολογικό σύστημα μάθησης) {{MainEntry|Cognitive tutor}} <br>'''Δ'''{{Anchor|Δ}}<br> Διαδικτυακά Περιβάλλοντα {{MainEntry|Networked environment}}<br> Διαδικτυακές Κοινότητες {{MainEntry|Networked communities}}<br> '''Διαδικτυακή Μάθηση''' {{MainEntry|[[Networked learning]]}}<br> Διαδικτυακό Μαθησιακό Περιβάλλον {{MainEntry|οn-line learning environment}}<br> Διαδραστικό Μαθησιακό Περιβάλλον {{MainEntry|Interactive learning environment}}<br> Διαδραστικός Πίνακας {{MainEntry|Interactive white board}}<br> Διάχυτη Μάθηση {{MainEntry|Ubiquitous learning}}<br> '''Διδακτική Μηχανική''' {{MainEntry|[[Didactical engineering]]}}<br> Διδασκαλία Βασιζόμενη σε Υπολογιστή {{MainEntry|Computer-based instruction}}<br> Διδασκαλία Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted instruction}}<br> '''Διερευνητική Μάθηση''' {{MainEntry|[[Inquiry learning]]}}<br> Δυναμική Γεωμετρία {{MainEntry|Dynamic geometry}} <br>'''Ε'''{{Anchor|Ε}}<br> Εγκαθιδρυμένη Μάθηση {{MainEntry|Situated learning}}<br> Εικονικά Πανεπιστήμια {{MainEntry|Virtual universities}}<br> Εικονικό Campus {{MainEntry|Virtual campus}}<br> Εικονικό Μαθησιακό Περιβάλλον {{MainEntry|Virtual learning environment}}<br> Εικονικός Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Virtual pedagogical agent}}<br> Εκμάθηση Γλώσσας Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted language learning}}<br> Εκπαιδαγωγία {{MainEntry|Edutainment}}<br> Εκπαιδευτικό Λογισμικό {{MainEntry|Courseware}}<br> Εμψυχωμένοι Παιδαγωγικοί Διαμεσολαβητές {{MainEntry|Animated pedagogical agent}}<br> Ενοποιημένο Μαθησιακό Σύστημα {{MainEntry|Integrated learning system}}<br> '''Ενσωματωμένα Φαινόμενα''' {{MainEntry|[[Embedded phenomena]]}}<br> Εξ Αποστάσεως Μάθηση {{MainEntry|Distance learning}}<br> Εξέταση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted examination}}<br> Εξόρυξη Δεδομένων Εκπαιδευτικού Σκοπού {{MainEntry|Educational data mining}}<br> Εξωτερικό Σενάριο {{MainEntry|External script}}<br> Εξωτερικό Σενάριο --- external see External script '''Επικάλυψη (μοντέλο επικάλυψης)''' {{MainEntry|[[Overlay]]}}<br> Επιστημική Ανατροφοδότηση {{MainEntry|Epistemic feedback}}<br> '''Επιστημική Προσφερόμενη Δυνατότητα (τεχνολογικού περιβάλλοντος)''' {{MainEntry|[[Epistemic affordance]]}}<br> Εργαλείο Συγγραφής {{MainEntry|Authoring tool}}<br> Εργαστήριο Βασιζόμενο σε Υπολογιστή {{MainEntry|Computer-based laboratory}}<br> Εσωτερικό Σενάριο {{MainEntry|Internal script}}<br> ---εσωτερικό βλ. Εσωτερικό Σενάριο --- internal see Internal script <br>'''Η'''{{Anchor|Η}}<br> Ηλεκτρονική-Αξιολόγηση {{MainEntry|e-Assessment}}<br> Ηλεκτρονικά Χαρτοφυλάκια {{MainEntry|e-portfolio}}<br> Ηλεκτρονική Μάθηση {{MainEntry|e-learning}} <br>'''Κ'''{{Anchor|Κ}}<br> Κατανεμημένα Mαθησιακά Περιβάλλοντα {{MainEntry|Distributed learning environments}}<br> Κατανεμημένη Μάθηση {{MainEntry|Distributed learning}}<br> '''Κατασκευατισμός, Κονστρουκτιονισμός''' {{MainEntry|[[Constructionism]]}} <br>'''Μ'''{{Anchor|Μ}}<br> '''Μάθηση βασιζόμενη σε Ηλεκτρονικά Παιχνίδια''' {{MainEntry|[[Game-based learning]]}}<br> Μάθηση Ενισχυμένη Τεχνολογικά {{MainEntry|Technology Enhanced Learning}}<br> '''Μάθηση με χρήση Κινητών Συσκευών''' {{MainEntry|[[Mobile learning]]}}<br> Μάθηση με χρήση Πολυμέσων {{MainEntry|Multimedia learning}}<br> Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted learning}}<br> '''Μαθησιακά Αντικείμενα''' {{MainEntry|[[Learning objects]]}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based learning environment}}<br> Μαθησιακό Περιβάλλον Βασιζόμενο σε Διεισδυτικές Τεχνολογίες {{MainEntry|Pervasive learning environment}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο στη Διευρυμένη Πραγματικότητα {{MainEntry|Augmented learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα στην Προσομοίωση {{MainEntry|Simulation-based learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα σε Υπολογιστή {{MainEntry|Computer-based learning environments}}<br> Μαθησιακό Περιβάλλον {{MainEntry|Learning environment}}<br> Μαθησιακός Σχεδιασμός {{MainEntry|Learning design}}<br> '''Μαθησιακός Χώρος''' {{MainEntry|[[Learning space]]}}<br> Μικρόκοσμος {{MainEntry|Microworld}}<br> Μικτή Μάθηση {{MainEntry|Blended learning}}<br> Μοντελοποίηση Μαθητή {{MainEntry|Learner modeling}} <br>'''Ν'''{{Anchor|Ν}}<br> Νοήμον Σύστημα Διδασκαλίας {{MainEntry|Intelligent tutoring system}}<br> Νοήμον Σύστημα Κλιμακούμενης Υποστήριξης {{MainEntry|Intelligent scaffolding system}} <br>'''Π'''{{Anchor|Π}}<br> Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Pedagogical agent}}<br> Παιχνίδια Προσομοίωσης {{MainEntry|Simulation games}}<br> Περιρρέον Mαθησιακό Περιβάλλον {{MainEntry|Ambient learning environment}}<br> '''Πλέγμα μάθησης''' {{MainEntry|[[Learning grid]]}}<br> Πορεία μάθησης ή Μαθησιακό Ίχνος {{MainEntry|Learning trail}}<br> Προγραμματιζόμενο μάθημα {{MainEntry|Programmable course}}<br> Προγραμματιζόμενο Μαθησιακό Περιβάλλον υποστηριζόμενο από Η.Υ {{MainEntry|Programmable computer-based learning environment}}<br> Προγραμματισμός Η/Υ για την υποστήριξη της μάθησης {{MainEntry|Computer programming in support of learning}}<br> Προσαρμοστικό Mαθησιακό Περιβάλλον {{MainEntry|Adaptive learning environment}}<br> '''Προσφερόμενη δυνατότητα για εκπαιδευτική χρήση (ενός Τεχνολογικού Περιβάλλοντος)''' {{MainEntry|[[Educational affordance]]}}<br> Προσωπικό Μαθησιακό Περιβάλλον {{MainEntry|Personal learning environment}} <br>'''Σ'''{{Anchor|Σ}}<br> '''Σενάρια Συνεργασίας''' {{MainEntry|[[Collaboration script]]}}<br> Σενάριο--- Script ... '''Σενάριο Μάθησης''' {{MainEntry|[[Learning scenario]]}}<br> ---Συνεργασίας βλ. Σενάριο Συνεργασίας --- collaboration see Collaboration script}}<br> Συμπεριληπτική Ηλεκτρονική Μάθηση {{MainEntry|Inclusive e-learning}}<br> Συνεργατική Μάθηση {{MainEntry|Collaborative learning}}<br> Συνεργατική Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-supported collaborative learning}}<br> '''Συνεχή Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Seamless learning environments]]}}<br> Σύντροφος Μάθησης {{MainEntry|Learning companion}}<br> Σύστημα Διαχείρισης Μαθημάτων {{MainEntry|Course management system}}<br> Σύστημα διδασκαλίας βασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based tutoring system}}<br> Σύστημα Συγγραφής {{MainEntry|Authoring system}}<br> '''Συστήματα Διαχείρισης Μάθησης''' {{MainEntry|[[Learning management systems]]}} <br>'''Τ'''{{Anchor|Τ}}<br> Τεχνητό Mαθησιακό Περιβάλλον {{MainEntry|Artificial learning environment}}<br> Τεχνολογίες Πανεπιστημιακής Διδασκαλίας μέσω Διαδικτύου {{MainEntry|Web-lecturing technologies}}<br> '''Τεχνο-μαθηματικοί Γραμματισμοί''' {{MainEntry|[[Techno-mathematical literacies]]}} <br>'''Υ'''{{Anchor|C}}<br> Υπολογιστική Μαθησιολογία {{MainEntry|Computational mathetic}} <br>'''Φ'''{{Anchor|Φ}}<br> Φιλικά Συστήματα (τεχνολογικά) {{MainEntry|Buddy systems}}<br> 561 539 2012-01-05T15:22:17Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Greek entries ''Edited by Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou, Learning Technology and Educational Engineering Laboratory, University of the Aegean (GR)'' '''A - [[#Γ|Γ]] - [[#Δ|Δ]] - [[#Ε|Ε]] - [[#Η|Η]] - [[#Κ|Κ]] - [[#Μ|Μ]] - [[#Ν|Ν]] - [[#Π|Π]] - [[#Σ|Σ]] - [[#Τ|Τ]] - [[#Υ|Υ]] - [[#Φ|Φ]]''' '''A'''<br> Απομακρυσμένα Εργαστήρια {{MainEntry|Remote laboratories}}<br> Απτό Μαθησιακό Περιβάλλον {{MainEntry|Tangible learning environment}}<br> '''Άτυπη Μάθηση''' {{MainEntry|[[Informal learning]]}}<br> Αυτόματη Διάγνωση {{MainEntry|Automatic diagnosis}}<br> Αυτόματη Παραγωγή Ασκήσεων {{MainEntry|Automatic generation of exercises}}<br> '''Αυτό-ρυθμιζόμενη Μάθηση''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Αφηγηματικά Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Narrative learning environments]]}} <br>'''Γ'''{{Anchor|Γ}}<br> Γνωσιακή Μηχανική {{MainEntry|Cognitive engineering}}<br> Γνωστική Διάγνωση {{MainEntry|Cognitive diagnosis}}<br> Γνωστική Μοντελοποίηση {{MainEntry|Cognitive modeling}}<br> Γνωστικός Προσωπικός Δάσκαλος (σε νοήμον τεχνολογικό σύστημα μάθησης) {{MainEntry|Cognitive tutor}} <br>'''Δ'''{{Anchor|Δ}}<br> Διαδικτυακά Περιβάλλοντα {{MainEntry|Networked environment}}<br> Διαδικτυακές Κοινότητες {{MainEntry|Networked communities}}<br> '''Διαδικτυακή Μάθηση''' {{MainEntry|[[Networked learning]]}}<br> Διαδικτυακό Μαθησιακό Περιβάλλον {{MainEntry|οn-line learning environment}}<br> Διαδραστικό Μαθησιακό Περιβάλλον {{MainEntry|Interactive learning environment}}<br> Διαδραστικός Πίνακας {{MainEntry|Interactive white board}}<br> Διάχυτη Μάθηση {{MainEntry|Ubiquitous learning}}<br> '''Διδακτική Μηχανική''' {{MainEntry|[[Didactical engineering]]}}<br> Διδασκαλία Βασιζόμενη σε Υπολογιστή {{MainEntry|Computer-based instruction}}<br> Διδασκαλία Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted instruction}}<br> '''Διερευνητική Μάθηση''' {{MainEntry|[[Inquiry learning]]}}<br> Δυναμική Γεωμετρία {{MainEntry|Dynamic geometry}} <br>'''Ε'''{{Anchor|Ε}}<br> Εγκαθιδρυμένη Μάθηση {{MainEntry|Situated learning}}<br> Εικονικά Πανεπιστήμια {{MainEntry|Virtual universities}}<br> Εικονικό Campus {{MainEntry|Virtual campus}}<br> Εικονικό Μαθησιακό Περιβάλλον {{MainEntry|Virtual learning environment}}<br> Εικονικός Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Virtual pedagogical agent}}<br> Εκμάθηση Γλώσσας Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted language learning}}<br> Εκπαιδαγωγία {{MainEntry|Edutainment}}<br> Εκπαιδευτικό Λογισμικό {{MainEntry|Courseware}}<br> Εμψυχωμένοι Παιδαγωγικοί Διαμεσολαβητές {{MainEntry|Animated pedagogical agent}}<br> Ενοποιημένο Μαθησιακό Σύστημα {{MainEntry|Integrated learning system}}<br> '''Ενσωματωμένα Φαινόμενα''' {{MainEntry|[[Embedded phenomena]]}}<br> Εξ Αποστάσεως Μάθηση {{MainEntry|Distance learning}}<br> Εξέταση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted examination}}<br> Εξόρυξη Δεδομένων Εκπαιδευτικού Σκοπού {{MainEntry|Educational data mining}}<br> Εξωτερικό Σενάριο {{MainEntry|External script}}<br> Εξωτερικό Σενάριο --- external see External script '''Επικάλυψη (μοντέλο επικάλυψης)''' {{MainEntry|[[Overlay]]}}<br> Επιστημική Ανατροφοδότηση {{MainEntry|Epistemic feedback}}<br> '''Επιστημική Προσφερόμενη Δυνατότητα (τεχνολογικού περιβάλλοντος)''' {{MainEntry|[[Epistemic affordance]]}}<br> Εργαλείο Συγγραφής {{MainEntry|Authoring tool}}<br> Εργαστήριο Βασιζόμενο σε Υπολογιστή {{MainEntry|Computer-based laboratory}}<br> Εσωτερικό Σενάριο {{MainEntry|Internal script}}<br> ---εσωτερικό βλ. Εσωτερικό Σενάριο --- internal see Internal script <br>'''Η'''{{Anchor|Η}}<br> Ηλεκτρονική-Αξιολόγηση {{MainEntry|e-Assessment}}<br> Ηλεκτρονικά Χαρτοφυλάκια {{MainEntry|e-portfolio}}<br> Ηλεκτρονική Μάθηση {{MainEntry|e-learning}} <br>'''Κ'''{{Anchor|Κ}}<br> Κατανεμημένα Mαθησιακά Περιβάλλοντα {{MainEntry|Distributed learning environments}}<br> Κατανεμημένη Μάθηση {{MainEntry|Distributed learning}}<br> '''Κατασκευατισμός, Κονστρουκτιονισμός''' {{MainEntry|[[Constructionism]]}} <br>'''Μ'''{{Anchor|Μ}}<br> '''Μάθηση βασιζόμενη σε Ηλεκτρονικά Παιχνίδια''' {{MainEntry|[[Game-based learning]]}}<br> Μάθηση Ενισχυμένη Τεχνολογικά {{MainEntry|Technology Enhanced Learning}}<br> '''Μάθηση με χρήση Κινητών Συσκευών''' {{MainEntry|[[Mobile learning]]}}<br> Μάθηση με χρήση Πολυμέσων {{MainEntry|Multimedia learning}}<br> Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted learning}}<br> Μαθησιακά Αντικείμενα {{MainEntry|Learning objects}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based learning environment}}<br> Μαθησιακό Περιβάλλον Βασιζόμενο σε Διεισδυτικές Τεχνολογίες {{MainEntry|Pervasive learning environment}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο στη Διευρυμένη Πραγματικότητα {{MainEntry|Augmented learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα στην Προσομοίωση {{MainEntry|Simulation-based learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα σε Υπολογιστή {{MainEntry|Computer-based learning environments}}<br> Μαθησιακό Περιβάλλον {{MainEntry|Learning environment}}<br> Μαθησιακός Σχεδιασμός {{MainEntry|Learning design}}<br> '''Μαθησιακός Χώρος''' {{MainEntry|[[Learning space]]}}<br> Μικρόκοσμος {{MainEntry|Microworld}}<br> Μικτή Μάθηση {{MainEntry|Blended learning}}<br> Μοντελοποίηση Μαθητή {{MainEntry|Learner modeling}} <br>'''Ν'''{{Anchor|Ν}}<br> Νοήμον Σύστημα Διδασκαλίας {{MainEntry|Intelligent tutoring system}}<br> Νοήμον Σύστημα Κλιμακούμενης Υποστήριξης {{MainEntry|Intelligent scaffolding system}} <br>'''Π'''{{Anchor|Π}}<br> Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Pedagogical agent}}<br> Παιχνίδια Προσομοίωσης {{MainEntry|Simulation games}}<br> Περιρρέον Mαθησιακό Περιβάλλον {{MainEntry|Ambient learning environment}}<br> '''Πλέγμα μάθησης''' {{MainEntry|[[Learning grid]]}}<br> Πορεία μάθησης ή Μαθησιακό Ίχνος {{MainEntry|Learning trail}}<br> Προγραμματιζόμενο μάθημα {{MainEntry|Programmable course}}<br> Προγραμματιζόμενο Μαθησιακό Περιβάλλον υποστηριζόμενο από Η.Υ {{MainEntry|Programmable computer-based learning environment}}<br> Προγραμματισμός Η/Υ για την υποστήριξη της μάθησης {{MainEntry|Computer programming in support of learning}}<br> Προσαρμοστικό Mαθησιακό Περιβάλλον {{MainEntry|Adaptive learning environment}}<br> '''Προσφερόμενη δυνατότητα για εκπαιδευτική χρήση (ενός Τεχνολογικού Περιβάλλοντος)''' {{MainEntry|[[Educational affordance]]}}<br> Προσωπικό Μαθησιακό Περιβάλλον {{MainEntry|Personal learning environment}} <br>'''Σ'''{{Anchor|Σ}}<br> '''Σενάρια Συνεργασίας''' {{MainEntry|[[Collaboration script]]}}<br> Σενάριο--- Script ... '''Σενάριο Μάθησης''' {{MainEntry|[[Learning scenario]]}}<br> ---Συνεργασίας βλ. Σενάριο Συνεργασίας --- collaboration see Collaboration script}}<br> Συμπεριληπτική Ηλεκτρονική Μάθηση {{MainEntry|Inclusive e-learning}}<br> Συνεργατική Μάθηση {{MainEntry|Collaborative learning}}<br> Συνεργατική Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-supported collaborative learning}}<br> '''Συνεχή Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Seamless learning environments]]}}<br> Σύντροφος Μάθησης {{MainEntry|Learning companion}}<br> Σύστημα Διαχείρισης Μαθημάτων {{MainEntry|Course management system}}<br> Σύστημα διδασκαλίας βασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based tutoring system}}<br> Σύστημα Συγγραφής {{MainEntry|Authoring system}}<br> '''Συστήματα Διαχείρισης Μάθησης''' {{MainEntry|[[Learning management systems]]}} <br>'''Τ'''{{Anchor|Τ}}<br> Τεχνητό Mαθησιακό Περιβάλλον {{MainEntry|Artificial learning environment}}<br> Τεχνολογίες Πανεπιστημιακής Διδασκαλίας μέσω Διαδικτύου {{MainEntry|Web-lecturing technologies}}<br> '''Τεχνο-μαθηματικοί Γραμματισμοί''' {{MainEntry|[[Techno-mathematical literacies]]}} <br>'''Υ'''{{Anchor|C}}<br> Υπολογιστική Μαθησιολογία {{MainEntry|Computational mathetic}} <br>'''Φ'''{{Anchor|Φ}}<br> Φιλικά Συστήματα (τεχνολογικά) {{MainEntry|Buddy systems}}<br> 539 510 2011-12-15T09:55:28Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Greek entries ''Edited by Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou, Learning Technology and Educational Engineering Laboratory, University of the Aegean (GR)'' '''A - [[#Γ|Γ]] - [[#Δ|Δ]] - [[#Ε|Ε]] - [[#Η|Η]] - [[#Κ|Κ]] - [[#Μ|Μ]] - [[#Ν|Ν]] - [[#Π|Π]] - [[#Σ|Σ]] - [[#Τ|Τ]] - [[#Υ|Υ]] - [[#Φ|Φ]]''' '''A'''<br> Απομακρυσμένα Εργαστήρια {{MainEntry|Remote laboratories}}<br> Απτό Μαθησιακό Περιβάλλον {{MainEntry|Tangible learning environment}}<br> '''Άτυπη Μάθηση''' {{MainEntry|[[Informal learning]]}}<br> Αυτόματη Διάγνωση {{MainEntry|Automatic diagnosis}}<br> Αυτόματη Παραγωγή Ασκήσεων {{MainEntry|Automatic generation of exercises}}<br> '''Αυτό-ρυθμιζόμενη Μάθηση''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Αφηγηματικά Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Narrative learning environments]]}} <br>'''Γ'''{{Anchor|Γ}}<br> Γνωσιακή Μηχανική {{MainEntry|Cognitive engineering}}<br> Γνωστική Διάγνωση {{MainEntry|Cognitive diagnosis}}<br> Γνωστική Μοντελοποίηση {{MainEntry|Cognitive modeling}}<br> Γνωστικός Προσωπικός Δάσκαλος (σε νοήμον τεχνολογικό σύστημα μάθησης) {{MainEntry|Cognitive tutor}} <br>'''Δ'''{{Anchor|Δ}}<br> Διαδικτυακά Περιβάλλοντα {{MainEntry|Networked environment}}<br> Διαδικτυακές Κοινότητες {{MainEntry|Networked communities}}<br> '''Διαδικτυακή Μάθηση''' {{MainEntry|[[Networked learning]]}}<br> Διαδικτυακό Μαθησιακό Περιβάλλον {{MainEntry|οn-line learning environment}}<br> Διαδραστικό Μαθησιακό Περιβάλλον {{MainEntry|Interactive learning environment}}<br> Διαδραστικός Πίνακας {{MainEntry|Interactive white board}}<br> Διάχυτη Μάθηση {{MainEntry|Ubiquitous learning}}<br> Διδακτική Μηχανική {{MainEntry|Didactical engineering}}<br> Διδασκαλία Βασιζόμενη σε Υπολογιστή {{MainEntry|Computer-based instruction}}<br> Διδασκαλία Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted instruction}}<br> '''Διερευνητική Μάθηση''' {{MainEntry|[[Inquiry learning]]}}<br> Δυναμική Γεωμετρία {{MainEntry|Dynamic geometry}} <br>'''Ε'''{{Anchor|Ε}}<br> Εγκαθιδρυμένη Μάθηση {{MainEntry|Situated learning}}<br> Εικονικά Πανεπιστήμια {{MainEntry|Virtual universities}}<br> Εικονικό Campus {{MainEntry|Virtual campus}}<br> Εικονικό Μαθησιακό Περιβάλλον {{MainEntry|Virtual learning environment}}<br> Εικονικός Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Virtual pedagogical agent}}<br> Εκμάθηση Γλώσσας Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted language learning}}<br> Εκπαιδαγωγία {{MainEntry|Edutainment}}<br> Εκπαιδευτικό Λογισμικό {{MainEntry|Courseware}}<br> Εμψυχωμένοι Παιδαγωγικοί Διαμεσολαβητές {{MainEntry|Animated pedagogical agent}}<br> Ενοποιημένο Μαθησιακό Σύστημα {{MainEntry|Integrated learning system}}<br> '''Ενσωματωμένα Φαινόμενα''' {{MainEntry|[[Embedded phenomena]]}}<br> Εξ Αποστάσεως Μάθηση {{MainEntry|Distance learning}}<br> Εξέταση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted examination}}<br> Εξόρυξη Δεδομένων Εκπαιδευτικού Σκοπού {{MainEntry|Educational data mining}}<br> Εξωτερικό Σενάριο {{MainEntry|External script}}<br> Εξωτερικό Σενάριο --- external see External script '''Επικάλυψη (μοντέλο επικάλυψης)''' {{MainEntry|[[Overlay]]}}<br> Επιστημική Ανατροφοδότηση {{MainEntry|Epistemic feedback}}<br> '''Επιστημική Προσφερόμενη Δυνατότητα (τεχνολογικού περιβάλλοντος)''' {{MainEntry|[[Epistemic affordance]]}}<br> Εργαλείο Συγγραφής {{MainEntry|Authoring tool}}<br> Εργαστήριο Βασιζόμενο σε Υπολογιστή {{MainEntry|Computer-based laboratory}}<br> Εσωτερικό Σενάριο {{MainEntry|Internal script}}<br> ---εσωτερικό βλ. Εσωτερικό Σενάριο --- internal see Internal script <br>'''Η'''{{Anchor|Η}}<br> Ηλεκτρονική-Αξιολόγηση {{MainEntry|e-Assessment}}<br> Ηλεκτρονικά Χαρτοφυλάκια {{MainEntry|e-portfolio}}<br> Ηλεκτρονική Μάθηση {{MainEntry|e-learning}} <br>'''Κ'''{{Anchor|Κ}}<br> Κατανεμημένα Mαθησιακά Περιβάλλοντα {{MainEntry|Distributed learning environments}}<br> Κατανεμημένη Μάθηση {{MainEntry|Distributed learning}}<br> '''Κατασκευατισμός, Κονστρουκτιονισμός''' {{MainEntry|[[Constructionism]]}} <br>'''Μ'''{{Anchor|Μ}}<br> '''Μάθηση βασιζόμενη σε Ηλεκτρονικά Παιχνίδια''' {{MainEntry|[[Game-based learning]]}}<br> Μάθηση Ενισχυμένη Τεχνολογικά {{MainEntry|Technology Enhanced Learning}}<br> '''Μάθηση με χρήση Κινητών Συσκευών''' {{MainEntry|[[Mobile learning]]}}<br> Μάθηση με χρήση Πολυμέσων {{MainEntry|Multimedia learning}}<br> Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted learning}}<br> Μαθησιακά Αντικείμενα {{MainEntry|Learning objects}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based learning environment}}<br> Μαθησιακό Περιβάλλον Βασιζόμενο σε Διεισδυτικές Τεχνολογίες {{MainEntry|Pervasive learning environment}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο στη Διευρυμένη Πραγματικότητα {{MainEntry|Augmented learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα στην Προσομοίωση {{MainEntry|Simulation-based learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα σε Υπολογιστή {{MainEntry|Computer-based learning environments}}<br> Μαθησιακό Περιβάλλον {{MainEntry|Learning environment}}<br> Μαθησιακός Σχεδιασμός {{MainEntry|Learning design}}<br> '''Μαθησιακός Χώρος''' {{MainEntry|[[Learning space]]}}<br> Μικρόκοσμος {{MainEntry|Microworld}}<br> Μικτή Μάθηση {{MainEntry|Blended learning}}<br> Μοντελοποίηση Μαθητή {{MainEntry|Learner modeling}} <br>'''Ν'''{{Anchor|Ν}}<br> Νοήμον Σύστημα Διδασκαλίας {{MainEntry|Intelligent tutoring system}}<br> Νοήμον Σύστημα Κλιμακούμενης Υποστήριξης {{MainEntry|Intelligent scaffolding system}} <br>'''Π'''{{Anchor|Π}}<br> Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Pedagogical agent}}<br> Παιχνίδια Προσομοίωσης {{MainEntry|Simulation games}}<br> Περιρρέον Mαθησιακό Περιβάλλον {{MainEntry|Ambient learning environment}}<br> '''Πλέγμα μάθησης''' {{MainEntry|[[Learning grid]]}}<br> Πορεία μάθησης ή Μαθησιακό Ίχνος {{MainEntry|Learning trail}}<br> Προγραμματιζόμενο μάθημα {{MainEntry|Programmable course}}<br> Προγραμματιζόμενο Μαθησιακό Περιβάλλον υποστηριζόμενο από Η.Υ {{MainEntry|Programmable computer-based learning environment}}<br> Προγραμματισμός Η/Υ για την υποστήριξη της μάθησης {{MainEntry|Computer programming in support of learning}}<br> Προσαρμοστικό Mαθησιακό Περιβάλλον {{MainEntry|Adaptive learning environment}}<br> '''Προσφερόμενη δυνατότητα για εκπαιδευτική χρήση (ενός Τεχνολογικού Περιβάλλοντος)''' {{MainEntry|[[Educational affordance]]}}<br> Προσωπικό Μαθησιακό Περιβάλλον {{MainEntry|Personal learning environment}} <br>'''Σ'''{{Anchor|Σ}}<br> '''Σενάρια Συνεργασίας''' {{MainEntry|[[Collaboration script]]}}<br> Σενάριο--- Script ... '''Σενάριο Μάθησης''' {{MainEntry|[[Learning scenario]]}}<br> ---Συνεργασίας βλ. Σενάριο Συνεργασίας --- collaboration see Collaboration script}}<br> Συμπεριληπτική Ηλεκτρονική Μάθηση {{MainEntry|Inclusive e-learning}}<br> Συνεργατική Μάθηση {{MainEntry|Collaborative learning}}<br> Συνεργατική Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-supported collaborative learning}}<br> '''Συνεχή Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Seamless learning environments]]}}<br> Σύντροφος Μάθησης {{MainEntry|Learning companion}}<br> Σύστημα Διαχείρισης Μαθημάτων {{MainEntry|Course management system}}<br> Σύστημα διδασκαλίας βασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based tutoring system}}<br> Σύστημα Συγγραφής {{MainEntry|Authoring system}}<br> '''Συστήματα Διαχείρισης Μάθησης''' {{MainEntry|[[Learning management systems]]}} <br>'''Τ'''{{Anchor|Τ}}<br> Τεχνητό Mαθησιακό Περιβάλλον {{MainEntry|Artificial learning environment}}<br> Τεχνολογίες Πανεπιστημιακής Διδασκαλίας μέσω Διαδικτύου {{MainEntry|Web-lecturing technologies}}<br> '''Τεχνο-μαθηματικοί Γραμματισμοί''' {{MainEntry|[[Techno-mathematical literacies]]}} <br>'''Υ'''{{Anchor|C}}<br> Υπολογιστική Μαθησιολογία {{MainEntry|Computational mathetic}} <br>'''Φ'''{{Anchor|Φ}}<br> Φιλικά Συστήματα (τεχνολογικά) {{MainEntry|Buddy systems}}<br> 510 461 2011-11-25T14:33:19Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Greek entries ''Edited by Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou, Learning Technology and Educational Engineering Laboratory, University of the Aegean (GR)'' '''A - [[#Γ|Γ]] - [[#Δ|Δ]] - [[#Ε|Ε]] - [[#Η|Η]] - [[#Κ|Κ]] - [[#Μ|Μ]] - [[#Ν|Ν]] - [[#Π|Π]] - [[#Σ|Σ]] - [[#Τ|Τ]] - [[#Υ|Υ]] - [[#Φ|Φ]]''' '''A'''<br> Απομακρυσμένα Εργαστήρια {{MainEntry|Remote laboratories}}<br> Απτό Μαθησιακό Περιβάλλον {{MainEntry|Tangible learning environment}}<br> Άτυπη Μάθηση {{MainEntry|Informal learning}}<br> Αυτόματη Διάγνωση {{MainEntry|Automatic diagnosis}}<br> Αυτόματη Παραγωγή Ασκήσεων {{MainEntry|Automatic generation of exercises}}<br> '''Αυτό-ρυθμιζόμενη Μάθηση''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Αφηγηματικά Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Narrative learning environments]]}} <br>'''Γ'''{{Anchor|Γ}}<br> Γνωσιακή Μηχανική {{MainEntry|Cognitive engineering}}<br> Γνωστική Διάγνωση {{MainEntry|Cognitive diagnosis}}<br> Γνωστική Μοντελοποίηση {{MainEntry|Cognitive modeling}}<br> Γνωστικός Προσωπικός Δάσκαλος (σε νοήμον τεχνολογικό σύστημα μάθησης) {{MainEntry|Cognitive tutor}} <br>'''Δ'''{{Anchor|Δ}}<br> Διαδικτυακά Περιβάλλοντα {{MainEntry|Networked environment}}<br> Διαδικτυακές Κοινότητες {{MainEntry|Networked communities}}<br> '''Διαδικτυακή Μάθηση''' {{MainEntry|[[Networked learning]]}}<br> Διαδικτυακό Μαθησιακό Περιβάλλον {{MainEntry|οn-line learning environment}}<br> Διαδραστικό Μαθησιακό Περιβάλλον {{MainEntry|Interactive learning environment}}<br> Διαδραστικός Πίνακας {{MainEntry|Interactive white board}}<br> Διάχυτη Μάθηση {{MainEntry|Ubiquitous learning}}<br> Διδακτική Μηχανική {{MainEntry|Didactical engineering}}<br> Διδασκαλία Βασιζόμενη σε Υπολογιστή {{MainEntry|Computer-based instruction}}<br> Διδασκαλία Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted instruction}}<br> '''Διερευνητική Μάθηση''' {{MainEntry|[[Inquiry learning]]}}<br> Δυναμική Γεωμετρία {{MainEntry|Dynamic geometry}} <br>'''Ε'''{{Anchor|Ε}}<br> Εγκαθιδρυμένη Μάθηση {{MainEntry|Situated learning}}<br> Εικονικά Πανεπιστήμια {{MainEntry|Virtual universities}}<br> Εικονικό Campus {{MainEntry|Virtual campus}}<br> Εικονικό Μαθησιακό Περιβάλλον {{MainEntry|Virtual learning environment}}<br> Εικονικός Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Virtual pedagogical agent}}<br> Εκμάθηση Γλώσσας Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted language learning}}<br> Εκπαιδαγωγία {{MainEntry|Edutainment}}<br> Εκπαιδευτικό Λογισμικό {{MainEntry|Courseware}}<br> Εμψυχωμένοι Παιδαγωγικοί Διαμεσολαβητές {{MainEntry|Animated pedagogical agent}}<br> Ενοποιημένο Μαθησιακό Σύστημα {{MainEntry|Integrated learning system}}<br> '''Ενσωματωμένα Φαινόμενα''' {{MainEntry|[[Embedded phenomena]]}}<br> Εξ Αποστάσεως Μάθηση {{MainEntry|Distance learning}}<br> Εξέταση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted examination}}<br> Εξόρυξη Δεδομένων Εκπαιδευτικού Σκοπού {{MainEntry|Educational data mining}}<br> Εξωτερικό Σενάριο {{MainEntry|External script}}<br> Εξωτερικό Σενάριο --- external see External script '''Επικάλυψη (μοντέλο επικάλυψης)''' {{MainEntry|[[Overlay]]}}<br> Επιστημική Ανατροφοδότηση {{MainEntry|Epistemic feedback}}<br> '''Επιστημική Προσφερόμενη Δυνατότητα (τεχνολογικού περιβάλλοντος)''' {{MainEntry|[[Epistemic affordance]]}}<br> Εργαλείο Συγγραφής {{MainEntry|Authoring tool}}<br> Εργαστήριο Βασιζόμενο σε Υπολογιστή {{MainEntry|Computer-based laboratory}}<br> Εσωτερικό Σενάριο {{MainEntry|Internal script}}<br> ---εσωτερικό βλ. Εσωτερικό Σενάριο --- internal see Internal script <br>'''Η'''{{Anchor|Η}}<br> Ηλεκτρονική-Αξιολόγηση {{MainEntry|e-Assessment}}<br> Ηλεκτρονικά Χαρτοφυλάκια {{MainEntry|e-portfolio}}<br> Ηλεκτρονική Μάθηση {{MainEntry|e-learning}} <br>'''Κ'''{{Anchor|Κ}}<br> Κατανεμημένα Mαθησιακά Περιβάλλοντα {{MainEntry|Distributed learning environments}}<br> Κατανεμημένη Μάθηση {{MainEntry|Distributed learning}}<br> '''Κατασκευατισμός, Κονστρουκτιονισμός''' {{MainEntry|[[Constructionism]]}} <br>'''Μ'''{{Anchor|Μ}}<br> '''Μάθηση βασιζόμενη σε Ηλεκτρονικά Παιχνίδια''' {{MainEntry|[[Game-based learning]]}}<br> Μάθηση Ενισχυμένη Τεχνολογικά {{MainEntry|Technology Enhanced Learning}}<br> '''Μάθηση με χρήση Κινητών Συσκευών''' {{MainEntry|[[Mobile learning]]}}<br> Μάθηση με χρήση Πολυμέσων {{MainEntry|Multimedia learning}}<br> Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted learning}}<br> Μαθησιακά Αντικείμενα {{MainEntry|Learning objects}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based learning environment}}<br> Μαθησιακό Περιβάλλον Βασιζόμενο σε Διεισδυτικές Τεχνολογίες {{MainEntry|Pervasive learning environment}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο στη Διευρυμένη Πραγματικότητα {{MainEntry|Augmented learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα στην Προσομοίωση {{MainEntry|Simulation-based learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα σε Υπολογιστή {{MainEntry|Computer-based learning environments}}<br> Μαθησιακό Περιβάλλον {{MainEntry|Learning environment}}<br> Μαθησιακός Σχεδιασμός {{MainEntry|Learning design}}<br> '''Μαθησιακός Χώρος''' {{MainEntry|[[Learning space]]}}<br> Μικρόκοσμος {{MainEntry|Microworld}}<br> Μικτή Μάθηση {{MainEntry|Blended learning}}<br> Μοντελοποίηση Μαθητή {{MainEntry|Learner modeling}} <br>'''Ν'''{{Anchor|Ν}}<br> Νοήμον Σύστημα Διδασκαλίας {{MainEntry|Intelligent tutoring system}}<br> Νοήμον Σύστημα Κλιμακούμενης Υποστήριξης {{MainEntry|Intelligent scaffolding system}} <br>'''Π'''{{Anchor|Π}}<br> Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Pedagogical agent}}<br> Παιχνίδια Προσομοίωσης {{MainEntry|Simulation games}}<br> Περιρρέον Mαθησιακό Περιβάλλον {{MainEntry|Ambient learning environment}}<br> '''Πλέγμα μάθησης''' {{MainEntry|[[Learning grid]]}}<br> Πορεία μάθησης ή Μαθησιακό Ίχνος {{MainEntry|Learning trail}}<br> Προγραμματιζόμενο μάθημα {{MainEntry|Programmable course}}<br> Προγραμματιζόμενο Μαθησιακό Περιβάλλον υποστηριζόμενο από Η.Υ {{MainEntry|Programmable computer-based learning environment}}<br> Προγραμματισμός Η/Υ για την υποστήριξη της μάθησης {{MainEntry|Computer programming in support of learning}}<br> Προσαρμοστικό Mαθησιακό Περιβάλλον {{MainEntry|Adaptive learning environment}}<br> '''Προσφερόμενη δυνατότητα για εκπαιδευτική χρήση (ενός Τεχνολογικού Περιβάλλοντος)''' {{MainEntry|[[Educational affordance]]}}<br> Προσωπικό Μαθησιακό Περιβάλλον {{MainEntry|Personal learning environment}} <br>'''Σ'''{{Anchor|Σ}}<br> '''Σενάρια Συνεργασίας''' {{MainEntry|[[Collaboration script]]}}<br> Σενάριο--- Script ... '''Σενάριο Μάθησης''' {{MainEntry|[[Learning scenario]]}}<br> ---Συνεργασίας βλ. Σενάριο Συνεργασίας --- collaboration see Collaboration script}}<br> Συμπεριληπτική Ηλεκτρονική Μάθηση {{MainEntry|Inclusive e-learning}}<br> Συνεργατική Μάθηση {{MainEntry|Collaborative learning}}<br> Συνεργατική Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-supported collaborative learning}}<br> '''Συνεχή Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Seamless learning environments]]}}<br> Σύντροφος Μάθησης {{MainEntry|Learning companion}}<br> Σύστημα Διαχείρισης Μαθημάτων {{MainEntry|Course management system}}<br> Σύστημα διδασκαλίας βασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based tutoring system}}<br> Σύστημα Συγγραφής {{MainEntry|Authoring system}}<br> '''Συστήματα Διαχείρισης Μάθησης''' {{MainEntry|[[Learning management systems]]}} <br>'''Τ'''{{Anchor|Τ}}<br> Τεχνητό Mαθησιακό Περιβάλλον {{MainEntry|Artificial learning environment}}<br> Τεχνολογίες Πανεπιστημιακής Διδασκαλίας μέσω Διαδικτύου {{MainEntry|Web-lecturing technologies}}<br> '''Τεχνο-μαθηματικοί Γραμματισμοί''' {{MainEntry|[[Techno-mathematical literacies]]}} <br>'''Υ'''{{Anchor|C}}<br> Υπολογιστική Μαθησιολογία {{MainEntry|Computational mathetic}} <br>'''Φ'''{{Anchor|Φ}}<br> Φιλικά Συστήματα (τεχνολογικά) {{MainEntry|Buddy systems}}<br> 461 425 2011-10-25T09:17:48Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Greek entries ''Edited by Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou, Learning Technology and Educational Engineering Laboratory, University of the Aegean (GR)'' '''A - [[#Γ|Γ]] - [[#Δ|Δ]] - [[#Ε|Ε]] - [[#Η|Η]] - [[#Κ|Κ]] - [[#Μ|Μ]] - [[#Ν|Ν]] - [[#Π|Π]] - [[#Σ|Σ]] - [[#Τ|Τ]] - [[#Υ|Υ]] - [[#Φ|Φ]]''' '''A'''<br> Απομακρυσμένα Εργαστήρια {{MainEntry|Remote laboratories}}<br> Απτό Μαθησιακό Περιβάλλον {{MainEntry|Tangible learning environment}}<br> Άτυπη Μάθηση {{MainEntry|Informal learning}}<br> Αυτόματη Διάγνωση {{MainEntry|Automatic diagnosis}}<br> Αυτόματη Παραγωγή Ασκήσεων {{MainEntry|Automatic generation of exercises}}<br> '''Αυτό-ρυθμιζόμενη Μάθηση''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Αφηγηματικά Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Narrative learning environments]]}} <br>'''Γ'''{{Anchor|Γ}}<br> Γνωσιακή Μηχανική {{MainEntry|Cognitive engineering}}<br> Γνωστική Διάγνωση {{MainEntry|Cognitive diagnosis}}<br> Γνωστική Μοντελοποίηση {{MainEntry|Cognitive modeling}}<br> Γνωστικός Προσωπικός Δάσκαλος (σε νοήμον τεχνολογικό σύστημα μάθησης) {{MainEntry|Cognitive tutor}} <br>'''Δ'''{{Anchor|Δ}}<br> Διαδικτυακά Περιβάλλοντα {{MainEntry|Networked environment}}<br> Διαδικτυακές Κοινότητες {{MainEntry|Networked communities}}<br> '''Διαδικτυακή Μάθηση''' {{MainEntry|[[Networked learning]]}}<br> Διαδικτυακό Μαθησιακό Περιβάλλον {{MainEntry|οn-line learning environment}}<br> Διαδραστικό Μαθησιακό Περιβάλλον {{MainEntry|Interactive learning environment}}<br> Διαδραστικός Πίνακας {{MainEntry|Interactive white board}}<br> Διάχυτη Μάθηση {{MainEntry|Ubiquitous learning}}<br> Διδακτική Μηχανική {{MainEntry|Didactical engineering}}<br> Διδασκαλία Βασιζόμενη σε Υπολογιστή {{MainEntry|Computer-based instruction}}<br> Διδασκαλία Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted instruction}}<br> '''Διερευνητική Μάθηση''' {{MainEntry|[[Inquiry learning]]}}<br> Δυναμική Γεωμετρία {{MainEntry|Dynamic geometry}} <br>'''Ε'''{{Anchor|Ε}}<br> Εγκαθιδρυμένη Μάθηση {{MainEntry|Situated learning}}<br> Εικονικά Πανεπιστήμια {{MainEntry|Virtual universities}}<br> Εικονικό Campus {{MainEntry|Virtual campus}}<br> Εικονικό Μαθησιακό Περιβάλλον {{MainEntry|Virtual learning environment}}<br> Εικονικός Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Virtual pedagogical agent}}<br> Εκμάθηση Γλώσσας Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted language learning}}<br> Εκπαιδαγωγία {{MainEntry|Edutainment}}<br> Εκπαιδευτικό Λογισμικό {{MainEntry|Courseware}}<br> Εμψυχωμένοι Παιδαγωγικοί Διαμεσολαβητές {{MainEntry|Animated pedagogical agent}}<br> Ενοποιημένο Μαθησιακό Σύστημα {{MainEntry|Integrated learning system}}<br> '''Ενσωματωμένα Φαινόμενα''' {{MainEntry|[[Embedded phenomena]]}}<br> Εξ Αποστάσεως Μάθηση {{MainEntry|Distance learning}}<br> Εξέταση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted examination}}<br> Εξόρυξη Δεδομένων Εκπαιδευτικού Σκοπού {{MainEntry|Educational data mining}}<br> Εξωτερικό Σενάριο {{MainEntry|External script}}<br> Εξωτερικό Σενάριο --- external see External script '''Επικάλυψη (μοντέλο επικάλυψης)''' {{MainEntry|[[Overlay]]}}<br> Επιστημική Ανατροφοδότηση {{MainEntry|Epistemic feedback}}<br> '''Επιστημική Προσφερόμενη Δυνατότητα (τεχνολογικού περιβάλλοντος)''' {{MainEntry|[[Epistemic affordance]]}}<br> Εργαλείο Συγγραφής {{MainEntry|Authoring tool}}<br> Εργαστήριο Βασιζόμενο σε Υπολογιστή {{MainEntry|Computer-based laboratory}}<br> Εσωτερικό Σενάριο {{MainEntry|Internal script}}<br> ---εσωτερικό βλ. Εσωτερικό Σενάριο --- internal see Internal script <br>'''Η'''{{Anchor|Η}}<br> Ηλεκτρονική-Αξιολόγηση {{MainEntry|e-Assessment}}<br> Ηλεκτρονικά Χαρτοφυλάκια {{MainEntry|e-portfolio}}<br> Ηλεκτρονική Μάθηση {{MainEntry|e-learning}} <br>'''Κ'''{{Anchor|Κ}}<br> Κατανεμημένα Mαθησιακά Περιβάλλοντα {{MainEntry|Distributed learning environments}}<br> Κατανεμημένη Μάθηση {{MainEntry|Distributed learning}}<br> '''Κατασκευατισμός, Κονστρουκτιονισμός''' {{MainEntry|[[Constructionism]]}} <br>'''Μ'''{{Anchor|Μ}}<br> '''Μάθηση βασιζόμενη σε Ηλεκτρονικά Παιχνίδια''' {{MainEntry|[[Game-based learning]]}}<br> Μάθηση Ενισχυμένη Τεχνολογικά {{MainEntry|Technology Enhanced Learning}}<br> '''Μάθηση με χρήση Κινητών Συσκευών''' {{MainEntry|[[Mobile learning]]}}<br> Μάθηση με χρήση Πολυμέσων {{MainEntry|Multimedia learning}}<br> Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted learning}}<br> Μαθησιακά Αντικείμενα {{MainEntry|Learning objects}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based learning environment}}<br> Μαθησιακό Περιβάλλον Βασιζόμενο σε Διεισδυτικές Τεχνολογίες {{MainEntry|Pervasive learning environment}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο στη Διευρυμένη Πραγματικότητα {{MainEntry|Augmented learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα στην Προσομοίωση {{MainEntry|Simulation-based learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα σε Υπολογιστή {{MainEntry|Computer-based learning environments}}<br> Μαθησιακό Περιβάλλον {{MainEntry|Learning environment}}<br> Μαθησιακός Σχεδιασμός {{MainEntry|Learning design}}<br> Μαθησιακός Χώρος {{MainEntry|Learning space}}<br> Μικρόκοσμος {{MainEntry|Microworld}}<br> Μικτή Μάθηση {{MainEntry|Blended learning}}<br> Μοντελοποίηση Μαθητή {{MainEntry|Learner modeling}} <br>'''Ν'''{{Anchor|Ν}}<br> Νοήμον Σύστημα Διδασκαλίας {{MainEntry|Intelligent tutoring system}}<br> Νοήμον Σύστημα Κλιμακούμενης Υποστήριξης {{MainEntry|Intelligent scaffolding system}} <br>'''Π'''{{Anchor|Π}}<br> Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Pedagogical agent}}<br> Παιχνίδια Προσομοίωσης {{MainEntry|Simulation games}}<br> Περιρρέον Mαθησιακό Περιβάλλον {{MainEntry|Ambient learning environment}}<br> '''Πλέγμα μάθησης''' {{MainEntry|[[Learning grid]]}}<br> Πορεία μάθησης ή Μαθησιακό Ίχνος {{MainEntry|Learning trail}}<br> Προγραμματιζόμενο μάθημα {{MainEntry|Programmable course}}<br> Προγραμματιζόμενο Μαθησιακό Περιβάλλον υποστηριζόμενο από Η.Υ {{MainEntry|Programmable computer-based learning environment}}<br> Προγραμματισμός Η/Υ για την υποστήριξη της μάθησης {{MainEntry|Computer programming in support of learning}}<br> Προσαρμοστικό Mαθησιακό Περιβάλλον {{MainEntry|Adaptive learning environment}}<br> '''Προσφερόμενη δυνατότητα για εκπαιδευτική χρήση (ενός Τεχνολογικού Περιβάλλοντος)''' {{MainEntry|[[Educational affordance]]}}<br> Προσωπικό Μαθησιακό Περιβάλλον {{MainEntry|Personal learning environment}} <br>'''Σ'''{{Anchor|Σ}}<br> '''Σενάρια Συνεργασίας''' {{MainEntry|[[Collaboration script]]}}<br> Σενάριο--- Script ... '''Σενάριο Μάθησης''' {{MainEntry|[[Learning scenario]]}}<br> ---Συνεργασίας βλ. Σενάριο Συνεργασίας --- collaboration see Collaboration script}}<br> Συμπεριληπτική Ηλεκτρονική Μάθηση {{MainEntry|Inclusive e-learning}}<br> Συνεργατική Μάθηση {{MainEntry|Collaborative learning}}<br> Συνεργατική Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-supported collaborative learning}}<br> '''Συνεχή Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Seamless learning environments]]}}<br> Σύντροφος Μάθησης {{MainEntry|Learning companion}}<br> Σύστημα Διαχείρισης Μαθημάτων {{MainEntry|Course management system}}<br> Σύστημα διδασκαλίας βασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based tutoring system}}<br> Σύστημα Συγγραφής {{MainEntry|Authoring system}}<br> '''Συστήματα Διαχείρισης Μάθησης''' {{MainEntry|[[Learning management systems]]}} <br>'''Τ'''{{Anchor|Τ}}<br> Τεχνητό Mαθησιακό Περιβάλλον {{MainEntry|Artificial learning environment}}<br> Τεχνολογίες Πανεπιστημιακής Διδασκαλίας μέσω Διαδικτύου {{MainEntry|Web-lecturing technologies}}<br> '''Τεχνο-μαθηματικοί Γραμματισμοί''' {{MainEntry|[[Techno-mathematical literacies]]}} <br>'''Υ'''{{Anchor|C}}<br> Υπολογιστική Μαθησιολογία {{MainEntry|Computational mathetic}} <br>'''Φ'''{{Anchor|Φ}}<br> Φιλικά Συστήματα (τεχνολογικά) {{MainEntry|Buddy systems}}<br> 425 423 2011-09-26T12:42:04Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Greek entries ''Edited by Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou, Learning Technology and Educational Engineering Laboratory, University of the Aegean (GR)'' '''A - [[#Γ|Γ]] - [[#Δ|Δ]] - [[#Ε|Ε]] - [[#Η|Η]] - [[#Κ|Κ]] - [[#Μ|Μ]] - [[#Ν|Ν]] - [[#Π|Π]] - [[#Σ|Σ]] - [[#Τ|Τ]] - [[#Υ|Υ]] - [[#Φ|Φ]]''' '''A'''<br> Απομακρυσμένα Εργαστήρια {{MainEntry|Remote laboratories}}<br> Απτό Μαθησιακό Περιβάλλον {{MainEntry|Tangible learning environment}}<br> Άτυπη Μάθηση {{MainEntry|Informal learning}}<br> Αυτόματη Διάγνωση {{MainEntry|Automatic diagnosis}}<br> Αυτόματη Παραγωγή Ασκήσεων {{MainEntry|Automatic generation of exercises}}<br> '''Αυτό-ρυθμιζόμενη Μάθηση''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Αφηγηματικά Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Narrative learning environments]]}} <br>'''Γ'''{{Anchor|Γ}}<br> Γνωσιακή Μηχανική {{MainEntry|Cognitive engineering}}<br> Γνωστική Διάγνωση {{MainEntry|Cognitive diagnosis}}<br> Γνωστική Μοντελοποίηση {{MainEntry|Cognitive modeling}}<br> Γνωστικός Προσωπικός Δάσκαλος (σε νοήμον τεχνολογικό σύστημα μάθησης) {{MainEntry|Cognitive tutor}} <br>'''Δ'''{{Anchor|Δ}}<br> Διαδικτυακά Περιβάλλοντα {{MainEntry|Networked environment}}<br> Διαδικτυακές Κοινότητες {{MainEntry|Networked communities}}<br> '''Διαδικτυακή Μάθηση''' {{MainEntry|[[Networked learning]]}}<br> Διαδικτυακό Μαθησιακό Περιβάλλον {{MainEntry|οn-line learning environment}}<br> Διαδραστικό Μαθησιακό Περιβάλλον {{MainEntry|Interactive learning environment}}<br> Διαδραστικός Πίνακας {{MainEntry|Interactive white board}}<br> Διάχυτη Μάθηση {{MainEntry|Ubiquitous learning}}<br> Διδακτική Μηχανική {{MainEntry|Didactical engineering}}<br> Διδασκαλία Βασιζόμενη σε Υπολογιστή {{MainEntry|Computer-based instruction}}<br> Διδασκαλία Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted instruction}}<br> '''Διερευνητική Μάθηση''' {{MainEntry|[[Inquiry learning]]}}<br> Δυναμική Γεωμετρία {{MainEntry|Dynamic geometry}} <br>'''Ε'''{{Anchor|Ε}}<br> Εγκαθιδρυμένη Μάθηση {{MainEntry|Situated learning}}<br> Εικονικά Πανεπιστήμια {{MainEntry|Virtual universities}}<br> Εικονικό Campus {{MainEntry|Virtual campus}}<br> Εικονικό Μαθησιακό Περιβάλλον {{MainEntry|Virtual learning environment}}<br> Εικονικός Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Virtual pedagogical agent}}<br> Εκμάθηση Γλώσσας Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted language learning}}<br> Εκπαιδαγωγία {{MainEntry|Edutainment}}<br> Εκπαιδευτικό Λογισμικό {{MainEntry|Courseware}}<br> Εμψυχωμένοι Παιδαγωγικοί Διαμεσολαβητές {{MainEntry|Animated pedagogical agent}}<br> Ενοποιημένο Μαθησιακό Σύστημα {{MainEntry|Integrated learning system}}<br> '''Ενσωματωμένα Φαινόμενα''' {{MainEntry|[[Embedded phenomena]]}}<br> Εξ Αποστάσεως Μάθηση {{MainEntry|Distance learning}}<br> Εξέταση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted examination}}<br> Εξόρυξη Δεδομένων Εκπαιδευτικού Σκοπού {{MainEntry|Educational data mining}}<br> Εξωτερικό Σενάριο {{MainEntry|External script}}<br> Εξωτερικό Σενάριο --- external see External script '''Επικάλυψη (μοντέλο επικάλυψης)''' {{MainEntry|[[Overlay]]}}<br> Επιστημική Ανατροφοδότηση {{MainEntry|Epistemic feedback}}<br> '''Επιστημική Προσφερόμενη Δυνατότητα (τεχνολογικού περιβάλλοντος)''' {{MainEntry|[[Epistemic affordance]]}}<br> Εργαλείο Συγγραφής {{MainEntry|Authoring tool}}<br> Εργαστήριο Βασιζόμενο σε Υπολογιστή {{MainEntry|Computer-based laboratory}}<br> Εσωτερικό Σενάριο {{MainEntry|Internal script}}<br> ---εσωτερικό βλ. Εσωτερικό Σενάριο --- internal see Internal script <br>'''Η'''{{Anchor|Η}}<br> Ηλεκτρονική-Αξιολόγηση {{MainEntry|e-Assessment}}<br> Ηλεκτρονικά Χαρτοφυλάκια {{MainEntry|e-portfolio}}<br> Ηλεκτρονική Μάθηση {{MainEntry|e-learning}} <br>'''Κ'''{{Anchor|Κ}}<br> Κατανεμημένα Mαθησιακά Περιβάλλοντα {{MainEntry|Distributed learning environments}}<br> Κατανεμημένη Μάθηση {{MainEntry|Distributed learning}}<br> '''Κατασκευατισμός, Κονστρουκτιονισμός''' {{MainEntry|[[Constructionism]]}} <br>'''Μ'''{{Anchor|Μ}}<br> '''Μάθηση βασιζόμενη σε Ηλεκτρονικά Παιχνίδια''' {{MainEntry|[[Game-based learning]]}}<br> Μάθηση Ενισχυμένη Τεχνολογικά {{MainEntry|Technology Enhanced Learning}}<br> '''Μάθηση με χρήση Κινητών Συσκευών''' {{MainEntry|[[Mobile learning]]}}<br> Μάθηση με χρήση Πολυμέσων {{MainEntry|Multimedia learning}}<br> Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted learning}}<br> Μαθησιακά Αντικείμενα {{MainEntry|Learning objects}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based learning environment}}<br> Μαθησιακό Περιβάλλον Βασιζόμενο σε Διεισδυτικές Τεχνολογίες {{MainEntry|Pervasive learning environment}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο στη Διευρυμένη Πραγματικότητα {{MainEntry|Augmented learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα στην Προσομοίωση {{MainEntry|Simulation-based learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα σε Υπολογιστή {{MainEntry|Computer-based learning environments}}<br> Μαθησιακό Περιβάλλον {{MainEntry|Learning environment}}<br> Μαθησιακός Σχεδιασμός {{MainEntry|Learning design}}<br> Μαθησιακός Χώρος {{MainEntry|Learning space}}<br> Μικρόκοσμος {{MainEntry|Microworld}}<br> Μικτή Μάθηση {{MainEntry|Blended learning}}<br> Μοντελοποίηση Μαθητή {{MainEntry|Learner modeling}} <br>'''Ν'''{{Anchor|Ν}}<br> Νοήμον Σύστημα Διδασκαλίας {{MainEntry|Intelligent tutoring system}}<br> Νοήμον Σύστημα Κλιμακούμενης Υποστήριξης {{MainEntry|Intelligent scaffolding system}} <br>'''Π'''{{Anchor|Π}}<br> Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Pedagogical agent}}<br> Παιχνίδια Προσομοίωσης {{MainEntry|Simulation games}}<br> Περιρρέον Mαθησιακό Περιβάλλον {{MainEntry|Ambient learning environment}}<br> Πλέγμα μάθησης {{MainEntry|Learning grid}}<br> Πορεία μάθησης ή Μαθησιακό Ίχνος {{MainEntry|Learning trail}}<br> Προγραμματιζόμενο μάθημα {{MainEntry|Programmable course}}<br> Προγραμματιζόμενο Μαθησιακό Περιβάλλον υποστηριζόμενο από Η.Υ {{MainEntry|Programmable computer-based learning environment}}<br> Προγραμματισμός Η/Υ για την υποστήριξη της μάθησης {{MainEntry|Computer programming in support of learning}}<br> Προσαρμοστικό Mαθησιακό Περιβάλλον {{MainEntry|Adaptive learning environment}}<br> '''Προσφερόμενη δυνατότητα για εκπαιδευτική χρήση (ενός Τεχνολογικού Περιβάλλοντος)''' {{MainEntry|[[Educational affordance]]}}<br> Προσωπικό Μαθησιακό Περιβάλλον {{MainEntry|Personal learning environment}} <br>'''Σ'''{{Anchor|Σ}}<br> '''Σενάρια Συνεργασίας''' {{MainEntry|[[Collaboration script]]}}<br> Σενάριο--- Script ... '''Σενάριο Μάθησης''' {{MainEntry|[[Learning scenario]]}}<br> ---Συνεργασίας βλ. Σενάριο Συνεργασίας --- collaboration see Collaboration script}}<br> Συμπεριληπτική Ηλεκτρονική Μάθηση {{MainEntry|Inclusive e-learning}}<br> Συνεργατική Μάθηση {{MainEntry|Collaborative learning}}<br> Συνεργατική Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-supported collaborative learning}}<br> '''Συνεχή Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Seamless learning environments]]}}<br> Σύντροφος Μάθησης {{MainEntry|Learning companion}}<br> Σύστημα Διαχείρισης Μαθημάτων {{MainEntry|Course management system}}<br> Σύστημα διδασκαλίας βασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based tutoring system}}<br> Σύστημα Συγγραφής {{MainEntry|Authoring system}}<br> '''Συστήματα Διαχείρισης Μάθησης''' {{MainEntry|[[Learning management systems]]}} <br>'''Τ'''{{Anchor|Τ}}<br> Τεχνητό Mαθησιακό Περιβάλλον {{MainEntry|Artificial learning environment}}<br> Τεχνολογίες Πανεπιστημιακής Διδασκαλίας μέσω Διαδικτύου {{MainEntry|Web-lecturing technologies}}<br> '''Τεχνο-μαθηματικοί Γραμματισμοί''' {{MainEntry|[[Techno-mathematical literacies]]}} <br>'''Υ'''{{Anchor|C}}<br> Υπολογιστική Μαθησιολογία {{MainEntry|Computational mathetic}} <br>'''Φ'''{{Anchor|Φ}}<br> Φιλικά Συστήματα (τεχνολογικά) {{MainEntry|Buddy systems}}<br> 423 319 2011-09-26T12:40:15Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Greek entries ''Edited by Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou, Learning Technology and Educational Engineering Laboratory, University of the Aegean (GR)'' '''A - [[#Γ|Γ]] - [[#Δ|Δ]] - [[#Ε|Ε]] - [[#Η|Η]] - [[#Κ|Κ]] - [[#Μ|Μ]] - [[#Ν|Ν]] - [[#Π|Π]] - [[#Σ|Σ]] - [[#Τ|Τ]] - [[#Υ|Υ]] - [[#Φ|Φ]]''' '''A'''<br> Απομακρυσμένα Εργαστήρια {{MainEntry|Remote laboratories}}<br> Απτό Μαθησιακό Περιβάλλον {{MainEntry|Tangible learning environment}}<br> Άτυπη Μάθηση {{MainEntry|Informal learning}}<br> Αυτόματη Διάγνωση {{MainEntry|Automatic diagnosis}}<br> Αυτόματη Παραγωγή Ασκήσεων {{MainEntry|Automatic generation of exercises}}<br> '''Αυτό-ρυθμιζόμενη Μάθηση''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Αφηγηματικά Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Narrative learning environments]]}} <br>'''Γ'''{{Anchor|Γ}}<br> Γνωσιακή Μηχανική {{MainEntry|Cognitive engineering}}<br> Γνωστική Διάγνωση {{MainEntry|Cognitive diagnosis}}<br> Γνωστική Μοντελοποίηση {{MainEntry|Cognitive modeling}}<br> Γνωστικός Προσωπικός Δάσκαλος (σε νοήμον τεχνολογικό σύστημα μάθησης) {{MainEntry|Cognitive tutor}} <br>'''Δ'''{{Anchor|Δ}}<br> Διαδικτυακά Περιβάλλοντα {{MainEntry|Networked environment}}<br> Διαδικτυακές Κοινότητες {{MainEntry|Networked communities}}<br> '''Διαδικτυακή Μάθηση''' {{MainEntry|[[Networked learning]]}}<br> Διαδικτυακό Μαθησιακό Περιβάλλον {{MainEntry|οn-line learning environment}}<br> Διαδραστικό Μαθησιακό Περιβάλλον {{MainEntry|Interactive learning environment}}<br> Διαδραστικός Πίνακας {{MainEntry|Interactive white board}}<br> Διάχυτη Μάθηση {{MainEntry|Ubiquitous learning}}<br> Διδακτική Μηχανική {{MainEntry|Didactical engineering}}<br> Διδασκαλία Βασιζόμενη σε Υπολογιστή {{MainEntry|Computer-based instruction}}<br> Διδασκαλία Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted instruction}}<br> '''Διερευνητική Μάθηση''' {{MainEntry|[[Inquiry learning]]}}<br> Δυναμική Γεωμετρία {{MainEntry|Dynamic geometry}} <br>'''Ε'''{{Anchor|Ε}}<br> Εγκαθιδρυμένη Μάθηση {{MainEntry|Situated learning}}<br> Εικονικά Πανεπιστήμια {{MainEntry|Virtual universities}}<br> Εικονικό Campus {{MainEntry|Virtual campus}}<br> Εικονικό Μαθησιακό Περιβάλλον {{MainEntry|Virtual learning environment}}<br> Εικονικός Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Virtual pedagogical agent}}<br> Εκμάθηση Γλώσσας Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted language learning}}<br> Εκπαιδαγωγία {{MainEntry|Edutainment}}<br> Εκπαιδευτικό Λογισμικό {{MainEntry|Courseware}}<br> Εμψυχωμένοι Παιδαγωγικοί Διαμεσολαβητές {{MainEntry|Animated pedagogical agent}}<br> Ενοποιημένο Μαθησιακό Σύστημα {{MainEntry|Integrated learning system}}<br> '''Ενσωματωμένα Φαινόμενα''' {{MainEntry|[[Embedded phenomena]]}}<br> Εξ Αποστάσεως Μάθηση {{MainEntry|Distance learning}}<br> Εξέταση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted examination}}<br> Εξόρυξη Δεδομένων Εκπαιδευτικού Σκοπού {{MainEntry|Educational data mining}}<br> Εξωτερικό Σενάριο {{MainEntry|External script}}<br> Εξωτερικό Σενάριο --- external see External script '''Επικάλυψη (μοντέλο επικάλυψης)''' {{MainEntry|[[Overlay]]}}<br> Επιστημική Ανατροφοδότηση {{MainEntry|Epistemic feedback}}<br> '''Επιστημική Προσφερόμενη Δυνατότητα (τεχνολογικού περιβάλλοντος)''' {{MainEntry|[[Epistemic affordance]]}}<br> Εργαλείο Συγγραφής {{MainEntry|Authoring tool}}<br> Εργαστήριο Βασιζόμενο σε Υπολογιστή {{MainEntry|Computer-based laboratory}}<br> Εσωτερικό Σενάριο {{MainEntry|Internal script}}<br> ---εσωτερικό βλ. Εσωτερικό Σενάριο --- internal see Internal script <br>'''Η'''{{Anchor|Η}}<br> Ηλεκτρονική-Αξιολόγηση {{MainEntry|e-Assessment}}<br> Ηλεκτρονικά Χαρτοφυλάκια {{MainEntry|e-portfolio}}<br> Ηλεκτρονική Μάθηση {{MainEntry|e-learning}} <br>'''Κ'''{{Anchor|Κ}}<br> Κατανεμημένα Mαθησιακά Περιβάλλοντα {{MainEntry|Distributed learning environments}}<br> Κατανεμημένη Μάθηση {{MainEntry|Distributed learning}}<br> '''Κατασκευατισμός, Κονστρουκτιονισμός''' {{MainEntry|[[Constructionism]]}} <br>'''Μ'''{{Anchor|Μ}}<br> '''Μάθηση βασιζόμενη σε Ηλεκτρονικά Παιχνίδια''' {{MainEntry|[[Game-based learning]]}}<br> Μάθηση Ενισχυμένη Τεχνολογικά {{MainEntry|Technology Enhanced Learning}}<br> '''Μάθηση με χρήση Κινητών Συσκευών''' {{MainEntry|[[Mobile learning]]}}<br> Μάθηση με χρήση Πολυμέσων {{MainEntry|Multimedia learning}}<br> Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted learning}}<br> Μαθησιακά Αντικείμενα {{MainEntry|Learning objects}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based learning environment}}<br> Μαθησιακό Περιβάλλον Βασιζόμενο σε Διεισδυτικές Τεχνολογίες {{MainEntry|Pervasive learning environment}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο στη Διευρυμένη Πραγματικότητα {{MainEntry|Augmented learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα στην Προσομοίωση {{MainEntry|Simulation-based learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα σε Υπολογιστή {{MainEntry|Computer-based learning environments}}<br> Μαθησιακό Περιβάλλον {{MainEntry|Learning environment}}<br> Μαθησιακός Σχεδιασμός {{MainEntry|Learning design}}<br> Μαθησιακός Χώρος {{MainEntry|Learning space}}<br> Μικρόκοσμος {{MainEntry|Microworld}}<br> Μικτή Μάθηση {{MainEntry|Blended learning}}<br> Μοντελοποίηση Μαθητή {{MainEntry|Learner modeling}} <br>'''Ν'''{{Anchor|Ν}}<br> Νοήμον Σύστημα Διδασκαλίας {{MainEntry|Intelligent tutoring system}}<br> Νοήμον Σύστημα Κλιμακούμενης Υποστήριξης {{MainEntry|Intelligent scaffolding system}} <br>'''Π'''{{Anchor|Π}}<br> Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Pedagogical agent}}<br> Παιχνίδια Προσομοίωσης {{MainEntry|Simulation games}}<br> Περιρρέον Mαθησιακό Περιβάλλον {{MainEntry|Ambient learning environment}}<br> Πλέγμα μάθησης {{MainEntry|Learning grid}}<br> Πορεία μάθησης ή Μαθησιακό Ίχνος {{MainEntry|Learning trail}}<br> Προγραμματιζόμενο μάθημα {{MainEntry|Programmable course}}<br> Προγραμματιζόμενο Μαθησιακό Περιβάλλον υποστηριζόμενο από Η.Υ {{MainEntry|Programmable computer-based learning environment}}<br> Προγραμματισμός Η/Υ για την υποστήριξη της μάθησης {{MainEntry|Computer programming in support of learning}}<br> Προσαρμοστικό Mαθησιακό Περιβάλλον {{MainEntry|Adaptive learning environment}}<br> '''Προσφερόμενη δυνατότητα για εκπαιδευτική χρήση (ενός Τεχνολογικού Περιβάλλοντος)''' {{MainEntry|[[Educational affordance]]}}<br> Προσωπικό Μαθησιακό Περιβάλλον {{MainEntry|Personal learning environment}} <br>'''Σ'''{{Anchor|Σ}}<br> '''Σενάρια Συνεργασίας''' {{MainEntry|[[Collaboration script]]}}<br> Σενάριο--- Script ... '''Σενάριο Μάθησης''' {{MainEntry|[[Learning scenario]]}}<br> ---Συνεργασίας βλ. Σενάριο Συνεργασίας --- collaboration see Collaboration script}}<br> Συμπεριληπτική Ηλεκτρονική Μάθηση {{MainEntry|Inclusive e-learning}}<br> Συνεργατική Μάθηση {{MainEntry|Collaborative learning}}<br> Συνεργατική Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-supported collaborative learning}}<br> '''Συνεχή Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Seamless learning environments]]}}<br> Σύντροφος Μάθησης {{MainEntry|Learning companion}}<br> Σύστημα Διαχείρισης Μαθημάτων {{MainEntry|Course management system}}<br> Σύστημα διδασκαλίας βασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based tutoring system}}<br> Σύστημα Συγγραφής {{MainEntry|Authoring system}}<br> Συστήματα Διαχείρισης Μάθησης {{MainEntry|[[Learning management systems]]}} <br>'''Τ'''{{Anchor|Τ}}<br> Τεχνητό Mαθησιακό Περιβάλλον {{MainEntry|Artificial learning environment}}<br> Τεχνολογίες Πανεπιστημιακής Διδασκαλίας μέσω Διαδικτύου {{MainEntry|Web-lecturing technologies}}<br> '''Τεχνο-μαθηματικοί Γραμματισμοί''' {{MainEntry|[[Techno-mathematical literacies]]}} <br>'''Υ'''{{Anchor|C}}<br> Υπολογιστική Μαθησιολογία {{MainEntry|Computational mathetic}} <br>'''Φ'''{{Anchor|Φ}}<br> Φιλικά Συστήματα (τεχνολογικά) {{MainEntry|Buddy systems}}<br> 319 315 2011-08-28T19:46:01Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Greek entries ''Edited by Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou, Learning Technology and Educational Engineering Laboratory, University of the Aegean (GR)'' '''A - [[#Γ|Γ]] - [[#Δ|Δ]] - [[#Ε|Ε]] - [[#Η|Η]] - [[#Κ|Κ]] - [[#Μ|Μ]] - [[#Ν|Ν]] - [[#Π|Π]] - [[#Σ|Σ]] - [[#Τ|Τ]] - [[#Υ|Υ]] - [[#Φ|Φ]]''' '''A'''<br> Απομακρυσμένα Εργαστήρια {{MainEntry|Remote laboratories}}<br> Απτό Μαθησιακό Περιβάλλον {{MainEntry|Tangible learning environment}}<br> Άτυπη Μάθηση {{MainEntry|Informal learning}}<br> Αυτόματη Διάγνωση {{MainEntry|Automatic diagnosis}}<br> Αυτόματη Παραγωγή Ασκήσεων {{MainEntry|Automatic generation of exercises}}<br> '''Αυτό-ρυθμιζόμενη Μάθηση''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Αφηγηματικά Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Narrative learning environments]]}} <br>'''Γ'''{{Anchor|Γ}}<br> Γνωσιακή Μηχανική {{MainEntry|Cognitive engineering}}<br> Γνωστική Διάγνωση {{MainEntry|Cognitive diagnosis}}<br> Γνωστική Μοντελοποίηση {{MainEntry|Cognitive modeling}}<br> Γνωστικός Προσωπικός Δάσκαλος (σε νοήμον τεχνολογικό σύστημα μάθησης) {{MainEntry|Cognitive tutor}} <br>'''Δ'''{{Anchor|Δ}}<br> Διαδικτυακά Περιβάλλοντα {{MainEntry|Networked environment}}<br> Διαδικτυακές Κοινότητες {{MainEntry|Networked communities}}<br> '''Διαδικτυακή Μάθηση''' {{MainEntry|[[Networked learning]]}}<br> Διαδικτυακό Μαθησιακό Περιβάλλον {{MainEntry|οn-line learning environment}}<br> Διαδραστικό Μαθησιακό Περιβάλλον {{MainEntry|Interactive learning environment}}<br> Διαδραστικός Πίνακας {{MainEntry|Interactive white board}}<br> Διάχυτη Μάθηση {{MainEntry|Ubiquitous learning}}<br> Διδακτική Μηχανική {{MainEntry|Didactical engineering}}<br> Διδασκαλία Βασιζόμενη σε Υπολογιστή {{MainEntry|Computer-based instruction}}<br> Διδασκαλία Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted instruction}}<br> '''Διερευνητική Μάθηση''' {{MainEntry|[[Inquiry learning]]}}<br> Δυναμική Γεωμετρία {{MainEntry|Dynamic geometry}} <br>'''Ε'''{{Anchor|Ε}}<br> Εγκαθιδρυμένη Μάθηση {{MainEntry|Situated learning}}<br> Εικονικά Πανεπιστήμια {{MainEntry|Virtual universities}}<br> Εικονικό Campus {{MainEntry|Virtual campus}}<br> Εικονικό Μαθησιακό Περιβάλλον {{MainEntry|Virtual learning environment}}<br> Εικονικός Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Virtual pedagogical agent}}<br> Εκμάθηση Γλώσσας Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted language learning}}<br> Εκπαιδαγωγία {{MainEntry|Edutainment}}<br> Εκπαιδευτικό Λογισμικό {{MainEntry|Courseware}}<br> Εμψυχωμένοι Παιδαγωγικοί Διαμεσολαβητές {{MainEntry|Animated pedagogical agent}}<br> Ενοποιημένο Μαθησιακό Σύστημα {{MainEntry|Integrated learning system}}<br> '''Ενσωματωμένα Φαινόμενα''' {{MainEntry|[[Embedded phenomena]]}}<br> Εξ Αποστάσεως Μάθηση {{MainEntry|Distance learning}}<br> Εξέταση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted examination}}<br> Εξόρυξη Δεδομένων Εκπαιδευτικού Σκοπού {{MainEntry|Educational data mining}}<br> Εξωτερικό Σενάριο {{MainEntry|External script}}<br> Εξωτερικό Σενάριο --- external see External script '''Επικάλυψη (μοντέλο επικάλυψης)''' {{MainEntry|[[Overlay]]}}<br> Επιστημική Ανατροφοδότηση {{MainEntry|Epistemic feedback}}<br> '''Επιστημική Προσφερόμενη Δυνατότητα (τεχνολογικού περιβάλλοντος)''' {{MainEntry|[[Epistemic affordance]]}}<br> Εργαλείο Συγγραφής {{MainEntry|Authoring tool}}<br> Εργαστήριο Βασιζόμενο σε Υπολογιστή {{MainEntry|Computer-based laboratory}}<br> Εσωτερικό Σενάριο {{MainEntry|Internal script}}<br> ---εσωτερικό βλ. Εσωτερικό Σενάριο --- internal see Internal script <br>'''Η'''{{Anchor|Η}}<br> Ηλεκτρονική-Αξιολόγηση {{MainEntry|e-Assessment}}<br> Ηλεκτρονικά Χαρτοφυλάκια {{MainEntry|e-portfolio}}<br> Ηλεκτρονική Μάθηση {{MainEntry|e-learning}} <br>'''Κ'''{{Anchor|Κ}}<br> Κατανεμημένα Mαθησιακά Περιβάλλοντα {{MainEntry|Distributed learning environments}}<br> Κατανεμημένη Μάθηση {{MainEntry|Distributed learning}}<br> '''Κατασκευατισμός, Κονστρουκτιονισμός''' {{MainEntry|[[Constructionism]]}} <br>'''Μ'''{{Anchor|Μ}}<br> '''Μάθηση βασιζόμενη σε Ηλεκτρονικά Παιχνίδια''' {{MainEntry|[[Game-based learning]]}}<br> Μάθηση Ενισχυμένη Τεχνολογικά {{MainEntry|Technology Enhanced Learning}}<br> '''Μάθηση με χρήση Κινητών Συσκευών''' {{MainEntry|[[Mobile learning]]}}<br> Μάθηση με χρήση Πολυμέσων {{MainEntry|Multimedia learning}}<br> Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted learning}}<br> Μαθησιακά Αντικείμενα {{MainEntry|Learning objects}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based learning environment}}<br> Μαθησιακό Περιβάλλον Βασιζόμενο σε Διεισδυτικές Τεχνολογίες {{MainEntry|Pervasive learning environment}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο στη Διευρυμένη Πραγματικότητα {{MainEntry|Augmented learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα στην Προσομοίωση {{MainEntry|Simulation-based learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα σε Υπολογιστή {{MainEntry|Computer-based learning environments}}<br> Μαθησιακό Περιβάλλον {{MainEntry|Learning environment}}<br> Μαθησιακός Σχεδιασμός {{MainEntry|Learning design}}<br> Μαθησιακός Χώρος {{MainEntry|Learning space}}<br> Μικρόκοσμος {{MainEntry|Microworld}}<br> Μικτή Μάθηση {{MainEntry|Blended learning}}<br> Μοντελοποίηση Μαθητή {{MainEntry|Learner modeling}} <br>'''Ν'''{{Anchor|Ν}}<br> Νοήμον Σύστημα Διδασκαλίας {{MainEntry|Intelligent tutoring system}}<br> Νοήμον Σύστημα Κλιμακούμενης Υποστήριξης {{MainEntry|Intelligent scaffolding system}} <br>'''Π'''{{Anchor|Π}}<br> Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Pedagogical agent}}<br> Παιχνίδια Προσομοίωσης {{MainEntry|Simulation games}}<br> Περιρρέον Mαθησιακό Περιβάλλον {{MainEntry|Ambient learning environment}}<br> Πλέγμα μάθησης {{MainEntry|Learning grid}}<br> Πορεία μάθησης ή Μαθησιακό Ίχνος {{MainEntry|Learning trail}}<br> Προγραμματιζόμενο μάθημα {{MainEntry|Programmable course}}<br> Προγραμματιζόμενο Μαθησιακό Περιβάλλον υποστηριζόμενο από Η.Υ {{MainEntry|Programmable computer-based learning environment}}<br> Προγραμματισμός Η/Υ για την υποστήριξη της μάθησης {{MainEntry|Computer programming in support of learning}}<br> Προσαρμοστικό Mαθησιακό Περιβάλλον {{MainEntry|Adaptive learning environment}}<br> '''Προσφερόμενη δυνατότητα για εκπαιδευτική χρήση (ενός Τεχνολογικού Περιβάλλοντος)''' {{MainEntry|[[Educational affordance]]}}<br> Προσωπικό Μαθησιακό Περιβάλλον {{MainEntry|Personal learning environment}} <br>'''Σ'''{{Anchor|Σ}}<br> '''Σενάρια Συνεργασίας''' {{MainEntry|[[Collaboration script]]}}<br> Σενάριο--- Script ... '''Σενάριο Μάθησης''' {{MainEntry|[[Learning scenario]]}}<br> ---Συνεργασίας βλ. Σενάριο Συνεργασίας --- collaboration see Collaboration script}}<br> Συμπεριληπτική Ηλεκτρονική Μάθηση {{MainEntry|Inclusive e-learning}}<br> Συνεργατική Μάθηση {{MainEntry|Collaborative learning}}<br> Συνεργατική Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-supported collaborative learning}}<br> '''Συνεχή Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Seamless learning environments]]}}<br> Σύντροφος Μάθησης {{MainEntry|Learning companion}}<br> Σύστημα Διαχείρισης Μαθημάτων {{MainEntry|Course management system}}<br> Σύστημα διδασκαλίας βασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based tutoring system}}<br> Σύστημα Συγγραφής {{MainEntry|Authoring system}}<br> Συστήματα Διαχείρισης Μάθησης {{MainEntry|Learning management systems}} <br>'''Τ'''{{Anchor|Τ}}<br> Τεχνητό Mαθησιακό Περιβάλλον {{MainEntry|Artificial learning environment}}<br> Τεχνολογίες Πανεπιστημιακής Διδασκαλίας μέσω Διαδικτύου {{MainEntry|Web-lecturing technologies}}<br> '''Τεχνο-μαθηματικοί Γραμματισμοί''' {{MainEntry|[[Techno-mathematical literacies]]}} <br>'''Υ'''{{Anchor|C}}<br> Υπολογιστική Μαθησιολογία {{MainEntry|Computational mathetic}} <br>'''Φ'''{{Anchor|Φ}}<br> Φιλικά Συστήματα (τεχνολογικά) {{MainEntry|Buddy systems}}<br> 315 312 2011-08-26T14:15:08Z Admin 1 Protected "[[TEL Dictionary entries/el]]" ([edit=greek] (indefinite) [move=greek] (indefinite)) wikitext text/x-wiki {{languages}} TEL Dictionary: Greek entries ''Edited by Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou, Learning Technology and Educational Engineering Laboratory, University of the Aegean (GR)'' '''A - [[#Γ|Γ]] - [[#Δ|Δ]] - [[#Ε|Ε]] - [[#Η|Η]] - [[#Κ|Κ]] - [[#Μ|Μ]] - [[#Ν|Ν]] - [[#Π|Π]] - [[#Σ|Σ]] - [[#Τ|Τ]] - [[#Υ|Υ]] - [[#Φ|Φ]]''' '''A'''<br> Απομακρυσμένα Εργαστήρια {{MainEntry|Remote laboratories}}<br> Απτό Μαθησιακό Περιβάλλον {{MainEntry|Tangible learning environment}}<br> Άτυπη Μάθηση {{MainEntry|Informal learning}}<br> Αυτόματη Διάγνωση {{MainEntry|Automatic diagnosis}}<br> Αυτόματη Παραγωγή Ασκήσεων {{MainEntry|Automatic generation of exercises}}<br> '''Αυτό-ρυθμιζόμενη Μάθηση''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Αφηγηματικά Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Narrative learning environments]]}} <br>'''Γ'''{{Anchor|Γ}}<br> Γνωσιακή Μηχανική {{MainEntry|Cognitive engineering}}<br> Γνωστική Διάγνωση {{MainEntry|Cognitive diagnosis}}<br> Γνωστική Μοντελοποίηση {{MainEntry|Cognitive modeling}}<br> Γνωστικός Προσωπικός Δάσκαλος (σε νοήμον τεχνολογικό σύστημα μάθησης) {{MainEntry|Cognitive tutor}} <br>'''Δ'''{{Anchor|Δ}}<br> Διαδικτυακά Περιβάλλοντα {{MainEntry|[[Networked environment]]}}<br> Διαδικτυακές Κοινότητες {{MainEntry|Networked communities}}<br> '''Διαδικτυακή Μάθηση''' {{MainEntry|[[Networked learning]]}}<br> Διαδικτυακό Μαθησιακό Περιβάλλον {{MainEntry|οn-line learning environment}}<br> Διαδραστικό Μαθησιακό Περιβάλλον {{MainEntry|Interactive learning environment}}<br> Διαδραστικός Πίνακας {{MainEntry|Interactive white board}}<br> Διάχυτη Μάθηση {{MainEntry|Ubiquitous learning}}<br> Διδακτική Μηχανική {{MainEntry|Didactical engineering}}<br> Διδασκαλία Βασιζόμενη σε Υπολογιστή {{MainEntry|Computer-based instruction}}<br> Διδασκαλία Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted instruction}}<br> '''Διερευνητική Μάθηση''' {{MainEntry|[[Inquiry learning]]}}<br> Δυναμική Γεωμετρία {{MainEntry|Dynamic geometry}} <br>'''Ε'''{{Anchor|Ε}}<br> Εγκαθιδρυμένη Μάθηση {{MainEntry|Situated learning}}<br> Εικονικά Πανεπιστήμια {{MainEntry|Virtual universities}}<br> Εικονικό Campus {{MainEntry|Virtual campus}}<br> Εικονικό Μαθησιακό Περιβάλλον {{MainEntry|Virtual learning environment}}<br> Εικονικός Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Virtual pedagogical agent}}<br> Εκμάθηση Γλώσσας Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted language learning}}<br> Εκπαιδαγωγία {{MainEntry|Edutainment}}<br> Εκπαιδευτικό Λογισμικό {{MainEntry|Courseware}}<br> Εμψυχωμένοι Παιδαγωγικοί Διαμεσολαβητές {{MainEntry|Animated pedagogical agent}}<br> Ενοποιημένο Μαθησιακό Σύστημα {{MainEntry|Integrated learning system}}<br> '''Ενσωματωμένα Φαινόμενα''' {{MainEntry|[[Embedded phenomena]]}}<br> Εξ Αποστάσεως Μάθηση {{MainEntry|Distance learning}}<br> Εξέταση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted examination}}<br> Εξόρυξη Δεδομένων Εκπαιδευτικού Σκοπού {{MainEntry|Educational data mining}}<br> Εξωτερικό Σενάριο {{MainEntry|External script}}<br> Εξωτερικό Σενάριο --- external see External script '''Επικάλυψη (μοντέλο επικάλυψης)''' {{MainEntry|[[Overlay]]}}<br> Επιστημική Ανατροφοδότηση {{MainEntry|Epistemic feedback}}<br> '''Επιστημική Προσφερόμενη Δυνατότητα (τεχνολογικού περιβάλλοντος)''' {{MainEntry|[[Epistemic affordance]]}}<br> Εργαλείο Συγγραφής {{MainEntry|Authoring tool}}<br> Εργαστήριο Βασιζόμενο σε Υπολογιστή {{MainEntry|Computer-based laboratory}}<br> Εσωτερικό Σενάριο {{MainEntry|Internal script}}<br> ---εσωτερικό βλ. Εσωτερικό Σενάριο --- internal see Internal script <br>'''Η'''{{Anchor|Η}}<br> Ηλεκτρονική-Αξιολόγηση {{MainEntry|e-Assessment}}<br> Ηλεκτρονικά Χαρτοφυλάκια {{MainEntry|e-portfolio}}<br> Ηλεκτρονική Μάθηση {{MainEntry|e-learning}} <br>'''Κ'''{{Anchor|Κ}}<br> Κατανεμημένα Mαθησιακά Περιβάλλοντα {{MainEntry|Distributed learning environments}}<br> Κατανεμημένη Μάθηση {{MainEntry|Distributed learning}}<br> '''Κατασκευατισμός, Κονστρουκτιονισμός''' {{MainEntry|[[Constructionism]]}} <br>'''Μ'''{{Anchor|Μ}}<br> '''Μάθηση βασιζόμενη σε Ηλεκτρονικά Παιχνίδια''' {{MainEntry|[[Game-based learning]]}}<br> Μάθηση Ενισχυμένη Τεχνολογικά {{MainEntry|Technology Enhanced Learning}}<br> '''Μάθηση με χρήση Κινητών Συσκευών''' {{MainEntry|[[Mobile learning]]}}<br> Μάθηση με χρήση Πολυμέσων {{MainEntry|Multimedia learning}}<br> Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted learning}}<br> Μαθησιακά Αντικείμενα {{MainEntry|Learning objects}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based learning environment}}<br> Μαθησιακό Περιβάλλον Βασιζόμενο σε Διεισδυτικές Τεχνολογίες {{MainEntry|Pervasive learning environment}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο στη Διευρυμένη Πραγματικότητα {{MainEntry|Augmented learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα στην Προσομοίωση {{MainEntry|Simulation-based learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα σε Υπολογιστή {{MainEntry|Computer-based learning environments}}<br> Μαθησιακό Περιβάλλον {{MainEntry|Learning environment}}<br> Μαθησιακός Σχεδιασμός {{MainEntry|Learning design}}<br> Μαθησιακός Χώρος {{MainEntry|Learning space}}<br> Μικρόκοσμος {{MainEntry|Microworld}}<br> Μικτή Μάθηση {{MainEntry|Blended learning}}<br> Μοντελοποίηση Μαθητή {{MainEntry|Learner modeling}} <br>'''Ν'''{{Anchor|Ν}}<br> Νοήμον Σύστημα Διδασκαλίας {{MainEntry|Intelligent tutoring system}}<br> Νοήμον Σύστημα Κλιμακούμενης Υποστήριξης {{MainEntry|Intelligent scaffolding system}} <br>'''Π'''{{Anchor|Π}}<br> Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Pedagogical agent}}<br> Παιχνίδια Προσομοίωσης {{MainEntry|Simulation games}}<br> Περιρρέον Mαθησιακό Περιβάλλον {{MainEntry|Ambient learning environment}}<br> Πλέγμα μάθησης {{MainEntry|Learning grid}}<br> Πορεία μάθησης ή Μαθησιακό Ίχνος {{MainEntry|Learning trail}}<br> Προγραμματιζόμενο μάθημα {{MainEntry|Programmable course}}<br> Προγραμματιζόμενο Μαθησιακό Περιβάλλον υποστηριζόμενο από Η.Υ {{MainEntry|Programmable computer-based learning environment}}<br> Προγραμματισμός Η/Υ για την υποστήριξη της μάθησης {{MainEntry|Computer programming in support of learning}}<br> Προσαρμοστικό Mαθησιακό Περιβάλλον {{MainEntry|Adaptive learning environment}}<br> '''Προσφερόμενη δυνατότητα για εκπαιδευτική χρήση (ενός Τεχνολογικού Περιβάλλοντος)''' {{MainEntry|[[Educational affordance]]}}<br> Προσωπικό Μαθησιακό Περιβάλλον {{MainEntry|Personal learning environment}} <br>'''Σ'''{{Anchor|Σ}}<br> '''Σενάρια Συνεργασίας''' {{MainEntry|[[Collaboration script]]}}<br> Σενάριο--- Script ... '''Σενάριο Μάθησης''' {{MainEntry|[[Learning scenario]]}}<br> ---Συνεργασίας βλ. Σενάριο Συνεργασίας --- collaboration see Collaboration script}}<br> Συμπεριληπτική Ηλεκτρονική Μάθηση {{MainEntry|Inclusive e-learning}}<br> Συνεργατική Μάθηση {{MainEntry|Collaborative learning}}<br> Συνεργατική Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-supported collaborative learning}}<br> '''Συνεχή Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Seamless learning environments]]}}<br> Σύντροφος Μάθησης {{MainEntry|Learning companion}}<br> Σύστημα Διαχείρισης Μαθημάτων {{MainEntry|Course management system}}<br> Σύστημα διδασκαλίας βασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based tutoring system}}<br> Σύστημα Συγγραφής {{MainEntry|Authoring system}}<br> Συστήματα Διαχείρισης Μάθησης {{MainEntry|Learning management systems}} <br>'''Τ'''{{Anchor|Τ}}<br> Τεχνητό Mαθησιακό Περιβάλλον {{MainEntry|Artificial learning environment}}<br> Τεχνολογίες Πανεπιστημιακής Διδασκαλίας μέσω Διαδικτύου {{MainEntry|Web-lecturing technologies}}<br> '''Τεχνο-μαθηματικοί Γραμματισμοί''' {{MainEntry|[[Techno-mathematical literacies]]}} <br>'''Υ'''{{Anchor|C}}<br> Υπολογιστική Μαθησιολογία {{MainEntry|Computational mathetic}} <br>'''Φ'''{{Anchor|Φ}}<br> Φιλικά Συστήματα (τεχνολογικά) {{MainEntry|Buddy systems}}<br> 312 311 2011-08-26T13:11:04Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Greek entries ''Edited by Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou, Learning Technology and Educational Engineering Laboratory, University of the Aegean (GR)'' '''A - [[#Γ|Γ]] - [[#Δ|Δ]] - [[#Ε|Ε]] - [[#Η|Η]] - [[#Κ|Κ]] - [[#Μ|Μ]] - [[#Ν|Ν]] - [[#Π|Π]] - [[#Σ|Σ]] - [[#Τ|Τ]] - [[#Υ|Υ]] - [[#Φ|Φ]]''' '''A'''<br> Απομακρυσμένα Εργαστήρια {{MainEntry|Remote laboratories}}<br> Απτό Μαθησιακό Περιβάλλον {{MainEntry|Tangible learning environment}}<br> Άτυπη Μάθηση {{MainEntry|Informal learning}}<br> Αυτόματη Διάγνωση {{MainEntry|Automatic diagnosis}}<br> Αυτόματη Παραγωγή Ασκήσεων {{MainEntry|Automatic generation of exercises}}<br> '''Αυτό-ρυθμιζόμενη Μάθηση''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Αφηγηματικά Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Narrative learning environments]]}} <br>'''Γ'''{{Anchor|Γ}}<br> Γνωσιακή Μηχανική {{MainEntry|Cognitive engineering}}<br> Γνωστική Διάγνωση {{MainEntry|Cognitive diagnosis}}<br> Γνωστική Μοντελοποίηση {{MainEntry|Cognitive modeling}}<br> Γνωστικός Προσωπικός Δάσκαλος (σε νοήμον τεχνολογικό σύστημα μάθησης) {{MainEntry|Cognitive tutor}} <br>'''Δ'''{{Anchor|Δ}}<br> Διαδικτυακά Περιβάλλοντα {{MainEntry|[[Networked environment]]}}<br> Διαδικτυακές Κοινότητες {{MainEntry|Networked communities}}<br> '''Διαδικτυακή Μάθηση''' {{MainEntry|[[Networked learning]]}}<br> Διαδικτυακό Μαθησιακό Περιβάλλον {{MainEntry|οn-line learning environment}}<br> Διαδραστικό Μαθησιακό Περιβάλλον {{MainEntry|Interactive learning environment}}<br> Διαδραστικός Πίνακας {{MainEntry|Interactive white board}}<br> Διάχυτη Μάθηση {{MainEntry|Ubiquitous learning}}<br> Διδακτική Μηχανική {{MainEntry|Didactical engineering}}<br> Διδασκαλία Βασιζόμενη σε Υπολογιστή {{MainEntry|Computer-based instruction}}<br> Διδασκαλία Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted instruction}}<br> '''Διερευνητική Μάθηση''' {{MainEntry|[[Inquiry learning]]}}<br> Δυναμική Γεωμετρία {{MainEntry|Dynamic geometry}} <br>'''Ε'''{{Anchor|Ε}}<br> Εγκαθιδρυμένη Μάθηση {{MainEntry|Situated learning}}<br> Εικονικά Πανεπιστήμια {{MainEntry|Virtual universities}}<br> Εικονικό Campus {{MainEntry|Virtual campus}}<br> Εικονικό Μαθησιακό Περιβάλλον {{MainEntry|Virtual learning environment}}<br> Εικονικός Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Virtual pedagogical agent}}<br> Εκμάθηση Γλώσσας Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted language learning}}<br> Εκπαιδαγωγία {{MainEntry|Edutainment}}<br> Εκπαιδευτικό Λογισμικό {{MainEntry|Courseware}}<br> Εμψυχωμένοι Παιδαγωγικοί Διαμεσολαβητές {{MainEntry|Animated pedagogical agent}}<br> Ενοποιημένο Μαθησιακό Σύστημα {{MainEntry|Integrated learning system}}<br> '''Ενσωματωμένα Φαινόμενα''' {{MainEntry|[[Embedded phenomena]]}}<br> Εξ Αποστάσεως Μάθηση {{MainEntry|Distance learning}}<br> Εξέταση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted examination}}<br> Εξόρυξη Δεδομένων Εκπαιδευτικού Σκοπού {{MainEntry|Educational data mining}}<br> Εξωτερικό Σενάριο {{MainEntry|External script}}<br> Εξωτερικό Σενάριο --- external see External script '''Επικάλυψη (μοντέλο επικάλυψης)''' {{MainEntry|[[Overlay]]}}<br> Επιστημική Ανατροφοδότηση {{MainEntry|Epistemic feedback}}<br> '''Επιστημική Προσφερόμενη Δυνατότητα (τεχνολογικού περιβάλλοντος)''' {{MainEntry|[[Epistemic affordance]]}}<br> Εργαλείο Συγγραφής {{MainEntry|Authoring tool}}<br> Εργαστήριο Βασιζόμενο σε Υπολογιστή {{MainEntry|Computer-based laboratory}}<br> Εσωτερικό Σενάριο {{MainEntry|Internal script}}<br> ---εσωτερικό βλ. Εσωτερικό Σενάριο --- internal see Internal script <br>'''Η'''{{Anchor|Η}}<br> Ηλεκτρονική-Αξιολόγηση {{MainEntry|e-Assessment}}<br> Ηλεκτρονικά Χαρτοφυλάκια {{MainEntry|e-portfolio}}<br> Ηλεκτρονική Μάθηση {{MainEntry|e-learning}} <br>'''Κ'''{{Anchor|Κ}}<br> Κατανεμημένα Mαθησιακά Περιβάλλοντα {{MainEntry|Distributed learning environments}}<br> Κατανεμημένη Μάθηση {{MainEntry|Distributed learning}}<br> '''Κατασκευατισμός, Κονστρουκτιονισμός''' {{MainEntry|[[Constructionism]]}} <br>'''Μ'''{{Anchor|Μ}}<br> '''Μάθηση βασιζόμενη σε Ηλεκτρονικά Παιχνίδια''' {{MainEntry|[[Game-based learning]]}}<br> Μάθηση Ενισχυμένη Τεχνολογικά {{MainEntry|Technology Enhanced Learning}}<br> '''Μάθηση με χρήση Κινητών Συσκευών''' {{MainEntry|[[Mobile learning]]}}<br> Μάθηση με χρήση Πολυμέσων {{MainEntry|Multimedia learning}}<br> Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted learning}}<br> Μαθησιακά Αντικείμενα {{MainEntry|Learning objects}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based learning environment}}<br> Μαθησιακό Περιβάλλον Βασιζόμενο σε Διεισδυτικές Τεχνολογίες {{MainEntry|Pervasive learning environment}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο στη Διευρυμένη Πραγματικότητα {{MainEntry|Augmented learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα στην Προσομοίωση {{MainEntry|Simulation-based learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα σε Υπολογιστή {{MainEntry|Computer-based learning environments}}<br> Μαθησιακό Περιβάλλον {{MainEntry|Learning environment}}<br> Μαθησιακός Σχεδιασμός {{MainEntry|Learning design}}<br> Μαθησιακός Χώρος {{MainEntry|Learning space}}<br> Μικρόκοσμος {{MainEntry|Microworld}}<br> Μικτή Μάθηση {{MainEntry|Blended learning}}<br> Μοντελοποίηση Μαθητή {{MainEntry|Learner modeling}} <br>'''Ν'''{{Anchor|Ν}}<br> Νοήμον Σύστημα Διδασκαλίας {{MainEntry|Intelligent tutoring system}}<br> Νοήμον Σύστημα Κλιμακούμενης Υποστήριξης {{MainEntry|Intelligent scaffolding system}} <br>'''Π'''{{Anchor|Π}}<br> Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Pedagogical agent}}<br> Παιχνίδια Προσομοίωσης {{MainEntry|Simulation games}}<br> Περιρρέον Mαθησιακό Περιβάλλον {{MainEntry|Ambient learning environment}}<br> Πλέγμα μάθησης {{MainEntry|Learning grid}}<br> Πορεία μάθησης ή Μαθησιακό Ίχνος {{MainEntry|Learning trail}}<br> Προγραμματιζόμενο μάθημα {{MainEntry|Programmable course}}<br> Προγραμματιζόμενο Μαθησιακό Περιβάλλον υποστηριζόμενο από Η.Υ {{MainEntry|Programmable computer-based learning environment}}<br> Προγραμματισμός Η/Υ για την υποστήριξη της μάθησης {{MainEntry|Computer programming in support of learning}}<br> Προσαρμοστικό Mαθησιακό Περιβάλλον {{MainEntry|Adaptive learning environment}}<br> '''Προσφερόμενη δυνατότητα για εκπαιδευτική χρήση (ενός Τεχνολογικού Περιβάλλοντος)''' {{MainEntry|[[Educational affordance]]}}<br> Προσωπικό Μαθησιακό Περιβάλλον {{MainEntry|Personal learning environment}} <br>'''Σ'''{{Anchor|Σ}}<br> '''Σενάρια Συνεργασίας''' {{MainEntry|[[Collaboration script]]}}<br> Σενάριο--- Script ... '''Σενάριο Μάθησης''' {{MainEntry|[[Learning scenario]]}}<br> ---Συνεργασίας βλ. Σενάριο Συνεργασίας --- collaboration see Collaboration script}}<br> Συμπεριληπτική Ηλεκτρονική Μάθηση {{MainEntry|Inclusive e-learning}}<br> Συνεργατική Μάθηση {{MainEntry|Collaborative learning}}<br> Συνεργατική Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-supported collaborative learning}}<br> '''Συνεχή Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Seamless learning environments]]}}<br> Σύντροφος Μάθησης {{MainEntry|Learning companion}}<br> Σύστημα Διαχείρισης Μαθημάτων {{MainEntry|Course management system}}<br> Σύστημα διδασκαλίας βασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based tutoring system}}<br> Σύστημα Συγγραφής {{MainEntry|Authoring system}}<br> Συστήματα Διαχείρισης Μάθησης {{MainEntry|Learning management systems}} <br>'''Τ'''{{Anchor|Τ}}<br> Τεχνητό Mαθησιακό Περιβάλλον {{MainEntry|Artificial learning environment}}<br> Τεχνολογίες Πανεπιστημιακής Διδασκαλίας μέσω Διαδικτύου {{MainEntry|Web-lecturing technologies}}<br> '''Τεχνο-μαθηματικοί Γραμματισμοί''' {{MainEntry|[[Techno-mathematical literacies]]}} <br>'''Υ'''{{Anchor|C}}<br> Υπολογιστική Μαθησιολογία {{MainEntry|Computational mathetic}} <br>'''Φ'''{{Anchor|Φ}}<br> Φιλικά Συστήματα (τεχνολογικά) {{MainEntry|Buddy systems}}<br> 311 310 2011-08-26T13:10:37Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Greek entries ''Edited by Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou, Learning Technology and Educational Engineering Laboratory, University of the Aegean (GR)'' <br>'''A - [[#Γ|Γ]] - [[#Δ|Δ]] - [[#Ε|Ε]] - [[#Η|Η]] - [[#Κ|Κ]] - [[#Μ|Μ]] - [[#Ν|Ν]] - [[#Π|Π]] - [[#Σ|Σ]] - [[#Τ|Τ]] - [[#Υ|Υ]] - [[#Φ|Φ]]''' '''A'''<br> Απομακρυσμένα Εργαστήρια {{MainEntry|Remote laboratories}}<br> Απτό Μαθησιακό Περιβάλλον {{MainEntry|Tangible learning environment}}<br> Άτυπη Μάθηση {{MainEntry|Informal learning}}<br> Αυτόματη Διάγνωση {{MainEntry|Automatic diagnosis}}<br> Αυτόματη Παραγωγή Ασκήσεων {{MainEntry|Automatic generation of exercises}}<br> '''Αυτό-ρυθμιζόμενη Μάθηση''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Αφηγηματικά Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Narrative learning environments]]}} <br>'''Γ'''{{Anchor|Γ}}<br> Γνωσιακή Μηχανική {{MainEntry|Cognitive engineering}}<br> Γνωστική Διάγνωση {{MainEntry|Cognitive diagnosis}}<br> Γνωστική Μοντελοποίηση {{MainEntry|Cognitive modeling}}<br> Γνωστικός Προσωπικός Δάσκαλος (σε νοήμον τεχνολογικό σύστημα μάθησης) {{MainEntry|Cognitive tutor}} <br>'''Δ'''{{Anchor|Δ}}<br> Διαδικτυακά Περιβάλλοντα {{MainEntry|[[Networked environment]]}}<br> Διαδικτυακές Κοινότητες {{MainEntry|Networked communities}}<br> '''Διαδικτυακή Μάθηση''' {{MainEntry|[[Networked learning]]}}<br> Διαδικτυακό Μαθησιακό Περιβάλλον {{MainEntry|οn-line learning environment}}<br> Διαδραστικό Μαθησιακό Περιβάλλον {{MainEntry|Interactive learning environment}}<br> Διαδραστικός Πίνακας {{MainEntry|Interactive white board}}<br> Διάχυτη Μάθηση {{MainEntry|Ubiquitous learning}}<br> Διδακτική Μηχανική {{MainEntry|Didactical engineering}}<br> Διδασκαλία Βασιζόμενη σε Υπολογιστή {{MainEntry|Computer-based instruction}}<br> Διδασκαλία Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted instruction}}<br> '''Διερευνητική Μάθηση''' {{MainEntry|[[Inquiry learning]]}}<br> Δυναμική Γεωμετρία {{MainEntry|Dynamic geometry}} <br>'''Ε'''{{Anchor|Ε}}<br> Εγκαθιδρυμένη Μάθηση {{MainEntry|Situated learning}}<br> Εικονικά Πανεπιστήμια {{MainEntry|Virtual universities}}<br> Εικονικό Campus {{MainEntry|Virtual campus}}<br> Εικονικό Μαθησιακό Περιβάλλον {{MainEntry|Virtual learning environment}}<br> Εικονικός Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Virtual pedagogical agent}}<br> Εκμάθηση Γλώσσας Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted language learning}}<br> Εκπαιδαγωγία {{MainEntry|Edutainment}}<br> Εκπαιδευτικό Λογισμικό {{MainEntry|Courseware}}<br> Εμψυχωμένοι Παιδαγωγικοί Διαμεσολαβητές {{MainEntry|Animated pedagogical agent}}<br> Ενοποιημένο Μαθησιακό Σύστημα {{MainEntry|Integrated learning system}}<br> '''Ενσωματωμένα Φαινόμενα''' {{MainEntry|[[Embedded phenomena]]}}<br> Εξ Αποστάσεως Μάθηση {{MainEntry|Distance learning}}<br> Εξέταση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted examination}}<br> Εξόρυξη Δεδομένων Εκπαιδευτικού Σκοπού {{MainEntry|Educational data mining}}<br> Εξωτερικό Σενάριο {{MainEntry|External script}}<br> Εξωτερικό Σενάριο --- external see External script '''Επικάλυψη (μοντέλο επικάλυψης)''' {{MainEntry|[[Overlay]]}}<br> Επιστημική Ανατροφοδότηση {{MainEntry|Epistemic feedback}}<br> '''Επιστημική Προσφερόμενη Δυνατότητα (τεχνολογικού περιβάλλοντος)''' {{MainEntry|[[Epistemic affordance]]}}<br> Εργαλείο Συγγραφής {{MainEntry|Authoring tool}}<br> Εργαστήριο Βασιζόμενο σε Υπολογιστή {{MainEntry|Computer-based laboratory}}<br> Εσωτερικό Σενάριο {{MainEntry|Internal script}}<br> ---εσωτερικό βλ. Εσωτερικό Σενάριο --- internal see Internal script <br>'''Η'''{{Anchor|Η}}<br> Ηλεκτρονική-Αξιολόγηση {{MainEntry|e-Assessment}}<br> Ηλεκτρονικά Χαρτοφυλάκια {{MainEntry|e-portfolio}}<br> Ηλεκτρονική Μάθηση {{MainEntry|e-learning}} <br>'''Κ'''{{Anchor|Κ}}<br> Κατανεμημένα Mαθησιακά Περιβάλλοντα {{MainEntry|Distributed learning environments}}<br> Κατανεμημένη Μάθηση {{MainEntry|Distributed learning}}<br> '''Κατασκευατισμός, Κονστρουκτιονισμός''' {{MainEntry|[[Constructionism]]}} <br>'''Μ'''{{Anchor|Μ}}<br> '''Μάθηση βασιζόμενη σε Ηλεκτρονικά Παιχνίδια''' {{MainEntry|[[Game-based learning]]}}<br> Μάθηση Ενισχυμένη Τεχνολογικά {{MainEntry|Technology Enhanced Learning}}<br> '''Μάθηση με χρήση Κινητών Συσκευών''' {{MainEntry|[[Mobile learning]]}}<br> Μάθηση με χρήση Πολυμέσων {{MainEntry|Multimedia learning}}<br> Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted learning}}<br> Μαθησιακά Αντικείμενα {{MainEntry|Learning objects}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based learning environment}}<br> Μαθησιακό Περιβάλλον Βασιζόμενο σε Διεισδυτικές Τεχνολογίες {{MainEntry|Pervasive learning environment}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο στη Διευρυμένη Πραγματικότητα {{MainEntry|Augmented learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα στην Προσομοίωση {{MainEntry|Simulation-based learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα σε Υπολογιστή {{MainEntry|Computer-based learning environments}}<br> Μαθησιακό Περιβάλλον {{MainEntry|Learning environment}}<br> Μαθησιακός Σχεδιασμός {{MainEntry|Learning design}}<br> Μαθησιακός Χώρος {{MainEntry|Learning space}}<br> Μικρόκοσμος {{MainEntry|Microworld}}<br> Μικτή Μάθηση {{MainEntry|Blended learning}}<br> Μοντελοποίηση Μαθητή {{MainEntry|Learner modeling}} <br>'''Ν'''{{Anchor|Ν}}<br> Νοήμον Σύστημα Διδασκαλίας {{MainEntry|Intelligent tutoring system}}<br> Νοήμον Σύστημα Κλιμακούμενης Υποστήριξης {{MainEntry|Intelligent scaffolding system}} <br>'''Π'''{{Anchor|Π}}<br> Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Pedagogical agent}}<br> Παιχνίδια Προσομοίωσης {{MainEntry|Simulation games}}<br> Περιρρέον Mαθησιακό Περιβάλλον {{MainEntry|Ambient learning environment}}<br> Πλέγμα μάθησης {{MainEntry|Learning grid}}<br> Πορεία μάθησης ή Μαθησιακό Ίχνος {{MainEntry|Learning trail}}<br> Προγραμματιζόμενο μάθημα {{MainEntry|Programmable course}}<br> Προγραμματιζόμενο Μαθησιακό Περιβάλλον υποστηριζόμενο από Η.Υ {{MainEntry|Programmable computer-based learning environment}}<br> Προγραμματισμός Η/Υ για την υποστήριξη της μάθησης {{MainEntry|Computer programming in support of learning}}<br> Προσαρμοστικό Mαθησιακό Περιβάλλον {{MainEntry|Adaptive learning environment}}<br> '''Προσφερόμενη δυνατότητα για εκπαιδευτική χρήση (ενός Τεχνολογικού Περιβάλλοντος)''' {{MainEntry|[[Educational affordance]]}}<br> Προσωπικό Μαθησιακό Περιβάλλον {{MainEntry|Personal learning environment}} <br>'''Σ'''{{Anchor|Σ}}<br> '''Σενάρια Συνεργασίας''' {{MainEntry|[[Collaboration script]]}}<br> Σενάριο--- Script ... '''Σενάριο Μάθησης''' {{MainEntry|[[Learning scenario]]}}<br> ---Συνεργασίας βλ. Σενάριο Συνεργασίας --- collaboration see Collaboration script}}<br> Συμπεριληπτική Ηλεκτρονική Μάθηση {{MainEntry|Inclusive e-learning}}<br> Συνεργατική Μάθηση {{MainEntry|Collaborative learning}}<br> Συνεργατική Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-supported collaborative learning}}<br> '''Συνεχή Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Seamless learning environments]]}}<br> Σύντροφος Μάθησης {{MainEntry|Learning companion}}<br> Σύστημα Διαχείρισης Μαθημάτων {{MainEntry|Course management system}}<br> Σύστημα διδασκαλίας βασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based tutoring system}}<br> Σύστημα Συγγραφής {{MainEntry|Authoring system}}<br> Συστήματα Διαχείρισης Μάθησης {{MainEntry|Learning management systems}} <br>'''Τ'''{{Anchor|Τ}}<br> Τεχνητό Mαθησιακό Περιβάλλον {{MainEntry|Artificial learning environment}}<br> Τεχνολογίες Πανεπιστημιακής Διδασκαλίας μέσω Διαδικτύου {{MainEntry|Web-lecturing technologies}}<br> '''Τεχνο-μαθηματικοί Γραμματισμοί''' {{MainEntry|[[Techno-mathematical literacies]]}} <br>'''Υ'''{{Anchor|C}}<br> Υπολογιστική Μαθησιολογία {{MainEntry|Computational mathetic}} <br>'''Φ'''{{Anchor|Φ}}<br> Φιλικά Συστήματα (τεχνολογικά) {{MainEntry|Buddy systems}}<br> 310 309 2011-08-26T13:10:18Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Greek entries ''Edited by Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou, Learning Technology and Educational Engineering Laboratory, University of the Aegean (GR)'' '''A - [[#Γ|Γ]] - [[#Δ|Δ]] - [[#Ε|Ε]] - [[#Η|Η]] - [[#Κ|Κ]] - [[#Μ|Μ]] - [[#Ν|Ν]] - [[#Π|Π]] - [[#Σ|Σ]] - [[#Τ|Τ]] - [[#Υ|Υ]] - [[#Φ|Φ]]''' '''A'''<br> Απομακρυσμένα Εργαστήρια {{MainEntry|Remote laboratories}}<br> Απτό Μαθησιακό Περιβάλλον {{MainEntry|Tangible learning environment}}<br> Άτυπη Μάθηση {{MainEntry|Informal learning}}<br> Αυτόματη Διάγνωση {{MainEntry|Automatic diagnosis}}<br> Αυτόματη Παραγωγή Ασκήσεων {{MainEntry|Automatic generation of exercises}}<br> '''Αυτό-ρυθμιζόμενη Μάθηση''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Αφηγηματικά Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Narrative learning environments]]}} <br>'''Γ'''{{Anchor|Γ}}<br> Γνωσιακή Μηχανική {{MainEntry|Cognitive engineering}}<br> Γνωστική Διάγνωση {{MainEntry|Cognitive diagnosis}}<br> Γνωστική Μοντελοποίηση {{MainEntry|Cognitive modeling}}<br> Γνωστικός Προσωπικός Δάσκαλος (σε νοήμον τεχνολογικό σύστημα μάθησης) {{MainEntry|Cognitive tutor}} <br>'''Δ'''{{Anchor|Δ}}<br> Διαδικτυακά Περιβάλλοντα {{MainEntry|[[Networked environment]]}}<br> Διαδικτυακές Κοινότητες {{MainEntry|Networked communities}}<br> '''Διαδικτυακή Μάθηση''' {{MainEntry|[[Networked learning]]}}<br> Διαδικτυακό Μαθησιακό Περιβάλλον {{MainEntry|οn-line learning environment}}<br> Διαδραστικό Μαθησιακό Περιβάλλον {{MainEntry|Interactive learning environment}}<br> Διαδραστικός Πίνακας {{MainEntry|Interactive white board}}<br> Διάχυτη Μάθηση {{MainEntry|Ubiquitous learning}}<br> Διδακτική Μηχανική {{MainEntry|Didactical engineering}}<br> Διδασκαλία Βασιζόμενη σε Υπολογιστή {{MainEntry|Computer-based instruction}}<br> Διδασκαλία Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted instruction}}<br> '''Διερευνητική Μάθηση''' {{MainEntry|[[Inquiry learning]]}}<br> Δυναμική Γεωμετρία {{MainEntry|Dynamic geometry}} <br>'''Ε'''{{Anchor|Ε}}<br> Εγκαθιδρυμένη Μάθηση {{MainEntry|Situated learning}}<br> Εικονικά Πανεπιστήμια {{MainEntry|Virtual universities}}<br> Εικονικό Campus {{MainEntry|Virtual campus}}<br> Εικονικό Μαθησιακό Περιβάλλον {{MainEntry|Virtual learning environment}}<br> Εικονικός Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Virtual pedagogical agent}}<br> Εκμάθηση Γλώσσας Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted language learning}}<br> Εκπαιδαγωγία {{MainEntry|Edutainment}}<br> Εκπαιδευτικό Λογισμικό {{MainEntry|Courseware}}<br> Εμψυχωμένοι Παιδαγωγικοί Διαμεσολαβητές {{MainEntry|Animated pedagogical agent}}<br> Ενοποιημένο Μαθησιακό Σύστημα {{MainEntry|Integrated learning system}}<br> '''Ενσωματωμένα Φαινόμενα''' {{MainEntry|[[Embedded phenomena]]}}<br> Εξ Αποστάσεως Μάθηση {{MainEntry|Distance learning}}<br> Εξέταση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted examination}}<br> Εξόρυξη Δεδομένων Εκπαιδευτικού Σκοπού {{MainEntry|Educational data mining}}<br> Εξωτερικό Σενάριο {{MainEntry|External script}}<br> Εξωτερικό Σενάριο --- external see External script '''Επικάλυψη (μοντέλο επικάλυψης)''' {{MainEntry|[[Overlay]]}}<br> Επιστημική Ανατροφοδότηση {{MainEntry|Epistemic feedback}}<br> '''Επιστημική Προσφερόμενη Δυνατότητα (τεχνολογικού περιβάλλοντος)''' {{MainEntry|[[Epistemic affordance]]}}<br> Εργαλείο Συγγραφής {{MainEntry|Authoring tool}}<br> Εργαστήριο Βασιζόμενο σε Υπολογιστή {{MainEntry|Computer-based laboratory}}<br> Εσωτερικό Σενάριο {{MainEntry|Internal script}}<br> ---εσωτερικό βλ. Εσωτερικό Σενάριο --- internal see Internal script <br>'''Η'''{{Anchor|Η}}<br> Ηλεκτρονική-Αξιολόγηση {{MainEntry|e-Assessment}}<br> Ηλεκτρονικά Χαρτοφυλάκια {{MainEntry|e-portfolio}}<br> Ηλεκτρονική Μάθηση {{MainEntry|e-learning}} <br>'''Κ'''{{Anchor|Κ}}<br> Κατανεμημένα Mαθησιακά Περιβάλλοντα {{MainEntry|Distributed learning environments}}<br> Κατανεμημένη Μάθηση {{MainEntry|Distributed learning}}<br> '''Κατασκευατισμός, Κονστρουκτιονισμός''' {{MainEntry|[[Constructionism]]}} <br>'''Μ'''{{Anchor|Μ}}<br> '''Μάθηση βασιζόμενη σε Ηλεκτρονικά Παιχνίδια''' {{MainEntry|[[Game-based learning]]}}<br> Μάθηση Ενισχυμένη Τεχνολογικά {{MainEntry|Technology Enhanced Learning}}<br> '''Μάθηση με χρήση Κινητών Συσκευών''' {{MainEntry|[[Mobile learning]]}}<br> Μάθηση με χρήση Πολυμέσων {{MainEntry|Multimedia learning}}<br> Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted learning}}<br> Μαθησιακά Αντικείμενα {{MainEntry|Learning objects}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based learning environment}}<br> Μαθησιακό Περιβάλλον Βασιζόμενο σε Διεισδυτικές Τεχνολογίες {{MainEntry|Pervasive learning environment}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο στη Διευρυμένη Πραγματικότητα {{MainEntry|Augmented learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα στην Προσομοίωση {{MainEntry|Simulation-based learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα σε Υπολογιστή {{MainEntry|Computer-based learning environments}}<br> Μαθησιακό Περιβάλλον {{MainEntry|Learning environment}}<br> Μαθησιακός Σχεδιασμός {{MainEntry|Learning design}}<br> Μαθησιακός Χώρος {{MainEntry|Learning space}}<br> Μικρόκοσμος {{MainEntry|Microworld}}<br> Μικτή Μάθηση {{MainEntry|Blended learning}}<br> Μοντελοποίηση Μαθητή {{MainEntry|Learner modeling}} <br>'''Ν'''{{Anchor|Ν}}<br> Νοήμον Σύστημα Διδασκαλίας {{MainEntry|Intelligent tutoring system}}<br> Νοήμον Σύστημα Κλιμακούμενης Υποστήριξης {{MainEntry|Intelligent scaffolding system}} <br>'''Π'''{{Anchor|Π}}<br> Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Pedagogical agent}}<br> Παιχνίδια Προσομοίωσης {{MainEntry|Simulation games}}<br> Περιρρέον Mαθησιακό Περιβάλλον {{MainEntry|Ambient learning environment}}<br> Πλέγμα μάθησης {{MainEntry|Learning grid}}<br> Πορεία μάθησης ή Μαθησιακό Ίχνος {{MainEntry|Learning trail}}<br> Προγραμματιζόμενο μάθημα {{MainEntry|Programmable course}}<br> Προγραμματιζόμενο Μαθησιακό Περιβάλλον υποστηριζόμενο από Η.Υ {{MainEntry|Programmable computer-based learning environment}}<br> Προγραμματισμός Η/Υ για την υποστήριξη της μάθησης {{MainEntry|Computer programming in support of learning}}<br> Προσαρμοστικό Mαθησιακό Περιβάλλον {{MainEntry|Adaptive learning environment}}<br> '''Προσφερόμενη δυνατότητα για εκπαιδευτική χρήση (ενός Τεχνολογικού Περιβάλλοντος)''' {{MainEntry|[[Educational affordance]]}}<br> Προσωπικό Μαθησιακό Περιβάλλον {{MainEntry|Personal learning environment}} <br>'''Σ'''{{Anchor|Σ}}<br> '''Σενάρια Συνεργασίας''' {{MainEntry|[[Collaboration script]]}}<br> Σενάριο--- Script ... '''Σενάριο Μάθησης''' {{MainEntry|[[Learning scenario]]}}<br> ---Συνεργασίας βλ. Σενάριο Συνεργασίας --- collaboration see Collaboration script}}<br> Συμπεριληπτική Ηλεκτρονική Μάθηση {{MainEntry|Inclusive e-learning}}<br> Συνεργατική Μάθηση {{MainEntry|Collaborative learning}}<br> Συνεργατική Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-supported collaborative learning}}<br> '''Συνεχή Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Seamless learning environments]]}}<br> Σύντροφος Μάθησης {{MainEntry|Learning companion}}<br> Σύστημα Διαχείρισης Μαθημάτων {{MainEntry|Course management system}}<br> Σύστημα διδασκαλίας βασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based tutoring system}}<br> Σύστημα Συγγραφής {{MainEntry|Authoring system}}<br> Συστήματα Διαχείρισης Μάθησης {{MainEntry|Learning management systems}} <br>'''Τ'''{{Anchor|Τ}}<br> Τεχνητό Mαθησιακό Περιβάλλον {{MainEntry|Artificial learning environment}}<br> Τεχνολογίες Πανεπιστημιακής Διδασκαλίας μέσω Διαδικτύου {{MainEntry|Web-lecturing technologies}}<br> '''Τεχνο-μαθηματικοί Γραμματισμοί''' {{MainEntry|[[Techno-mathematical literacies]]}} <br>'''Υ'''{{Anchor|C}}<br> Υπολογιστική Μαθησιολογία {{MainEntry|Computational mathetic}} <br>'''Φ'''{{Anchor|Φ}}<br> Φιλικά Συστήματα (τεχνολογικά) {{MainEntry|Buddy systems}}<br> 309 308 2011-08-26T13:09:42Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Greek entries ''Edited by Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou, Learning Technology and Educational Engineering Laboratory, University of the Aegean (GR)'' '''A - [[#Γ|Γ]] - [[#Δ|Δ]] - [[#Ε|Ε]] - [[#Η|Η]] - [[#Κ|Κ]] - [[#Μ|Μ]] - [[#Ν|Ν]] - [[#Π|Π]] - [[#Σ|Σ]] - [[#Τ|Τ]] - [[#Υ|Υ]] - [[#Φ|Φ]]''' '''A'''<br> Απομακρυσμένα Εργαστήρια {{MainEntry|Remote laboratories}}<br> Απτό Μαθησιακό Περιβάλλον {{MainEntry|Tangible learning environment}}<br> Άτυπη Μάθηση {{MainEntry|Informal learning}}<br> Αυτόματη Διάγνωση {{MainEntry|Automatic diagnosis}}<br> Αυτόματη Παραγωγή Ασκήσεων {{MainEntry|Automatic generation of exercises}}<br> '''Αυτό-ρυθμιζόμενη Μάθηση''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Αφηγηματικά Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Narrative learning environments]]}} <br>'''Γ'''{{Anchor|Γ}}<br> Γνωσιακή Μηχανική {{MainEntry|Cognitive engineering}}<br> Γνωστική Διάγνωση {{MainEntry|Cognitive diagnosis}}<br> Γνωστική Μοντελοποίηση {{MainEntry|Cognitive modeling}}<br> Γνωστικός Προσωπικός Δάσκαλος (σε νοήμον τεχνολογικό σύστημα μάθησης) {{MainEntry|Cognitive tutor}} <br>'''Δ'''{{Anchor|Δ}}<br> Διαδικτυακά Περιβάλλοντα {{MainEntry|[[Networked environment]]}}<br> Διαδικτυακές Κοινότητες {{MainEntry|Networked communities}}<br> '''Διαδικτυακή Μάθηση''' {{MainEntry|[[Networked learning]]}}<br> Διαδικτυακό Μαθησιακό Περιβάλλον {{MainEntry|οn-line learning environment}}<br> Διαδραστικό Μαθησιακό Περιβάλλον {{MainEntry|Interactive learning environment}}<br> Διαδραστικός Πίνακας {{MainEntry|Interactive white board}}<br> Διάχυτη Μάθηση {{MainEntry|Ubiquitous learning}}<br> Διδακτική Μηχανική {{MainEntry|Didactical engineering}}<br> Διδασκαλία Βασιζόμενη σε Υπολογιστή {{MainEntry|Computer-based instruction}}<br> Διδασκαλία Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted instruction}}<br> '''Διερευνητική Μάθηση''' {{MainEntry|[[Inquiry learning]]}}<br> Δυναμική Γεωμετρία {{MainEntry|Dynamic geometry}} <br>'''Ε'''{{Anchor|Ε}}<br> Εγκαθιδρυμένη Μάθηση {{MainEntry|Situated learning}}<br> Εικονικά Πανεπιστήμια {{MainEntry|Virtual universities}}<br> Εικονικό Campus {{MainEntry|Virtual campus}}<br> Εικονικό Μαθησιακό Περιβάλλον {{MainEntry|Virtual learning environment}}<br> Εικονικός Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Virtual pedagogical agent}}<br> Εκμάθηση Γλώσσας Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted language learning}}<br> Εκπαιδαγωγία {{MainEntry|Edutainment}}<br> Εκπαιδευτικό Λογισμικό {{MainEntry|Courseware}}<br> Εμψυχωμένοι Παιδαγωγικοί Διαμεσολαβητές {{MainEntry|Animated pedagogical agent}}<br> Ενοποιημένο Μαθησιακό Σύστημα {{MainEntry|Integrated learning system}}<br> '''Ενσωματωμένα Φαινόμενα''' {{MainEntry|[[Embedded phenomena]]}}<br> Εξ Αποστάσεως Μάθηση {{MainEntry|Distance learning}}<br> Εξέταση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted examination}}<br> Εξόρυξη Δεδομένων Εκπαιδευτικού Σκοπού {{MainEntry|Educational data mining}}<br> Εξωτερικό Σενάριο {{MainEntry|External script}}<br> Εξωτερικό Σενάριο --- external see External script '''Επικάλυψη (μοντέλο επικάλυψης)''' {{MainEntry|[[Overlay]]}}<br> Επιστημική Ανατροφοδότηση {{MainEntry|Epistemic feedback}}<br> '''Επιστημική Προσφερόμενη Δυνατότητα (τεχνολογικού περιβάλλοντος)''' {{MainEntry|[[Epistemic affordance]]}}<br> Εργαλείο Συγγραφής {{MainEntry|Authoring tool}}<br> Εργαστήριο Βασιζόμενο σε Υπολογιστή {{MainEntry|Computer-based laboratory}}<br> Εσωτερικό Σενάριο {{MainEntry|Internal script}}<br> ---εσωτερικό βλ. Εσωτερικό Σενάριο --- internal see Internal script <br>'''Η'''{{Anchor|Η}}<br> Ηλεκτρονική-Αξιολόγηση {{MainEntry|e-Assessment}}<br> Ηλεκτρονικά Χαρτοφυλάκια {{MainEntry|e-portfolio}}<br> Ηλεκτρονική Μάθηση {{MainEntry|e-learning}} <br>'''Κ'''{{Anchor|Κ}}<br> Κατανεμημένα Mαθησιακά Περιβάλλοντα {{MainEntry|Distributed learning environments}}<br> Κατανεμημένη Μάθηση {{MainEntry|Distributed learning}}<br> '''Κατασκευατισμός, Κονστρουκτιονισμός''' {{MainEntry|[[Constructionism]]}} <br>'''Μ'''{{Anchor|Μ}}<br> '''Μάθηση βασιζόμενη σε Ηλεκτρονικά Παιχνίδια''' {{MainEntry|[[Game-based learning]]}}<br> Μάθηση Ενισχυμένη Τεχνολογικά {{MainEntry|Technology Enhanced Learning}}<br> '''Μάθηση με χρήση Κινητών Συσκευών''' {{MainEntry|[[Mobile learning]]}}<br> Μάθηση με χρήση Πολυμέσων {{MainEntry|Multimedia learning}}<br> Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted learning}}<br> Μαθησιακά Αντικείμενα {{MainEntry|Learning objects}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based learning environment}}<br> Μαθησιακό Περιβάλλον Βασιζόμενο σε Διεισδυτικές Τεχνολογίες {{MainEntry|Pervasive learning environment}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο στη Διευρυμένη Πραγματικότητα {{MainEntry|Augmented learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα στην Προσομοίωση {{MainEntry|Simulation-based learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα σε Υπολογιστή {{MainEntry|Computer-based learning environments}}<br> Μαθησιακό Περιβάλλον {{MainEntry|Learning environment}}<br> Μαθησιακός Σχεδιασμός {{MainEntry|Learning design}}<br> Μαθησιακός Χώρος {{MainEntry|Learning space}}<br> Μικρόκοσμος {{MainEntry|Microworld}}<br> Μικτή Μάθηση {{MainEntry|Blended learning}}<br> Μοντελοποίηση Μαθητή {{MainEntry|Learner modeling}} <br>'''Ν'''{{Anchor|Ν}}<br> Νοήμον Σύστημα Διδασκαλίας {{MainEntry|Intelligent tutoring system}}<br> Νοήμον Σύστημα Κλιμακούμενης Υποστήριξης {{MainEntry|Intelligent scaffolding system}} <br>'''Π'''{{Anchor|Π}}<br> Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Pedagogical agent}}<br> Παιχνίδια Προσομοίωσης {{MainEntry|Simulation games}}<br> Περιρρέον Mαθησιακό Περιβάλλον {{MainEntry|Ambient learning environment}}<br> Πλέγμα μάθησης {{MainEntry|Learning grid}}<br> Πορεία μάθησης ή Μαθησιακό Ίχνος {{MainEntry|Learning trail}}<br> Προγραμματιζόμενο μάθημα {{MainEntry|Programmable course}}<br> Προγραμματιζόμενο Μαθησιακό Περιβάλλον υποστηριζόμενο από Η.Υ {{MainEntry|Programmable computer-based learning environment}}<br> Προγραμματισμός Η/Υ για την υποστήριξη της μάθησης {{MainEntry|Computer programming in support of learning}}<br> Προσαρμοστικό Mαθησιακό Περιβάλλον {{MainEntry|Adaptive learning environment}}<br> '''Προσφερόμενη δυνατότητα για εκπαιδευτική χρήση (ενός Τεχνολογικού Περιβάλλοντος)''' {{MainEntry|[[Educational affordance]]}}<br> Προσωπικό Μαθησιακό Περιβάλλον {{MainEntry|Personal learning environment}} <br>'''Σ'''{{Anchor|Σ}}<br> '''Σενάρια Συνεργασίας''' {{MainEntry|[[Collaboration script]]}}<br> Σενάριο--- Script ... '''Σενάριο Μάθησης''' {{MainEntry|[[Learning scenario]]}}<br> ---Συνεργασίας βλ. Σενάριο Συνεργασίας --- collaboration see Collaboration script}}<br> Συμπεριληπτική Ηλεκτρονική Μάθηση {{MainEntry|Inclusive e-learning}}<br> Συνεργατική Μάθηση {{MainEntry|Collaborative learning}}<br> Συνεργατική Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-supported collaborative learning}}<br> '''Συνεχή Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Seamless learning environments]]}}<br> Σύντροφος Μάθησης {{MainEntry|Learning companion}}<br> Σύστημα Διαχείρισης Μαθημάτων {{MainEntry|Course management system}}<br> Σύστημα διδασκαλίας βασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based tutoring system}}<br> Σύστημα Συγγραφής {{MainEntry|Authoring system}}<br> Συστήματα Διαχείρισης Μάθησης {{MainEntry|Learning management systems}} <br>'''Τ'''{{Anchor|Τ}}<br> Τεχνητό Mαθησιακό Περιβάλλον {{MainEntry|Artificial learning environment}}<br> Τεχνολογίες Πανεπιστημιακής Διδασκαλίας μέσω Διαδικτύου {{MainEntry|Web-lecturing technologies}}<br> '''Τεχνο-μαθηματικοί Γραμματισμοί''' {{MainEntry|[[Techno-mathematical literacies]]}} <br>'''Υ'''{{Anchor|C}}<br> Υπολογιστική Μαθησιολογία {{MainEntry|Computational mathetic}} <br>'''Φ'''{{Anchor|Φ}}<br> Φιλικά Συστήματα (τεχνολογικά) {{MainEntry|Buddy systems}}<br> 308 307 2011-08-26T13:06:39Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Greek entries ''Edited by Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou, Learning Technology and Educational Engineering Laboratory, University of the Aegean (GR)'' '''A - [[#Γ|Γ]] - [[#Δ|Δ]] - [[#Ε|Ε]] - [[#Η|Η]] - [[#Κ|Κ]] - [[#Μ|Μ]] - [[#Ν|Ν]] - [[#Π|Π]] - [[#Σ|Σ]] - [[#Τ|Τ]] - [[#Υ|Υ]] - [[#Φ|Φ]]''' '''A'''<br> Απομακρυσμένα Εργαστήρια {{MainEntry|Remote laboratories}}<br> Απτό Μαθησιακό Περιβάλλον {{MainEntry|Tangible learning environment}}<br> Άτυπη Μάθηση {{MainEntry|Informal learning}}<br> Αυτόματη Διάγνωση {{MainEntry|Automatic diagnosis}}<br> Αυτόματη Παραγωγή Ασκήσεων {{MainEntry|Automatic generation of exercises}}<br> '''Αυτό-ρυθμιζόμενη Μάθηση''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Αφηγηματικά Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Narrative learning environments]]}}<br> '''Γ'''{{Anchor|Γ}}<br> Γνωσιακή Μηχανική {{MainEntry|Cognitive engineering}}<br> Γνωστική Διάγνωση {{MainEntry|Cognitive diagnosis}}<br> Γνωστική Μοντελοποίηση {{MainEntry|Cognitive modeling}}<br> Γνωστικός Προσωπικός Δάσκαλος (σε νοήμον τεχνολογικό σύστημα μάθησης) {{MainEntry|Cognitive tutor}}<br> '''Δ'''{{Anchor|Δ}}<br> Διαδικτυακά Περιβάλλοντα {{MainEntry|[[Networked environment]]}}<br> Διαδικτυακές Κοινότητες {{MainEntry|Networked communities}}<br> '''Διαδικτυακή Μάθηση''' {{MainEntry|[[Networked learning]]}}<br> Διαδικτυακό Μαθησιακό Περιβάλλον {{MainEntry|οn-line learning environment}}<br> Διαδραστικό Μαθησιακό Περιβάλλον {{MainEntry|Interactive learning environment}}<br> Διαδραστικός Πίνακας {{MainEntry|Interactive white board}}<br> Διάχυτη Μάθηση {{MainEntry|Ubiquitous learning}}<br> Διδακτική Μηχανική {{MainEntry|Didactical engineering}}<br> Διδασκαλία Βασιζόμενη σε Υπολογιστή {{MainEntry|Computer-based instruction}}<br> Διδασκαλία Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted instruction}}<br> '''Διερευνητική Μάθηση''' {{MainEntry|[[Inquiry learning]]}}<br> Δυναμική Γεωμετρία {{MainEntry|Dynamic geometry}}<br> '''Ε'''{{Anchor|Ε}}<br> Εγκαθιδρυμένη Μάθηση {{MainEntry|Situated learning}}<br> Εικονικά Πανεπιστήμια {{MainEntry|Virtual universities}}<br> Εικονικό Campus {{MainEntry|Virtual campus}}<br> Εικονικό Μαθησιακό Περιβάλλον {{MainEntry|Virtual learning environment}}<br> Εικονικός Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Virtual pedagogical agent}}<br> Εκμάθηση Γλώσσας Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted language learning}}<br> Εκπαιδαγωγία {{MainEntry|Edutainment}}<br> Εκπαιδευτικό Λογισμικό {{MainEntry|Courseware}}<br> Εμψυχωμένοι Παιδαγωγικοί Διαμεσολαβητές {{MainEntry|Animated pedagogical agent}}<br> Ενοποιημένο Μαθησιακό Σύστημα {{MainEntry|Integrated learning system}}<br> '''Ενσωματωμένα Φαινόμενα''' {{MainEntry|[[Embedded phenomena]]}}<br> Εξ Αποστάσεως Μάθηση {{MainEntry|Distance learning}}<br> Εξέταση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted examination}}<br> Εξόρυξη Δεδομένων Εκπαιδευτικού Σκοπού {{MainEntry|Educational data mining}}<br> Εξωτερικό Σενάριο {{MainEntry|External script}}<br> Εξωτερικό Σενάριο --- external see External script '''Επικάλυψη (μοντέλο επικάλυψης)''' {{MainEntry|[[Overlay]]}}<br> Επιστημική Ανατροφοδότηση {{MainEntry|Epistemic feedback}}<br> '''Επιστημική Προσφερόμενη Δυνατότητα (τεχνολογικού περιβάλλοντος)''' {{MainEntry|[[Epistemic affordance]]}}<br> Εργαλείο Συγγραφής {{MainEntry|Authoring tool}}<br> Εργαστήριο Βασιζόμενο σε Υπολογιστή {{MainEntry|Computer-based laboratory}}<br> Εσωτερικό Σενάριο {{MainEntry|Internal script}}<br> ---εσωτερικό βλ. Εσωτερικό Σενάριο --- internal see Internal script '''Η'''{{Anchor|Η}}<br> Ηλεκτρονική-Αξιολόγηση {{MainEntry|e-Assessment}}<br> Ηλεκτρονικά Χαρτοφυλάκια {{MainEntry|e-portfolio}}<br> Ηλεκτρονική Μάθηση {{MainEntry|e-learning}}<br> '''Κ'''{{Anchor|Κ}}<br> Κατανεμημένα Mαθησιακά Περιβάλλοντα {{MainEntry|Distributed learning environments}}<br> Κατανεμημένη Μάθηση {{MainEntry|Distributed learning}}<br> '''Κατασκευατισμός, Κονστρουκτιονισμός''' {{MainEntry|[[Constructionism]]}}<br> '''Μ'''{{Anchor|Μ}}<br> '''Μάθηση βασιζόμενη σε Ηλεκτρονικά Παιχνίδια''' {{MainEntry|[[Game-based learning]]}}<br> Μάθηση Ενισχυμένη Τεχνολογικά {{MainEntry|Technology Enhanced Learning}}<br> '''Μάθηση με χρήση Κινητών Συσκευών''' {{MainEntry|[[Mobile learning]]}}<br> Μάθηση με χρήση Πολυμέσων {{MainEntry|Multimedia learning}}<br> Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted learning}}<br> Μαθησιακά Αντικείμενα {{MainEntry|Learning objects}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based learning environment}}<br> Μαθησιακό Περιβάλλον Βασιζόμενο σε Διεισδυτικές Τεχνολογίες {{MainEntry|Pervasive learning environment}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο στη Διευρυμένη Πραγματικότητα {{MainEntry|Augmented learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα στην Προσομοίωση {{MainEntry|Simulation-based learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα σε Υπολογιστή {{MainEntry|Computer-based learning environments}}<br> Μαθησιακό Περιβάλλον {{MainEntry|Learning environment}}<br> Μαθησιακός Σχεδιασμός {{MainEntry|Learning design}}<br> Μαθησιακός Χώρος {{MainEntry|Learning space}}<br> Μικρόκοσμος {{MainEntry|Microworld}}<br> Μικτή Μάθηση {{MainEntry|Blended learning}}<br> Μοντελοποίηση Μαθητή {{MainEntry|Learner modeling}}<br> '''Ν'''{{Anchor|Ν}}<br> Νοήμον Σύστημα Διδασκαλίας {{MainEntry|Intelligent tutoring system}}<br> Νοήμον Σύστημα Κλιμακούμενης Υποστήριξης {{MainEntry|Intelligent scaffolding system}}<br> '''Π'''{{Anchor|Π}}<br> Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Pedagogical agent}}<br> Παιχνίδια Προσομοίωσης {{MainEntry|Simulation games}}<br> Περιρρέον Mαθησιακό Περιβάλλον {{MainEntry|Ambient learning environment}}<br> Πλέγμα μάθησης {{MainEntry|Learning grid}}<br> Πορεία μάθησης ή Μαθησιακό Ίχνος {{MainEntry|Learning trail}}<br> Προγραμματιζόμενο μάθημα {{MainEntry|Programmable course}}<br> Προγραμματιζόμενο Μαθησιακό Περιβάλλον υποστηριζόμενο από Η.Υ {{MainEntry|Programmable computer-based learning environment}}<br> Προγραμματισμός Η/Υ για την υποστήριξη της μάθησης {{MainEntry|Computer programming in support of learning}}<br> Προσαρμοστικό Mαθησιακό Περιβάλλον {{MainEntry|Adaptive learning environment}}<br> '''Προσφερόμενη δυνατότητα για εκπαιδευτική χρήση (ενός Τεχνολογικού Περιβάλλοντος)''' {{MainEntry|[[Educational affordance]]}}<br> Προσωπικό Μαθησιακό Περιβάλλον {{MainEntry|Personal learning environment}}<br> '''Σ'''{{Anchor|Σ}}<br> '''Σενάρια Συνεργασίας''' {{MainEntry|[[Collaboration script]]}}<br> Σενάριο--- Script ... '''Σενάριο Μάθησης''' {{MainEntry|[[Learning scenario]]}}<br> ---Συνεργασίας βλ. Σενάριο Συνεργασίας --- collaboration see Collaboration script}}<br> Συμπεριληπτική Ηλεκτρονική Μάθηση {{MainEntry|Inclusive e-learning}}<br> Συνεργατική Μάθηση {{MainEntry|Collaborative learning}}<br> Συνεργατική Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-supported collaborative learning}}<br> '''Συνεχή Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Seamless learning environments]]}}<br> Σύντροφος Μάθησης {{MainEntry|Learning companion}}<br> Σύστημα Διαχείρισης Μαθημάτων {{MainEntry|Course management system}}<br> Σύστημα διδασκαλίας βασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based tutoring system}}<br> Σύστημα Συγγραφής {{MainEntry|Authoring system}}<br> Συστήματα Διαχείρισης Μάθησης {{MainEntry|Learning management systems}}<br> '''Τ'''{{Anchor|Τ}}<br> Τεχνητό Mαθησιακό Περιβάλλον {{MainEntry|Artificial learning environment}}<br> Τεχνολογίες Πανεπιστημιακής Διδασκαλίας μέσω Διαδικτύου {{MainEntry|Web-lecturing technologies}}<br> '''Τεχνο-μαθηματικοί Γραμματισμοί''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> '''Υ'''{{Anchor|C}}<br> Υπολογιστική Μαθησιολογία {{MainEntry|Computational mathetic}}<br> '''Φ'''{{Anchor|Φ}}<br> Φιλικά Συστήματα (τεχνολογικά) {{MainEntry|Buddy systems}}<br> 307 304 2011-08-26T13:01:39Z Zeiliger 2 moved [[TEL Dictionary entries/gr]] to [[TEL Dictionary entries/el]]: greek language code is 'el' wikitext text/x-wiki {{languages}} TEL Dictionary: Greek entries ''Edited by Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou, Learning Technology and Educational Engineering Laboratory, University of the Aegean (GR)'' '''A - [[#Γ|Γ]] - [[#Δ|Δ]] - [[#Ε|Ε]] - [[#Η|Η]] - [[#Κ|Κ]] - [[#Μ|Μ]] - [[#Ν|Ν]] - [[#Π|Π]] - [[#Σ|Σ]] - [[#Τ|Τ]] - [[#Υ|Υ]] - [[#Φ|Φ]]''' '''A''' Απομακρυσμένα Εργαστήρια {{MainEntry|Remote laboratories}}<br> Απτό Μαθησιακό Περιβάλλον {{MainEntry|Tangible learning environment}}<br> Άτυπη Μάθηση {{MainEntry|Informal learning}}<br> Αυτόματη Διάγνωση {{MainEntry|Automatic diagnosis}}<br> Αυτόματη Παραγωγή Ασκήσεων {{MainEntry|Automatic generation of exercises}}<br> '''Αυτό-ρυθμιζόμενη Μάθηση''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Αφηγηματικά Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Narrative learning environments]]}}<br> '''Γ'''{{Anchor|Γ}}<br> Γνωσιακή Μηχανική {{MainEntry|Cognitive engineering}}<br> Γνωστική Διάγνωση {{MainEntry|Cognitive diagnosis}}<br> Γνωστική Μοντελοποίηση {{MainEntry|Cognitive modeling}}<br> Γνωστικός Προσωπικός Δάσκαλος (σε νοήμον τεχνολογικό σύστημα μάθησης) {{MainEntry|Cognitive tutor}}<br> '''Δ'''{{Anchor|Δ}}<br> Διαδικτυακά Περιβάλλοντα {{MainEntry|[[Networked environment]]}}<br> Διαδικτυακές Κοινότητες {{MainEntry|Networked communities}}<br> '''Διαδικτυακή Μάθηση''' {{MainEntry|[[Networked learning]]}}<br> Διαδικτυακό Μαθησιακό Περιβάλλον {{MainEntry|οn-line learning environment}}<br> Διαδραστικό Μαθησιακό Περιβάλλον {{MainEntry|Interactive learning environment}}<br> Διαδραστικός Πίνακας {{MainEntry|Interactive white board}}<br> Διάχυτη Μάθηση {{MainEntry|Ubiquitous learning}}<br> Διδακτική Μηχανική {{MainEntry|Didactical engineering}}<br> Διδασκαλία Βασιζόμενη σε Υπολογιστή {{MainEntry|Computer-based instruction}}<br> Διδασκαλία Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted instruction}}<br> '''Διερευνητική Μάθηση''' {{MainEntry|[[Inquiry learning]]}}<br> Δυναμική Γεωμετρία {{MainEntry|Dynamic geometry}}<br> '''Ε'''{{Anchor|Ε}}<br> Εγκαθιδρυμένη Μάθηση {{MainEntry|Situated learning}}<br> Εικονικά Πανεπιστήμια {{MainEntry|Virtual universities}}<br> Εικονικό Campus {{MainEntry|Virtual campus}}<br> Εικονικό Μαθησιακό Περιβάλλον {{MainEntry|Virtual learning environment}}<br> Εικονικός Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Virtual pedagogical agent}}<br> Εκμάθηση Γλώσσας Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted language learning}}<br> Εκπαιδαγωγία {{MainEntry|Edutainment}}<br> Εκπαιδευτικό Λογισμικό {{MainEntry|Courseware}}<br> Εμψυχωμένοι Παιδαγωγικοί Διαμεσολαβητές {{MainEntry|Animated pedagogical agent}}<br> Ενοποιημένο Μαθησιακό Σύστημα {{MainEntry|Integrated learning system}}<br> '''Ενσωματωμένα Φαινόμενα''' {{MainEntry|[[Embedded phenomena]]}}<br> Εξ Αποστάσεως Μάθηση {{MainEntry|Distance learning}}<br> Εξέταση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted examination}}<br> Εξόρυξη Δεδομένων Εκπαιδευτικού Σκοπού {{MainEntry|Educational data mining}}<br> Εξωτερικό Σενάριο {{MainEntry|External script}}<br> Εξωτερικό Σενάριο --- external see External script '''Επικάλυψη (μοντέλο επικάλυψης)''' {{MainEntry|[[Overlay]]}}<br> Επιστημική Ανατροφοδότηση {{MainEntry|Epistemic feedback}}<br> '''Επιστημική Προσφερόμενη Δυνατότητα (τεχνολογικού περιβάλλοντος)''' {{MainEntry|[[Epistemic affordance]]}}<br> Εργαλείο Συγγραφής {{MainEntry|Authoring tool}}<br> Εργαστήριο Βασιζόμενο σε Υπολογιστή {{MainEntry|Computer-based laboratory}}<br> Εσωτερικό Σενάριο {{MainEntry|Internal script}}<br> ---εσωτερικό βλ. Εσωτερικό Σενάριο --- internal see Internal script '''Η'''{{Anchor|Η}}<br> Ηλεκτρονική-Αξιολόγηση {{MainEntry|e-Assessment}}<br> Ηλεκτρονικά Χαρτοφυλάκια {{MainEntry|e-portfolio}}<br> Ηλεκτρονική Μάθηση {{MainEntry|e-learning}}<br> '''Κ'''{{Anchor|Κ}}<br> Κατανεμημένα Mαθησιακά Περιβάλλοντα {{MainEntry|Distributed learning environments}}<br> Κατανεμημένη Μάθηση {{MainEntry|Distributed learning}}<br> '''Κατασκευατισμός, Κονστρουκτιονισμός''' {{MainEntry|[[Constructionism]]}}<br> '''Μ'''{{Anchor|Μ}}<br> '''Μάθηση βασιζόμενη σε Ηλεκτρονικά Παιχνίδια''' {{MainEntry|[[Game-based learning]]}}<br> Μάθηση Ενισχυμένη Τεχνολογικά {{MainEntry|Technology Enhanced Learning}}<br> '''Μάθηση με χρήση Κινητών Συσκευών''' {{MainEntry|[[Mobile learning]]}}<br> Μάθηση με χρήση Πολυμέσων {{MainEntry|Multimedia learning}}<br> Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted learning}}<br> Μαθησιακά Αντικείμενα {{MainEntry|Learning objects}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based learning environment}}<br> Μαθησιακό Περιβάλλον Βασιζόμενο σε Διεισδυτικές Τεχνολογίες {{MainEntry|Pervasive learning environment}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο στη Διευρυμένη Πραγματικότητα {{MainEntry|Augmented learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα στην Προσομοίωση {{MainEntry|Simulation-based learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα σε Υπολογιστή {{MainEntry|Computer-based learning environments}}<br> Μαθησιακό Περιβάλλον {{MainEntry|Learning environment}}<br> Μαθησιακός Σχεδιασμός {{MainEntry|Learning design}}<br> Μαθησιακός Χώρος {{MainEntry|Learning space}}<br> Μικρόκοσμος {{MainEntry|Microworld}}<br> Μικτή Μάθηση {{MainEntry|Blended learning}}<br> Μοντελοποίηση Μαθητή {{MainEntry|Learner modeling}}<br> '''Ν'''{{Anchor|Ν}}<br> Νοήμον Σύστημα Διδασκαλίας {{MainEntry|Intelligent tutoring system}}<br> Νοήμον Σύστημα Κλιμακούμενης Υποστήριξης {{MainEntry|Intelligent scaffolding system}}<br> '''Π'''{{Anchor|Π}}<br> Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Pedagogical agent}}<br> Παιχνίδια Προσομοίωσης {{MainEntry|Simulation games}}<br> Περιρρέον Mαθησιακό Περιβάλλον {{MainEntry|Ambient learning environment}}<br> Πλέγμα μάθησης {{MainEntry|Learning grid}}<br> Πορεία μάθησης ή Μαθησιακό Ίχνος {{MainEntry|Learning trail}}<br> Προγραμματιζόμενο μάθημα {{MainEntry|Programmable course}}<br> Προγραμματιζόμενο Μαθησιακό Περιβάλλον υποστηριζόμενο από Η.Υ {{MainEntry|Programmable computer-based learning environment}}<br> Προγραμματισμός Η/Υ για την υποστήριξη της μάθησης {{MainEntry|Computer programming in support of learning}}<br> Προσαρμοστικό Mαθησιακό Περιβάλλον {{MainEntry|Adaptive learning environment}}<br> '''Προσφερόμενη δυνατότητα για εκπαιδευτική χρήση (ενός Τεχνολογικού Περιβάλλοντος)''' {{MainEntry|[[Educational affordance]]}}<br> Προσωπικό Μαθησιακό Περιβάλλον {{MainEntry|Personal learning environment}}<br> '''Σ'''{{Anchor|Σ}}<br> '''Σενάρια Συνεργασίας''' {{MainEntry|[[Collaboration script]]}}<br> Σενάριο--- Script ... '''Σενάριο Μάθησης''' {{MainEntry|[[Learning scenario]]}}<br> ---Συνεργασίας βλ. Σενάριο Συνεργασίας --- collaboration see Collaboration script}}<br> Συμπεριληπτική Ηλεκτρονική Μάθηση {{MainEntry|Inclusive e-learning}}<br> Συνεργατική Μάθηση {{MainEntry|Collaborative learning}}<br> Συνεργατική Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-supported collaborative learning}}<br> '''Συνεχή Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Seamless learning environments]]}}<br> Σύντροφος Μάθησης {{MainEntry|Learning companion}}<br> Σύστημα Διαχείρισης Μαθημάτων {{MainEntry|Course management system}}<br> Σύστημα διδασκαλίας βασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based tutoring system}}<br> Σύστημα Συγγραφής {{MainEntry|Authoring system}}<br> Συστήματα Διαχείρισης Μάθησης {{MainEntry|Learning management systems}}<br> '''Τ'''{{Anchor|Τ}}<br> Τεχνητό Mαθησιακό Περιβάλλον {{MainEntry|Artificial learning environment}}<br> Τεχνολογίες Πανεπιστημιακής Διδασκαλίας μέσω Διαδικτύου {{MainEntry|Web-lecturing technologies}}<br> '''Τεχνο-μαθηματικοί Γραμματισμοί''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> '''Υ'''{{Anchor|C}}<br> Υπολογιστική Μαθησιολογία {{MainEntry|Computational mathetic}}<br> '''Φ'''{{Anchor|Φ}}<br> Φιλικά Συστήματα (τεχνολογικά) {{MainEntry|Buddy systems}}<br> 304 303 2011-08-26T12:50:09Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Greek entries ''Edited by Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou, Learning Technology and Educational Engineering Laboratory, University of the Aegean (GR)'' '''A - [[#Γ|Γ]] - [[#Δ|Δ]] - [[#Ε|Ε]] - [[#Η|Η]] - [[#Κ|Κ]] - [[#Μ|Μ]] - [[#Ν|Ν]] - [[#Π|Π]] - [[#Σ|Σ]] - [[#Τ|Τ]] - [[#Υ|Υ]] - [[#Φ|Φ]]''' '''A''' Απομακρυσμένα Εργαστήρια {{MainEntry|Remote laboratories}}<br> Απτό Μαθησιακό Περιβάλλον {{MainEntry|Tangible learning environment}}<br> Άτυπη Μάθηση {{MainEntry|Informal learning}}<br> Αυτόματη Διάγνωση {{MainEntry|Automatic diagnosis}}<br> Αυτόματη Παραγωγή Ασκήσεων {{MainEntry|Automatic generation of exercises}}<br> '''Αυτό-ρυθμιζόμενη Μάθηση''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Αφηγηματικά Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Narrative learning environments]]}}<br> '''Γ'''{{Anchor|Γ}}<br> Γνωσιακή Μηχανική {{MainEntry|Cognitive engineering}}<br> Γνωστική Διάγνωση {{MainEntry|Cognitive diagnosis}}<br> Γνωστική Μοντελοποίηση {{MainEntry|Cognitive modeling}}<br> Γνωστικός Προσωπικός Δάσκαλος (σε νοήμον τεχνολογικό σύστημα μάθησης) {{MainEntry|Cognitive tutor}}<br> '''Δ'''{{Anchor|Δ}}<br> Διαδικτυακά Περιβάλλοντα {{MainEntry|[[Networked environment]]}}<br> Διαδικτυακές Κοινότητες {{MainEntry|Networked communities}}<br> '''Διαδικτυακή Μάθηση''' {{MainEntry|[[Networked learning]]}}<br> Διαδικτυακό Μαθησιακό Περιβάλλον {{MainEntry|οn-line learning environment}}<br> Διαδραστικό Μαθησιακό Περιβάλλον {{MainEntry|Interactive learning environment}}<br> Διαδραστικός Πίνακας {{MainEntry|Interactive white board}}<br> Διάχυτη Μάθηση {{MainEntry|Ubiquitous learning}}<br> Διδακτική Μηχανική {{MainEntry|Didactical engineering}}<br> Διδασκαλία Βασιζόμενη σε Υπολογιστή {{MainEntry|Computer-based instruction}}<br> Διδασκαλία Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted instruction}}<br> '''Διερευνητική Μάθηση''' {{MainEntry|[[Inquiry learning]]}}<br> Δυναμική Γεωμετρία {{MainEntry|Dynamic geometry}}<br> '''Ε'''{{Anchor|Ε}}<br> Εγκαθιδρυμένη Μάθηση {{MainEntry|Situated learning}}<br> Εικονικά Πανεπιστήμια {{MainEntry|Virtual universities}}<br> Εικονικό Campus {{MainEntry|Virtual campus}}<br> Εικονικό Μαθησιακό Περιβάλλον {{MainEntry|Virtual learning environment}}<br> Εικονικός Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Virtual pedagogical agent}}<br> Εκμάθηση Γλώσσας Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted language learning}}<br> Εκπαιδαγωγία {{MainEntry|Edutainment}}<br> Εκπαιδευτικό Λογισμικό {{MainEntry|Courseware}}<br> Εμψυχωμένοι Παιδαγωγικοί Διαμεσολαβητές {{MainEntry|Animated pedagogical agent}}<br> Ενοποιημένο Μαθησιακό Σύστημα {{MainEntry|Integrated learning system}}<br> '''Ενσωματωμένα Φαινόμενα''' {{MainEntry|[[Embedded phenomena]]}}<br> Εξ Αποστάσεως Μάθηση {{MainEntry|Distance learning}}<br> Εξέταση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted examination}}<br> Εξόρυξη Δεδομένων Εκπαιδευτικού Σκοπού {{MainEntry|Educational data mining}}<br> Εξωτερικό Σενάριο {{MainEntry|External script}}<br> Εξωτερικό Σενάριο --- external see External script '''Επικάλυψη (μοντέλο επικάλυψης)''' {{MainEntry|[[Overlay]]}}<br> Επιστημική Ανατροφοδότηση {{MainEntry|Epistemic feedback}}<br> '''Επιστημική Προσφερόμενη Δυνατότητα (τεχνολογικού περιβάλλοντος)''' {{MainEntry|[[Epistemic affordance]]}}<br> Εργαλείο Συγγραφής {{MainEntry|Authoring tool}}<br> Εργαστήριο Βασιζόμενο σε Υπολογιστή {{MainEntry|Computer-based laboratory}}<br> Εσωτερικό Σενάριο {{MainEntry|Internal script}}<br> ---εσωτερικό βλ. Εσωτερικό Σενάριο --- internal see Internal script '''Η'''{{Anchor|Η}}<br> Ηλεκτρονική-Αξιολόγηση {{MainEntry|e-Assessment}}<br> Ηλεκτρονικά Χαρτοφυλάκια {{MainEntry|e-portfolio}}<br> Ηλεκτρονική Μάθηση {{MainEntry|e-learning}}<br> '''Κ'''{{Anchor|Κ}}<br> Κατανεμημένα Mαθησιακά Περιβάλλοντα {{MainEntry|Distributed learning environments}}<br> Κατανεμημένη Μάθηση {{MainEntry|Distributed learning}}<br> '''Κατασκευατισμός, Κονστρουκτιονισμός''' {{MainEntry|[[Constructionism]]}}<br> '''Μ'''{{Anchor|Μ}}<br> '''Μάθηση βασιζόμενη σε Ηλεκτρονικά Παιχνίδια''' {{MainEntry|[[Game-based learning]]}}<br> Μάθηση Ενισχυμένη Τεχνολογικά {{MainEntry|Technology Enhanced Learning}}<br> '''Μάθηση με χρήση Κινητών Συσκευών''' {{MainEntry|[[Mobile learning]]}}<br> Μάθηση με χρήση Πολυμέσων {{MainEntry|Multimedia learning}}<br> Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted learning}}<br> Μαθησιακά Αντικείμενα {{MainEntry|Learning objects}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based learning environment}}<br> Μαθησιακό Περιβάλλον Βασιζόμενο σε Διεισδυτικές Τεχνολογίες {{MainEntry|Pervasive learning environment}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο στη Διευρυμένη Πραγματικότητα {{MainEntry|Augmented learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα στην Προσομοίωση {{MainEntry|Simulation-based learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα σε Υπολογιστή {{MainEntry|Computer-based learning environments}}<br> Μαθησιακό Περιβάλλον {{MainEntry|Learning environment}}<br> Μαθησιακός Σχεδιασμός {{MainEntry|Learning design}}<br> Μαθησιακός Χώρος {{MainEntry|Learning space}}<br> Μικρόκοσμος {{MainEntry|Microworld}}<br> Μικτή Μάθηση {{MainEntry|Blended learning}}<br> Μοντελοποίηση Μαθητή {{MainEntry|Learner modeling}}<br> '''Ν'''{{Anchor|Ν}}<br> Νοήμον Σύστημα Διδασκαλίας {{MainEntry|Intelligent tutoring system}}<br> Νοήμον Σύστημα Κλιμακούμενης Υποστήριξης {{MainEntry|Intelligent scaffolding system}}<br> '''Π'''{{Anchor|Π}}<br> Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Pedagogical agent}}<br> Παιχνίδια Προσομοίωσης {{MainEntry|Simulation games}}<br> Περιρρέον Mαθησιακό Περιβάλλον {{MainEntry|Ambient learning environment}}<br> Πλέγμα μάθησης {{MainEntry|Learning grid}}<br> Πορεία μάθησης ή Μαθησιακό Ίχνος {{MainEntry|Learning trail}}<br> Προγραμματιζόμενο μάθημα {{MainEntry|Programmable course}}<br> Προγραμματιζόμενο Μαθησιακό Περιβάλλον υποστηριζόμενο από Η.Υ {{MainEntry|Programmable computer-based learning environment}}<br> Προγραμματισμός Η/Υ για την υποστήριξη της μάθησης {{MainEntry|Computer programming in support of learning}}<br> Προσαρμοστικό Mαθησιακό Περιβάλλον {{MainEntry|Adaptive learning environment}}<br> '''Προσφερόμενη δυνατότητα για εκπαιδευτική χρήση (ενός Τεχνολογικού Περιβάλλοντος)''' {{MainEntry|[[Educational affordance]]}}<br> Προσωπικό Μαθησιακό Περιβάλλον {{MainEntry|Personal learning environment}}<br> '''Σ'''{{Anchor|Σ}}<br> '''Σενάρια Συνεργασίας''' {{MainEntry|[[Collaboration script]]}}<br> Σενάριο--- Script ... '''Σενάριο Μάθησης''' {{MainEntry|[[Learning scenario]]}}<br> ---Συνεργασίας βλ. Σενάριο Συνεργασίας --- collaboration see Collaboration script}}<br> Συμπεριληπτική Ηλεκτρονική Μάθηση {{MainEntry|Inclusive e-learning}}<br> Συνεργατική Μάθηση {{MainEntry|Collaborative learning}}<br> Συνεργατική Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-supported collaborative learning}}<br> '''Συνεχή Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Seamless learning environments]]}}<br> Σύντροφος Μάθησης {{MainEntry|Learning companion}}<br> Σύστημα Διαχείρισης Μαθημάτων {{MainEntry|Course management system}}<br> Σύστημα διδασκαλίας βασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based tutoring system}}<br> Σύστημα Συγγραφής {{MainEntry|Authoring system}}<br> Συστήματα Διαχείρισης Μάθησης {{MainEntry|Learning management systems}}<br> '''Τ'''{{Anchor|Τ}}<br> Τεχνητό Mαθησιακό Περιβάλλον {{MainEntry|Artificial learning environment}}<br> Τεχνολογίες Πανεπιστημιακής Διδασκαλίας μέσω Διαδικτύου {{MainEntry|Web-lecturing technologies}}<br> '''Τεχνο-μαθηματικοί Γραμματισμοί''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> '''Υ'''{{Anchor|C}}<br> Υπολογιστική Μαθησιολογία {{MainEntry|Computational mathetic}}<br> '''Φ'''{{Anchor|Φ}}<br> Φιλικά Συστήματα (τεχνολογικά) {{MainEntry|Buddy systems}}<br> 303 302 2011-08-26T12:48:04Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Greek entries ''Edited by Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou, Learning Technology and Educational Engineering Laboratory, University of the Aegean (GR)'' '''A - [[#Γ|Γ]] - [[#Δ|Δ]] - [[#Ε|Ε]] - [[#Η|Η]] - [[#Κ|Κ]] - [[#Μ|Μ]] - [[#Ν|Ν]] - [[#Π|Π]] - [[#Σ|Σ]] - [[#Τ|Τ]] - [[#Υ|Υ]] - [[#Φ|Φ]]''' '''A''' Απομακρυσμένα Εργαστήρια {{MainEntry|Remote laboratories}}<br> Απτό Μαθησιακό Περιβάλλον {{MainEntry|Tangible learning environment}}<br> Άτυπη Μάθηση {{MainEntry|Informal learning}}<br> Αυτόματη Διάγνωση {{MainEntry|Automatic diagnosis}}<br> Αυτόματη Παραγωγή Ασκήσεων {{MainEntry|Automatic generation of exercises}}<br> '''Αυτό-ρυθμιζόμενη Μάθηση''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Αφηγηματικά Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Narrative learning environments]]}}<br> '''Γ'''{{Anchor|Γ}}<br> Γνωσιακή Μηχανική {{MainEntry|Cognitive engineering}}<br> Γνωστική Διάγνωση {{MainEntry|Cognitive diagnosis}}<br> Γνωστική Μοντελοποίηση {{MainEntry|Cognitive modeling}}<br> Γνωστικός Προσωπικός Δάσκαλος (σε νοήμον τεχνολογικό σύστημα μάθησης) {{MainEntry|Cognitive tutor}}<br> '''Δ'''{{Anchor|Δ}}<br> Διαδικτυακά Περιβάλλοντα {{MainEntry|[[Networked environment]]}}<br> Διαδικτυακές Κοινότητες {{MainEntry|Networked communities}}<br> '''Διαδικτυακή Μάθηση''' {{MainEntry|[[Networked learning]]}}<br> Διαδικτυακό Μαθησιακό Περιβάλλον {{MainEntry|οn-line learning environment}}<br> Διαδραστικό Μαθησιακό Περιβάλλον {{MainEntry|Interactive learning environment}}<br> Διαδραστικός Πίνακας {{MainEntry|Interactive white board}}<br> Διάχυτη Μάθηση {{MainEntry|Ubiquitous learning}}<br> Διδακτική Μηχανική {{MainEntry|Didactical engineering}}<br> Διδασκαλία Βασιζόμενη σε Υπολογιστή {{MainEntry|Computer-based instruction}}<br> Διδασκαλία Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted instruction}}<br> '''Διερευνητική Μάθηση''' {{MainEntry|[[Inquiry learning]]}}<br> Δυναμική Γεωμετρία {{MainEntry|Dynamic geometry}}<br> '''Ε'''{{Anchor|Ε}}<br> Εγκαθιδρυμένη Μάθηση {{MainEntry|Situated learning}}<br> Εικονικά Πανεπιστήμια {{MainEntry|Virtual universities}}<br> Εικονικό Campus {{MainEntry|Virtual campus}}<br> Εικονικό Μαθησιακό Περιβάλλον {{MainEntry|Virtual learning environment}}<br> Εικονικός Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Virtual pedagogical agent}}<br> Εκμάθηση Γλώσσας Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted language learning}}<br> Εκπαιδαγωγία {{MainEntry|Edutainment}}<br> Εκπαιδευτικό Λογισμικό {{MainEntry|Courseware}}<br> Εμψυχωμένοι Παιδαγωγικοί Διαμεσολαβητές {{MainEntry|Animated pedagogical agent}}<br> Ενοποιημένο Μαθησιακό Σύστημα {{MainEntry|Integrated learning system}}<br> '''Ενσωματωμένα Φαινόμενα''' {{MainEntry|[[Embedded phenomena]]}}<br> Εξ Αποστάσεως Μάθηση {{MainEntry|Distance learning}}<br> Εξέταση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted examination}}<br> Εξόρυξη Δεδομένων Εκπαιδευτικού Σκοπού {{MainEntry|Educational data mining}}<br> Εξωτερικό Σενάριο {{MainEntry|External script}}<br> Εξωτερικό Σενάριο --- external see External script '''Επικάλυψη (μοντέλο επικάλυψης)''' {{MainEntry|[[Overlay]]}}<br> Επιστημική Ανατροφοδότηση {{MainEntry|Epistemic feedback}}<br> '''Επιστημική Προσφερόμενη Δυνατότητα (τεχνολογικού περιβάλλοντος)''' {{MainEntry|[[Epistemic affordance]]}}<br> Εργαλείο Συγγραφής {{MainEntry|Authoring tool}}<br> Εργαστήριο Βασιζόμενο σε Υπολογιστή {{MainEntry|Computer-based laboratory}}<br> Εσωτερικό Σενάριο {{MainEntry|Internal script}}<br> ---εσωτερικό βλ. Εσωτερικό Σενάριο --- internal see Internal script '''Η'''{{Anchor|Η}}<br> Ηλεκτρονική-Αξιολόγηση {{MainEntry|e-Assessment}}<br> Ηλεκτρονικά Χαρτοφυλάκια {{MainEntry|e-portfolio}}<br> Ηλεκτρονική Μάθηση {{MainEntry|e-learning}}<br> '''Κ'''{{Anchor|Κ}}<br> Κατανεμημένα Mαθησιακά Περιβάλλοντα {{MainEntry|Distributed learning environments}}<br> Κατανεμημένη Μάθηση {{MainEntry|Distributed learning}}<br> '''Κατασκευατισμός, Κονστρουκτιονισμός''' {{MainEntry|[[Constructionism]]}}<br> '''Μ'''{{Anchor|Μ}}<br> '''Μάθηση βασιζόμενη σε Ηλεκτρονικά Παιχνίδια''' {{MainEntry|[[Game-based learning]]}}<br> Μάθηση Ενισχυμένη Τεχνολογικά {{MainEntry|Technology Enhanced Learning}}<br> '''Μάθηση με χρήση Κινητών Συσκευών''' {{MainEntry|[[Mobile learning]]}}<br> Μάθηση με χρήση Πολυμέσων {{MainEntry|Multimedia learning}}<br> Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted learning}}<br> Μαθησιακά Αντικείμενα {{MainEntry|Learning objects}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based learning environment}}<br> Μαθησιακό Περιβάλλον Βασιζόμενο σε Διεισδυτικές Τεχνολογίες {{MainEntry|Pervasive learning environment}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο στη Διευρυμένη Πραγματικότητα {{MainEntry|Augmented learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα στην Προσομοίωση {{MainEntry|Simulation-based learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα σε Υπολογιστή {{MainEntry|Computer-based learning environments}}<br> Μαθησιακό Περιβάλλον {{MainEntry|Learning environment}}<br> Μαθησιακός Σχεδιασμός {{MainEntry|Learning design}}<br> Μαθησιακός Χώρος {{MainEntry|Learning space}}<br> Μικρόκοσμος {{MainEntry|Microworld}}<br> Μικτή Μάθηση {{MainEntry|Blended learning}}<br> Μοντελοποίηση Μαθητή {{MainEntry|Learner modeling}}<br> '''Ν'''{{Anchor|Ν}}<br> Νοήμον Σύστημα Διδασκαλίας {{MainEntry|Intelligent tutoring system}}<br> Νοήμον Σύστημα Κλιμακούμενης Υποστήριξης {{MainEntry|Intelligent scaffolding system}}<br> '''Π'''{{Anchor|Π}}<br> Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Pedagogical agent}}<br> Παιχνίδια Προσομοίωσης {{MainEntry|Simulation games}}<br> Περιρρέον Mαθησιακό Περιβάλλον {{MainEntry|Ambient learning environment}}<br> Πλέγμα μάθησης {{MainEntry|Learning grid}}<br> Πορεία μάθησης ή Μαθησιακό Ίχνος {{MainEntry|Learning trail}}<br> Προγραμματιζόμενο μάθημα {{MainEntry|Programmable course}}<br> Προγραμματιζόμενο Μαθησιακό Περιβάλλον υποστηριζόμενο από Η.Υ {{MainEntry|Programmable computer-based learning environment}}<br> Προγραμματισμός Η/Υ για την υποστήριξη της μάθησης {{MainEntry|Computer programming in support of learning}}<br> Προσαρμοστικό Mαθησιακό Περιβάλλον {{MainEntry|Adaptive learning environment}}<br> '''Προσφερόμενη δυνατότητα για εκπαιδευτική χρήση (ενός Τεχνολογικού Περιβάλλοντος)''' {{MainEntry|[[Educational affordance]]}}<br> Προσωπικό Μαθησιακό Περιβάλλον {{MainEntry|Personal learning environment}}<br> '''Σ'''{{Anchor|Σ}}<br> '''Σενάρια Συνεργασίας''' {{MainEntry|[[Collaboration script]]}}<br> Σενάριο--- Script ... '''Σενάριο Μάθησης''' {{MainEntry|[[Learning scenario]]}}<br> ---Συνεργασίας βλ. Σενάριο Συνεργασίας --- collaboration see Collaboration script}}<br> Συμπεριληπτική Ηλεκτρονική Μάθηση {{MainEntry|Inclusive e-learning}}<br> Συνεργατική Μάθηση {{MainEntry|Collaborative learning}}<br> Συνεργατική Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-supported collaborative learning}}<br> '''Συνεχή Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Seamless learning environments]]}}<br> Σύντροφος Μάθησης {{MainEntry|Learning companion}}<br> Σύστημα Διαχείρισης Μαθημάτων {{MainEntry|Course management system}}<br> Σύστημα διδασκαλίας βασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based tutoring system}}<br> Σύστημα Συγγραφής {{MainEntry|Authoring system}}<br> Συστήματα Διαχείρισης Μάθησης {{MainEntry|Learning management systems}}<br> '''Τ'''{{Anchor|Τ}}<br> Τεχνητό Mαθησιακό Περιβάλλον {{MainEntry|Artificial learning environment}}<br> Τεχνολογίες Πανεπιστημιακής Διδασκαλίας μέσω Διαδικτύου {{MainEntry|Web-lecturing technologies}}<br> '''Τεχνο-μαθηματικοί Γραμματισμοί''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> '''Υ'''{{Anchor|C}}<br> Υπολογιστική Μαθησιολογία {{MainEntry|Computational mathetic}}<br> '''Φ'''{{Anchor|Φ}}<br> Φιλικά Συστήματα (τεχνολογικά) {{MainEntry|Buddy systems}}<br> 302 2011-08-26T12:45:54Z Zeiliger 2 Created page with "{{languages}}<br><br> TEL Dictionary: Greek entries ''Edited by Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou, Learning Technology and Educat..." wikitext text/x-wiki {{languages}}<br><br> TEL Dictionary: Greek entries ''Edited by Eleni Panou-Papatheodorou, Katerina Fragkiadoulaki & Angelique Dimitracopoulou, Learning Technology and Educational Engineering Laboratory, University of the Aegean (GR)'' '''A - [[#Γ|Γ]] - [[#Δ|Δ]] - [[#Ε|Ε]] - [[#Η|Η]] - [[#Κ|Κ]] - [[#Μ|Μ]] - [[#Ν|Ν]] - [[#Π|Π]] - [[#Σ|Σ]] - [[#Τ|Τ]] - [[#Υ|Υ]] - [[#Φ|Φ]]''' '''A''' Απομακρυσμένα Εργαστήρια {{MainEntry|Remote laboratories}}<br><br> Απτό Μαθησιακό Περιβάλλον {{MainEntry|Tangible learning environment}}<br> Άτυπη Μάθηση {{MainEntry|Informal learning}}<br> Αυτόματη Διάγνωση {{MainEntry|Automatic diagnosis}}<br> Αυτόματη Παραγωγή Ασκήσεων {{MainEntry|Automatic generation of exercises}}<br> '''Αυτό-ρυθμιζόμενη Μάθηση''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Αφηγηματικά Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Narrative learning environments]]}}<br> '''Γ'''{{Anchor|Γ}}<br> Γνωσιακή Μηχανική {{MainEntry|Cognitive engineering}}<br> Γνωστική Διάγνωση {{MainEntry|Cognitive diagnosis}}<br> Γνωστική Μοντελοποίηση {{MainEntry|Cognitive modeling}}<br> Γνωστικός Προσωπικός Δάσκαλος (σε νοήμον τεχνολογικό σύστημα μάθησης) {{MainEntry|Cognitive tutor}}<br> '''Δ'''{{Anchor|Δ}}<br> Διαδικτυακά Περιβάλλοντα {{MainEntry|[[Networked environment]]}}<br> Διαδικτυακές Κοινότητες {{MainEntry|Networked communities}}<br> '''Διαδικτυακή Μάθηση''' {{MainEntry|[[Networked learning]]}}<br> Διαδικτυακό Μαθησιακό Περιβάλλον {{MainEntry|οn-line learning environment}}<br> Διαδραστικό Μαθησιακό Περιβάλλον {{MainEntry|Interactive learning environment}}<br> Διαδραστικός Πίνακας {{MainEntry|Interactive white board}}<br> Διάχυτη Μάθηση {{MainEntry|Ubiquitous learning}}<br> Διδακτική Μηχανική {{MainEntry|Didactical engineering}}<br> Διδασκαλία Βασιζόμενη σε Υπολογιστή {{MainEntry|Computer-based instruction}}<br> Διδασκαλία Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted instruction}}<br> '''Διερευνητική Μάθηση''' {{MainEntry|[[Inquiry learning]]}}<br> Δυναμική Γεωμετρία {{MainEntry|Dynamic geometry}}<br> '''Ε'''{{Anchor|Ε}}<br> Εγκαθιδρυμένη Μάθηση {{MainEntry|Situated learning}}<br> Εικονικά Πανεπιστήμια {{MainEntry|Virtual universities}}<br> Εικονικό Campus {{MainEntry|Virtual campus}}<br> Εικονικό Μαθησιακό Περιβάλλον {{MainEntry|Virtual learning environment}}<br> Εικονικός Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Virtual pedagogical agent}}<br> Εκμάθηση Γλώσσας Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted language learning}}<br> Εκπαιδαγωγία {{MainEntry|Edutainment}}<br> Εκπαιδευτικό Λογισμικό {{MainEntry|Courseware}}<br> Εμψυχωμένοι Παιδαγωγικοί Διαμεσολαβητές {{MainEntry|Animated pedagogical agent}}<br> Ενοποιημένο Μαθησιακό Σύστημα {{MainEntry|Integrated learning system}}<br> '''Ενσωματωμένα Φαινόμενα''' {{MainEntry|[[Embedded phenomena]]}}<br> Εξ Αποστάσεως Μάθηση {{MainEntry|Distance learning}}<br> Εξέταση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted examination}}<br> Εξόρυξη Δεδομένων Εκπαιδευτικού Σκοπού {{MainEntry|Educational data mining}}<br> Εξωτερικό Σενάριο {{MainEntry|External script}}<br> Εξωτερικό Σενάριο --- external see External script '''Επικάλυψη (μοντέλο επικάλυψης)''' {{MainEntry|[[Overlay]]}}<br> Επιστημική Ανατροφοδότηση {{MainEntry|Epistemic feedback}}<br> '''Επιστημική Προσφερόμενη Δυνατότητα (τεχνολογικού περιβάλλοντος)''' {{MainEntry|[[Epistemic affordance]]}}<br> Εργαλείο Συγγραφής {{MainEntry|Authoring tool}}<br> Εργαστήριο Βασιζόμενο σε Υπολογιστή {{MainEntry|Computer-based laboratory}}<br> Εσωτερικό Σενάριο {{MainEntry|Internal script}}<br> ---εσωτερικό βλ. Εσωτερικό Σενάριο --- internal see Internal script '''Η'''{{Anchor|Η}}<br> Ηλεκτρονική-Αξιολόγηση {{MainEntry|e-Assessment}}<br> Ηλεκτρονικά Χαρτοφυλάκια {{MainEntry|e-portfolio}}<br> Ηλεκτρονική Μάθηση {{MainEntry|e-learning}}<br> '''Κ'''{{Anchor|Κ}}<br> Κατανεμημένα Mαθησιακά Περιβάλλοντα {{MainEntry|Distributed learning environments}}<br> Κατανεμημένη Μάθηση {{MainEntry|Distributed learning}}<br> '''Κατασκευατισμός, Κονστρουκτιονισμός''' {{MainEntry|[[Constructionism]]}}<br> '''Μ'''{{Anchor|Μ}}<br> '''Μάθηση βασιζόμενη σε Ηλεκτρονικά Παιχνίδια''' {{MainEntry|[[Game-based learning]]}}<br> Μάθηση Ενισχυμένη Τεχνολογικά {{MainEntry|Technology Enhanced Learning}}<br> '''Μάθηση με χρήση Κινητών Συσκευών''' {{MainEntry|[[Mobile learning]]}}<br> Μάθηση με χρήση Πολυμέσων {{MainEntry|Multimedia learning}}<br> Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-assisted learning}}<br> Μαθησιακά Αντικείμενα {{MainEntry|Learning objects}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based learning environment}}<br> Μαθησιακό Περιβάλλον Βασιζόμενο σε Διεισδυτικές Τεχνολογίες {{MainEntry|Pervasive learning environment}}<br> Mαθησιακό Περιβάλλον Bασιζόμενο στη Διευρυμένη Πραγματικότητα {{MainEntry|Augmented learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα στην Προσομοίωση {{MainEntry|Simulation-based learning environment}}<br> Μαθησιακά Περιβάλλοντα Βασιζόμενα σε Υπολογιστή {{MainEntry|Computer-based learning environments}}<br> Μαθησιακό Περιβάλλον {{MainEntry|Learning environment}}<br> Μαθησιακός Σχεδιασμός {{MainEntry|Learning design}}<br> Μαθησιακός Χώρος {{MainEntry|Learning space}}<br> Μικρόκοσμος {{MainEntry|Microworld}}<br> Μικτή Μάθηση {{MainEntry|Blended learning}}<br> Μοντελοποίηση Μαθητή {{MainEntry|Learner modeling}}<br> '''Ν'''{{Anchor|Ν}}<br> Νοήμον Σύστημα Διδασκαλίας {{MainEntry|Intelligent tutoring system}}<br> Νοήμον Σύστημα Κλιμακούμενης Υποστήριξης {{MainEntry|Intelligent scaffolding system}}<br> '''Π'''{{Anchor|Π}}<br> Παιδαγωγικός Διαμεσολαβητής {{MainEntry|Pedagogical agent}}<br> Παιχνίδια Προσομοίωσης {{MainEntry|Simulation games}}<br> Περιρρέον Mαθησιακό Περιβάλλον {{MainEntry|Ambient learning environment}}<br> Πλέγμα μάθησης {{MainEntry|Learning grid}}<br> Πορεία μάθησης ή Μαθησιακό Ίχνος {{MainEntry|Learning trail}}<br> Προγραμματιζόμενο μάθημα {{MainEntry|Programmable course}}<br> Προγραμματιζόμενο Μαθησιακό Περιβάλλον υποστηριζόμενο από Η.Υ {{MainEntry|Programmable computer-based learning environment}}<br> Προγραμματισμός Η/Υ για την υποστήριξη της μάθησης {{MainEntry|Computer programming in support of learning}}<br> Προσαρμοστικό Mαθησιακό Περιβάλλον {{MainEntry|Adaptive learning environment}}<br> '''Προσφερόμενη δυνατότητα για εκπαιδευτική χρήση (ενός Τεχνολογικού Περιβάλλοντος)''' {{MainEntry|[[Educational affordance]]}}<br> Προσωπικό Μαθησιακό Περιβάλλον {{MainEntry|Personal learning environment}}<br> '''Σ'''{{Anchor|Σ}}<br> '''Σενάρια Συνεργασίας''' {{MainEntry|[[Collaboration script]]}}<br> Σενάριο--- Script ... '''Σενάριο Μάθησης''' {{MainEntry|[[Learning scenario]]}}<br> ---Συνεργασίας βλ. Σενάριο Συνεργασίας --- collaboration see Collaboration script}}<br> Συμπεριληπτική Ηλεκτρονική Μάθηση {{MainEntry|Inclusive e-learning}}<br> Συνεργατική Μάθηση {{MainEntry|Collaborative learning}}<br> Συνεργατική Μάθηση Υποστηριζόμενη από Υπολογιστή {{MainEntry|Computer-supported collaborative learning}}<br> '''Συνεχή Μαθησιακά Περιβάλλοντα''' {{MainEntry|[[Seamless learning environments]]}}<br> Σύντροφος Μάθησης {{MainEntry|Learning companion}}<br> Σύστημα Διαχείρισης Μαθημάτων {{MainEntry|Course management system}}<br> Σύστημα διδασκαλίας βασιζόμενο σε Διαμεσολαβητές {{MainEntry|Agent-based tutoring system}}<br> Σύστημα Συγγραφής {{MainEntry|Authoring system}}<br> Συστήματα Διαχείρισης Μάθησης {{MainEntry|Learning management systems}}<br> '''Τ'''{{Anchor|Τ}}<br> Τεχνητό Mαθησιακό Περιβάλλον {{MainEntry|Artificial learning environment}}<br> Τεχνολογίες Πανεπιστημιακής Διδασκαλίας μέσω Διαδικτύου {{MainEntry|Web-lecturing technologies}}<br> '''Τεχνο-μαθηματικοί Γραμματισμοί''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> '''Υ'''{{Anchor|C}}<br> Υπολογιστική Μαθησιολογία {{MainEntry|Computational mathetic}}<br> '''Φ'''{{Anchor|Φ}}<br> Φιλικά Συστήματα (τεχνολογικά) {{MainEntry|Buddy systems}}<br> 0 86 1181 971 2013-03-01T12:38:04Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Spanish entries ''Edited by Daniel Burgos, AtoS Research & Innovation, International University of La Rioja<br>Andrew McDonough, AtoS Research & Innovation<br>Vicente Romero, AtoS Research & Innovation (ES)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent }}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetización técnico-matemática''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Aprendizaje asistido por ordenador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizaje basado en grid'''. {{MainEntry|[[Learning grid]]}}<br> '''Aprendizaje basado en juegos''' {{MainEntry|[[Game-based learning]]}}<br> '''Aprendizaje basado en multimedia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Aprendizaje basado en redes''' {{MainEntry|[[Networked learning]]}}<br> Aprendizaje colaborativo {{MainEntry|Collaborative learning }}<br> Aprendizaje colaborativo asistido por ordenador. {{MainEntry|Computer-supported collaborative learning }}<br> Aprendizaje combinado {{MainEntry|Blended learning }}<br> Aprendizaje contextualizado {{MainEntry|Situated learning}}<br> Aprendizaje de lenguajes asistido por ordenador {{MainEntry|Computer-assisted language learning}}<br> Aprendizaje inclusivo online {{MainEntry|Inclusive e-learning }}<br> '''Aprendizaje informal''' {{MainEntry|[[Informal learning]]}}<br> Aprendizaje mejorado por tecnología. {{MainEntry|Technology-Enhanced Learning }}<br> Aprendizaje online {{MainEntry|e-learning }}<br> '''Aprendizaje por indagación''' {{MainEntry|[[Inquiry learning]]}}<br> '''Aprendizaje sobre dispositivos móviles''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizaje ubicuo {{MainEntry|Ubiquitous learning }}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> Compañero de aprendizaje {{MainEntry|Learning companion}}<br> Comunidades de aprendizaje basadas en redes. {{MainEntry|Networked learning communities }}<br> '''Construccionismo ''' {{MainEntry|[[Constructionism]]}}<br> Curso programable {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis }}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis }}<br> '''Diseño de aprendizaje''' {{MainEntry|[[Learning design]]}}<br> <br>'''E'''{{Anchor|E}} '''e-Evaluación''' {{MainEntry|[[e-Assessment]]}}<br> Enseñanza a distancia {{MainEntry|Distance learning }}<br> Enseñanza distribuida {{MainEntry|Distributed learning }}<br> Entorno de aprendizaje {{MainEntry|Learning environment}}<br> '''Entorno de aprendizaje adaptativo''' {{MainEntry|[[Adaptive learning environment]]}}<br> entorno de aprendizaje ambiental. {{MainEntry|Ambient learning environment }}<br> Entorno de aprendizaje artificial. {{MainEntry|Artificial learning environment }}<br> Entorno de aprendizaje aumentado {{MainEntry|Augmented learning environment }}<br> Entorno de aprendizaje basado en agentes {{MainEntry|Agent-based learning environment}}<br> Entorno de aprendizaje basado en redes {{MainEntry|Networked learning environment }}<br> '''Entorno de aprendizaje basado en simulaciones''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Entorno de aprendizaje distribuido {{MainEntry|Distributed learning environments }}<br> '''Entorno de aprendizaje integrado''' {{MainEntry|[[Seamless learning environments]]}}<br> Entorno de aprendizaje interactivo. {{MainEntry|Interactive learning environment}}<br> Entorno de aprendizaje programable basado en ordenador {{MainEntry|Programmable computer-based learning environment}}<br> '''Entorno de auto-aprendizaje''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Entorno narrativo de aprendizaje ''' {{MainEntry|[[Narrative learning environments]]}}<br> Entorno personal de aprendizaje {{MainEntry|Personal learning environment}}<br> Entorno tangible de aprendizaje {{MainEntry|Tangible learning environment}}<br> Entorno ubicuo de aprendizaje {{MainEntry|Pervasive learning environment}}<br> Entorno virtual de aprendizaje {{MainEntry|Virtual learning environment }}<br> Entornos de aprendizaje asistido por ordenador {{MainEntry|Computer-based learning environments}}<br> Entretenimiento educativo {{MainEntry|Edutainment }}<br> '''Escenario de aprendizaje''' {{MainEntry|[[Learning scenario]]}}<br> '''Espacio de aprendizaje''' {{MainEntry|[[Learning space]]}}<br> Examen asistido por ordenador {{MainEntry|Computer-assisted examination }}<br> '''Experiencia parcial''' {{MainEntry|[[Overlay]]}}<br> <br>'''F'''{{Anchor|F}} '''Fenómeno Inherente o embebido ''' {{MainEntry|[[Embedded phenomena]]}}<br> <br>'''G'''{{Anchor|G}} Generación automática de ejercicios {{MainEntry|Automatic generation of exercises}}<br> Geometría dinámica {{MainEntry|Dynamic geometry}}<br> Guión (o programa)... {{MainEntry|Script ...}}<br> Guión o programa externo {{MainEntry|External script}}<br> Guión o programa interno {{MainEntry|Internal script}}<br> <br>'''H'''{{Anchor|H}} Herramienta de autor {{MainEntry|Authoring tool }}<br> <br>'''I'''{{Anchor|I}} Ingeniería cognitiva {{MainEntry|Cognitive engineering }}<br> '''Ingeniería didáctica''' {{MainEntry|[[Didactical engineering]]}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-assisted instruction}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-based instruction}}<br> <br>'''J'''{{Anchor|J}} Juegos basados en simulaciones {{MainEntry|Simulation games }}<br> <br>'''L'''{{Anchor|L}} Laboratorio asistido por ordenador {{MainEntry|Computer-based laboratory}}<br> Laboratorios remotos {{MainEntry|Remote laboratorios}}<br> <br>'''M'''{{Anchor|M}} Matemática computacional {{MainEntry|Computational mathematics }}<br> Material de enseñanza {{MainEntry|Courseware}}<br> Micromundo {{MainEntry|Microworld}}<br> '''Minería de datos educativos''' {{MainEntry|[[Educational data mining]]}}<br> Modelado cognitivo {{MainEntry|Cognitive modelling }}<br> Modelado del estudiante {{MainEntry|Learner modeling }}<br> <br>'''O'''{{Anchor|O}} '''Objectos de aprendizaje''' {{MainEntry|[[Learning objects]]}}<br> <br>'''P'''{{Anchor|P}} Pizarra interactiva {{MainEntry|Interactive white board }}<br> portafolio online {{MainEntry|e-portfolio}}<br> '''Posibilidad de acción educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Posibilidad de acción epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programación de ordenadores como soporte al aprendizaje {{MainEntry|Computer programming in support of learning }}<br> <br>'''R'''{{Anchor|R}} '''Retroalimentación epistémica''' {{MainEntry|[[Epistemic feedback]]}}<br> <br>'''S'''{{Anchor|S}} '''Script colaborativo''' {{MainEntry|[[Collaboration script]]}}<br> Secuencia de aprendizaje {{MainEntry|Learning trail }}<br> Sistema de acompañamiento {{MainEntry|Buddy systems}}<br> '''Sistema de Autor''' {{[[MainEntry|Authoring system]] }}<br> Sistema de estructuración inteligente {{MainEntry|Intelligent scaffolding system }}<br> '''Sistema de gestión de aprendizaje''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestión de cursos {{MainEntry|Course management system }}<br> Sistema de tutoría basado en agentes {{MainEntry|Agent-based tutoring system }}<br> '''Sistema de Tutoría Inteligente''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Sistema integrado de aprendizaje {{MainEntry|Integrated learning system}}<br> Sistema online de aprendizaje {{MainEntry|On-line learning environment}}<br> <br>'''T'''{{Anchor|T}} Tecnología de enseñanza basado en tecnología web {{MainEntry|Web-lecturing technologies}}<br> '''Tutor cognitivo''' {{MainEntry|[[Cognitive tutor]]}}<br> <br>'''U'''{{Anchor|U}} Universidades virtuales {{MainEntry|Virtual universities}}<br> 971 958 2012-09-27T06:25:14Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Spanish entries ''Edited by Daniel Burgos, AtoS Research & Innovation, International University of La Rioja<br>Andrew McDonough, AtoS Research & Innovation<br>Vicente Romero, AtoS Research & Innovation (ES)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent }}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetización técnico-matemática''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Aprendizaje asistido por ordenador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizaje basado en grid'''. {{MainEntry|[[Learning grid]]}}<br> '''Aprendizaje basado en juegos''' {{MainEntry|[[Game-based learning]]}}<br> '''Aprendizaje basado en multimedia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Aprendizaje basado en redes''' {{MainEntry|[[Networked learning]]}}<br> Aprendizaje colaborativo {{MainEntry|Collaborative learning }}<br> Aprendizaje colaborativo asistido por ordenador. {{MainEntry|Computer-supported collaborative learning }}<br> Aprendizaje combinado {{MainEntry|Blended learning }}<br> Aprendizaje contextualizado {{MainEntry|Situated learning}}<br> Aprendizaje de lenguajes asistido por ordenador {{MainEntry|Computer-assisted language learning}}<br> Aprendizaje inclusivo online {{MainEntry|Inclusive e-learning }}<br> '''Aprendizaje informal''' {{MainEntry|[[Informal learning]]}}<br> Aprendizaje mejorado por tecnología. {{MainEntry|Technology-Enhanced Learning }}<br> Aprendizaje online {{MainEntry|e-learning }}<br> '''Aprendizaje por indagación''' {{MainEntry|[[Inquiry learning]]}}<br> '''Aprendizaje sobre dispositivos móviles''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizaje ubicuo {{MainEntry|Ubiquitous learning }}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> Compañero de aprendizaje {{MainEntry|Learning companion}}<br> Comunidades de aprendizaje basadas en redes. {{MainEntry|Networked learning communities }}<br> '''Construccionismo ''' {{MainEntry|[[Constructionism]]}}<br> Curso programable {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis }}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis }}<br> '''Diseño de aprendizaje''' {{MainEntry|[[Learning design]]}}<br> <br>'''E'''{{Anchor|E}} '''e-Evaluación''' {{MainEntry|[[e-Assessment]]}}<br> Enseñanza a distancia {{MainEntry|Distance learning }}<br> Enseñanza distribuida {{MainEntry|Distributed learning }}<br> Entorno de aprendizaje {{MainEntry|Learning environment}}<br> '''Entorno de aprendizaje adaptativo''' {{MainEntry|[[Adaptive learning environment]]}}<br> entorno de aprendizaje ambiental. {{MainEntry|Ambient learning environment }}<br> Entorno de aprendizaje artificial. {{MainEntry|Artificial learning environment }}<br> Entorno de aprendizaje aumentado {{MainEntry|Augmented learning environment }}<br> Entorno de aprendizaje basado en agentes {{MainEntry|Agent-based learning environment}}<br> Entorno de aprendizaje basado en redes {{MainEntry|Networked learning environment }}<br> '''Entorno de aprendizaje basado en simulaciones''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Entorno de aprendizaje distribuido {{MainEntry|Distributed learning environments }}<br> '''Entorno de aprendizaje integrado''' {{MainEntry|[[Seamless learning environments]]}}<br> Entorno de aprendizaje interactivo. {{MainEntry|Interactive learning environment}}<br> Entorno de aprendizaje programable basado en ordenador {{MainEntry|Programmable computer-based learning environment}}<br> '''Entorno de auto-aprendizaje''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Entorno narrativo de aprendizaje ''' {{MainEntry|[[Narrative learning environments]]}}<br> Entorno personal de aprendizaje {{MainEntry|Personal learning environment}}<br> Entorno tangible de aprendizaje {{MainEntry|Tangible learning environment}}<br> Entorno ubicuo de aprendizaje {{MainEntry|Pervasive learning environment}}<br> Entorno virtual de aprendizaje {{MainEntry|Virtual learning environment }}<br> Entornos de aprendizaje asistido por ordenador {{MainEntry|Computer-based learning environments}}<br> Entretenimiento educativo {{MainEntry|Edutainment }}<br> '''Escenario de aprendizaje''' {{MainEntry|[[Learning scenario]]}}<br> '''Espacio de aprendizaje''' {{MainEntry|[[Learning space]]}}<br> Examen asistido por ordenador {{MainEntry|Computer-assisted examination }}<br> '''Experiencia parcial''' {{MainEntry|[[Overlay]]}}<br> <br>'''F'''{{Anchor|F}} '''Fenómeno Inherente o embebido ''' {{MainEntry|[[Embedded phenomena]]}}<br> <br>'''G'''{{Anchor|G}} Generación automática de ejercicios {{MainEntry|Automatic generation of exercises}}<br> Geometría dinámica {{MainEntry|Dynamic geometry}}<br> Guión (o programa)... {{MainEntry|Script ...}}<br> Guión o programa externo {{MainEntry|External script}}<br> Guión o programa interno {{MainEntry|Internal script}}<br> <br>'''H'''{{Anchor|H}} Herramienta de autor {{MainEntry|Authoring tool }}<br> <br>'''I'''{{Anchor|I}} Ingeniería cognitiva {{MainEntry|Cognitive engineering }}<br> '''Ingeniería didáctica''' {{MainEntry|[[Didactical engineering]]}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-assisted instruction}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-based instruction}}<br> <br>'''J'''{{Anchor|J}} Juegos basados en simulaciones {{MainEntry|Simulation games }}<br> <br>'''L'''{{Anchor|L}} Laboratorio asistido por ordenador {{MainEntry|Computer-based laboratory}}<br> Laboratorios remotos {{MainEntry|Remote laboratorios}}<br> <br>'''M'''{{Anchor|M}} Matemática computacional {{MainEntry|Computational mathematics }}<br> Material de enseñanza {{MainEntry|Courseware}}<br> Micromundo {{MainEntry|Microworld}}<br> '''Minería de datos educativos''' {{MainEntry|[[Educational data mining]]}}<br> Modelado cognitivo {{MainEntry|Cognitive modelling }}<br> Modelado del estudiante {{MainEntry|Learner modeling }}<br> <br>'''O'''{{Anchor|O}} '''Objectos de aprendizaje''' {{MainEntry|[[Learning objects]]}}<br> <br>'''P'''{{Anchor|P}} Pizarra interactiva {{MainEntry|Interactive white board }}<br> portafolio online {{MainEntry|e-portfolio}}<br> '''Posibilidad de acción educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Posibilidad de acción epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programación de ordenadores como soporte al aprendizaje {{MainEntry|Computer programming in support of learning }}<br> <br>'''R'''{{Anchor|R}} '''Retroalimentación epistémica''' {{MainEntry|[[Epistemic feedback]]}}<br> <br>'''S'''{{Anchor|S}} '''Script colaborativo''' {{MainEntry|[[Collaboration script]]}}<br> Secuencia de aprendizaje {{MainEntry|Learning trail }}<br> Sistema de acompañamiento {{MainEntry|Buddy systems}}<br> Sistema de Autor {{MainEntry|Authoring system }}<br> Sistema de estructuración inteligente {{MainEntry|Intelligent scaffolding system }}<br> '''Sistema de gestión de aprendizaje''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestión de cursos {{MainEntry|Course management system }}<br> Sistema de tutoría basado en agentes {{MainEntry|Agent-based tutoring system }}<br> '''Sistema de Tutoría Inteligente''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Sistema integrado de aprendizaje {{MainEntry|Integrated learning system}}<br> Sistema online de aprendizaje {{MainEntry|On-line learning environment}}<br> <br>'''T'''{{Anchor|T}} Tecnología de enseñanza basado en tecnología web {{MainEntry|Web-lecturing technologies}}<br> '''Tutor cognitivo''' {{MainEntry|[[Cognitive tutor]]}}<br> <br>'''U'''{{Anchor|U}} Universidades virtuales {{MainEntry|Virtual universities}}<br> 958 887 2012-09-27T06:14:49Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Spanish entries ''Edited by Daniel Burgos, AtoS Research & Innovation, International University of La Rioja<br>Andrew McDonough, AtoS Research & Innovation<br>Vicente Romero, AtoS Research & Innovation (ES)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent }}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetización técnico-matemática''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Aprendizaje asistido por ordenador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizaje basado en grid'''. {{MainEntry|[[Learning grid]]}}<br> '''Aprendizaje basado en juegos''' {{MainEntry|[[Game-based learning]]}}<br> '''Aprendizaje basado en multimedia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Aprendizaje basado en redes''' {{MainEntry|[[Networked learning]]}}<br> Aprendizaje colaborativo {{MainEntry|Collaborative learning }}<br> Aprendizaje colaborativo asistido por ordenador. {{MainEntry|Computer-supported collaborative learning }}<br> Aprendizaje combinado {{MainEntry|Blended learning }}<br> Aprendizaje contextualizado {{MainEntry|Situated learning}}<br> Aprendizaje de lenguajes asistido por ordenador {{MainEntry|Computer-assisted language learning}}<br> Aprendizaje inclusivo online {{MainEntry|Inclusive e-learning }}<br> '''Aprendizaje informal''' {{MainEntry|[[Informal learning]]}}<br> Aprendizaje mejorado por tecnología. {{MainEntry|Technology-Enhanced Learning }}<br> Aprendizaje online {{MainEntry|e-learning }}<br> '''Aprendizaje por indagación''' {{MainEntry|[[Inquiry learning]]}}<br> '''Aprendizaje sobre dispositivos móviles''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizaje ubicuo {{MainEntry|Ubiquitous learning }}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> Compañero de aprendizaje {{MainEntry|Learning companion}}<br> Comunidades de aprendizaje basadas en redes. {{MainEntry|Networked learning communities }}<br> '''Construccionismo ''' {{MainEntry|[[Constructionism]]}}<br> Curso programable {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis }}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis }}<br> '''Diseño de aprendizaje''' {{MainEntry|[[Learning design]]}}<br> <br>'''E'''{{Anchor|E}} e-Evaluación {{MainEntry|[[e-Assessment]]}}<br> Enseñanza a distancia {{MainEntry|Distance learning }}<br> Enseñanza distribuida {{MainEntry|Distributed learning }}<br> Entorno de aprendizaje {{MainEntry|Learning environment}}<br> '''Entorno de aprendizaje adaptativo''' {{MainEntry|[[Adaptive learning environment]]}}<br> entorno de aprendizaje ambiental. {{MainEntry|Ambient learning environment }}<br> Entorno de aprendizaje artificial. {{MainEntry|Artificial learning environment }}<br> Entorno de aprendizaje aumentado {{MainEntry|Augmented learning environment }}<br> Entorno de aprendizaje basado en agentes {{MainEntry|Agent-based learning environment}}<br> Entorno de aprendizaje basado en redes {{MainEntry|Networked learning environment }}<br> '''Entorno de aprendizaje basado en simulaciones''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Entorno de aprendizaje distribuido {{MainEntry|Distributed learning environments }}<br> '''Entorno de aprendizaje integrado''' {{MainEntry|[[Seamless learning environments]]}}<br> Entorno de aprendizaje interactivo. {{MainEntry|Interactive learning environment}}<br> Entorno de aprendizaje programable basado en ordenador {{MainEntry|Programmable computer-based learning environment}}<br> '''Entorno de auto-aprendizaje''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Entorno narrativo de aprendizaje ''' {{MainEntry|[[Narrative learning environments]]}}<br> Entorno personal de aprendizaje {{MainEntry|Personal learning environment}}<br> Entorno tangible de aprendizaje {{MainEntry|Tangible learning environment}}<br> Entorno ubicuo de aprendizaje {{MainEntry|Pervasive learning environment}}<br> Entorno virtual de aprendizaje {{MainEntry|Virtual learning environment }}<br> Entornos de aprendizaje asistido por ordenador {{MainEntry|Computer-based learning environments}}<br> Entretenimiento educativo {{MainEntry|Edutainment }}<br> '''Escenario de aprendizaje''' {{MainEntry|[[Learning scenario]]}}<br> '''Espacio de aprendizaje''' {{MainEntry|[[Learning space]]}}<br> Examen asistido por ordenador {{MainEntry|Computer-assisted examination }}<br> '''Experiencia parcial''' {{MainEntry|[[Overlay]]}}<br> <br>'''F'''{{Anchor|F}} '''Fenómeno Inherente o embebido ''' {{MainEntry|[[Embedded phenomena]]}}<br> <br>'''G'''{{Anchor|G}} Generación automática de ejercicios {{MainEntry|Automatic generation of exercises}}<br> Geometría dinámica {{MainEntry|Dynamic geometry}}<br> Guión (o programa)... {{MainEntry|Script ...}}<br> Guión o programa externo {{MainEntry|External script}}<br> Guión o programa interno {{MainEntry|Internal script}}<br> <br>'''H'''{{Anchor|H}} Herramienta de autor {{MainEntry|Authoring tool }}<br> <br>'''I'''{{Anchor|I}} Ingeniería cognitiva {{MainEntry|Cognitive engineering }}<br> '''Ingeniería didáctica''' {{MainEntry|[[Didactical engineering]]}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-assisted instruction}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-based instruction}}<br> <br>'''J'''{{Anchor|J}} Juegos basados en simulaciones {{MainEntry|Simulation games }}<br> <br>'''L'''{{Anchor|L}} Laboratorio asistido por ordenador {{MainEntry|Computer-based laboratory}}<br> Laboratorios remotos {{MainEntry|Remote laboratorios}}<br> <br>'''M'''{{Anchor|M}} Matemática computacional {{MainEntry|Computational mathematics }}<br> Material de enseñanza {{MainEntry|Courseware}}<br> Micromundo {{MainEntry|Microworld}}<br> '''Minería de datos educativos''' {{MainEntry|[[Educational data mining]]}}<br> Modelado cognitivo {{MainEntry|Cognitive modelling }}<br> Modelado del estudiante {{MainEntry|Learner modeling }}<br> <br>'''O'''{{Anchor|O}} '''Objectos de aprendizaje''' {{MainEntry|[[Learning objects]]}}<br> <br>'''P'''{{Anchor|P}} Pizarra interactiva {{MainEntry|Interactive white board }}<br> portafolio online {{MainEntry|e-portfolio}}<br> '''Posibilidad de acción educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Posibilidad de acción epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programación de ordenadores como soporte al aprendizaje {{MainEntry|Computer programming in support of learning }}<br> <br>'''R'''{{Anchor|R}} '''Retroalimentación epistémica''' {{MainEntry|[[Epistemic feedback]]}}<br> <br>'''S'''{{Anchor|S}} '''Script colaborativo''' {{MainEntry|[[Collaboration script]]}}<br> Secuencia de aprendizaje {{MainEntry|Learning trail }}<br> Sistema de acompañamiento {{MainEntry|Buddy systems}}<br> Sistema de Autor {{MainEntry|Authoring system }}<br> Sistema de estructuración inteligente {{MainEntry|Intelligent scaffolding system }}<br> '''Sistema de gestión de aprendizaje''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestión de cursos {{MainEntry|Course management system }}<br> Sistema de tutoría basado en agentes {{MainEntry|Agent-based tutoring system }}<br> '''Sistema de Tutoría Inteligente''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Sistema integrado de aprendizaje {{MainEntry|Integrated learning system}}<br> Sistema online de aprendizaje {{MainEntry|On-line learning environment}}<br> <br>'''T'''{{Anchor|T}} Tecnología de enseñanza basado en tecnología web {{MainEntry|Web-lecturing technologies}}<br> '''Tutor cognitivo''' {{MainEntry|[[Cognitive tutor]]}}<br> <br>'''U'''{{Anchor|U}} Universidades virtuales {{MainEntry|Virtual universities}}<br> 887 850 2012-05-24T08:44:28Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Spanish entries ''Edited by Daniel Burgos, AtoS Research & Innovation, International University of La Rioja<br>Andrew McDonough, AtoS Research & Innovation<br>Vicente Romero, AtoS Research & Innovation (ES)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent }}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetización técnico-matemática''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Aprendizaje asistido por ordenador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizaje basado en grid'''. {{MainEntry|[[Learning grid]]}}<br> '''Aprendizaje basado en juegos''' {{MainEntry|[[Game-based learning]]}}<br> '''Aprendizaje basado en multimedia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Aprendizaje basado en redes''' {{MainEntry|[[Networked learning]]}}<br> Aprendizaje colaborativo {{MainEntry|Collaborative learning }}<br> Aprendizaje colaborativo asistido por ordenador. {{MainEntry|Computer-supported collaborative learning }}<br> Aprendizaje combinado {{MainEntry|Blended learning }}<br> Aprendizaje contextualizado {{MainEntry|Situated learning}}<br> Aprendizaje de lenguajes asistido por ordenador {{MainEntry|Computer-assisted language learning}}<br> Aprendizaje inclusivo online {{MainEntry|Inclusive e-learning }}<br> '''Aprendizaje informal''' {{MainEntry|[[Informal learning]]}}<br> Aprendizaje mejorado por tecnología. {{MainEntry|Technology-Enhanced Learning }}<br> Aprendizaje online {{MainEntry|e-learning }}<br> '''Aprendizaje por indagación''' {{MainEntry|[[Inquiry learning]]}}<br> '''Aprendizaje sobre dispositivos móviles''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizaje ubicuo {{MainEntry|Ubiquitous learning }}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> Compañero de aprendizaje {{MainEntry|Learning companion}}<br> Comunidades de aprendizaje basadas en redes. {{MainEntry|Networked learning communities }}<br> '''Construccionismo ''' {{MainEntry|[[Constructionism]]}}<br> Curso programable {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis }}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis }}<br> '''Diseño de aprendizaje''' {{MainEntry|[[Learning design]]}}<br> <br>'''E'''{{Anchor|E}} e-Evaluación {{MainEntry|e-Assessment }}<br> Enseñanza a distancia {{MainEntry|Distance learning }}<br> Enseñanza distribuida {{MainEntry|Distributed learning }}<br> Entorno de aprendizaje {{MainEntry|Learning environment}}<br> '''Entorno de aprendizaje adaptativo''' {{MainEntry|[[Adaptive learning environment]]}}<br> entorno de aprendizaje ambiental. {{MainEntry|Ambient learning environment }}<br> Entorno de aprendizaje artificial. {{MainEntry|Artificial learning environment }}<br> Entorno de aprendizaje aumentado {{MainEntry|Augmented learning environment }}<br> Entorno de aprendizaje basado en agentes {{MainEntry|Agent-based learning environment}}<br> Entorno de aprendizaje basado en redes {{MainEntry|Networked learning environment }}<br> '''Entorno de aprendizaje basado en simulaciones''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Entorno de aprendizaje distribuido {{MainEntry|Distributed learning environments }}<br> '''Entorno de aprendizaje integrado''' {{MainEntry|[[Seamless learning environments]]}}<br> Entorno de aprendizaje interactivo. {{MainEntry|Interactive learning environment}}<br> Entorno de aprendizaje programable basado en ordenador {{MainEntry|Programmable computer-based learning environment}}<br> '''Entorno de auto-aprendizaje''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Entorno narrativo de aprendizaje ''' {{MainEntry|[[Narrative learning environments]]}}<br> Entorno personal de aprendizaje {{MainEntry|Personal learning environment}}<br> Entorno tangible de aprendizaje {{MainEntry|Tangible learning environment}}<br> Entorno ubicuo de aprendizaje {{MainEntry|Pervasive learning environment}}<br> Entorno virtual de aprendizaje {{MainEntry|Virtual learning environment }}<br> Entornos de aprendizaje asistido por ordenador {{MainEntry|Computer-based learning environments}}<br> Entretenimiento educativo {{MainEntry|Edutainment }}<br> '''Escenario de aprendizaje''' {{MainEntry|[[Learning scenario]]}}<br> '''Espacio de aprendizaje''' {{MainEntry|[[Learning space]]}}<br> Examen asistido por ordenador {{MainEntry|Computer-assisted examination }}<br> '''Experiencia parcial''' {{MainEntry|[[Overlay]]}}<br> <br>'''F'''{{Anchor|F}} '''Fenómeno Inherente o embebido ''' {{MainEntry|[[Embedded phenomena]]}}<br> <br>'''G'''{{Anchor|G}} Generación automática de ejercicios {{MainEntry|Automatic generation of exercises}}<br> Geometría dinámica {{MainEntry|Dynamic geometry}}<br> Guión (o programa)... {{MainEntry|Script ...}}<br> Guión o programa externo {{MainEntry|External script}}<br> Guión o programa interno {{MainEntry|Internal script}}<br> <br>'''H'''{{Anchor|H}} Herramienta de autor {{MainEntry|Authoring tool }}<br> <br>'''I'''{{Anchor|I}} Ingeniería cognitiva {{MainEntry|Cognitive engineering }}<br> '''Ingeniería didáctica''' {{MainEntry|[[Didactical engineering]]}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-assisted instruction}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-based instruction}}<br> <br>'''J'''{{Anchor|J}} Juegos basados en simulaciones {{MainEntry|Simulation games }}<br> <br>'''L'''{{Anchor|L}} Laboratorio asistido por ordenador {{MainEntry|Computer-based laboratory}}<br> Laboratorios remotos {{MainEntry|Remote laboratorios}}<br> <br>'''M'''{{Anchor|M}} Matemática computacional {{MainEntry|Computational mathematics }}<br> Material de enseñanza {{MainEntry|Courseware}}<br> Micromundo {{MainEntry|Microworld}}<br> '''Minería de datos educativos''' {{MainEntry|[[Educational data mining]]}}<br> Modelado cognitivo {{MainEntry|Cognitive modelling }}<br> Modelado del estudiante {{MainEntry|Learner modeling }}<br> <br>'''O'''{{Anchor|O}} '''Objectos de aprendizaje''' {{MainEntry|[[Learning objects]]}}<br> <br>'''P'''{{Anchor|P}} Pizarra interactiva {{MainEntry|Interactive white board }}<br> portafolio online {{MainEntry|e-portfolio}}<br> '''Posibilidad de acción educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Posibilidad de acción epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programación de ordenadores como soporte al aprendizaje {{MainEntry|Computer programming in support of learning }}<br> <br>'''R'''{{Anchor|R}} '''Retroalimentación epistémica''' {{MainEntry|[[Epistemic feedback]]}}<br> <br>'''S'''{{Anchor|S}} '''Script colaborativo''' {{MainEntry|[[Collaboration script]]}}<br> Secuencia de aprendizaje {{MainEntry|Learning trail }}<br> Sistema de acompañamiento {{MainEntry|Buddy systems}}<br> Sistema de Autor {{MainEntry|Authoring system }}<br> Sistema de estructuración inteligente {{MainEntry|Intelligent scaffolding system }}<br> '''Sistema de gestión de aprendizaje''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestión de cursos {{MainEntry|Course management system }}<br> Sistema de tutoría basado en agentes {{MainEntry|Agent-based tutoring system }}<br> '''Sistema de Tutoría Inteligente''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Sistema integrado de aprendizaje {{MainEntry|Integrated learning system}}<br> Sistema online de aprendizaje {{MainEntry|On-line learning environment}}<br> <br>'''T'''{{Anchor|T}} Tecnología de enseñanza basado en tecnología web {{MainEntry|Web-lecturing technologies}}<br> '''Tutor cognitivo''' {{MainEntry|[[Cognitive tutor]]}}<br> <br>'''U'''{{Anchor|U}} Universidades virtuales {{MainEntry|Virtual universities}}<br> 850 791 2012-05-04T09:12:31Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Spanish entries ''Edited by Daniel Burgos, AtoS Research & Innovation, International University of La Rioja<br>Andrew McDonough, AtoS Research & Innovation<br>Vicente Romero, AtoS Research & Innovation (ES)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent }}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetización técnico-matemática''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Aprendizaje asistido por ordenador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizaje basado en grid'''. {{MainEntry|[[Learning grid]]}}<br> '''Aprendizaje basado en juegos''' {{MainEntry|[[Game-based learning]]}}<br> '''Aprendizaje basado en multimedia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Aprendizaje basado en redes''' {{MainEntry|[[Networked learning]]}}<br> Aprendizaje colaborativo {{MainEntry|Collaborative learning }}<br> Aprendizaje colaborativo asistido por ordenador. {{MainEntry|Computer-supported collaborative learning }}<br> Aprendizaje combinado {{MainEntry|Blended learning }}<br> Aprendizaje contextualizado {{MainEntry|Situated learning}}<br> Aprendizaje de lenguajes asistido por ordenador {{MainEntry|Computer-assisted language learning}}<br> Aprendizaje inclusivo online {{MainEntry|Inclusive e-learning }}<br> '''Aprendizaje informal''' {{MainEntry|[[Informal learning]]}}<br> Aprendizaje mejorado por tecnología. {{MainEntry|Technology-Enhanced Learning }}<br> Aprendizaje online {{MainEntry|e-learning }}<br> '''Aprendizaje por indagación''' {{MainEntry|[[Inquiry learning]]}}<br> '''Aprendizaje sobre dispositivos móviles''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizaje ubicuo {{MainEntry|Ubiquitous learning }}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> Compañero de aprendizaje {{MainEntry|Learning companion}}<br> Comunidades de aprendizaje basadas en redes. {{MainEntry|Networked learning communities }}<br> '''Construccionismo ''' {{MainEntry|[[Constructionism]]}}<br> Curso programable {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis }}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis }}<br> '''Diseño de aprendizaje''' {{MainEntry|[[Learning design]]}}<br> <br>'''E'''{{Anchor|E}} e-Evaluación {{MainEntry|e-Assessment }}<br> Enseñanza a distancia {{MainEntry|Distance learning }}<br> Enseñanza distribuida {{MainEntry|Distributed learning }}<br> Entorno de aprendizaje {{MainEntry|Learning environment}}<br> '''Entorno de aprendizaje adaptativo''' {{MainEntry|[[Adaptive learning environment]]}}<br> entorno de aprendizaje ambiental. {{MainEntry|Ambient learning environment }}<br> Entorno de aprendizaje artificial. {{MainEntry|Artificial learning environment }}<br> Entorno de aprendizaje aumentado {{MainEntry|Augmented learning environment }}<br> Entorno de aprendizaje basado en agentes {{MainEntry|Agent-based learning environment}}<br> Entorno de aprendizaje basado en redes {{MainEntry|Networked learning environment }}<br> '''Entorno de aprendizaje basado en simulaciones''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Entorno de aprendizaje distribuido {{MainEntry|Distributed learning environments }}<br> '''Entorno de aprendizaje integrado''' {{MainEntry|[[Seamless learning environments]]}}<br> Entorno de aprendizaje interactivo. {{MainEntry|Interactive learning environment}}<br> Entorno de aprendizaje programable basado en ordenador {{MainEntry|Programmable computer-based learning environment}}<br> '''Entorno de auto-aprendizaje''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Entorno narrativo de aprendizaje ''' {{MainEntry|[[Narrative learning environments]]}}<br> Entorno personal de aprendizaje {{MainEntry|Personal learning environment}}<br> Entorno tangible de aprendizaje {{MainEntry|Tangible learning environment}}<br> Entorno ubicuo de aprendizaje {{MainEntry|Pervasive learning environment}}<br> Entorno virtual de aprendizaje {{MainEntry|Virtual learning environment }}<br> Entornos de aprendizaje asistido por ordenador {{MainEntry|Computer-based learning environments}}<br> Entretenimiento educativo {{MainEntry|Edutainment }}<br> '''Escenario de aprendizaje''' {{MainEntry|[[Learning scenario]]}}<br> '''Espacio de aprendizaje''' {{MainEntry|[[Learning space]]}}<br> Examen asistido por ordenador {{MainEntry|Computer-assisted examination }}<br> '''Experiencia parcial''' {{MainEntry|[[Overlay]]}}<br> <br>'''F'''{{Anchor|F}} '''Fenómeno Inherente o embebido ''' {{MainEntry|[[Embedded phenomena]]}}<br> <br>'''G'''{{Anchor|G}} Generación automática de ejercicios {{MainEntry|Automatic generation of exercises}}<br> Geometría dinámica {{MainEntry|Dynamic geometry}}<br> Guión (o programa)... {{MainEntry|Script ...}}<br> Guión o programa externo {{MainEntry|External script}}<br> Guión o programa interno {{MainEntry|Internal script}}<br> <br>'''H'''{{Anchor|H}} Herramienta de autor {{MainEntry|Authoring tool }}<br> <br>'''I'''{{Anchor|I}} Ingeniería cognitiva {{MainEntry|Cognitive engineering }}<br> '''Ingeniería didáctica''' {{MainEntry|[[Didactical engineering]]}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-assisted instruction}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-based instruction}}<br> <br>'''J'''{{Anchor|J}} Juegos basados en simulaciones {{MainEntry|Simulation games }}<br> <br>'''L'''{{Anchor|L}} Laboratorio asistido por ordenador {{MainEntry|Computer-based laboratory}}<br> Laboratorios remotos {{MainEntry|Remote laboratorios}}<br> <br>'''M'''{{Anchor|M}} Matemática computacional {{MainEntry|Computational mathematics }}<br> Material de enseñanza {{MainEntry|Courseware}}<br> Micromundo {{MainEntry|Microworld}}<br> Minería de datos educativos {{MainEntry|Educational data mining }}<br> Modelado cognitivo {{MainEntry|Cognitive modelling }}<br> Modelado del estudiante {{MainEntry|Learner modeling }}<br> <br>'''O'''{{Anchor|O}} '''Objectos de aprendizaje''' {{MainEntry|[[Learning objects]]}}<br> <br>'''P'''{{Anchor|P}} Pizarra interactiva {{MainEntry|Interactive white board }}<br> portafolio online {{MainEntry|e-portfolio}}<br> '''Posibilidad de acción educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Posibilidad de acción epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programación de ordenadores como soporte al aprendizaje {{MainEntry|Computer programming in support of learning }}<br> <br>'''R'''{{Anchor|R}} '''Retroalimentación epistémica''' {{MainEntry|[[Epistemic feedback]]}}<br> <br>'''S'''{{Anchor|S}} '''Script colaborativo''' {{MainEntry|[[Collaboration script]]}}<br> Secuencia de aprendizaje {{MainEntry|Learning trail }}<br> Sistema de acompañamiento {{MainEntry|Buddy systems}}<br> Sistema de Autor {{MainEntry|Authoring system }}<br> Sistema de estructuración inteligente {{MainEntry|Intelligent scaffolding system }}<br> '''Sistema de gestión de aprendizaje''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestión de cursos {{MainEntry|Course management system }}<br> Sistema de tutoría basado en agentes {{MainEntry|Agent-based tutoring system }}<br> '''Sistema de Tutoría Inteligente''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Sistema integrado de aprendizaje {{MainEntry|Integrated learning system}}<br> Sistema online de aprendizaje {{MainEntry|On-line learning environment}}<br> <br>'''T'''{{Anchor|T}} Tecnología de enseñanza basado en tecnología web {{MainEntry|Web-lecturing technologies}}<br> '''Tutor cognitivo''' {{MainEntry|[[Cognitive tutor]]}}<br> <br>'''U'''{{Anchor|U}} Universidades virtuales {{MainEntry|Virtual universities}}<br> 791 710 2012-02-22T13:56:39Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Spanish entries ''Edited by Daniel Burgos, AtoS Research & Innovation, International University of La Rioja<br>Andrew McDonough, AtoS Research & Innovation<br>Vicente Romero, AtoS Research & Innovation (ES)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent }}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetización técnico-matemática''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Aprendizaje asistido por ordenador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizaje basado en grid'''. {{MainEntry|[[Learning grid]]}}<br> '''Aprendizaje basado en juegos''' {{MainEntry|[[Game-based learning]]}}<br> '''Aprendizaje basado en multimedia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Aprendizaje basado en redes''' {{MainEntry|[[Networked learning]]}}<br> Aprendizaje colaborativo {{MainEntry|Collaborative learning }}<br> Aprendizaje colaborativo asistido por ordenador. {{MainEntry|Computer-supported collaborative learning }}<br> Aprendizaje combinado {{MainEntry|Blended learning }}<br> Aprendizaje contextualizado {{MainEntry|Situated learning}}<br> Aprendizaje de lenguajes asistido por ordenador {{MainEntry|Computer-assisted language learning}}<br> Aprendizaje inclusivo online {{MainEntry|Inclusive e-learning }}<br> '''Aprendizaje informal''' {{MainEntry|[[Informal learning]]}}<br> Aprendizaje mejorado por tecnología. {{MainEntry|Technology-Enhanced Learning }}<br> Aprendizaje online {{MainEntry|e-learning }}<br> '''Aprendizaje por indagación''' {{MainEntry|[[Inquiry learning]]}}<br> '''Aprendizaje sobre dispositivos móviles''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizaje ubicuo {{MainEntry|Ubiquitous learning }}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> Compañero de aprendizaje {{MainEntry|Learning companion}}<br> Comunidades de aprendizaje basadas en redes. {{MainEntry|Networked learning communities }}<br> '''Construccionismo ''' {{MainEntry|[[Constructionism]]}}<br> Curso programable {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis }}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis }}<br> '''Diseño de aprendizaje''' {{MainEntry|[[Learning design]]}}<br> <br>'''E'''{{Anchor|E}} e-Evaluación {{MainEntry|e-Assessment }}<br> Enseñanza a distancia {{MainEntry|Distance learning }}<br> Enseñanza distribuida {{MainEntry|Distributed learning }}<br> Entorno de aprendizaje {{MainEntry|Learning environment}}<br> Entorno de aprendizaje adaptativo {{MainEntry|Adaptive learning environment }}<br> entorno de aprendizaje ambiental. {{MainEntry|Ambient learning environment }}<br> Entorno de aprendizaje artificial. {{MainEntry|Artificial learning environment }}<br> Entorno de aprendizaje aumentado {{MainEntry|Augmented learning environment }}<br> Entorno de aprendizaje basado en agentes {{MainEntry|Agent-based learning environment}}<br> Entorno de aprendizaje basado en redes {{MainEntry|Networked learning environment }}<br> '''Entorno de aprendizaje basado en simulaciones''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Entorno de aprendizaje distribuido {{MainEntry|Distributed learning environments }}<br> '''Entorno de aprendizaje integrado''' {{MainEntry|[[Seamless learning environments]]}}<br> Entorno de aprendizaje interactivo. {{MainEntry|Interactive learning environment}}<br> Entorno de aprendizaje programable basado en ordenador {{MainEntry|Programmable computer-based learning environment}}<br> '''Entorno de auto-aprendizaje''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Entorno narrativo de aprendizaje ''' {{MainEntry|[[Narrative learning environments]]}}<br> Entorno personal de aprendizaje {{MainEntry|Personal learning environment}}<br> Entorno tangible de aprendizaje {{MainEntry|Tangible learning environment}}<br> Entorno ubicuo de aprendizaje {{MainEntry|Pervasive learning environment}}<br> Entorno virtual de aprendizaje {{MainEntry|Virtual learning environment }}<br> Entornos de aprendizaje asistido por ordenador {{MainEntry|Computer-based learning environments}}<br> Entretenimiento educativo {{MainEntry|Edutainment }}<br> '''Escenario de aprendizaje''' {{MainEntry|[[Learning scenario]]}}<br> '''Espacio de aprendizaje''' {{MainEntry|[[Learning space]]}}<br> Examen asistido por ordenador {{MainEntry|Computer-assisted examination }}<br> '''Experiencia parcial''' {{MainEntry|[[Overlay]]}}<br> <br>'''F'''{{Anchor|F}} '''Fenómeno Inherente o embebido ''' {{MainEntry|[[Embedded phenomena]]}}<br> <br>'''G'''{{Anchor|G}} Generación automática de ejercicios {{MainEntry|Automatic generation of exercises}}<br> Geometría dinámica {{MainEntry|Dynamic geometry}}<br> Guión (o programa)... {{MainEntry|Script ...}}<br> Guión o programa externo {{MainEntry|External script}}<br> Guión o programa interno {{MainEntry|Internal script}}<br> <br>'''H'''{{Anchor|H}} Herramienta de autor {{MainEntry|Authoring tool }}<br> <br>'''I'''{{Anchor|I}} Ingeniería cognitiva {{MainEntry|Cognitive engineering }}<br> '''Ingeniería didáctica''' {{MainEntry|[[Didactical engineering]]}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-assisted instruction}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-based instruction}}<br> <br>'''J'''{{Anchor|J}} Juegos basados en simulaciones {{MainEntry|Simulation games }}<br> <br>'''L'''{{Anchor|L}} Laboratorio asistido por ordenador {{MainEntry|Computer-based laboratory}}<br> Laboratorios remotos {{MainEntry|Remote laboratorios}}<br> <br>'''M'''{{Anchor|M}} Matemática computacional {{MainEntry|Computational mathematics }}<br> Material de enseñanza {{MainEntry|Courseware}}<br> Micromundo {{MainEntry|Microworld}}<br> Minería de datos educativos {{MainEntry|Educational data mining }}<br> Modelado cognitivo {{MainEntry|Cognitive modelling }}<br> Modelado del estudiante {{MainEntry|Learner modeling }}<br> <br>'''O'''{{Anchor|O}} '''Objectos de aprendizaje''' {{MainEntry|[[Learning objects]]}}<br> <br>'''P'''{{Anchor|P}} Pizarra interactiva {{MainEntry|Interactive white board }}<br> portafolio online {{MainEntry|e-portfolio}}<br> '''Posibilidad de acción educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Posibilidad de acción epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programación de ordenadores como soporte al aprendizaje {{MainEntry|Computer programming in support of learning }}<br> <br>'''R'''{{Anchor|R}} '''Retroalimentación epistémica''' {{MainEntry|[[Epistemic feedback]]}}<br> <br>'''S'''{{Anchor|S}} '''Script colaborativo''' {{MainEntry|[[Collaboration script]]}}<br> Secuencia de aprendizaje {{MainEntry|Learning trail }}<br> Sistema de acompañamiento {{MainEntry|Buddy systems}}<br> Sistema de Autor {{MainEntry|Authoring system }}<br> Sistema de estructuración inteligente {{MainEntry|Intelligent scaffolding system }}<br> '''Sistema de gestión de aprendizaje''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestión de cursos {{MainEntry|Course management system }}<br> Sistema de tutoría basado en agentes {{MainEntry|Agent-based tutoring system }}<br> '''Sistema de Tutoría Inteligente''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Sistema integrado de aprendizaje {{MainEntry|Integrated learning system}}<br> Sistema online de aprendizaje {{MainEntry|On-line learning environment}}<br> <br>'''T'''{{Anchor|T}} Tecnología de enseñanza basado en tecnología web {{MainEntry|Web-lecturing technologies}}<br> '''Tutor cognitivo''' {{MainEntry|[[Cognitive tutor]]}}<br> <br>'''U'''{{Anchor|U}} Universidades virtuales {{MainEntry|Virtual universities}}<br> 710 668 2012-02-09T09:56:48Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Spanish entries ''Edited by Daniel Burgos, AtoS Research & Innovation, International University of La Rioja<br>Andrew McDonough, AtoS Research & Innovation<br>Vicente Romero, AtoS Research & Innovation (ES)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent }}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetización técnico-matemática''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Aprendizaje asistido por ordenador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizaje basado en grid'''. {{MainEntry|[[Learning grid]]}}<br> '''Aprendizaje basado en juegos''' {{MainEntry|[[Game-based learning]]}}<br> '''Aprendizaje basado en multimedia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Aprendizaje basado en redes''' {{MainEntry|[[Networked learning]]}}<br> Aprendizaje colaborativo {{MainEntry|Collaborative learning }}<br> Aprendizaje colaborativo asistido por ordenador. {{MainEntry|Computer-supported collaborative learning }}<br> Aprendizaje combinado {{MainEntry|Blended learning }}<br> Aprendizaje contextualizado {{MainEntry|Situated learning}}<br> Aprendizaje de lenguajes asistido por ordenador {{MainEntry|Computer-assisted language learning}}<br> Aprendizaje inclusivo online {{MainEntry|Inclusive e-learning }}<br> '''Aprendizaje informal''' {{MainEntry|[[Informal learning]]}}<br> Aprendizaje mejorado por tecnología. {{MainEntry|Technology-Enhanced Learning }}<br> Aprendizaje online {{MainEntry|e-learning }}<br> '''Aprendizaje por indagación''' {{MainEntry|[[Inquiry learning]]}}<br> '''Aprendizaje sobre dispositivos móviles''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizaje ubicuo {{MainEntry|Ubiquitous learning }}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> Compañero de aprendizaje {{MainEntry|Learning companion}}<br> Comunidades de aprendizaje basadas en redes. {{MainEntry|Networked learning communities }}<br> '''Construccionismo ''' {{MainEntry|[[Constructionism]]}}<br> Curso programable {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis }}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis }}<br> Diseño de aprendizaje {{MainEntry|Learning design}}<br> <br>'''E'''{{Anchor|E}} e-Evaluación {{MainEntry|e-Assessment }}<br> Enseñanza a distancia {{MainEntry|Distance learning }}<br> Enseñanza distribuida {{MainEntry|Distributed learning }}<br> Entorno de aprendizaje {{MainEntry|Learning environment}}<br> Entorno de aprendizaje adaptativo {{MainEntry|Adaptive learning environment }}<br> entorno de aprendizaje ambiental. {{MainEntry|Ambient learning environment }}<br> Entorno de aprendizaje artificial. {{MainEntry|Artificial learning environment }}<br> Entorno de aprendizaje aumentado {{MainEntry|Augmented learning environment }}<br> Entorno de aprendizaje basado en agentes {{MainEntry|Agent-based learning environment}}<br> Entorno de aprendizaje basado en redes {{MainEntry|Networked learning environment }}<br> '''Entorno de aprendizaje basado en simulaciones''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Entorno de aprendizaje distribuido {{MainEntry|Distributed learning environments }}<br> '''Entorno de aprendizaje integrado''' {{MainEntry|[[Seamless learning environments]]}}<br> Entorno de aprendizaje interactivo. {{MainEntry|Interactive learning environment}}<br> Entorno de aprendizaje programable basado en ordenador {{MainEntry|Programmable computer-based learning environment}}<br> '''Entorno de auto-aprendizaje''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Entorno narrativo de aprendizaje ''' {{MainEntry|[[Narrative learning environments]]}}<br> Entorno personal de aprendizaje {{MainEntry|Personal learning environment}}<br> Entorno tangible de aprendizaje {{MainEntry|Tangible learning environment}}<br> Entorno ubicuo de aprendizaje {{MainEntry|Pervasive learning environment}}<br> Entorno virtual de aprendizaje {{MainEntry|Virtual learning environment }}<br> Entornos de aprendizaje asistido por ordenador {{MainEntry|Computer-based learning environments}}<br> Entretenimiento educativo {{MainEntry|Edutainment }}<br> '''Escenario de aprendizaje''' {{MainEntry|[[Learning scenario]]}}<br> '''Espacio de aprendizaje''' {{MainEntry|[[Learning space]]}}<br> Examen asistido por ordenador {{MainEntry|Computer-assisted examination }}<br> '''Experiencia parcial''' {{MainEntry|[[Overlay]]}}<br> <br>'''F'''{{Anchor|F}} '''Fenómeno Inherente o embebido ''' {{MainEntry|[[Embedded phenomena]]}}<br> <br>'''G'''{{Anchor|G}} Generación automática de ejercicios {{MainEntry|Automatic generation of exercises}}<br> Geometría dinámica {{MainEntry|Dynamic geometry}}<br> Guión (o programa)... {{MainEntry|Script ...}}<br> Guión o programa externo {{MainEntry|External script}}<br> Guión o programa interno {{MainEntry|Internal script}}<br> <br>'''H'''{{Anchor|H}} Herramienta de autor {{MainEntry|Authoring tool }}<br> <br>'''I'''{{Anchor|I}} Ingeniería cognitiva {{MainEntry|Cognitive engineering }}<br> '''Ingeniería didáctica''' {{MainEntry|[[Didactical engineering]]}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-assisted instruction}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-based instruction}}<br> <br>'''J'''{{Anchor|J}} Juegos basados en simulaciones {{MainEntry|Simulation games }}<br> <br>'''L'''{{Anchor|L}} Laboratorio asistido por ordenador {{MainEntry|Computer-based laboratory}}<br> Laboratorios remotos {{MainEntry|Remote laboratorios}}<br> <br>'''M'''{{Anchor|M}} Matemática computacional {{MainEntry|Computational mathematics }}<br> Material de enseñanza {{MainEntry|Courseware}}<br> Micromundo {{MainEntry|Microworld}}<br> Minería de datos educativos {{MainEntry|Educational data mining }}<br> Modelado cognitivo {{MainEntry|Cognitive modelling }}<br> Modelado del estudiante {{MainEntry|Learner modeling }}<br> <br>'''O'''{{Anchor|O}} '''Objectos de aprendizaje''' {{MainEntry|[[Learning objects]]}}<br> <br>'''P'''{{Anchor|P}} Pizarra interactiva {{MainEntry|Interactive white board }}<br> portafolio online {{MainEntry|e-portfolio}}<br> '''Posibilidad de acción educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Posibilidad de acción epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programación de ordenadores como soporte al aprendizaje {{MainEntry|Computer programming in support of learning }}<br> <br>'''R'''{{Anchor|R}} '''Retroalimentación epistémica''' {{MainEntry|[[Epistemic feedback]]}}<br> <br>'''S'''{{Anchor|S}} '''Script colaborativo''' {{MainEntry|[[Collaboration script]]}}<br> Secuencia de aprendizaje {{MainEntry|Learning trail }}<br> Sistema de acompañamiento {{MainEntry|Buddy systems}}<br> Sistema de Autor {{MainEntry|Authoring system }}<br> Sistema de estructuración inteligente {{MainEntry|Intelligent scaffolding system }}<br> '''Sistema de gestión de aprendizaje''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestión de cursos {{MainEntry|Course management system }}<br> Sistema de tutoría basado en agentes {{MainEntry|Agent-based tutoring system }}<br> '''Sistema de Tutoría Inteligente''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Sistema integrado de aprendizaje {{MainEntry|Integrated learning system}}<br> Sistema online de aprendizaje {{MainEntry|On-line learning environment}}<br> <br>'''T'''{{Anchor|T}} Tecnología de enseñanza basado en tecnología web {{MainEntry|Web-lecturing technologies}}<br> '''Tutor cognitivo''' {{MainEntry|[[Cognitive tutor]]}}<br> <br>'''U'''{{Anchor|U}} Universidades virtuales {{MainEntry|Virtual universities}}<br> 668 641 2012-01-30T09:23:12Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Spanish entries ''Edited by Daniel Burgos, AtoS Research & Innovation, International University of La Rioja<br>Andrew McDonough, AtoS Research & Innovation<br>Vicente Romero, AtoS Research & Innovation (ES)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent }}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetización técnico-matemática''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Aprendizaje asistido por ordenador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizaje basado en grid'''. {{MainEntry|[[Learning grid]]}}<br> '''Aprendizaje basado en juegos''' {{MainEntry|[[Game-based learning]]}}<br> '''Aprendizaje basado en multimedia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Aprendizaje basado en redes''' {{MainEntry|[[Networked learning]]}}<br> Aprendizaje colaborativo {{MainEntry|Collaborative learning }}<br> Aprendizaje colaborativo asistido por ordenador. {{MainEntry|Computer-supported collaborative learning }}<br> Aprendizaje combinado {{MainEntry|Blended learning }}<br> Aprendizaje contextualizado {{MainEntry|Situated learning}}<br> Aprendizaje de lenguajes asistido por ordenador {{MainEntry|Computer-assisted language learning}}<br> Aprendizaje inclusivo online {{MainEntry|Inclusive e-learning }}<br> '''Aprendizaje informal''' {{MainEntry|[[Informal learning]]}}<br> Aprendizaje mejorado por tecnología. {{MainEntry|Technology-Enhanced Learning }}<br> Aprendizaje online {{MainEntry|e-learning }}<br> '''Aprendizaje por indagación''' {{MainEntry|[[Inquiry learning]]}}<br> '''Aprendizaje sobre dispositivos móviles''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizaje ubicuo {{MainEntry|Ubiquitous learning }}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> Compañero de aprendizaje {{MainEntry|Learning companion}}<br> Comunidades de aprendizaje basadas en redes. {{MainEntry|Networked learning communities }}<br> '''Construccionismo ''' {{MainEntry|[[Constructionism]]}}<br> Curso programable {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis }}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis }}<br> Diseño de aprendizaje {{MainEntry|Learning design}}<br> <br>'''E'''{{Anchor|E}} e-Evaluación {{MainEntry|e-Assessment }}<br> Enseñanza a distancia {{MainEntry|Distance learning }}<br> Enseñanza distribuida {{MainEntry|Distributed learning }}<br> Entorno de aprendizaje {{MainEntry|Learning environment}}<br> Entorno de aprendizaje adaptativo {{MainEntry|Adaptive learning environment }}<br> entorno de aprendizaje ambiental. {{MainEntry|Ambient learning environment }}<br> Entorno de aprendizaje artificial. {{MainEntry|Artificial learning environment }}<br> Entorno de aprendizaje aumentado {{MainEntry|Augmented learning environment }}<br> Entorno de aprendizaje basado en agentes {{MainEntry|Agent-based learning environment}}<br> Entorno de aprendizaje basado en redes {{MainEntry|Networked learning environment }}<br> Entorno de aprendizaje basado en simulaciones {{MainEntry|Simulation-based learning environment}}<br> Entorno de aprendizaje distribuido {{MainEntry|Distributed learning environments }}<br> '''Entorno de aprendizaje integrado''' {{MainEntry|[[Seamless learning environments]]}}<br> Entorno de aprendizaje interactivo. {{MainEntry|Interactive learning environment}}<br> Entorno de aprendizaje programable basado en ordenador {{MainEntry|Programmable computer-based learning environment}}<br> '''Entorno de auto-aprendizaje''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Entorno narrativo de aprendizaje ''' {{MainEntry|[[Narrative learning environments]]}}<br> Entorno personal de aprendizaje {{MainEntry|Personal learning environment}}<br> Entorno tangible de aprendizaje {{MainEntry|Tangible learning environment}}<br> Entorno ubicuo de aprendizaje {{MainEntry|Pervasive learning environment}}<br> Entorno virtual de aprendizaje {{MainEntry|Virtual learning environment }}<br> Entornos de aprendizaje asistido por ordenador {{MainEntry|Computer-based learning environments}}<br> Entretenimiento educativo {{MainEntry|Edutainment }}<br> '''Escenario de aprendizaje''' {{MainEntry|[[Learning scenario]]}}<br> '''Espacio de aprendizaje''' {{MainEntry|[[Learning space]]}}<br> Examen asistido por ordenador {{MainEntry|Computer-assisted examination }}<br> '''Experiencia parcial''' {{MainEntry|[[Overlay]]}}<br> <br>'''F'''{{Anchor|F}} '''Fenómeno Inherente o embebido ''' {{MainEntry|[[Embedded phenomena]]}}<br> <br>'''G'''{{Anchor|G}} Generación automática de ejercicios {{MainEntry|Automatic generation of exercises}}<br> Geometría dinámica {{MainEntry|Dynamic geometry}}<br> Guión (o programa)... {{MainEntry|Script ...}}<br> Guión o programa externo {{MainEntry|External script}}<br> Guión o programa interno {{MainEntry|Internal script}}<br> <br>'''H'''{{Anchor|H}} Herramienta de autor {{MainEntry|Authoring tool }}<br> <br>'''I'''{{Anchor|I}} Ingeniería cognitiva {{MainEntry|Cognitive engineering }}<br> '''Ingeniería didáctica''' {{MainEntry|[[Didactical engineering]]}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-assisted instruction}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-based instruction}}<br> <br>'''J'''{{Anchor|J}} Juegos basados en simulaciones {{MainEntry|Simulation games }}<br> <br>'''L'''{{Anchor|L}} Laboratorio asistido por ordenador {{MainEntry|Computer-based laboratory}}<br> Laboratorios remotos {{MainEntry|Remote laboratorios}}<br> <br>'''M'''{{Anchor|M}} Matemática computacional {{MainEntry|Computational mathematics }}<br> Material de enseñanza {{MainEntry|Courseware}}<br> Micromundo {{MainEntry|Microworld}}<br> Minería de datos educativos {{MainEntry|Educational data mining }}<br> Modelado cognitivo {{MainEntry|Cognitive modelling }}<br> Modelado del estudiante {{MainEntry|Learner modeling }}<br> <br>'''O'''{{Anchor|O}} '''Objectos de aprendizaje''' {{MainEntry|[[Learning objects]]}}<br> <br>'''P'''{{Anchor|P}} Pizarra interactiva {{MainEntry|Interactive white board }}<br> portafolio online {{MainEntry|e-portfolio}}<br> '''Posibilidad de acción educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Posibilidad de acción epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programación de ordenadores como soporte al aprendizaje {{MainEntry|Computer programming in support of learning }}<br> <br>'''R'''{{Anchor|R}} '''Retroalimentación epistémica''' {{MainEntry|[[Epistemic feedback]]}}<br> <br>'''S'''{{Anchor|S}} '''Script colaborativo''' {{MainEntry|[[Collaboration script]]}}<br> Secuencia de aprendizaje {{MainEntry|Learning trail }}<br> Sistema de acompañamiento {{MainEntry|Buddy systems}}<br> Sistema de Autor {{MainEntry|Authoring system }}<br> Sistema de estructuración inteligente {{MainEntry|Intelligent scaffolding system }}<br> '''Sistema de gestión de aprendizaje''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestión de cursos {{MainEntry|Course management system }}<br> Sistema de tutoría basado en agentes {{MainEntry|Agent-based tutoring system }}<br> '''Sistema de Tutoría Inteligente''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Sistema integrado de aprendizaje {{MainEntry|Integrated learning system}}<br> Sistema online de aprendizaje {{MainEntry|On-line learning environment}}<br> <br>'''T'''{{Anchor|T}} Tecnología de enseñanza basado en tecnología web {{MainEntry|Web-lecturing technologies}}<br> '''Tutor cognitivo''' {{MainEntry|[[Cognitive tutor]]}}<br> <br>'''U'''{{Anchor|U}} Universidades virtuales {{MainEntry|Virtual universities}}<br> 641 629 2012-01-23T14:02:28Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Spanish entries ''Edited by Daniel Burgos, AtoS Research & Innovation, International University of La Rioja<br>Andrew McDonough, AtoS Research & Innovation<br>Vicente Romero, AtoS Research & Innovation (ES)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent }}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetización técnico-matemática''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Aprendizaje asistido por ordenador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizaje basado en grid'''. {{MainEntry|[[Learning grid]]}}<br> '''Aprendizaje basado en juegos ''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizaje basado en multimedia {{MainEntry|Multimedia learning}}<br> '''Aprendizaje basado en redes''' {{MainEntry|[[Networked learning]]}}<br> Aprendizaje colaborativo {{MainEntry|Collaborative learning }}<br> Aprendizaje colaborativo asistido por ordenador. {{MainEntry|Computer-supported collaborative learning }}<br> Aprendizaje combinado {{MainEntry|Blended learning }}<br> Aprendizaje contextualizado {{MainEntry|Situated learning}}<br> Aprendizaje de lenguajes asistido por ordenador {{MainEntry|Computer-assisted language learning}}<br> Aprendizaje inclusivo online {{MainEntry|Inclusive e-learning }}<br> '''Aprendizaje informal''' {{MainEntry|[[Informal learning]]}}<br> Aprendizaje mejorado por tecnología. {{MainEntry|Technology-Enhanced Learning }}<br> Aprendizaje online {{MainEntry|e-learning }}<br> '''Aprendizaje por indagación''' {{MainEntry|[[Inquiry learning]]}}<br> '''Aprendizaje sobre dispositivos móviles''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizaje ubicuo {{MainEntry|Ubiquitous learning }}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> Compañero de aprendizaje {{MainEntry|Learning companion}}<br> Comunidades de aprendizaje basadas en redes. {{MainEntry|Networked learning communities }}<br> '''Construccionismo ''' {{MainEntry|[[Constructionism]]}}<br> Curso programable {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis }}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis }}<br> Diseño de aprendizaje {{MainEntry|Learning design}}<br> <br>'''E'''{{Anchor|E}} e-Evaluación {{MainEntry|e-Assessment }}<br> Enseñanza a distancia {{MainEntry|Distance learning }}<br> Enseñanza distribuida {{MainEntry|Distributed learning }}<br> Entorno de aprendizaje {{MainEntry|Learning environment}}<br> Entorno de aprendizaje adaptativo {{MainEntry|Adaptive learning environment }}<br> entorno de aprendizaje ambiental. {{MainEntry|Ambient learning environment }}<br> Entorno de aprendizaje artificial. {{MainEntry|Artificial learning environment }}<br> Entorno de aprendizaje aumentado {{MainEntry|Augmented learning environment }}<br> Entorno de aprendizaje basado en agentes {{MainEntry|Agent-based learning environment}}<br> Entorno de aprendizaje basado en redes {{MainEntry|Networked learning environment }}<br> Entorno de aprendizaje basado en simulaciones {{MainEntry|Simulation-based learning environment}}<br> Entorno de aprendizaje distribuido {{MainEntry|Distributed learning environments }}<br> '''Entorno de aprendizaje integrado''' {{MainEntry|[[Seamless learning environments]]}}<br> Entorno de aprendizaje interactivo. {{MainEntry|Interactive learning environment}}<br> Entorno de aprendizaje programable basado en ordenador {{MainEntry|Programmable computer-based learning environment}}<br> '''Entorno de auto-aprendizaje''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Entorno narrativo de aprendizaje ''' {{MainEntry|[[Narrative learning environments]]}}<br> Entorno personal de aprendizaje {{MainEntry|Personal learning environment}}<br> Entorno tangible de aprendizaje {{MainEntry|Tangible learning environment}}<br> Entorno ubicuo de aprendizaje {{MainEntry|Pervasive learning environment}}<br> Entorno virtual de aprendizaje {{MainEntry|Virtual learning environment }}<br> Entornos de aprendizaje asistido por ordenador {{MainEntry|Computer-based learning environments}}<br> Entretenimiento educativo {{MainEntry|Edutainment }}<br> '''Escenario de aprendizaje''' {{MainEntry|[[Learning scenario]]}}<br> '''Espacio de aprendizaje''' {{MainEntry|[[Learning space]]}}<br> Examen asistido por ordenador {{MainEntry|Computer-assisted examination }}<br> '''Experiencia parcial''' {{MainEntry|[[Overlay]]}}<br> <br>'''F'''{{Anchor|F}} '''Fenómeno Inherente o embebido ''' {{MainEntry|[[Embedded phenomena]]}}<br> <br>'''G'''{{Anchor|G}} Generación automática de ejercicios {{MainEntry|Automatic generation of exercises}}<br> Geometría dinámica {{MainEntry|Dynamic geometry}}<br> Guión (o programa)... {{MainEntry|Script ...}}<br> Guión o programa externo {{MainEntry|External script}}<br> Guión o programa interno {{MainEntry|Internal script}}<br> <br>'''H'''{{Anchor|H}} Herramienta de autor {{MainEntry|Authoring tool }}<br> <br>'''I'''{{Anchor|I}} Ingeniería cognitiva {{MainEntry|Cognitive engineering }}<br> '''Ingeniería didáctica''' {{MainEntry|[[Didactical engineering]]}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-assisted instruction}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-based instruction}}<br> <br>'''J'''{{Anchor|J}} Juegos basados en simulaciones {{MainEntry|Simulation games }}<br> <br>'''L'''{{Anchor|L}} Laboratorio asistido por ordenador {{MainEntry|Computer-based laboratory}}<br> Laboratorios remotos {{MainEntry|Remote laboratorios}}<br> <br>'''M'''{{Anchor|M}} Matemática computacional {{MainEntry|Computational mathematics }}<br> Material de enseñanza {{MainEntry|Courseware}}<br> Micromundo {{MainEntry|Microworld}}<br> Minería de datos educativos {{MainEntry|Educational data mining }}<br> Modelado cognitivo {{MainEntry|Cognitive modelling }}<br> Modelado del estudiante {{MainEntry|Learner modeling }}<br> <br>'''O'''{{Anchor|O}} '''Objectos de aprendizaje''' {{MainEntry|[[Learning objects]]}}<br> <br>'''P'''{{Anchor|P}} Pizarra interactiva {{MainEntry|Interactive white board }}<br> portafolio online {{MainEntry|e-portfolio}}<br> '''Posibilidad de acción educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Posibilidad de acción epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programación de ordenadores como soporte al aprendizaje {{MainEntry|Computer programming in support of learning }}<br> <br>'''R'''{{Anchor|R}} '''Retroalimentación epistémica''' {{MainEntry|[[Epistemic feedback]]}}<br> <br>'''S'''{{Anchor|S}} '''Script colaborativo''' {{MainEntry|[[Collaboration script]]}}<br> Secuencia de aprendizaje {{MainEntry|Learning trail }}<br> Sistema de acompañamiento {{MainEntry|Buddy systems}}<br> Sistema de Autor {{MainEntry|Authoring system }}<br> Sistema de estructuración inteligente {{MainEntry|Intelligent scaffolding system }}<br> '''Sistema de gestión de aprendizaje''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestión de cursos {{MainEntry|Course management system }}<br> Sistema de tutoría basado en agentes {{MainEntry|Agent-based tutoring system }}<br> '''Sistema de Tutoría Inteligente''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Sistema integrado de aprendizaje {{MainEntry|Integrated learning system}}<br> Sistema online de aprendizaje {{MainEntry|On-line learning environment}}<br> <br>'''T'''{{Anchor|T}} Tecnología de enseñanza basado en tecnología web {{MainEntry|Web-lecturing technologies}}<br> '''Tutor cognitivo''' {{MainEntry|[[Cognitive tutor]]}}<br> <br>'''U'''{{Anchor|U}} Universidades virtuales {{MainEntry|Virtual universities}}<br> 629 609 2012-01-19T13:50:31Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Spanish entries ''Edited by Daniel Burgos, AtoS Research & Innovation, International University of La Rioja<br>Andrew McDonough, AtoS Research & Innovation<br>Vicente Romero, AtoS Research & Innovation (ES)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent }}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetización técnico-matemática''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Aprendizaje asistido por ordenador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizaje basado en grid'''. {{MainEntry|[[Learning grid]]}}<br> '''Aprendizaje basado en juegos ''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizaje basado en multimedia {{MainEntry|Multimedia learning}}<br> '''Aprendizaje basado en redes''' {{MainEntry|[[Networked learning]]}}<br> Aprendizaje colaborativo {{MainEntry|Collaborative learning }}<br> Aprendizaje colaborativo asistido por ordenador. {{MainEntry|Computer-supported collaborative learning }}<br> Aprendizaje combinado {{MainEntry|Blended learning }}<br> Aprendizaje contextualizado {{MainEntry|Situated learning}}<br> Aprendizaje de lenguajes asistido por ordenador {{MainEntry|Computer-assisted language learning}}<br> Aprendizaje inclusivo online {{MainEntry|Inclusive e-learning }}<br> '''Aprendizaje informal''' {{MainEntry|[[Informal learning]]}}<br> Aprendizaje mejorado por tecnología. {{MainEntry|Technology-Enhanced Learning }}<br> Aprendizaje online {{MainEntry|e-learning }}<br> '''Aprendizaje por indagación''' {{MainEntry|[[Inquiry learning]]}}<br> '''Aprendizaje sobre dispositivos móviles''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizaje ubicuo {{MainEntry|Ubiquitous learning }}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> Compañero de aprendizaje {{MainEntry|Learning companion}}<br> Comunidades de aprendizaje basadas en redes. {{MainEntry|Networked learning communities }}<br> '''Construccionismo ''' {{MainEntry|[[Constructionism]]}}<br> Curso programable {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis }}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis }}<br> Diseño de aprendizaje {{MainEntry|Learning design}}<br> <br>'''E'''{{Anchor|E}} e-Evaluación {{MainEntry|e-Assessment }}<br> Enseñanza a distancia {{MainEntry|Distance learning }}<br> Enseñanza distribuida {{MainEntry|Distributed learning }}<br> Entorno de aprendizaje {{MainEntry|Learning environment}}<br> Entorno de aprendizaje adaptativo {{MainEntry|Adaptive learning environment }}<br> entorno de aprendizaje ambiental. {{MainEntry|Ambient learning environment }}<br> Entorno de aprendizaje artificial. {{MainEntry|Artificial learning environment }}<br> Entorno de aprendizaje aumentado {{MainEntry|Augmented learning environment }}<br> Entorno de aprendizaje basado en agentes {{MainEntry|Agent-based learning environment}}<br> Entorno de aprendizaje basado en redes {{MainEntry|Networked learning environment }}<br> Entorno de aprendizaje basado en simulaciones {{MainEntry|Simulation-based learning environment}}<br> Entorno de aprendizaje distribuido {{MainEntry|Distributed learning environments }}<br> '''Entorno de aprendizaje integrado''' {{MainEntry|[[Seamless learning environments]]}}<br> Entorno de aprendizaje interactivo. {{MainEntry|Interactive learning environment}}<br> Entorno de aprendizaje programable basado en ordenador {{MainEntry|Programmable computer-based learning environment}}<br> '''Entorno de auto-aprendizaje''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Entorno narrativo de aprendizaje ''' {{MainEntry|[[Narrative learning environments]]}}<br> Entorno personal de aprendizaje {{MainEntry|Personal learning environment}}<br> Entorno tangible de aprendizaje {{MainEntry|Tangible learning environment}}<br> Entorno ubicuo de aprendizaje {{MainEntry|Pervasive learning environment}}<br> Entorno virtual de aprendizaje {{MainEntry|Virtual learning environment }}<br> Entornos de aprendizaje asistido por ordenador {{MainEntry|Computer-based learning environments}}<br> Entretenimiento educativo {{MainEntry|Edutainment }}<br> '''Escenario de aprendizaje''' {{MainEntry|[[Learning scenario]]}}<br> '''Espacio de aprendizaje''' {{MainEntry|[[Learning space]]}}<br> Examen asistido por ordenador {{MainEntry|Computer-assisted examination }}<br> '''Experiencia parcial''' {{MainEntry|[[Overlay]]}}<br> <br>'''F'''{{Anchor|F}} '''Fenómeno Inherente o embebido ''' {{MainEntry|[[Embedded phenomena]]}}<br> <br>'''G'''{{Anchor|G}} Generación automática de ejercicios {{MainEntry|Automatic generation of exercises}}<br> Geometría dinámica {{MainEntry|Dynamic geometry}}<br> Guión (o programa)... {{MainEntry|Script ...}}<br> Guión o programa externo {{MainEntry|External script}}<br> Guión o programa interno {{MainEntry|Internal script}}<br> <br>'''H'''{{Anchor|H}} Herramienta de autor {{MainEntry|Authoring tool }}<br> <br>'''I'''{{Anchor|I}} Ingeniería cognitiva {{MainEntry|Cognitive engineering }}<br> '''Ingeniería didáctica''' {{MainEntry|[[Didactical engineering]]}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-assisted instruction}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-based instruction}}<br> <br>'''J'''{{Anchor|J}} Juegos basados en simulaciones {{MainEntry|Simulation games }}<br> <br>'''L'''{{Anchor|L}} Laboratorio asistido por ordenador {{MainEntry|Computer-based laboratory}}<br> Laboratorios remotos {{MainEntry|Remote laboratorios}}<br> <br>'''M'''{{Anchor|M}} Matemática computacional {{MainEntry|Computational mathematics }}<br> Material de enseñanza {{MainEntry|Courseware}}<br> Micromundo {{MainEntry|Microworld}}<br> Minería de datos educativos {{MainEntry|Educational data mining }}<br> Modelado cognitivo {{MainEntry|Cognitive modelling }}<br> Modelado del estudiante {{MainEntry|Learner modeling }}<br> <br>'''O'''{{Anchor|O}} '''Objectos de aprendizaje''' {{MainEntry|[[Learning objects]]}}<br> <br>'''P'''{{Anchor|P}} Pizarra interactiva {{MainEntry|Interactive white board }}<br> portafolio online {{MainEntry|e-portfolio}}<br> '''Posibilidad de acción educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Posibilidad de acción epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programación de ordenadores como soporte al aprendizaje {{MainEntry|Computer programming in support of learning }}<br> <br>'''R'''{{Anchor|R}} Retroalimentación epistémica {{MainEntry|Epistemic feedback}}<br> <br>'''S'''{{Anchor|S}} '''Script colaborativo''' {{MainEntry|[[Collaboration script]]}}<br> Secuencia de aprendizaje {{MainEntry|Learning trail }}<br> Sistema de acompañamiento {{MainEntry|Buddy systems}}<br> Sistema de Autor {{MainEntry|Authoring system }}<br> Sistema de estructuración inteligente {{MainEntry|Intelligent scaffolding system }}<br> '''Sistema de gestión de aprendizaje''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestión de cursos {{MainEntry|Course management system }}<br> Sistema de tutoría basado en agentes {{MainEntry|Agent-based tutoring system }}<br> '''Sistema de Tutoría Inteligente''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Sistema integrado de aprendizaje {{MainEntry|Integrated learning system}}<br> Sistema online de aprendizaje {{MainEntry|On-line learning environment}}<br> <br>'''T'''{{Anchor|T}} Tecnología de enseñanza basado en tecnología web {{MainEntry|Web-lecturing technologies}}<br> '''Tutor cognitivo''' {{MainEntry|[[Cognitive tutor]]}}<br> <br>'''U'''{{Anchor|U}} Universidades virtuales {{MainEntry|Virtual universities}}<br> 609 576 2012-01-16T14:59:32Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Spanish entries ''Edited by Daniel Burgos, AtoS Research & Innovation, International University of La Rioja<br>Andrew McDonough, AtoS Research & Innovation<br>Vicente Romero, AtoS Research & Innovation (ES)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent }}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetización técnico-matemática''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Aprendizaje asistido por ordenador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizaje basado en grid'''. {{MainEntry|[[Learning grid]]}}<br> '''Aprendizaje basado en juegos ''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizaje basado en multimedia {{MainEntry|Multimedia learning}}<br> '''Aprendizaje basado en redes''' {{MainEntry|[[Networked learning]]}}<br> Aprendizaje colaborativo {{MainEntry|Collaborative learning }}<br> Aprendizaje colaborativo asistido por ordenador. {{MainEntry|Computer-supported collaborative learning }}<br> Aprendizaje combinado {{MainEntry|Blended learning }}<br> Aprendizaje contextualizado {{MainEntry|Situated learning}}<br> Aprendizaje de lenguajes asistido por ordenador {{MainEntry|Computer-assisted language learning}}<br> Aprendizaje inclusivo online {{MainEntry|Inclusive e-learning }}<br> '''Aprendizaje informal''' {{MainEntry|[[Informal learning]]}}<br> Aprendizaje mejorado por tecnología. {{MainEntry|Technology-Enhanced Learning }}<br> Aprendizaje online {{MainEntry|e-learning }}<br> '''Aprendizaje por indagación''' {{MainEntry|[[Inquiry learning]]}}<br> '''Aprendizaje sobre dispositivos móviles''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizaje ubicuo {{MainEntry|Ubiquitous learning }}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> Compañero de aprendizaje {{MainEntry|Learning companion}}<br> Comunidades de aprendizaje basadas en redes. {{MainEntry|Networked learning communities }}<br> '''Construccionismo ''' {{MainEntry|[[Constructionism]]}}<br> Curso programable {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis }}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis }}<br> Diseño de aprendizaje {{MainEntry|Learning design}}<br> <br>'''E'''{{Anchor|E}} e-Evaluación {{MainEntry|e-Assessment }}<br> Enseñanza a distancia {{MainEntry|Distance learning }}<br> Enseñanza distribuida {{MainEntry|Distributed learning }}<br> Entorno de aprendizaje {{MainEntry|Learning environment}}<br> Entorno de aprendizaje adaptativo {{MainEntry|Adaptive learning environment }}<br> entorno de aprendizaje ambiental. {{MainEntry|Ambient learning environment }}<br> Entorno de aprendizaje artificial. {{MainEntry|Artificial learning environment }}<br> Entorno de aprendizaje aumentado {{MainEntry|Augmented learning environment }}<br> Entorno de aprendizaje basado en agentes {{MainEntry|Agent-based learning environment}}<br> Entorno de aprendizaje basado en redes {{MainEntry|Networked learning environment }}<br> Entorno de aprendizaje basado en simulaciones {{MainEntry|Simulation-based learning environment}}<br> Entorno de aprendizaje distribuido {{MainEntry|Distributed learning environments }}<br> '''Entorno de aprendizaje integrado''' {{MainEntry|[[Seamless learning environments]]}}<br> Entorno de aprendizaje interactivo. {{MainEntry|Interactive learning environment}}<br> Entorno de aprendizaje programable basado en ordenador {{MainEntry|Programmable computer-based learning environment}}<br> '''Entorno de auto-aprendizaje''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Entorno narrativo de aprendizaje ''' {{MainEntry|[[Narrative learning environments]]}}<br> Entorno personal de aprendizaje {{MainEntry|Personal learning environment}}<br> Entorno tangible de aprendizaje {{MainEntry|Tangible learning environment}}<br> Entorno ubicuo de aprendizaje {{MainEntry|Pervasive learning environment}}<br> Entorno virtual de aprendizaje {{MainEntry|Virtual learning environment }}<br> Entornos de aprendizaje asistido por ordenador {{MainEntry|Computer-based learning environments}}<br> Entretenimiento educativo {{MainEntry|Edutainment }}<br> '''Escenario de aprendizaje''' {{MainEntry|[[Learning scenario]]}}<br> '''Espacio de aprendizaje''' {{MainEntry|[[Learning space]]}}<br> Examen asistido por ordenador {{MainEntry|Computer-assisted examination }}<br> '''Experiencia parcial''' {{MainEntry|[[Overlay]]}}<br> <br>'''F'''{{Anchor|F}} '''Fenómeno Inherente o embebido ''' {{MainEntry|[[Embedded phenomena]]}}<br> <br>'''G'''{{Anchor|G}} Generación automática de ejercicios {{MainEntry|Automatic generation of exercises}}<br> Geometría dinámica {{MainEntry|Dynamic geometry}}<br> Guión (o programa)... {{MainEntry|Script ...}}<br> Guión o programa externo {{MainEntry|External script}}<br> Guión o programa interno {{MainEntry|Internal script}}<br> <br>'''H'''{{Anchor|H}} Herramienta de autor {{MainEntry|Authoring tool }}<br> <br>'''I'''{{Anchor|I}} Ingeniería cognitiva {{MainEntry|Cognitive engineering }}<br> '''Ingeniería didáctica''' {{MainEntry|[[Didactical engineering]]}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-assisted instruction}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-based instruction}}<br> <br>'''J'''{{Anchor|J}} Juegos basados en simulaciones {{MainEntry|Simulation games }}<br> <br>'''L'''{{Anchor|L}} Laboratorio asistido por ordenador {{MainEntry|Computer-based laboratory}}<br> Laboratorios remotos {{MainEntry|Remote laboratorios}}<br> <br>'''M'''{{Anchor|M}} Matemática computacional {{MainEntry|Computational mathematics }}<br> Material de enseñanza {{MainEntry|Courseware}}<br> Micromundo {{MainEntry|Microworld}}<br> Minería de datos educativos {{MainEntry|Educational data mining }}<br> Modelado cognitivo {{MainEntry|Cognitive modelling }}<br> Modelado del estudiante {{MainEntry|Learner modeling }}<br> <br>'''O'''{{Anchor|O}} '''Objectos de aprendizaje''' {{MainEntry|[[Learning objects]]}}<br> <br>'''P'''{{Anchor|P}} Pizarra interactiva {{MainEntry|Interactive white board }}<br> portafolio online {{MainEntry|e-portfolio}}<br> '''Posibilidad de acción educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Posibilidad de acción epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programación de ordenadores como soporte al aprendizaje {{MainEntry|Computer programming in support of learning }}<br> <br>'''R'''{{Anchor|R}} Retroalimentación epistémica {{MainEntry|Epistemic feedback}}<br> <br>'''S'''{{Anchor|S}} '''Script colaborativo''' {{MainEntry|[[Collaboration script]]}}<br> Secuencia de aprendizaje {{MainEntry|Learning trail }}<br> Sistema de acompañamiento {{MainEntry|Buddy systems}}<br> Sistema de Autor {{MainEntry|Authoring system }}<br> Sistema de estructuración inteligente {{MainEntry|Intelligent scaffolding system }}<br> '''Sistema de gestión de aprendizaje''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestión de cursos {{MainEntry|Course management system }}<br> Sistema de tutoría basado en agentes {{MainEntry|Agent-based tutoring system }}<br> Sistema de Tutoría Inteligente {{MainEntry|Intelligent tutoring system}}<br> Sistema integrado de aprendizaje {{MainEntry|Integrated learning system}}<br> Sistema online de aprendizaje {{MainEntry|On-line learning environment}}<br> <br>'''T'''{{Anchor|T}} Tecnología de enseñanza basado en tecnología web {{MainEntry|Web-lecturing technologies}}<br> '''Tutor cognitivo''' {{MainEntry|[[Cognitive tutor]]}}<br> <br>'''U'''{{Anchor|U}} Universidades virtuales {{MainEntry|Virtual universities}}<br> 576 560 2012-01-05T15:46:42Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Spanish entries ''Edited by Daniel Burgos, AtoS Research & Innovation, International University of La Rioja<br>Andrew McDonough, AtoS Research & Innovation<br>Vicente Romero, AtoS Research & Innovation (ES)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent }}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetización técnico-matemática''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Aprendizaje asistido por ordenador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizaje basado en grid'''. {{MainEntry|[[Learning grid]]}}<br> '''Aprendizaje basado en juegos ''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizaje basado en multimedia {{MainEntry|Multimedia learning}}<br> '''Aprendizaje basado en redes''' {{MainEntry|[[Networked learning]]}}<br> Aprendizaje colaborativo {{MainEntry|Collaborative learning }}<br> Aprendizaje colaborativo asistido por ordenador. {{MainEntry|Computer-supported collaborative learning }}<br> Aprendizaje combinado {{MainEntry|Blended learning }}<br> Aprendizaje contextualizado {{MainEntry|Situated learning}}<br> Aprendizaje de lenguajes asistido por ordenador {{MainEntry|Computer-assisted language learning}}<br> Aprendizaje inclusivo online {{MainEntry|Inclusive e-learning }}<br> '''Aprendizaje informal''' {{MainEntry|[[Informal learning]]}}<br> Aprendizaje mejorado por tecnología. {{MainEntry|Technology-Enhanced Learning }}<br> Aprendizaje online {{MainEntry|e-learning }}<br> '''Aprendizaje por indagación''' {{MainEntry|[[Inquiry learning]]}}<br> '''Aprendizaje sobre dispositivos móviles''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizaje ubicuo {{MainEntry|Ubiquitous learning }}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> Compañero de aprendizaje {{MainEntry|Learning companion}}<br> Comunidades de aprendizaje basadas en redes. {{MainEntry|Networked learning communities }}<br> '''Construccionismo ''' {{MainEntry|[[Constructionism]]}}<br> Curso programable {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis }}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis }}<br> Diseño de aprendizaje {{MainEntry|Learning design}}<br> <br>'''E'''{{Anchor|E}} e-Evaluación {{MainEntry|e-Assessment }}<br> Enseñanza a distancia {{MainEntry|Distance learning }}<br> Enseñanza distribuida {{MainEntry|Distributed learning }}<br> Entorno de aprendizaje {{MainEntry|Learning environment}}<br> Entorno de aprendizaje adaptativo {{MainEntry|Adaptive learning environment }}<br> entorno de aprendizaje ambiental. {{MainEntry|Ambient learning environment }}<br> Entorno de aprendizaje artificial. {{MainEntry|Artificial learning environment }}<br> Entorno de aprendizaje aumentado {{MainEntry|Augmented learning environment }}<br> Entorno de aprendizaje basado en agentes {{MainEntry|Agent-based learning environment}}<br> Entorno de aprendizaje basado en redes {{MainEntry|Networked learning environment }}<br> Entorno de aprendizaje basado en simulaciones {{MainEntry|Simulation-based learning environment}}<br> Entorno de aprendizaje distribuido {{MainEntry|Distributed learning environments }}<br> '''Entorno de aprendizaje integrado''' {{MainEntry|[[Seamless learning environments]]}}<br> Entorno de aprendizaje interactivo. {{MainEntry|Interactive learning environment}}<br> Entorno de aprendizaje programable basado en ordenador {{MainEntry|Programmable computer-based learning environment}}<br> '''Entorno de auto-aprendizaje''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Entorno narrativo de aprendizaje ''' {{MainEntry|[[Narrative learning environments]]}}<br> Entorno personal de aprendizaje {{MainEntry|Personal learning environment}}<br> Entorno tangible de aprendizaje {{MainEntry|Tangible learning environment}}<br> Entorno ubicuo de aprendizaje {{MainEntry|Pervasive learning environment}}<br> Entorno virtual de aprendizaje {{MainEntry|Virtual learning environment }}<br> Entornos de aprendizaje asistido por ordenador {{MainEntry|Computer-based learning environments}}<br> Entretenimiento educativo {{MainEntry|Edutainment }}<br> '''Escenario de aprendizaje''' {{MainEntry|[[Learning scenario]]}}<br> '''Espacio de aprendizaje''' {{MainEntry|[[Learning space]]}}<br> Examen asistido por ordenador {{MainEntry|Computer-assisted examination }}<br> '''Experiencia parcial''' {{MainEntry|[[Overlay]]}}<br> <br>'''F'''{{Anchor|F}} '''Fenómeno Inherente o embebido ''' {{MainEntry|[[Embedded phenomena]]}}<br> <br>'''G'''{{Anchor|G}} Generación automática de ejercicios {{MainEntry|Automatic generation of exercises}}<br> Geometría dinámica {{MainEntry|Dynamic geometry}}<br> Guión (o programa)... {{MainEntry|Script ...}}<br> Guión o programa externo {{MainEntry|External script}}<br> Guión o programa interno {{MainEntry|Internal script}}<br> <br>'''H'''{{Anchor|H}} Herramienta de autor {{MainEntry|Authoring tool }}<br> <br>'''I'''{{Anchor|I}} Ingeniería cognitiva {{MainEntry|Cognitive engineering }}<br> '''Ingeniería didáctica''' {{MainEntry|[[Didactical engineering]]}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-assisted instruction}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-based instruction}}<br> <br>'''J'''{{Anchor|J}} Juegos basados en simulaciones {{MainEntry|Simulation games }}<br> <br>'''L'''{{Anchor|L}} Laboratorio asistido por ordenador {{MainEntry|Computer-based laboratory}}<br> Laboratorios remotos {{MainEntry|Remote laboratorios}}<br> <br>'''M'''{{Anchor|M}} Matemática computacional {{MainEntry|Computational mathematics }}<br> Material de enseñanza {{MainEntry|Courseware}}<br> Micromundo {{MainEntry|Microworld}}<br> Minería de datos educativos {{MainEntry|Educational data mining }}<br> Modelado cognitivo {{MainEntry|Cognitive modelling }}<br> Modelado del estudiante {{MainEntry|Learner modeling }}<br> <br>'''O'''{{Anchor|O}} '''Objectos de aprendizaje''' {{MainEntry|[[Learning objects]]}}<br> <br>'''P'''{{Anchor|P}} Pizarra interactiva {{MainEntry|Interactive white board }}<br> portafolio online {{MainEntry|e-portfolio}}<br> '''Posibilidad de acción educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Posibilidad de acción epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programación de ordenadores como soporte al aprendizaje {{MainEntry|Computer programming in support of learning }}<br> <br>'''R'''{{Anchor|R}} Retroalimentación epistémica {{MainEntry|Epistemic feedback}}<br> <br>'''S'''{{Anchor|S}} '''Script colaborativo''' {{MainEntry|[[Collaboration script]]}}<br> Secuencia de aprendizaje {{MainEntry|Learning trail }}<br> Sistema de acompañamiento {{MainEntry|Buddy systems}}<br> Sistema de Autor {{MainEntry|Authoring system }}<br> Sistema de estructuración inteligente {{MainEntry|Intelligent scaffolding system }}<br> '''Sistema de gestión de aprendizaje''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestión de cursos {{MainEntry|Course management system }}<br> Sistema de tutoría basado en agentes {{MainEntry|Agent-based tutoring system }}<br> Sistema de Tutoría Inteligente {{MainEntry|Intelligent tutoring system}}<br> Sistema integrado de aprendizaje {{MainEntry|Integrated learning system}}<br> Sistema online de aprendizaje {{MainEntry|On-line learning environment}}<br> <br>'''T'''{{Anchor|T}} Tecnología de enseñanza basado en tecnología web {{MainEntry|Web-lecturing technologies }}<br> Tutor cognitivo {{MainEntry|Cognitive tutor }}<br> <br>'''U'''{{Anchor|U}} Universidades virtuales {{MainEntry|Virtual universities}}<br> 560 538 2012-01-05T15:21:24Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Spanish entries ''Edited by Daniel Burgos, AtoS Research & Innovation, International University of La Rioja<br>Andrew McDonough, AtoS Research & Innovation<br>Vicente Romero, AtoS Research & Innovation (ES)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent }}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetización técnico-matemática''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Aprendizaje asistido por ordenador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizaje basado en grid'''. {{MainEntry|[[Learning grid]]}}<br> '''Aprendizaje basado en juegos ''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizaje basado en multimedia {{MainEntry|Multimedia learning}}<br> '''Aprendizaje basado en redes''' {{MainEntry|[[Networked learning]]}}<br> Aprendizaje colaborativo {{MainEntry|Collaborative learning }}<br> Aprendizaje colaborativo asistido por ordenador. {{MainEntry|Computer-supported collaborative learning }}<br> Aprendizaje combinado {{MainEntry|Blended learning }}<br> Aprendizaje contextualizado {{MainEntry|Situated learning}}<br> Aprendizaje de lenguajes asistido por ordenador {{MainEntry|Computer-assisted language learning}}<br> Aprendizaje inclusivo online {{MainEntry|Inclusive e-learning }}<br> '''Aprendizaje informal''' {{MainEntry|[[Informal learning]]}}<br> Aprendizaje mejorado por tecnología. {{MainEntry|Technology-Enhanced Learning }}<br> Aprendizaje online {{MainEntry|e-learning }}<br> '''Aprendizaje por indagación''' {{MainEntry|[[Inquiry learning]]}}<br> '''Aprendizaje sobre dispositivos móviles''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizaje ubicuo {{MainEntry|Ubiquitous learning }}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> Compañero de aprendizaje {{MainEntry|Learning companion}}<br> Comunidades de aprendizaje basadas en redes. {{MainEntry|Networked learning communities }}<br> '''Construccionismo ''' {{MainEntry|[[Constructionism]]}}<br> Curso programable {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis }}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis }}<br> Diseño de aprendizaje {{MainEntry|Learning design}}<br> <br>'''E'''{{Anchor|E}} e-Evaluación {{MainEntry|e-Assessment }}<br> Enseñanza a distancia {{MainEntry|Distance learning }}<br> Enseñanza distribuida {{MainEntry|Distributed learning }}<br> Entorno de aprendizaje {{MainEntry|Learning environment}}<br> Entorno de aprendizaje adaptativo {{MainEntry|Adaptive learning environment }}<br> entorno de aprendizaje ambiental. {{MainEntry|Ambient learning environment }}<br> Entorno de aprendizaje artificial. {{MainEntry|Artificial learning environment }}<br> Entorno de aprendizaje aumentado {{MainEntry|Augmented learning environment }}<br> Entorno de aprendizaje basado en agentes {{MainEntry|Agent-based learning environment}}<br> Entorno de aprendizaje basado en redes {{MainEntry|Networked learning environment }}<br> Entorno de aprendizaje basado en simulaciones {{MainEntry|Simulation-based learning environment}}<br> Entorno de aprendizaje distribuido {{MainEntry|Distributed learning environments }}<br> '''Entorno de aprendizaje integrado''' {{MainEntry|[[Seamless learning environments]]}}<br> Entorno de aprendizaje interactivo. {{MainEntry|Interactive learning environment}}<br> Entorno de aprendizaje programable basado en ordenador {{MainEntry|Programmable computer-based learning environment}}<br> '''Entorno de auto-aprendizaje''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Entorno narrativo de aprendizaje ''' {{MainEntry|[[Narrative learning environments]]}}<br> Entorno personal de aprendizaje {{MainEntry|Personal learning environment}}<br> Entorno tangible de aprendizaje {{MainEntry|Tangible learning environment}}<br> Entorno ubicuo de aprendizaje {{MainEntry|Pervasive learning environment}}<br> Entorno virtual de aprendizaje {{MainEntry|Virtual learning environment }}<br> Entornos de aprendizaje asistido por ordenador {{MainEntry|Computer-based learning environments}}<br> Entretenimiento educativo {{MainEntry|Edutainment }}<br> '''Escenario de aprendizaje''' {{MainEntry|[[Learning scenario]]}}<br> '''Espacio de aprendizaje''' {{MainEntry|[[Learning space]]}}<br> Examen asistido por ordenador {{MainEntry|Computer-assisted examination }}<br> '''Experiencia parcial''' {{MainEntry|[[Overlay]]}}<br> <br>'''F'''{{Anchor|F}} '''Fenómeno Inherente o embebido ''' {{MainEntry|[[Embedded phenomena]]}}<br> <br>'''G'''{{Anchor|G}} Generación automática de ejercicios {{MainEntry|Automatic generation of exercises}}<br> Geometría dinámica {{MainEntry|Dynamic geometry}}<br> Guión (o programa)... {{MainEntry|Script ...}}<br> Guión o programa externo {{MainEntry|External script}}<br> Guión o programa interno {{MainEntry|Internal script}}<br> <br>'''H'''{{Anchor|H}} Herramienta de autor {{MainEntry|Authoring tool }}<br> <br>'''I'''{{Anchor|I}} Ingeniería cognitiva {{MainEntry|Cognitive engineering }}<br> '''Ingeniería didáctica''' {{MainEntry|[[Didactical engineering]]}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-assisted instruction}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-based instruction}}<br> <br>'''J'''{{Anchor|J}} Juegos basados en simulaciones {{MainEntry|Simulation games }}<br> <br>'''L'''{{Anchor|L}} Laboratorio asistido por ordenador {{MainEntry|Computer-based laboratory}}<br> Laboratorios remotos {{MainEntry|Remote laboratorios}}<br> <br>'''M'''{{Anchor|M}} Matemática computacional {{MainEntry|Computational mathematics }}<br> Material de enseñanza {{MainEntry|Courseware}}<br> Micromundo {{MainEntry|Microworld}}<br> Minería de datos educativos {{MainEntry|Educational data mining }}<br> Modelado cognitivo {{MainEntry|Cognitive modelling }}<br> Modelado del estudiante {{MainEntry|Learner modeling }}<br> <br>'''O'''{{Anchor|O}} Objectos de aprendizaje {{MainEntry|Learning objects}}<br> <br>'''P'''{{Anchor|P}} Pizarra interactiva {{MainEntry|Interactive white board }}<br> portafolio online {{MainEntry|e-portfolio}}<br> '''Posibilidad de acción educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Posibilidad de acción epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programación de ordenadores como soporte al aprendizaje {{MainEntry|Computer programming in support of learning }}<br> <br>'''R'''{{Anchor|R}} Retroalimentación epistémica {{MainEntry|Epistemic feedback}}<br> <br>'''S'''{{Anchor|S}} '''Script colaborativo''' {{MainEntry|[[Collaboration script]]}}<br> Secuencia de aprendizaje {{MainEntry|Learning trail }}<br> Sistema de acompañamiento {{MainEntry|Buddy systems}}<br> Sistema de Autor {{MainEntry|Authoring system }}<br> Sistema de estructuración inteligente {{MainEntry|Intelligent scaffolding system }}<br> '''Sistema de gestión de aprendizaje''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestión de cursos {{MainEntry|Course management system }}<br> Sistema de tutoría basado en agentes {{MainEntry|Agent-based tutoring system }}<br> Sistema de Tutoría Inteligente {{MainEntry|Intelligent tutoring system}}<br> Sistema integrado de aprendizaje {{MainEntry|Integrated learning system}}<br> Sistema online de aprendizaje {{MainEntry|On-line learning environment}}<br> <br>'''T'''{{Anchor|T}} Tecnología de enseñanza basado en tecnología web {{MainEntry|Web-lecturing technologies }}<br> Tutor cognitivo {{MainEntry|Cognitive tutor }}<br> <br>'''U'''{{Anchor|U}} Universidades virtuales {{MainEntry|Virtual universities}}<br> 538 525 2011-12-15T09:54:48Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Spanish entries ''Edited by Daniel Burgos, AtoS Research & Innovation, International University of La Rioja<br>Andrew McDonough, AtoS Research & Innovation<br>Vicente Romero, AtoS Research & Innovation (ES)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent }}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetización técnico-matemática''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Aprendizaje asistido por ordenador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizaje basado en grid'''. {{MainEntry|[[Learning grid]]}}<br> '''Aprendizaje basado en juegos ''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizaje basado en multimedia {{MainEntry|Multimedia learning}}<br> '''Aprendizaje basado en redes''' {{MainEntry|[[Networked learning]]}}<br> Aprendizaje colaborativo {{MainEntry|Collaborative learning }}<br> Aprendizaje colaborativo asistido por ordenador. {{MainEntry|Computer-supported collaborative learning }}<br> Aprendizaje combinado {{MainEntry|Blended learning }}<br> Aprendizaje contextualizado {{MainEntry|Situated learning}}<br> Aprendizaje de lenguajes asistido por ordenador {{MainEntry|Computer-assisted language learning}}<br> Aprendizaje inclusivo online {{MainEntry|Inclusive e-learning }}<br> '''Aprendizaje informal''' {{MainEntry|[[Informal learning]]}}<br> Aprendizaje mejorado por tecnología. {{MainEntry|Technology-Enhanced Learning }}<br> Aprendizaje online {{MainEntry|e-learning }}<br> '''Aprendizaje por indagación''' {{MainEntry|[[Inquiry learning]]}}<br> '''Aprendizaje sobre dispositivos móviles''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizaje ubicuo {{MainEntry|Ubiquitous learning }}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> Compañero de aprendizaje {{MainEntry|Learning companion}}<br> Comunidades de aprendizaje basadas en redes. {{MainEntry|Networked learning communities }}<br> '''Construccionismo ''' {{MainEntry|[[Constructionism]]}}<br> Curso programable {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis }}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis }}<br> Diseño de aprendizaje {{MainEntry|Learning design}}<br> <br>'''E'''{{Anchor|E}} e-Evaluación {{MainEntry|e-Assessment }}<br> Enseñanza a distancia {{MainEntry|Distance learning }}<br> Enseñanza distribuida {{MainEntry|Distributed learning }}<br> Entorno de aprendizaje {{MainEntry|Learning environment}}<br> Entorno de aprendizaje adaptativo {{MainEntry|Adaptive learning environment }}<br> entorno de aprendizaje ambiental. {{MainEntry|Ambient learning environment }}<br> Entorno de aprendizaje artificial. {{MainEntry|Artificial learning environment }}<br> Entorno de aprendizaje aumentado {{MainEntry|Augmented learning environment }}<br> Entorno de aprendizaje basado en agentes {{MainEntry|Agent-based learning environment}}<br> Entorno de aprendizaje basado en redes {{MainEntry|Networked learning environment }}<br> Entorno de aprendizaje basado en simulaciones {{MainEntry|Simulation-based learning environment}}<br> Entorno de aprendizaje distribuido {{MainEntry|Distributed learning environments }}<br> '''Entorno de aprendizaje integrado''' {{MainEntry|[[Seamless learning environments]]}}<br> Entorno de aprendizaje interactivo. {{MainEntry|Interactive learning environment}}<br> Entorno de aprendizaje programable basado en ordenador {{MainEntry|Programmable computer-based learning environment}}<br> '''Entorno de auto-aprendizaje''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Entorno narrativo de aprendizaje ''' {{MainEntry|[[Narrative learning environments]]}}<br> Entorno personal de aprendizaje {{MainEntry|Personal learning environment}}<br> Entorno tangible de aprendizaje {{MainEntry|Tangible learning environment}}<br> Entorno ubicuo de aprendizaje {{MainEntry|Pervasive learning environment}}<br> Entorno virtual de aprendizaje {{MainEntry|Virtual learning environment }}<br> Entornos de aprendizaje asistido por ordenador {{MainEntry|Computer-based learning environments}}<br> Entretenimiento educativo {{MainEntry|Edutainment }}<br> '''Escenario de aprendizaje''' {{MainEntry|[[Learning scenario]]}}<br> '''Espacio de aprendizaje''' {{MainEntry|[[Learning space]]}}<br> Examen asistido por ordenador {{MainEntry|Computer-assisted examination }}<br> '''Experiencia parcial''' {{MainEntry|[[Overlay]]}}<br> <br>'''F'''{{Anchor|F}} '''Fenómeno Inherente o embebido ''' {{MainEntry|[[Embedded phenomena]]}}<br> <br>'''G'''{{Anchor|G}} Generación automática de ejercicios {{MainEntry|Automatic generation of exercises}}<br> Geometría dinámica {{MainEntry|Dynamic geometry}}<br> Guión (o programa)... {{MainEntry|Script ...}}<br> Guión o programa externo {{MainEntry|External script}}<br> Guión o programa interno {{MainEntry|Internal script}}<br> <br>'''H'''{{Anchor|H}} Herramienta de autor {{MainEntry|Authoring tool }}<br> <br>'''I'''{{Anchor|I}} Ingeniería cognitiva {{MainEntry|Cognitive engineering }}<br> Ingeniería didáctica {{MainEntry|Didactical engineering}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-assisted instruction}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-based instruction}}<br> <br>'''J'''{{Anchor|J}} Juegos basados en simulaciones {{MainEntry|Simulation games }}<br> <br>'''L'''{{Anchor|L}} Laboratorio asistido por ordenador {{MainEntry|Computer-based laboratory}}<br> Laboratorios remotos {{MainEntry|Remote laboratorios}}<br> <br>'''M'''{{Anchor|M}} Matemática computacional {{MainEntry|Computational mathematics }}<br> Material de enseñanza {{MainEntry|Courseware}}<br> Micromundo {{MainEntry|Microworld}}<br> Minería de datos educativos {{MainEntry|Educational data mining }}<br> Modelado cognitivo {{MainEntry|Cognitive modelling }}<br> Modelado del estudiante {{MainEntry|Learner modeling }}<br> <br>'''O'''{{Anchor|O}} Objectos de aprendizaje {{MainEntry|Learning objects}}<br> <br>'''P'''{{Anchor|P}} Pizarra interactiva {{MainEntry|Interactive white board }}<br> portafolio online {{MainEntry|e-portfolio}}<br> '''Posibilidad de acción educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Posibilidad de acción epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programación de ordenadores como soporte al aprendizaje {{MainEntry|Computer programming in support of learning }}<br> <br>'''R'''{{Anchor|R}} Retroalimentación epistémica {{MainEntry|Epistemic feedback}}<br> <br>'''S'''{{Anchor|S}} '''Script colaborativo''' {{MainEntry|[[Collaboration script]]}}<br> Secuencia de aprendizaje {{MainEntry|Learning trail }}<br> Sistema de acompañamiento {{MainEntry|Buddy systems}}<br> Sistema de Autor {{MainEntry|Authoring system }}<br> Sistema de estructuración inteligente {{MainEntry|Intelligent scaffolding system }}<br> '''Sistema de gestión de aprendizaje''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestión de cursos {{MainEntry|Course management system }}<br> Sistema de tutoría basado en agentes {{MainEntry|Agent-based tutoring system }}<br> Sistema de Tutoría Inteligente {{MainEntry|Intelligent tutoring system}}<br> Sistema integrado de aprendizaje {{MainEntry|Integrated learning system}}<br> Sistema online de aprendizaje {{MainEntry|On-line learning environment}}<br> <br>'''T'''{{Anchor|T}} Tecnología de enseñanza basado en tecnología web {{MainEntry|Web-lecturing technologies }}<br> Tutor cognitivo {{MainEntry|Cognitive tutor }}<br> <br>'''U'''{{Anchor|U}} Universidades virtuales {{MainEntry|Virtual universities}}<br> 525 509 2011-12-01T15:03:42Z Admin 1 wikitext text/x-wiki {{languages}} TEL Dictionary: Spanish entries ''Edited by Daniel Burgos, AtoS Research & Innovation, International University of La Rioja<br>Andrew McDonough, AtoS Research & Innovation<br>Vicente Romero, AtoS Research & Innovation (ES)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent }}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetización técnico-matemática''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Aprendizaje asistido por ordenador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizaje basado en grid'''. {{MainEntry|[[Learning grid]]}}<br> '''Aprendizaje basado en juegos ''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizaje basado en multimedia {{MainEntry|Multimedia learning}}<br> '''Aprendizaje basado en redes''' {{MainEntry|[[Networked learning]]}}<br> Aprendizaje colaborativo {{MainEntry|Collaborative learning }}<br> Aprendizaje colaborativo asistido por ordenador. {{MainEntry|Computer-supported collaborative learning }}<br> Aprendizaje combinado {{MainEntry|Blended learning }}<br> Aprendizaje contextualizado {{MainEntry|Situated learning}}<br> Aprendizaje de lenguajes asistido por ordenador {{MainEntry|Computer-assisted language learning}}<br> Aprendizaje inclusivo online {{MainEntry|Inclusive e-learning }}<br> Aprendizaje informal {{MainEntry|Informal learning}}<br> Aprendizaje mejorado por tecnología. {{MainEntry|Technology-Enhanced Learning }}<br> Aprendizaje online {{MainEntry|e-learning }}<br> '''Aprendizaje por indagación''' {{MainEntry|[[Inquiry learning]]}}<br> '''Aprendizaje sobre dispositivos móviles''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizaje ubicuo {{MainEntry|Ubiquitous learning }}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> Compañero de aprendizaje {{MainEntry|Learning companion}}<br> Comunidades de aprendizaje basadas en redes. {{MainEntry|Networked learning communities }}<br> '''Construccionismo ''' {{MainEntry|[[Constructionism]]}}<br> Curso programable {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis }}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis }}<br> Diseño de aprendizaje {{MainEntry|Learning design}}<br> <br>'''E'''{{Anchor|E}} e-Evaluación {{MainEntry|e-Assessment }}<br> Enseñanza a distancia {{MainEntry|Distance learning }}<br> Enseñanza distribuida {{MainEntry|Distributed learning }}<br> Entorno de aprendizaje {{MainEntry|Learning environment}}<br> Entorno de aprendizaje adaptativo {{MainEntry|Adaptive learning environment }}<br> entorno de aprendizaje ambiental. {{MainEntry|Ambient learning environment }}<br> Entorno de aprendizaje artificial. {{MainEntry|Artificial learning environment }}<br> Entorno de aprendizaje aumentado {{MainEntry|Augmented learning environment }}<br> Entorno de aprendizaje basado en agentes {{MainEntry|Agent-based learning environment}}<br> Entorno de aprendizaje basado en redes {{MainEntry|Networked learning environment }}<br> Entorno de aprendizaje basado en simulaciones {{MainEntry|Simulation-based learning environment}}<br> Entorno de aprendizaje distribuido {{MainEntry|Distributed learning environments }}<br> '''Entorno de aprendizaje integrado''' {{MainEntry|[[Seamless learning environments]]}}<br> Entorno de aprendizaje interactivo. {{MainEntry|Interactive learning environment}}<br> Entorno de aprendizaje programable basado en ordenador {{MainEntry|Programmable computer-based learning environment}}<br> '''Entorno de auto-aprendizaje''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Entorno narrativo de aprendizaje ''' {{MainEntry|[[Narrative learning environments]]}}<br> Entorno personal de aprendizaje {{MainEntry|Personal learning environment}}<br> Entorno tangible de aprendizaje {{MainEntry|Tangible learning environment}}<br> Entorno ubicuo de aprendizaje {{MainEntry|Pervasive learning environment}}<br> Entorno virtual de aprendizaje {{MainEntry|Virtual learning environment }}<br> Entornos de aprendizaje asistido por ordenador {{MainEntry|Computer-based learning environments}}<br> Entretenimiento educativo {{MainEntry|Edutainment }}<br> '''Escenario de aprendizaje''' {{MainEntry|[[Learning scenario]]}}<br> '''Espacio de aprendizaje''' {{MainEntry|[[Learning space]]}}<br> Examen asistido por ordenador {{MainEntry|Computer-assisted examination }}<br> '''Experiencia parcial''' {{MainEntry|[[Overlay]]}}<br> <br>'''F'''{{Anchor|F}} '''Fenómeno Inherente o embebido ''' {{MainEntry|[[Embedded phenomena]]}}<br> <br>'''G'''{{Anchor|G}} Generación automática de ejercicios {{MainEntry|Automatic generation of exercises}}<br> Geometría dinámica {{MainEntry|Dynamic geometry}}<br> Guión (o programa)... {{MainEntry|Script ...}}<br> Guión o programa externo {{MainEntry|External script}}<br> Guión o programa interno {{MainEntry|Internal script}}<br> <br>'''H'''{{Anchor|H}} Herramienta de autor {{MainEntry|Authoring tool }}<br> <br>'''I'''{{Anchor|I}} Ingeniería cognitiva {{MainEntry|Cognitive engineering }}<br> Ingeniería didáctica {{MainEntry|Didactical engineering}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-assisted instruction}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-based instruction}}<br> <br>'''J'''{{Anchor|J}} Juegos basados en simulaciones {{MainEntry|Simulation games }}<br> <br>'''L'''{{Anchor|L}} Laboratorio asistido por ordenador {{MainEntry|Computer-based laboratory}}<br> Laboratorios remotos {{MainEntry|Remote laboratorios}}<br> <br>'''M'''{{Anchor|M}} Matemática computacional {{MainEntry|Computational mathematics }}<br> Material de enseñanza {{MainEntry|Courseware}}<br> Micromundo {{MainEntry|Microworld}}<br> Minería de datos educativos {{MainEntry|Educational data mining }}<br> Modelado cognitivo {{MainEntry|Cognitive modelling }}<br> Modelado del estudiante {{MainEntry|Learner modeling }}<br> <br>'''O'''{{Anchor|O}} Objectos de aprendizaje {{MainEntry|Learning objects}}<br> <br>'''P'''{{Anchor|P}} Pizarra interactiva {{MainEntry|Interactive white board }}<br> portafolio online {{MainEntry|e-portfolio}}<br> '''Posibilidad de acción educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Posibilidad de acción epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programación de ordenadores como soporte al aprendizaje {{MainEntry|Computer programming in support of learning }}<br> <br>'''R'''{{Anchor|R}} Retroalimentación epistémica {{MainEntry|Epistemic feedback}}<br> <br>'''S'''{{Anchor|S}} '''Script colaborativo''' {{MainEntry|[[Collaboration script]]}}<br> Secuencia de aprendizaje {{MainEntry|Learning trail }}<br> Sistema de acompañamiento {{MainEntry|Buddy systems}}<br> Sistema de Autor {{MainEntry|Authoring system }}<br> Sistema de estructuración inteligente {{MainEntry|Intelligent scaffolding system }}<br> '''Sistema de gestión de aprendizaje''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestión de cursos {{MainEntry|Course management system }}<br> Sistema de tutoría basado en agentes {{MainEntry|Agent-based tutoring system }}<br> Sistema de Tutoría Inteligente {{MainEntry|Intelligent tutoring system}}<br> Sistema integrado de aprendizaje {{MainEntry|Integrated learning system}}<br> Sistema online de aprendizaje {{MainEntry|On-line learning environment}}<br> <br>'''T'''{{Anchor|T}} Tecnología de enseñanza basado en tecnología web {{MainEntry|Web-lecturing technologies }}<br> Tutor cognitivo {{MainEntry|Cognitive tutor }}<br> <br>'''U'''{{Anchor|U}} Universidades virtuales {{MainEntry|Virtual universities}}<br> 509 460 2011-11-25T14:32:07Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Spanish entries ''Edited by Daniel Burgos, AtoS Research & Innovation, International University of La Rioja<br> Andrew McDonough, AtoS Research & Innovation<br> Vicente Romero, AtoS Research & Innovation (ES)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent }}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetización técnico-matemática''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Aprendizaje asistido por ordenador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizaje basado en grid'''. {{MainEntry|[[Learning grid]]}}<br> '''Aprendizaje basado en juegos ''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizaje basado en multimedia {{MainEntry|Multimedia learning}}<br> '''Aprendizaje basado en redes''' {{MainEntry|[[Networked learning]]}}<br> Aprendizaje colaborativo {{MainEntry|Collaborative learning }}<br> Aprendizaje colaborativo asistido por ordenador. {{MainEntry|Computer-supported collaborative learning }}<br> Aprendizaje combinado {{MainEntry|Blended learning }}<br> Aprendizaje contextualizado {{MainEntry|Situated learning}}<br> Aprendizaje de lenguajes asistido por ordenador {{MainEntry|Computer-assisted language learning}}<br> Aprendizaje inclusivo online {{MainEntry|Inclusive e-learning }}<br> Aprendizaje informal {{MainEntry|Informal learning}}<br> Aprendizaje mejorado por tecnología. {{MainEntry|Technology-Enhanced Learning }}<br> Aprendizaje online {{MainEntry|e-learning }}<br> '''Aprendizaje por indagación''' {{MainEntry|[[Inquiry learning]]}}<br> '''Aprendizaje sobre dispositivos móviles''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizaje ubicuo {{MainEntry|Ubiquitous learning }}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> Compañero de aprendizaje {{MainEntry|Learning companion}}<br> Comunidades de aprendizaje basadas en redes. {{MainEntry|Networked learning communities }}<br> '''Construccionismo ''' {{MainEntry|[[Constructionism]]}}<br> Curso programable {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis }}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis }}<br> Diseño de aprendizaje {{MainEntry|Learning design}}<br> <br>'''E'''{{Anchor|E}} e-Evaluación {{MainEntry|e-Assessment }}<br> Enseñanza a distancia {{MainEntry|Distance learning }}<br> Enseñanza distribuida {{MainEntry|Distributed learning }}<br> Entorno de aprendizaje {{MainEntry|Learning environment}}<br> Entorno de aprendizaje adaptativo {{MainEntry|Adaptive learning environment }}<br> entorno de aprendizaje ambiental. {{MainEntry|Ambient learning environment }}<br> Entorno de aprendizaje artificial. {{MainEntry|Artificial learning environment }}<br> Entorno de aprendizaje aumentado {{MainEntry|Augmented learning environment }}<br> Entorno de aprendizaje basado en agentes {{MainEntry|Agent-based learning environment}}<br> Entorno de aprendizaje basado en redes {{MainEntry|Networked learning environment }}<br> Entorno de aprendizaje basado en simulaciones {{MainEntry|Simulation-based learning environment}}<br> Entorno de aprendizaje distribuido {{MainEntry|Distributed learning environments }}<br> '''Entorno de aprendizaje integrado''' {{MainEntry|[[Seamless learning environments]]}}<br> Entorno de aprendizaje interactivo. {{MainEntry|Interactive learning environment}}<br> Entorno de aprendizaje programable basado en ordenador {{MainEntry|Programmable computer-based learning environment}}<br> '''Entorno de auto-aprendizaje''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Entorno narrativo de aprendizaje ''' {{MainEntry|[[Narrative learning environments]]}}<br> Entorno personal de aprendizaje {{MainEntry|Personal learning environment}}<br> Entorno tangible de aprendizaje {{MainEntry|Tangible learning environment}}<br> Entorno ubicuo de aprendizaje {{MainEntry|Pervasive learning environment}}<br> Entorno virtual de aprendizaje {{MainEntry|Virtual learning environment }}<br> Entornos de aprendizaje asistido por ordenador {{MainEntry|Computer-based learning environments}}<br> Entretenimiento educativo {{MainEntry|Edutainment }}<br> '''Escenario de aprendizaje''' {{MainEntry|[[Learning scenario]]}}<br> '''Espacio de aprendizaje''' {{MainEntry|[[Learning space]]}}<br> Examen asistido por ordenador {{MainEntry|Computer-assisted examination }}<br> '''Experiencia parcial''' {{MainEntry|[[Overlay]]}}<br> <br>'''F'''{{Anchor|F}} '''Fenómeno Inherente o embebido ''' {{MainEntry|[[Embedded phenomena]]}}<br> <br>'''G'''{{Anchor|G}} Generación automática de ejercicios {{MainEntry|Automatic generation of exercises}}<br> Geometría dinámica {{MainEntry|Dynamic geometry}}<br> Guión (o programa)... {{MainEntry|Script ...}}<br> Guión o programa externo {{MainEntry|External script}}<br> Guión o programa interno {{MainEntry|Internal script}}<br> <br>'''H'''{{Anchor|H}} Herramienta de autor {{MainEntry|Authoring tool }}<br> <br>'''I'''{{Anchor|I}} Ingeniería cognitiva {{MainEntry|Cognitive engineering }}<br> Ingeniería didáctica {{MainEntry|Didactical engineering}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-assisted instruction}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-based instruction}}<br> <br>'''J'''{{Anchor|J}} Juegos basados en simulaciones {{MainEntry|Simulation games }}<br> <br>'''L'''{{Anchor|L}} Laboratorio asistido por ordenador {{MainEntry|Computer-based laboratory}}<br> Laboratorios remotos {{MainEntry|Remote laboratorios}}<br> <br>'''M'''{{Anchor|M}} Matemática computacional {{MainEntry|Computational mathematics }}<br> Material de enseñanza {{MainEntry|Courseware}}<br> Micromundo {{MainEntry|Microworld}}<br> Minería de datos educativos {{MainEntry|Educational data mining }}<br> Modelado cognitivo {{MainEntry|Cognitive modelling }}<br> Modelado del estudiante {{MainEntry|Learner modeling }}<br> <br>'''O'''{{Anchor|O}} Objectos de aprendizaje {{MainEntry|Learning objects}}<br> <br>'''P'''{{Anchor|P}} Pizarra interactiva {{MainEntry|Interactive white board }}<br> portafolio online {{MainEntry|e-portfolio}}<br> '''Posibilidad de acción educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Posibilidad de acción epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programación de ordenadores como soporte al aprendizaje {{MainEntry|Computer programming in support of learning }}<br> <br>'''R'''{{Anchor|R}} Retroalimentación epistémica {{MainEntry|Epistemic feedback}}<br> <br>'''S'''{{Anchor|S}} '''Script colaborativo''' {{MainEntry|[[Collaboration script]]}}<br> Secuencia de aprendizaje {{MainEntry|Learning trail }}<br> Sistema de acompañamiento {{MainEntry|Buddy systems}}<br> Sistema de Autor {{MainEntry|Authoring system }}<br> Sistema de estructuración inteligente {{MainEntry|Intelligent scaffolding system }}<br> '''Sistema de gestión de aprendizaje''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestión de cursos {{MainEntry|Course management system }}<br> Sistema de tutoría basado en agentes {{MainEntry|Agent-based tutoring system }}<br> Sistema de Tutoría Inteligente {{MainEntry|Intelligent tutoring system}}<br> Sistema integrado de aprendizaje {{MainEntry|Integrated learning system}}<br> Sistema online de aprendizaje {{MainEntry|On-line learning environment}}<br> <br>'''T'''{{Anchor|T}} Tecnología de enseñanza basado en tecnología web {{MainEntry|Web-lecturing technologies }}<br> Tutor cognitivo {{MainEntry|Cognitive tutor }}<br> <br>'''U'''{{Anchor|U}} Universidades virtuales {{MainEntry|Virtual universities}}<br> 460 426 2011-10-25T09:16:40Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Spanish entries ''Edited by Daniel Burgos, AtoS Research & Innovation, International University of La Rioja<br> Andrew McDonough, AtoS Research & Innovation<br> Vicente Romero, AtoS Research & Innovation (ES)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent }}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetización técnico-matemática''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Aprendizaje asistido por ordenador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizaje basado en grid'''. {{MainEntry|[[Learning grid]]}}<br> '''Aprendizaje basado en juegos ''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizaje basado en multimedia {{MainEntry|Multimedia learning}}<br> '''Aprendizaje basado en redes''' {{MainEntry|[[Networked learning]]}}<br> Aprendizaje colaborativo {{MainEntry|Collaborative learning }}<br> Aprendizaje colaborativo asistido por ordenador. {{MainEntry|Computer-supported collaborative learning }}<br> Aprendizaje combinado {{MainEntry|Blended learning }}<br> Aprendizaje contextualizado {{MainEntry|Situated learning}}<br> Aprendizaje de lenguajes asistido por ordenador {{MainEntry|Computer-assisted language learning}}<br> Aprendizaje inclusivo online {{MainEntry|Inclusive e-learning }}<br> Aprendizaje informal {{MainEntry|Informal learning}}<br> Aprendizaje mejorado por tecnología. {{MainEntry|Technology-Enhanced Learning }}<br> Aprendizaje online {{MainEntry|e-learning }}<br> '''Aprendizaje por indagación''' {{MainEntry|[[Inquiry learning]]}}<br> '''Aprendizaje sobre dispositivos móviles''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizaje ubicuo {{MainEntry|Ubiquitous learning }}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> Compañero de aprendizaje {{MainEntry|Learning companion}}<br> Comunidades de aprendizaje basadas en redes. {{MainEntry|Networked learning communities }}<br> '''Construccionismo ''' {{MainEntry|[[Constructionism]]}}<br> Curso programable {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis }}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis }}<br> Diseño de aprendizaje {{MainEntry|Learning design}}<br> <br>'''E'''{{Anchor|E}} e-Evaluación {{MainEntry|e-Assessment }}<br> Enseñanza a distancia {{MainEntry|Distance learning }}<br> Enseñanza distribuida {{MainEntry|Distributed learning }}<br> Entorno de aprendizaje {{MainEntry|Learning environment}}<br> Entorno de aprendizaje adaptativo {{MainEntry|Adaptive learning environment }}<br> entorno de aprendizaje ambiental. {{MainEntry|Ambient learning environment }}<br> Entorno de aprendizaje artificial. {{MainEntry|Artificial learning environment }}<br> Entorno de aprendizaje aumentado {{MainEntry|Augmented learning environment }}<br> Entorno de aprendizaje basado en agentes {{MainEntry|Agent-based learning environment}}<br> Entorno de aprendizaje basado en redes {{MainEntry|Networked learning environment }}<br> Entorno de aprendizaje basado en simulaciones {{MainEntry|Simulation-based learning environment}}<br> Entorno de aprendizaje distribuido {{MainEntry|Distributed learning environments }}<br> '''Entorno de aprendizaje integrado''' {{MainEntry|[[Seamless learning environments]]}}<br> Entorno de aprendizaje interactivo. {{MainEntry|Interactive learning environment}}<br> Entorno de aprendizaje programable basado en ordenador {{MainEntry|Programmable computer-based learning environment}}<br> '''Entorno de auto-aprendizaje''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Entorno narrativo de aprendizaje ''' {{MainEntry|[[Narrative learning environments]]}}<br> Entorno personal de aprendizaje {{MainEntry|Personal learning environment}}<br> Entorno tangible de aprendizaje {{MainEntry|Tangible learning environment}}<br> Entorno ubicuo de aprendizaje {{MainEntry|Pervasive learning environment}}<br> Entorno virtual de aprendizaje {{MainEntry|Virtual learning environment }}<br> Entornos de aprendizaje asistido por ordenador {{MainEntry|Computer-based learning environments}}<br> Entretenimiento educativo {{MainEntry|Edutainment }}<br> '''Escenario de aprendizaje''' {{MainEntry|[[Learning scenario]]}}<br> Espacio de aprendizaje {{MainEntry|Learning space}}<br> Examen asistido por ordenador {{MainEntry|Computer-assisted examination }}<br> '''Experiencia parcial''' {{MainEntry|[[Overlay]]}}<br> <br>'''F'''{{Anchor|F}} '''Fenómeno Inherente o embebido ''' {{MainEntry|[[Embedded phenomena]]}}<br> <br>'''G'''{{Anchor|G}} Generación automática de ejercicios {{MainEntry|Automatic generation of exercises}}<br> Geometría dinámica {{MainEntry|Dynamic geometry}}<br> Guión (o programa)... {{MainEntry|Script ...}}<br> Guión o programa externo {{MainEntry|External script}}<br> Guión o programa interno {{MainEntry|Internal script}}<br> <br>'''H'''{{Anchor|H}} Herramienta de autor {{MainEntry|Authoring tool }}<br> <br>'''I'''{{Anchor|I}} Ingeniería cognitiva {{MainEntry|Cognitive engineering }}<br> Ingeniería didáctica {{MainEntry|Didactical engineering}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-assisted instruction}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-based instruction}}<br> <br>'''J'''{{Anchor|J}} Juegos basados en simulaciones {{MainEntry|Simulation games }}<br> <br>'''L'''{{Anchor|L}} Laboratorio asistido por ordenador {{MainEntry|Computer-based laboratory}}<br> Laboratorios remotos {{MainEntry|Remote laboratorios}}<br> <br>'''M'''{{Anchor|M}} Matemática computacional {{MainEntry|Computational mathematics }}<br> Material de enseñanza {{MainEntry|Courseware}}<br> Micromundo {{MainEntry|Microworld}}<br> Minería de datos educativos {{MainEntry|Educational data mining }}<br> Modelado cognitivo {{MainEntry|Cognitive modelling }}<br> Modelado del estudiante {{MainEntry|Learner modeling }}<br> <br>'''O'''{{Anchor|O}} Objectos de aprendizaje {{MainEntry|Learning objects}}<br> <br>'''P'''{{Anchor|P}} Pizarra interactiva {{MainEntry|Interactive white board }}<br> portafolio online {{MainEntry|e-portfolio}}<br> '''Posibilidad de acción educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Posibilidad de acción epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programación de ordenadores como soporte al aprendizaje {{MainEntry|Computer programming in support of learning }}<br> <br>'''R'''{{Anchor|R}} Retroalimentación epistémica {{MainEntry|Epistemic feedback}}<br> <br>'''S'''{{Anchor|S}} '''Script colaborativo''' {{MainEntry|[[Collaboration script]]}}<br> Secuencia de aprendizaje {{MainEntry|Learning trail }}<br> Sistema de acompañamiento {{MainEntry|Buddy systems}}<br> Sistema de Autor {{MainEntry|Authoring system }}<br> Sistema de estructuración inteligente {{MainEntry|Intelligent scaffolding system }}<br> '''Sistema de gestión de aprendizaje''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestión de cursos {{MainEntry|Course management system }}<br> Sistema de tutoría basado en agentes {{MainEntry|Agent-based tutoring system }}<br> Sistema de Tutoría Inteligente {{MainEntry|Intelligent tutoring system}}<br> Sistema integrado de aprendizaje {{MainEntry|Integrated learning system}}<br> Sistema online de aprendizaje {{MainEntry|On-line learning environment}}<br> <br>'''T'''{{Anchor|T}} Tecnología de enseñanza basado en tecnología web {{MainEntry|Web-lecturing technologies }}<br> Tutor cognitivo {{MainEntry|Cognitive tutor }}<br> <br>'''U'''{{Anchor|U}} Universidades virtuales {{MainEntry|Virtual universities}}<br> 426 422 2011-09-26T12:42:43Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Spanish entries ''Edited by Daniel Burgos, AtoS Research & Innovation, International University of La Rioja<br> Andrew McDonough, AtoS Research & Innovation<br> Vicente Romero, AtoS Research & Innovation (ES)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent }}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetización técnico-matemática''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Aprendizaje asistido por ordenador {{MainEntry|Computer-assisted learning}}<br> Aprendizaje basado en grid. {{MainEntry|Learning grid}}<br> '''Aprendizaje basado en juegos ''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizaje basado en multimedia {{MainEntry|Multimedia learning}}<br> '''Aprendizaje basado en redes''' {{MainEntry|[[Networked learning]]}}<br> Aprendizaje colaborativo {{MainEntry|Collaborative learning }}<br> Aprendizaje colaborativo asistido por ordenador. {{MainEntry|Computer-supported collaborative learning }}<br> Aprendizaje combinado {{MainEntry|Blended learning }}<br> Aprendizaje contextualizado {{MainEntry|Situated learning}}<br> Aprendizaje de lenguajes asistido por ordenador {{MainEntry|Computer-assisted language learning}}<br> Aprendizaje inclusivo online {{MainEntry|Inclusive e-learning }}<br> Aprendizaje informal {{MainEntry|Informal learning}}<br> Aprendizaje mejorado por tecnología. {{MainEntry|Technology-Enhanced Learning }}<br> Aprendizaje online {{MainEntry|e-learning }}<br> '''Aprendizaje por indagación''' {{MainEntry|[[Inquiry learning]]}}<br> '''Aprendizaje sobre dispositivos móviles''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizaje ubicuo {{MainEntry|Ubiquitous learning }}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> Compañero de aprendizaje {{MainEntry|Learning companion}}<br> Comunidades de aprendizaje basadas en redes. {{MainEntry|Networked learning communities }}<br> '''Construccionismo ''' {{MainEntry|[[Constructionism]]}}<br> Curso programable {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis }}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis }}<br> Diseño de aprendizaje {{MainEntry|Learning design}}<br> <br>'''E'''{{Anchor|E}} e-Evaluación {{MainEntry|e-Assessment }}<br> Enseñanza a distancia {{MainEntry|Distance learning }}<br> Enseñanza distribuida {{MainEntry|Distributed learning }}<br> Entorno de aprendizaje {{MainEntry|Learning environment}}<br> Entorno de aprendizaje adaptativo {{MainEntry|Adaptive learning environment }}<br> entorno de aprendizaje ambiental. {{MainEntry|Ambient learning environment }}<br> Entorno de aprendizaje artificial. {{MainEntry|Artificial learning environment }}<br> Entorno de aprendizaje aumentado {{MainEntry|Augmented learning environment }}<br> Entorno de aprendizaje basado en agentes {{MainEntry|Agent-based learning environment}}<br> Entorno de aprendizaje basado en redes {{MainEntry|Networked learning environment }}<br> Entorno de aprendizaje basado en simulaciones {{MainEntry|Simulation-based learning environment}}<br> Entorno de aprendizaje distribuido {{MainEntry|Distributed learning environments }}<br> '''Entorno de aprendizaje integrado''' {{MainEntry|[[Seamless learning environments]]}}<br> Entorno de aprendizaje interactivo. {{MainEntry|Interactive learning environment}}<br> Entorno de aprendizaje programable basado en ordenador {{MainEntry|Programmable computer-based learning environment}}<br> '''Entorno de auto-aprendizaje''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Entorno narrativo de aprendizaje ''' {{MainEntry|[[Narrative learning environments]]}}<br> Entorno personal de aprendizaje {{MainEntry|Personal learning environment}}<br> Entorno tangible de aprendizaje {{MainEntry|Tangible learning environment}}<br> Entorno ubicuo de aprendizaje {{MainEntry|Pervasive learning environment}}<br> Entorno virtual de aprendizaje {{MainEntry|Virtual learning environment }}<br> Entornos de aprendizaje asistido por ordenador {{MainEntry|Computer-based learning environments}}<br> Entretenimiento educativo {{MainEntry|Edutainment }}<br> '''Escenario de aprendizaje''' {{MainEntry|[[Learning scenario]]}}<br> Espacio de aprendizaje {{MainEntry|Learning space}}<br> Examen asistido por ordenador {{MainEntry|Computer-assisted examination }}<br> '''Experiencia parcial''' {{MainEntry|[[Overlay]]}}<br> <br>'''F'''{{Anchor|F}} '''Fenómeno Inherente o embebido ''' {{MainEntry|[[Embedded phenomena]]}}<br> <br>'''G'''{{Anchor|G}} Generación automática de ejercicios {{MainEntry|Automatic generation of exercises}}<br> Geometría dinámica {{MainEntry|Dynamic geometry}}<br> Guión (o programa)... {{MainEntry|Script ...}}<br> Guión o programa externo {{MainEntry|External script}}<br> Guión o programa interno {{MainEntry|Internal script}}<br> <br>'''H'''{{Anchor|H}} Herramienta de autor {{MainEntry|Authoring tool }}<br> <br>'''I'''{{Anchor|I}} Ingeniería cognitiva {{MainEntry|Cognitive engineering }}<br> Ingeniería didáctica {{MainEntry|Didactical engineering}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-assisted instruction}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-based instruction}}<br> <br>'''J'''{{Anchor|J}} Juegos basados en simulaciones {{MainEntry|Simulation games }}<br> <br>'''L'''{{Anchor|L}} Laboratorio asistido por ordenador {{MainEntry|Computer-based laboratory}}<br> Laboratorios remotos {{MainEntry|Remote laboratorios}}<br> <br>'''M'''{{Anchor|M}} Matemática computacional {{MainEntry|Computational mathematics }}<br> Material de enseñanza {{MainEntry|Courseware}}<br> Micromundo {{MainEntry|Microworld}}<br> Minería de datos educativos {{MainEntry|Educational data mining }}<br> Modelado cognitivo {{MainEntry|Cognitive modelling }}<br> Modelado del estudiante {{MainEntry|Learner modeling }}<br> <br>'''O'''{{Anchor|O}} Objectos de aprendizaje {{MainEntry|Learning objects}}<br> <br>'''P'''{{Anchor|P}} Pizarra interactiva {{MainEntry|Interactive white board }}<br> portafolio online {{MainEntry|e-portfolio}}<br> '''Posibilidad de acción educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Posibilidad de acción epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programación de ordenadores como soporte al aprendizaje {{MainEntry|Computer programming in support of learning }}<br> <br>'''R'''{{Anchor|R}} Retroalimentación epistémica {{MainEntry|Epistemic feedback}}<br> <br>'''S'''{{Anchor|S}} '''Script colaborativo''' {{MainEntry|[[Collaboration script]]}}<br> Secuencia de aprendizaje {{MainEntry|Learning trail }}<br> Sistema de acompañamiento {{MainEntry|Buddy systems}}<br> Sistema de Autor {{MainEntry|Authoring system }}<br> Sistema de estructuración inteligente {{MainEntry|Intelligent scaffolding system }}<br> '''Sistema de gestión de aprendizaje''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestión de cursos {{MainEntry|Course management system }}<br> Sistema de tutoría basado en agentes {{MainEntry|Agent-based tutoring system }}<br> Sistema de Tutoría Inteligente {{MainEntry|Intelligent tutoring system}}<br> Sistema integrado de aprendizaje {{MainEntry|Integrated learning system}}<br> Sistema online de aprendizaje {{MainEntry|On-line learning environment}}<br> <br>'''T'''{{Anchor|T}} Tecnología de enseñanza basado en tecnología web {{MainEntry|Web-lecturing technologies }}<br> Tutor cognitivo {{MainEntry|Cognitive tutor }}<br> <br>'''U'''{{Anchor|U}} Universidades virtuales {{MainEntry|Virtual universities}}<br> 422 400 2011-09-26T12:39:28Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Spanish entries ''Edited by Daniel Burgos, AtoS Research & Innovation, International University of La Rioja<br> Andrew McDonough, AtoS Research & Innovation<br> Vicente Romero, AtoS Research & Innovation (ES)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent }}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetización técnico-matemática''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Aprendizaje asistido por ordenador {{MainEntry|Computer-assisted learning}}<br> Aprendizaje basado en grid. {{MainEntry|Learning grid}}<br> '''Aprendizaje basado en juegos ''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizaje basado en multimedia {{MainEntry|Multimedia learning}}<br> '''Aprendizaje basado en redes''' {{MainEntry|[[Networked learning]]}}<br> Aprendizaje colaborativo {{MainEntry|Collaborative learning }}<br> Aprendizaje colaborativo asistido por ordenador. {{MainEntry|Computer-supported collaborative learning }}<br> Aprendizaje combinado {{MainEntry|Blended learning }}<br> Aprendizaje contextualizado {{MainEntry|Situated learning}}<br> Aprendizaje de lenguajes asistido por ordenador {{MainEntry|Computer-assisted language learning}}<br> Aprendizaje inclusivo online {{MainEntry|Inclusive e-learning }}<br> Aprendizaje informal {{MainEntry|Informal learning}}<br> Aprendizaje mejorado por tecnología. {{MainEntry|Technology-Enhanced Learning }}<br> Aprendizaje online {{MainEntry|e-learning }}<br> '''Aprendizaje por indagación''' {{MainEntry|[[Inquiry learning]]}}<br> '''Aprendizaje sobre dispositivos móviles''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizaje ubicuo {{MainEntry|Ubiquitous learning }}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> Compañero de aprendizaje {{MainEntry|Learning companion}}<br> Comunidades de aprendizaje basadas en redes. {{MainEntry|Networked learning communities }}<br> '''Construccionismo ''' {{MainEntry|[[Constructionism]]}}<br> Curso programable {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis }}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis }}<br> Diseño de aprendizaje {{MainEntry|Learning design}}<br> <br>'''E'''{{Anchor|E}} e-Evaluación {{MainEntry|e-Assessment }}<br> Enseñanza a distancia {{MainEntry|Distance learning }}<br> Enseñanza distribuida {{MainEntry|Distributed learning }}<br> Entorno de aprendizaje {{MainEntry|Learning environment}}<br> Entorno de aprendizaje adaptativo {{MainEntry|Adaptive learning environment }}<br> entorno de aprendizaje ambiental. {{MainEntry|Ambient learning environment }}<br> Entorno de aprendizaje artificial. {{MainEntry|Artificial learning environment }}<br> Entorno de aprendizaje aumentado {{MainEntry|Augmented learning environment }}<br> Entorno de aprendizaje basado en agentes {{MainEntry|Agent-based learning environment}}<br> Entorno de aprendizaje basado en redes {{MainEntry|Networked learning environment }}<br> Entorno de aprendizaje basado en simulaciones {{MainEntry|Simulation-based learning environment}}<br> Entorno de aprendizaje distribuido {{MainEntry|Distributed learning environments }}<br> '''Entorno de aprendizaje integrado''' {{MainEntry|[[Seamless learning environments]]}}<br> Entorno de aprendizaje interactivo. {{MainEntry|Interactive learning environment}}<br> Entorno de aprendizaje programable basado en ordenador {{MainEntry|Programmable computer-based learning environment}}<br> '''Entorno de auto-aprendizaje''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Entorno narrativo de aprendizaje ''' {{MainEntry|[[Narrative learning environments]]}}<br> Entorno personal de aprendizaje {{MainEntry|Personal learning environment}}<br> Entorno tangible de aprendizaje {{MainEntry|Tangible learning environment}}<br> Entorno ubicuo de aprendizaje {{MainEntry|Pervasive learning environment}}<br> Entorno virtual de aprendizaje {{MainEntry|Virtual learning environment }}<br> Entornos de aprendizaje asistido por ordenador {{MainEntry|Computer-based learning environments}}<br> Entretenimiento educativo {{MainEntry|Edutainment }}<br> '''Escenario de aprendizaje''' {{MainEntry|[[Learning scenario]]}}<br> Espacio de aprendizaje {{MainEntry|Learning space}}<br> Examen asistido por ordenador {{MainEntry|Computer-assisted examination }}<br> '''Experiencia parcial''' {{MainEntry|[[Overlay]]}}<br> <br>'''F'''{{Anchor|F}} '''Fenómeno Inherente o embebido ''' {{MainEntry|[[Embedded phenomena]]}}<br> <br>'''G'''{{Anchor|G}} Generación automática de ejercicios {{MainEntry|Automatic generation of exercises}}<br> Geometría dinámica {{MainEntry|Dynamic geometry}}<br> Guión (o programa)... {{MainEntry|Script ...}}<br> Guión o programa externo {{MainEntry|External script}}<br> Guión o programa interno {{MainEntry|Internal script}}<br> <br>'''H'''{{Anchor|H}} Herramienta de autor {{MainEntry|Authoring tool }}<br> <br>'''I'''{{Anchor|I}} Ingeniería cognitiva {{MainEntry|Cognitive engineering }}<br> Ingeniería didáctica {{MainEntry|Didactical engineering}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-assisted instruction}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-based instruction}}<br> <br>'''J'''{{Anchor|J}} Juegos basados en simulaciones {{MainEntry|Simulation games }}<br> <br>'''L'''{{Anchor|L}} Laboratorio asistido por ordenador {{MainEntry|Computer-based laboratory}}<br> Laboratorios remotos {{MainEntry|Remote laboratorios}}<br> <br>'''M'''{{Anchor|M}} Matemática computacional {{MainEntry|Computational mathematics }}<br> Material de enseñanza {{MainEntry|Courseware}}<br> Micromundo {{MainEntry|Microworld}}<br> Minería de datos educativos {{MainEntry|Educational data mining }}<br> Modelado cognitivo {{MainEntry|Cognitive modelling }}<br> Modelado del estudiante {{MainEntry|Learner modeling }}<br> <br>'''O'''{{Anchor|O}} Objectos de aprendizaje {{MainEntry|Learning objects}}<br> <br>'''P'''{{Anchor|P}} Pizarra interactiva {{MainEntry|Interactive white board }}<br> portafolio online {{MainEntry|e-portfolio}}<br> '''Posibilidad de acción educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Posibilidad de acción epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programación de ordenadores como soporte al aprendizaje {{MainEntry|Computer programming in support of learning }}<br> <br>'''R'''{{Anchor|R}} Retroalimentación epistémica {{MainEntry|Epistemic feedback}}<br> <br>'''S'''{{Anchor|S}} '''Script colaborativo''' {{MainEntry|[[Collaboration script]]}}<br> Secuencia de aprendizaje {{MainEntry|Learning trail }}<br> Sistema de acompañamiento {{MainEntry|Buddy systems}}<br> Sistema de Autor {{MainEntry|Authoring system }}<br> Sistema de estructuración inteligente {{MainEntry|Intelligent scaffolding system }}<br> Sistema de gestión de aprendizaje {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestión de cursos {{MainEntry|Course management system }}<br> Sistema de tutoría basado en agentes {{MainEntry|Agent-based tutoring system }}<br> Sistema de Tutoría Inteligente {{MainEntry|Intelligent tutoring system}}<br> Sistema integrado de aprendizaje {{MainEntry|Integrated learning system}}<br> Sistema online de aprendizaje {{MainEntry|On-line learning environment}}<br> <br>'''T'''{{Anchor|T}} Tecnología de enseñanza basado en tecnología web {{MainEntry|Web-lecturing technologies }}<br> Tutor cognitivo {{MainEntry|Cognitive tutor }}<br> <br>'''U'''{{Anchor|U}} Universidades virtuales {{MainEntry|Virtual universities}}<br> 400 395 2011-09-19T09:38:14Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Spanish entries ''Edited by Daniel Burgos, AtoS Research & Innovation, International University of La Rioja<br> Andrew McDonough, AtoS Research & Innovation<br> Vicente Romero, AtoS Research & Innovation (ES)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent }}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetización técnico-matemática''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Aprendizaje asistido por ordenador {{MainEntry|Computer-assisted learning}}<br> Aprendizaje basado en grid. {{MainEntry|Learning grid}}<br> '''Aprendizaje basado en juegos ''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizaje basado en multimedia {{MainEntry|Multimedia learning}}<br> '''Aprendizaje basado en redes''' {{MainEntry|[[Networked learning]]}}<br> Aprendizaje colaborativo {{MainEntry|Collaborative learning }}<br> Aprendizaje colaborativo asistido por ordenador. {{MainEntry|Computer-supported collaborative learning }}<br> Aprendizaje combinado {{MainEntry|Blended learning }}<br> Aprendizaje contextualizado {{MainEntry|Situated learning}}<br> Aprendizaje de lenguajes asistido por ordenador {{MainEntry|Computer-assisted language learning}}<br> Aprendizaje inclusivo online {{MainEntry|Inclusive e-learning }}<br> Aprendizaje informal {{MainEntry|Informal learning}}<br> Aprendizaje mejorado por tecnología. {{MainEntry|Technology-Enhanced Learning }}<br> Aprendizaje online {{MainEntry|e-learning }}<br> '''Aprendizaje por indagación''' {{MainEntry|[[Inquiry learning]]}}<br> '''Aprendizaje sobre dispositivos móviles''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizaje ubicuo {{MainEntry|Ubiquitous learning }}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> Compañero de aprendizaje {{MainEntry|Learning companion}}<br> Comunidades de aprendizaje basadas en redes. {{MainEntry|Networked learning communities }}<br> '''Construccionismo ''' {{MainEntry|[[Constructionism]]}}<br> Curso programable {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis }}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis }}<br> Diseño de aprendizaje {{MainEntry|Learning design}}<br> <br>'''E'''{{Anchor|E}} e-Evaluación {{MainEntry|e-Assessment }}<br> Enseñanza a distancia {{MainEntry|Distance learning }}<br> Enseñanza distribuida {{MainEntry|Distributed learning }}<br> Entorno de aprendizaje {{MainEntry|Learning environment}}<br> Entorno de aprendizaje adaptativo {{MainEntry|Adaptive learning environment }}<br> entorno de aprendizaje ambiental. {{MainEntry|Ambient learning environment }}<br> Entorno de aprendizaje artificial. {{MainEntry|Artificial learning environment }}<br> Entorno de aprendizaje aumentado {{MainEntry|Augmented learning environment }}<br> Entorno de aprendizaje basado en agentes {{MainEntry|Agent-based learning environment}}<br> Entorno de aprendizaje basado en redes {{MainEntry|Networked learning environment }}<br> Entorno de aprendizaje basado en simulaciones {{MainEntry|Simulation-based learning environment}}<br> Entorno de aprendizaje distribuido {{MainEntry|Distributed learning environments }}<br> '''Entorno de aprendizaje integrado''' {{MainEntry|[[Seamless learning environments]]}}<br> Entorno de aprendizaje interactivo. {{MainEntry|Interactive learning environment}}<br> Entorno de aprendizaje programable basado en ordenador {{MainEntry|Programmable computer-based learning environment}}<br> '''Entorno de auto-aprendizaje''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Entorno narrativo de aprendizaje ''' {{MainEntry|[[Narrative learning environments]]}}<br> Entorno personal de aprendizaje {{MainEntry|Personal learning environment}}<br> Entorno tangible de aprendizaje {{MainEntry|Tangible learning environment}}<br> Entorno ubicuo de aprendizaje {{MainEntry|Pervasive learning environment}}<br> Entorno virtual de aprendizaje {{MainEntry|Virtual learning environment }}<br> Entornos de aprendizaje asistido por ordenador {{MainEntry|Computer-based learning environments}}<br> Entretenimiento educativo {{MainEntry|Edutainment }}<br> '''Escenario de aprendizaje''' {{MainEntry|[[Learning scenario]]}}<br> Espacio de aprendizaje {{MainEntry|Learning space}}<br> Examen asistido por ordenador {{MainEntry|Computer-assisted examination }}<br> '''Experiencia parcial''' {{MainEntry|[[Overlay]]}}<br> <br>'''F'''{{Anchor|F}} '''Fenómeno Inherente o embebido ''' {{MainEntry|[[Embedded phenomena]]}}<br> <br>'''G'''{{Anchor|G}} Generación automática de ejercicios {{MainEntry|Automatic generation of exercises}}<br> Geometría dinámica {{MainEntry|Dynamic geometry}}<br> Guión (o programa)... {{MainEntry|Script ...}}<br> Guión o programa externo {{MainEntry|External script}}<br> Guión o programa interno {{MainEntry|Internal script}}<br> <br>'''H'''{{Anchor|H}} Herramienta de autor {{MainEntry|Authoring tool }}<br> <br>'''I'''{{Anchor|I}} Ingeniería cognitiva {{MainEntry|Cognitive engineering }}<br> Ingeniería didáctica {{MainEntry|Didactical engineering}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-assisted instruction}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-based instruction}}<br> <br>'''J'''{{Anchor|J}} Juegos basados en simulaciones {{MainEntry|Simulation games }}<br> <br>'''L'''{{Anchor|L}} Laboratorio asistido por ordenador {{MainEntry|Computer-based laboratory}}<br> Laboratorios remotos {{MainEntry|Remote laboratorios}}<br> <br>'''M'''{{Anchor|M}} Matemática computacional {{MainEntry|Computational mathematics }}<br> Material de enseñanza {{MainEntry|Courseware}}<br> Micromundo {{MainEntry|Microworld}}<br> Minería de datos educativos {{MainEntry|Educational data mining }}<br> Modelado cognitivo {{MainEntry|Cognitive modelling }}<br> Modelado del estudiante {{MainEntry|Learner modeling }}<br> <br>'''O'''{{Anchor|O}} Objectos de aprendizaje {{MainEntry|Learning objects}}<br> <br>'''P'''{{Anchor|P}} Pizarra interactiva {{MainEntry|Interactive white board }}<br> portafolio online {{MainEntry|e-portfolio}}<br> '''Posibilidad de acción educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Posibilidad de acción epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programación de ordenadores como soporte al aprendizaje {{MainEntry|Computer programming in support of learning }}<br> <br>'''R'''{{Anchor|R}} Retroalimentación epistémica {{MainEntry|Epistemic feedback}}<br> <br>'''S'''{{Anchor|S}} '''Script colaborativo''' {{MainEntry|[[Collaboration script]]}}<br> Secuencia de aprendizaje {{MainEntry|Learning trail }}<br> Sistema de acompañamiento {{MainEntry|Buddy systems}}<br> Sistema de Autor {{MainEntry|Authoring system }}<br> Sistema de estructuración inteligente {{MainEntry|Intelligent scaffolding system }}<br> Sistema de gestión de aprendizaje {{MainEntry|Learning management systems}}<br> Sistema de gestión de cursos {{MainEntry|Course management system }}<br> Sistema de tutoría basado en agentes {{MainEntry|Agent-based tutoring system }}<br> Sistema de Tutoría Inteligente {{MainEntry|Intelligent tutoring system}}<br> Sistema integrado de aprendizaje {{MainEntry|Integrated learning system}}<br> Sistema online de aprendizaje {{MainEntry|On-line learning environment}}<br> <br>'''T'''{{Anchor|T}} Tecnología de enseñanza basado en tecnología web {{MainEntry|Web-lecturing technologies }}<br> Tutor cognitivo {{MainEntry|Cognitive tutor }}<br> <br>'''U'''{{Anchor|U}} Universidades virtuales {{MainEntry|Virtual universities}}<br> 395 392 2011-09-15T15:19:27Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Spanish entries ''Edited by Daniel Burgos, AtoS Research & Innovation, International University of La Rioja<br> Andrew McDonough, AtoS Research & Innovation<br> Vicente Romero, AtoS Research & Innovation (ES)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent }}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetización técnico-matemática''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Aprendizaje asistido por ordenador {{MainEntry|Computer-assisted learning}}<br> Aprendizaje basado en grid. {{MainEntry|Learning grid}}<br> '''Aprendizaje basado en juegos ''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizaje basado en multimedia {{MainEntry|Multimedia learning}}<br> '''Aprendizaje basado en redes''' {{MainEntry|[[Networked learning]]}}<br> Aprendizaje colaborativo {{MainEntry|Collaborative learning }}<br> Aprendizaje colaborativo asistido por ordenador. {{MainEntry|Computer-supported collaborative learning }}<br> Aprendizaje combinado {{MainEntry|Blended learning }}<br> Aprendizaje contextualizado {{MainEntry|Situated learning}}<br> Aprendizaje de lenguajes asistido por ordenador {{MainEntry|Computer-assisted language learning}}<br> Aprendizaje inclusivo online {{MainEntry|Inclusive e-learning }}<br> Aprendizaje informal {{MainEntry|Informal learning}}<br> Aprendizaje mejorado por tecnología. {{MainEntry|Technology-Enhanced Learning }}<br> Aprendizaje online {{MainEntry|e-learning }}<br> '''Aprendizaje por indagación''' {{MainEntry|[[Inquiry learning]]}}<br> '''Aprendizaje sobre dispositivos móviles''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizaje ubicuo {{MainEntry|Ubiquitous learning }}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> Compañero de aprendizaje {{MainEntry|Learning companion}}<br> Comunidades de aprendizaje basadas en redes. {{MainEntry|--- communities }}<br> '''Construccionismo ''' {{MainEntry|[[Constructionism]]}}<br> Curso programable {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis }}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis }}<br> Diseño de aprendizaje {{MainEntry|Learning design}}<br> <br>'''E'''{{Anchor|E}} e-Evaluación {{MainEntry|e-Assessment }}<br> Enseñanza a distancia {{MainEntry|Distance learning }}<br> Enseñanza distribuida {{MainEntry|Distributed learning }}<br> Entorno de aprendizaje {{MainEntry|Learning environment}}<br> Entorno de aprendizaje adaptativo {{MainEntry|Adaptive learning environment }}<br> entorno de aprendizaje ambiental. {{MainEntry|Ambient learning environment }}<br> Entorno de aprendizaje artificial. {{MainEntry|Artificial learning environment }}<br> Entorno de aprendizaje aumentado {{MainEntry|Augmented learning environment }}<br> Entorno de aprendizaje basado en agentes {{MainEntry|Agent-based learning environment}}<br> Entorno de aprendizaje basado en redes {{MainEntry|--- environment }}<br> Entorno de aprendizaje basado en simulaciones {{MainEntry|Simulation-based learning environment}}<br> Entorno de aprendizaje distribuido {{MainEntry|Distributed learning environments }}<br> '''Entorno de aprendizaje integrado''' {{MainEntry|[[Seamless learning environments]]}}<br> Entorno de aprendizaje interactivo. {{MainEntry|Interactive learning environment}}<br> Entorno de aprendizaje programable basado en ordenador {{MainEntry|Programmable computer-based learning environment}}<br> '''Entorno de auto-aprendizaje''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Entorno narrativo de aprendizaje ''' {{MainEntry|[[Narrative learning environments]]}}<br> Entorno personal de aprendizaje {{MainEntry|Personal learning environment}}<br> Entorno tangible de aprendizaje {{MainEntry|Tangible learning environment}}<br> Entorno ubicuo de aprendizaje {{MainEntry|Pervasive learning environment}}<br> Entorno virtual de aprendizaje {{MainEntry|Virtual learning environment }}<br> Entornos de aprendizaje asistido por ordenador {{MainEntry|Computer-based learning environments}}<br> Entretenimiento educativo {{MainEntry|Edutainment }}<br> '''Escenario de aprendizaje''' {{MainEntry|[[Learning scenario]]}}<br> Espacio de aprendizaje {{MainEntry|Learning space}}<br> Examen asistido por ordenador {{MainEntry|Computer-assisted examination }}<br> '''Experiencia parcial''' {{MainEntry|[[Overlay]]}}<br> <br>'''F'''{{Anchor|F}} '''Fenómeno Inherente o embebido ''' {{MainEntry|[[Embedded phenomena]]}}<br> <br>'''G'''{{Anchor|G}} Generación automática de ejercicios {{MainEntry|Automatic generation of exercises}}<br> Geometría dinámica {{MainEntry|Dynamic geometry}}<br> Guión (o programa)... {{MainEntry|Script ...}}<br> Guión o programa externo {{MainEntry|External script}}<br> Guión o programa interno {{MainEntry|Internal script}}<br> <br>'''H'''{{Anchor|H}} Herramienta de autor {{MainEntry|Authoring tool }}<br> <br>'''I'''{{Anchor|I}} Ingeniería cognitiva {{MainEntry|Cognitive engineering }}<br> Ingeniería didáctica {{MainEntry|Didactical engineering}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-assisted instruction}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-based instruction}}<br> <br>'''J'''{{Anchor|J}} Juegos basados en simulaciones {{MainEntry|Simulation games }}<br> <br>'''L'''{{Anchor|L}} Laboratorio asistido por ordenador {{MainEntry|Computer-based laboratory}}<br> Laboratorios remotos {{MainEntry|Remote laboratorios}}<br> <br>'''M'''{{Anchor|M}} Matemática computacional {{MainEntry|Computational mathematics }}<br> Material de enseñanza {{MainEntry|Courseware}}<br> Micromundo {{MainEntry|Microworld}}<br> Minería de datos educativos {{MainEntry|Educational data mining }}<br> Modelado cognitivo {{MainEntry|Cognitive modelling }}<br> Modelado del estudiante {{MainEntry|Learner modeling }}<br> <br>'''O'''{{Anchor|O}} Objectos de aprendizaje {{MainEntry|Learning objects}}<br> <br>'''P'''{{Anchor|P}} Pizarra interactiva {{MainEntry|Interactive white board }}<br> portafolio online {{MainEntry|e-portfolio}}<br> '''Posibilidad de acción educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Posibilidad de acción epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programación de ordenadores como soporte al aprendizaje {{MainEntry|Computer programming in support of learning }}<br> <br>'''R'''{{Anchor|R}} Retroalimentación epistémica {{MainEntry|Epistemic feedback}}<br> <br>'''S'''{{Anchor|S}} '''Script colaborativo''' {{MainEntry|[[Collaboration script]]}}<br> Secuencia de aprendizaje {{MainEntry|Learning trail }}<br> Sistema de acompañamiento {{MainEntry|Buddy systems}}<br> Sistema de Autor {{MainEntry|Authoring system }}<br> Sistema de estructuración inteligente {{MainEntry|Intelligent scaffolding system }}<br> Sistema de gestión de aprendizaje {{MainEntry|Learning management systems}}<br> Sistema de gestión de cursos {{MainEntry|Course management system }}<br> Sistema de tutoría basado en agentes {{MainEntry|Agent-based tutoring system }}<br> Sistema de Tutoría Inteligente {{MainEntry|Intelligent tutoring system}}<br> Sistema integrado de aprendizaje {{MainEntry|Integrated learning system}}<br> Sistema online de aprendizaje {{MainEntry|On-line learning environment}}<br> <br>'''T'''{{Anchor|T}} Tecnología de enseñanza basado en tecnología web {{MainEntry|Web-lecturing technologies }}<br> Tutor cognitivo {{MainEntry|Cognitive tutor }}<br> <br>'''U'''{{Anchor|U}} Universidades virtuales {{MainEntry|Virtual universities}}<br> 392 391 2011-09-15T06:58:55Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Spanish entries ''Edited by Daniel Burgos, AtoS Research & Innovation, International University of La Rioja<br> Andrew McDonough, AtoS Research & Innovation<br> Vicente Romero, AtoS Research & Innovation (ES)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent }}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetización técnico-matemática''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Aprendizaje asistido por ordenador {{MainEntry|Computer-assisted learning}}<br> Aprendizaje basado en grid. {{MainEntry|Learning grid}}<br> '''Aprendizaje basado en juegos ''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizaje basado en multimedia {{MainEntry|Multimedia learning}}<br> '''Aprendizaje basado en redes''' {{MainEntry|[[Networked learning]]}}<br> Aprendizaje colaborativo {{MainEntry|Collaborative learning }}<br> Aprendizaje colaborativo asistido por ordenador. {{MainEntry|Computer-supported collaborative learning }}<br> Aprendizaje combinado {{MainEntry|Blended learning }}<br> Aprendizaje contextualizado {{MainEntry|Situated learning}}<br> Aprendizaje de lenguajes asistido por ordenador {{MainEntry|Computer-assisted language learning}}<br> Aprendizaje inclusivo online {{MainEntry|Inclusive e-learning }}<br> Aprendizaje informal {{MainEntry|Informal learning}}<br> Aprendizaje mejorado por tecnología. {{MainEntry|Technology-Enhanced Learning }}<br> Aprendizaje online {{MainEntry|e-learning }}<br> '''Aprendizaje por indagación''' {{MainEntry|[[Inquiry learning]]}}<br> '''Aprendizaje sobre dispositivos móviles''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizaje ubicuo {{MainEntry|Ubiquitous learning }}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> Compañero de aprendizaje {{MainEntry|Learning companion}}<br> Comunidades de aprendizaje basadas en redes. {{MainEntry|--- communities }}<br> '''Construccionismo ''' {{MainEntry|[[Constructionism]]}}<br> Curso programable {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis }}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis }}<br> Diseño de aprendizaje {{MainEntry|Learning design}}<br> <br>'''E'''{{Anchor|E}} e-Evaluación {{MainEntry|e-Assessment }}<br> Enseñanza a distancia {{MainEntry|Distance learning }}<br> Enseñanza distribuida {{MainEntry|Distributed learning }}<br> Entorno de aprendizaje {{MainEntry|Learning environment}}<br> Entorno de aprendizaje adaptativo {{MainEntry|Adaptive learning environment }}<br> entorno de aprendizaje ambiental. {{MainEntry|Ambient learning environment }}<br> Entorno de aprendizaje artificial. {{MainEntry|Artificial learning environment }}<br> Entorno de aprendizaje aumentado {{MainEntry|Augmented learning environment }}<br> Entorno de aprendizaje basado en agentes {{MainEntry|Agent-based learning environment}}<br> Entorno de aprendizaje basado en redes {{MainEntry|--- environment }}<br> Entorno de aprendizaje basado en simulaciones {{MainEntry|Simulation-based learning environment}}<br> Entorno de aprendizaje distribuido {{MainEntry|Distributed learning environments }}<br> '''Entorno de aprendizaje integrado''' {{MainEntry|[[Seamless learning environments]]}}<br> Entorno de aprendizaje interactivo. {{MainEntry|Interactive learning environment}}<br> Entorno de aprendizaje programable basado en ordenador {{MainEntry|Programmable computer-based learning environment}}<br> '''Entorno de auto-aprendizaje''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Entorno narrativo de aprendizaje ''' {{MainEntry|[[Narrative learning environments]]}}<br> Entorno personal de aprendizaje {{MainEntry|Personal learning environment}}<br> Entorno tangible de aprendizaje {{MainEntry|Tangible learning environment}}<br> Entorno ubicuo de aprendizaje {{MainEntry|Pervasive learning environment}}<br> Entorno virtual de aprendizaje {{MainEntry|Virtual learning environment }}<br> Entornos de aprendizaje asistido por ordenador {{MainEntry|Computer-based learning environments}}<br> Entretenimiento educativo {{MainEntry|Edutainment }}<br> '''Escenario de aprendizaje''' {{MainEntry|[[Learning scenario]]}}<br> Espacio de aprendizaje {{MainEntry|Learning space}}<br> Examen asistido por ordenador {{MainEntry|Computer-assisted examination }}<br> <br>'''F'''{{Anchor|F}} '''Fenómeno Inherente o embebido ''' {{MainEntry|[[Embedded phenomena]]}}<br> <br>'''G'''{{Anchor|G}} Generación automática de ejercicios {{MainEntry|Automatic generation of exercises}}<br> Geometría dinámica {{MainEntry|Dynamic geometry}}<br> Guión (o programa)... {{MainEntry|Script ...}}<br> Guión o programa externo {{MainEntry|External script}}<br> Guión o programa interno {{MainEntry|Internal script}}<br> <br>'''H'''{{Anchor|H}} Herramienta de autor {{MainEntry|Authoring tool }}<br> <br>'''I'''{{Anchor|I}} Ingeniería cognitiva {{MainEntry|Cognitive engineering }}<br> Ingeniería didáctica {{MainEntry|Didactical engineering}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-assisted instruction}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-based instruction}}<br> <br>'''J'''{{Anchor|J}} Juegos basados en simulaciones {{MainEntry|Simulation games }}<br> <br>'''L'''{{Anchor|L}} Laboratorio asistido por ordenador {{MainEntry|Computer-based laboratory}}<br> Laboratorios remotos {{MainEntry|Remote laboratorios}}<br> <br>'''M'''{{Anchor|M}} Matemática computacional {{MainEntry|Computational mathematics }}<br> Material de enseñanza {{MainEntry|Courseware}}<br> Micromundo {{MainEntry|Microworld}}<br> Minería de datos educativos {{MainEntry|Educational data mining }}<br> Modelado cognitivo {{MainEntry|Cognitive modelling }}<br> Modelado del estudiante {{MainEntry|Learner modeling }}<br> <br>'''O'''{{Anchor|O}} Objectos de aprendizaje {{MainEntry|Learning objects}}<br> '''(--)''' {{MainEntry|[[Overlay]]}}<br> <br>'''P'''{{Anchor|P}} Pizarra interactiva {{MainEntry|Interactive white board }}<br> portafolio online {{MainEntry|e-portfolio}}<br> '''Posibilidad de acción educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Posibilidad de acción epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programación de ordenadores como soporte al aprendizaje {{MainEntry|Computer programming in support of learning }}<br> <br>'''R'''{{Anchor|R}} Retroalimentación epistémica {{MainEntry|Epistemic feedback}}<br> <br>'''S'''{{Anchor|S}} '''Script colaborativo''' {{MainEntry|[[Collaboration script]]}}<br> Secuencia de aprendizaje {{MainEntry|Learning trail }}<br> Sistema de acompañamiento {{MainEntry|Buddy systems}}<br> Sistema de Autor {{MainEntry|Authoring system }}<br> Sistema de estructuración inteligente {{MainEntry|Intelligent scaffolding system }}<br> Sistema de gestión de aprendizaje {{MainEntry|Learning management systems}}<br> Sistema de gestión de cursos {{MainEntry|Course management system }}<br> Sistema de tutoría basado en agentes {{MainEntry|Agent-based tutoring system }}<br> Sistema de Tutoría Inteligente {{MainEntry|Intelligent tutoring system}}<br> Sistema integrado de aprendizaje {{MainEntry|Integrated learning system}}<br> Sistema online de aprendizaje {{MainEntry|On-line learning environment}}<br> <br>'''T'''{{Anchor|T}} Tecnología de enseñanza basado en tecnología web {{MainEntry|Web-lecturing technologies }}<br> Tutor cognitivo {{MainEntry|Cognitive tutor }}<br> <br>'''U'''{{Anchor|U}} Universidades virtuales {{MainEntry|Virtual universities}}<br> 391 369 2011-09-15T06:58:20Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Spanish entries ''Edited by Daniel Burgos, AtoS Research & Innovation, International University of La Rioja<br> Andrew McDonough, AtoS Research & Innovation<br> Vicente Romero, AtoS Research & Innovation (ES)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent }}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetización técnico-matemática''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Aprendizaje asistido por ordenador {{MainEntry|Computer-assisted learning}}<br> Aprendizaje basado en grid. {{MainEntry|Learning grid}}<br> '''Aprendizaje basado en juegos ''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizaje basado en multimedia {{MainEntry|Multimedia learning}}<br> '''Aprendizaje basado en redes''' {{MainEntry|[[Networked learning]]}}<br> Aprendizaje colaborativo {{MainEntry|Collaborative learning }}<br> Aprendizaje colaborativo asistido por ordenador. {{MainEntry|Computer-supported collaborative learning }}<br> Aprendizaje combinado {{MainEntry|Blended learning }}<br> Aprendizaje contextualizado {{MainEntry|Situated learning}}<br> Aprendizaje de lenguajes asistido por ordenador {{MainEntry|Computer-assisted language learning}}<br> Aprendizaje inclusivo online {{MainEntry|Inclusive e-learning }}<br> Aprendizaje informal {{MainEntry|Informal learning}}<br> Aprendizaje mejorado por tecnología. {{MainEntry|Technology-Enhanced Learning }}<br> Aprendizaje online {{MainEntry|e-learning }}<br> '''Aprendizaje por indagación''' {{MainEntry|[[Inquiry learning]]}}<br> '''Aprendizaje sobre dispositivos móviles''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizaje ubicuo {{MainEntry|Ubiquitous learning }}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> Compañero de aprendizaje {{MainEntry|Learning companion}}<br> Comunidades de aprendizaje basadas en redes. {{MainEntry|--- communities }}<br> '''Construccionismo ''' {{MainEntry|[[Constructionism]]}}<br> Curso programable {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis }}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis }}<br> Diseño de aprendizaje {{MainEntry|Learning design}}<br> <br>'''E'''{{Anchor|E}} e-Evaluación {{MainEntry|e-Assessment }}<br> Enseñanza a distancia {{MainEntry|Distance learning }}<br> Enseñanza distribuida {{MainEntry|Distributed learning }}<br> Entorno de aprendizaje {{MainEntry|Learning environment}}<br> Entorno de aprendizaje adaptativo {{MainEntry|Adaptive learning environment }}<br> entorno de aprendizaje ambiental. {{MainEntry|Ambient learning environment }}<br> Entorno de aprendizaje artificial. {{MainEntry|Artificial learning environment }}<br> Entorno de aprendizaje aumentado {{MainEntry|Augmented learning environment }}<br> Entorno de aprendizaje basado en agentes {{MainEntry|Agent-based learning environment}}<br> Entorno de aprendizaje basado en redes {{MainEntry|--- environment }}<br> Entorno de aprendizaje basado en simulaciones {{MainEntry|Simulation-based learning environment}}<br> Entorno de aprendizaje distribuido {{MainEntry|Distributed learning environments }}<br> '''Entorno de aprendizaje integrado''' {{MainEntry|[[Seamless learning environments]]}}<br> Entorno de aprendizaje interactivo. {{MainEntry|Interactive learning environment}}<br> Entorno de aprendizaje programable basado en ordenador {{MainEntry|Programmable computer-based learning environment}}<br> '''Entorno de auto-aprendizaje''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Entorno narrativo de aprendizaje ''' {{MainEntry|[[Narrative learning environments]]}}<br> Entorno personal de aprendizaje {{MainEntry|Personal learning environment}}<br> Entorno tangible de aprendizaje {{MainEntry|Tangible learning environment}}<br> Entorno ubicuo de aprendizaje {{MainEntry|Pervasive learning environment}}<br> Entorno virtual de aprendizaje {{MainEntry|Virtual learning environment }}<br> Entornos de aprendizaje asistido por ordenador {{MainEntry|Computer-based learning environments}}<br> Entretenimiento educativo {{MainEntry|Edutainment }}<br> '''Escenario de aprendizaje''' {{MainEntry|[[Learning scenario]]}}<br> Espacio de aprendizaje {{MainEntry|Learning space}}<br> Examen asistido por ordenador {{MainEntry|Computer-assisted examination }}<br> <br>'''F'''{{Anchor|F}} '''Fenómeno Inherente o embebido ''' {{MainEntry|[[Embedded phenomena]]}}<br> <br>'''G'''{{Anchor|G}} Generación automática de ejercicios {{MainEntry|Automatic generation of exercises}}<br> Geometría dinámica {{MainEntry|Dynamic geometry}}<br> Guión (o programa)... {{MainEntry|Script ...}}<br> Guión o programa externo {{MainEntry|External script}}<br> Guión o programa interno {{MainEntry|Internal script}}<br> <br>'''H'''{{Anchor|H}} Herramienta de autor {{MainEntry|Authoring tool }}<br> <br>'''I'''{{Anchor|I}} Ingeniería cognitiva {{MainEntry|Cognitive engineering }}<br> Ingeniería didáctica {{MainEntry|Didactical engineering}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-assisted instruction}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-based instruction}}<br> <br>'''J'''{{Anchor|J}} Juegos basados en simulaciones {{MainEntry|Simulation games }}<br> <br>'''L'''{{Anchor|L}} Laboratorio asistido por ordenador {{MainEntry|Computer-based laboratory}}<br> Laboratorios remotos {{MainEntry|Remote laboratorios}}<br> <br>'''M'''{{Anchor|M}} Matemática computacional {{MainEntry|Computational mathematics }}<br> Material de enseñanza {{MainEntry|Courseware}}<br> Micromundo {{MainEntry|Microworld}}<br> Minería de datos educativos {{MainEntry|Educational data mining }}<br> Modelado cognitivo {{MainEntry|Cognitive modelling }}<br> Modelado del estudiante {{MainEntry|Learner modeling }}<br> <br>'''O'''{{Anchor|O}} Objectos de aprendizaje {{MainEntry|Learning objects}}<br> '''()''' {{MainEntry|[[Overlay]]}}<br> <br>'''P'''{{Anchor|P}} Pizarra interactiva {{MainEntry|Interactive white board }}<br> portafolio online {{MainEntry|e-portfolio}}<br> '''Posibilidad de acción educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Posibilidad de acción epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programación de ordenadores como soporte al aprendizaje {{MainEntry|Computer programming in support of learning }}<br> <br>'''R'''{{Anchor|R}} Retroalimentación epistémica {{MainEntry|Epistemic feedback}}<br> <br>'''S'''{{Anchor|S}} '''Script colaborativo''' {{MainEntry|[[Collaboration script]]}}<br> Secuencia de aprendizaje {{MainEntry|Learning trail }}<br> Sistema de acompañamiento {{MainEntry|Buddy systems}}<br> Sistema de Autor {{MainEntry|Authoring system }}<br> Sistema de estructuración inteligente {{MainEntry|Intelligent scaffolding system }}<br> Sistema de gestión de aprendizaje {{MainEntry|Learning management systems}}<br> Sistema de gestión de cursos {{MainEntry|Course management system }}<br> Sistema de tutoría basado en agentes {{MainEntry|Agent-based tutoring system }}<br> Sistema de Tutoría Inteligente {{MainEntry|Intelligent tutoring system}}<br> Sistema integrado de aprendizaje {{MainEntry|Integrated learning system}}<br> Sistema online de aprendizaje {{MainEntry|On-line learning environment}}<br> <br>'''T'''{{Anchor|T}} Tecnología de enseñanza basado en tecnología web {{MainEntry|Web-lecturing technologies }}<br> Tutor cognitivo {{MainEntry|Cognitive tutor }}<br> <br>'''U'''{{Anchor|U}} Universidades virtuales {{MainEntry|Virtual universities}}<br> 369 368 2011-09-12T09:24:18Z Zeiliger 2 Protected "[[TEL Dictionary entries/es]]" ([edit=spanish] (indefinite) [move=spanish] (indefinite)) wikitext text/x-wiki {{languages}} TEL Dictionary: Spanish entries ''Edited by Daniel Burgos, AtoS Research & Innovation, International University of La Rioja<br> Andrew McDonough, AtoS Research & Innovation<br> Vicente Romero, AtoS Research & Innovation (ES)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent }}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetización técnico-matemática''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Aprendizaje asistido por ordenador {{MainEntry|Computer-assisted learning}}<br> Aprendizaje basado en grid. {{MainEntry|Learning grid}}<br> '''Aprendizaje basado en juegos ''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizaje basado en multimedia {{MainEntry|Multimedia learning}}<br> '''Aprendizaje basado en redes''' {{MainEntry|[[Networked learning]]}}<br> Aprendizaje colaborativo {{MainEntry|Collaborative learning }}<br> Aprendizaje colaborativo asistido por ordenador. {{MainEntry|Computer-supported collaborative learning }}<br> Aprendizaje combinado {{MainEntry|Blended learning }}<br> Aprendizaje contextualizado {{MainEntry|Situated learning}}<br> Aprendizaje de lenguajes asistido por ordenador {{MainEntry|Computer-assisted language learning}}<br> Aprendizaje inclusivo online {{MainEntry|Inclusive e-learning }}<br> Aprendizaje informal {{MainEntry|Informal learning}}<br> Aprendizaje mejorado por tecnología. {{MainEntry|Technology-Enhanced Learning }}<br> Aprendizaje online {{MainEntry|e-learning }}<br> '''Aprendizaje por indagación''' {{MainEntry|[[Inquiry learning]]}}<br> '''Aprendizaje sobre dispositivos móviles''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizaje ubicuo {{MainEntry|Ubiquitous learning }}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> Compañero de aprendizaje {{MainEntry|Learning companion}}<br> Comunidades de aprendizaje basadas en redes. {{MainEntry|--- communities }}<br> '''Construccionismo ''' {{MainEntry|[[Constructionism]]}}<br> Curso programable {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis }}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis }}<br> Diseño de aprendizaje {{MainEntry|Learning design}}<br> <br>'''E'''{{Anchor|E}} e-Evaluación {{MainEntry|e-Assessment }}<br> Enseñanza a distancia {{MainEntry|Distance learning }}<br> Enseñanza distribuida {{MainEntry|Distributed learning }}<br> Entorno de aprendizaje {{MainEntry|Learning environment}}<br> Entorno de aprendizaje adaptativo {{MainEntry|Adaptive learning environment }}<br> entorno de aprendizaje ambiental. {{MainEntry|Ambient learning environment }}<br> Entorno de aprendizaje artificial. {{MainEntry|Artificial learning environment }}<br> Entorno de aprendizaje aumentado {{MainEntry|Augmented learning environment }}<br> Entorno de aprendizaje basado en agentes {{MainEntry|Agent-based learning environment}}<br> Entorno de aprendizaje basado en redes {{MainEntry|--- environment }}<br> Entorno de aprendizaje basado en simulaciones {{MainEntry|Simulation-based learning environment}}<br> Entorno de aprendizaje distribuido {{MainEntry|Distributed learning environments }}<br> '''Entorno de aprendizaje integrado''' {{MainEntry|[[Seamless learning environments]]}}<br> Entorno de aprendizaje interactivo. {{MainEntry|Interactive learning environment}}<br> Entorno de aprendizaje programable basado en ordenador {{MainEntry|Programmable computer-based learning environment}}<br> '''Entorno de auto-aprendizaje''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Entorno narrativo de aprendizaje ''' {{MainEntry|[[Narrative learning environments]]}}<br> Entorno personal de aprendizaje {{MainEntry|Personal learning environment}}<br> Entorno tangible de aprendizaje {{MainEntry|Tangible learning environment}}<br> Entorno ubicuo de aprendizaje {{MainEntry|Pervasive learning environment}}<br> Entorno virtual de aprendizaje {{MainEntry|Virtual learning environment }}<br> Entornos de aprendizaje asistido por ordenador {{MainEntry|Computer-based learning environments}}<br> Entretenimiento educativo {{MainEntry|Edutainment }}<br> '''Escenario de aprendizaje''' {{MainEntry|[[Learning scenario]]}}<br> Espacio de aprendizaje {{MainEntry|Learning space}}<br> Examen asistido por ordenador {{MainEntry|Computer-assisted examination }}<br> <br>'''F'''{{Anchor|F}} '''Fenómeno Inherente o embebido ''' {{MainEntry|[[Embedded phenomena]]}}<br> <br>'''G'''{{Anchor|G}} Generación automática de ejercicios {{MainEntry|Automatic generation of exercises}}<br> Geometría dinámica {{MainEntry|Dynamic geometry}}<br> Guión (o programa)... {{MainEntry|Script ...}}<br> Guión o programa externo {{MainEntry|External script}}<br> Guión o programa interno {{MainEntry|Internal script}}<br> <br>'''H'''{{Anchor|H}} Herramienta de autor {{MainEntry|Authoring tool }}<br> <br>'''I'''{{Anchor|I}} Ingeniería cognitiva {{MainEntry|Cognitive engineering }}<br> Ingeniería didáctica {{MainEntry|Didactical engineering}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-assisted instruction}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-based instruction}}<br> <br>'''J'''{{Anchor|J}} Juegos basados en simulaciones {{MainEntry|Simulation games }}<br> <br>'''L'''{{Anchor|L}} Laboratorio asistido por ordenador {{MainEntry|Computer-based laboratory}}<br> Laboratorios remotos {{MainEntry|Remote laboratorios}}<br> <br>'''M'''{{Anchor|M}} Matemática computacional {{MainEntry|Computational mathematics }}<br> Material de enseñanza {{MainEntry|Courseware}}<br> Micromundo {{MainEntry|Microworld}}<br> Minería de datos educativos {{MainEntry|Educational data mining }}<br> Modelado cognitivo {{MainEntry|Cognitive modelling }}<br> Modelado del estudiante {{MainEntry|Learner modeling }}<br> <br>'''N'''{{Anchor|N}} '''Note: pending, based on definition in English''' {{MainEntry|[[Overlay]]}}<br> <br>'''O'''{{Anchor|O}} Objectos de aprendizaje {{MainEntry|Learning objects}}<br> <br>'''P'''{{Anchor|P}} Pizarra interactiva {{MainEntry|Interactive white board }}<br> portafolio online {{MainEntry|e-portfolio}}<br> '''Posibilidad de acción educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Posibilidad de acción epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programación de ordenadores como soporte al aprendizaje {{MainEntry|Computer programming in support of learning }}<br> <br>'''R'''{{Anchor|R}} Retroalimentación epistémica {{MainEntry|Epistemic feedback}}<br> <br>'''S'''{{Anchor|S}} '''Script colaborativo''' {{MainEntry|[[Collaboration script]]}}<br> Secuencia de aprendizaje {{MainEntry|Learning trail }}<br> Sistema de acompañamiento {{MainEntry|Buddy systems}}<br> Sistema de Autor {{MainEntry|Authoring system }}<br> Sistema de estructuración inteligente {{MainEntry|Intelligent scaffolding system }}<br> Sistema de gestión de aprendizaje {{MainEntry|Learning management systems}}<br> Sistema de gestión de cursos {{MainEntry|Course management system }}<br> Sistema de tutoría basado en agentes {{MainEntry|Agent-based tutoring system }}<br> Sistema de Tutoría Inteligente {{MainEntry|Intelligent tutoring system}}<br> Sistema integrado de aprendizaje {{MainEntry|Integrated learning system}}<br> Sistema online de aprendizaje {{MainEntry|On-line learning environment}}<br> <br>'''T'''{{Anchor|T}} Tecnología de enseñanza basado en tecnología web {{MainEntry|Web-lecturing technologies }}<br> Tutor cognitivo {{MainEntry|Cognitive tutor }}<br> <br>'''U'''{{Anchor|U}} Universidades virtuales {{MainEntry|Virtual universities}}<br> 368 367 2011-09-12T09:19:06Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Spanish entries ''Edited by Daniel Burgos, AtoS Research & Innovation, International University of La Rioja<br> Andrew McDonough, AtoS Research & Innovation<br> Vicente Romero, AtoS Research & Innovation (ES)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent }}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetización técnico-matemática''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Aprendizaje asistido por ordenador {{MainEntry|Computer-assisted learning}}<br> Aprendizaje basado en grid. {{MainEntry|Learning grid}}<br> '''Aprendizaje basado en juegos ''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizaje basado en multimedia {{MainEntry|Multimedia learning}}<br> '''Aprendizaje basado en redes''' {{MainEntry|[[Networked learning]]}}<br> Aprendizaje colaborativo {{MainEntry|Collaborative learning }}<br> Aprendizaje colaborativo asistido por ordenador. {{MainEntry|Computer-supported collaborative learning }}<br> Aprendizaje combinado {{MainEntry|Blended learning }}<br> Aprendizaje contextualizado {{MainEntry|Situated learning}}<br> Aprendizaje de lenguajes asistido por ordenador {{MainEntry|Computer-assisted language learning}}<br> Aprendizaje inclusivo online {{MainEntry|Inclusive e-learning }}<br> Aprendizaje informal {{MainEntry|Informal learning}}<br> Aprendizaje mejorado por tecnología. {{MainEntry|Technology-Enhanced Learning }}<br> Aprendizaje online {{MainEntry|e-learning }}<br> '''Aprendizaje por indagación''' {{MainEntry|[[Inquiry learning]]}}<br> '''Aprendizaje sobre dispositivos móviles''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizaje ubicuo {{MainEntry|Ubiquitous learning }}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> Compañero de aprendizaje {{MainEntry|Learning companion}}<br> Comunidades de aprendizaje basadas en redes. {{MainEntry|--- communities }}<br> '''Construccionismo ''' {{MainEntry|[[Constructionism]]}}<br> Curso programable {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis }}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis }}<br> Diseño de aprendizaje {{MainEntry|Learning design}}<br> <br>'''E'''{{Anchor|E}} e-Evaluación {{MainEntry|e-Assessment }}<br> Enseñanza a distancia {{MainEntry|Distance learning }}<br> Enseñanza distribuida {{MainEntry|Distributed learning }}<br> Entorno de aprendizaje {{MainEntry|Learning environment}}<br> Entorno de aprendizaje adaptativo {{MainEntry|Adaptive learning environment }}<br> entorno de aprendizaje ambiental. {{MainEntry|Ambient learning environment }}<br> Entorno de aprendizaje artificial. {{MainEntry|Artificial learning environment }}<br> Entorno de aprendizaje aumentado {{MainEntry|Augmented learning environment }}<br> Entorno de aprendizaje basado en agentes {{MainEntry|Agent-based learning environment}}<br> Entorno de aprendizaje basado en redes {{MainEntry|--- environment }}<br> Entorno de aprendizaje basado en simulaciones {{MainEntry|Simulation-based learning environment}}<br> Entorno de aprendizaje distribuido {{MainEntry|Distributed learning environments }}<br> '''Entorno de aprendizaje integrado''' {{MainEntry|[[Seamless learning environments]]}}<br> Entorno de aprendizaje interactivo. {{MainEntry|Interactive learning environment}}<br> Entorno de aprendizaje programable basado en ordenador {{MainEntry|Programmable computer-based learning environment}}<br> '''Entorno de auto-aprendizaje''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Entorno narrativo de aprendizaje ''' {{MainEntry|[[Narrative learning environments]]}}<br> Entorno personal de aprendizaje {{MainEntry|Personal learning environment}}<br> Entorno tangible de aprendizaje {{MainEntry|Tangible learning environment}}<br> Entorno ubicuo de aprendizaje {{MainEntry|Pervasive learning environment}}<br> Entorno virtual de aprendizaje {{MainEntry|Virtual learning environment }}<br> Entornos de aprendizaje asistido por ordenador {{MainEntry|Computer-based learning environments}}<br> Entretenimiento educativo {{MainEntry|Edutainment }}<br> '''Escenario de aprendizaje''' {{MainEntry|[[Learning scenario]]}}<br> Espacio de aprendizaje {{MainEntry|Learning space}}<br> Examen asistido por ordenador {{MainEntry|Computer-assisted examination }}<br> <br>'''F'''{{Anchor|F}} '''Fenómeno Inherente o embebido ''' {{MainEntry|[[Embedded phenomena]]}}<br> <br>'''G'''{{Anchor|G}} Generación automática de ejercicios {{MainEntry|Automatic generation of exercises}}<br> Geometría dinámica {{MainEntry|Dynamic geometry}}<br> Guión (o programa)... {{MainEntry|Script ...}}<br> Guión o programa externo {{MainEntry|External script}}<br> Guión o programa interno {{MainEntry|Internal script}}<br> <br>'''H'''{{Anchor|H}} Herramienta de autor {{MainEntry|Authoring tool }}<br> <br>'''I'''{{Anchor|I}} Ingeniería cognitiva {{MainEntry|Cognitive engineering }}<br> Ingeniería didáctica {{MainEntry|Didactical engineering}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-assisted instruction}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-based instruction}}<br> <br>'''J'''{{Anchor|J}} Juegos basados en simulaciones {{MainEntry|Simulation games }}<br> <br>'''L'''{{Anchor|L}} Laboratorio asistido por ordenador {{MainEntry|Computer-based laboratory}}<br> Laboratorios remotos {{MainEntry|Remote laboratorios}}<br> <br>'''M'''{{Anchor|M}} Matemática computacional {{MainEntry|Computational mathematics }}<br> Material de enseñanza {{MainEntry|Courseware}}<br> Micromundo {{MainEntry|Microworld}}<br> Minería de datos educativos {{MainEntry|Educational data mining }}<br> Modelado cognitivo {{MainEntry|Cognitive modelling }}<br> Modelado del estudiante {{MainEntry|Learner modeling }}<br> <br>'''N'''{{Anchor|N}} '''Note: pending, based on definition in English''' {{MainEntry|[[Overlay]]}}<br> <br>'''O'''{{Anchor|O}} Objectos de aprendizaje {{MainEntry|Learning objects}}<br> <br>'''P'''{{Anchor|P}} Pizarra interactiva {{MainEntry|Interactive white board }}<br> portafolio online {{MainEntry|e-portfolio}}<br> '''Posibilidad de acción educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Posibilidad de acción epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programación de ordenadores como soporte al aprendizaje {{MainEntry|Computer programming in support of learning }}<br> <br>'''R'''{{Anchor|R}} Retroalimentación epistémica {{MainEntry|Epistemic feedback}}<br> <br>'''S'''{{Anchor|S}} '''Script colaborativo''' {{MainEntry|[[Collaboration script]]}}<br> Secuencia de aprendizaje {{MainEntry|Learning trail }}<br> Sistema de acompañamiento {{MainEntry|Buddy systems}}<br> Sistema de Autor {{MainEntry|Authoring system }}<br> Sistema de estructuración inteligente {{MainEntry|Intelligent scaffolding system }}<br> Sistema de gestión de aprendizaje {{MainEntry|Learning management systems}}<br> Sistema de gestión de cursos {{MainEntry|Course management system }}<br> Sistema de tutoría basado en agentes {{MainEntry|Agent-based tutoring system }}<br> Sistema de Tutoría Inteligente {{MainEntry|Intelligent tutoring system}}<br> Sistema integrado de aprendizaje {{MainEntry|Integrated learning system}}<br> Sistema online de aprendizaje {{MainEntry|On-line learning environment}}<br> <br>'''T'''{{Anchor|T}} Tecnología de enseñanza basado en tecnología web {{MainEntry|Web-lecturing technologies }}<br> Tutor cognitivo {{MainEntry|Cognitive tutor }}<br> <br>'''U'''{{Anchor|U}} Universidades virtuales {{MainEntry|Virtual universities}}<br> 367 2011-09-12T09:18:26Z Zeiliger 2 Created page with "{{languages}} TEL Dictionary: Spanish entries ''Edited by Daniel Burgos, AtoS Research & Innovation, International University of La Rioja<br> Andrew McDonough, AtoS Research &..." wikitext text/x-wiki {{languages}} TEL Dictionary: Spanish entries ''Edited by Daniel Burgos, AtoS Research & Innovation, International University of La Rioja<br> Andrew McDonough, AtoS Research & Innovation<br> Vicente Romero, AtoS Research & Innovation (ES)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent }}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetización técnico-matemática''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Aprendizaje asistido por ordenador {{MainEntry|Computer-assisted learning}}<br> Aprendizaje basado en grid. {{MainEntry|Learning grid}}<br> '''Aprendizaje basado en juegos ''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizaje basado en multimedia {{MainEntry|Multimedia learning}}<br> '''Aprendizaje basado en redes''' {{MainEntry|[[Networked learning]]}}<br> Aprendizaje colaborativo {{MainEntry|Collaborative learning }}<br> Aprendizaje colaborativo asistido por ordenador. {{MainEntry|Computer-supported collaborative learning }}<br> Aprendizaje combinado {{MainEntry|Blended learning }}<br> Aprendizaje contextualizado {{MainEntry|Situated learning}}<br> Aprendizaje de lenguajes asistido por ordenador {{MainEntry|Computer-assisted language learning}}<br> Aprendizaje inclusivo online {{MainEntry|Inclusive e-learning }}<br> Aprendizaje informal {{MainEntry|Informal learning}}<br> Aprendizaje mejorado por tecnología. {{MainEntry|Technology-Enhanced Learning }}<br> Aprendizaje online {{MainEntry|e-learning }}<br> '''Aprendizaje por indagación''' {{MainEntry|[[Inquiry learning]]}}<br> '''Aprendizaje sobre dispositivos móviles''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizaje ubicuo {{MainEntry|Ubiquitous learning }}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> Compañero de aprendizaje {{MainEntry|Learning companion}}<br> Comunidades de aprendizaje basadas en redes. {{MainEntry|--- communities }}<br> '''Construccionismo ''' {{MainEntry|[[Constructionism]]}}<br> Curso programable {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis }}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis }}<br> Diseño de aprendizaje {{MainEntry|Learning design}}<br> <br>'''E'''{{Anchor|E}} e-Evaluación {{MainEntry|e-Assessment }}<br> Enseñanza a distancia {{MainEntry|Distance learning }}<br> Enseñanza distribuida {{MainEntry|Distributed learning }}<br> Entorno de aprendizaje {{MainEntry|Learning environment}}<br> Entorno de aprendizaje adaptativo {{MainEntry|Adaptive learning environment }}<br> entorno de aprendizaje ambiental. {{MainEntry|Ambient learning environment }}<br> Entorno de aprendizaje artificial. {{MainEntry|Artificial learning environment }}<br> Entorno de aprendizaje aumentado {{MainEntry|Augmented learning environment }}<br> Entorno de aprendizaje basado en agentes {{MainEntry|Agent-based learning environment}}<br> Entorno de aprendizaje basado en redes {{MainEntry|--- environment }}<br> Entorno de aprendizaje basado en simulaciones {{MainEntry|Simulation-based learning environment}}<br> Entorno de aprendizaje distribuido {{MainEntry|Distributed learning environments }}<br> '''Entorno de aprendizaje integrado''' {{MainEntry|[[Seamless learning environments]]}}<br> Entorno de aprendizaje interactivo. {{MainEntry|Interactive learning environment}}<br> Entorno de aprendizaje programable basado en ordenador {{MainEntry|Programmable computer-based learning environment}}<br> '''Entorno de auto-aprendizaje''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Entorno narrativo de aprendizaje ''' {{MainEntry|[[Narrative learning environments]]}}<br> Entorno personal de aprendizaje {{MainEntry|Personal learning environment}}<br> Entorno tangible de aprendizaje {{MainEntry|Tangible learning environment}}<br> Entorno ubicuo de aprendizaje {{MainEntry|Pervasive learning environment}}<br> Entorno virtual de aprendizaje {{MainEntry|Virtual learning environment }}<br> Entornos de aprendizaje asistido por ordenador {{MainEntry|Computer-based learning environments}}<br> Entretenimiento educativo {{MainEntry|Edutainment }}<br> '''Escenario de aprendizaje''' {{MainEntry|[[Learning scenario]]}}<br> Espacio de aprendizaje {{MainEntry|Learning space}}<br> Examen asistido por ordenador {{MainEntry|Computer-assisted examination }}<br> <br>'''F'''{{Anchor|F}} '''Fenómeno Inherente o embebido ''' {{MainEntry|[[Embedded phenomena]]}}<br> <br>'''G'''{{Anchor|G}} Generación automática de ejercicios {{MainEntry|Automatic generation of exercises}}<br> Geometría dinámica {{MainEntry|Dynamic geometry}}<br> Guión (o programa)... {{MainEntry|Script ...}}<br> Guión o programa externo {{MainEntry|External script}}<br> Guión o programa interno {{MainEntry|Internal script}}<br> <br>'''H'''{{Anchor|H}} Herramienta de autor {{MainEntry|Authoring tool }}<br> <br>'''I'''{{Anchor|I}} Ingeniería cognitiva {{MainEntry|Cognitive engineering }}<br> Ingeniería didáctica {{MainEntry|Didactical engineering}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-assisted instruction}}<br> Instrucción asistida por ordenador {{MainEntry|Computer-based instruction}}<br> <br>'''J'''{{Anchor|J}} Juegos basados en simulaciones {{MainEntry|Simulation games }}<br> <br>'''L'''{{Anchor|L}} Laboratorio asistido por ordenador {{MainEntry|Computer-based laboratory}}<br> Laboratorios remotos {{MainEntry|Remote laboratorios}}<br> <br>'''M'''{{Anchor|M}} Matemática computacional {{MainEntry|Computational mathematics }}<br> Material de enseñanza {{MainEntry|Courseware}}<br> Micromundo {{MainEntry|Microworld}}<br> Minería de datos educativos {{MainEntry|Educational data mining }}<br> Modelado cognitivo {{MainEntry|Cognitive modelling }}<br> Modelado del estudiante {{MainEntry|Learner modeling }}<br> <br>'''N'''{{Anchor|N}} '''Note: pending, based on definition in English''' {{MainEntry|[[Overlay]]}}<br> <br>'''O'''{{Anchor|O}} Objectos de aprendizaje {{MainEntry|Learning objects}}<br> <br>'''P'''{{Anchor|P}} Pizarra interactiva {{MainEntry|Interactive white board }}<br> portafolio online {{MainEntry|e-portfolio}}<br> '''Posibilidad de acción educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Posibilidad de acción epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programación de ordenadores como soporte al aprendizaje {{MainEntry|Computer programming in support of learning }}<br> <br>'''R'''{{Anchor|R}} Retroalimentación epistémica {{MainEntry|Epistemic feedback}}<br> <br>'''S'''{{Anchor|S}} '''Script colaborativo''' {{MainEntry|[[Collaboration script]]}}<br> Secuencia de aprendizaje {{MainEntry|Learning trail }}<br> Sistema de acompañamiento {{MainEntry|Buddy systems}}<br> Sistema de Autor {{MainEntry|Authoring system }}<br> Sistema de estructuración inteligente {{MainEntry|Intelligent scaffolding system }}<br> Sistema de gestión de aprendizaje {{MainEntry|Learning management systems}}<br> Sistema de gestión de cursos {{MainEntry|Course management system }}<br> Sistema de tutoría basado en agentes {{MainEntry|Agent-based tutoring system }}<br> Sistema de Tutoría Inteligente {{MainEntry|Intelligent tutoring system}}<br> Sistema integrado de aprendizaje {{MainEntry|Integrated learning system}}<br> Sistema online de aprendizaje {{MainEntry|On-line learning environment}}<br> <br>'''T'''{{Anchor|T}} Tecnología de enseñanza basado en tecnología web {{MainEntry|Web-lecturing technologies }}<br> Tutor cognitivo {{MainEntry|Cognitive tutor }}<br> <br>'''U'''{{Anchor|U}} Universidades virtuales {{MainEntry|Virtual universities}}<br> 0 165 1398 1397 2013-10-05T17:40:13Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: estonian entries ''Edited by Rein Prank, University of Tartu, and Mart Laanpere, Tallinn University (EE)'' <br> '''A - [[#D|D]] - [[#E|E]] - [[#H|H]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#Z|Z]]''' <br> '''A'''{{Anchor|A}}<br> Agendipõhine õpikeskkond {{MainEntry|Agent-based learning environment}}<br> Agendipõhine tuutorsüsteem {{MainEntry|Agent-based tutoring system}}<br> Animeeritud pedagoogiline agent {{MainEntry|Animated pedagogical agent}}<br> Arvutipõhine õpikeskkond {{MainEntry|Computer-based learning environments}}<br> Arvutipõhine labor {{MainEntry|Computer-based laboratory}}<br> Arvutipõhine õpe {{MainEntry|Computer-based instruction}}<br> Arvutitoega eksam {{MainEntry|Computer-assisted examination}}<br> Arvutitoega keeleõpe {{MainEntry|Computer-assisted language learning}}<br> Arvutitoega õpe {{MainEntry|Computer-assisted learning}}<br> Arvutitoega õpetamine {{MainEntry|Computer-assisted instruction}}<br> Arvutitoega ühesõpe {{MainEntry|Computer-supported collaborative learning}}<br> Arvutuslik mateetika {{MainEntry|Computational mathetic}}<br> Arvutuslik mõtlemine {{MainEntry|Computational thinking}}<br> Automaatne diagnoos {{MainEntry|Automatic diagnosis}}<br> Automaatne harjutuste genereerimine {{MainEntry|Automatic generation of exercises}}<br> Autorisüsteem {{MainEntry|Authoring system}}<br> Autorivahend {{MainEntry|Authoring tool}}<br> Avardatud õpikeskkond {{MainEntry|Augmented learning environment}}<br> <br> '''D'''{{Anchor|D}}<br> '''Didaktiline disain''' {{MainEntry|[[Didactical engineering]]}}<br> Dünaamiline geomeetria {{MainEntry|Dynamic geometry}}<br> <br> '''E'''{{Anchor|E}}<br> E-hindamine {{MainEntry|E-Assessment}}<br> E-õpe {{MainEntry|e-learning}}<br> E-portfoolio {{MainEntry|e-portfolio}}<br> '''Enesejuhitav õpe''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Episteemiline tagasiside''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Episteemilised lubavused''' {{MainEntry|[[Epistemic affordance]]}}<br> <br> '''H'''{{Anchor|H}}<br> Hajutatud õpe {{MainEntry|Distributed learning}}<br> Hajutatud õpikeskkond {{MainEntry|Distributed learning environments}}<br> '''Hariduslik andmekaeve''' {{MainEntry|[[Educational data mining]]}}<br> '''Hariduslikud lubavused''' {{MainEntry|[[Educational affordance]]}}<br> <br> '''I'''{{Anchor|I}}<br> '''Informaalne õpe ''' {{MainEntry|[[Informal learning]]}}<br> Integreeritud õpisüsteem {{MainEntry|Integrated learning system}}<br> Intelligentne toestussüsteem {{MainEntry|Intelligent scaffolding system}}<br> '''Intelligentne tuutorsüsteem''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Interaktiivne õpikeskkond {{MainEntry|Interactive learning environment}}<br> Interaktiivne tahvel {{MainEntry|Interactive white board}}<br> Internetipõhine õpikeskkond {{MainEntry|On-line learning environment}}<br> <br> '''K'''{{Anchor|K}}<br> Kaasav e-õpe {{MainEntry|Inclusive e-learning}}<br> Kauglabor {{MainEntry|Remote laboratories}}<br> Kaugõpe {{MainEntry|Distance learning}}<br> Kirjeldus {{MainEntry|Script}}<br> Kogemusõpe {{MainEntry|Experiential learning}}<br> Kognitiivne diagnoos {{MainEntry|Cognitive diagnosis}}<br> Kognitiivne disain {{MainEntry|Cognitive engineering}}<br> Kognitiivne modelleerimine {{MainEntry|Cognitive modeling}}<br> '''Kognitiivne tuutor''' {{MainEntry|[[Cognitive tutor]]}}<br> '''Kohanduv õpikeskkond''' {{MainEntry|[[Adaptive learning environment]]}}<br> Kõikjaleulatuv õpikeskkond {{MainEntry|Pervasive learning environment}}<br> kõikjaltoimuv õpe {{MainEntry|Ubiquitous learning}}<br> Kombatav õpikeskkond {{MainEntry|Tangible learning environment}}<br> Kombineeritud õpe {{MainEntry|Blended learning}}<br> '''Konstruktsionism''' {{MainEntry|[[Constructionism]]}}<br> Kontekstualiseeritud õpe {{MainEntry|Situated learning}}<br> '''Koostöökirjeldus''' {{MainEntry|[[Collaboration script]]}}<br> Kursusehaldussüsteem {{MainEntry|Course management system}}<br> <br> '''L'''{{Anchor|L}}<br> Lõimitud õpikeskkond {{MainEntry|Ambient learning environment}}<br> <br> '''M'''{{Anchor|M}}<br> '''M-õpe, Mobiilne õpe''' {{MainEntry|[[Mobile learning]]}}<br> '''Mängupõhine õpe''' {{MainEntry|[[Game-based learning]]}}<br> '''Manusfenomen''' {{MainEntry|[[Embedded phenomena]]}}<br> Meelelahutuslik õpe {{MainEntry|Edutainment}}<br> Mikromaailm {{MainEntry|Microworld}}<br> '''Multimeedia-õpe ''' {{MainEntry|[[Multimedia learning]]}}<br> <br> '''N'''{{Anchor|N}}<br> '''Narratiivne õpikeskkond''' {{MainEntry|[[Narrative learning environments]]}}<br> <br> '''Õ'''{{Anchor|Õ}}<br> Õpianalüütika {{MainEntry|Learning analytics}}<br> '''Õpidisain''' {{MainEntry|[[Learning design]]}}<br> '''Õpihaldussüsteem''' {{MainEntry|[[Learning management systems]]}}<br> Õpijälg {{MainEntry|Learning trail}}<br> Õpikaaslane {{MainEntry|Learning companion}}<br> Õpikeskkond {{MainEntry|Learning environment}}<br> '''Õpiobjektid''' {{MainEntry|[[Learning objects]]}}<br> '''Õpiruum''' {{MainEntry|[[Learning space]]}}<br> '''Õpistsenaarium''' {{MainEntry|[[Learning scenario]]}}<br> '''Õpivõrk''' {{MainEntry|[[Learning grid]]}}<br> Õppevara {{MainEntry|Courseware}}<br> Õppija modelleerimine {{MainEntry|Learner modeling}}<br> <br> '''P'''{{Anchor|P}}<br> Pedagoogiline agent {{MainEntry|Pedagogical agent}}<br> Personaalne õpikeskkond {{MainEntry|Personal learning environment}}<br> Programmeerimine õppimise toetamiseks {{MainEntry|Computer programming in support of learning}}<br> Programmeeritav arvutipõhine õpikeskkond {{MainEntry|Programmable computer-based learning environment}}<br> Programmeeritav kursus {{MainEntry|Programmable course}}<br> <br> '''S'''{{Anchor|S}}<br> Semusüsteemid {{MainEntry|Buddy systems}}<br> Simulatsioonimängud {{MainEntry|Simulation games}}<br> '''Simulatsioonipõhine õpikeskkond''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Sisemine kirjeldus {{MainEntry|Internal script}}<br> '''sujuv õpikeskkond''' {{MainEntry|[[Seamless learning environments]]}}<br> <br> '''T'''{{Anchor|T}}<br> Tehislik õpikeskkond {{MainEntry|Artificial learning environment}}<br> '''Tehno-matemaatiline kirjaoskus''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Tehnovõimendatud õpe {{MainEntry|Technology Enhanced Learning}}<br> <br> '''Ü'''{{Anchor|Ü}}<br> Ühesõpe {{MainEntry|Collaborative learning}}<br> '''Ülekate''' {{MainEntry|[[Overlay]]}}<br> <br> '''U'''{{Anchor|U}}<br> '''Uurimuslik õpe''' {{MainEntry|[[Inquiry learning]]}}<br> <br> '''V'''{{Anchor|V}}<br> Väline kirjeldus {{MainEntry|External script}}<br> virtuaalne kampus {{MainEntry|Virtual campus}}<br> virtuaalne õpikeskkond {{MainEntry|Virtual learning environment}}<br> virtuaalne pedagoogiline agent {{MainEntry|Virtual pedagogical agent}}<br> virtuaalsed ülikoolid {{MainEntry|Virtual universities}}<br> '''Võrgusõpe''' {{MainEntry|[[Networked learning]]}}<br> Võrgusõppe keskkond {{MainEntry|Networked learning environment}}<br> Võrgusõppe kogukond {{MainEntry|Networked learning communities}}<br> <br> 1397 1396 2013-10-02T08:05:45Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: estonian entries ''Edited by Rein Prank, University of Tartu, and Mart Laanpere, Tallinn University (EE)'' <br> '''A - [[#D|D]] - [[#E|E]] - [[#H|H]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#Z|Z]]''' <br> '''A'''{{Anchor|A}}<br> Agendipõhine õpikeskkond {{MainEntry|Agent-based learning environment}}<br> Agendipõhine tuutorsüsteem {{MainEntry|Agent-based tutoring system}}<br> Animeeritud pedagoogiline agent {{MainEntry|Animated pedagogical agent}}<br> Arvutipõhine õpikeskkond {{MainEntry|Computer-based learning environments}}<br> Arvutipõhine labor {{MainEntry|Computer-based laboratory}}<br> Arvutipõhine õpe {{MainEntry|Computer-based instruction}}<br> Arvutitoega eksam {{MainEntry|Computer-assisted examination}}<br> Arvutitoega keeleõpe {{MainEntry|Computer-assisted language learning}}<br> Arvutitoega õpe {{MainEntry|Computer-assisted learning}}<br> Arvutitoega õpetamine {{MainEntry|Computer-assisted instruction}}<br> Arvutitoega ühesõpe {{MainEntry|Computer-supported collaborative learning}}<br> Arvutuslik mateetika {{MainEntry|Computational mathetic}}<br> Arvutuslik mõtlemine {{MainEntry|Computational thinking}}<br> Automaatne diagnoos {{MainEntry|Automatic diagnosis}}<br> Automaatne harjutuste genereerimine {{MainEntry|Automatic generation of exercises}}<br> Autorisüsteem {{MainEntry|Authoring system}}<br> Autorivahend {{MainEntry|Authoring tool}}<br> Avardatud õpikeskkond {{MainEntry|Augmented learning environment}}<br> <br> '''D'''{{Anchor|D}}<br> '''Didaktiline disain''' {{MainEntry|[[Didactical engineering]]}}<br> Dünaamiline geomeetria {{MainEntry|Dynamic geometry}}<br> <br> '''E'''{{Anchor|E}}<br> E-hindamine {{MainEntry|E-Assessment}}<br> E-õpe {{MainEntry|e-learning}}<br> E-portfoolio {{MainEntry|e-portfolio}}<br> '''Enesejuhitav õpe''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Episteemiline tagasiside''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Episteemilised lubavused''' {{MainEntry|[[Epistemic affordance]]}}<br> <br> '''H'''{{Anchor|H}}<br> Hajutatud õpe {{MainEntry|Distributed learning}}<br> Hajutatud õpikeskkond {{MainEntry|Distributed learning environments}}<br> '''Hariduslik andmekaeve''' {{MainEntry|[[Educational data mining]]}}<br> '''Hariduslikud lubavused''' {{MainEntry|[[Educational affordance]]}}<br> <br> '''I'''{{Anchor|I}}<br> '''Informaalne õpe ''' {{MainEntry|[[Informal learning]]}}<br> Integreeritud õpisüsteem {{MainEntry|Integrated learning system}}<br> Intelligentne toestussüsteem {{MainEntry|Intelligent scaffolding system}}<br> '''Intelligentne tuutorsüsteem''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Interaktiivne õpikeskkond {{MainEntry|Interactive learning environment}}<br> Interaktiivne tahvel {{MainEntry|Interactive white board}}<br> Internetipõhine õpikeskkond {{MainEntry|On-line learning environment}}<br> <br> '''K'''{{Anchor|K}}<br> Kaasav e-õpe {{MainEntry|Inclusive e-learning}}<br> Kauglabor {{MainEntry|Remote laboratories}}<br> Kaugõpe {{MainEntry|Distance learning}}<br> Kirjeldus {{MainEntry|Script}}<br> Kogemusõpe {{MainEntry|Experiential learning}}<br> Kognitiivne diagnoos {{MainEntry|Cognitive diagnosis}}<br> Kognitiivne disain {{MainEntry|Cognitive engineering}}<br> Kognitiivne modelleerimine {{MainEntry|Cognitive modeling}}<br> '''Kognitiivne tuutor''' {{MainEntry|[[Cognitive tutor]]}}<br> '''Kohanduv õpikeskkond''' {{MainEntry|[[Adaptive learning environment]]}}<br> Kõikjaleulatuv õpikeskkond {{MainEntry|Pervasive learning environment}}<br> kõikjaltoimuv õpe {{MainEntry|Ubiquitous learning}}<br> Kombatav õpikeskkond {{MainEntry|Tangible learning environment}}<br> Kombineeritud õpe {{MainEntry|Blended learning}}<br> '''Konstruktsionism''' {{MainEntry|[[Constructionism]]}}<br> Kontekstualiseeritud õpe {{MainEntry|Situated learning}}<br> '''Koostöökirjeldus''' {{MainEntry|[[Collaboration script]]}}<br> Kursusehaldussüsteem {{MainEntry|Course management system}}<br> <br> '''L'''{{Anchor|L}}<br> Lõimitud õpikeskkond {{MainEntry|Ambient learning environment}}<br> <br> '''M'''{{Anchor|M}}<br> '''M-õpe, Mobiilne õpe''' {{MainEntry|[[Mobile learning]]}}<br> '''Mängupõhine õpe''' {{MainEntry|[[Game-based learning]]}}<br> '''Manusfenomen''' {{MainEntry|[[Embedded phenomena]]}}<br> Meelelahutuslik õpe {{MainEntry|Edutainment}}<br> Mikromaailm {{MainEntry|Microworld}}<br> '''Multimeedia-õpe ''' {{MainEntry|[[Multimedia learning]]}}<br> <br> '''N'''{{Anchor|N}}<br> '''Narratiivne õpikeskkond''' {{MainEntry|[[Narrative learning environments]]}}<br> <br> '''Õ'''{{Anchor|Õ}}<br> Õpianalüütika {{MainEntry|Learning analytics}}<br> '''Õpidisain''' {{MainEntry|[[Learning design]]}}<br> '''Õpihaldussüsteem''' {{MainEntry|[[Learning management systems]]}}<br> Õpijälg {{MainEntry|Learning trail}}<br> Õpikaaslane {{MainEntry|Learning companion}}<br> Õpikeskkond {{MainEntry|Learning environment}}<br> '''Õpiobjektid''' {{MainEntry|[[Learning objects]]}}<br> '''Õpiruum''' {{MainEntry|[[Learning space]]}}<br> '''Õpistsenaarium''' {{MainEntry|[[Learning scenario]]}}<br> '''Õpivõrk''' {{MainEntry|[[Learning grid]]}}<br> Õppevara {{MainEntry|Courseware}}<br> Õppija modelleerimine {{MainEntry|Learner modeling}}<br> <br> '''P'''{{Anchor|P}}<br> Pedagoogiline agent {{MainEntry|Pedagogical agent}}<br> Personaalne õpikeskkond {{MainEntry|Personal learning environment}}<br> Programmeerimine õppimise toetamiseks {{MainEntry|Computer programming in support of learning}}<br> Programmeeritav arvutipõhine õpikeskkond {{MainEntry|Programmable computer-based learning environment}}<br> Programmeeritav kursus {{MainEntry|Programmable course}}<br> <br> '''S'''{{Anchor|S}}<br> Semusüsteemid {{MainEntry|Buddy systems}}<br> Simulatsioonimängud {{MainEntry|Simulation games}}<br> '''Simulatsioonipõhine õpikeskkond''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Sisemine kirjeldus {{MainEntry|Internal script}}<br> '''sujuv õpikeskkond''' {{MainEntry|[[Seamless learning environments]]}}<br> <br> '''T'''{{Anchor|T}}<br> Tehislik õpikeskkond {{MainEntry|Artificial learning environment}}<br> '''Tehno-matemaatiline kirjaoskus''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Tehnovõimendatud õpe {{MainEntry|Technology Enhanced Learning}}<br> <br> '''Ü'''{{Anchor|Ü}}<br> Ühesõpe {{MainEntry|Collaborative learning}}<br> '''Ülekate''' {{MainEntry|[[Overlay]]}}<br> <br> '''U'''{{Anchor|U}}<br> '''Uurimuslik õpe''' {{MainEntry|[[Inquiry learning]]}}<br> <br> '''V'''{{Anchor|V}}<br> Väline kirjeldus {{MainEntry|External script}}<br> virtuaalne kampus {{MainEntry|Virtual campus}}<br> virtuaalne õpikeskkond {{MainEntry|Virtual learning environment}}<br> virtuaalne pedagoogiline agent {{MainEntry|Virtual pedagogical agent}}<br> virtuaalsed ülikoolid {{MainEntry|Virtual universities}}<br> '''Võrgusõpe''' {{MainEntry|[[Networked learning]]}}<br> Võrgusõppe keskkond {{MainEntry|Networked learning environment}}<br> Võrgusõppe kogukond {{MainEntry|Networked learning communities}}<br> <br> ? {{MainEntry|Web-lecturing technologies}}<br> 1396 1395 2013-10-01T11:57:05Z Admin 1 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: estonian entries ''Edited by Rein Prank, Institute of Computer Science, University of Tartu (EE)'' <br> '''A - [[#D|D]] - [[#E|E]] - [[#H|H]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#Z|Z]]''' <br> '''A'''{{Anchor|A}}<br> Agendipõhine õpikeskkond {{MainEntry|Agent-based learning environment}}<br> Agendipõhine tuutorsüsteem {{MainEntry|Agent-based tutoring system}}<br> Animeeritud pedagoogiline agent {{MainEntry|Animated pedagogical agent}}<br> Arvutipõhine õpikeskkond {{MainEntry|Computer-based learning environments}}<br> Arvutipõhine labor {{MainEntry|Computer-based laboratory}}<br> Arvutipõhine õpe {{MainEntry|Computer-based instruction}}<br> Arvutitoega eksam {{MainEntry|Computer-assisted examination}}<br> Arvutitoega keeleõpe {{MainEntry|Computer-assisted language learning}}<br> Arvutitoega õpe {{MainEntry|Computer-assisted learning}}<br> Arvutitoega õpetamine {{MainEntry|Computer-assisted instruction}}<br> Arvutitoega ühesõpe {{MainEntry|Computer-supported collaborative learning}}<br> Arvutuslik mateetika {{MainEntry|Computational mathetic}}<br> Arvutuslik mõtlemine {{MainEntry|Computational thinking}}<br> Automaatne diagnoos {{MainEntry|Automatic diagnosis}}<br> Automaatne harjutuste genereerimine {{MainEntry|Automatic generation of exercises}}<br> Autorisüsteem {{MainEntry|Authoring system}}<br> Autorivahend {{MainEntry|Authoring tool}}<br> Avardatud õpikeskkond {{MainEntry|Augmented learning environment}}<br> <br> '''D'''{{Anchor|D}}<br> '''Didaktiline disain''' {{MainEntry|[[Didactical engineering]]}}<br> Dünaamiline geomeetria {{MainEntry|Dynamic geometry}}<br> <br> '''E'''{{Anchor|E}}<br> E-hindamine {{MainEntry|E-Assessment}}<br> E-õpe {{MainEntry|e-learning}}<br> E-portfoolio {{MainEntry|e-portfolio}}<br> '''Enesejuhitav õpe''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Episteemiline tagasiside''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Episteemilised lubavused''' {{MainEntry|[[Epistemic affordance]]}}<br> <br> '''H'''{{Anchor|H}}<br> Hajutatud õpe {{MainEntry|Distributed learning}}<br> Hajutatud õpikeskkond {{MainEntry|Distributed learning environments}}<br> '''Hariduslik andmekaeve''' {{MainEntry|[[Educational data mining]]}}<br> '''Hariduslikud lubavused''' {{MainEntry|[[Educational affordance]]}}<br> <br> '''I'''{{Anchor|I}}<br> '''Informaalne õpe ''' {{MainEntry|[[Informal learning]]}}<br> Integreeritud õpisüsteem {{MainEntry|Integrated learning system}}<br> Intelligentne toestussüsteem {{MainEntry|Intelligent scaffolding system}}<br> '''Intelligentne tuutorsüsteem''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Interaktiivne õpikeskkond {{MainEntry|Interactive learning environment}}<br> Interaktiivne tahvel {{MainEntry|Interactive white board}}<br> Internetipõhine õpikeskkond {{MainEntry|On-line learning environment}}<br> <br> '''K'''{{Anchor|K}}<br> Kaasav e-õpe {{MainEntry|Inclusive e-learning}}<br> Kauglabor {{MainEntry|Remote laboratories}}<br> Kaugõpe {{MainEntry|Distance learning}}<br> Kirjeldus {{MainEntry|Script}}<br> Kogemusõpe {{MainEntry|Experiential learning}}<br> Kognitiivne diagnoos {{MainEntry|Cognitive diagnosis}}<br> Kognitiivne disain {{MainEntry|Cognitive engineering}}<br> Kognitiivne modelleerimine {{MainEntry|Cognitive modeling}}<br> '''Kognitiivne tuutor''' {{MainEntry|[[Cognitive tutor]]}}<br> '''Kohanduv õpikeskkond''' {{MainEntry|[[Adaptive learning environment]]}}<br> Kõikjaleulatuv õpikeskkond {{MainEntry|Pervasive learning environment}}<br> kõikjaltoimuv õpe {{MainEntry|Ubiquitous learning}}<br> Kombatav õpikeskkond {{MainEntry|Tangible learning environment}}<br> Kombineeritud õpe {{MainEntry|Blended learning}}<br> '''Konstruktsionism''' {{MainEntry|[[Constructionism]]}}<br> Kontekstualiseeritud õpe {{MainEntry|Situated learning}}<br> '''Koostöökirjeldus''' {{MainEntry|[[Collaboration script]]}}<br> Kursusehaldussüsteem {{MainEntry|Course management system}}<br> <br> '''L'''{{Anchor|L}}<br> Lõimitud õpikeskkond {{MainEntry|Ambient learning environment}}<br> <br> '''M'''{{Anchor|M}}<br> '''M-õpe, Mobiilne õpe''' {{MainEntry|[[Mobile learning]]}}<br> '''Mängupõhine õpe''' {{MainEntry|[[Game-based learning]]}}<br> '''Manusfenomen''' {{MainEntry|[[Embedded phenomena]]}}<br> Meelelahutuslik õpe {{MainEntry|Edutainment}}<br> Mikromaailm {{MainEntry|Microworld}}<br> '''Multimeedia-õpe ''' {{MainEntry|[[Multimedia learning]]}}<br> <br> '''N'''{{Anchor|N}}<br> '''Narratiivne õpikeskkond''' {{MainEntry|[[Narrative learning environments]]}}<br> <br> '''Õ'''{{Anchor|Õ}}<br> Õpianalüütika {{MainEntry|Learning analytics}}<br> '''Õpidisain''' {{MainEntry|[[Learning design]]}}<br> '''Õpihaldussüsteem''' {{MainEntry|[[Learning management systems]]}}<br> Õpijälg {{MainEntry|Learning trail}}<br> Õpikaaslane {{MainEntry|Learning companion}}<br> Õpikeskkond {{MainEntry|Learning environment}}<br> '''Õpiobjektid''' {{MainEntry|[[Learning objects]]}}<br> '''Õpiruum''' {{MainEntry|[[Learning space]]}}<br> '''Õpistsenaarium''' {{MainEntry|[[Learning scenario]]}}<br> '''Õpivõrk''' {{MainEntry|[[Learning grid]]}}<br> Õppevara {{MainEntry|Courseware}}<br> Õppija modelleerimine {{MainEntry|Learner modeling}}<br> <br> '''P'''{{Anchor|P}}<br> Pedagoogiline agent {{MainEntry|Pedagogical agent}}<br> Personaalne õpikeskkond {{MainEntry|Personal learning environment}}<br> Programmeerimine õppimise toetamiseks {{MainEntry|Computer programming in support of learning}}<br> Programmeeritav arvutipõhine õpikeskkond {{MainEntry|Programmable computer-based learning environment}}<br> Programmeeritav kursus {{MainEntry|Programmable course}}<br> <br> '''S'''{{Anchor|S}}<br> Semusüsteemid {{MainEntry|Buddy systems}}<br> Simulatsioonimängud {{MainEntry|Simulation games}}<br> '''Simulatsioonipõhine õpikeskkond''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Sisemine kirjeldus {{MainEntry|Internal script}}<br> '''sujuv õpikeskkond''' {{MainEntry|[[Seamless learning environments]]}}<br> <br> '''T'''{{Anchor|T}}<br> Tehislik õpikeskkond {{MainEntry|Artificial learning environment}}<br> '''Tehno-matemaatiline kirjaoskus''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Tehnovõimendatud õpe {{MainEntry|Technology Enhanced Learning}}<br> <br> '''Ü'''{{Anchor|Ü}}<br> Ühesõpe {{MainEntry|Collaborative learning}}<br> '''Ülekate''' {{MainEntry|[[Overlay]]}}<br> <br> '''U'''{{Anchor|U}}<br> '''Uurimuslik õpe''' {{MainEntry|[[Inquiry learning]]}}<br> <br> '''V'''{{Anchor|V}}<br> Väline kirjeldus {{MainEntry|External script}}<br> virtuaalne kampus {{MainEntry|Virtual campus}}<br> virtuaalne õpikeskkond {{MainEntry|Virtual learning environment}}<br> virtuaalne pedagoogiline agent {{MainEntry|Virtual pedagogical agent}}<br> virtuaalsed ülikoolid {{MainEntry|Virtual universities}}<br> '''Võrgusõpe''' {{MainEntry|[[Networked learning]]}}<br> Võrgusõppe keskkond {{MainEntry|Networked learning environment}}<br> Võrgusõppe kogukond {{MainEntry|Networked learning communities}}<br> <br> ? {{MainEntry|Web-lecturing technologies}}<br> 1395 1394 2013-10-01T11:56:12Z Admin 1 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: estonian entries ''Edited by Rein Prank, Institute of Computer Science, University of Tartu (EE)'' <br> '''A - [[#D|D]] - [[#E|E]] - [[#H|H]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#Z|Z]]''' <br> '''A'''{{Anchor|A}}<br> Agendipõhine õpikeskkond {{MainEntry|Agent-based learning environment}}<br> Agendipõhine tuutorsüsteem {{MainEntry|Agent-based tutoring system}}<br> Animeeritud pedagoogiline agent {{MainEntry|Animated pedagogical agent}}<br> Arvutipõhine õpikeskkond {{MainEntry|Computer-based learning environments}}<br> Arvutipõhine labor {{MainEntry|Computer-based laboratory}}<br> Arvutipõhine õpe {{MainEntry|Computer-based instruction}}<br> Arvutitoega eksam {{MainEntry|Computer-assisted examination}}<br> Arvutitoega keeleõpe {{MainEntry|Computer-assisted language learning}}<br> Arvutitoega õpe {{MainEntry|Computer-assisted learning}}<br> Arvutitoega õpetamine {{MainEntry|Computer-assisted instruction}}<br> Arvutitoega ühesõpe {{MainEntry|Computer-supported collaborative learning}}<br> Arvutuslik mateetika {{MainEntry|Computational mathetic}}<br> Arvutuslik mõtlemine {{MainEntry|Computational thinking}}<br> Automaatne diagnoos {{MainEntry|Automatic diagnosis}}<br> Automaatne harjutuste genereerimine {{MainEntry|Automatic generation of exercises}}<br> Autorisüsteem {{MainEntry|Authoring system}}<br> Autorivahend {{MainEntry|Authoring tool}}<br> Avardatud õpikeskkond {{MainEntry|Augmented learning environment}}<br> <br> '''D'''{{Anchor|D}}<br> '''Didaktiline disain''' {{MainEntry|[[Didactical engineering]]}}<br> Dünaamiline geomeetria {{MainEntry|Dynamic geometry}}<br> <br> '''E'''{{Anchor|E}}<br> E-hindamine {{MainEntry|E-Assessment}}<br> E-õpe {{MainEntry|e-learning}}<br> E-portfoolio {{MainEntry|e-portfolio}}<br> '''Enesejuhitav õpe''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Episteemiline tagasiside''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Episteemilised lubavused''' {{MainEntry|[[Epistemic affordance]]}}<br> '''H'''{{Anchor|H}}<br> Hajutatud õpe {{MainEntry|Distributed learning}}<br> Hajutatud õpikeskkond {{MainEntry|Distributed learning environments}}<br> '''Hariduslik andmekaeve''' {{MainEntry|[[Educational data mining]]}}<br> '''Hariduslikud lubavused''' {{MainEntry|[[Educational affordance]]}}<br> '''I'''{{Anchor|I}}<br> '''Informaalne õpe ''' {{MainEntry|[[Informal learning]]}}<br> Integreeritud õpisüsteem {{MainEntry|Integrated learning system}}<br> Intelligentne toestussüsteem {{MainEntry|Intelligent scaffolding system}}<br> '''Intelligentne tuutorsüsteem''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Interaktiivne õpikeskkond {{MainEntry|Interactive learning environment}}<br> Interaktiivne tahvel {{MainEntry|Interactive white board}}<br> Internetipõhine õpikeskkond {{MainEntry|On-line learning environment}}<br> '''K'''{{Anchor|K}}<br> Kaasav e-õpe {{MainEntry|Inclusive e-learning}}<br> Kauglabor {{MainEntry|Remote laboratories}}<br> Kaugõpe {{MainEntry|Distance learning}}<br> Kirjeldus {{MainEntry|Script}}<br> Kogemusõpe {{MainEntry|Experiential learning}}<br> Kognitiivne diagnoos {{MainEntry|Cognitive diagnosis}}<br> Kognitiivne disain {{MainEntry|Cognitive engineering}}<br> Kognitiivne modelleerimine {{MainEntry|Cognitive modeling}}<br> '''Kognitiivne tuutor''' {{MainEntry|[[Cognitive tutor]]}}<br> '''Kohanduv õpikeskkond''' {{MainEntry|[[Adaptive learning environment]]}}<br> Kõikjaleulatuv õpikeskkond {{MainEntry|Pervasive learning environment}}<br> kõikjaltoimuv õpe {{MainEntry|Ubiquitous learning}}<br> Kombatav õpikeskkond {{MainEntry|Tangible learning environment}}<br> Kombineeritud õpe {{MainEntry|Blended learning}}<br> '''Konstruktsionism''' {{MainEntry|[[Constructionism]]}}<br> Kontekstualiseeritud õpe {{MainEntry|Situated learning}}<br> '''Koostöökirjeldus''' {{MainEntry|[[Collaboration script]]}}<br> Kursusehaldussüsteem {{MainEntry|Course management system}}<br> '''L'''{{Anchor|L}}<br> Lõimitud õpikeskkond {{MainEntry|Ambient learning environment}}<br> '''M'''{{Anchor|M}}<br> '''M-õpe, Mobiilne õpe''' {{MainEntry|[[Mobile learning]]}}<br> '''Mängupõhine õpe''' {{MainEntry|[[Game-based learning]]}}<br> '''Manusfenomen''' {{MainEntry|[[Embedded phenomena]]}}<br> Meelelahutuslik õpe {{MainEntry|Edutainment}}<br> Mikromaailm {{MainEntry|Microworld}}<br> '''Multimeedia-õpe ''' {{MainEntry|[[Multimedia learning]]}}<br> '''N'''{{Anchor|N}}<br> '''Narratiivne õpikeskkond''' {{MainEntry|[[Narrative learning environments]]}}<br> '''Õ'''{{Anchor|Õ}}<br> Õpianalüütika {{MainEntry|Learning analytics}}<br> '''Õpidisain''' {{MainEntry|[[Learning design]]}}<br> '''Õpihaldussüsteem''' {{MainEntry|[[Learning management systems]]}}<br> Õpijälg {{MainEntry|Learning trail}}<br> Õpikaaslane {{MainEntry|Learning companion}}<br> Õpikeskkond {{MainEntry|Learning environment}}<br> '''Õpiobjektid''' {{MainEntry|[[Learning objects]]}}<br> '''Õpiruum''' {{MainEntry|[[Learning space]]}}<br> '''Õpistsenaarium''' {{MainEntry|[[Learning scenario]]}}<br> '''Õpivõrk''' {{MainEntry|[[Learning grid]]}}<br> Õppevara {{MainEntry|Courseware}}<br> Õppija modelleerimine {{MainEntry|Learner modeling}}<br> '''P'''{{Anchor|P}}<br> Pedagoogiline agent {{MainEntry|Pedagogical agent}}<br> Personaalne õpikeskkond {{MainEntry|Personal learning environment}}<br> Programmeerimine õppimise toetamiseks {{MainEntry|Computer programming in support of learning}}<br> Programmeeritav arvutipõhine õpikeskkond {{MainEntry|Programmable computer-based learning environment}}<br> Programmeeritav kursus {{MainEntry|Programmable course}}<br> '''S'''{{Anchor|S}}<br> Semusüsteemid {{MainEntry|Buddy systems}}<br> Simulatsioonimängud {{MainEntry|Simulation games}}<br> '''Simulatsioonipõhine õpikeskkond''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Sisemine kirjeldus {{MainEntry|Internal script}}<br> '''sujuv õpikeskkond''' {{MainEntry|[[Seamless learning environments]]}}<br> '''T'''{{Anchor|T}}<br> Tehislik õpikeskkond {{MainEntry|Artificial learning environment}}<br> '''Tehno-matemaatiline kirjaoskus''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Tehnovõimendatud õpe {{MainEntry|Technology Enhanced Learning}}<br> '''Ü'''{{Anchor|Ü}}<br> Ühesõpe {{MainEntry|Collaborative learning}}<br> '''Ülekate''' {{MainEntry|[[Overlay]]}}<br> '''U'''{{Anchor|U}}<br> '''Uurimuslik õpe''' {{MainEntry|[[Inquiry learning]]}}<br> '''V'''{{Anchor|V}}<br> Väline kirjeldus {{MainEntry|External script}}<br> virtuaalne kampus {{MainEntry|Virtual campus}}<br> virtuaalne õpikeskkond {{MainEntry|Virtual learning environment}}<br> virtuaalne pedagoogiline agent {{MainEntry|Virtual pedagogical agent}}<br> virtuaalsed ülikoolid {{MainEntry|Virtual universities}}<br> '''Võrgusõpe''' {{MainEntry|[[Networked learning]]}}<br> Võrgusõppe keskkond {{MainEntry|Networked learning environment}}<br> Võrgusõppe kogukond {{MainEntry|Networked learning communities}}<br> ? {{MainEntry|Web-lecturing technologies}}<br> 1394 1393 2013-10-01T11:55:03Z Admin 1 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: estonian entries ''Edited by Rein Prank, Institute of Computer Science, University of Tartu (EE)'' <br> '''A - [[#D|D]] - [[#E|E]] - [[#H|H]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#Z|Z]]''' <br> '''A'''{{Anchor|A}}<br> Agendipõhine õpikeskkond {{MainEntry|Agent-based learning environment}}<br> Agendipõhine tuutorsüsteem {{MainEntry|Agent-based tutoring system}}<br> Animeeritud pedagoogiline agent {{MainEntry|Animated pedagogical agent}}<br> Arvutipõhine õpikeskkond {{MainEntry|Computer-based learning environments}}<br> Arvutipõhine labor {{MainEntry|Computer-based laboratory}}<br> Arvutipõhine õpe {{MainEntry|Computer-based instruction}}<br> Arvutitoega eksam {{MainEntry|Computer-assisted examination}}<br> Arvutitoega keeleõpe {{MainEntry|Computer-assisted language learning}}<br> Arvutitoega õpe {{MainEntry|Computer-assisted learning}}<br> Arvutitoega õpetamine {{MainEntry|Computer-assisted instruction}}<br> Arvutitoega ühesõpe {{MainEntry|Computer-supported collaborative learning}}<br> Arvutuslik mateetika {{MainEntry|Computational mathetic}}<br> Arvutuslik mõtlemine {{MainEntry|Computational thinking}}<br> Automaatne diagnoos {{MainEntry|Automatic diagnosis}}<br> Automaatne harjutuste genereerimine {{MainEntry|Automatic generation of exercises}}<br> Autorisüsteem {{MainEntry|Authoring system}}<br> Autorivahend {{MainEntry|Authoring tool}}<br> Avardatud õpikeskkond {{MainEntry|Augmented learning environment}}<br> '''D'''{{Anchor|D}}<br> '''Didaktiline disain''' {{MainEntry|[[Didactical engineering]]}}<br> Dünaamiline geomeetria {{MainEntry|Dynamic geometry}}<br> '''E'''{{Anchor|E}}<br> E-hindamine {{MainEntry|E-Assessment}}<br> E-õpe {{MainEntry|e-learning}}<br> E-portfoolio {{MainEntry|e-portfolio}}<br> '''Enesejuhitav õpe''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Episteemiline tagasiside''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Episteemilised lubavused''' {{MainEntry|[[Epistemic affordance]]}}<br> '''H'''{{Anchor|H}}<br> Hajutatud õpe {{MainEntry|Distributed learning}}<br> Hajutatud õpikeskkond {{MainEntry|Distributed learning environments}}<br> '''Hariduslik andmekaeve''' {{MainEntry|[[Educational data mining]]}}<br> '''Hariduslikud lubavused''' {{MainEntry|[[Educational affordance]]}}<br> '''I'''{{Anchor|I}}<br> '''Informaalne õpe ''' {{MainEntry|[[Informal learning]]}}<br> Integreeritud õpisüsteem {{MainEntry|Integrated learning system}}<br> Intelligentne toestussüsteem {{MainEntry|Intelligent scaffolding system}}<br> '''Intelligentne tuutorsüsteem''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Interaktiivne õpikeskkond {{MainEntry|Interactive learning environment}}<br> Interaktiivne tahvel {{MainEntry|Interactive white board}}<br> Internetipõhine õpikeskkond {{MainEntry|On-line learning environment}}<br> '''K'''{{Anchor|K}}<br> Kaasav e-õpe {{MainEntry|Inclusive e-learning}}<br> Kauglabor {{MainEntry|Remote laboratories}}<br> Kaugõpe {{MainEntry|Distance learning}}<br> Kirjeldus {{MainEntry|Script}}<br> Kogemusõpe {{MainEntry|Experiential learning}}<br> Kognitiivne diagnoos {{MainEntry|Cognitive diagnosis}}<br> Kognitiivne disain {{MainEntry|Cognitive engineering}}<br> Kognitiivne modelleerimine {{MainEntry|Cognitive modeling}}<br> '''Kognitiivne tuutor''' {{MainEntry|[[Cognitive tutor]]}}<br> '''Kohanduv õpikeskkond''' {{MainEntry|[[Adaptive learning environment]]}}<br> Kõikjaleulatuv õpikeskkond {{MainEntry|Pervasive learning environment}}<br> kõikjaltoimuv õpe {{MainEntry|Ubiquitous learning}}<br> Kombatav õpikeskkond {{MainEntry|Tangible learning environment}}<br> Kombineeritud õpe {{MainEntry|Blended learning}}<br> '''Konstruktsionism''' {{MainEntry|[[Constructionism]]}}<br> Kontekstualiseeritud õpe {{MainEntry|Situated learning}}<br> '''Koostöökirjeldus''' {{MainEntry|[[Collaboration script]]}}<br> Kursusehaldussüsteem {{MainEntry|Course management system}}<br> '''L'''{{Anchor|L}}<br> Lõimitud õpikeskkond {{MainEntry|Ambient learning environment}}<br> '''M'''{{Anchor|M}}<br> '''M-õpe, Mobiilne õpe''' {{MainEntry|[[Mobile learning]]}}<br> '''Mängupõhine õpe''' {{MainEntry|[[Game-based learning]]}}<br> '''Manusfenomen''' {{MainEntry|[[Embedded phenomena]]}}<br> Meelelahutuslik õpe {{MainEntry|Edutainment}}<br> Mikromaailm {{MainEntry|Microworld}}<br> '''Multimeedia-õpe ''' {{MainEntry|[[Multimedia learning]]}}<br> '''N'''{{Anchor|N}}<br> '''Narratiivne õpikeskkond''' {{MainEntry|[[Narrative learning environments]]}}<br> '''Õ'''{{Anchor|Õ}}<br> Õpianalüütika {{MainEntry|Learning analytics}}<br> '''Õpidisain''' {{MainEntry|[[Learning design]]}}<br> '''Õpihaldussüsteem''' {{MainEntry|[[Learning management systems]]}}<br> Õpijälg {{MainEntry|Learning trail}}<br> Õpikaaslane {{MainEntry|Learning companion}}<br> Õpikeskkond {{MainEntry|Learning environment}}<br> '''Õpiobjektid''' {{MainEntry|[[Learning objects]]}}<br> '''Õpiruum''' {{MainEntry|[[Learning space]]}}<br> '''Õpistsenaarium''' {{MainEntry|[[Learning scenario]]}}<br> '''Õpivõrk''' {{MainEntry|[[Learning grid]]}}<br> Õppevara {{MainEntry|Courseware}}<br> Õppija modelleerimine {{MainEntry|Learner modeling}}<br> '''P'''{{Anchor|P}}<br> Pedagoogiline agent {{MainEntry|Pedagogical agent}}<br> Personaalne õpikeskkond {{MainEntry|Personal learning environment}}<br> Programmeerimine õppimise toetamiseks {{MainEntry|Computer programming in support of learning}}<br> Programmeeritav arvutipõhine õpikeskkond {{MainEntry|Programmable computer-based learning environment}}<br> Programmeeritav kursus {{MainEntry|Programmable course}}<br> '''S'''{{Anchor|S}}<br> Semusüsteemid {{MainEntry|Buddy systems}}<br> Simulatsioonimängud {{MainEntry|Simulation games}}<br> '''Simulatsioonipõhine õpikeskkond''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Sisemine kirjeldus {{MainEntry|Internal script}}<br> '''sujuv õpikeskkond''' {{MainEntry|[[Seamless learning environments]]}}<br> '''T'''{{Anchor|T}}<br> Tehislik õpikeskkond {{MainEntry|Artificial learning environment}}<br> '''Tehno-matemaatiline kirjaoskus''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Tehnovõimendatud õpe {{MainEntry|Technology Enhanced Learning}}<br> '''Ü'''{{Anchor|Ü}}<br> Ühesõpe {{MainEntry|Collaborative learning}}<br> '''Ülekate''' {{MainEntry|[[Overlay]]}}<br> '''U'''{{Anchor|U}}<br> '''Uurimuslik õpe''' {{MainEntry|[[Inquiry learning]]}}<br> '''V'''{{Anchor|V}}<br> Väline kirjeldus {{MainEntry|External script}}<br> virtuaalne kampus {{MainEntry|Virtual campus}}<br> virtuaalne õpikeskkond {{MainEntry|Virtual learning environment}}<br> virtuaalne pedagoogiline agent {{MainEntry|Virtual pedagogical agent}}<br> virtuaalsed ülikoolid {{MainEntry|Virtual universities}}<br> '''Võrgusõpe''' {{MainEntry|[[Networked learning]]}}<br> Võrgusõppe keskkond {{MainEntry|Networked learning environment}}<br> Võrgusõppe kogukond {{MainEntry|Networked learning communities}}<br> ? {{MainEntry|Web-lecturing technologies}}<br> 1393 2013-10-01T11:53:24Z Admin 1 Created page with "{{languages}}<br> TEL Dictionary: estonian entries ''Edited by Rein Prank, Institute of Computer Science, University of Tartu (EE)'' <br> '''A - [[#D|D]] - [[#E|E]] - [[#H|..." wikitext text/x-wiki {{languages}}<br> TEL Dictionary: estonian entries ''Edited by Rein Prank, Institute of Computer Science, University of Tartu (EE)'' <br> '''A - [[#D|D]] - [[#E|E]] - [[#H|H]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#Z|Z]]''' <br> '''A'''{{Anchor|A}}<br> Agendipõhine õpikeskkond {{MainEntry|Agent-based learning environment}}<br> Agendipõhine tuutorsüsteem {{MainEntry|Agent-based tutoring system}}<br> Animeeritud pedagoogiline agent {{MainEntry|Animated pedagogical agent}}<br> Arvutipõhine õpikeskkond {{MainEntry|Computer-based learning environments}}<br> Arvutipõhine labor {{MainEntry|Computer-based laboratory}}<br> Arvutipõhine õpe {{MainEntry|Computer-based instruction}}<br> Arvutitoega eksam {{MainEntry|Computer-assisted examination}}<br> Arvutitoega keeleõpe {{MainEntry|Computer-assisted language learning}}<br> Arvutitoega õpe {{MainEntry|Computer-assisted learning}}<br> Arvutitoega õpetamine {{MainEntry|Computer-assisted instruction}}<br> Arvutitoega ühesõpe {{MainEntry|Computer-supported collaborative learning}}<br> Arvutuslik mateetika {{MainEntry|Computational mathetic}}<br> Arvutuslik mõtlemine {{MainEntry|Computational thinking}}<br> Automaatne diagnoos {{MainEntry|Automatic diagnosis}}<br> Automaatne harjutuste genereerimine {{MainEntry|Automatic generation of exercises}}<br> Autorisüsteem {{MainEntry|Authoring system}}<br> Autorivahend {{MainEntry|Authoring tool}}<br> Avardatud õpikeskkond {{MainEntry|Augmented learning environment}}<br> '''D'''{{Anchor|D}}<br> '''Didaktiline disain''' {{MainEntry|[[Didactical engineering]]}}<br> Dünaamiline geomeetria {{MainEntry|Dynamic geometry}}<br> '''E'''{{Anchor|E}}<br> E-hindamine {{MainEntry|E-Assessment}}<br> E-õpe {{MainEntry|e-learning}}<br> E-portfoolio {{MainEntry|e-portfolio}}<br> '''Enesejuhitav õpe''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Episteemiline tagasiside''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Episteemilised lubavused''' {{MainEntry|[[Epistemic affordance]]}}<br> '''H'''{{Anchor|H}}<br> Hajutatud õpe {{MainEntry|Distributed learning}}<br> Hajutatud õpikeskkond {{MainEntry|Distributed learning environments}}<br> '''Hariduslik andmekaeve''' {{MainEntry|[[Educational data mining]]}}<br> '''Hariduslikud lubavused''' {{MainEntry|[[Educational affordance]]}}<br> '''I'''{{Anchor|I}}<br> '''Informaalne õpe ''' {{MainEntry|[[Informal learning]]}}<br> Integreeritud õpisüsteem {{MainEntry|Integrated learning system}}<br> Intelligentne toestussüsteem {{MainEntry|Intelligent scaffolding system}}<br> '''Intelligentne tuutorsüsteem''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Interaktiivne õpikeskkond {{MainEntry|Interactive learning environment}}<br> Interaktiivne tahvel {{MainEntry|Interactive white board}}<br> Internetipõhine õpikeskkond {{MainEntry|On-line learning environment}}<br> '''K'''{{Anchor|K}}<br> Kaasav e-õpe {{MainEntry|Inclusive e-learning}}<br> Kauglabor {{MainEntry|Remote laboratories}}<br> Kaugõpe {{MainEntry|Distance learning}}<br> Kirjeldus {{MainEntry|Script}}<br> Kogemusõpe {{MainEntry|Experiential learning}}<br> Kognitiivne diagnoos {{MainEntry|Cognitive diagnosis}}<br> Kognitiivne disain {{MainEntry|Cognitive engineering}}<br> Kognitiivne modelleerimine {{MainEntry|Cognitive modeling}}<br> '''Kognitiivne tuutor''' {{MainEntry|[[Cognitive tutor]]}}<br> '''Kohanduv õpikeskkond''' {{MainEntry|[[Adaptive learning environment]]}}<br> Kõikjaleulatuv õpikeskkond {{MainEntry|Pervasive learning environment}}<br> kõikjaltoimuv õpe {{MainEntry|Ubiquitous learning}}<br> Kombatav õpikeskkond {{MainEntry|Tangible learning environment}}<br> Kombineeritud õpe {{MainEntry|Blended learning}}<br> '''Konstruktsionism''' {{MainEntry|[[Constructionism]]}}<br> Kontekstualiseeritud õpe {{MainEntry|Situated learning}}<br> '''Koostöökirjeldus''' {{MainEntry|[[Collaboration script]]}}<br> Kursusehaldussüsteem {{MainEntry|Course management system}}<br> '''L'''{{Anchor|L}}<br> Lõimitud õpikeskkond {{MainEntry|Ambient learning environment}}<br> '''M'''{{Anchor|M}}<br> '''M-õpe, Mobiilne õpe''' {{MainEntry|[[Mobile learning]]}}<br> '''Mängupõhine õpe''' {{MainEntry|[[Game-based learning]]}}<br> '''Manusfenomen''' {{MainEntry|[[Embedded phenomena]]}}<br> Meelelahutuslik õpe {{MainEntry|Edutainment}}<br> Mikromaailm {{MainEntry|Microworld}}<br> '''Multimeedia-õpe ''' {{MainEntry|[[Multimedia learning]]}}<br> '''N'''{{Anchor|N}}<br> '''Narratiivne õpikeskkond''' {{MainEntry|[[Narrative learning environments]]}}<br> '''Õ'''{{Anchor|Õ}}<br> Õpianalüütika {{MainEntry|Learning analytics}}<br> '''Õpidisain''' {{MainEntry|[[Learning design]]}}<br> '''Õpihaldussüsteem''' {{MainEntry|[[Learning management systems]]}}<br> Õpijälg {{MainEntry|Learning trail}}<br> Õpikaaslane {{MainEntry|Learning companion}}<br> Õpikeskkond {{MainEntry|Learning environment}}<br> '''Õpiobjektid''' {{MainEntry|[[Learning objects]]}}<br> '''Õpiruum''' {{MainEntry|[[Learning space]]}}<br> '''Õpistsenaarium''' {{MainEntry|[[Learning scenario]]}}<br> '''Õpivõrk''' {{MainEntry|[[Learning grid]]}}<br> Õppevara {{MainEntry|Courseware}}<br> Õppija modelleerimine {{MainEntry|Learner modeling}}<br> '''P'''{{Anchor|P}}<br> Pedagoogiline agent {{MainEntry|Pedagogical agent}}<br> Personaalne õpikeskkond {{MainEntry|Personal learning environment}}<br> Programmeerimine õppimise toetamiseks {{MainEntry|Computer programming in support of learning}}<br> Programmeeritav arvutipõhine õpikeskkond {{MainEntry|Programmable computer-based learning environment}}<br> Programmeeritav kursus {{MainEntry|Programmable course}}<br> '''S'''{{Anchor|S}}<br> Semusüsteemid {{MainEntry|Buddy systems}}<br> Simulatsioonimängud {{MainEntry|Simulation games}}<br> '''Simulatsioonipõhine õpikeskkond''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Sisemine kirjeldus {{MainEntry|Internal script}}<br> '''sujuv õpikeskkond''' {{MainEntry|[[Seamless learning environments]]}}<br> '''T'''{{Anchor|T}}<br> Tehislik õpikeskkond {{MainEntry|Artificial learning environment}}<br> '''Tehno-matemaatiline kirjaoskus''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Tehnovõimendatud õpe {{MainEntry|Technology Enhanced Learning}}<br> '''Ü'''{{Anchor|Ü}}<br> Ühesõpe {{MainEntry|Collaborative learning}}<br> '''Ülekate''' {{MainEntry|[[Overlay]]}}<br> '''U'''{{Anchor|U}}<br> '''Uurimuslik õpe''' {{MainEntry|[[Inquiry learning]]}}<br> '''V'''{{Anchor|V}}<br> Väline kirjeldus {{MainEntry|External script}}<br> virtuaalne kampus {{MainEntry|Virtual campus}}<br> virtuaalne õpikeskkond {{MainEntry|Virtual learning environment}}<br> virtuaalne pedagoogiline agent {{MainEntry|Virtual pedagogical agent}}<br> virtuaalsed ülikoolid {{MainEntry|Virtual universities}}<br> '''Võrgusõpe''' {{MainEntry|[[Networked learning]]}}<br> Võrgusõppe keskkond {{MainEntry|Networked learning environment}}<br> Võrgusõppe kogukond {{MainEntry|Networked learning communities}}<br> ? {{MainEntry|Web-lecturing technologies}}<br> 0 69 1315 1183 2013-03-27T14:22:32Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: French entries ''Edited by Nicolas Balacheff, Laboratoire LIG, CNRS (FR)'' <br> '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A '''{{Anchor|A}}<br> '''[[Educational affordance/fr|Affordance éducative]]''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance learning}}<br> Apprentissage assisté par ordinateur {{MainEntry|Computer-assisted learning}}<br> '''[[Self-regulated learning/fr|Apprentissage auto-régulé]]''' {{MainEntry|[[Self-regulated learning]]}}<br> Apprentissage collaboratif assisté par ordinateur {{MainEntry|Computer-supported collaborative learning}}<br> Apprentissage collaboratif {{MainEntry|Collaborative learning}}<br> Apprentissage des langues assisté par ordinateur {{MainEntry|Computer-assisted language learning}}<br> Apprentissage distribué {{MainEntry|Distributed learning}}<br> '''[[Networked learning/fr|Apprentissage en réseau]]''' {{MainEntry|[[Networked learning]]}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- communauté d’… {{MainEntry|… communities}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- environnement d’… {{MainEntry|… environment}}<br> '''Apprentissage par l’investigation''' {{MainEntry|[[Inquiry learning]]}}<br> Apprentissage hybride {{MainEntry|Blended learning}}<br> '''[[Informal learning/fr|Apprentissage informel]]''' {{MainEntry|[[Informal learning]]}}<br> '''Apprentissage mobile''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage multimédia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage par le jeu''' {{MainEntry|[[Game-based learning]]}}<br> Apprentissage situé {{MainEntry|Situated learning}}<br> Apprentissage ubiquitaire {{MainEntry|Ubiquitous learning}} <br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''[[Constructionism/fr|Constructionisme]]''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> '''Environnement d’apprentissage adaptatif''' {{MainEntry|[[Adaptive learning environment]]}}<br> Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> '''Environnement d’apprentissage par simulation''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> Environnement d’apprentissage {{MainEntry|Learning environment}}<br> Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> '''Espace d’apprentissage''' {{MainEntry|[[Learning space]]}}<br> Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> Expérimentation assistée par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br>'''F '''{{Anchor|F}}<br> '''Feedback épistémique''' {{MainEntry|[[Epistemic feedback]]}}<br> '''[[Educational data mining/fr|Fouille de données éducatives]]''' {{MainEntry|[[Educational data mining]]}}<br> <br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> '''Grille d’apprentissage''' {{MainEntry|[[Learning grid]]}} <br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> '''Ingénierie didactique''' {{MainEntry|[[Didactical engineering]]}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}} <br>'''J '''{{Anchor|J}}<br> Jeu de simulation {{MainEntry|Simulation games}} <br>'''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> '''[[Learning design/fr|Learning design]]''' {{MainEntry|[[Learning design]]}} <br> Logiciel ludoéducatif {{MainEntry|Edutainment}} <br>'''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}} <br>'''O '''{{Anchor|O}}<br> '''Objet d’apprentissage''' {{MainEntry|[[Learning objects]]}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br>'''P '''{{Anchor|P}}<br> '''Phénomène embarqué''' {{MainEntry|[[Embedded phenomena]]}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}} <br>'''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br>'''S '''{{Anchor|S}}<br>'''[[Learning scenario/fr|Scénario d’apprentissage]]''' {{MainEntry|[[Learning scenario]]}}<br> '''[[Collaboration script/fr|Script de collaboration]]'''{{MainEntry|[[Collaboration script]]}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation éducative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> '''Système auteur''' {{MainEntry|[[Authoring system]]}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage intégré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> '''Système de gestion des apprentissages''' {{MainEntry|[[Learning management systems]]}}<br> '''Système tuteur intelligent''' {{MainEntry|[[Intelligent tutoring system]]}} <br> '''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white board}}<br> Trace d’apprentissage {{MainEntry|Learning trail}}<br> '''[[Cognitive tutor/fr|Tuteur cognitif]]''' {{MainEntry|[[Cognitive tutor]]}} <br>'''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br> 1183 1142 2013-03-01T12:39:35Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: French entries ''Edited by Nicolas Balacheff, Laboratoire LIG, CNRS (FR)'' <br> '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A '''{{Anchor|A}}<br> '''[[Educational affordance/fr|Affordance éducative]]''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance learning}}<br> Apprentissage assisté par ordinateur {{MainEntry|Computer-assisted learning}}<br> '''[[Self-regulated learning/fr|Apprentissage auto-régulé]]''' {{MainEntry|[[Self-regulated learning]]}}<br> Apprentissage collaboratif assisté par ordinateur {{MainEntry|Computer-supported collaborative learning}}<br> Apprentissage collaboratif {{MainEntry|Collaborative learning}}<br> Apprentissage des langues assisté par ordinateur {{MainEntry|Computer-assisted language learning}}<br> Apprentissage distribué {{MainEntry|Distributed learning}}<br> '''[[Networked learning/fr|Apprentissage en réseau]]''' {{MainEntry|[[Networked learning]]}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- communauté d’… {{MainEntry|… communities}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- environnement d’… {{MainEntry|… environment}}<br> '''Apprentissage par l’investigation''' {{MainEntry|[[Inquiry learning]]}}<br> Apprentissage hybride {{MainEntry|Blended learning}}<br> '''[[Informal learning/fr|Apprentissage informel]]''' {{MainEntry|[[Informal learning]]}}<br> '''Apprentissage mobile''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage multimédia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage par le jeu''' {{MainEntry|[[Game-based learning]]}}<br> Apprentissage situé {{MainEntry|Situated learning}}<br> Apprentissage ubiquitaire {{MainEntry|Ubiquitous learning}} <br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''[[Constructionism/fr|Constructionisme]]''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> '''Environnement d’apprentissage adaptatif''' {{MainEntry|[[Adaptive learning environment]]}}<br> Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> '''Environnement d’apprentissage par simulation''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> Environnement d’apprentissage {{MainEntry|Learning environment}}<br> Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> '''Espace d’apprentissage''' {{MainEntry|[[Learning space]]}}<br> Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> Expérimentation assistée par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br>'''F '''{{Anchor|F}}<br> '''Feedback épistémique''' {{MainEntry|[[Epistemic feedback]]}}<br> '''[[Educational data mining/fr|Fouille de données éducatives]]''' {{MainEntry|[[Educational data mining]]}}<br> <br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> '''Grille d’apprentissage''' {{MainEntry|[[Learning grid]]}} <br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> '''Ingénierie didactique''' {{MainEntry|[[Didactical engineering]]}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}} <br>'''J '''{{Anchor|J}}<br> Jeu de simulation {{MainEntry|Simulation games}} <br>'''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> '''[[Learning design/fr|Learning design]]''' {{MainEntry|[[Learning design]]}} <br> Logiciel ludoéducatif {{MainEntry|Edutainment}} <br>'''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}} <br>'''O '''{{Anchor|O}}<br> '''Objet d’apprentissage''' {{MainEntry|[[Learning objects]]}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br>'''P '''{{Anchor|P}}<br> '''Phénomène embarqué''' {{MainEntry|[[Embedded phenomena]]}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}} <br>'''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br>'''S '''{{Anchor|S}}<br>'''[[Learning scenario/fr|Scénario d’apprentissage]]''' {{MainEntry|[[Learning scenario]]}}<br> '''Script de collaboration''' {{MainEntry|[[Collaboration script]]}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation éducative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> '''Système auteur''' {{MainEntry|[[Authoring system]]}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage intégré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> '''Système de gestion des apprentissages''' {{MainEntry|[[Learning management systems]]}}<br> '''Système tuteur intelligent''' {{MainEntry|[[Intelligent tutoring system]]}} <br> '''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white board}}<br> Trace d’apprentissage {{MainEntry|Learning trail}}<br> '''[[Cognitive tutor/fr|Tuteur cognitif]]''' {{MainEntry|[[Cognitive tutor]]}} <br>'''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br> 1142 1113 2013-02-26T14:55:07Z Admin 1 Protected "[[TEL Dictionary entries/fr]]" ([edit=french] (indefinite) [move=french] (indefinite)) wikitext text/x-wiki {{languages}}<br> TEL Dictionary: French entries ''Edited by Nicolas Balacheff, Laboratoire LIG, CNRS (FR)'' <br> '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A '''{{Anchor|A}}<br> '''[[Educational affordance/fr|Affordance éducative]]''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance learning}}<br> Apprentissage assisté par ordinateur {{MainEntry|Computer-assisted learning}}<br> '''[[Self-regulated learning/fr|Apprentissage auto-régulé]]''' {{MainEntry|[[Self-regulated learning]]}}<br> Apprentissage collaboratif assisté par ordinateur {{MainEntry|Computer-supported collaborative learning}}<br> Apprentissage collaboratif {{MainEntry|Collaborative learning}}<br> Apprentissage des langues assisté par ordinateur {{MainEntry|Computer-assisted language learning}}<br> Apprentissage distribué {{MainEntry|Distributed learning}}<br> '''[[Networked learning/fr|Apprentissage en réseau]]''' {{MainEntry|[[Networked learning]]}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- communauté d’… {{MainEntry|… communities}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- environnement d’… {{MainEntry|… environment}}<br> '''Apprentissage par l’investigation''' {{MainEntry|[[Inquiry learning]]}}<br> Apprentissage hybride {{MainEntry|Blended learning}}<br> '''[[Informal learning/fr|Apprentissage informel]]''' {{MainEntry|[[Informal learning]]}}<br> '''Apprentissage mobile''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage multimédia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage par le jeu''' {{MainEntry|[[Game-based learning]]}}<br> Apprentissage situé {{MainEntry|Situated learning}}<br> Apprentissage ubiquitaire {{MainEntry|Ubiquitous learning}} <br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''[[Constructionism/fr|Constructionisme]]''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> '''Environnement d’apprentissage adaptatif''' {{MainEntry|[[Adaptive learning environment]]}}<br> Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> '''Environnement d’apprentissage par simulation''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> Environnement d’apprentissage {{MainEntry|Learning environment}}<br> Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> '''Espace d’apprentissage''' {{MainEntry|[[Learning space]]}}<br> Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> Expérimentation assistée par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br>'''F '''{{Anchor|F}}<br> '''Feedback épistémique''' {{MainEntry|[[Epistemic feedback]]}}<br> '''[[Educational data mining/fr|Fouille de données éducatives]]''' {{MainEntry|[[Educational data mining]]}}<br> <br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> '''Grille d’apprentissage''' {{MainEntry|[[Learning grid]]}} <br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> '''Ingénierie didactique''' {{MainEntry|[[Didactical engineering]]}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}} <br>'''J '''{{Anchor|J}}<br> Jeu de simulation {{MainEntry|Simulation games}} <br>'''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> '''[[Learning design/fr|Learning design]]''' {{MainEntry|[[Learning design]]}} <br> Logiciel ludoéducatif {{MainEntry|Edutainment}} <br>'''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}} <br>'''O '''{{Anchor|O}}<br> '''Objet d’apprentissage''' {{MainEntry|[[Learning objects]]}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br>'''P '''{{Anchor|P}}<br> '''Phénomène embarqué''' {{MainEntry|[[Embedded phenomena]]}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}} <br>'''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br>'''S '''{{Anchor|S}}<br>'''[[Learning scenario/fr|Scénario d’apprentissage]]''' {{MainEntry|[[Learning scenario]]}}<br> '''Script de collaboration''' {{MainEntry|[[Collaboration script]]}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation éducative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> Système auteur {{MainEntry|Authoring system}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage intégré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> '''Système de gestion des apprentissages''' {{MainEntry|[[Learning management systems]]}}<br> '''Système tuteur intelligent''' {{MainEntry|[[Intelligent tutoring system]]}} <br> '''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white board}}<br> Trace d’apprentissage {{MainEntry|Learning trail}}<br> '''[[Cognitive tutor/fr|Tuteur cognitif]]''' {{MainEntry|[[Cognitive tutor]]}} <br>'''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br> 1113 1106 2013-02-21T14:18:32Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: French entries ''Edited by Nicolas Balacheff, Laboratoire LIG, CNRS (FR)'' <br> '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A '''{{Anchor|A}}<br> '''[[Educational affordance/fr|Affordance éducative]]''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance learning}}<br> Apprentissage assisté par ordinateur {{MainEntry|Computer-assisted learning}}<br> '''[[Self-regulated learning/fr|Apprentissage auto-régulé]]''' {{MainEntry|[[Self-regulated learning]]}}<br> Apprentissage collaboratif assisté par ordinateur {{MainEntry|Computer-supported collaborative learning}}<br> Apprentissage collaboratif {{MainEntry|Collaborative learning}}<br> Apprentissage des langues assisté par ordinateur {{MainEntry|Computer-assisted language learning}}<br> Apprentissage distribué {{MainEntry|Distributed learning}}<br> '''[[Networked learning/fr|Apprentissage en réseau]]''' {{MainEntry|[[Networked learning]]}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- communauté d’… {{MainEntry|… communities}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- environnement d’… {{MainEntry|… environment}}<br> '''Apprentissage par l’investigation''' {{MainEntry|[[Inquiry learning]]}}<br> Apprentissage hybride {{MainEntry|Blended learning}}<br> '''[[Informal learning/fr|Apprentissage informel]]''' {{MainEntry|[[Informal learning]]}}<br> '''Apprentissage mobile''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage multimédia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage par le jeu''' {{MainEntry|[[Game-based learning]]}}<br> Apprentissage situé {{MainEntry|Situated learning}}<br> Apprentissage ubiquitaire {{MainEntry|Ubiquitous learning}} <br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''[[Constructionism/fr|Constructionisme]]''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> '''Environnement d’apprentissage adaptatif''' {{MainEntry|[[Adaptive learning environment]]}}<br> Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> '''Environnement d’apprentissage par simulation''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> Environnement d’apprentissage {{MainEntry|Learning environment}}<br> Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> '''Espace d’apprentissage''' {{MainEntry|[[Learning space]]}}<br> Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> Expérimentation assistée par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br>'''F '''{{Anchor|F}}<br> '''Feedback épistémique''' {{MainEntry|[[Epistemic feedback]]}}<br> '''[[Educational data mining/fr|Fouille de données éducatives]]''' {{MainEntry|[[Educational data mining]]}}<br> <br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> '''Grille d’apprentissage''' {{MainEntry|[[Learning grid]]}} <br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> '''Ingénierie didactique''' {{MainEntry|[[Didactical engineering]]}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}} <br>'''J '''{{Anchor|J}}<br> Jeu de simulation {{MainEntry|Simulation games}} <br>'''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> '''[[Learning design/fr|Learning design]]''' {{MainEntry|[[Learning design]]}} <br> Logiciel ludoéducatif {{MainEntry|Edutainment}} <br>'''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}} <br>'''O '''{{Anchor|O}}<br> '''Objet d’apprentissage''' {{MainEntry|[[Learning objects]]}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br>'''P '''{{Anchor|P}}<br> '''Phénomène embarqué''' {{MainEntry|[[Embedded phenomena]]}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}} <br>'''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br>'''S '''{{Anchor|S}}<br>'''[[Learning scenario/fr|Scénario d’apprentissage]]''' {{MainEntry|[[Learning scenario]]}}<br> '''Script de collaboration''' {{MainEntry|[[Collaboration script]]}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation éducative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> Système auteur {{MainEntry|Authoring system}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage intégré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> '''Système de gestion des apprentissages''' {{MainEntry|[[Learning management systems]]}}<br> '''Système tuteur intelligent''' {{MainEntry|[[Intelligent tutoring system]]}} <br> '''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white board}}<br> Trace d’apprentissage {{MainEntry|Learning trail}}<br> '''[[Cognitive tutor/fr|Tuteur cognitif]]''' {{MainEntry|[[Cognitive tutor]]}} <br>'''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br> 1106 1041 2013-02-20T15:54:23Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: French entries ''Edited by Nicolas Balacheff, Laboratoire LIG, CNRS (FR)'' <br> '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A '''{{Anchor|A}}<br> '''[[Educational affordance/fr|Affordance éducative]]''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance learning}}<br> Apprentissage assisté par ordinateur {{MainEntry|Computer-assisted learning}}<br> '''[[Self-regulated learning/fr|Apprentissage auto-régulé]]''' {{MainEntry|[[Self-regulated learning]]}}<br> Apprentissage collaboratif assisté par ordinateur {{MainEntry|Computer-supported collaborative learning}}<br> Apprentissage collaboratif {{MainEntry|Collaborative learning}}<br> Apprentissage des langues assisté par ordinateur {{MainEntry|Computer-assisted language learning}}<br> Apprentissage distribué {{MainEntry|Distributed learning}}<br> '''[[Networked learning/fr|Apprentissage en réseau]]''' {{MainEntry|[[Networked learning]]}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- communauté d’… {{MainEntry|… communities}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- environnement d’… {{MainEntry|… environment}}<br> '''Apprentissage par l’investigation''' {{MainEntry|[[Inquiry learning]]}}<br> Apprentissage hybride {{MainEntry|Blended learning}}<br> '''[[Informal learning/fr|Apprentissage informel]]''' {{MainEntry|[[Informal learning]]}}<br> '''Apprentissage mobile''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage multimédia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage par le jeu''' {{MainEntry|[[Game-based learning]]}}<br> Apprentissage situé {{MainEntry|Situated learning}}<br> Apprentissage ubiquitaire {{MainEntry|Ubiquitous learning}} <br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''[[Constructionism/fr|Constructionisme]]''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> '''Environnement d’apprentissage adaptatif''' {{MainEntry|[[Adaptive learning environment]]}}<br> Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> '''Environnement d’apprentissage par simulation''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> Environnement d’apprentissage {{MainEntry|Learning environment}}<br> Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> '''Espace d’apprentissage''' {{MainEntry|[[Learning space]]}}<br> Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> Expérimentation assistée par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br>'''F '''{{Anchor|F}}<br> '''Feedback épistémique''' {{MainEntry|[[Epistemic feedback]]}}<br> '''[[Educational data mining/fr|Fouille de données éducatives]]''' {{MainEntry|[[Educational data mining]]}}<br> <br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> '''Grille d’apprentissage''' {{MainEntry|[[Learning grid]]}} <br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> '''Ingénierie didactique''' {{MainEntry|[[Didactical engineering]]}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}} <br>'''J '''{{Anchor|J}}<br> Jeu de simulation {{MainEntry|Simulation games}} <br>'''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> '''[[Learning design/fr|Learning design]]''' {{MainEntry|[[Learning design]]}} <br> Logiciel ludoéducatif {{MainEntry|Edutainment}} <br>'''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}} <br>'''O '''{{Anchor|O}}<br> '''Objet d’apprentissage''' {{MainEntry|[[Learning objects]]}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br>'''P '''{{Anchor|P}}<br> '''Phénomène embarqué''' {{MainEntry|[[Embedded phenomena]]}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}} <br>'''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br>'''S '''{{Anchor|S}}<br>'''Scénario d’apprentissage''' {{MainEntry|[[Learning scenario]]}}<br> '''Script de collaboration''' {{MainEntry|[[Collaboration script]]}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation éducative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> Système auteur {{MainEntry|Authoring system}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage intégré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> '''Système de gestion des apprentissages''' {{MainEntry|[[Learning management systems]]}}<br> '''Système tuteur intelligent''' {{MainEntry|[[Intelligent tutoring system]]}} <br> '''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white board}}<br> Trace d’apprentissage {{MainEntry|Learning trail}}<br> '''[[Cognitive tutor/fr|Tuteur cognitif]]''' {{MainEntry|[[Cognitive tutor]]}} <br>'''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br> 1041 1028 2013-01-14T13:13:02Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: French entries ''Edited by Nicolas Balacheff, Laboratoire LIG, CNRS (FR)'' <br> '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A '''{{Anchor|A}}<br> '''[[Educational affordance/fr|Affordance éducative]]''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance learning}}<br> Apprentissage assisté par ordinateur {{MainEntry|Computer-assisted learning}}<br> '''[[Self-regulated learning/fr|Apprentissage auto-régulé]]''' {{MainEntry|[[Self-regulated learning]]}}<br> Apprentissage collaboratif assisté par ordinateur {{MainEntry|Computer-supported collaborative learning}}<br> Apprentissage collaboratif {{MainEntry|Collaborative learning}}<br> Apprentissage des langues assisté par ordinateur {{MainEntry|Computer-assisted language learning}}<br> Apprentissage distribué {{MainEntry|Distributed learning}}<br> '''[[Networked learning/fr|Apprentissage en réseau]]''' {{MainEntry|[[Networked learning]]}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- communauté d’… {{MainEntry|… communities}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- environnement d’… {{MainEntry|… environment}}<br> '''Apprentissage par l’investigation''' {{MainEntry|[[Inquiry learning]]}}<br> Apprentissage hybride {{MainEntry|Blended learning}}<br> '''[[Informal learning/fr|Apprentissage informel]]''' {{MainEntry|[[Informal learning]]}}<br> '''Apprentissage mobile''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage multimédia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage par le jeu''' {{MainEntry|[[Game-based learning]]}}<br> Apprentissage situé {{MainEntry|Situated learning}}<br> Apprentissage ubiquitaire {{MainEntry|Ubiquitous learning}} <br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''[[Constructionism/fr|Constructionisme]]''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> '''Environnement d’apprentissage adaptatif''' {{MainEntry|[[Adaptive learning environment]]}}<br> Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> '''Environnement d’apprentissage par simulation''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> Environnement d’apprentissage {{MainEntry|Learning environment}}<br> Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> '''Espace d’apprentissage''' {{MainEntry|[[Learning space]]}}<br> Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> Expérimentation assistée par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br>'''F '''{{Anchor|F}}<br> '''Feedback épistémique''' {{MainEntry|[[Epistemic feedback]]}}<br> '''[[Educational data mining/fr|Fouille de données éducatives]]''' {{MainEntry|[[Educational data mining]]}}<br> <br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> '''Grille d’apprentissage''' {{MainEntry|[[Learning grid]]}} <br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> '''Ingénierie didactique''' {{MainEntry|[[Didactical engineering]]}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}} <br>'''J '''{{Anchor|J}}<br> Jeu de simulation {{MainEntry|Simulation games}} <br>'''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> Logiciel ludo-éducatif – logiciel ludoéducatif {{MainEntry|Edutainment}} <br>'''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}} <br>'''O '''{{Anchor|O}}<br> '''Objet d’apprentissage''' {{MainEntry|[[Learning objects]]}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br>'''P '''{{Anchor|P}}<br> '''Phénomène embarqué''' {{MainEntry|[[Embedded phenomena]]}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}} <br>'''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br>'''S '''{{Anchor|S}}<br>'''Scénario d’apprentissage''' {{MainEntry|[[Learning scenario]]}}<br> '''Script de collaboration''' {{MainEntry|[[Collaboration script]]}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation éducative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> Système auteur {{MainEntry|Authoring system}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage intégré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> '''Système de gestion des apprentissages''' {{MainEntry|[[Learning management systems]]}}<br> '''Système tuteur intelligent''' {{MainEntry|[[Intelligent tutoring system]]}} <br> '''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white board}}<br> Trace d’apprentissage {{MainEntry|Learning trail}}<br> '''[[Cognitive tutor/fr|Tuteur cognitif]]''' {{MainEntry|[[Cognitive tutor]]}} <br>'''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br> 1028 1012 2012-12-10T10:43:54Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: French entries ''Edited by Nicolas Balacheff, Laboratoire LIG, CNRS (FR)'' <br> '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A '''{{Anchor|A}}<br> '''[[Educational affordance/fr|Affordance éducative]]''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance learning}}<br> Apprentissage assisté par ordinateur {{MainEntry|Computer-assisted learning}}<br> '''[[Self-regulated learning/fr|Apprentissage auto-régulé]]''' {{MainEntry|[[Self-regulated learning]]}}<br> Apprentissage collaboratif assisté par ordinateur {{MainEntry|Computer-supported collaborative learning}}<br> Apprentissage collaboratif {{MainEntry|Collaborative learning}}<br> Apprentissage des langues assisté par ordinateur {{MainEntry|Computer-assisted language learning}}<br> Apprentissage distribué {{MainEntry|Distributed learning}}<br> '''[[Networked learning/fr|Apprentissage en réseau]]''' {{MainEntry|[[Networked learning]]}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- communauté d’… {{MainEntry|… communities}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- environnement d’… {{MainEntry|… environment}}<br> '''Apprentissage par l’investigation''' {{MainEntry|[[Inquiry learning]]}}<br> Apprentissage hybride {{MainEntry|Blended learning}}<br> '''Apprentissage informel''' {{MainEntry|[[Informal learning]]}}<br> '''Apprentissage mobile''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage multimédia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage par le jeu''' {{MainEntry|[[Game-based learning]]}}<br> Apprentissage situé {{MainEntry|Situated learning}}<br> Apprentissage ubiquitaire {{MainEntry|Ubiquitous learning}} <br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''[[Constructionism/fr|Constructionisme]]''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> '''Environnement d’apprentissage adaptatif''' {{MainEntry|[[Adaptive learning environment]]}}<br> Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> '''Environnement d’apprentissage par simulation''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> Environnement d’apprentissage {{MainEntry|Learning environment}}<br> Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> '''Espace d’apprentissage''' {{MainEntry|[[Learning space]]}}<br> Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> Expérimentation assistée par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br>'''F '''{{Anchor|F}}<br> '''Feedback épistémique''' {{MainEntry|[[Epistemic feedback]]}}<br> '''[[Educational data mining/fr|Fouille de données éducatives]]''' {{MainEntry|[[Educational data mining]]}}<br> <br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> '''Grille d’apprentissage''' {{MainEntry|[[Learning grid]]}} <br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> '''Ingénierie didactique''' {{MainEntry|[[Didactical engineering]]}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}} <br>'''J '''{{Anchor|J}}<br> Jeu de simulation {{MainEntry|Simulation games}} <br>'''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> Logiciel ludo-éducatif – logiciel ludoéducatif {{MainEntry|Edutainment}} <br>'''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}} <br>'''O '''{{Anchor|O}}<br> '''Objet d’apprentissage''' {{MainEntry|[[Learning objects]]}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br>'''P '''{{Anchor|P}}<br> '''Phénomène embarqué''' {{MainEntry|[[Embedded phenomena]]}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}} <br>'''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br>'''S '''{{Anchor|S}}<br>'''Scénario d’apprentissage''' {{MainEntry|[[Learning scenario]]}}<br> '''Script de collaboration''' {{MainEntry|[[Collaboration script]]}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation éducative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> Système auteur {{MainEntry|Authoring system}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage intégré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> '''Système de gestion des apprentissages''' {{MainEntry|[[Learning management systems]]}}<br> '''Système tuteur intelligent''' {{MainEntry|[[Intelligent tutoring system]]}} <br> '''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white board}}<br> Trace d’apprentissage {{MainEntry|Learning trail}}<br> '''[[Cognitive tutor/fr|Tuteur cognitif]]''' {{MainEntry|[[Cognitive tutor]]}} <br>'''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br> 1012 934 2012-12-05T14:06:36Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: French entries ''Edited by Nicolas Balacheff, Laboratoire LIG, CNRS (FR)'' <br> '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A '''{{Anchor|A}}<br> '''[[Educational affordance/fr|Affordance éducative]]''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance learning}}<br> Apprentissage assisté par ordinateur {{MainEntry|Computer-assisted learning}}<br> '''[[Self-regulated learning/fr|Apprentissage auto-régulé]]''' {{MainEntry|[[Self-regulated learning]]}}<br> Apprentissage collaboratif assisté par ordinateur {{MainEntry|Computer-supported collaborative learning}}<br> Apprentissage collaboratif {{MainEntry|Collaborative learning}}<br> Apprentissage des langues assisté par ordinateur {{MainEntry|Computer-assisted language learning}}<br> Apprentissage distribué {{MainEntry|Distributed learning}}<br> '''Apprentissage en réseau''' {{MainEntry|[[Networked learning]]}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- communauté d’… {{MainEntry|… communities}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- environnement d’… {{MainEntry|… environment}}<br> '''Apprentissage par l’investigation''' {{MainEntry|[[Inquiry learning]]}}<br> Apprentissage hybride {{MainEntry|Blended learning}}<br> '''Apprentissage informel''' {{MainEntry|[[Informal learning]]}}<br> '''Apprentissage mobile''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage multimédia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage par le jeu''' {{MainEntry|[[Game-based learning]]}}<br> Apprentissage situé {{MainEntry|Situated learning}}<br> Apprentissage ubiquitaire {{MainEntry|Ubiquitous learning}} <br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''[[Constructionism/fr|Constructionisme]]''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> '''Environnement d’apprentissage adaptatif''' {{MainEntry|[[Adaptive learning environment]]}}<br> Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> '''Environnement d’apprentissage par simulation''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> Environnement d’apprentissage {{MainEntry|Learning environment}}<br> Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> '''Espace d’apprentissage''' {{MainEntry|[[Learning space]]}}<br> Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> Expérimentation assistée par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br>'''F '''{{Anchor|F}}<br> '''Feedback épistémique''' {{MainEntry|[[Epistemic feedback]]}}<br> '''[[Educational data mining/fr|Fouille de données éducatives]]''' {{MainEntry|[[Educational data mining]]}}<br> <br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> '''Grille d’apprentissage''' {{MainEntry|[[Learning grid]]}} <br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> '''Ingénierie didactique''' {{MainEntry|[[Didactical engineering]]}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}} <br>'''J '''{{Anchor|J}}<br> Jeu de simulation {{MainEntry|Simulation games}} <br>'''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> Logiciel ludo-éducatif – logiciel ludoéducatif {{MainEntry|Edutainment}} <br>'''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}} <br>'''O '''{{Anchor|O}}<br> '''Objet d’apprentissage''' {{MainEntry|[[Learning objects]]}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br>'''P '''{{Anchor|P}}<br> '''Phénomène embarqué''' {{MainEntry|[[Embedded phenomena]]}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}} <br>'''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br>'''S '''{{Anchor|S}}<br>'''Scénario d’apprentissage''' {{MainEntry|[[Learning scenario]]}}<br> '''Script de collaboration''' {{MainEntry|[[Collaboration script]]}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation éducative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> Système auteur {{MainEntry|Authoring system}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage intégré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> '''Système de gestion des apprentissages''' {{MainEntry|[[Learning management systems]]}}<br> '''Système tuteur intelligent''' {{MainEntry|[[Intelligent tutoring system]]}} <br> '''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white board}}<br> Trace d’apprentissage {{MainEntry|Learning trail}}<br> '''[[Cognitive tutor/fr|Tuteur cognitif]]''' {{MainEntry|[[Cognitive tutor]]}} <br>'''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br> 934 933 2012-06-18T17:13:24Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: French entries ''Edited by Nicolas Balacheff, Laboratoire LIG, CNRS (FR)'' <br> '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A '''{{Anchor|A}}<br> '''[[Educational affordance/fr|Affordance éducative]]''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance learning}}<br> Apprentissage assisté par ordinateur {{MainEntry|Computer-assisted learning}}<br> '''Apprentissage auto-régulé''' {{MainEntry|[[Self-regulated learning]]}}<br> Apprentissage collaboratif assisté par ordinateur {{MainEntry|Computer-supported collaborative learning}}<br> Apprentissage collaboratif {{MainEntry|Collaborative learning}}<br> Apprentissage des langues assisté par ordinateur {{MainEntry|Computer-assisted language learning}}<br> Apprentissage distribué {{MainEntry|Distributed learning}}<br> '''Apprentissage en réseau''' {{MainEntry|[[Networked learning]]}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- communauté d’… {{MainEntry|… communities}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- environnement d’… {{MainEntry|… environment}}<br> '''Apprentissage par l’investigation''' {{MainEntry|[[Inquiry learning]]}}<br> Apprentissage hybride {{MainEntry|Blended learning}}<br> '''Apprentissage informel''' {{MainEntry|[[Informal learning]]}}<br> '''Apprentissage mobile''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage multimédia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage par le jeu''' {{MainEntry|[[Game-based learning]]}}<br> Apprentissage situé {{MainEntry|Situated learning}}<br> Apprentissage ubiquitaire {{MainEntry|Ubiquitous learning}} <br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''[[Constructionism/fr|Constructionisme]]''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> '''Environnement d’apprentissage adaptatif''' {{MainEntry|[[Adaptive learning environment]]}}<br> Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> '''Environnement d’apprentissage par simulation''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> Environnement d’apprentissage {{MainEntry|Learning environment}}<br> Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> '''Espace d’apprentissage''' {{MainEntry|[[Learning space]]}}<br> Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> Expérimentation assistée par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br>'''F '''{{Anchor|F}}<br> '''Feedback épistémique''' {{MainEntry|[[Epistemic feedback]]}}<br> '''[[Educational data mining/fr|Fouille de données éducatives]]''' {{MainEntry|[[Educational data mining]]}}<br> <br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> '''Grille d’apprentissage''' {{MainEntry|[[Learning grid]]}} <br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> '''Ingénierie didactique''' {{MainEntry|[[Didactical engineering]]}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}} <br>'''J '''{{Anchor|J}}<br> Jeu de simulation {{MainEntry|Simulation games}} <br>'''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> Logiciel ludo-éducatif – logiciel ludoéducatif {{MainEntry|Edutainment}} <br>'''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}} <br>'''O '''{{Anchor|O}}<br> '''Objet d’apprentissage''' {{MainEntry|[[Learning objects]]}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br>'''P '''{{Anchor|P}}<br> '''Phénomène embarqué''' {{MainEntry|[[Embedded phenomena]]}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}} <br>'''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br>'''S '''{{Anchor|S}}<br>'''Scénario d’apprentissage''' {{MainEntry|[[Learning scenario]]}}<br> '''Script de collaboration''' {{MainEntry|[[Collaboration script]]}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation éducative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> Système auteur {{MainEntry|Authoring system}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage intégré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> '''Système de gestion des apprentissages''' {{MainEntry|[[Learning management systems]]}}<br> '''Système tuteur intelligent''' {{MainEntry|[[Intelligent tutoring system]]}} <br> '''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white board}}<br> Trace d’apprentissage {{MainEntry|Learning trail}}<br> '''[[Cognitive tutor/fr|Tuteur cognitif]]''' {{MainEntry|[[Cognitive tutor]]}} <br>'''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br> 933 932 2012-06-18T09:50:13Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: French entries ''Edited by Nicolas Balacheff, Laboratoire LIG, CNRS (FR)'' <br> '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A '''{{Anchor|A}}<br> '''[[Educational affordance/fr|Affordance éducative]]''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance learning}}<br> Apprentissage assisté par ordinateur {{MainEntry|Computer-assisted learning}}<br> '''Apprentissage auto-régulé''' {{MainEntry|[[Self-regulated learning]]}}<br> Apprentissage collaboratif assisté par ordinateur {{MainEntry|Computer-supported collaborative learning}}<br> Apprentissage collaboratif {{MainEntry|Collaborative learning}}<br> Apprentissage des langues assisté par ordinateur {{MainEntry|Computer-assisted language learning}}<br> Apprentissage distribué {{MainEntry|Distributed learning}}<br> '''Apprentissage en réseau''' {{MainEntry|[[Networked learning]]}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- communauté d’… {{MainEntry|… communities}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- environnement d’… {{MainEntry|… environment}}<br> '''Apprentissage par l’investigation''' {{MainEntry|[[Inquiry learning]]}}<br> Apprentissage hybride {{MainEntry|Blended learning}}<br> '''Apprentissage informel''' {{MainEntry|[[Informal learning]]}}<br> '''Apprentissage mobile''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage multimédia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage par le jeu''' {{MainEntry|[[Game-based learning]]}}<br> Apprentissage situé {{MainEntry|Situated learning}}<br> Apprentissage ubiquitaire {{MainEntry|Ubiquitous learning}} <br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''[[Constructionism/fr|Constructionisme]]''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> '''Environnement d’apprentissage adaptatif''' {{MainEntry|[[Adaptive learning environment]]}}<br> Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> '''Environnement d’apprentissage par simulation''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> Environnement d’apprentissage {{MainEntry|Learning environment}}<br> Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> '''Espace d’apprentissage''' {{MainEntry|[[Learning space]]}}<br> Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> Expérimentation assistée par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br>'''F '''{{Anchor|F}}<br> '''Feedback épistémique''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Fouille de données pour l’éducation''' {{MainEntry|[[Educational data mining]]}} <br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> '''Grille d’apprentissage''' {{MainEntry|[[Learning grid]]}} <br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> '''Ingénierie didactique''' {{MainEntry|[[Didactical engineering]]}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}} <br>'''J '''{{Anchor|J}}<br> Jeu de simulation {{MainEntry|Simulation games}} <br>'''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> Logiciel ludo-éducatif – logiciel ludoéducatif {{MainEntry|Edutainment}} <br>'''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}} <br>'''O '''{{Anchor|O}}<br> '''Objet d’apprentissage''' {{MainEntry|[[Learning objects]]}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br>'''P '''{{Anchor|P}}<br> '''Phénomène embarqué''' {{MainEntry|[[Embedded phenomena]]}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}} <br>'''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br>'''S '''{{Anchor|S}}<br>'''Scénario d’apprentissage''' {{MainEntry|[[Learning scenario]]}}<br> '''Script de collaboration''' {{MainEntry|[[Collaboration script]]}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation éducative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> Système auteur {{MainEntry|Authoring system}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage intégré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> '''Système de gestion des apprentissages''' {{MainEntry|[[Learning management systems]]}}<br> '''Système tuteur intelligent''' {{MainEntry|[[Intelligent tutoring system]]}} <br> '''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white board}}<br> Trace d’apprentissage {{MainEntry|Learning trail}}<br> '''[[Cognitive tutor/fr|Tuteur cognitif]]''' {{MainEntry|[[Cognitive tutor]]}} <br>'''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br> 932 889 2012-06-05T16:37:30Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: French entries ''Edited by Nicolas Balacheff, Laboratoire LIG, CNRS (FR)'' <br> '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A '''{{Anchor|A}}<br> '''[[Educational affordance/fr|Affordance éducative]]''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance learning}}<br> Apprentissage assisté par ordinateur {{MainEntry|Computer-assisted learning}}<br> '''Apprentissage auto-régulé''' {{MainEntry|[[Self-regulated learning]]}}<br> Apprentissage collaboratif assisté par ordinateur {{MainEntry|Computer-supported collaborative learning}}<br> Apprentissage collaboratif {{MainEntry|Collaborative learning}}<br> Apprentissage des langues assisté par ordinateur {{MainEntry|Computer-assisted language learning}}<br> Apprentissage distribué {{MainEntry|Distributed learning}}<br> '''Apprentissage en réseau''' {{MainEntry|[[Networked learning]]}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- communauté d’… {{MainEntry|… communities}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- environnement d’… {{MainEntry|… environment}}<br> '''Apprentissage par l’investigation''' {{MainEntry|[[Inquiry learning]]}}<br> Apprentissage hybride {{MainEntry|Blended learning}}<br> '''Apprentissage informel''' {{MainEntry|[[Informal learning]]}}<br> '''Apprentissage mobile''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage multimédia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage par le jeu''' {{MainEntry|[[Game-based learning]]}}<br> Apprentissage situé {{MainEntry|Situated learning}}<br> Apprentissage ubiquitaire {{MainEntry|Ubiquitous learning}} <br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''[[Constructionisme]]''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> '''Environnement d’apprentissage adaptatif''' {{MainEntry|[[Adaptive learning environment]]}}<br> Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> '''Environnement d’apprentissage par simulation''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> Environnement d’apprentissage {{MainEntry|Learning environment}}<br> Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> '''Espace d’apprentissage''' {{MainEntry|[[Learning space]]}}<br> Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> Expérimentation assistée par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br>'''F '''{{Anchor|F}}<br> '''Feedback épistémique''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Fouille de données pour l’éducation''' {{MainEntry|[[Educational data mining]]}} <br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> '''Grille d’apprentissage''' {{MainEntry|[[Learning grid]]}} <br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> '''Ingénierie didactique''' {{MainEntry|[[Didactical engineering]]}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}} <br>'''J '''{{Anchor|J}}<br> Jeu de simulation {{MainEntry|Simulation games}} <br>'''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> Logiciel ludo-éducatif – logiciel ludoéducatif {{MainEntry|Edutainment}} <br>'''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}} <br>'''O '''{{Anchor|O}}<br> '''Objet d’apprentissage''' {{MainEntry|[[Learning objects]]}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br>'''P '''{{Anchor|P}}<br> '''Phénomène embarqué''' {{MainEntry|[[Embedded phenomena]]}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}} <br>'''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br>'''S '''{{Anchor|S}}<br>'''Scénario d’apprentissage''' {{MainEntry|[[Learning scenario]]}}<br> '''Script de collaboration''' {{MainEntry|[[Collaboration script]]}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation éducative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> Système auteur {{MainEntry|Authoring system}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage intégré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> '''Système de gestion des apprentissages''' {{MainEntry|[[Learning management systems]]}}<br> '''Système tuteur intelligent''' {{MainEntry|[[Intelligent tutoring system]]}} <br> '''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white board}}<br> Trace d’apprentissage {{MainEntry|Learning trail}}<br> '''[[Cognitive tutor/fr|Tuteur cognitif]]''' {{MainEntry|[[Cognitive tutor]]}} <br>'''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br> 889 872 2012-05-24T08:49:25Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: French entries ''Edited by Nicolas Balacheff, Laboratoire LIG, CNRS (FR)'' <br> '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A '''{{Anchor|A}}<br> '''[[Educational affordance/fr|Affordance éducative]]''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance learning}}<br> Apprentissage assisté par ordinateur {{MainEntry|Computer-assisted learning}}<br> '''Apprentissage auto-régulé''' {{MainEntry|[[Self-regulated learning]]}}<br> Apprentissage collaboratif assisté par ordinateur {{MainEntry|Computer-supported collaborative learning}}<br> Apprentissage collaboratif {{MainEntry|Collaborative learning}}<br> Apprentissage des langues assisté par ordinateur {{MainEntry|Computer-assisted language learning}}<br> Apprentissage distribué {{MainEntry|Distributed learning}}<br> '''Apprentissage en réseau''' {{MainEntry|[[Networked learning]]}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- communauté d’… {{MainEntry|… communities}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- environnement d’… {{MainEntry|… environment}}<br> '''Apprentissage par l’investigation''' {{MainEntry|[[Inquiry learning]]}}<br> Apprentissage hybride {{MainEntry|Blended learning}}<br> '''Apprentissage informel''' {{MainEntry|[[Informal learning]]}}<br> '''Apprentissage mobile''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage multimédia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage par le jeu''' {{MainEntry|[[Game-based learning]]}}<br> Apprentissage situé {{MainEntry|Situated learning}}<br> Apprentissage ubiquitaire {{MainEntry|Ubiquitous learning}} <br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> '''Environnement d’apprentissage adaptatif''' {{MainEntry|[[Adaptive learning environment]]}}<br> Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> '''Environnement d’apprentissage par simulation''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> Environnement d’apprentissage {{MainEntry|Learning environment}}<br> Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> '''Espace d’apprentissage''' {{MainEntry|[[Learning space]]}}<br> Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> Expérimentation assistée par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br>'''F '''{{Anchor|F}}<br> '''Feedback épistémique''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Fouille de données pour l’éducation''' {{MainEntry|[[Educational data mining]]}} <br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> '''Grille d’apprentissage''' {{MainEntry|[[Learning grid]]}} <br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> '''Ingénierie didactique''' {{MainEntry|[[Didactical engineering]]}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}} <br>'''J '''{{Anchor|J}}<br> Jeu de simulation {{MainEntry|Simulation games}} <br>'''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> Logiciel ludo-éducatif – logiciel ludoéducatif {{MainEntry|Edutainment}} <br>'''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}} <br>'''O '''{{Anchor|O}}<br> '''Objet d’apprentissage''' {{MainEntry|[[Learning objects]]}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br>'''P '''{{Anchor|P}}<br> '''Phénomène embarqué''' {{MainEntry|[[Embedded phenomena]]}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}} <br>'''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br>'''S '''{{Anchor|S}}<br>'''Scénario d’apprentissage''' {{MainEntry|[[Learning scenario]]}}<br> '''Script de collaboration''' {{MainEntry|[[Collaboration script]]}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation éducative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> Système auteur {{MainEntry|Authoring system}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage intégré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> '''Système de gestion des apprentissages''' {{MainEntry|[[Learning management systems]]}}<br> '''Système tuteur intelligent''' {{MainEntry|[[Intelligent tutoring system]]}} <br> '''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white board}}<br> Trace d’apprentissage {{MainEntry|Learning trail}}<br> '''[[Cognitive tutor/fr|Tuteur cognitif]]''' {{MainEntry|[[Cognitive tutor]]}} <br>'''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br> 872 852 2012-05-14T09:22:01Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: French entries ''Edited by Nicolas Balacheff, Laboratoire LIG, CNRS (FR)'' <br> '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A '''{{Anchor|A}}<br> '''[[Educational affordance/fr|Affordance éducative]]''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance learning}}<br> Apprentissage assisté par ordinateur {{MainEntry|Computer-assisted learning}}<br> '''Apprentissage auto-régulé''' {{MainEntry|[[Self-regulated learning]]}}<br> Apprentissage collaboratif assisté par ordinateur {{MainEntry|Computer-supported collaborative learning}}<br> Apprentissage collaboratif {{MainEntry|Collaborative learning}}<br> Apprentissage des langues assisté par ordinateur {{MainEntry|Computer-assisted language learning}}<br> Apprentissage distribué {{MainEntry|Distributed learning}}<br> '''Apprentissage en réseau''' {{MainEntry|[[Networked learning]]}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- communauté d’… {{MainEntry|… communities}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- environnement d’… {{MainEntry|… environment}}<br> '''Apprentissage par l’investigation''' {{MainEntry|[[Inquiry learning]]}}<br> Apprentissage hybride {{MainEntry|Blended learning}}<br> '''Apprentissage informel''' {{MainEntry|[[Informal learning]]}}<br> '''Apprentissage mobile''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage multimédia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage par le jeu''' {{MainEntry|[[Game-based learning]]}}<br> Apprentissage situé {{MainEntry|Situated learning}}<br> Apprentissage ubiquitaire {{MainEntry|Ubiquitous learning}} <br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> '''Environnement d’apprentissage adaptatif''' {{MainEntry|[[Adaptive learning environment]]}}<br> Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> '''Environnement d’apprentissage par simulation''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> Environnement d’apprentissage {{MainEntry|Learning environment}}<br> Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> '''Espace d’apprentissage''' {{MainEntry|[[Learning space]]}}<br> Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> Expérimentation assistée par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br>'''F '''{{Anchor|F}}<br> '''Feedback épistémique''' {{MainEntry|[[Epistemic feedback]]}}<br> Fouille de données pour l’éducation {{MainEntry|Educational data mining}} <br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> '''Grille d’apprentissage''' {{MainEntry|[[Learning grid]]}} <br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> '''Ingénierie didactique''' {{MainEntry|[[Didactical engineering]]}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}} <br>'''J '''{{Anchor|J}}<br> Jeu de simulation {{MainEntry|Simulation games}} <br>'''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> Logiciel ludo-éducatif – logiciel ludoéducatif {{MainEntry|Edutainment}} <br>'''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}} <br>'''O '''{{Anchor|O}}<br> '''Objet d’apprentissage''' {{MainEntry|[[Learning objects]]}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br>'''P '''{{Anchor|P}}<br> '''Phénomène embarqué''' {{MainEntry|[[Embedded phenomena]]}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}} <br>'''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br>'''S '''{{Anchor|S}}<br>'''Scénario d’apprentissage''' {{MainEntry|[[Learning scenario]]}}<br> '''Script de collaboration''' {{MainEntry|[[Collaboration script]]}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation éducative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> Système auteur {{MainEntry|Authoring system}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage intégré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> '''Système de gestion des apprentissages''' {{MainEntry|[[Learning management systems]]}}<br> '''Système tuteur intelligent''' {{MainEntry|[[Intelligent tutoring system]]}} <br> '''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white board}}<br> Trace d’apprentissage {{MainEntry|Learning trail}}<br> '''[[Cognitive tutor/fr|Tuteur cognitif]]''' {{MainEntry|[[Cognitive tutor]]}} <br>'''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br> 852 830 2012-05-04T09:14:24Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: French entries ''Edited by Nicolas Balacheff, Laboratoire LIG, CNRS (FR)'' <br> '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A '''{{Anchor|A}}<br> '''Affordance éducative''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance learning}}<br> Apprentissage assisté par ordinateur {{MainEntry|Computer-assisted learning}}<br> '''Apprentissage auto-régulé''' {{MainEntry|[[Self-regulated learning]]}}<br> Apprentissage collaboratif assisté par ordinateur {{MainEntry|Computer-supported collaborative learning}}<br> Apprentissage collaboratif {{MainEntry|Collaborative learning}}<br> Apprentissage des langues assisté par ordinateur {{MainEntry|Computer-assisted language learning}}<br> Apprentissage distribué {{MainEntry|Distributed learning}}<br> '''Apprentissage en réseau''' {{MainEntry|[[Networked learning]]}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- communauté d’… {{MainEntry|… communities}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- environnement d’… {{MainEntry|… environment}}<br> '''Apprentissage par l’investigation''' {{MainEntry|[[Inquiry learning]]}}<br> Apprentissage hybride {{MainEntry|Blended learning}}<br> '''Apprentissage informel''' {{MainEntry|[[Informal learning]]}}<br> '''Apprentissage mobile''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage multimédia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage par le jeu''' {{MainEntry|[[Game-based learning]]}}<br> Apprentissage situé {{MainEntry|Situated learning}}<br> Apprentissage ubiquitaire {{MainEntry|Ubiquitous learning}} <br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> '''Environnement d’apprentissage adaptatif''' {{MainEntry|[[Adaptive learning environment]]}}<br> Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> '''Environnement d’apprentissage par simulation''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> Environnement d’apprentissage {{MainEntry|Learning environment}}<br> Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> '''Espace d’apprentissage''' {{MainEntry|[[Learning space]]}}<br> Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> Expérimentation assistée par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br>'''F '''{{Anchor|F}}<br> '''Feedback épistémique''' {{MainEntry|[[Epistemic feedback]]}}<br> Fouille de données pour l’éducation {{MainEntry|Educational data mining}} <br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> '''Grille d’apprentissage''' {{MainEntry|[[Learning grid]]}} <br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> '''Ingénierie didactique''' {{MainEntry|[[Didactical engineering]]}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}} <br>'''J '''{{Anchor|J}}<br> Jeu de simulation {{MainEntry|Simulation games}} <br>'''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> Logiciel ludo-éducatif – logiciel ludoéducatif {{MainEntry|Edutainment}} <br>'''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}} <br>'''O '''{{Anchor|O}}<br> '''Objet d’apprentissage''' {{MainEntry|[[Learning objects]]}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br>'''P '''{{Anchor|P}}<br> '''Phénomène embarqué''' {{MainEntry|[[Embedded phenomena]]}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}} <br>'''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br>'''S '''{{Anchor|S}}<br>'''Scénario d’apprentissage''' {{MainEntry|[[Learning scenario]]}}<br> '''Script de collaboration''' {{MainEntry|[[Collaboration script]]}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation éducative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> Système auteur {{MainEntry|Authoring system}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage intégré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> '''Système de gestion des apprentissages''' {{MainEntry|[[Learning management systems]]}}<br> '''Système tuteur intelligent''' {{MainEntry|[[Intelligent tutoring system]]}} <br>'''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white board}}<br> Trace d’apprentissage {{MainEntry|Learning trail}}<br>'''[[Cognitive tutor/fr|Tuteur cognitif]]''' {{MainEntry|[[Cognitive tutor]]}} <br>'''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br> 830 809 2012-04-13T08:48:31Z Admin 1 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: French entries ''Edited by Nicolas Balacheff, Laboratoire LIG, CNRS (FR)'' <br> '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A '''{{Anchor|A}}<br> '''Affordance éducative''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance learning}}<br> Apprentissage assisté par ordinateur {{MainEntry|Computer-assisted learning}}<br> '''Apprentissage auto-régulé''' {{MainEntry|[[Self-regulated learning]]}}<br> Apprentissage collaboratif assisté par ordinateur {{MainEntry|Computer-supported collaborative learning}}<br> Apprentissage collaboratif {{MainEntry|Collaborative learning}}<br> Apprentissage des langues assisté par ordinateur {{MainEntry|Computer-assisted language learning}}<br> Apprentissage distribué {{MainEntry|Distributed learning}}<br> '''Apprentissage en réseau''' {{MainEntry|[[Networked learning]]}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- communauté d’… {{MainEntry|… communities}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- environnement d’… {{MainEntry|… environment}}<br> '''Apprentissage par l’investigation''' {{MainEntry|[[Inquiry learning]]}}<br> Apprentissage hybride {{MainEntry|Blended learning}}<br> '''Apprentissage informel''' {{MainEntry|[[Informal learning]]}}<br> '''Apprentissage mobile''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage multimédia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage par le jeu''' {{MainEntry|[[Game-based learning]]}}<br> Apprentissage situé {{MainEntry|Situated learning}}<br> Apprentissage ubiquitaire {{MainEntry|Ubiquitous learning}} <br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> Environnement d’apprentissage adaptatif {{MainEntry|Adaptive learning environment}}<br> Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> '''Environnement d’apprentissage par simulation''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> Environnement d’apprentissage {{MainEntry|Learning environment}}<br> Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> '''Espace d’apprentissage''' {{MainEntry|[[Learning space]]}}<br> Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> Expérimentation assistée par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br>'''F '''{{Anchor|F}}<br> '''Feedback épistémique''' {{MainEntry|[[Epistemic feedback]]}}<br> Fouille de données pour l’éducation {{MainEntry|Educational data mining}} <br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> '''Grille d’apprentissage''' {{MainEntry|[[Learning grid]]}} <br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> '''Ingénierie didactique''' {{MainEntry|[[Didactical engineering]]}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}} <br>'''J '''{{Anchor|J}}<br> Jeu de simulation {{MainEntry|Simulation games}} <br>'''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> Logiciel ludo-éducatif – logiciel ludoéducatif {{MainEntry|Edutainment}} <br>'''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}} <br>'''O '''{{Anchor|O}}<br> '''Objet d’apprentissage''' {{MainEntry|[[Learning objects]]}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br>'''P '''{{Anchor|P}}<br> '''Phénomène embarqué''' {{MainEntry|[[Embedded phenomena]]}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}} <br>'''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br>'''S '''{{Anchor|S}}<br>'''Scénario d’apprentissage''' {{MainEntry|[[Learning scenario]]}}<br> '''Script de collaboration''' {{MainEntry|[[Collaboration script]]}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation éducative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> Système auteur {{MainEntry|Authoring system}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage intégré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> '''Système de gestion des apprentissages''' {{MainEntry|[[Learning management systems]]}}<br> '''Système tuteur intelligent''' {{MainEntry|[[Intelligent tutoring system]]}} <br>'''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white board}}<br> Trace d’apprentissage {{MainEntry|Learning trail}}<br>'''[[Cognitive tutor/fr|Tuteur cognitif]]''' {{MainEntry|[[Cognitive tutor]]}} <br>'''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br> 809 808 2012-03-06T13:05:38Z Manon 3 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: French entries ''Edited by Nicolas Balacheff, Laboratoire LIG, CNRS (FR)'' <br> '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A '''{{Anchor|A}}<br> '''Affordance éducative''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance learning}}<br> Apprentissage assisté par ordinateur {{MainEntry|Computer-assisted learning}}<br> '''Apprentissage auto-régulé''' {{MainEntry|[[Self-regulated learning]]}}<br> Apprentissage collaboratif assisté par ordinateur {{MainEntry|Computer-supported collaborative learning}}<br> Apprentissage collaboratif {{MainEntry|Collaborative learning}}<br> Apprentissage des langues assisté par ordinateur {{MainEntry|Computer-assisted language learning}}<br> Apprentissage distribué {{MainEntry|Distributed learning}}<br> '''Apprentissage en réseau''' {{MainEntry|[[Networked learning]]}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- communauté d’… {{MainEntry|… communities}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- environnement d’… {{MainEntry|… environment}}<br> '''Apprentissage par l’investigation''' {{MainEntry|[[Inquiry learning]]}}<br> Apprentissage hybride {{MainEntry|Blended learning}}<br> '''Apprentissage informel''' {{MainEntry|[[Informal learning]]}}<br> '''Apprentissage mobile''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage multimédia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage par le jeu''' {{MainEntry|[[Game-based learning]]}}<br> Apprentissage situé {{MainEntry|Situated learning}}<br> Apprentissage ubiquitaire {{MainEntry|Ubiquitous learning}} <br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> Environnement d’apprentissage adaptatif {{MainEntry|Adaptive learning environment}}<br> Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> '''Environnement d’apprentissage par simulation''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> Environnement d’apprentissage {{MainEntry|Learning environment}}<br> Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> '''Espace d’apprentissage''' {{MainEntry|[[Learning space]]}}<br> Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> Expérimentation assistée par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br>'''F '''{{Anchor|F}}<br> '''Feedback épistémique''' {{MainEntry|[[Epistemic feedback]]}}<br> Fouille de données pour l’éducation {{MainEntry|Educational data mining}} <br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> '''Grille d’apprentissage''' {{MainEntry|[[Learning grid]]}} <br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> '''Ingénierie didactique''' {{MainEntry|[[Didactical engineering]]}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}} <br>'''J '''{{Anchor|J}}<br> Jeu de simulation {{MainEntry|Simulation games}} <br>'''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> Logiciel ludo-éducatif – logiciel ludoéducatif {{MainEntry|Edutainment}} <br>'''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}} <br>'''O '''{{Anchor|O}}<br> '''Objet d’apprentissage''' {{MainEntry|[[Learning objects]]}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br>'''P '''{{Anchor|P}}<br> '''Phénomène embarqué''' {{MainEntry|[[Embedded phenomena]]}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}} <br>'''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br>'''S '''{{Anchor|S}}<br>'''Scénario d’apprentissage''' {{MainEntry|[[Learning scenario]]}}<br> '''Script de collaboration''' {{MainEntry|[[Collaboration script]]}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation éducative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> Système auteur {{MainEntry|Authoring system}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage intégré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> '''Système de gestion des apprentissages''' {{MainEntry|[[Learning management systems]]}}<br> '''Système tuteur intelligent''' {{MainEntry|[[Intelligent tutoring system]]}} <br>'''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white board}}<br> Trace d’apprentissage {{MainEntry|Learning trail}}<br>'''Tuteur cognitif''' {{MainEntry|[[Cognitive tutor]]}} <br>'''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br> 808 712 2012-03-06T12:58:12Z Manon 3 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: French entries ''Edited by Nicolas Balacheff, Laboratoire LIG, CNRS (FR)'' <br> '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A '''{{Anchor|A}}<br> '''Affordance éducative''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance learning}}<br> Apprentissage assisté par ordinateur {{MainEntry|Computer-assisted learning}}<br> '''Apprentissage auto-régulé''' {{MainEntry|[[Self-regulated learning]]}}<br> Apprentissage collaboratif assisté par ordinateur {{MainEntry|Computer-supported collaborative learning}}<br> Apprentissage collaboratif {{MainEntry|Collaborative learning}}<br> Apprentissage des langues assisté par ordinateur {{MainEntry|Computer-assisted language learning}}<br> Apprentissage distribué {{MainEntry|Distributed learning}}<br> '''Apprentissage en réseau''' {{MainEntry|[[Networked learning]]}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- communauté d’… {{MainEntry|… communities}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- environnement d’… {{MainEntry|… environment}}<br> '''Apprentissage par l’investigation''' {{MainEntry|[[Inquiry learning]]}}<br> Apprentissage hybride {{MainEntry|Blended learning}}<br> '''Apprentissage informel''' {{MainEntry|[[Informal learning]]}}<br> '''Apprentissage mobile''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage multimédia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage par le jeu''' {{MainEntry|[[Game-based learning]]}}<br> Apprentissage situé {{MainEntry|Situated learning}}<br> Apprentissage ubiquitaire {{MainEntry|Ubiquitous learning}} <br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> Environnement d’apprentissage adaptatif {{MainEntry|Adaptive learning environment}}<br> Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> '''Environnement d’apprentissage par simulation''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> Environnement d’apprentissage {{MainEntry|Learning environment}}<br> Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> '''Espace d’apprentissage''' {{MainEntry|[[Learning space]]}}<br> Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> Expérimentation assistée par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br>'''F '''{{Anchor|F}}<br> '''Feedback épistémique''' {{MainEntry|[[Epistemic feedback]]}}<br> Fouille de donnée pour l’éducation {{MainEntry|Educational data mining}} <br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> '''Grille d’apprentissage''' {{MainEntry|[[Learning grid]]}} <br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> '''Ingénierie didactique''' {{MainEntry|[[Didactical engineering]]}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}} <br>'''J '''{{Anchor|J}}<br> Jeu de simulation {{MainEntry|Simulation games}} <br>'''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> Logiciel ludo-éducatif – logiciel ludoéducatif {{MainEntry|Edutainment}} <br>'''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}} <br>'''O '''{{Anchor|O}}<br> '''Objet d’apprentissage''' {{MainEntry|[[Learning objects]]}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br>'''P '''{{Anchor|P}}<br> '''Phénomène embarqué''' {{MainEntry|[[Embedded phenomena]]}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}} <br>'''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br>'''S '''{{Anchor|S}}<br>'''Scénario d’apprentissage''' {{MainEntry|[[Learning scenario]]}}<br> '''Script de collaboration''' {{MainEntry|[[Collaboration script]]}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation éducative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> Système auteur {{MainEntry|Authoring system}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage intégré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> '''Système de gestion des apprentissages''' {{MainEntry|[[Learning management systems]]}}<br> '''Système tuteur intelligent''' {{MainEntry|[[Intelligent tutoring system]]}} <br>'''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white board}}<br> Trace d’apprentissage {{MainEntry|Learning trail}}<br>'''Tuteur cognitif''' {{MainEntry|[[Cognitive tutor]]}} <br>'''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br> 712 670 2012-02-09T10:00:40Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: French entries ''Edited by Nicolas Balacheff, Laboratoire LIG, CNRS (FR)'' <br> '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A '''{{Anchor|A}}<br> '''Affordance éducative''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance learning}}<br> Apprentissage assisté par ordinateur {{MainEntry|Computer-assisted learning}}<br> '''Apprentissage auto-régulé''' {{MainEntry|[[Self-regulated learning]]}}<br> Apprentissage collaboratif assisté par ordinateur {{MainEntry|Computer-supported collaborative learning}}<br> Apprentissage collaboratif {{MainEntry|Collaborative learning}}<br> Apprentissage des langues assisté par ordinateur {{MainEntry|Computer-assisted language learning}}<br> Apprentissage distribué {{MainEntry|Distributed learning}}<br> '''Apprentissage en réseau''' {{MainEntry|[[Networked learning]]}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- communauté d’… {{MainEntry|… communities}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- environnement d’… {{MainEntry|… environment}}<br> '''Apprentissage par l’investigation''' {{MainEntry|[[Inquiry learning]]}}<br> Apprentissage hybride {{MainEntry|Blended learning}}<br> '''Apprentissage informel''' {{MainEntry|[[Informal learning]]}}<br> '''Apprentissage mobile''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage multimédia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage par le jeu''' {{MainEntry|[[Game-based learning]]}}<br> Apprentissage situé {{MainEntry|Situated learning}}<br> Apprentissage ubiquitaire {{MainEntry|Ubiquitous learning}} <br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> Environnement d’apprentissage adaptatif {{MainEntry|Adaptive learning environment}}<br> Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> '''Environnement d’apprentissage par simulation''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> Environnement d’apprentissage {{MainEntry|Learning environment}}<br> Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> '''Espace d’apprentissage''' {{MainEntry|[[Learning space]]}}<br> Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> Expérimentation assisté par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br>'''F '''{{Anchor|F}}<br> '''Feedback épistémique''' {{MainEntry|[[Epistemic feedback]]}}<br> Fouille de donnée pour l’éducation {{MainEntry|Educational data mining}} <br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> '''Grille d’apprentissage''' {{MainEntry|[[Learning grid]]}} <br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> '''Ingénierie didactique''' {{MainEntry|[[Didactical engineering]]}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}} <br>'''J '''{{Anchor|J}}<br> Jeu de simulation {{MainEntry|Simulation games}} <br>'''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> Logiciel ludo-éducatif – logiciel ludoéducatif {{MainEntry|Edutainment}} <br>'''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}} <br>'''O '''{{Anchor|O}}<br> '''Objet d’apprentissage''' {{MainEntry|[[Learning objects]]}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br>'''P '''{{Anchor|P}}<br> '''Phénomène embarqué''' {{MainEntry|[[Embedded phenomena]]}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}} <br>'''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br>'''S '''{{Anchor|S}}<br>'''Scénario d’apprentissage''' {{MainEntry|[[Learning scenario]]}}<br> '''Script de collaboration''' {{MainEntry|[[Collaboration script]]}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation éducative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> Système auteur {{MainEntry|Authoring system}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage intégré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> '''Système de gestion des apprentissages''' {{MainEntry|[[Learning management systems]]}}<br> '''Système tuteur intelligent''' {{MainEntry|[[Intelligent tutoring system]]}} <br>'''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white board}}<br> Trace d’apprentissage {{MainEntry|Learning trail}}<br>'''Tuteur cognitif''' {{MainEntry|[[Cognitive tutor]]}} <br>'''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br> 670 643 2012-01-30T09:50:16Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: French entries ''Edited by Nicolas Balacheff, Laboratoire LIG, CNRS (FR)'' <br> '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A '''{{Anchor|A}}<br> '''Affordance éducative''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance learning}}<br> Apprentissage assisté par ordinateur {{MainEntry|Computer-assisted learning}}<br> '''Apprentissage auto-régulé''' {{MainEntry|[[Self-regulated learning]]}}<br> Apprentissage collaboratif assisté par ordinateur {{MainEntry|Computer-supported collaborative learning}}<br> Apprentissage collaboratif {{MainEntry|Collaborative learning}}<br> Apprentissage des langues assisté par ordinateur {{MainEntry|Computer-assisted language learning}}<br> Apprentissage distribué {{MainEntry|Distributed learning}}<br> '''Apprentissage en réseau''' {{MainEntry|[[Networked learning]]}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- communauté d’… {{MainEntry|… communities}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- environnement d’… {{MainEntry|… environment}}<br> '''Apprentissage par l’investigation''' {{MainEntry|[[Inquiry learning]]}}<br> Apprentissage hybride {{MainEntry|Blended learning}}<br> '''Apprentissage informel''' {{MainEntry|[[Informal learning]]}}<br> '''Apprentissage mobile''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage multimédia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage par le jeu''' {{MainEntry|[[Game-based learning]]}}<br> Apprentissage situé {{MainEntry|Situated learning}}<br> Apprentissage ubiquitaire {{MainEntry|Ubiquitous learning}} <br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> Environnement d’apprentissage adaptatif {{MainEntry|Adaptive learning environment}}<br> Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> Environnement d’apprentissage par simulation {{MainEntry|Simulation-based learning environment}}<br> Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> Environnement d’apprentissage {{MainEntry|Learning environment}}<br> Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> '''Espace d’apprentissage''' {{MainEntry|[[Learning space]]}}<br> Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> Expérimentation assisté par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br>'''F '''{{Anchor|F}}<br> '''Feedback épistémique''' {{MainEntry|[[Epistemic feedback]]}}<br> Fouille de donnée pour l’éducation {{MainEntry|Educational data mining}} <br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> '''Grille d’apprentissage''' {{MainEntry|[[Learning grid]]}} <br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> '''Ingénierie didactique''' {{MainEntry|[[Didactical engineering]]}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}} <br>'''J '''{{Anchor|J}}<br> Jeu de simulation {{MainEntry|Simulation games}} <br>'''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> Logiciel ludo-éducatif – logiciel ludoéducatif {{MainEntry|Edutainment}} <br>'''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}} <br>'''O '''{{Anchor|O}}<br> '''Objet d’apprentissage''' {{MainEntry|[[Learning objects]]}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br>'''P '''{{Anchor|P}}<br> '''Phénomène embarqué''' {{MainEntry|[[Embedded phenomena]]}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}} <br>'''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br>'''S '''{{Anchor|S}}<br>'''Scénario d’apprentissage''' {{MainEntry|[[Learning scenario]]}}<br> '''Script de collaboration''' {{MainEntry|[[Collaboration script]]}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation éducative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> Système auteur {{MainEntry|Authoring system}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage intégré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> '''Système de gestion des apprentissages''' {{MainEntry|[[Learning management systems]]}}<br> '''Système tuteur intelligent''' {{MainEntry|[[Intelligent tutoring system]]}} <br>'''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white board}}<br> Trace d’apprentissage {{MainEntry|Learning trail}}<br>'''Tuteur cognitif''' {{MainEntry|[[Cognitive tutor]]}} <br>'''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br> 643 631 2012-01-23T14:04:15Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: French entries ''Edited by Nicolas Balacheff, Laboratoire LIG, CNRS (FR)'' <br> '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A '''{{Anchor|A}}<br> '''Affordance éducative''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance learning}}<br> Apprentissage assisté par ordinateur {{MainEntry|Computer-assisted learning}}<br> '''Apprentissage auto-régulé''' {{MainEntry|[[Self-regulated learning]]}}<br> Apprentissage collaboratif assisté par ordinateur {{MainEntry|Computer-supported collaborative learning}}<br> Apprentissage collaboratif {{MainEntry|Collaborative learning}}<br> Apprentissage des langues assisté par ordinateur {{MainEntry|Computer-assisted language learning}}<br> Apprentissage distribué {{MainEntry|Distributed learning}}<br>'''Apprentissage en réseau''' {{MainEntry|[[Networked learning]]}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- communauté d’… {{MainEntry|… communities}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- environnement d’… {{MainEntry|… environment}}<br> '''Apprentissage par l’investigation''' {{MainEntry|[[Inquiry learning]]}}<br> Apprentissage hybride {{MainEntry|Blended learning}}<br> '''Apprentissage informel''' {{MainEntry|[[Informal learning]]}}<br> '''Apprentissage mobile''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage par le jeu''' {{MainEntry|[[Game-based learning]]}}<br> Apprentissage situé {{MainEntry|Situated learning}}<br> Apprentissage ubiquitaire {{MainEntry|Ubiquitous learning}} <br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> Environnement d’apprentissage adaptatif {{MainEntry|Adaptive learning environment}}<br> Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> Environnement d’apprentissage par simulation {{MainEntry|Simulation-based learning environment}}<br> Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> Environnement d’apprentissage {{MainEntry|Learning environment}}<br> Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> '''Espace d’apprentissage''' {{MainEntry|[[Learning space]]}}<br> Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> Expérimentation assisté par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br>'''F '''{{Anchor|F}}<br> '''Feedback épistémique''' {{MainEntry|[[Epistemic feedback]]}}<br> Fouille de donnée pour l’éducation {{MainEntry|Educational data mining}} <br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> '''Grille d’apprentissage''' {{MainEntry|[[Learning grid]]}} <br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> '''Ingénierie didactique''' {{MainEntry|[[Didactical engineering]]}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}} <br>'''J '''{{Anchor|J}}<br> Jeu de simulation {{MainEntry|Simulation games}} <br>'''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> Logiciel ludo-éducatif – logiciel ludoéducatif {{MainEntry|Edutainment}} <br>'''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}} <br>'''O '''{{Anchor|O}}<br> '''Objet d’apprentissage''' {{MainEntry|[[Learning objects]]}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br>'''P '''{{Anchor|P}}<br> '''Phénomène embarqué''' {{MainEntry|[[Embedded phenomena]]}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}} <br>'''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br>'''S '''{{Anchor|S}}<br>'''Scénario d’apprentissage''' {{MainEntry|[[Learning scenario]]}}<br> '''Script de collaboration''' {{MainEntry|[[Collaboration script]]}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation éducative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> Système auteur {{MainEntry|Authoring system}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage intégré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> '''Système de gestion des apprentissages''' {{MainEntry|[[Learning management systems]]}}<br> '''Système tuteur intelligent''' {{MainEntry|[[Intelligent tutoring system]]}} <br>'''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white board}}<br> Trace d’apprentissage {{MainEntry|Learning trail}}<br>'''Tuteur cognitif''' {{MainEntry|[[Cognitive tutor]]}} <br>'''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br> 631 611 2012-01-19T13:52:30Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: French entries ''Edited by Nicolas Balacheff, Laboratoire LIG, CNRS (FR)'' <br> '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A '''{{Anchor|A}}<br> '''Affordance éducative''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance learning}}<br> Apprentissage assisté par ordinateur {{MainEntry|Computer-assisted learning}}<br> '''Apprentissage auto-régulé''' {{MainEntry|[[Self-regulated learning]]}}<br> Apprentissage collaboratif assisté par ordinateur {{MainEntry|Computer-supported collaborative learning}}<br> Apprentissage collaboratif {{MainEntry|Collaborative learning}}<br> Apprentissage des langues assisté par ordinateur {{MainEntry|Computer-assisted language learning}}<br> Apprentissage distribué {{MainEntry|Distributed learning}}<br>'''Apprentissage en réseau''' {{MainEntry|[[Networked learning]]}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- communauté d’… {{MainEntry|… communities}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- environnement d’… {{MainEntry|… environment}}<br> '''Apprentissage par l’investigation''' {{MainEntry|[[Inquiry learning]]}}<br> Apprentissage hybride {{MainEntry|Blended learning}}<br> '''Apprentissage informel''' {{MainEntry|[[Informal learning]]}}<br> '''Apprentissage mobile''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage par le jeu''' {{MainEntry|[[Game-based learning]]}}<br> Apprentissage situé {{MainEntry|Situated learning}}<br> Apprentissage ubiquitaire {{MainEntry|Ubiquitous learning}} <br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> Environnement d’apprentissage adaptatif {{MainEntry|Adaptive learning environment}}<br> Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> Environnement d’apprentissage par simulation {{MainEntry|Simulation-based learning environment}}<br> Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> Environnement d’apprentissage {{MainEntry|Learning environment}}<br> Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> '''Espace d’apprentissage''' {{MainEntry|[[Learning space]]}}<br> Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> Expérimentation assisté par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br>'''F '''{{Anchor|F}}<br> Feedback épistémique {{MainEntry|Epistemic feedback}}<br> Fouille de donnée pour l’éducation {{MainEntry|Educational data mining}} <br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> '''Grille d’apprentissage''' {{MainEntry|[[Learning grid]]}} <br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> '''Ingénierie didactique''' {{MainEntry|[[Didactical engineering]]}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}} <br>'''J '''{{Anchor|J}}<br> Jeu de simulation {{MainEntry|Simulation games}} <br>'''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> Logiciel ludo-éducatif – logiciel ludoéducatif {{MainEntry|Edutainment}} <br>'''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}} <br>'''O '''{{Anchor|O}}<br> '''Objet d’apprentissage''' {{MainEntry|[[Learning objects]]}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br>'''P '''{{Anchor|P}}<br> '''Phénomène embarqué''' {{MainEntry|[[Embedded phenomena]]}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}} <br>'''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br>'''S '''{{Anchor|S}}<br>'''Scénario d’apprentissage''' {{MainEntry|[[Learning scenario]]}}<br> '''Script de collaboration''' {{MainEntry|[[Collaboration script]]}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation éducative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> Système auteur {{MainEntry|Authoring system}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage intégré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> '''Système de gestion des apprentissages''' {{MainEntry|[[Learning management systems]]}}<br> '''Système tuteur intelligent''' {{MainEntry|[[Intelligent tutoring system]]}} <br>'''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white board}}<br> Trace d’apprentissage {{MainEntry|Learning trail}}<br>'''Tuteur cognitif''' {{MainEntry|[[Cognitive tutor]]}} <br>'''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br> 611 578 2012-01-16T15:01:10Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: French entries ''Edited by Nicolas Balacheff, Laboratoire LIG, CNRS (FR)'' <br> '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A '''{{Anchor|A}}<br> '''Affordance éducative''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance learning}}<br> Apprentissage assisté par ordinateur {{MainEntry|Computer-assisted learning}}<br> '''Apprentissage auto-régulé''' {{MainEntry|[[Self-regulated learning]]}}<br> Apprentissage collaboratif assisté par ordinateur {{MainEntry|Computer-supported collaborative learning}}<br> Apprentissage collaboratif {{MainEntry|Collaborative learning}}<br> Apprentissage des langues assisté par ordinateur {{MainEntry|Computer-assisted language learning}}<br> Apprentissage distribué {{MainEntry|Distributed learning}}<br>'''Apprentissage en réseau''' {{MainEntry|[[Networked learning]]}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- communauté d’… {{MainEntry|… communities}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- environnement d’… {{MainEntry|… environment}}<br> '''Apprentissage par l’investigation''' {{MainEntry|[[Inquiry learning]]}}<br> Apprentissage hybride {{MainEntry|Blended learning}}<br> '''Apprentissage informel''' {{MainEntry|[[Informal learning]]}}<br> '''Apprentissage mobile''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage par le jeu''' {{MainEntry|[[Game-based learning]]}}<br> Apprentissage situé {{MainEntry|Situated learning}}<br> Apprentissage ubiquitaire {{MainEntry|Ubiquitous learning}} <br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> Environnement d’apprentissage adaptatif {{MainEntry|Adaptive learning environment}}<br> Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> Environnement d’apprentissage par simulation {{MainEntry|Simulation-based learning environment}}<br> Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> Environnement d’apprentissage {{MainEntry|Learning environment}}<br> Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> '''Espace d’apprentissage''' {{MainEntry|[[Learning space]]}}<br> Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> Expérimentation assisté par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br>'''F '''{{Anchor|F}}<br> Feedback épistémique {{MainEntry|Epistemic feedback}}<br> Fouille de donnée pour l’éducation {{MainEntry|Educational data mining}} <br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> '''Grille d’apprentissage''' {{MainEntry|[[Learning grid]]}} <br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> '''Ingénierie didactique''' {{MainEntry|[[Didactical engineering]]}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}} <br>'''J '''{{Anchor|J}}<br> Jeu de simulation {{MainEntry|Simulation games}} <br>'''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> Logiciel ludo-éducatif – logiciel ludoéducatif {{MainEntry|Edutainment}} <br>'''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}} <br>'''O '''{{Anchor|O}}<br> '''Objet d’apprentissage''' {{MainEntry|[[Learning objects]]}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br>'''P '''{{Anchor|P}}<br> '''Phénomène embarqué''' {{MainEntry|[[Embedded phenomena]]}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}} <br>'''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br>'''S '''{{Anchor|S}}<br>'''Scénario d’apprentissage''' {{MainEntry|[[Learning scenario]]}}<br> '''Script de collaboration''' {{MainEntry|[[Collaboration script]]}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation éducative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> Système auteur {{MainEntry|Authoring system}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage intégré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> '''Système de gestion des apprentissages''' {{MainEntry|[[Learning management systems]]}}<br> Système tuteur intelligent {{MainEntry|Intelligent tutoring system}} <br>'''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white board}}<br> Trace d’apprentissage {{MainEntry|Learning trail}}<br>'''Tuteur cognitif''' {{MainEntry|[[Cognitive tutor]]}} <br>'''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br> 578 562 2012-01-05T15:48:18Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: French entries ''Edited by Nicolas Balacheff, Laboratoire LIG, CNRS (FR)'' <br> '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A '''{{Anchor|A}}<br> '''Affordance éducative''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance learning}}<br> Apprentissage assisté par ordinateur {{MainEntry|Computer-assisted learning}}<br> '''Apprentissage auto-régulé''' {{MainEntry|[[Self-regulated learning]]}}<br> Apprentissage collaboratif assisté par ordinateur {{MainEntry|Computer-supported collaborative learning}}<br> Apprentissage collaboratif {{MainEntry|Collaborative learning}}<br> Apprentissage des langues assisté par ordinateur {{MainEntry|Computer-assisted language learning}}<br> Apprentissage distribué {{MainEntry|Distributed learning}}<br>'''Apprentissage en réseau''' {{MainEntry|[[Networked learning]]}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- communauté d’… {{MainEntry|… communities}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- environnement d’… {{MainEntry|… environment}}<br> '''Apprentissage par l’investigation''' {{MainEntry|[[Inquiry learning]]}}<br> Apprentissage hybride {{MainEntry|Blended learning}}<br> '''Apprentissage informel''' {{MainEntry|[[Informal learning]]}}<br> '''Apprentissage mobile''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage par le jeu''' {{MainEntry|[[Game-based learning]]}}<br> Apprentissage situé {{MainEntry|Situated learning}}<br> Apprentissage ubiquitaire {{MainEntry|Ubiquitous learning}} <br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> Environnement d’apprentissage adaptatif {{MainEntry|Adaptive learning environment}}<br> Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> Environnement d’apprentissage par simulation {{MainEntry|Simulation-based learning environment}}<br> Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> Environnement d’apprentissage {{MainEntry|Learning environment}}<br> Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> '''Espace d’apprentissage''' {{MainEntry|[[Learning space]]}}<br> Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> Expérimentation assisté par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br>'''F '''{{Anchor|F}}<br> Feedback épistémique {{MainEntry|Epistemic feedback}}<br> Fouille de donnée pour l’éducation {{MainEntry|Educational data mining}} <br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> '''Grille d’apprentissage''' {{MainEntry|[[Learning grid]]}} <br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> '''Ingénierie didactique''' {{MainEntry|[[Didactical engineering]]}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}} <br>'''J '''{{Anchor|J}}<br> Jeu de simulation {{MainEntry|Simulation games}} <br>'''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> Logiciel ludo-éducatif – logiciel ludoéducatif {{MainEntry|Edutainment}} <br>'''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}} <br>'''O '''{{Anchor|O}}<br> '''Objet d’apprentissage''' {{MainEntry|[[Learning objects]]}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br>'''P '''{{Anchor|P}}<br> '''Phénomène embarqué''' {{MainEntry|[[Embedded phenomena]]}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}} <br>'''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br>'''S '''{{Anchor|S}}<br>'''Scénario d’apprentissage''' {{MainEntry|[[Learning scenario]]}}<br> '''Script de collaboration''' {{MainEntry|[[Collaboration script]]}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation éducative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> Système auteur {{MainEntry|Authoring system}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage intégré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> '''Système de gestion des apprentissages''' {{MainEntry|[[Learning management systems]]}}<br> Système tuteur intelligent {{MainEntry|Intelligent tutoring system}} <br>'''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white board}}<br> Trace d’apprentissage {{MainEntry|Learning trail}}<br> Tuteur cognitif {{MainEntry|Cognitive tutor}} <br>'''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br> 562 540 2012-01-05T15:23:08Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: French entries ''Edited by Nicolas Balacheff, Laboratoire LIG, CNRS (FR)'' <br> '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A '''{{Anchor|A}}<br> '''Affordance éducative''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance learning}}<br> Apprentissage assisté par ordinateur {{MainEntry|Computer-assisted learning}}<br> '''Apprentissage auto-régulé''' {{MainEntry|[[Self-regulated learning]]}}<br> Apprentissage collaboratif assisté par ordinateur {{MainEntry|Computer-supported collaborative learning}}<br> Apprentissage collaboratif {{MainEntry|Collaborative learning}}<br> Apprentissage des langues assisté par ordinateur {{MainEntry|Computer-assisted language learning}}<br> Apprentissage distribué {{MainEntry|Distributed learning}}<br>'''Apprentissage en réseau''' {{MainEntry|[[Networked learning]]}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- communauté d’… {{MainEntry|… communities}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- environnement d’… {{MainEntry|… environment}}<br> '''Apprentissage par l’investigation''' {{MainEntry|[[Inquiry learning]]}}<br> Apprentissage hybride {{MainEntry|Blended learning}}<br> '''Apprentissage informel''' {{MainEntry|[[Informal learning]]}}<br> '''Apprentissage mobile''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage par le jeu''' {{MainEntry|[[Game-based learning]]}}<br> Apprentissage situé {{MainEntry|Situated learning}}<br> Apprentissage ubiquitaire {{MainEntry|Ubiquitous learning}} <br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> Environnement d’apprentissage adaptatif {{MainEntry|Adaptive learning environment}}<br> Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> Environnement d’apprentissage par simulation {{MainEntry|Simulation-based learning environment}}<br> Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> Environnement d’apprentissage {{MainEntry|Learning environment}}<br> Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> '''Espace d’apprentissage''' {{MainEntry|[[Learning space]]}}<br> Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> Expérimentation assisté par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br>'''F '''{{Anchor|F}}<br> Feedback épistémique {{MainEntry|Epistemic feedback}}<br> Fouille de donnée pour l’éducation {{MainEntry|Educational data mining}} <br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> '''Grille d’apprentissage''' {{MainEntry|[[Learning grid]]}} <br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> '''Ingénierie didactique''' {{MainEntry|[[Didactical engineering]]}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}} <br>'''J '''{{Anchor|J}}<br> Jeu de simulation {{MainEntry|Simulation games}} <br>'''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> Logiciel ludo-éducatif – logiciel ludoéducatif {{MainEntry|Edutainment}} <br>'''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}} <br>'''O '''{{Anchor|O}}<br> Objet d’apprentissage {{MainEntry|Learning objects}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br>'''P '''{{Anchor|P}}<br> '''Phénomène embarqué''' {{MainEntry|[[Embedded phenomena]]}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}} <br>'''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br>'''S '''{{Anchor|S}}<br>'''Scénario d’apprentissage''' {{MainEntry|[[Learning scenario]]}}<br> '''Script de collaboration''' {{MainEntry|[[Collaboration script]]}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation éducative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> Système auteur {{MainEntry|Authoring system}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage intégré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> '''Système de gestion des apprentissages''' {{MainEntry|[[Learning management systems]]}}<br> Système tuteur intelligent {{MainEntry|Intelligent tutoring system}} <br>'''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white board}}<br> Trace d’apprentissage {{MainEntry|Learning trail}}<br> Tuteur cognitif {{MainEntry|Cognitive tutor}} <br>'''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br> 540 511 2011-12-15T09:56:06Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: French entries ''Edited by Nicolas Balacheff, Laboratoire LIG, CNRS (FR)'' <br> '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A '''{{Anchor|A}}<br> '''Affordance éducative''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance learning}}<br> Apprentissage assisté par ordinateur {{MainEntry|Computer-assisted learning}}<br> '''Apprentissage auto-régulé''' {{MainEntry|[[Self-regulated learning]]}}<br> Apprentissage collaboratif assisté par ordinateur {{MainEntry|Computer-supported collaborative learning}}<br> Apprentissage collaboratif {{MainEntry|Collaborative learning}}<br> Apprentissage des langues assisté par ordinateur {{MainEntry|Computer-assisted language learning}}<br> Apprentissage distribué {{MainEntry|Distributed learning}}<br>'''Apprentissage en réseau''' {{MainEntry|[[Networked learning]]}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- communauté d’… {{MainEntry|… communities}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- environnement d’… {{MainEntry|… environment}}<br> '''Apprentissage par l’investigation''' {{MainEntry|[[Inquiry learning]]}}<br> Apprentissage hybride {{MainEntry|Blended learning}}<br> '''Apprentissage informel''' {{MainEntry|[[Informal learning]]}}<br> '''Apprentissage mobile''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage par le jeu''' {{MainEntry|[[Game-based learning]]}}<br> Apprentissage situé {{MainEntry|Situated learning}}<br> Apprentissage ubiquitaire {{MainEntry|Ubiquitous learning}} <br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> Environnement d’apprentissage adaptatif {{MainEntry|Adaptive learning environment}}<br> Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> Environnement d’apprentissage par simulation {{MainEntry|Simulation-based learning environment}}<br> Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> Environnement d’apprentissage {{MainEntry|Learning environment}}<br> Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> '''Espace d’apprentissage''' {{MainEntry|[[Learning space]]}}<br> Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> Expérimentation assisté par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br>'''F '''{{Anchor|F}}<br> Feedback épistémique {{MainEntry|Epistemic feedback}}<br> Fouille de donnée pour l’éducation {{MainEntry|Educational data mining}} <br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> '''Grille d’apprentissage''' {{MainEntry|[[Learning grid]]}} <br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> Ingénierie didactique {{MainEntry|Didactical engineering}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}} <br>'''J '''{{Anchor|J}}<br> Jeu de simulation {{MainEntry|Simulation games}} <br>'''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> Logiciel ludo-éducatif – logiciel ludoéducatif {{MainEntry|Edutainment}} <br>'''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}} <br>'''O '''{{Anchor|O}}<br> Objet d’apprentissage {{MainEntry|Learning objects}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br>'''P '''{{Anchor|P}}<br> '''Phénomène embarqué''' {{MainEntry|[[Embedded phenomena]]}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}} <br>'''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br>'''S '''{{Anchor|S}}<br>'''Scénario d’apprentissage''' {{MainEntry|[[Learning scenario]]}}<br> '''Script de collaboration''' {{MainEntry|[[Collaboration script]]}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation éducative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> Système auteur {{MainEntry|Authoring system}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage intégré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> '''Système de gestion des apprentissages''' {{MainEntry|[[Learning management systems]]}}<br> Système tuteur intelligent {{MainEntry|Intelligent tutoring system}} <br>'''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white board}}<br> Trace d’apprentissage {{MainEntry|Learning trail}}<br> Tuteur cognitif {{MainEntry|Cognitive tutor}} <br>'''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br> 511 462 2011-11-25T14:34:25Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: French entries ''Edited by Nicolas Balacheff, Laboratoire LIG, CNRS (FR)'' <br> '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A '''{{Anchor|A}}<br> '''Affordance éducative''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance learning}}<br> Apprentissage assisté par ordinateur {{MainEntry|Computer-assisted learning}}<br> '''Apprentissage auto-régulé''' {{MainEntry|[[Self-regulated learning]]}}<br> Apprentissage collaboratif assisté par ordinateur {{MainEntry|Computer-supported collaborative learning}}<br> Apprentissage collaboratif {{MainEntry|Collaborative learning}}<br> Apprentissage des langues assisté par ordinateur {{MainEntry|Computer-assisted language learning}}<br> Apprentissage distribué {{MainEntry|Distributed learning}}<br>'''Apprentissage en réseau''' {{MainEntry|[[Networked learning]]}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- communauté d’… {{MainEntry|… communities}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- environnement d’… {{MainEntry|… environment}}<br> '''Apprentissage par l’investigation''' {{MainEntry|[[Inquiry learning]]}}<br> Apprentissage hybride {{MainEntry|Blended learning}}<br> Apprentissage informel {{MainEntry|Informal learning}}<br> '''Apprentissage mobile''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage par le jeu''' {{MainEntry|[[Game-based learning]]}}<br> Apprentissage situé {{MainEntry|Situated learning}}<br> Apprentissage ubiquitaire {{MainEntry|Ubiquitous learning}} <br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> Environnement d’apprentissage adaptatif {{MainEntry|Adaptive learning environment}}<br> Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> Environnement d’apprentissage par simulation {{MainEntry|Simulation-based learning environment}}<br> Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> Environnement d’apprentissage {{MainEntry|Learning environment}}<br> Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> '''Espace d’apprentissage''' {{MainEntry|[[Learning space]]}}<br> Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> Expérimentation assisté par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br>'''F '''{{Anchor|F}}<br> Feedback épistémique {{MainEntry|Epistemic feedback}}<br> Fouille de donnée pour l’éducation {{MainEntry|Educational data mining}} <br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> '''Grille d’apprentissage''' {{MainEntry|[[Learning grid]]}} <br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> Ingénierie didactique {{MainEntry|Didactical engineering}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}} <br>'''J '''{{Anchor|J}}<br> Jeu de simulation {{MainEntry|Simulation games}} <br>'''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> Logiciel ludo-éducatif – logiciel ludoéducatif {{MainEntry|Edutainment}} <br>'''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}} <br>'''O '''{{Anchor|O}}<br> Objet d’apprentissage {{MainEntry|Learning objects}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br>'''P '''{{Anchor|P}}<br> '''Phénomène embarqué''' {{MainEntry|[[Embedded phenomena]]}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}} <br>'''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br>'''S '''{{Anchor|S}}<br>'''Scénario d’apprentissage''' {{MainEntry|[[Learning scenario]]}}<br> '''Script de collaboration''' {{MainEntry|[[Collaboration script]]}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation éducative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> Système auteur {{MainEntry|Authoring system}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage intégré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> '''Système de gestion des apprentissages''' {{MainEntry|[[Learning management systems]]}}<br> Système tuteur intelligent {{MainEntry|Intelligent tutoring system}} <br>'''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white board}}<br> Trace d’apprentissage {{MainEntry|Learning trail}}<br> Tuteur cognitif {{MainEntry|Cognitive tutor}} <br>'''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br> 462 424 2011-10-25T09:19:13Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: French entries ''Edited by Nicolas Balacheff, Laboratoire LIG, CNRS (FR)'' <br> '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A '''{{Anchor|A}}<br> '''Affordance éducative''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance learning}}<br> Apprentissage assisté par ordinateur {{MainEntry|Computer-assisted learning}}<br> '''Apprentissage auto-régulé''' {{MainEntry|[[Self-regulated learning]]}}<br> Apprentissage collaboratif assisté par ordinateur {{MainEntry|Computer-supported collaborative learning}}<br> Apprentissage collaboratif {{MainEntry|Collaborative learning}}<br> Apprentissage des langues assisté par ordinateur {{MainEntry|Computer-assisted language learning}}<br> Apprentissage distribué {{MainEntry|Distributed learning}}<br>'''Apprentissage en réseau''' {{MainEntry|[[Networked learning]]}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- communauté d’… {{MainEntry|… communities}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- environnement d’… {{MainEntry|… environment}}<br> '''Apprentissage par l’investigation''' {{MainEntry|[[Inquiry learning]]}}<br> Apprentissage hybride {{MainEntry|Blended learning}}<br> Apprentissage informel {{MainEntry|Informal learning}}<br> '''Apprentissage mobile''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage par le jeu''' {{MainEntry|[[Game-based learning]]}}<br> Apprentissage situé {{MainEntry|Situated learning}}<br> Apprentissage ubiquitaire {{MainEntry|Ubiquitous learning}} <br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> Environnement d’apprentissage adaptatif {{MainEntry|Adaptive learning environment}}<br> Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> Environnement d’apprentissage par simulation {{MainEntry|Simulation-based learning environment}}<br> Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> Environnement d’apprentissage {{MainEntry|Learning environment}}<br> Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Espace d’apprentissage {{MainEntry|Learning space}}<br> Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> Expérimentation assisté par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br>'''F '''{{Anchor|F}}<br> Feedback épistémique {{MainEntry|Epistemic feedback}}<br> Fouille de donnée pour l’éducation {{MainEntry|Educational data mining}} <br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> '''Grille d’apprentissage''' {{MainEntry|[[Learning grid]]}} <br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> Ingénierie didactique {{MainEntry|Didactical engineering}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}} <br>'''J '''{{Anchor|J}}<br> Jeu de simulation {{MainEntry|Simulation games}} <br>'''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> Logiciel ludo-éducatif – logiciel ludoéducatif {{MainEntry|Edutainment}} <br>'''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}} <br>'''O '''{{Anchor|O}}<br> Objet d’apprentissage {{MainEntry|Learning objects}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br>'''P '''{{Anchor|P}}<br> '''Phénomène embarqué''' {{MainEntry|[[Embedded phenomena]]}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}} <br>'''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br>'''S '''{{Anchor|S}}<br>'''Scénario d’apprentissage''' {{MainEntry|[[Learning scenario]]}}<br> '''Script de collaboration''' {{MainEntry|[[Collaboration script]]}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation éducative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> Système auteur {{MainEntry|Authoring system}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage intégré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> '''Système de gestion des apprentissages''' {{MainEntry|[[Learning management systems]]}}<br> Système tuteur intelligent {{MainEntry|Intelligent tutoring system}} <br>'''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white board}}<br> Trace d’apprentissage {{MainEntry|Learning trail}}<br> Tuteur cognitif {{MainEntry|Cognitive tutor}} <br>'''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br> 424 393 2011-09-26T12:41:31Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: French entries ''Edited by Nicolas Balacheff, Laboratoire LIG, CNRS (FR)'' <br> '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A '''{{Anchor|A}}<br> '''Affordance éducative''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance learning}}<br> Apprentissage assisté par ordinateur {{MainEntry|Computer-assisted learning}}<br> '''Apprentissage auto-régulé''' {{MainEntry|[[Self-regulated learning]]}}<br> Apprentissage collaboratif assisté par ordinateur {{MainEntry|Computer-supported collaborative learning}}<br> Apprentissage collaboratif {{MainEntry|Collaborative learning}}<br> Apprentissage des langues assisté par ordinateur {{MainEntry|Computer-assisted language learning}}<br> Apprentissage distribué {{MainEntry|Distributed learning}}<br>'''Apprentissage en réseau''' {{MainEntry|[[Networked learning]]}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- communauté d’… {{MainEntry|… communities}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- environnement d’… {{MainEntry|… environment}}<br> '''Apprentissage par l’investigation''' {{MainEntry|[[Inquiry learning]]}}<br> Apprentissage hybride {{MainEntry|Blended learning}}<br> Apprentissage informel {{MainEntry|Informal learning}}<br> '''Apprentissage mobile''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage par le jeu''' {{MainEntry|[[Game-based learning]]}}<br> Apprentissage situé {{MainEntry|Situated learning}}<br> Apprentissage ubiquitaire {{MainEntry|Ubiquitous learning}} <br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> Environnement d’apprentissage adaptatif {{MainEntry|Adaptive learning environment}}<br> Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> Environnement d’apprentissage par simulation {{MainEntry|Simulation-based learning environment}}<br> Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> Environnement d’apprentissage {{MainEntry|Learning environment}}<br> Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Espace d’apprentissage {{MainEntry|Learning space}}<br> Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> Expérimentation assisté par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br>'''F '''{{Anchor|F}}<br> Feedback épistémique {{MainEntry|Epistemic feedback}}<br> Fouille de donnée pour l’éducation {{MainEntry|Educational data mining}} <br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> Grille d’apprentissage {{MainEntry|Learning grid}} <br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> Ingénierie didactique {{MainEntry|Didactical engineering}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}} <br>'''J '''{{Anchor|J}}<br> Jeu de simulation {{MainEntry|Simulation games}} <br>'''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> Logiciel ludo-éducatif – logiciel ludoéducatif {{MainEntry|Edutainment}} <br>'''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}} <br>'''O '''{{Anchor|O}}<br> Objet d’apprentissage {{MainEntry|Learning objects}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br>'''P '''{{Anchor|P}}<br> '''Phénomène embarqué''' {{MainEntry|[[Embedded phenomena]]}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}} <br>'''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br>'''S '''{{Anchor|S}}<br>'''Scénario d’apprentissage''' {{MainEntry|[[Learning scenario]]}}<br> '''Script de collaboration''' {{MainEntry|[[Collaboration script]]}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation éducative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> Système auteur {{MainEntry|Authoring system}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage intégré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> '''Système de gestion des apprentissages''' {{MainEntry|[[Learning management systems]]}}<br> Système tuteur intelligent {{MainEntry|Intelligent tutoring system}} <br>'''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white board}}<br> Trace d’apprentissage {{MainEntry|Learning trail}}<br> Tuteur cognitif {{MainEntry|Cognitive tutor}} <br>'''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br> 393 300 2011-09-15T07:01:24Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: French entries ''Edited by Nicolas Balacheff, Laboratoire LIG, CNRS (FR)'' <br> '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A '''{{Anchor|A}}<br> '''Affordance éducative''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance learning}}<br> Apprentissage assisté par ordinateur {{MainEntry|Computer-assisted learning}}<br> '''Apprentissage auto-régulé''' {{MainEntry|[[Self-regulated learning]]}}<br> Apprentissage collaboratif assisté par ordinateur {{MainEntry|Computer-supported collaborative learning}}<br> Apprentissage collaboratif {{MainEntry|Collaborative learning}}<br> Apprentissage des langues assisté par ordinateur {{MainEntry|Computer-assisted language learning}}<br> Apprentissage distribué {{MainEntry|Distributed learning}}<br>'''Apprentissage en réseau''' {{MainEntry|[[Networked learning]]}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- communauté d’… {{MainEntry|… communities}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- environnement d’… {{MainEntry|… environment}}<br> '''Apprentissage par l’investigation''' {{MainEntry|[[Inquiry learning]]}}<br> Apprentissage hybride {{MainEntry|Blended learning}}<br> Apprentissage informel {{MainEntry|Informal learning}}<br> '''Apprentissage mobile''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage par le jeu''' {{MainEntry|[[Game-based learning]]}}<br> Apprentissage situé {{MainEntry|Situated learning}}<br> Apprentissage ubiquitaire {{MainEntry|Ubiquitous learning}} <br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> Environnement d’apprentissage adaptatif {{MainEntry|Adaptive learning environment}}<br> Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> Environnement d’apprentissage par simulation {{MainEntry|Simulation-based learning environment}}<br> Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> Environnement d’apprentissage {{MainEntry|Learning environment}}<br> Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Espace d’apprentissage {{MainEntry|Learning space}}<br> Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> Expérimentation assisté par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br>'''F '''{{Anchor|F}}<br> Feedback épistémique {{MainEntry|Epistemic feedback}}<br> Fouille de donnée pour l’éducation {{MainEntry|Educational data mining}} <br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> Grille d’apprentissage {{MainEntry|Learning grid}} <br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> Ingénierie didactique {{MainEntry|Didactical engineering}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}} <br>'''J '''{{Anchor|J}}<br> Jeu de simulation {{MainEntry|Simulation games}} <br>'''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> Logiciel ludo-éducatif – logiciel ludoéducatif {{MainEntry|Edutainment}} <br>'''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}} <br>'''O '''{{Anchor|O}}<br> Objet d’apprentissage {{MainEntry|Learning objects}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br>'''P '''{{Anchor|P}}<br> '''Phénomène embarqué''' {{MainEntry|[[Embedded phenomena]]}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}} <br>'''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br>'''S '''{{Anchor|S}}<br>'''Scénario d’apprentissage''' {{MainEntry|[[Learning scenario]]}}<br> '''Script de collaboration''' {{MainEntry|[[Collaboration script]]}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation éducative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> Système auteur {{MainEntry|Authoring system}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage intégré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> Système de gestion des apprentissages {{MainEntry|Learning management systems}}<br> Système tuteur intelligent {{MainEntry|Intelligent tutoring system}} <br>'''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white board}}<br> Trace d’apprentissage {{MainEntry|Learning trail}}<br> Tuteur cognitif {{MainEntry|Cognitive tutor}} <br>'''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br> 300 292 2011-08-26T09:22:38Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: French entries ''Edited by Nicolas Balacheff, Laboratoire LIG, CNRS (FR)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A '''{{Anchor|A}}<br> '''Affordance éducative''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance learning}}<br> Apprentissage assisté par ordinateur {{MainEntry|Computer-assisted learning}}<br> '''Apprentissage auto-régulé''' {{MainEntry|[[Self-regulated learning]]}}<br> Apprentissage collaboratif assisté par ordinateur {{MainEntry|Computer-supported collaborative learning}}<br> Apprentissage collaboratif {{MainEntry|Collaborative learning}}<br> Apprentissage des langues assisté par ordinateur {{MainEntry|Computer-assisted language learning}}<br> Apprentissage distribué {{MainEntry|Distributed learning}}<br>'''Apprentissage en réseau''' {{MainEntry|[[Networked learning]]}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- communauté d’… {{MainEntry|… communities}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- environnement d’… {{MainEntry|… environment}}<br> '''Apprentissage par l’investigation''' {{MainEntry|[[Inquiry learning]]}}<br> Apprentissage hybride {{MainEntry|Blended learning}}<br> Apprentissage informel {{MainEntry|Informal learning}}<br> '''Apprentissage mobile''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage par le jeu''' {{MainEntry|[[Game-based learning]]}}<br> Apprentissage situé {{MainEntry|Situated learning}}<br> Apprentissage ubiquitaire {{MainEntry|Ubiquitous learning}} <br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> Environnement d’apprentissage adaptatif {{MainEntry|Adaptive learning environment}}<br> Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> Environnement d’apprentissage par simulation {{MainEntry|Simulation-based learning environment}}<br> Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> Environnement d’apprentissage {{MainEntry|Learning environment}}<br> Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Espace d’apprentissage {{MainEntry|Learning space}}<br> Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> Expérimentation assisté par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br>'''F '''{{Anchor|F}}<br> Feedback épistémique {{MainEntry|Epistemic feedback}}<br> Fouille de donnée pour l’éducation {{MainEntry|Educational data mining}} <br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> Grille d’apprentissage {{MainEntry|Learning grid}} <br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> Ingénierie didactique {{MainEntry|Didactical 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'''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br>'''S '''{{Anchor|S}}<br>'''Scénario d’apprentissage''' {{MainEntry|[[Learning scenario]]}}<br> '''Script de collaboration''' {{MainEntry|[[Collaboration script]]}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation éducative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> Système auteur {{MainEntry|Authoring system}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage intégré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> Système de gestion des apprentissages {{MainEntry|Learning management systems}}<br> Système tuteur intelligent {{MainEntry|Intelligent tutoring system}} <br>'''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white board}}<br> Trace d’apprentissage {{MainEntry|Learning trail}}<br> Tuteur cognitif {{MainEntry|Cognitive tutor}} <br>'''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br> 292 290 2011-07-28T10:24:23Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: French entries ''Edited by Nicolas Balacheff, Laboratoire LIG, CNRS (FR)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A '''{{Anchor|A}}<br> '''Affordance éducative''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance 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learning]]}}<br> '''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage par le jeu''' {{MainEntry|[[Game-based learning]]}}<br> Apprentissage situé {{MainEntry|Situated learning}}<br> Apprentissage ubiquitaire {{MainEntry|Ubiquitous learning}} <br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> Environnement d’apprentissage adaptatif {{MainEntry|Adaptive learning environment}}<br> Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> Environnement d’apprentissage par simulation {{MainEntry|Simulation-based learning environment}}<br> Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> Environnement d’apprentissage {{MainEntry|Learning environment}}<br> Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Espace d’apprentissage {{MainEntry|Learning space}}<br> Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> Expérimentation assisté par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br>'''F '''{{Anchor|F}}<br> Feedback épistémique {{MainEntry|Epistemic feedback}}<br> Fouille de donnée pour l’éducation {{MainEntry|Educational data mining}} <br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> Grille d’apprentissage {{MainEntry|Learning grid}} <br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> Ingénierie didactique {{MainEntry|Didactical engineering}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}} <br>'''J '''{{Anchor|J}}<br> Jeux de simulation {{MainEntry|Simulation games}} <br>'''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> Logiciel ludo-éducatif – logiciel ludoéducatif {{MainEntry|Edutainment}} <br>'''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}} <br>'''O '''{{Anchor|O}}<br> Objet d’apprentissage {{MainEntry|Learning objects}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br>'''P '''{{Anchor|P}}<br> '''Phénomène embarqué''' {{MainEntry|[[Embedded phenomena]]}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}} <br>'''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br>'''S '''{{Anchor|S}}<br> Scénario d’apprentissage {{MainEntry|Learning scenario}}<br> '''Script de collaboration''' {{MainEntry|[[Collaboration script]]}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation éducative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> Système auteur {{MainEntry|Authoring system}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage intégré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> Système de gestion des apprentissages {{MainEntry|Learning management systems}}<br> Système tuteur intelligent {{MainEntry|Intelligent tutoring system}} <br>'''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white 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{{MainEntry|[[Self-regulated learning]]}}<br> Apprentissage collaboratif assisté par ordinateur {{MainEntry|Computer-supported collaborative learning}}<br> Apprentissage collaboratif {{MainEntry|Collaborative learning}}<br> Apprentissage des langues assisté par ordinateur {{MainEntry|Computer-assisted language learning}}<br> Apprentissage distribué {{MainEntry|Distributed learning}}<br> Apprentissage en réseau {{MainEntry|Networked learning}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- communauté d’… {{MainEntry|… communities}}<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; --- environnement d’… {{MainEntry|… environment}}<br> '''Apprentissage par l’investigation''' {{MainEntry|[[Inquiry learning]]}}<br> Apprentissage hybride {{MainEntry|Blended learning}}<br> Apprentissage informel {{MainEntry|Informal learning}}<br> '''Apprentissage mobile''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage nomade''' {{MainEntry|[[Mobile learning]]}}<br> '''Apprentissage par le jeu''' {{MainEntry|[[Game-based 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e-portfolio {{MainEntry|e-portfolio}}<br> Espace d’apprentissage {{MainEntry|Learning space}}<br> Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> Expérimentation assisté par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> '''Expertise partielle''' {{MainEntry|[[Overlay]]}} <br>'''F '''{{Anchor|F}}<br> Feedback épistémique {{MainEntry|Epistemic feedback}}<br> Fouille de donnée pour l’éducation {{MainEntry|Educational data mining}} <br>'''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> Grille d’apprentissage {{MainEntry|Learning grid}} <br>'''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> Ingénierie didactique {{MainEntry|Didactical engineering}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}} <br>'''J '''{{Anchor|J}}<br> Jeux de simulation {{MainEntry|Simulation games}} <br>'''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> Logiciel ludo-éducatif – logiciel ludoéducatif {{MainEntry|Edutainment}} <br>'''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}} <br>'''O '''{{Anchor|O}}<br> Objet d’apprentissage {{MainEntry|Learning objects}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br>'''P '''{{Anchor|P}}<br> '''Phénomène embarqué''' {{MainEntry|[[Embedded phenomena]]}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}} <br>'''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}} <br>'''S '''{{Anchor|S}}<br> Scénario d’apprentissage {{MainEntry|Learning 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<br>'''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br> 289 288 2011-07-28T07:29:12Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A '''{{Anchor|A}}<br> '''Affordance éducative''' {{MainEntry|[[Educational affordance]]}}<br> '''Affordance épistémique''' {{MainEntry|[[Epistemic affordance]]}}<br> Agent pédagogique animé {{MainEntry|Animated pedagogical agent}}<br> Agent pédagogique virtuel {{MainEntry|Virtual pedagogical agent}}<br> Agent pédagogique {{MainEntry|Pedagogical agent}}<br> Apprentissage à distance {{MainEntry|Distance learning}}<br> Apprentissage assisté par ordinateur {{MainEntry|Computer-assisted learning}}<br> '''Apprentissage auto-régulé''' {{MainEntry|[[Self-regulated learning]]}}<br> Apprentissage collaboratif assisté par ordinateur 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{{MainEntry|Ubiquitous learning}} <br>'''C '''{{Anchor|C}}<br> Campus virtuel {{MainEntry|Virtual campus}}<br> Compagnon d’apprentissage {{MainEntry|Learning companion}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cours programmable {{MainEntry|Programmable course}} <br>'''D '''{{Anchor|D}}<br> Diagnostic automatique {{MainEntry|Automatic diagnosis}}<br> Diagnostic cognitif {{MainEntry|Cognitive diagnosis}}<br> Didacticiel {{MainEntry|Courseware}} <br>'''E '''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Enseignement assisté par ordinateur {{MainEntry|Computer-based instruction}}<br> Environnement d’apprentissage assisté par ordinateur (EAO) {{MainEntry|Computer-based learning environments}}<br> Environnement d’apprentissage adaptatif {{MainEntry|Adaptive learning environment}}<br> Environnement d’apprentissage ambiant{{MainEntry|Ambient learning environment}}<br> Environnement d’apprentissage artificiel {{MainEntry|Artificial learning environment}}<br> Environnement d’apprentissage augmenté {{MainEntry|Augmented learning environment}}<br> Environnement d’apprentissage distribué {{MainEntry|Distributed learning environments}}<br> Environnement d’apprentissage en ligne {{MainEntry|On-line learning environment}}<br> Environnement d’apprentissage interactif {{MainEntry|Interactive learning environment}}<br> Environnement d’apprentissage par simulation {{MainEntry|Simulation-based learning environment}}<br> Environnement d’apprentissage personnel {{MainEntry|Personal learning environment}}<br> Environnement d’apprentissage pervasif {{MainEntry|Pervasive learning environment}}<br> Environnement d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> Environnement d’apprentissage {{MainEntry|Learning environment}}<br> Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Espace d’apprentissage {{MainEntry|Learning space}}<br> Examen assisté 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d’apprentissage programmable {{MainEntry|Programmable computer-based learning}}<br> Environnement d’apprentissage {{MainEntry|Learning environment}}<br> Environnement virtuel d’apprentissage {{MainEntry|Virtual learning environment}}<br> e-porte-folio {{MainEntry|e-portfolio}}<br> Espace d’apprentissage {{MainEntry|Learning space}}<br> Examen assisté par ordinateur {{MainEntry|Computer-assisted examination}}<br> Expérimentation assisté par ordinateur (EXAO) {{MainEntry|Computer-based laboratory}}<br> Expertise partielle {{MainEntry|Overlay}}<br> '''F '''{{Anchor|F}}<br> Feedback épistémique {{MainEntry|Epistemic feedback}}<br> Fouille de donnée pour l’éducation {{MainEntry|Educational data mining}}<br> '''G '''{{Anchor|G}}<br> Génération automatique d’exercices {{MainEntry|Automatic generation of exercises}}<br> Géométrie dynamique {{MainEntry|Dynamic geometry}}<br> Grille d’apprentissage {{MainEntry|Learning grid}}<br> '''I '''{{Anchor|I}}<br> Ingénierie cognitive {{MainEntry|Cognitive engineering}}<br> Ingénierie didactique {{MainEntry|Didactical engineering}}<br> Instruction assistée par ordinateur {{MainEntry|Computer-assisted instruction}}<br> '''J '''{{Anchor|J}}<br> Jeux de simulation {{MainEntry|Simulation games}}<br> '''L '''{{Anchor|L}}<br> Laboratoire distant {{MainEntry|Remote laboratories}}<br> Laboratoire assisté par ordinateur {{MainEntry|Computer-based laboratory}}<br> Logiciel ludo-éducatif – logiciel ludoéducatif {{MainEntry|Edutainment}}<br> '''M '''{{Anchor|M}}<br> Micromonde {{MainEntry|Microworld}}<br> Modélisation cognitive {{MainEntry|Cognitive modeling}}<br> Modélisation de l’apprenant {{MainEntry|Learner modeling}}<br> '''O '''{{Anchor|O}}<br> Objet d’apprentissage {{MainEntry|Learning objects}}<br> Outil auteur {{MainEntry|Authoring tool}}<br> Overlay {{MainEntry|Overlay}}<br> '''P '''{{Anchor|P}}<br> Phénomène embarqué {{MainEntry|Embedded phenomena}}<br> Programmation pour l’aide à l’apprentissage {{MainEntry|Computer programming in support of learning}}<br> '''R '''{{Anchor|R}}<br> Rétroaction épistémique {{MainEntry|Epistemic feedback}}<br> '''S '''{{Anchor|S}}<br> Scénario d’apprentissage {{MainEntry|Learning scenario}}<br> Script de collaboration {{MainEntry|Collaboration script}}<br> Script externe {{MainEntry|External script}}<br> Script interne {{MainEntry|Internal script}}<br> Simulation educative {{MainEntry|Simulation-based learning environment}}<br> Simulation ludique {{MainEntry|Simulation games}}<br> Système auteur {{MainEntry|Authoring system}}<br> Système compagnon {{MainEntry|Buddy systems}}<br> Système d’apprentissage integré {{MainEntry|Integrated learning system}}<br> Système d’étayage intelligent {{MainEntry|Intelligent scaffolding system}}<br> Système de gestion de cours {{MainEntry|Course management system}}<br> Système de gestion des apprentissages {{MainEntry|Learning management systems}}<br> Système tuteur intelligent {{MainEntry|Intelligent tutoring system}}<br> '''T '''{{Anchor|T}}<br> Tableau blanc interactif {{MainEntry|Interactive white board}}<br> Trace d’apprentissage {{MainEntry|Learning trail}}<br> Tuteur cognitif {{MainEntry|Cognitive tutor}}<br> '''U '''{{Anchor|U}}<br> Université virtuelle {{MainEntry|Virtual universities}}<br> 0 74 1184 973 2013-03-01T12:40:26Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Hungarian entries ''Edited by Márta Turcsányi-Szabó, Eötvös Loránd University (HU)'' '''A - [[#B|B]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#K|K]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> a feladatok automatikus generálása {{MainEntry|Automatic generation of exercises}}<br> '''adatív tanulási környezet''' {{MainEntry|[[Adaptive learning environment]]}}<br> ágens-alapú tanító rendszer {{MainEntry|Agent-based tutoring system}}<br> ágens-alapú tanulási környezet {{MainEntry|Agent-based learning environment}}<br> ambiens tanulási környezet {{MainEntry|Ambient learning environment}}<br> animált pedagógiai ágens {{MainEntry|Animated pedagogical agent}}<br> automata diagnosztika {{MainEntry|Automatic diagnosis}} <br>'''B'''{{Anchor|B}}<br> '''[[Embedded phenomena/hu|beágyazott jelenség]]''' {{MainEntry|[[Embedded phenomena]]}}<br> bels szkript {{MainEntry|Internal script}}<br> bels szkript {{MainEntry| --- internal see Internal script}}<br> <br>'''D'''{{Anchor|D}}<br>'''didaktikai tervezés''' {{MainEntry|[[Didactical engineering]]}}<br> dinamikus geometria {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-portfólió {{MainEntry|e-portfolio}}<br> e-tanulás {{MainEntry|e-learning}}<br> '''elektronikus felmérés''' {{MainEntry|[[e-Assessment]]}}<br> <br>'''F'''{{Anchor|F}}<br> '''[[Inquiry learning/hu|felfedez tanulás]]''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''H'''{{Anchor|H}}<br> hálózai környezet {{MainEntry|--- Networked learning environment}}<br> hálózatos közösség {{MainEntry|--- Networked learning communities}}<br> '''[[Networked learning/hu|hálózatos tanulás]]''' {{MainEntry|[[Networked learning]]}}<br> <br>'''I'''{{Anchor|I}}<br> '''informális tanulás''' {{MainEntry|[[Informal learning]]}}<br> inklúzív e-tanulás {{MainEntry|Inclusive e-learning}}<br> integrált tanulási rendszer {{MainEntry|Integrated learning system}}<br> intelligens eligazító rendszer {{MainEntry|Intelligent scaffolding system}}<br> '''intelligens tutor rendszer''' {{MainEntry|[[Intelligent tutoring system]]}}<br> interaktív tábla {{MainEntry|Interactive white board}}<br> interaktív tanulási környezet {{MainEntry|Interactive learning environment}}<br> <br>'''J'''{{Anchor|J}}<br> '''[[Game-based learning/hu|játék-alapú tanulás]]''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''K'''{{Anchor|K}}<br> kézzelfogható tanulási környezet {{MainEntry|Tangible learning environment}}<br> kiterjesztett tanulási környezet {{MainEntry|Augmented learning environment}}<br> kognitív diagnózis {{MainEntry|Cognitive diagnosis}}<br> kognitív modellezés {{MainEntry|Cognitive modeling}}<br> kognitív tervezés {{MainEntry|Cognitive engineering}}<br> '''kognitív tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> '''kollaborációs szkript''' {{MainEntry|[[Collaboration script]]}}<br> kollaboratív tanulás {{MainEntry|Collaborative learning}}<br> komputációs matematiks {{MainEntry|Computational mathetic}}<br> '''[[Constructionism/hu|Konstrukcionizmus]]''' {{MainEntry|[[Constructionism]]}}<br> kurzus menedzsel rendszer {{MainEntry|Course management system}}<br> küls szkript {{MainEntry|External script}}<br> küls szkript {{MainEntry| --- external see External script}}<br> <br>'''M'''{{Anchor|M}}<br> megosztott tanulás {{MainEntry|Distributed learning}}<br> megosztott tanulási rendszerek {{MainEntry|Distributed learning environments}}<br> mesterséges tanulási környezet {{MainEntry|Artificial learning environment}}<br> mikrovilág {{MainEntry|Microworld}}<br> mindenhol jelenlév tanulás {{MainEntry|Ubiquitous learning}}<br> mindenhol jelenlév tanulási környezet {{MainEntry|Pervasive learning environment}}<br> '''[[Mobile learning/hu|mobil tanulás]]''' {{MainEntry|[[Mobile learning]]}}<br> '''multimédiás tanulás''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''N'''{{Anchor|N}}<br> '''[[Narrative learning environments/hu|narratív tanulási környezetek]]''' {{MainEntry|[[Narrative learning environments]]}}<br> '''[[Seamless learning environments/hu|nem észlelhet átmenet tanulási környezet]]''' {{MainEntry|[[Seamless learning environments]]}}<br> <br>'''O'''{{Anchor|O}}<br> '''[[Educational affordance/hu|oktatási késztetés]]''' {{MainEntry|[[Educational affordance]]}}<br> on-line tanulási környezet {{MainEntry|On-line learning environment}}<br> '''[[Overlay/hu|Overlay]]''' {{MainEntry|[[Overlay]]}}<br> '''[[Self-regulated learning/hu|önszabályozó tanulás]]''' {{MainEntry|[[Self-regulated learning]]}}<br> <br>'''P'''{{Anchor|P}}<br> párhuzamos rendszer {{MainEntry|Buddy systems}}<br> '''pedagógiai adatbányászás''' {{MainEntry|[[Educational data mining]]}}<br> pedagógiai ágens {{MainEntry|Pedagogical agent}}<br> programozható kurzus {{MainEntry|Programmable course }}<br> programozható számítógép-alapú tanulási környezet {{MainEntry|Programmable computer-based learning environment}}<br> <br>'''S'''{{Anchor|S}}<br> számítógép által segített nyelvtanulás {{MainEntry|Computer-assisted language learning}}<br> számítógép által segített tanítás {{MainEntry|Computer-assisted instruction}}<br> számítógép által segített tanulás {{MainEntry|Computer-assisted learning}}<br> számítógép által segített vizsgáztatás {{MainEntry|Computer-assisted examination}}<br> számítógép által támogatott kollaboratív tanulás {{MainEntry|Computer-supported collaborative learning}}<br> számítógép-alapú laboratórium {{MainEntry|Computer-based laboratory}}<br> számítógép-alapú tanítás {{MainEntry|Computer-based instruction}}<br> számítógép-alapú tanulási környezetek {{MainEntry|Computer-based learning environments}}<br> személyes tanulási környezet {{MainEntry|Personal learning environment}}<br> szerzi eszköz {{MainEntry|Authoring tool}}<br> '''szerzi rendszer''' {{MainEntry|[[Authoring system]]}}<br> '''szimuláció-alapú tanulási környezet''' {{MainEntry|[[Simulation-based learning environment]]}}<br> szimulációs játékok {{MainEntry|Simulation games}}<br> szituált tanulás {{MainEntry|Situated learning}}<br> szkrip {{MainEntry|Script ...}}<br> szórakozva oktatás {{MainEntry|Edutainment}}<br> <br>'''T'''{{Anchor|T}}<br> Tananyag programcsomag {{MainEntry|Courseware }}<br> '''tanulás menedzsel rendszer''' {{MainEntry|[[Learning management systems]]}}<br> tanulási környezet {{MainEntry|Learning environment}}<br> '''[[Learning scenario/hu|tanulási látkép]]''' {{MainEntry|[[Learning scenario]]}}<br> '''tanulási objektum''' {{MainEntry|[[Learning objects]]}}<br> tanulási pálya {{MainEntry|Learning trail}}<br> tanulási segédlet {{MainEntry|Learning companion}}<br> '''tanulási tábla''' {{MainEntry|[[Learning grid]]}}<br> '''tanulási tér''' {{MainEntry|[[Learning space]]}}<br> tanulást elsegít programozás {{MainEntry|Computer programming in support of learning}}<br> '''tanulástervezés''' {{MainEntry|[[Learning design]]}}<br> '''[[Epistemic affordance/hu|tanulástudományi késztetés]]''' {{MainEntry|[[Epistemic affordance]]}}<br> '''tanulástudományi visszacsatolás''' {{MainEntry|[[Epistemic feedback]]}}<br> tanuló modellezés {{MainEntry|Learner modeling}}<br> táv-tanulás {{MainEntry|Distance learning}}<br> távoli laboratórium {{MainEntry|Remote laboratories }}<br> '''[[Techno-mathematical literacies/hu|techno-matematikai mveltség]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> technológia által segített tanulás {{MainEntry|Technology Enhanced Learning}}<br> <br>'''V'''{{Anchor|V}}<br> vegyes tanulási környezet {{MainEntry|Blended learning}}<br> virtuális egyetem {{MainEntry|Virtual universities }}<br> virtuális kampusz {{MainEntry|Virtual campus}}<br> virtuális pedagógiai ágens {{MainEntry|Virtual pedagogical agent}}<br> virtuális tanulási környezet {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> webes eladási technológiák {{MainEntry|Web-lecturing technologies}}<br> 973 960 2012-09-27T06:26:25Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Hungarian entries ''Edited by Márta Turcsányi-Szabó, Eötvös Loránd University (HU)'' '''A - [[#B|B]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#K|K]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> a feladatok automatikus generálása {{MainEntry|Automatic generation of exercises}}<br> '''adatív tanulási környezet''' {{MainEntry|[[Adaptive learning environment]]}}<br> ágens-alapú tanító rendszer {{MainEntry|Agent-based tutoring system}}<br> ágens-alapú tanulási környezet {{MainEntry|Agent-based learning environment}}<br> ambiens tanulási környezet {{MainEntry|Ambient learning environment}}<br> animált pedagógiai ágens {{MainEntry|Animated pedagogical agent}}<br> automata diagnosztika {{MainEntry|Automatic diagnosis}} <br>'''B'''{{Anchor|B}}<br> '''[[Embedded phenomena/hu|beágyazott jelenség]]''' {{MainEntry|[[Embedded phenomena]]}}<br> bels szkript {{MainEntry|Internal script}}<br> bels szkript {{MainEntry| --- internal see Internal script}}<br> <br>'''D'''{{Anchor|D}}<br>'''didaktikai tervezés''' {{MainEntry|[[Didactical engineering]]}}<br> dinamikus geometria {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-portfólió {{MainEntry|e-portfolio}}<br> e-tanulás {{MainEntry|e-learning}}<br> '''elektronikus felmérés''' {{MainEntry|[[e-Assessment]]}}<br> <br>'''F'''{{Anchor|F}}<br> '''[[Inquiry learning/hu|felfedez tanulás]]''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''H'''{{Anchor|H}}<br> hálózai környezet {{MainEntry|--- Networked learning environment}}<br> hálózatos közösség {{MainEntry|--- Networked learning communities}}<br> '''[[Networked learning/hu|hálózatos tanulás]]''' {{MainEntry|[[Networked learning]]}}<br> <br>'''I'''{{Anchor|I}}<br> '''informális tanulás''' {{MainEntry|[[Informal learning]]}}<br> inklúzív e-tanulás {{MainEntry|Inclusive e-learning}}<br> integrált tanulási rendszer {{MainEntry|Integrated learning system}}<br> intelligens eligazító rendszer {{MainEntry|Intelligent scaffolding system}}<br> '''intelligens tutor rendszer''' {{MainEntry|[[Intelligent tutoring system]]}}<br> interaktív tábla {{MainEntry|Interactive white board}}<br> interaktív tanulási környezet {{MainEntry|Interactive learning environment}}<br> <br>'''J'''{{Anchor|J}}<br> '''[[Game-based learning/hu|játék-alapú tanulás]]''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''K'''{{Anchor|K}}<br> kézzelfogható tanulási környezet {{MainEntry|Tangible learning environment}}<br> kiterjesztett tanulási környezet {{MainEntry|Augmented learning environment}}<br> kognitív diagnózis {{MainEntry|Cognitive diagnosis}}<br> kognitív modellezés {{MainEntry|Cognitive modeling}}<br> kognitív tervezés {{MainEntry|Cognitive engineering}}<br> '''kognitív tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> '''kollaborációs szkript''' {{MainEntry|[[Collaboration script]]}}<br> kollaboratív tanulás {{MainEntry|Collaborative learning}}<br> komputációs matematiks {{MainEntry|Computational mathetic}}<br> '''[[Constructionism/hu|Konstrukcionizmus]]''' {{MainEntry|[[Constructionism]]}}<br> kurzus menedzsel rendszer {{MainEntry|Course management system}}<br> küls szkript {{MainEntry|External script}}<br> küls szkript {{MainEntry| --- external see External script}}<br> <br>'''M'''{{Anchor|M}}<br> megosztott tanulás {{MainEntry|Distributed learning}}<br> megosztott tanulási rendszerek {{MainEntry|Distributed learning environments}}<br> mesterséges tanulási környezet {{MainEntry|Artificial learning environment}}<br> mikrovilág {{MainEntry|Microworld}}<br> mindenhol jelenlév tanulás {{MainEntry|Ubiquitous learning}}<br> mindenhol jelenlév tanulási környezet {{MainEntry|Pervasive learning environment}}<br> '''[[Mobile learning/hu|mobil tanulás]]''' {{MainEntry|[[Mobile learning]]}}<br> '''multimédiás tanulás''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''N'''{{Anchor|N}}<br> '''[[Narrative learning environments/hu|narratív tanulási környezetek]]''' {{MainEntry|[[Narrative learning environments]]}}<br> '''[[Seamless learning environments/hu|nem észlelhet átmenet tanulási környezet]]''' {{MainEntry|[[Seamless learning environments]]}}<br> <br>'''O'''{{Anchor|O}}<br> '''[[Educational affordance/hu|oktatási késztetés]]''' {{MainEntry|[[Educational affordance]]}}<br> on-line tanulási környezet {{MainEntry|On-line learning environment}}<br> '''[[Overlay/hu|Overlay]]''' {{MainEntry|[[Overlay]]}}<br> '''[[Self-regulated learning/hu|önszabályozó tanulás]]''' {{MainEntry|[[Self-regulated learning]]}}<br> <br>'''P'''{{Anchor|P}}<br> párhuzamos rendszer {{MainEntry|Buddy systems}}<br> '''pedagógiai adatbányászás''' {{MainEntry|[[Educational data mining]]}}<br> pedagógiai ágens {{MainEntry|Pedagogical agent}}<br> programozható kurzus {{MainEntry|Programmable course }}<br> programozható számítógép-alapú tanulási környezet {{MainEntry|Programmable computer-based learning environment}}<br> <br>'''S'''{{Anchor|S}}<br> számítógép által segített nyelvtanulás {{MainEntry|Computer-assisted language learning}}<br> számítógép által segített tanítás {{MainEntry|Computer-assisted instruction}}<br> számítógép által segített tanulás {{MainEntry|Computer-assisted learning}}<br> számítógép által segített vizsgáztatás {{MainEntry|Computer-assisted examination}}<br> számítógép által támogatott kollaboratív tanulás {{MainEntry|Computer-supported collaborative learning}}<br> számítógép-alapú laboratórium {{MainEntry|Computer-based laboratory}}<br> számítógép-alapú tanítás {{MainEntry|Computer-based instruction}}<br> számítógép-alapú tanulási környezetek {{MainEntry|Computer-based learning environments}}<br> személyes tanulási környezet {{MainEntry|Personal learning environment}}<br> szerzi eszköz {{MainEntry|Authoring tool}}<br> szerzi rendszer {{MainEntry|Authoring system}}<br> '''szimuláció-alapú tanulási környezet''' {{MainEntry|[[Simulation-based learning environment]]}}<br> szimulációs játékok {{MainEntry|Simulation games}}<br> szituált tanulás {{MainEntry|Situated learning}}<br> szkrip {{MainEntry|Script ...}}<br> szórakozva oktatás {{MainEntry|Edutainment}}<br> <br>'''T'''{{Anchor|T}}<br> Tananyag programcsomag {{MainEntry|Courseware }}<br> '''tanulás menedzsel rendszer''' {{MainEntry|[[Learning management systems]]}}<br> tanulási környezet {{MainEntry|Learning environment}}<br> '''[[Learning scenario/hu|tanulási látkép]]''' {{MainEntry|[[Learning scenario]]}}<br> '''tanulási objektum''' {{MainEntry|[[Learning objects]]}}<br> tanulási pálya {{MainEntry|Learning trail}}<br> tanulási segédlet {{MainEntry|Learning companion}}<br> '''tanulási tábla''' {{MainEntry|[[Learning grid]]}}<br> '''tanulási tér''' {{MainEntry|[[Learning space]]}}<br> tanulást elsegít programozás {{MainEntry|Computer programming in support of learning}}<br> '''tanulástervezés''' {{MainEntry|[[Learning design]]}}<br> '''[[Epistemic affordance/hu|tanulástudományi késztetés]]''' {{MainEntry|[[Epistemic affordance]]}}<br> '''tanulástudományi visszacsatolás''' {{MainEntry|[[Epistemic feedback]]}}<br> tanuló modellezés {{MainEntry|Learner modeling}}<br> táv-tanulás {{MainEntry|Distance learning}}<br> távoli laboratórium {{MainEntry|Remote laboratories }}<br> '''[[Techno-mathematical literacies/hu|techno-matematikai mveltség]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> technológia által segített tanulás {{MainEntry|Technology Enhanced Learning}}<br> <br>'''V'''{{Anchor|V}}<br> vegyes tanulási környezet {{MainEntry|Blended learning}}<br> virtuális egyetem {{MainEntry|Virtual universities }}<br> virtuális kampusz {{MainEntry|Virtual campus}}<br> virtuális pedagógiai ágens {{MainEntry|Virtual pedagogical agent}}<br> virtuális tanulási környezet {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> webes eladási technológiák {{MainEntry|Web-lecturing technologies}}<br> 960 890 2012-09-27T06:16:50Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Hungarian entries ''Edited by Márta Turcsányi-Szabó, Eötvös Loránd University (HU)'' '''A - [[#B|B]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#K|K]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> a feladatok automatikus generálása {{MainEntry|Automatic generation of exercises}}<br> '''adatív tanulási környezet''' {{MainEntry|[[Adaptive learning environment]]}}<br> ágens-alapú tanító rendszer {{MainEntry|Agent-based tutoring system}}<br> ágens-alapú tanulási környezet {{MainEntry|Agent-based learning environment}}<br> ambiens tanulási környezet {{MainEntry|Ambient learning environment}}<br> animált pedagógiai ágens {{MainEntry|Animated pedagogical agent}}<br> automata diagnosztika {{MainEntry|Automatic diagnosis}} <br>'''B'''{{Anchor|B}}<br> '''[[Embedded phenomena/hu|beágyazott jelenség]]''' {{MainEntry|[[Embedded phenomena]]}}<br> bels szkript {{MainEntry|Internal script}}<br> bels szkript {{MainEntry| --- internal see Internal script}}<br> <br>'''D'''{{Anchor|D}}<br>'''didaktikai tervezés''' {{MainEntry|[[Didactical engineering]]}}<br> dinamikus geometria {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-portfólió {{MainEntry|e-portfolio}}<br> e-tanulás {{MainEntry|e-learning}}<br> elektronikus felmérés {{MainEntry|[[e-Assessment]]}}<br> <br>'''F'''{{Anchor|F}}<br> '''[[Inquiry learning/hu|felfedez tanulás]]''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''H'''{{Anchor|H}}<br> hálózai környezet {{MainEntry|--- Networked learning environment}}<br> hálózatos közösség {{MainEntry|--- Networked learning communities}}<br> '''[[Networked learning/hu|hálózatos tanulás]]''' {{MainEntry|[[Networked learning]]}}<br> <br>'''I'''{{Anchor|I}}<br> '''informális tanulás''' {{MainEntry|[[Informal learning]]}}<br> inklúzív e-tanulás {{MainEntry|Inclusive e-learning}}<br> integrált tanulási rendszer {{MainEntry|Integrated learning system}}<br> intelligens eligazító rendszer {{MainEntry|Intelligent scaffolding system}}<br> '''intelligens tutor rendszer''' {{MainEntry|[[Intelligent tutoring system]]}}<br> interaktív tábla {{MainEntry|Interactive white board}}<br> interaktív tanulási környezet {{MainEntry|Interactive learning environment}}<br> <br>'''J'''{{Anchor|J}}<br> '''[[Game-based learning/hu|játék-alapú tanulás]]''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''K'''{{Anchor|K}}<br> kézzelfogható tanulási környezet {{MainEntry|Tangible learning environment}}<br> kiterjesztett tanulási környezet {{MainEntry|Augmented learning environment}}<br> kognitív diagnózis {{MainEntry|Cognitive diagnosis}}<br> kognitív modellezés {{MainEntry|Cognitive modeling}}<br> kognitív tervezés {{MainEntry|Cognitive engineering}}<br> '''kognitív tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> '''kollaborációs szkript''' {{MainEntry|[[Collaboration script]]}}<br> kollaboratív tanulás {{MainEntry|Collaborative learning}}<br> komputációs matematiks {{MainEntry|Computational mathetic}}<br> '''[[Constructionism/hu|Konstrukcionizmus]]''' {{MainEntry|[[Constructionism]]}}<br> kurzus menedzsel rendszer {{MainEntry|Course management system}}<br> küls szkript {{MainEntry|External script}}<br> küls szkript {{MainEntry| --- external see External script}}<br> <br>'''M'''{{Anchor|M}}<br> megosztott tanulás {{MainEntry|Distributed learning}}<br> megosztott tanulási rendszerek {{MainEntry|Distributed learning environments}}<br> mesterséges tanulási környezet {{MainEntry|Artificial learning environment}}<br> mikrovilág {{MainEntry|Microworld}}<br> mindenhol jelenlév tanulás {{MainEntry|Ubiquitous learning}}<br> mindenhol jelenlév tanulási környezet {{MainEntry|Pervasive learning environment}}<br> '''[[Mobile learning/hu|mobil tanulás]]''' {{MainEntry|[[Mobile learning]]}}<br> '''multimédiás tanulás''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''N'''{{Anchor|N}}<br> '''[[Narrative learning environments/hu|narratív tanulási környezetek]]''' {{MainEntry|[[Narrative learning environments]]}}<br> '''[[Seamless learning environments/hu|nem észlelhet átmenet tanulási környezet]]''' {{MainEntry|[[Seamless learning environments]]}}<br> <br>'''O'''{{Anchor|O}}<br> '''[[Educational affordance/hu|oktatási késztetés]]''' {{MainEntry|[[Educational affordance]]}}<br> on-line tanulási környezet {{MainEntry|On-line learning environment}}<br> '''[[Overlay/hu|Overlay]]''' {{MainEntry|[[Overlay]]}}<br> '''[[Self-regulated learning/hu|önszabályozó tanulás]]''' {{MainEntry|[[Self-regulated learning]]}}<br> <br>'''P'''{{Anchor|P}}<br> párhuzamos rendszer {{MainEntry|Buddy systems}}<br> '''pedagógiai adatbányászás''' {{MainEntry|[[Educational data mining]]}}<br> pedagógiai ágens {{MainEntry|Pedagogical agent}}<br> programozható kurzus {{MainEntry|Programmable course }}<br> programozható számítógép-alapú tanulási környezet {{MainEntry|Programmable computer-based learning environment}}<br> <br>'''S'''{{Anchor|S}}<br> számítógép által segített nyelvtanulás {{MainEntry|Computer-assisted language learning}}<br> számítógép által segített tanítás {{MainEntry|Computer-assisted instruction}}<br> számítógép által segített tanulás {{MainEntry|Computer-assisted learning}}<br> számítógép által segített vizsgáztatás {{MainEntry|Computer-assisted examination}}<br> számítógép által támogatott kollaboratív tanulás {{MainEntry|Computer-supported collaborative learning}}<br> számítógép-alapú laboratórium {{MainEntry|Computer-based laboratory}}<br> számítógép-alapú tanítás {{MainEntry|Computer-based instruction}}<br> számítógép-alapú tanulási környezetek {{MainEntry|Computer-based learning environments}}<br> személyes tanulási környezet {{MainEntry|Personal learning environment}}<br> szerzi eszköz {{MainEntry|Authoring tool}}<br> szerzi rendszer {{MainEntry|Authoring system}}<br> '''szimuláció-alapú tanulási környezet''' {{MainEntry|[[Simulation-based learning environment]]}}<br> szimulációs játékok {{MainEntry|Simulation games}}<br> szituált tanulás {{MainEntry|Situated learning}}<br> szkrip {{MainEntry|Script ...}}<br> szórakozva oktatás {{MainEntry|Edutainment}}<br> <br>'''T'''{{Anchor|T}}<br> Tananyag programcsomag {{MainEntry|Courseware }}<br> '''tanulás menedzsel rendszer''' {{MainEntry|[[Learning management systems]]}}<br> tanulási környezet {{MainEntry|Learning environment}}<br> '''[[Learning scenario/hu|tanulási látkép]]''' {{MainEntry|[[Learning scenario]]}}<br> '''tanulási objektum''' {{MainEntry|[[Learning objects]]}}<br> tanulási pálya {{MainEntry|Learning trail}}<br> tanulási segédlet {{MainEntry|Learning companion}}<br> '''tanulási tábla''' {{MainEntry|[[Learning grid]]}}<br> '''tanulási tér''' {{MainEntry|[[Learning space]]}}<br> tanulást elsegít programozás {{MainEntry|Computer programming in support of learning}}<br> '''tanulástervezés''' {{MainEntry|[[Learning design]]}}<br> '''[[Epistemic affordance/hu|tanulástudományi késztetés]]''' {{MainEntry|[[Epistemic affordance]]}}<br> '''tanulástudományi visszacsatolás''' {{MainEntry|[[Epistemic feedback]]}}<br> tanuló modellezés {{MainEntry|Learner modeling}}<br> táv-tanulás {{MainEntry|Distance learning}}<br> távoli laboratórium {{MainEntry|Remote laboratories }}<br> '''[[Techno-mathematical literacies/hu|techno-matematikai mveltség]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> technológia által segített tanulás {{MainEntry|Technology Enhanced Learning}}<br> <br>'''V'''{{Anchor|V}}<br> vegyes tanulási környezet {{MainEntry|Blended learning}}<br> virtuális egyetem {{MainEntry|Virtual universities }}<br> virtuális kampusz {{MainEntry|Virtual campus}}<br> virtuális pedagógiai ágens {{MainEntry|Virtual pedagogical agent}}<br> virtuális tanulási környezet {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> webes eladási technológiák {{MainEntry|Web-lecturing technologies}}<br> 890 853 2012-05-24T08:50:10Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Hungarian entries ''Edited by Márta Turcsányi-Szabó, Eötvös Loránd University (HU)'' '''A - [[#B|B]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#K|K]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> a feladatok automatikus generálása {{MainEntry|Automatic generation of exercises}}<br> '''adatív tanulási környezet''' {{MainEntry|[[Adaptive learning environment]]}}<br> ágens-alapú tanító rendszer {{MainEntry|Agent-based tutoring system}}<br> ágens-alapú tanulási környezet {{MainEntry|Agent-based learning environment}}<br> ambiens tanulási környezet {{MainEntry|Ambient learning environment}}<br> animált pedagógiai ágens {{MainEntry|Animated pedagogical agent}}<br> automata diagnosztika {{MainEntry|Automatic diagnosis}} <br>'''B'''{{Anchor|B}}<br> '''[[Embedded phenomena/hu|beágyazott jelenség]]''' {{MainEntry|[[Embedded phenomena]]}}<br> bels szkript {{MainEntry|Internal script}}<br> bels szkript {{MainEntry| --- internal see Internal script}}<br> <br>'''D'''{{Anchor|D}}<br>'''didaktikai tervezés''' {{MainEntry|[[Didactical engineering]]}}<br> dinamikus geometria {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-portfólió {{MainEntry|e-portfolio}}<br> e-tanulás {{MainEntry|e-learning}}<br> elektronikus felmérés {{MainEntry|e-Assessment}}<br> <br>'''F'''{{Anchor|F}}<br> '''[[Inquiry learning/hu|felfedez tanulás]]''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''H'''{{Anchor|H}}<br> hálózai környezet {{MainEntry|--- Networked learning environment}}<br> hálózatos közösség {{MainEntry|--- Networked learning communities}}<br> '''[[Networked learning/hu|hálózatos tanulás]]''' {{MainEntry|[[Networked learning]]}}<br> <br>'''I'''{{Anchor|I}}<br> '''informális tanulás''' {{MainEntry|[[Informal learning]]}}<br> inklúzív e-tanulás {{MainEntry|Inclusive e-learning}}<br> integrált tanulási rendszer {{MainEntry|Integrated learning system}}<br> intelligens eligazító rendszer {{MainEntry|Intelligent scaffolding system}}<br> '''intelligens tutor rendszer''' {{MainEntry|[[Intelligent tutoring system]]}}<br> interaktív tábla {{MainEntry|Interactive white board}}<br> interaktív tanulási környezet {{MainEntry|Interactive learning environment}}<br> <br>'''J'''{{Anchor|J}}<br> '''[[Game-based learning/hu|játék-alapú tanulás]]''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''K'''{{Anchor|K}}<br> kézzelfogható tanulási környezet {{MainEntry|Tangible learning environment}}<br> kiterjesztett tanulási környezet {{MainEntry|Augmented learning environment}}<br> kognitív diagnózis {{MainEntry|Cognitive diagnosis}}<br> kognitív modellezés {{MainEntry|Cognitive modeling}}<br> kognitív tervezés {{MainEntry|Cognitive engineering}}<br> '''kognitív tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> '''kollaborációs szkript''' {{MainEntry|[[Collaboration script]]}}<br> kollaboratív tanulás {{MainEntry|Collaborative learning}}<br> komputációs matematiks {{MainEntry|Computational mathetic}}<br> '''[[Constructionism/hu|Konstrukcionizmus]]''' {{MainEntry|[[Constructionism]]}}<br> kurzus menedzsel rendszer {{MainEntry|Course management system}}<br> küls szkript {{MainEntry|External script}}<br> küls szkript {{MainEntry| --- external see External script}}<br> <br>'''M'''{{Anchor|M}}<br> megosztott tanulás {{MainEntry|Distributed learning}}<br> megosztott tanulási rendszerek {{MainEntry|Distributed learning environments}}<br> mesterséges tanulási környezet {{MainEntry|Artificial learning environment}}<br> mikrovilág {{MainEntry|Microworld}}<br> mindenhol jelenlév tanulás {{MainEntry|Ubiquitous learning}}<br> mindenhol jelenlév tanulási környezet {{MainEntry|Pervasive learning environment}}<br> '''[[Mobile learning/hu|mobil tanulás]]''' {{MainEntry|[[Mobile learning]]}}<br> '''multimédiás tanulás''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''N'''{{Anchor|N}}<br> '''[[Narrative learning environments/hu|narratív tanulási környezetek]]''' {{MainEntry|[[Narrative learning environments]]}}<br> '''[[Seamless learning environments/hu|nem észlelhet átmenet tanulási környezet]]''' {{MainEntry|[[Seamless learning environments]]}}<br> <br>'''O'''{{Anchor|O}}<br> '''[[Educational affordance/hu|oktatási késztetés]]''' {{MainEntry|[[Educational affordance]]}}<br> on-line tanulási környezet {{MainEntry|On-line learning environment}}<br> '''[[Overlay/hu|Overlay]]''' {{MainEntry|[[Overlay]]}}<br> '''[[Self-regulated learning/hu|önszabályozó tanulás]]''' {{MainEntry|[[Self-regulated learning]]}}<br> <br>'''P'''{{Anchor|P}}<br> párhuzamos rendszer {{MainEntry|Buddy systems}}<br> '''pedagógiai adatbányászás''' {{MainEntry|[[Educational data mining]]}}<br> pedagógiai ágens {{MainEntry|Pedagogical agent}}<br> programozható kurzus {{MainEntry|Programmable course }}<br> programozható számítógép-alapú tanulási környezet {{MainEntry|Programmable computer-based learning environment}}<br> <br>'''S'''{{Anchor|S}}<br> számítógép által segített nyelvtanulás {{MainEntry|Computer-assisted language learning}}<br> számítógép által segített tanítás {{MainEntry|Computer-assisted instruction}}<br> számítógép által segített tanulás {{MainEntry|Computer-assisted learning}}<br> számítógép által segített vizsgáztatás {{MainEntry|Computer-assisted examination}}<br> számítógép által támogatott kollaboratív tanulás {{MainEntry|Computer-supported collaborative learning}}<br> számítógép-alapú laboratórium {{MainEntry|Computer-based laboratory}}<br> számítógép-alapú tanítás {{MainEntry|Computer-based instruction}}<br> számítógép-alapú tanulási környezetek {{MainEntry|Computer-based learning environments}}<br> személyes tanulási környezet {{MainEntry|Personal learning environment}}<br> szerzi eszköz {{MainEntry|Authoring tool}}<br> szerzi rendszer {{MainEntry|Authoring system}}<br> '''szimuláció-alapú tanulási környezet''' {{MainEntry|[[Simulation-based learning environment]]}}<br> szimulációs játékok {{MainEntry|Simulation games}}<br> szituált tanulás {{MainEntry|Situated learning}}<br> szkrip {{MainEntry|Script ...}}<br> szórakozva oktatás {{MainEntry|Edutainment}}<br> <br>'''T'''{{Anchor|T}}<br> Tananyag programcsomag {{MainEntry|Courseware }}<br> '''tanulás menedzsel rendszer''' {{MainEntry|[[Learning management systems]]}}<br> tanulási környezet {{MainEntry|Learning environment}}<br> '''[[Learning scenario/hu|tanulási látkép]]''' {{MainEntry|[[Learning scenario]]}}<br> '''tanulási objektum''' {{MainEntry|[[Learning objects]]}}<br> tanulási pálya {{MainEntry|Learning trail}}<br> tanulási segédlet {{MainEntry|Learning companion}}<br> '''tanulási tábla''' {{MainEntry|[[Learning grid]]}}<br> '''tanulási tér''' {{MainEntry|[[Learning space]]}}<br> tanulást elsegít programozás {{MainEntry|Computer programming in support of learning}}<br> '''tanulástervezés''' {{MainEntry|[[Learning design]]}}<br> '''[[Epistemic affordance/hu|tanulástudományi késztetés]]''' {{MainEntry|[[Epistemic affordance]]}}<br> '''tanulástudományi visszacsatolás''' {{MainEntry|[[Epistemic feedback]]}}<br> tanuló modellezés {{MainEntry|Learner modeling}}<br> táv-tanulás {{MainEntry|Distance learning}}<br> távoli laboratórium {{MainEntry|Remote laboratories }}<br> '''[[Techno-mathematical literacies/hu|techno-matematikai mveltség]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> technológia által segített tanulás {{MainEntry|Technology Enhanced Learning}}<br> <br>'''V'''{{Anchor|V}}<br> vegyes tanulási környezet {{MainEntry|Blended learning}}<br> virtuális egyetem {{MainEntry|Virtual universities }}<br> virtuális kampusz {{MainEntry|Virtual campus}}<br> virtuális pedagógiai ágens {{MainEntry|Virtual pedagogical agent}}<br> virtuális tanulási környezet {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> webes eladási technológiák {{MainEntry|Web-lecturing technologies}}<br> 853 826 2012-05-04T09:15:15Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Hungarian entries ''Edited by Márta Turcsányi-Szabó, Eötvös Loránd University (HU)'' '''A - [[#B|B]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#K|K]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> a feladatok automatikus generálása {{MainEntry|Automatic generation of exercises}}<br> '''adatív tanulási környezet''' {{MainEntry|[[Adaptive learning environment]]}}<br> ágens-alapú tanító rendszer {{MainEntry|Agent-based tutoring system}}<br> ágens-alapú tanulási környezet {{MainEntry|Agent-based learning environment}}<br> ambiens tanulási környezet {{MainEntry|Ambient learning environment}}<br> animált pedagógiai ágens {{MainEntry|Animated pedagogical agent}}<br> automata diagnosztika {{MainEntry|Automatic diagnosis}} <br>'''B'''{{Anchor|B}}<br> '''[[Embedded phenomena/hu|beágyazott jelenség]]''' {{MainEntry|[[Embedded phenomena]]}}<br> bels szkript {{MainEntry|Internal script}}<br> bels szkript {{MainEntry| --- internal see Internal script}}<br> <br>'''D'''{{Anchor|D}}<br>'''didaktikai tervezés''' {{MainEntry|[[Didactical engineering]]}}<br> dinamikus geometria {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-portfólió {{MainEntry|e-portfolio}}<br> e-tanulás {{MainEntry|e-learning}}<br> elektronikus felmérés {{MainEntry|e-Assessment}}<br> <br>'''F'''{{Anchor|F}}<br> '''[[Inquiry learning/hu|felfedez tanulás]]''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''H'''{{Anchor|H}}<br> hálózai környezet {{MainEntry|--- Networked learning environment}}<br> hálózatos közösség {{MainEntry|--- Networked learning communities}}<br> '''[[Networked learning/hu|hálózatos tanulás]]''' {{MainEntry|[[Networked learning]]}}<br> <br>'''I'''{{Anchor|I}}<br> '''informális tanulás''' {{MainEntry|[[Informal learning]]}}<br> inklúzív e-tanulás {{MainEntry|Inclusive e-learning}}<br> integrált tanulási rendszer {{MainEntry|Integrated learning system}}<br> intelligens eligazító rendszer {{MainEntry|Intelligent scaffolding system}}<br> '''intelligens tutor rendszer''' {{MainEntry|[[Intelligent tutoring system]]}}<br> interaktív tábla {{MainEntry|Interactive white board}}<br> interaktív tanulási környezet {{MainEntry|Interactive learning environment}}<br> <br>'''J'''{{Anchor|J}}<br> '''[[Game-based learning/hu|játék-alapú tanulás]]''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''K'''{{Anchor|K}}<br> kézzelfogható tanulási környezet {{MainEntry|Tangible learning environment}}<br> kiterjesztett tanulási környezet {{MainEntry|Augmented learning environment}}<br> kognitív diagnózis {{MainEntry|Cognitive diagnosis}}<br> kognitív modellezés {{MainEntry|Cognitive modeling}}<br> kognitív tervezés {{MainEntry|Cognitive engineering}}<br> '''kognitív tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> '''kollaborációs szkript''' {{MainEntry|[[Collaboration script]]}}<br> kollaboratív tanulás {{MainEntry|Collaborative learning}}<br> komputációs matematiks {{MainEntry|Computational mathetic}}<br> '''[[Constructionism/hu|Konstrukcionizmus]]''' {{MainEntry|[[Constructionism]]}}<br> kurzus menedzsel rendszer {{MainEntry|Course management system}}<br> küls szkript {{MainEntry|External script}}<br> küls szkript {{MainEntry| --- external see External script}}<br> <br>'''M'''{{Anchor|M}}<br> megosztott tanulás {{MainEntry|Distributed learning}}<br> megosztott tanulási rendszerek {{MainEntry|Distributed learning environments}}<br> mesterséges tanulási környezet {{MainEntry|Artificial learning environment}}<br> mikrovilág {{MainEntry|Microworld}}<br> mindenhol jelenlév tanulás {{MainEntry|Ubiquitous learning}}<br> mindenhol jelenlév tanulási környezet {{MainEntry|Pervasive learning environment}}<br> '''[[Mobile learning/hu|mobil tanulás]]''' {{MainEntry|[[Mobile learning]]}}<br> '''multimédiás tanulás''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''N'''{{Anchor|N}}<br> '''[[Narrative learning environments/hu|narratív tanulási környezetek]]''' {{MainEntry|[[Narrative learning environments]]}}<br> '''[[Seamless learning environments/hu|nem észlelhet átmenet tanulási környezet]]''' {{MainEntry|[[Seamless learning environments]]}}<br> <br>'''O'''{{Anchor|O}}<br> '''[[Educational affordance/hu|oktatási késztetés]]''' {{MainEntry|[[Educational affordance]]}}<br> on-line tanulási környezet {{MainEntry|On-line learning environment}}<br> '''[[Overlay/hu|Overlay]]''' {{MainEntry|[[Overlay]]}}<br> '''[[Self-regulated learning/hu|önszabályozó tanulás]]''' {{MainEntry|[[Self-regulated learning]]}}<br> <br>'''P'''{{Anchor|P}}<br> párhuzamos rendszer {{MainEntry|Buddy systems}}<br> pedagógiai adatbányászás {{MainEntry|Educational data mining}}<br> pedagógiai ágens {{MainEntry|Pedagogical agent}}<br> programozható kurzus {{MainEntry|Programmable course }}<br> programozható számítógép-alapú tanulási környezet {{MainEntry|Programmable computer-based learning environment}}<br> <br>'''S'''{{Anchor|S}}<br> számítógép által segített nyelvtanulás {{MainEntry|Computer-assisted language learning}}<br> számítógép által segített tanítás {{MainEntry|Computer-assisted instruction}}<br> számítógép által segített tanulás {{MainEntry|Computer-assisted learning}}<br> számítógép által segített vizsgáztatás {{MainEntry|Computer-assisted examination}}<br> számítógép által támogatott kollaboratív tanulás {{MainEntry|Computer-supported collaborative learning}}<br> számítógép-alapú laboratórium {{MainEntry|Computer-based laboratory}}<br> számítógép-alapú tanítás {{MainEntry|Computer-based instruction}}<br> számítógép-alapú tanulási környezetek {{MainEntry|Computer-based learning environments}}<br> személyes tanulási környezet {{MainEntry|Personal learning environment}}<br> szerzi eszköz {{MainEntry|Authoring tool}}<br> szerzi rendszer {{MainEntry|Authoring system}}<br> '''szimuláció-alapú tanulási környezet''' {{MainEntry|[[Simulation-based learning environment]]}}<br> szimulációs játékok {{MainEntry|Simulation games}}<br> szituált tanulás {{MainEntry|Situated learning}}<br> szkrip {{MainEntry|Script ...}}<br> szórakozva oktatás {{MainEntry|Edutainment}}<br> <br>'''T'''{{Anchor|T}}<br> Tananyag programcsomag {{MainEntry|Courseware }}<br> '''tanulás menedzsel rendszer''' {{MainEntry|[[Learning management systems]]}}<br> tanulási környezet {{MainEntry|Learning environment}}<br> '''[[Learning scenario/hu|tanulási látkép]]''' {{MainEntry|[[Learning scenario]]}}<br> '''tanulási objektum''' {{MainEntry|[[Learning objects]]}}<br> tanulási pálya {{MainEntry|Learning trail}}<br> tanulási segédlet {{MainEntry|Learning companion}}<br> '''tanulási tábla''' {{MainEntry|[[Learning grid]]}}<br> '''tanulási tér''' {{MainEntry|[[Learning space]]}}<br> tanulást elsegít programozás {{MainEntry|Computer programming in support of learning}}<br> '''tanulástervezés''' {{MainEntry|[[Learning design]]}}<br> '''[[Epistemic affordance/hu|tanulástudományi késztetés]]''' {{MainEntry|[[Epistemic affordance]]}}<br> '''tanulástudományi visszacsatolás''' {{MainEntry|[[Epistemic feedback]]}}<br> tanuló modellezés {{MainEntry|Learner modeling}}<br> táv-tanulás {{MainEntry|Distance learning}}<br> távoli laboratórium {{MainEntry|Remote laboratories }}<br> '''[[Techno-mathematical literacies/hu|techno-matematikai mveltség]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> technológia által segített tanulás {{MainEntry|Technology Enhanced Learning}}<br> <br>'''V'''{{Anchor|V}}<br> vegyes tanulási környezet {{MainEntry|Blended learning}}<br> virtuális egyetem {{MainEntry|Virtual universities }}<br> virtuális kampusz {{MainEntry|Virtual campus}}<br> virtuális pedagógiai ágens {{MainEntry|Virtual pedagogical agent}}<br> virtuális tanulási környezet {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> webes eladási technológiák {{MainEntry|Web-lecturing technologies}}<br> 826 825 2012-03-29T09:42:30Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Hungarian entries ''Edited by Márta Turcsányi-Szabó, Eötvös Loránd University (HU)'' '''A - [[#B|B]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#K|K]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> a feladatok automatikus generálása {{MainEntry|Automatic generation of exercises}}<br> adatív tanulási környezet {{MainEntry|Adaptive learning environment}}<br> ágens-alapú tanító rendszer {{MainEntry|Agent-based tutoring system}}<br> ágens-alapú tanulási környezet {{MainEntry|Agent-based learning environment}}<br> ambiens tanulási környezet {{MainEntry|Ambient learning environment}}<br> animált pedagógiai ágens {{MainEntry|Animated pedagogical agent}}<br> automata diagnosztika {{MainEntry|Automatic diagnosis}} <br>'''B'''{{Anchor|B}}<br> '''[[Embedded phenomena/hu|beágyazott jelenség]]''' {{MainEntry|[[Embedded phenomena]]}}<br> bels szkript {{MainEntry|Internal script}}<br> bels szkript {{MainEntry| --- internal see Internal script}}<br> <br>'''D'''{{Anchor|D}}<br>'''didaktikai tervezés''' {{MainEntry|[[Didactical engineering]]}}<br> dinamikus geometria {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-portfólió {{MainEntry|e-portfolio}}<br> e-tanulás {{MainEntry|e-learning}}<br> elektronikus felmérés {{MainEntry|e-Assessment}}<br> <br>'''F'''{{Anchor|F}}<br> '''[[Inquiry learning/hu|felfedez tanulás]]''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''H'''{{Anchor|H}}<br> hálózai környezet {{MainEntry|--- Networked learning environment}}<br> hálózatos közösség {{MainEntry|--- Networked learning communities}}<br> '''[[Networked learning/hu|hálózatos tanulás]]''' {{MainEntry|[[Networked learning]]}}<br> <br>'''I'''{{Anchor|I}}<br> '''informális tanulás''' {{MainEntry|[[Informal learning]]}}<br> inklúzív e-tanulás {{MainEntry|Inclusive e-learning}}<br> integrált tanulási rendszer {{MainEntry|Integrated learning system}}<br> intelligens eligazító rendszer {{MainEntry|Intelligent scaffolding system}}<br> '''intelligens tutor rendszer''' {{MainEntry|[[Intelligent tutoring system]]}}<br> interaktív tábla {{MainEntry|Interactive white board}}<br> interaktív tanulási környezet {{MainEntry|Interactive learning environment}}<br> <br>'''J'''{{Anchor|J}}<br> '''[[Game-based learning/hu|játék-alapú tanulás]]''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''K'''{{Anchor|K}}<br> kézzelfogható tanulási környezet {{MainEntry|Tangible learning environment}}<br> kiterjesztett tanulási környezet {{MainEntry|Augmented learning environment}}<br> kognitív diagnózis {{MainEntry|Cognitive diagnosis}}<br> kognitív modellezés {{MainEntry|Cognitive modeling}}<br> kognitív tervezés {{MainEntry|Cognitive engineering}}<br> '''kognitív tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> '''kollaborációs szkript''' {{MainEntry|[[Collaboration script]]}}<br> kollaboratív tanulás {{MainEntry|Collaborative learning}}<br> komputációs matematiks {{MainEntry|Computational mathetic}}<br> '''[[Constructionism/hu|Konstrukcionizmus]]''' {{MainEntry|[[Constructionism]]}}<br> kurzus menedzsel rendszer {{MainEntry|Course management system}}<br> küls szkript {{MainEntry|External script}}<br> küls szkript {{MainEntry| --- external see External script}}<br> <br>'''M'''{{Anchor|M}}<br> megosztott tanulás {{MainEntry|Distributed learning}}<br> megosztott tanulási rendszerek {{MainEntry|Distributed learning environments}}<br> mesterséges tanulási környezet {{MainEntry|Artificial learning environment}}<br> mikrovilág {{MainEntry|Microworld}}<br> mindenhol jelenlév tanulás {{MainEntry|Ubiquitous learning}}<br> mindenhol jelenlév tanulási környezet {{MainEntry|Pervasive learning environment}}<br> '''[[Mobile learning/hu|mobil tanulás]]''' {{MainEntry|[[Mobile learning]]}}<br> '''multimédiás tanulás''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''N'''{{Anchor|N}}<br> '''[[Narrative learning environments/hu|narratív tanulási környezetek]]''' {{MainEntry|[[Narrative learning environments]]}}<br> '''[[Seamless learning environments/hu|nem észlelhet átmenet tanulási környezet]]''' {{MainEntry|[[Seamless learning environments]]}}<br> <br>'''O'''{{Anchor|O}}<br> '''[[Educational affordance/hu|oktatási késztetés]]''' {{MainEntry|[[Educational affordance]]}}<br> on-line tanulási környezet {{MainEntry|On-line learning environment}}<br> '''[[Overlay/hu|Overlay]]''' {{MainEntry|[[Overlay]]}}<br> '''[[Self-regulated learning/hu|önszabályozó tanulás]]''' {{MainEntry|[[Self-regulated learning]]}}<br> <br>'''P'''{{Anchor|P}}<br> párhuzamos rendszer {{MainEntry|Buddy systems}}<br> pedagógiai adatbányászás {{MainEntry|Educational data mining}}<br> pedagógiai ágens {{MainEntry|Pedagogical agent}}<br> programozható kurzus {{MainEntry|Programmable course }}<br> programozható számítógép-alapú tanulási környezet {{MainEntry|Programmable computer-based learning environment}}<br> <br>'''S'''{{Anchor|S}}<br> számítógép által segített nyelvtanulás {{MainEntry|Computer-assisted language learning}}<br> számítógép által segített tanítás {{MainEntry|Computer-assisted instruction}}<br> számítógép által segített tanulás {{MainEntry|Computer-assisted learning}}<br> számítógép által segített vizsgáztatás {{MainEntry|Computer-assisted examination}}<br> számítógép által támogatott kollaboratív tanulás {{MainEntry|Computer-supported collaborative learning}}<br> számítógép-alapú laboratórium {{MainEntry|Computer-based laboratory}}<br> számítógép-alapú tanítás {{MainEntry|Computer-based instruction}}<br> számítógép-alapú tanulási környezetek {{MainEntry|Computer-based learning environments}}<br> személyes tanulási környezet {{MainEntry|Personal learning environment}}<br> szerzi eszköz {{MainEntry|Authoring tool}}<br> szerzi rendszer {{MainEntry|Authoring system}}<br> '''szimuláció-alapú tanulási környezet''' {{MainEntry|[[Simulation-based learning environment]]}}<br> szimulációs játékok {{MainEntry|Simulation games}}<br> szituált tanulás {{MainEntry|Situated learning}}<br> szkrip {{MainEntry|Script ...}}<br> szórakozva oktatás {{MainEntry|Edutainment}}<br> <br>'''T'''{{Anchor|T}}<br> Tananyag programcsomag {{MainEntry|Courseware }}<br> '''tanulás menedzsel rendszer''' {{MainEntry|[[Learning management systems]]}}<br> tanulási környezet {{MainEntry|Learning environment}}<br> '''[[Learning scenario/hu|tanulási látkép]]''' {{MainEntry|[[Learning scenario]]}}<br> '''tanulási objektum''' {{MainEntry|[[Learning objects]]}}<br> tanulási pálya {{MainEntry|Learning trail}}<br> tanulási segédlet {{MainEntry|Learning companion}}<br> '''tanulási tábla''' {{MainEntry|[[Learning grid]]}}<br> '''tanulási tér''' {{MainEntry|[[Learning space]]}}<br> tanulást elsegít programozás {{MainEntry|Computer programming in support of learning}}<br> '''tanulástervezés''' {{MainEntry|[[Learning design]]}}<br> '''[[Epistemic affordance/hu|tanulástudományi késztetés]]''' {{MainEntry|[[Epistemic affordance]]}}<br> '''tanulástudományi visszacsatolás''' {{MainEntry|[[Epistemic feedback]]}}<br> tanuló modellezés {{MainEntry|Learner modeling}}<br> táv-tanulás {{MainEntry|Distance learning}}<br> távoli laboratórium {{MainEntry|Remote laboratories }}<br> '''[[Techno-mathematical literacies/hu|techno-matematikai mveltség]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> technológia által segített tanulás {{MainEntry|Technology Enhanced Learning}}<br> <br>'''V'''{{Anchor|V}}<br> vegyes tanulási környezet {{MainEntry|Blended learning}}<br> virtuális egyetem {{MainEntry|Virtual universities }}<br> virtuális kampusz {{MainEntry|Virtual campus}}<br> virtuális pedagógiai ágens {{MainEntry|Virtual pedagogical agent}}<br> virtuális tanulási környezet {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> webes eladási technológiák {{MainEntry|Web-lecturing technologies}}<br> 825 793 2012-03-29T09:41:28Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Hungarian entries ''Edited by Márta Turcsányi-Szabó, Eötvös Loránd University (HU)'' '''A - [[#B|B]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#K|K]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> a feladatok automatikus generálása {{MainEntry|Automatic generation of exercises}}<br> adatív tanulási környezet {{MainEntry|Adaptive learning environment}}<br> ágens-alapú tanító rendszer {{MainEntry|Agent-based tutoring system}}<br> ágens-alapú tanulási környezet {{MainEntry|Agent-based learning environment}}<br> ambiens tanulási környezet {{MainEntry|Ambient learning environment}}<br> animált pedagógiai ágens {{MainEntry|Animated pedagogical agent}}<br> automata diagnosztika {{MainEntry|Automatic diagnosis}} <br>'''B'''{{Anchor|B}}<br> '''[[Embedded phenomena/hu|beágyazott jelenség]]''' {{MainEntry|[[Embedded phenomena]]}}<br> bels szkript {{MainEntry|Internal script}}<br> bels szkript {{MainEntry| --- internal see Internal script}}<br> <br>'''D'''{{Anchor|D}}<br>'''didaktikai tervezés''' {{MainEntry|[[Didactical engineering]]}}<br> dinamikus geometria {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-portfólió {{MainEntry|e-portfolio}}<br> e-tanulás {{MainEntry|e-learning}}<br> elektronikus felmérés {{MainEntry|e-Assessment}}<br> <br>'''F'''{{Anchor|F}}<br> '''[[Inquiry learning/hu|felfedez tanulás]]''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''H'''{{Anchor|H}}<br> hálózai környezet {{MainEntry|--- Networked learning environment}}<br> hálózatos közösség {{MainEntry|--- Networked learning communities}}<br> '''[[Networked learning/hu|hálózatos tanulás]]''' {{MainEntry|[[Networked learning]]}}<br> <br>'''I'''{{Anchor|I}}<br> '''informális tanulás''' {{MainEntry|[[Informal learning]]}}<br> inklúzív e-tanulás {{MainEntry|Inclusive e-learning}}<br> integrált tanulási rendszer {{MainEntry|Integrated learning system}}<br> intelligens eligazító rendszer {{MainEntry|Intelligent scaffolding system}}<br> '''intelligens tutor rendszer''' {{MainEntry|[[Intelligent tutoring system]]}}<br> interaktív tábla {{MainEntry|Interactive white board}}<br> interaktív tanulási környezet {{MainEntry|Interactive learning environment}}<br> <br>'''J'''{{Anchor|J}}<br> '''[[Game-based learning/hu|játék-alapú tanulás]]''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''K'''{{Anchor|K}}<br> kézzelfogható tanulási környezet {{MainEntry|Tangible learning environment}}<br> kiterjesztett tanulási környezet {{MainEntry|Augmented learning environment}}<br> kognitív diagnózis {{MainEntry|Cognitive diagnosis}}<br> kognitív modellezés {{MainEntry|Cognitive modeling}}<br> kognitív tervezés {{MainEntry|Cognitive engineering}}<br> '''kognitív tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> kollaborációs szkript {{MainEntry|[[Collaboration script]]}}<br> kollaboratív tanulás {{MainEntry|Collaborative learning}}<br> komputációs matematiks {{MainEntry|Computational mathetic}}<br> '''[[Constructionism/hu|Konstrukcionizmus]]''' {{MainEntry|[[Constructionism]]}}<br> kurzus menedzsel rendszer {{MainEntry|Course management system}}<br> küls szkript {{MainEntry|External script}}<br> küls szkript {{MainEntry| --- external see External script}}<br> <br>'''M'''{{Anchor|M}}<br> megosztott tanulás {{MainEntry|Distributed learning}}<br> megosztott tanulási rendszerek {{MainEntry|Distributed learning environments}}<br> mesterséges tanulási környezet {{MainEntry|Artificial learning environment}}<br> mikrovilág {{MainEntry|Microworld}}<br> mindenhol jelenlév tanulás {{MainEntry|Ubiquitous learning}}<br> mindenhol jelenlév tanulási környezet {{MainEntry|Pervasive learning environment}}<br> '''[[Mobile learning/hu|mobil tanulás]]''' {{MainEntry|[[Mobile learning]]}}<br> '''multimédiás tanulás''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''N'''{{Anchor|N}}<br> '''[[Narrative learning environments/hu|narratív tanulási környezetek]]''' {{MainEntry|[[Narrative learning environments]]}}<br> '''[[Seamless learning environments/hu|nem észlelhet átmenet tanulási környezet]]''' {{MainEntry|[[Seamless learning environments]]}}<br> <br>'''O'''{{Anchor|O}}<br> '''[[Educational affordance/hu|oktatási késztetés]]''' {{MainEntry|[[Educational affordance]]}}<br> on-line tanulási környezet {{MainEntry|On-line learning environment}}<br> '''[[Overlay/hu|Overlay]]''' {{MainEntry|[[Overlay]]}}<br> '''[[Self-regulated learning/hu|önszabályozó tanulás]]''' {{MainEntry|[[Self-regulated learning]]}}<br> <br>'''P'''{{Anchor|P}}<br> párhuzamos rendszer {{MainEntry|Buddy systems}}<br> pedagógiai adatbányászás {{MainEntry|Educational data mining}}<br> pedagógiai ágens {{MainEntry|Pedagogical agent}}<br> programozható kurzus {{MainEntry|Programmable course }}<br> programozható számítógép-alapú tanulási környezet {{MainEntry|Programmable computer-based learning environment}}<br> <br>'''S'''{{Anchor|S}}<br> számítógép által segített nyelvtanulás {{MainEntry|Computer-assisted language learning}}<br> számítógép által segített tanítás {{MainEntry|Computer-assisted instruction}}<br> számítógép által segített tanulás {{MainEntry|Computer-assisted learning}}<br> számítógép által segített vizsgáztatás {{MainEntry|Computer-assisted examination}}<br> számítógép által támogatott kollaboratív tanulás {{MainEntry|Computer-supported collaborative learning}}<br> számítógép-alapú laboratórium {{MainEntry|Computer-based laboratory}}<br> számítógép-alapú tanítás {{MainEntry|Computer-based instruction}}<br> számítógép-alapú tanulási környezetek {{MainEntry|Computer-based learning environments}}<br> személyes tanulási környezet {{MainEntry|Personal learning environment}}<br> szerzi eszköz {{MainEntry|Authoring tool}}<br> szerzi rendszer {{MainEntry|Authoring system}}<br> '''szimuláció-alapú tanulási környezet''' {{MainEntry|[[Simulation-based learning environment]]}}<br> szimulációs játékok {{MainEntry|Simulation games}}<br> szituált tanulás {{MainEntry|Situated learning}}<br> szkrip {{MainEntry|Script ...}}<br> szórakozva oktatás {{MainEntry|Edutainment}}<br> <br>'''T'''{{Anchor|T}}<br> Tananyag programcsomag {{MainEntry|Courseware }}<br> '''tanulás menedzsel rendszer''' {{MainEntry|[[Learning management systems]]}}<br> tanulási környezet {{MainEntry|Learning environment}}<br> '''[[Learning scenario/hu|tanulási látkép]]''' {{MainEntry|[[Learning scenario]]}}<br> '''tanulási objektum''' {{MainEntry|[[Learning objects]]}}<br> tanulási pálya {{MainEntry|Learning trail}}<br> tanulási segédlet {{MainEntry|Learning companion}}<br> '''tanulási tábla''' {{MainEntry|[[Learning grid]]}}<br> '''tanulási tér''' {{MainEntry|[[Learning space]]}}<br> tanulást elsegít programozás {{MainEntry|Computer programming in support of learning}}<br> '''tanulástervezés''' {{MainEntry|[[Learning design]]}}<br> '''[[Epistemic affordance/hu|tanulástudományi késztetés]]''' {{MainEntry|[[Epistemic affordance]]}}<br> '''tanulástudományi visszacsatolás''' {{MainEntry|[[Epistemic feedback]]}}<br> tanuló modellezés {{MainEntry|Learner modeling}}<br> táv-tanulás {{MainEntry|Distance learning}}<br> távoli laboratórium {{MainEntry|Remote laboratories }}<br> '''[[Techno-mathematical literacies/hu|techno-matematikai mveltség]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> technológia által segített tanulás {{MainEntry|Technology Enhanced Learning}}<br> <br>'''V'''{{Anchor|V}}<br> vegyes tanulási környezet {{MainEntry|Blended learning}}<br> virtuális egyetem {{MainEntry|Virtual universities }}<br> virtuális kampusz {{MainEntry|Virtual campus}}<br> virtuális pedagógiai ágens {{MainEntry|Virtual pedagogical agent}}<br> virtuális tanulási környezet {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> webes eladási technológiák {{MainEntry|Web-lecturing technologies}}<br> 793 713 2012-02-22T13:59:42Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Hungarian entries ''Edited by Márta Turcsányi-Szabó, Eötvös Loránd University (HU)'' '''A - [[#B|B]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#K|K]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> a feladatok automatikus generálása {{MainEntry|Automatic generation of exercises}}<br> adatív tanulási környezet {{MainEntry|Adaptive learning environment}}<br> ágens-alapú tanító rendszer {{MainEntry|Agent-based tutoring system}}<br> ágens-alapú tanulási környezet {{MainEntry|Agent-based learning environment}}<br> ambiens tanulási környezet {{MainEntry|Ambient learning environment}}<br> animált pedagógiai ágens {{MainEntry|Animated pedagogical agent}}<br> automata diagnosztika {{MainEntry|Automatic diagnosis}} <br>'''B'''{{Anchor|B}}<br> '''[[Embedded phenomena/hu|beágyazott jelenség]]''' {{MainEntry|[[Embedded phenomena]]}}<br> bels szkript {{MainEntry|Internal script}}<br> bels szkript {{MainEntry| --- internal see Internal script}}<br> <br>'''D'''{{Anchor|D}}<br>'''didaktikai tervezés''' {{MainEntry|[[Didactical engineering]]}}<br> dinamikus geometria {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-portfólió {{MainEntry|e-portfolio}}<br> e-tanulás {{MainEntry|e-learning}}<br> elektronikus felmérés {{MainEntry|e-Assessment}}<br> <br>'''F'''{{Anchor|F}}<br> '''[[Inquiry learning/hu|felfedez tanulás]]''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''H'''{{Anchor|H}}<br> hálózai környezet {{MainEntry|--- Networked learning environment}}<br> hálózatos közösség {{MainEntry|--- Networked learning communities}}<br> '''[[Networked learning/hu|hálózatos tanulás]]''' {{MainEntry|[[Networked learning]]}}<br> <br>'''I'''{{Anchor|I}}<br> '''informális tanulás''' {{MainEntry|[[Informal learning]]}}<br> inklúzív e-tanulás {{MainEntry|Inclusive e-learning}}<br> integrált tanulási rendszer {{MainEntry|Integrated learning system}}<br> intelligens eligazító rendszer {{MainEntry|Intelligent scaffolding system}}<br> '''intelligens tutor rendszer''' {{MainEntry|[[Intelligent tutoring system]]}}<br> interaktív tábla {{MainEntry|Interactive white board}}<br> interaktív tanulási környezet {{MainEntry|Interactive learning environment}}<br> <br>'''J'''{{Anchor|J}}<br> '''[[Game-based learning/hu|játék-alapú tanulás]]''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''K'''{{Anchor|K}}<br> kézzelfogható tanulási környezet {{MainEntry|Tangible learning environment}}<br> kiterjesztett tanulási környezet {{MainEntry|Augmented learning environment}}<br> kognitív diagnózis {{MainEntry|Cognitive diagnosis}}<br> kognitív modellezés {{MainEntry|Cognitive modeling}}<br> kognitív tervezés {{MainEntry|Cognitive engineering}}<br> '''kognitív tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> kollaborációs szkript {{MainEntry| --- collaboration see Collaboration script}}<br> '''[[Collaboration script/hu|kollaboratív szkrip]]''' {{MainEntry|[[Collaboration script]]}}<br> kollaboratív tanulás {{MainEntry|Collaborative learning}}<br> komputációs matematiks {{MainEntry|Computational mathetic}}<br> '''[[Constructionism/hu|Konstrukcionizmus]]''' {{MainEntry|[[Constructionism]]}}<br> kurzus menedzsel rendszer {{MainEntry|Course management system}}<br> küls szkript {{MainEntry|External script}}<br> küls szkript {{MainEntry| --- external see External script}}<br> <br>'''M'''{{Anchor|M}}<br> megosztott tanulás {{MainEntry|Distributed learning}}<br> megosztott tanulási rendszerek {{MainEntry|Distributed learning environments}}<br> mesterséges tanulási környezet {{MainEntry|Artificial learning environment}}<br> mikrovilág {{MainEntry|Microworld}}<br> mindenhol jelenlév tanulás {{MainEntry|Ubiquitous learning}}<br> mindenhol jelenlév tanulási környezet {{MainEntry|Pervasive learning environment}}<br> '''[[Mobile learning/hu|mobil tanulás]]''' {{MainEntry|[[Mobile learning]]}}<br> '''multimédiás tanulás''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''N'''{{Anchor|N}}<br> '''[[Narrative learning environments/hu|narratív tanulási környezetek]]''' {{MainEntry|[[Narrative learning environments]]}}<br> '''[[Seamless learning environments/hu|nem észlelhet átmenet tanulási környezet]]''' {{MainEntry|[[Seamless learning environments]]}}<br> <br>'''O'''{{Anchor|O}}<br> '''[[Educational affordance/hu|oktatási késztetés]]''' {{MainEntry|[[Educational affordance]]}}<br> on-line tanulási környezet {{MainEntry|On-line learning environment}}<br> '''[[Overlay/hu|Overlay]]''' {{MainEntry|[[Overlay]]}}<br> '''[[Self-regulated learning/hu|önszabályozó tanulás]]''' {{MainEntry|[[Self-regulated learning]]}}<br> <br>'''P'''{{Anchor|P}}<br> párhuzamos rendszer {{MainEntry|Buddy systems}}<br> pedagógiai adatbányászás {{MainEntry|Educational data mining}}<br> pedagógiai ágens {{MainEntry|Pedagogical agent}}<br> programozható kurzus {{MainEntry|Programmable course }}<br> programozható számítógép-alapú tanulási környezet {{MainEntry|Programmable computer-based learning environment}}<br> <br>'''S'''{{Anchor|S}}<br> számítógép által segített nyelvtanulás {{MainEntry|Computer-assisted language learning}}<br> számítógép által segített tanítás {{MainEntry|Computer-assisted instruction}}<br> számítógép által segített tanulás {{MainEntry|Computer-assisted learning}}<br> számítógép által segített vizsgáztatás {{MainEntry|Computer-assisted examination}}<br> számítógép által támogatott kollaboratív tanulás {{MainEntry|Computer-supported collaborative learning}}<br> számítógép-alapú laboratórium {{MainEntry|Computer-based laboratory}}<br> számítógép-alapú tanítás {{MainEntry|Computer-based instruction}}<br> számítógép-alapú tanulási környezetek {{MainEntry|Computer-based learning environments}}<br> személyes tanulási környezet {{MainEntry|Personal learning environment}}<br> szerzi eszköz {{MainEntry|Authoring tool}}<br> szerzi rendszer {{MainEntry|Authoring system}}<br> '''szimuláció-alapú tanulási környezet''' {{MainEntry|[[Simulation-based learning environment]]}}<br> szimulációs játékok {{MainEntry|Simulation games}}<br> szituált tanulás {{MainEntry|Situated learning}}<br> szkrip {{MainEntry|Script ...}}<br> szórakozva oktatás {{MainEntry|Edutainment}}<br> <br>'''T'''{{Anchor|T}}<br> Tananyag programcsomag {{MainEntry|Courseware }}<br> '''tanulás menedzsel rendszer''' {{MainEntry|[[Learning management systems]]}}<br> tanulási környezet {{MainEntry|Learning environment}}<br> '''[[Learning scenario/hu|tanulási látkép]]''' {{MainEntry|[[Learning scenario]]}}<br> '''tanulási objektum''' {{MainEntry|[[Learning objects]]}}<br> tanulási pálya {{MainEntry|Learning trail}}<br> tanulási segédlet {{MainEntry|Learning companion}}<br> '''tanulási tábla''' {{MainEntry|[[Learning grid]]}}<br> '''tanulási tér''' {{MainEntry|[[Learning space]]}}<br> tanulást elsegít programozás {{MainEntry|Computer programming in support of learning}}<br> '''tanulástervezés''' {{MainEntry|[[Learning design]]}}<br> '''[[Epistemic affordance/hu|tanulástudományi késztetés]]''' {{MainEntry|[[Epistemic affordance]]}}<br> '''tanulástudományi visszacsatolás''' {{MainEntry|[[Epistemic feedback]]}}<br> tanuló modellezés {{MainEntry|Learner modeling}}<br> táv-tanulás {{MainEntry|Distance learning}}<br> távoli laboratórium {{MainEntry|Remote laboratories }}<br> '''[[Techno-mathematical literacies/hu|techno-matematikai mveltség]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> technológia által segített tanulás {{MainEntry|Technology Enhanced Learning}}<br> <br>'''V'''{{Anchor|V}}<br> vegyes tanulási környezet {{MainEntry|Blended learning}}<br> virtuális egyetem {{MainEntry|Virtual universities }}<br> virtuális kampusz {{MainEntry|Virtual campus}}<br> virtuális pedagógiai ágens {{MainEntry|Virtual pedagogical agent}}<br> virtuális tanulási környezet {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> webes eladási technológiák {{MainEntry|Web-lecturing technologies}}<br> 713 671 2012-02-09T10:01:53Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Hungarian entries ''Edited by Márta Turcsányi-Szabó, Eötvös Loránd University (HU)'' '''A - [[#B|B]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#K|K]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> a feladatok automatikus generálása {{MainEntry|Automatic generation of exercises}}<br> adatív tanulási környezet {{MainEntry|Adaptive learning environment}}<br> ágens-alapú tanító rendszer {{MainEntry|Agent-based tutoring system}}<br> ágens-alapú tanulási környezet {{MainEntry|Agent-based learning environment}}<br> ambiens tanulási környezet {{MainEntry|Ambient learning environment}}<br> animált pedagógiai ágens {{MainEntry|Animated pedagogical agent}}<br> automata diagnosztika {{MainEntry|Automatic diagnosis}} <br>'''B'''{{Anchor|B}}<br> '''[[Embedded phenomena/hu|beágyazott jelenség]]''' {{MainEntry|[[Embedded phenomena]]}}<br> bels szkript {{MainEntry|Internal script}}<br> bels szkript {{MainEntry| --- internal see Internal script}}<br> <br>'''D'''{{Anchor|D}}<br>'''didaktikai tervezés''' {{MainEntry|[[Didactical engineering]]}}<br> dinamikus geometria {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-portfólió {{MainEntry|e-portfolio}}<br> e-tanulás {{MainEntry|e-learning}}<br> elektronikus felmérés {{MainEntry|e-Assessment}}<br> <br>'''F'''{{Anchor|F}}<br> '''[[Inquiry learning/hu|felfedez tanulás]]''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''H'''{{Anchor|H}}<br> hálózai környezet {{MainEntry|--- Networked learning environment}}<br> hálózatos közösség {{MainEntry|--- Networked learning communities}}<br> '''[[Networked learning/hu|hálózatos tanulás]]''' {{MainEntry|[[Networked learning]]}}<br> <br>'''I'''{{Anchor|I}}<br> '''informális tanulás''' {{MainEntry|[[Informal learning]]}}<br> inklúzív e-tanulás {{MainEntry|Inclusive e-learning}}<br> integrált tanulási rendszer {{MainEntry|Integrated learning system}}<br> intelligens eligazító rendszer {{MainEntry|Intelligent scaffolding system}}<br> '''intelligens tutor rendszer''' {{MainEntry|[[Intelligent tutoring system]]}}<br> interaktív tábla {{MainEntry|Interactive white board}}<br> interaktív tanulási környezet {{MainEntry|Interactive learning environment}}<br> <br>'''J'''{{Anchor|J}}<br> '''[[Game-based learning/hu|játék-alapú tanulás]]''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''K'''{{Anchor|K}}<br> kézzelfogható tanulási környezet {{MainEntry|Tangible learning environment}}<br> kiterjesztett tanulási környezet {{MainEntry|Augmented learning environment}}<br> kognitív diagnózis {{MainEntry|Cognitive diagnosis}}<br> kognitív modellezés {{MainEntry|Cognitive modeling}}<br> kognitív tervezés {{MainEntry|Cognitive engineering}}<br> '''kognitív tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> kollaborációs szkript {{MainEntry| --- collaboration see Collaboration script}}<br> '''[[Collaboration script/hu|kollaboratív szkrip]]''' {{MainEntry|[[Collaboration script]]}}<br> kollaboratív tanulás {{MainEntry|Collaborative learning}}<br> komputációs matematiks {{MainEntry|Computational mathetic}}<br> '''[[Constructionism/hu|Konstrukcionizmus]]''' {{MainEntry|[[Constructionism]]}}<br> kurzus menedzsel rendszer {{MainEntry|Course management system}}<br> küls szkript {{MainEntry|External script}}<br> küls szkript {{MainEntry| --- external see External script}}<br> <br>'''M'''{{Anchor|M}}<br> megosztott tanulás {{MainEntry|Distributed learning}}<br> megosztott tanulási rendszerek {{MainEntry|Distributed learning environments}}<br> mesterséges tanulási környezet {{MainEntry|Artificial learning environment}}<br> mikrovilág {{MainEntry|Microworld}}<br> mindenhol jelenlév tanulás {{MainEntry|Ubiquitous learning}}<br> mindenhol jelenlév tanulási környezet {{MainEntry|Pervasive learning environment}}<br> '''[[Mobile learning/hu|mobil tanulás]]''' {{MainEntry|[[Mobile learning]]}}<br> '''multimédiás tanulás''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''N'''{{Anchor|N}}<br> '''[[Narrative learning environments/hu|narratív tanulási környezetek]]''' {{MainEntry|[[Narrative learning environments]]}}<br> '''[[Seamless learning environments/hu|nem észlelhet átmenet tanulási környezet]]''' {{MainEntry|[[Seamless learning environments]]}}<br> <br>'''O'''{{Anchor|O}}<br> '''[[Educational affordance/hu|oktatási késztetés]]''' {{MainEntry|[[Educational affordance]]}}<br> on-line tanulási környezet {{MainEntry|On-line learning environment}}<br> '''[[Overlay/hu|Overlay]]''' {{MainEntry|[[Overlay]]}}<br> '''[[Self-regulated learning/hu|önszabályozó tanulás]]''' {{MainEntry|[[Self-regulated learning]]}}<br> <br>'''P'''{{Anchor|P}}<br> párhuzamos rendszer {{MainEntry|Buddy systems}}<br> pedagógiai adatbányászás {{MainEntry|Educational data mining}}<br> pedagógiai ágens {{MainEntry|Pedagogical agent}}<br> programozható kurzus {{MainEntry|Programmable course }}<br> programozható számítógép-alapú tanulási környezet {{MainEntry|Programmable computer-based learning environment}}<br> <br>'''S'''{{Anchor|S}}<br> számítógép által segített nyelvtanulás {{MainEntry|Computer-assisted language learning}}<br> számítógép által segített tanítás {{MainEntry|Computer-assisted instruction}}<br> számítógép által segített tanulás {{MainEntry|Computer-assisted learning}}<br> számítógép által segített vizsgáztatás {{MainEntry|Computer-assisted examination}}<br> számítógép által támogatott kollaboratív tanulás {{MainEntry|Computer-supported collaborative learning}}<br> számítógép-alapú laboratórium {{MainEntry|Computer-based laboratory}}<br> számítógép-alapú tanítás {{MainEntry|Computer-based instruction}}<br> számítógép-alapú tanulási környezetek {{MainEntry|Computer-based learning environments}}<br> személyes tanulási környezet {{MainEntry|Personal learning environment}}<br> szerzi eszköz {{MainEntry|Authoring tool}}<br> szerzi rendszer {{MainEntry|Authoring system}}<br> '''szimuláció-alapú tanulási környezet''' {{MainEntry|[[Simulation-based learning environment]]}}<br> szimulációs játékok {{MainEntry|Simulation games}}<br> szituált tanulás {{MainEntry|Situated learning}}<br> szkrip {{MainEntry|Script ...}}<br> szórakozva oktatás {{MainEntry|Edutainment}}<br> <br>'''T'''{{Anchor|T}}<br> Tananyag programcsomag {{MainEntry|Courseware }}<br> '''tanulás menedzsel rendszer''' {{MainEntry|[[Learning management systems]]}}<br> tanulási környezet {{MainEntry|Learning environment}}<br> '''[[Learning scenario/hu|tanulási látkép]]''' {{MainEntry|[[Learning scenario]]}}<br> '''tanulási objektum''' {{MainEntry|[[Learning objects]]}}<br> tanulási pálya {{MainEntry|Learning trail}}<br> tanulási segédlet {{MainEntry|Learning companion}}<br> '''tanulási tábla''' {{MainEntry|[[Learning grid]]}}<br> '''tanulási tér''' {{MainEntry|[[Learning space]]}}<br> tanulást elsegít programozás {{MainEntry|Computer programming in support of learning}}<br> tanulástervezés {{MainEntry|Learning design}}<br> '''[[Epistemic affordance/hu|tanulástudományi késztetés]]''' {{MainEntry|[[Epistemic affordance]]}}<br> '''tanulástudományi visszacsatolás''' {{MainEntry|[[Epistemic feedback]]}}<br> tanuló modellezés {{MainEntry|Learner modeling}}<br> táv-tanulás {{MainEntry|Distance learning}}<br> távoli laboratórium {{MainEntry|Remote laboratories }}<br> '''[[Techno-mathematical literacies/hu|techno-matematikai mveltség]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> technológia által segített tanulás {{MainEntry|Technology Enhanced Learning}}<br> <br>'''V'''{{Anchor|V}}<br> vegyes tanulási környezet {{MainEntry|Blended learning}}<br> virtuális egyetem {{MainEntry|Virtual universities }}<br> virtuális kampusz {{MainEntry|Virtual campus}}<br> virtuális pedagógiai ágens {{MainEntry|Virtual pedagogical agent}}<br> virtuális tanulási környezet {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> webes eladási technológiák {{MainEntry|Web-lecturing technologies}}<br> 671 644 2012-01-30T09:51:25Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Hungarian entries ''Edited by Márta Turcsányi-Szabó, Eötvös Loránd University (HU)'' '''A - [[#B|B]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#K|K]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> a feladatok automatikus generálása {{MainEntry|Automatic generation of exercises}}<br> adatív tanulási környezet {{MainEntry|Adaptive learning environment}}<br> ágens-alapú tanító rendszer {{MainEntry|Agent-based tutoring system}}<br> ágens-alapú tanulási környezet {{MainEntry|Agent-based learning environment}}<br> ambiens tanulási környezet {{MainEntry|Ambient learning environment}}<br> animált pedagógiai ágens {{MainEntry|Animated pedagogical agent}}<br> automata diagnosztika {{MainEntry|Automatic diagnosis}} <br>'''B'''{{Anchor|B}}<br> '''[[Embedded phenomena/hu|beágyazott jelenség]]''' {{MainEntry|[[Embedded phenomena]]}}<br> bels szkript {{MainEntry|Internal script}}<br> bels szkript {{MainEntry| --- internal see Internal script}}<br> <br>'''D'''{{Anchor|D}}<br>'''didaktikai tervezés''' {{MainEntry|[[Didactical engineering]]}}<br> dinamikus geometria {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-portfólió {{MainEntry|e-portfolio}}<br> e-tanulás {{MainEntry|e-learning}}<br> elektronikus felmérés {{MainEntry|e-Assessment}}<br> <br>'''F'''{{Anchor|F}}<br> '''[[Inquiry learning/hu|felfedez tanulás]]''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''H'''{{Anchor|H}}<br> hálózai környezet {{MainEntry|--- Networked learning environment}}<br> hálózatos közösség {{MainEntry|--- Networked learning communities}}<br> '''[[Networked learning/hu|hálózatos tanulás]]''' {{MainEntry|[[Networked learning]]}}<br> <br>'''I'''{{Anchor|I}}<br> '''informális tanulás''' {{MainEntry|[[Informal learning]]}}<br> inklúzív e-tanulás {{MainEntry|Inclusive e-learning}}<br> integrált tanulási rendszer {{MainEntry|Integrated learning system}}<br> intelligens eligazító rendszer {{MainEntry|Intelligent scaffolding system}}<br> '''intelligens tutor rendszer''' {{MainEntry|[[Intelligent tutoring system]]}}<br> interaktív tábla {{MainEntry|Interactive white board}}<br> interaktív tanulási környezet {{MainEntry|Interactive learning environment}}<br> <br>'''J'''{{Anchor|J}}<br> '''[[Game-based learning/hu|játék-alapú tanulás]]''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''K'''{{Anchor|K}}<br> kézzelfogható tanulási környezet {{MainEntry|Tangible learning environment}}<br> kiterjesztett tanulási környezet {{MainEntry|Augmented learning environment}}<br> kognitív diagnózis {{MainEntry|Cognitive diagnosis}}<br> kognitív modellezés {{MainEntry|Cognitive modeling}}<br> kognitív tervezés {{MainEntry|Cognitive engineering}}<br> '''kognitív tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> kollaborációs szkript {{MainEntry| --- collaboration see Collaboration script}}<br> '''[[Collaboration script/hu|kollaboratív szkrip]]''' {{MainEntry|[[Collaboration script]]}}<br> kollaboratív tanulás {{MainEntry|Collaborative learning}}<br> komputációs matematiks {{MainEntry|Computational mathetic}}<br> '''[[Constructionism/hu|Konstrukcionizmus]]''' {{MainEntry|[[Constructionism]]}}<br> kurzus menedzsel rendszer {{MainEntry|Course management system}}<br> küls szkript {{MainEntry|External script}}<br> küls szkript {{MainEntry| --- external see External script}}<br> <br>'''M'''{{Anchor|M}}<br> megosztott tanulás {{MainEntry|Distributed learning}}<br> megosztott tanulási rendszerek {{MainEntry|Distributed learning environments}}<br> mesterséges tanulási környezet {{MainEntry|Artificial learning environment}}<br> mikrovilág {{MainEntry|Microworld}}<br> mindenhol jelenlév tanulás {{MainEntry|Ubiquitous learning}}<br> mindenhol jelenlév tanulási környezet {{MainEntry|Pervasive learning environment}}<br> '''[[Mobile learning/hu|mobil tanulás]]''' {{MainEntry|[[Mobile learning]]}}<br> '''multimédiás tanulás''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''N'''{{Anchor|N}}<br> '''[[Narrative learning environments/hu|narratív tanulási környezetek]]''' {{MainEntry|[[Narrative learning environments]]}}<br> '''[[Seamless learning environments/hu|nem észlelhet átmenet tanulási környezet]]''' {{MainEntry|[[Seamless learning environments]]}}<br> <br>'''O'''{{Anchor|O}}<br> '''[[Educational affordance/hu|oktatási késztetés]]''' {{MainEntry|[[Educational affordance]]}}<br> on-line tanulási környezet {{MainEntry|On-line learning environment}}<br> '''[[Overlay/hu|Overlay]]''' {{MainEntry|[[Overlay]]}}<br> '''[[Self-regulated learning/hu|önszabályozó tanulás]]''' {{MainEntry|[[Self-regulated learning]]}}<br> <br>'''P'''{{Anchor|P}}<br> párhuzamos rendszer {{MainEntry|Buddy systems}}<br> pedagógiai adatbányászás {{MainEntry|Educational data mining}}<br> pedagógiai ágens {{MainEntry|Pedagogical agent}}<br> programozható kurzus {{MainEntry|Programmable course }}<br> programozható számítógép-alapú tanulási környezet {{MainEntry|Programmable computer-based learning environment}}<br> <br>'''S'''{{Anchor|S}}<br> számítógép által segített nyelvtanulás {{MainEntry|Computer-assisted language learning}}<br> számítógép által segített tanítás {{MainEntry|Computer-assisted instruction}}<br> számítógép által segített tanulás {{MainEntry|Computer-assisted learning}}<br> számítógép által segített vizsgáztatás {{MainEntry|Computer-assisted examination}}<br> számítógép által támogatott kollaboratív tanulás {{MainEntry|Computer-supported collaborative learning}}<br> számítógép-alapú laboratórium {{MainEntry|Computer-based laboratory}}<br> számítógép-alapú tanítás {{MainEntry|Computer-based instruction}}<br> számítógép-alapú tanulási környezetek {{MainEntry|Computer-based learning environments}}<br> személyes tanulási környezet {{MainEntry|Personal learning environment}}<br> szerzi eszköz {{MainEntry|Authoring tool}}<br> szerzi rendszer {{MainEntry|Authoring system}}<br> szimuláció-alapú tanulási környezet {{MainEntry|Simulation-based learning environment}}<br> szimulációs játékok {{MainEntry|Simulation games}}<br> szituált tanulás {{MainEntry|Situated learning}}<br> szkrip {{MainEntry|Script ...}}<br> szórakozva oktatás {{MainEntry|Edutainment}}<br> <br>'''T'''{{Anchor|T}}<br> Tananyag programcsomag {{MainEntry|Courseware }}<br> '''tanulás menedzsel rendszer''' {{MainEntry|[[Learning management systems]]}}<br> tanulási környezet {{MainEntry|Learning environment}}<br> '''[[Learning scenario/hu|tanulási látkép]]''' {{MainEntry|[[Learning scenario]]}}<br> '''tanulási objektum''' {{MainEntry|[[Learning objects]]}}<br> tanulási pálya {{MainEntry|Learning trail}}<br> tanulási segédlet {{MainEntry|Learning companion}}<br> '''tanulási tábla''' {{MainEntry|[[Learning grid]]}}<br> '''tanulási tér''' {{MainEntry|[[Learning space]]}}<br> tanulást elsegít programozás {{MainEntry|Computer programming in support of learning}}<br> tanulástervezés {{MainEntry|Learning design}}<br> '''[[Epistemic affordance/hu|tanulástudományi késztetés]]''' {{MainEntry|[[Epistemic affordance]]}}<br> '''tanulástudományi visszacsatolás''' {{MainEntry|[[Epistemic feedback]]}}<br> tanuló modellezés {{MainEntry|Learner modeling}}<br> táv-tanulás {{MainEntry|Distance learning}}<br> távoli laboratórium {{MainEntry|Remote laboratories }}<br> '''[[Techno-mathematical literacies/hu|techno-matematikai mveltség]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> technológia által segített tanulás {{MainEntry|Technology Enhanced Learning}}<br> <br>'''V'''{{Anchor|V}}<br> vegyes tanulási környezet {{MainEntry|Blended learning}}<br> virtuális egyetem {{MainEntry|Virtual universities }}<br> virtuális kampusz {{MainEntry|Virtual campus}}<br> virtuális pedagógiai ágens {{MainEntry|Virtual pedagogical agent}}<br> virtuális tanulási környezet {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> webes eladási technológiák {{MainEntry|Web-lecturing technologies}}<br> 644 632 2012-01-23T14:05:21Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Hungarian entries ''Edited by Márta Turcsányi-Szabó, Eötvös Loránd University (HU)'' '''A - [[#B|B]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#K|K]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> a feladatok automatikus generálása {{MainEntry|Automatic generation of exercises}}<br> adatív tanulási környezet {{MainEntry|Adaptive learning environment}}<br> ágens-alapú tanító rendszer {{MainEntry|Agent-based tutoring system}}<br> ágens-alapú tanulási környezet {{MainEntry|Agent-based learning environment}}<br> ambiens tanulási környezet {{MainEntry|Ambient learning environment}}<br> animált pedagógiai ágens {{MainEntry|Animated pedagogical agent}}<br> automata diagnosztika {{MainEntry|Automatic diagnosis}} <br>'''B'''{{Anchor|B}}<br> '''[[Embedded phenomena/hu|beágyazott jelenség]]''' {{MainEntry|[[Embedded phenomena]]}}<br> bels szkript {{MainEntry|Internal script}}<br> bels szkript {{MainEntry| --- internal see Internal script}}<br> <br>'''D'''{{Anchor|D}}<br>'''didaktikai tervezés''' {{MainEntry|[[Didactical engineering]]}}<br> dinamikus geometria {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-portfólió {{MainEntry|e-portfolio}}<br> e-tanulás {{MainEntry|e-learning}}<br> elektronikus felmérés {{MainEntry|e-Assessment}}<br> <br>'''F'''{{Anchor|F}}<br> '''[[Inquiry learning/hu|felfedez tanulás]]''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''H'''{{Anchor|H}}<br> hálózai környezet {{MainEntry|--- Networked learning environment}}<br> hálózatos közösség {{MainEntry|--- Networked learning communities}}<br> '''[[Networked learning/hu|hálózatos tanulás]]''' {{MainEntry|[[Networked learning]]}}<br> <br>'''I'''{{Anchor|I}}<br> '''informális tanulás''' {{MainEntry|[[Informal learning]]}}<br> inklúzív e-tanulás {{MainEntry|Inclusive e-learning}}<br> integrált tanulási rendszer {{MainEntry|Integrated learning system}}<br> intelligens eligazító rendszer {{MainEntry|Intelligent scaffolding system}}<br> '''intelligens tutor rendszer''' {{MainEntry|[[Intelligent tutoring system]]}}<br> interaktív tábla {{MainEntry|Interactive white board}}<br> interaktív tanulási környezet {{MainEntry|Interactive learning environment}}<br> <br>'''J'''{{Anchor|J}}<br> '''[[Game-based learning/hu|játék-alapú tanulás]]''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''K'''{{Anchor|K}}<br> kézzelfogható tanulási környezet {{MainEntry|Tangible learning environment}}<br> kiterjesztett tanulási környezet {{MainEntry|Augmented learning environment}}<br> kognitív diagnózis {{MainEntry|Cognitive diagnosis}}<br> kognitív modellezés {{MainEntry|Cognitive modeling}}<br> kognitív tervezés {{MainEntry|Cognitive engineering}}<br> '''kognitív tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> kollaborációs szkript {{MainEntry| --- collaboration see Collaboration script}}<br> '''[[Collaboration script/hu|kollaboratív szkrip]]''' {{MainEntry|[[Collaboration script]]}}<br> kollaboratív tanulás {{MainEntry|Collaborative learning}}<br> komputációs matematiks {{MainEntry|Computational mathetic}}<br> '''[[Constructionism/hu|Konstrukcionizmus]]''' {{MainEntry|[[Constructionism]]}}<br> kurzus menedzsel rendszer {{MainEntry|Course management system}}<br> küls szkript {{MainEntry|External script}}<br> küls szkript {{MainEntry| --- external see External script}}<br> <br>'''M'''{{Anchor|M}}<br> megosztott tanulás {{MainEntry|Distributed learning}}<br> megosztott tanulási rendszerek {{MainEntry|Distributed learning environments}}<br> mesterséges tanulási környezet {{MainEntry|Artificial learning environment}}<br> mikrovilág {{MainEntry|Microworld}}<br> mindenhol jelenlév tanulás {{MainEntry|Ubiquitous learning}}<br> mindenhol jelenlév tanulási környezet {{MainEntry|Pervasive learning environment}}<br> '''[[Mobile learning/hu|mobil tanulás]]''' {{MainEntry|[[Mobile learning]]}}<br> multimédiás tanulás {{MainEntry|Multimedia learning}}<br> <br>'''N'''{{Anchor|N}}<br> '''[[Narrative learning environments/hu|narratív tanulási környezetek]]''' {{MainEntry|[[Narrative learning environments]]}}<br> '''[[Seamless learning environments/hu|nem észlelhet átmenet tanulási környezet]]''' {{MainEntry|[[Seamless learning environments]]}}<br> <br>'''O'''{{Anchor|O}}<br> '''[[Educational affordance/hu|oktatási késztetés]]''' {{MainEntry|[[Educational affordance]]}}<br> on-line tanulási környezet {{MainEntry|On-line learning environment}}<br> '''[[Overlay/hu|Overlay]]''' {{MainEntry|[[Overlay]]}}<br> '''[[Self-regulated learning/hu|önszabályozó tanulás]]''' {{MainEntry|[[Self-regulated learning]]}}<br> <br>'''P'''{{Anchor|P}}<br> párhuzamos rendszer {{MainEntry|Buddy systems}}<br> pedagógiai adatbányászás {{MainEntry|Educational data mining}}<br> pedagógiai ágens {{MainEntry|Pedagogical agent}}<br> programozható kurzus {{MainEntry|Programmable course }}<br> programozható számítógép-alapú tanulási környezet {{MainEntry|Programmable computer-based learning environment}}<br> <br>'''S'''{{Anchor|S}}<br> számítógép által segített nyelvtanulás {{MainEntry|Computer-assisted language learning}}<br> számítógép által segített tanítás {{MainEntry|Computer-assisted instruction}}<br> számítógép által segített tanulás {{MainEntry|Computer-assisted learning}}<br> számítógép által segített vizsgáztatás {{MainEntry|Computer-assisted examination}}<br> számítógép által támogatott kollaboratív tanulás {{MainEntry|Computer-supported collaborative learning}}<br> számítógép-alapú laboratórium {{MainEntry|Computer-based laboratory}}<br> számítógép-alapú tanítás {{MainEntry|Computer-based instruction}}<br> számítógép-alapú tanulási környezetek {{MainEntry|Computer-based learning environments}}<br> személyes tanulási környezet {{MainEntry|Personal learning environment}}<br> szerzi eszköz {{MainEntry|Authoring tool}}<br> szerzi rendszer {{MainEntry|Authoring system}}<br> szimuláció-alapú tanulási környezet {{MainEntry|Simulation-based learning environment}}<br> szimulációs játékok {{MainEntry|Simulation games}}<br> szituált tanulás {{MainEntry|Situated learning}}<br> szkrip {{MainEntry|Script ...}}<br> szórakozva oktatás {{MainEntry|Edutainment}}<br> <br>'''T'''{{Anchor|T}}<br> Tananyag programcsomag {{MainEntry|Courseware }}<br> '''tanulás menedzsel rendszer''' {{MainEntry|[[Learning management systems]]}}<br> tanulási környezet {{MainEntry|Learning environment}}<br> '''[[Learning scenario/hu|tanulási látkép]]''' {{MainEntry|[[Learning scenario]]}}<br> '''tanulási objektum''' {{MainEntry|[[Learning objects]]}}<br> tanulási pálya {{MainEntry|Learning trail}}<br> tanulási segédlet {{MainEntry|Learning companion}}<br> '''tanulási tábla''' {{MainEntry|[[Learning grid]]}}<br> '''tanulási tér''' {{MainEntry|[[Learning space]]}}<br> tanulást elsegít programozás {{MainEntry|Computer programming in support of learning}}<br> tanulástervezés {{MainEntry|Learning design}}<br> '''[[Epistemic affordance/hu|tanulástudományi késztetés]]''' {{MainEntry|[[Epistemic affordance]]}}<br> '''tanulástudományi visszacsatolás''' {{MainEntry|[[Epistemic feedback]]}}<br> tanuló modellezés {{MainEntry|Learner modeling}}<br> táv-tanulás {{MainEntry|Distance learning}}<br> távoli laboratórium {{MainEntry|Remote laboratories }}<br> '''[[Techno-mathematical literacies/hu|techno-matematikai mveltség]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> technológia által segített tanulás {{MainEntry|Technology Enhanced Learning}}<br> <br>'''V'''{{Anchor|V}}<br> vegyes tanulási környezet {{MainEntry|Blended learning}}<br> virtuális egyetem {{MainEntry|Virtual universities }}<br> virtuális kampusz {{MainEntry|Virtual campus}}<br> virtuális pedagógiai ágens {{MainEntry|Virtual pedagogical agent}}<br> virtuális tanulási környezet {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> webes eladási technológiák {{MainEntry|Web-lecturing technologies}}<br> 632 612 2012-01-19T13:53:16Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Hungarian entries ''Edited by Márta Turcsányi-Szabó, Eötvös Loránd University (HU)'' '''A - [[#B|B]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#K|K]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> a feladatok automatikus generálása {{MainEntry|Automatic generation of exercises}}<br> adatív tanulási környezet {{MainEntry|Adaptive learning environment}}<br> ágens-alapú tanító rendszer {{MainEntry|Agent-based tutoring system}}<br> ágens-alapú tanulási környezet {{MainEntry|Agent-based learning environment}}<br> ambiens tanulási környezet {{MainEntry|Ambient learning environment}}<br> animált pedagógiai ágens {{MainEntry|Animated pedagogical agent}}<br> automata diagnosztika {{MainEntry|Automatic diagnosis}} <br>'''B'''{{Anchor|B}}<br> '''[[Embedded phenomena/hu|beágyazott jelenség]]''' {{MainEntry|[[Embedded phenomena]]}}<br> bels szkript {{MainEntry|Internal script}}<br> bels szkript {{MainEntry| --- internal see Internal script}}<br> <br>'''D'''{{Anchor|D}}<br>'''didaktikai tervezés''' {{MainEntry|[[Didactical engineering]]}}<br> dinamikus geometria {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-portfólió {{MainEntry|e-portfolio}}<br> e-tanulás {{MainEntry|e-learning}}<br> elektronikus felmérés {{MainEntry|e-Assessment}}<br> <br>'''F'''{{Anchor|F}}<br> '''[[Inquiry learning/hu|felfedez tanulás]]''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''H'''{{Anchor|H}}<br> hálózai környezet {{MainEntry|--- Networked learning environment}}<br> hálózatos közösség {{MainEntry|--- Networked learning communities}}<br> '''[[Networked learning/hu|hálózatos tanulás]]''' {{MainEntry|[[Networked learning]]}}<br> <br>'''I'''{{Anchor|I}}<br> '''informális tanulás''' {{MainEntry|[[Informal learning]]}}<br> inklúzív e-tanulás {{MainEntry|Inclusive e-learning}}<br> integrált tanulási rendszer {{MainEntry|Integrated learning system}}<br> intelligens eligazító rendszer {{MainEntry|Intelligent scaffolding system}}<br> '''intelligens tutor rendszer''' {{MainEntry|[[Intelligent tutoring system]]}}<br> interaktív tábla {{MainEntry|Interactive white board}}<br> interaktív tanulási környezet {{MainEntry|Interactive learning environment}}<br> <br>'''J'''{{Anchor|J}}<br> '''[[Game-based learning/hu|játék-alapú tanulás]]''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''K'''{{Anchor|K}}<br> kézzelfogható tanulási környezet {{MainEntry|Tangible learning environment}}<br> kiterjesztett tanulási környezet {{MainEntry|Augmented learning environment}}<br> kognitív diagnózis {{MainEntry|Cognitive diagnosis}}<br> kognitív modellezés {{MainEntry|Cognitive modeling}}<br> kognitív tervezés {{MainEntry|Cognitive engineering}}<br> '''kognitív tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> kollaborációs szkript {{MainEntry| --- collaboration see Collaboration script}}<br> '''[[Collaboration script/hu|kollaboratív szkrip]]''' {{MainEntry|[[Collaboration script]]}}<br> kollaboratív tanulás {{MainEntry|Collaborative learning}}<br> komputációs matematiks {{MainEntry|Computational mathetic}}<br> '''[[Constructionism/hu|Konstrukcionizmus]]''' {{MainEntry|[[Constructionism]]}}<br> kurzus menedzsel rendszer {{MainEntry|Course management system}}<br> küls szkript {{MainEntry|External script}}<br> küls szkript {{MainEntry| --- external see External script}}<br> <br>'''M'''{{Anchor|M}}<br> megosztott tanulás {{MainEntry|Distributed learning}}<br> megosztott tanulási rendszerek {{MainEntry|Distributed learning environments}}<br> mesterséges tanulási környezet {{MainEntry|Artificial learning environment}}<br> mikrovilág {{MainEntry|Microworld}}<br> mindenhol jelenlév tanulás {{MainEntry|Ubiquitous learning}}<br> mindenhol jelenlév tanulási környezet {{MainEntry|Pervasive learning environment}}<br> '''[[Mobile learning/hu|mobil tanulás]]''' {{MainEntry|[[Mobile learning]]}}<br> multimédiás tanulás {{MainEntry|Multimedia learning}}<br> <br>'''N'''{{Anchor|N}}<br> '''[[Narrative learning environments/hu|narratív tanulási környezetek]]''' {{MainEntry|[[Narrative learning environments]]}}<br> '''[[Seamless learning environments/hu|nem észlelhet átmenet tanulási környezet]]''' {{MainEntry|[[Seamless learning environments]]}}<br> <br>'''O'''{{Anchor|O}}<br> '''[[Educational affordance/hu|oktatási késztetés]]''' {{MainEntry|[[Educational affordance]]}}<br> on-line tanulási környezet {{MainEntry|On-line learning environment}}<br> '''[[Overlay/hu|Overlay]]''' {{MainEntry|[[Overlay]]}}<br> '''[[Self-regulated learning/hu|önszabályozó tanulás]]''' {{MainEntry|[[Self-regulated learning]]}}<br> <br>'''P'''{{Anchor|P}}<br> párhuzamos rendszer {{MainEntry|Buddy systems}}<br> pedagógiai adatbányászás {{MainEntry|Educational data mining}}<br> pedagógiai ágens {{MainEntry|Pedagogical agent}}<br> programozható kurzus {{MainEntry|Programmable course }}<br> programozható számítógép-alapú tanulási környezet {{MainEntry|Programmable computer-based learning environment}}<br> <br>'''S'''{{Anchor|S}}<br> számítógép által segített nyelvtanulás {{MainEntry|Computer-assisted language learning}}<br> számítógép által segített tanítás {{MainEntry|Computer-assisted instruction}}<br> számítógép által segített tanulás {{MainEntry|Computer-assisted learning}}<br> számítógép által segített vizsgáztatás {{MainEntry|Computer-assisted examination}}<br> számítógép által támogatott kollaboratív tanulás {{MainEntry|Computer-supported collaborative learning}}<br> számítógép-alapú laboratórium {{MainEntry|Computer-based laboratory}}<br> számítógép-alapú tanítás {{MainEntry|Computer-based instruction}}<br> számítógép-alapú tanulási környezetek {{MainEntry|Computer-based learning environments}}<br> személyes tanulási környezet {{MainEntry|Personal learning environment}}<br> szerzi eszköz {{MainEntry|Authoring tool}}<br> szerzi rendszer {{MainEntry|Authoring system}}<br> szimuláció-alapú tanulási környezet {{MainEntry|Simulation-based learning environment}}<br> szimulációs játékok {{MainEntry|Simulation games}}<br> szituált tanulás {{MainEntry|Situated learning}}<br> szkrip {{MainEntry|Script ...}}<br> szórakozva oktatás {{MainEntry|Edutainment}}<br> <br>'''T'''{{Anchor|T}}<br> Tananyag programcsomag {{MainEntry|Courseware }}<br> '''tanulás menedzsel rendszer''' {{MainEntry|[[Learning management systems]]}}<br> tanulási környezet {{MainEntry|Learning environment}}<br> '''[[Learning scenario/hu|tanulási látkép]]''' {{MainEntry|[[Learning scenario]]}}<br> '''tanulási objektum''' {{MainEntry|[[Learning objects]]}}<br> tanulási pálya {{MainEntry|Learning trail}}<br> tanulási segédlet {{MainEntry|Learning companion}}<br> '''tanulási tábla''' {{MainEntry|[[Learning grid]]}}<br> '''tanulási tér''' {{MainEntry|[[Learning space]]}}<br> tanulást elsegít programozás {{MainEntry|Computer programming in support of learning}}<br> tanulástervezés {{MainEntry|Learning design}}<br> '''[[Epistemic affordance/hu|tanulástudományi késztetés]]''' {{MainEntry|[[Epistemic affordance]]}}<br> tanulástudományi visszacsatolás {{MainEntry|Epistemic feedback}}<br> tanuló modellezés {{MainEntry|Learner modeling}}<br> táv-tanulás {{MainEntry|Distance learning}}<br> távoli laboratórium {{MainEntry|Remote laboratories }}<br> '''[[Techno-mathematical literacies/hu|techno-matematikai mveltség]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> technológia által segített tanulás {{MainEntry|Technology Enhanced Learning}}<br> <br>'''V'''{{Anchor|V}}<br> vegyes tanulási környezet {{MainEntry|Blended learning}}<br> virtuális egyetem {{MainEntry|Virtual universities }}<br> virtuális kampusz {{MainEntry|Virtual campus}}<br> virtuális pedagógiai ágens {{MainEntry|Virtual pedagogical agent}}<br> virtuális tanulási környezet {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> webes eladási technológiák {{MainEntry|Web-lecturing technologies}}<br> 612 579 2012-01-16T15:02:01Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Hungarian entries ''Edited by Márta Turcsányi-Szabó, Eötvös Loránd University (HU)'' '''A - [[#B|B]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#K|K]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> a feladatok automatikus generálása {{MainEntry|Automatic generation of exercises}}<br> adatív tanulási környezet {{MainEntry|Adaptive learning environment}}<br> ágens-alapú tanító rendszer {{MainEntry|Agent-based tutoring system}}<br> ágens-alapú tanulási környezet {{MainEntry|Agent-based learning environment}}<br> ambiens tanulási környezet {{MainEntry|Ambient learning environment}}<br> animált pedagógiai ágens {{MainEntry|Animated pedagogical agent}}<br> automata diagnosztika {{MainEntry|Automatic diagnosis}} <br>'''B'''{{Anchor|B}}<br> '''[[Embedded phenomena/hu|beágyazott jelenség]]''' {{MainEntry|[[Embedded phenomena]]}}<br> bels szkript {{MainEntry|Internal script}}<br> bels szkript {{MainEntry| --- internal see Internal script}}<br> <br>'''D'''{{Anchor|D}}<br>'''didaktikai tervezés''' {{MainEntry|[[Didactical engineering]]}}<br> dinamikus geometria {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-portfólió {{MainEntry|e-portfolio}}<br> e-tanulás {{MainEntry|e-learning}}<br> elektronikus felmérés {{MainEntry|e-Assessment}}<br> <br>'''F'''{{Anchor|F}}<br> '''[[Inquiry learning/hu|felfedez tanulás]]''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''H'''{{Anchor|H}}<br> hálózai környezet {{MainEntry|--- Networked learning environment}}<br> hálózatos közösség {{MainEntry|--- Networked learning communities}}<br> '''[[Networked learning/hu|hálózatos tanulás]]''' {{MainEntry|[[Networked learning]]}}<br> <br>'''I'''{{Anchor|I}}<br> '''informális tanulás''' {{MainEntry|[[Informal learning]]}}<br> inklúzív e-tanulás {{MainEntry|Inclusive e-learning}}<br> integrált tanulási rendszer {{MainEntry|Integrated learning system}}<br> intelligens eligazító rendszer {{MainEntry|Intelligent scaffolding system}}<br> intelligens tutor rendszer {{MainEntry|Intelligent tutoring system}}<br> interaktív tábla {{MainEntry|Interactive white board}}<br> interaktív tanulási környezet {{MainEntry|Interactive learning environment}}<br> <br>'''J'''{{Anchor|J}}<br> '''[[Game-based learning/hu|játék-alapú tanulás]]''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''K'''{{Anchor|K}}<br> kézzelfogható tanulási környezet {{MainEntry|Tangible learning environment}}<br> kiterjesztett tanulási környezet {{MainEntry|Augmented learning environment}}<br> kognitív diagnózis {{MainEntry|Cognitive diagnosis}}<br> kognitív modellezés {{MainEntry|Cognitive modeling}}<br> kognitív tervezés {{MainEntry|Cognitive engineering}}<br> '''kognitív tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> kollaborációs szkript {{MainEntry| --- collaboration see Collaboration script}}<br> '''[[Collaboration script/hu|kollaboratív szkrip]]''' {{MainEntry|[[Collaboration script]]}}<br> kollaboratív tanulás {{MainEntry|Collaborative learning}}<br> komputációs matematiks {{MainEntry|Computational mathetic}}<br> '''[[Constructionism/hu|Konstrukcionizmus]]''' {{MainEntry|[[Constructionism]]}}<br> kurzus menedzsel rendszer {{MainEntry|Course management system}}<br> küls szkript {{MainEntry|External script}}<br> küls szkript {{MainEntry| --- external see External script}}<br> <br>'''M'''{{Anchor|M}}<br> megosztott tanulás {{MainEntry|Distributed learning}}<br> megosztott tanulási rendszerek {{MainEntry|Distributed learning environments}}<br> mesterséges tanulási környezet {{MainEntry|Artificial learning environment}}<br> mikrovilág {{MainEntry|Microworld}}<br> mindenhol jelenlév tanulás {{MainEntry|Ubiquitous learning}}<br> mindenhol jelenlév tanulási környezet {{MainEntry|Pervasive learning environment}}<br> '''[[Mobile learning/hu|mobil tanulás]]''' {{MainEntry|[[Mobile learning]]}}<br> multimédiás tanulás {{MainEntry|Multimedia learning}}<br> <br>'''N'''{{Anchor|N}}<br> '''[[Narrative learning environments/hu|narratív tanulási környezetek]]''' {{MainEntry|[[Narrative learning environments]]}}<br> '''[[Seamless learning environments/hu|nem észlelhet átmenet tanulási környezet]]''' {{MainEntry|[[Seamless learning environments]]}}<br> <br>'''O'''{{Anchor|O}}<br> '''[[Educational affordance/hu|oktatási késztetés]]''' {{MainEntry|[[Educational affordance]]}}<br> on-line tanulási környezet {{MainEntry|On-line learning environment}}<br> '''[[Overlay/hu|Overlay]]''' {{MainEntry|[[Overlay]]}}<br> '''[[Self-regulated learning/hu|önszabályozó tanulás]]''' {{MainEntry|[[Self-regulated learning]]}}<br> <br>'''P'''{{Anchor|P}}<br> párhuzamos rendszer {{MainEntry|Buddy systems}}<br> pedagógiai adatbányászás {{MainEntry|Educational data mining}}<br> pedagógiai ágens {{MainEntry|Pedagogical agent}}<br> programozható kurzus {{MainEntry|Programmable course }}<br> programozható számítógép-alapú tanulási környezet {{MainEntry|Programmable computer-based learning environment}}<br> <br>'''S'''{{Anchor|S}}<br> számítógép által segített nyelvtanulás {{MainEntry|Computer-assisted language learning}}<br> számítógép által segített tanítás {{MainEntry|Computer-assisted instruction}}<br> számítógép által segített tanulás {{MainEntry|Computer-assisted learning}}<br> számítógép által segített vizsgáztatás {{MainEntry|Computer-assisted examination}}<br> számítógép által támogatott kollaboratív tanulás {{MainEntry|Computer-supported collaborative learning}}<br> számítógép-alapú laboratórium {{MainEntry|Computer-based laboratory}}<br> számítógép-alapú tanítás {{MainEntry|Computer-based instruction}}<br> számítógép-alapú tanulási környezetek {{MainEntry|Computer-based learning environments}}<br> személyes tanulási környezet {{MainEntry|Personal learning environment}}<br> szerzi eszköz {{MainEntry|Authoring tool}}<br> szerzi rendszer {{MainEntry|Authoring system}}<br> szimuláció-alapú tanulási környezet {{MainEntry|Simulation-based learning environment}}<br> szimulációs játékok {{MainEntry|Simulation games}}<br> szituált tanulás {{MainEntry|Situated learning}}<br> szkrip {{MainEntry|Script ...}}<br> szórakozva oktatás {{MainEntry|Edutainment}}<br> <br>'''T'''{{Anchor|T}}<br> Tananyag programcsomag {{MainEntry|Courseware }}<br> '''tanulás menedzsel rendszer''' {{MainEntry|[[Learning management systems]]}}<br> tanulási környezet {{MainEntry|Learning environment}}<br> '''[[Learning scenario/hu|tanulási látkép]]''' {{MainEntry|[[Learning scenario]]}}<br> '''tanulási objektum''' {{MainEntry|[[Learning objects]]}}<br> tanulási pálya {{MainEntry|Learning trail}}<br> tanulási segédlet {{MainEntry|Learning companion}}<br> '''tanulási tábla''' {{MainEntry|[[Learning grid]]}}<br> '''tanulási tér''' {{MainEntry|[[Learning space]]}}<br> tanulást elsegít programozás {{MainEntry|Computer programming in support of learning}}<br> tanulástervezés {{MainEntry|Learning design}}<br> '''[[Epistemic affordance/hu|tanulástudományi késztetés]]''' {{MainEntry|[[Epistemic affordance]]}}<br> tanulástudományi visszacsatolás {{MainEntry|Epistemic feedback}}<br> tanuló modellezés {{MainEntry|Learner modeling}}<br> táv-tanulás {{MainEntry|Distance learning}}<br> távoli laboratórium {{MainEntry|Remote laboratories }}<br> '''[[Techno-mathematical literacies/hu|techno-matematikai mveltség]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> technológia által segített tanulás {{MainEntry|Technology Enhanced Learning}}<br> <br>'''V'''{{Anchor|V}}<br> vegyes tanulási környezet {{MainEntry|Blended learning}}<br> virtuális egyetem {{MainEntry|Virtual universities }}<br> virtuális kampusz {{MainEntry|Virtual campus}}<br> virtuális pedagógiai ágens {{MainEntry|Virtual pedagogical agent}}<br> virtuális tanulási környezet {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> webes eladási technológiák {{MainEntry|Web-lecturing technologies}}<br> 579 563 2012-01-05T15:49:37Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Hungarian entries ''Edited by Márta Turcsányi-Szabó, Eötvös Loránd University (HU)'' '''A - [[#B|B]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#K|K]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> a feladatok automatikus generálása {{MainEntry|Automatic generation of exercises}}<br> adatív tanulási környezet {{MainEntry|Adaptive learning environment}}<br> ágens-alapú tanító rendszer {{MainEntry|Agent-based tutoring system}}<br> ágens-alapú tanulási környezet {{MainEntry|Agent-based learning environment}}<br> ambiens tanulási környezet {{MainEntry|Ambient learning environment}}<br> animált pedagógiai ágens {{MainEntry|Animated pedagogical agent}}<br> automata diagnosztika {{MainEntry|Automatic diagnosis}} <br>'''B'''{{Anchor|B}}<br> '''[[Embedded phenomena/hu|beágyazott jelenség]]''' {{MainEntry|[[Embedded phenomena]]}}<br> bels szkript {{MainEntry|Internal script}}<br> bels szkript {{MainEntry| --- internal see Internal script}}<br> <br>'''D'''{{Anchor|D}}<br>'''didaktikai tervezés''' {{MainEntry|[[Didactical engineering]]}}<br> dinamikus geometria {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-portfólió {{MainEntry|e-portfolio}}<br> e-tanulás {{MainEntry|e-learning}}<br> elektronikus felmérés {{MainEntry|e-Assessment}}<br> <br>'''F'''{{Anchor|F}}<br> '''[[Inquiry learning/hu|felfedez tanulás]]''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''H'''{{Anchor|H}}<br> hálózai környezet {{MainEntry|--- Networked learning environment}}<br> hálózatos közösség {{MainEntry|--- Networked learning communities}}<br> '''[[Networked learning/hu|hálózatos tanulás]]''' {{MainEntry|[[Networked learning]]}}<br> <br>'''I'''{{Anchor|I}}<br> '''informális tanulás''' {{MainEntry|[[Informal learning]]}}<br> inklúzív e-tanulás {{MainEntry|Inclusive e-learning}}<br> integrált tanulási rendszer {{MainEntry|Integrated learning system}}<br> intelligens eligazító rendszer {{MainEntry|Intelligent scaffolding system}}<br> intelligens tutor rendszer {{MainEntry|Intelligent tutoring system}}<br> interaktív tábla {{MainEntry|Interactive white board}}<br> interaktív tanulási környezet {{MainEntry|Interactive learning environment}}<br> <br>'''J'''{{Anchor|J}}<br> '''[[Game-based learning/hu|játék-alapú tanulás]]''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''K'''{{Anchor|K}}<br> kézzelfogható tanulási környezet {{MainEntry|Tangible learning environment}}<br> kiterjesztett tanulási környezet {{MainEntry|Augmented learning environment}}<br> kognitív diagnózis {{MainEntry|Cognitive diagnosis}}<br> kognitív modellezés {{MainEntry|Cognitive modeling}}<br> kognitív tervezés {{MainEntry|Cognitive engineering}}<br> kognitív tutor {{MainEntry|Cognitive tutor}}<br> kollaborációs szkript {{MainEntry| --- collaboration see Collaboration script}}<br> '''[[Collaboration script/hu|kollaboratív szkrip]]''' {{MainEntry|[[Collaboration script]]}}<br> kollaboratív tanulás {{MainEntry|Collaborative learning}}<br> komputációs matematiks {{MainEntry|Computational mathetic}}<br> '''[[Constructionism/hu|Konstrukcionizmus]]''' {{MainEntry|[[Constructionism]]}}<br> kurzus menedzsel rendszer {{MainEntry|Course management system}}<br> küls szkript {{MainEntry|External script}}<br> küls szkript {{MainEntry| --- external see External script}}<br> <br>'''M'''{{Anchor|M}}<br> megosztott tanulás {{MainEntry|Distributed learning}}<br> megosztott tanulási rendszerek {{MainEntry|Distributed learning environments}}<br> mesterséges tanulási környezet {{MainEntry|Artificial learning environment}}<br> mikrovilág {{MainEntry|Microworld}}<br> mindenhol jelenlév tanulás {{MainEntry|Ubiquitous learning}}<br> mindenhol jelenlév tanulási környezet {{MainEntry|Pervasive learning environment}}<br> '''[[Mobile learning/hu|mobil tanulás]]''' {{MainEntry|[[Mobile learning]]}}<br> multimédiás tanulás {{MainEntry|Multimedia learning}}<br> <br>'''N'''{{Anchor|N}}<br> '''[[Narrative learning environments/hu|narratív tanulási környezetek]]''' {{MainEntry|[[Narrative learning environments]]}}<br> '''[[Seamless learning environments/hu|nem észlelhet átmenet tanulási környezet]]''' {{MainEntry|[[Seamless learning environments]]}}<br> <br>'''O'''{{Anchor|O}}<br> '''[[Educational affordance/hu|oktatási késztetés]]''' {{MainEntry|[[Educational affordance]]}}<br> on-line tanulási környezet {{MainEntry|On-line learning environment}}<br> '''[[Overlay/hu|Overlay]]''' {{MainEntry|[[Overlay]]}}<br> '''[[Self-regulated learning/hu|önszabályozó tanulás]]''' {{MainEntry|[[Self-regulated learning]]}}<br> <br>'''P'''{{Anchor|P}}<br> párhuzamos rendszer {{MainEntry|Buddy systems}}<br> pedagógiai adatbányászás {{MainEntry|Educational data mining}}<br> pedagógiai ágens {{MainEntry|Pedagogical agent}}<br> programozható kurzus {{MainEntry|Programmable course }}<br> programozható számítógép-alapú tanulási környezet {{MainEntry|Programmable computer-based learning environment}}<br> <br>'''S'''{{Anchor|S}}<br> számítógép által segített nyelvtanulás {{MainEntry|Computer-assisted language learning}}<br> számítógép által segített tanítás {{MainEntry|Computer-assisted instruction}}<br> számítógép által segített tanulás {{MainEntry|Computer-assisted learning}}<br> számítógép által segített vizsgáztatás {{MainEntry|Computer-assisted examination}}<br> számítógép által támogatott kollaboratív tanulás {{MainEntry|Computer-supported collaborative learning}}<br> számítógép-alapú laboratórium {{MainEntry|Computer-based laboratory}}<br> számítógép-alapú tanítás {{MainEntry|Computer-based instruction}}<br> számítógép-alapú tanulási környezetek {{MainEntry|Computer-based learning environments}}<br> személyes tanulási környezet {{MainEntry|Personal learning environment}}<br> szerzi eszköz {{MainEntry|Authoring tool}}<br> szerzi rendszer {{MainEntry|Authoring system}}<br> szimuláció-alapú tanulási környezet {{MainEntry|Simulation-based learning environment}}<br> szimulációs játékok {{MainEntry|Simulation games}}<br> szituált tanulás {{MainEntry|Situated learning}}<br> szkrip {{MainEntry|Script ...}}<br> szórakozva oktatás {{MainEntry|Edutainment}}<br> <br>'''T'''{{Anchor|T}}<br> Tananyag programcsomag {{MainEntry|Courseware }}<br> '''tanulás menedzsel rendszer''' {{MainEntry|[[Learning management systems]]}}<br> tanulási környezet {{MainEntry|Learning environment}}<br> '''[[Learning scenario/hu|tanulási látkép]]''' {{MainEntry|[[Learning scenario]]}}<br> '''tanulási objektum''' {{MainEntry|[[Learning objects]]}}<br> tanulási pálya {{MainEntry|Learning trail}}<br> tanulási segédlet {{MainEntry|Learning companion}}<br> '''tanulási tábla''' {{MainEntry|[[Learning grid]]}}<br> '''tanulási tér''' {{MainEntry|[[Learning space]]}}<br> tanulást elsegít programozás {{MainEntry|Computer programming in support of learning}}<br> tanulástervezés {{MainEntry|Learning design}}<br> '''[[Epistemic affordance/hu|tanulástudományi késztetés]]''' {{MainEntry|[[Epistemic affordance]]}}<br> tanulástudományi visszacsatolás {{MainEntry|Epistemic feedback}}<br> tanuló modellezés {{MainEntry|Learner modeling}}<br> táv-tanulás {{MainEntry|Distance learning}}<br> távoli laboratórium {{MainEntry|Remote laboratories }}<br> '''[[Techno-mathematical literacies/hu|techno-matematikai mveltség]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> technológia által segített tanulás {{MainEntry|Technology Enhanced Learning}}<br> <br>'''V'''{{Anchor|V}}<br> vegyes tanulási környezet {{MainEntry|Blended learning}}<br> virtuális egyetem {{MainEntry|Virtual universities }}<br> virtuális kampusz {{MainEntry|Virtual campus}}<br> virtuális pedagógiai ágens {{MainEntry|Virtual pedagogical agent}}<br> virtuális tanulási környezet {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> webes eladási technológiák {{MainEntry|Web-lecturing technologies}}<br> 563 541 2012-01-05T15:23:55Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Hungarian entries ''Edited by Márta Turcsányi-Szabó, Eötvös Loránd University (HU)'' '''A - [[#B|B]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#K|K]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> a feladatok automatikus generálása {{MainEntry|Automatic generation of exercises}}<br> adatív tanulási környezet {{MainEntry|Adaptive learning environment}}<br> ágens-alapú tanító rendszer {{MainEntry|Agent-based tutoring system}}<br> ágens-alapú tanulási környezet {{MainEntry|Agent-based learning environment}}<br> ambiens tanulási környezet {{MainEntry|Ambient learning environment}}<br> animált pedagógiai ágens {{MainEntry|Animated pedagogical agent}}<br> automata diagnosztika {{MainEntry|Automatic diagnosis}} <br>'''B'''{{Anchor|B}}<br> '''[[Embedded phenomena/hu|beágyazott jelenség]]''' {{MainEntry|[[Embedded phenomena]]}}<br> bels szkript {{MainEntry|Internal script}}<br> bels szkript {{MainEntry| --- internal see Internal script}}<br> <br>'''D'''{{Anchor|D}}<br>'''didaktikai tervezés''' {{MainEntry|[[Didactical engineering]]}}<br> dinamikus geometria {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-portfólió {{MainEntry|e-portfolio}}<br> e-tanulás {{MainEntry|e-learning}}<br> elektronikus felmérés {{MainEntry|e-Assessment}}<br> <br>'''F'''{{Anchor|F}}<br> '''[[Inquiry learning/hu|felfedez tanulás]]''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''H'''{{Anchor|H}}<br> hálózai környezet {{MainEntry|--- Networked learning environment}}<br> hálózatos közösség {{MainEntry|--- Networked learning communities}}<br> '''[[Networked learning/hu|hálózatos tanulás]]''' {{MainEntry|[[Networked learning]]}}<br> <br>'''I'''{{Anchor|I}}<br> '''informális tanulás''' {{MainEntry|[[Informal learning]]}}<br> inklúzív e-tanulás {{MainEntry|Inclusive e-learning}}<br> integrált tanulási rendszer {{MainEntry|Integrated learning system}}<br> intelligens eligazító rendszer {{MainEntry|Intelligent scaffolding system}}<br> intelligens tutor rendszer {{MainEntry|Intelligent tutoring system}}<br> interaktív tábla {{MainEntry|Interactive white board}}<br> interaktív tanulási környezet {{MainEntry|Interactive learning environment}}<br> <br>'''J'''{{Anchor|J}}<br> '''[[Game-based learning/hu|játék-alapú tanulás]]''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''K'''{{Anchor|K}}<br> kézzelfogható tanulási környezet {{MainEntry|Tangible learning environment}}<br> kiterjesztett tanulási környezet {{MainEntry|Augmented learning environment}}<br> kognitív diagnózis {{MainEntry|Cognitive diagnosis}}<br> kognitív modellezés {{MainEntry|Cognitive modeling}}<br> kognitív tervezés {{MainEntry|Cognitive engineering}}<br> kognitív tutor {{MainEntry|Cognitive tutor}}<br> kollaborációs szkript {{MainEntry| --- collaboration see Collaboration script}}<br> '''[[Collaboration script/hu|kollaboratív szkrip]]''' {{MainEntry|[[Collaboration script]]}}<br> kollaboratív tanulás {{MainEntry|Collaborative learning}}<br> komputációs matematiks {{MainEntry|Computational mathetic}}<br> '''[[Constructionism/hu|Konstrukcionizmus]]''' {{MainEntry|[[Constructionism]]}}<br> kurzus menedzsel rendszer {{MainEntry|Course management system}}<br> küls szkript {{MainEntry|External script}}<br> küls szkript {{MainEntry| --- external see External script}}<br> <br>'''M'''{{Anchor|M}}<br> megosztott tanulás {{MainEntry|Distributed learning}}<br> megosztott tanulási rendszerek {{MainEntry|Distributed learning environments}}<br> mesterséges tanulási környezet {{MainEntry|Artificial learning environment}}<br> mikrovilág {{MainEntry|Microworld}}<br> mindenhol jelenlév tanulás {{MainEntry|Ubiquitous learning}}<br> mindenhol jelenlév tanulási környezet {{MainEntry|Pervasive learning environment}}<br> '''[[Mobile learning/hu|mobil tanulás]]''' {{MainEntry|[[Mobile learning]]}}<br> multimédiás tanulás {{MainEntry|Multimedia learning}}<br> <br>'''N'''{{Anchor|N}}<br> '''[[Narrative learning environments/hu|narratív tanulási környezetek]]''' {{MainEntry|[[Narrative learning environments]]}}<br> '''[[Seamless learning environments/hu|nem észlelhet átmenet tanulási környezet]]''' {{MainEntry|[[Seamless learning environments]]}}<br> <br>'''O'''{{Anchor|O}}<br> '''[[Educational affordance/hu|oktatási késztetés]]''' {{MainEntry|[[Educational affordance]]}}<br> on-line tanulási környezet {{MainEntry|On-line learning environment}}<br> '''[[Overlay/hu|Overlay]]''' {{MainEntry|[[Overlay]]}}<br> '''[[Self-regulated learning/hu|önszabályozó tanulás]]''' {{MainEntry|[[Self-regulated learning]]}}<br> <br>'''P'''{{Anchor|P}}<br> párhuzamos rendszer {{MainEntry|Buddy systems}}<br> pedagógiai adatbányászás {{MainEntry|Educational data mining}}<br> pedagógiai ágens {{MainEntry|Pedagogical agent}}<br> programozható kurzus {{MainEntry|Programmable course }}<br> programozható számítógép-alapú tanulási környezet {{MainEntry|Programmable computer-based learning environment}}<br> <br>'''S'''{{Anchor|S}}<br> számítógép által segített nyelvtanulás {{MainEntry|Computer-assisted language learning}}<br> számítógép által segített tanítás {{MainEntry|Computer-assisted instruction}}<br> számítógép által segített tanulás {{MainEntry|Computer-assisted learning}}<br> számítógép által segített vizsgáztatás {{MainEntry|Computer-assisted examination}}<br> számítógép által támogatott kollaboratív tanulás {{MainEntry|Computer-supported collaborative learning}}<br> számítógép-alapú laboratórium {{MainEntry|Computer-based laboratory}}<br> számítógép-alapú tanítás {{MainEntry|Computer-based instruction}}<br> számítógép-alapú tanulási környezetek {{MainEntry|Computer-based learning environments}}<br> személyes tanulási környezet {{MainEntry|Personal learning environment}}<br> szerzi eszköz {{MainEntry|Authoring tool}}<br> szerzi rendszer {{MainEntry|Authoring system}}<br> szimuláció-alapú tanulási környezet {{MainEntry|Simulation-based learning environment}}<br> szimulációs játékok {{MainEntry|Simulation games}}<br> szituált tanulás {{MainEntry|Situated learning}}<br> szkrip {{MainEntry|Script ...}}<br> szórakozva oktatás {{MainEntry|Edutainment}}<br> <br>'''T'''{{Anchor|T}}<br> Tananyag programcsomag {{MainEntry|Courseware }}<br> '''tanulás menedzsel rendszer''' {{MainEntry|[[Learning management systems]]}}<br> tanulási környezet {{MainEntry|Learning environment}}<br> '''[[Learning scenario/hu|tanulási látkép]]''' {{MainEntry|[[Learning scenario]]}}<br> tanulási objektum {{MainEntry|Learning objects}}<br> tanulási pálya {{MainEntry|Learning trail}}<br> tanulási segédlet {{MainEntry|Learning companion}}<br> '''tanulási tábla''' {{MainEntry|[[Learning grid]]}}<br> '''tanulási tér''' {{MainEntry|[[Learning space]]}}<br> tanulást elsegít programozás {{MainEntry|Computer programming in support of learning}}<br> tanulástervezés {{MainEntry|Learning design}}<br> '''[[Epistemic affordance/hu|tanulástudományi késztetés]]''' {{MainEntry|[[Epistemic affordance]]}}<br> tanulástudományi visszacsatolás {{MainEntry|Epistemic feedback}}<br> tanuló modellezés {{MainEntry|Learner modeling}}<br> táv-tanulás {{MainEntry|Distance learning}}<br> távoli laboratórium {{MainEntry|Remote laboratories }}<br> '''[[Techno-mathematical literacies/hu|techno-matematikai mveltség]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> technológia által segített tanulás {{MainEntry|Technology Enhanced Learning}}<br> <br>'''V'''{{Anchor|V}}<br> vegyes tanulási környezet {{MainEntry|Blended learning}}<br> virtuális egyetem {{MainEntry|Virtual universities }}<br> virtuális kampusz {{MainEntry|Virtual campus}}<br> virtuális pedagógiai ágens {{MainEntry|Virtual pedagogical agent}}<br> virtuális tanulási környezet {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> webes eladási technológiák {{MainEntry|Web-lecturing technologies}}<br> 541 512 2011-12-15T09:56:52Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Hungarian entries ''Edited by Márta Turcsányi-Szabó, Eötvös Loránd University (HU)'' '''A - [[#B|B]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#K|K]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> a feladatok automatikus generálása {{MainEntry|Automatic generation of exercises}}<br> adatív tanulási környezet {{MainEntry|Adaptive learning environment}}<br> ágens-alapú tanító rendszer {{MainEntry|Agent-based tutoring system}}<br> ágens-alapú tanulási környezet {{MainEntry|Agent-based learning environment}}<br> ambiens tanulási környezet {{MainEntry|Ambient learning environment}}<br> animált pedagógiai ágens {{MainEntry|Animated pedagogical agent}}<br> automata diagnosztika {{MainEntry|Automatic diagnosis}} <br>'''B'''{{Anchor|B}}<br> '''[[Embedded phenomena/hu|beágyazott jelenség]]''' {{MainEntry|[[Embedded phenomena]]}}<br> bels szkript {{MainEntry|Internal script}}<br> bels szkript {{MainEntry| --- internal see Internal script}}<br> <br>'''D'''{{Anchor|D}}<br>didaktikai tervezés {{MainEntry|Didactical engineering}}<br> dinamikus geometria {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-portfólió {{MainEntry|e-portfolio}}<br> e-tanulás {{MainEntry|e-learning}}<br> elektronikus felmérés {{MainEntry|e-Assessment}}<br> <br>'''F'''{{Anchor|F}}<br> '''[[Inquiry learning/hu|felfedez tanulás]]''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''H'''{{Anchor|H}}<br> hálózai környezet {{MainEntry|--- Networked learning environment}}<br> hálózatos közösség {{MainEntry|--- Networked learning communities}}<br> '''[[Networked learning/hu|hálózatos tanulás]]''' {{MainEntry|[[Networked learning]]}}<br> <br>'''I'''{{Anchor|I}}<br> '''informális tanulás''' {{MainEntry|[[Informal learning]]}}<br> inklúzív e-tanulás {{MainEntry|Inclusive e-learning}}<br> integrált tanulási rendszer {{MainEntry|Integrated learning system}}<br> intelligens eligazító rendszer {{MainEntry|Intelligent scaffolding system}}<br> intelligens tutor rendszer {{MainEntry|Intelligent tutoring system}}<br> interaktív tábla {{MainEntry|Interactive white board}}<br> interaktív tanulási környezet {{MainEntry|Interactive learning environment}}<br> <br>'''J'''{{Anchor|J}}<br> '''[[Game-based learning/hu|játék-alapú tanulás]]''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''K'''{{Anchor|K}}<br> kézzelfogható tanulási környezet {{MainEntry|Tangible learning environment}}<br> kiterjesztett tanulási környezet {{MainEntry|Augmented learning environment}}<br> kognitív diagnózis {{MainEntry|Cognitive diagnosis}}<br> kognitív modellezés {{MainEntry|Cognitive modeling}}<br> kognitív tervezés {{MainEntry|Cognitive engineering}}<br> kognitív tutor {{MainEntry|Cognitive tutor}}<br> kollaborációs szkript {{MainEntry| --- collaboration see Collaboration script}}<br> '''[[Collaboration script/hu|kollaboratív szkrip]]''' {{MainEntry|[[Collaboration script]]}}<br> kollaboratív tanulás {{MainEntry|Collaborative learning}}<br> komputációs matematiks {{MainEntry|Computational mathetic}}<br> '''[[Constructionism/hu|Konstrukcionizmus]]''' {{MainEntry|[[Constructionism]]}}<br> kurzus menedzsel rendszer {{MainEntry|Course management system}}<br> küls szkript {{MainEntry|External script}}<br> küls szkript {{MainEntry| --- external see External script}}<br> <br>'''M'''{{Anchor|M}}<br> megosztott tanulás {{MainEntry|Distributed learning}}<br> megosztott tanulási rendszerek {{MainEntry|Distributed learning environments}}<br> mesterséges tanulási környezet {{MainEntry|Artificial learning environment}}<br> mikrovilág {{MainEntry|Microworld}}<br> mindenhol jelenlév tanulás {{MainEntry|Ubiquitous learning}}<br> mindenhol jelenlév tanulási környezet {{MainEntry|Pervasive learning environment}}<br> '''[[Mobile learning/hu|mobil tanulás]]''' {{MainEntry|[[Mobile learning]]}}<br> multimédiás tanulás {{MainEntry|Multimedia learning}}<br> <br>'''N'''{{Anchor|N}}<br> '''[[Narrative learning environments/hu|narratív tanulási környezetek]]''' {{MainEntry|[[Narrative learning environments]]}}<br> '''[[Seamless learning environments/hu|nem észlelhet átmenet tanulási környezet]]''' {{MainEntry|[[Seamless learning environments]]}}<br> <br>'''O'''{{Anchor|O}}<br> '''[[Educational affordance/hu|oktatási késztetés]]''' {{MainEntry|[[Educational affordance]]}}<br> on-line tanulási környezet {{MainEntry|On-line learning environment}}<br> '''[[Overlay/hu|Overlay]]''' {{MainEntry|[[Overlay]]}}<br> '''[[Self-regulated learning/hu|önszabályozó tanulás]]''' {{MainEntry|[[Self-regulated learning]]}}<br> <br>'''P'''{{Anchor|P}}<br> párhuzamos rendszer {{MainEntry|Buddy systems}}<br> pedagógiai adatbányászás {{MainEntry|Educational data mining}}<br> pedagógiai ágens {{MainEntry|Pedagogical agent}}<br> programozható kurzus {{MainEntry|Programmable course }}<br> programozható számítógép-alapú tanulási környezet {{MainEntry|Programmable computer-based learning environment}}<br> <br>'''S'''{{Anchor|S}}<br> számítógép által segített nyelvtanulás {{MainEntry|Computer-assisted language learning}}<br> számítógép által segített tanítás {{MainEntry|Computer-assisted instruction}}<br> számítógép által segített tanulás {{MainEntry|Computer-assisted learning}}<br> számítógép által segített vizsgáztatás {{MainEntry|Computer-assisted examination}}<br> számítógép által támogatott kollaboratív tanulás {{MainEntry|Computer-supported collaborative learning}}<br> számítógép-alapú laboratórium {{MainEntry|Computer-based laboratory}}<br> számítógép-alapú tanítás {{MainEntry|Computer-based instruction}}<br> számítógép-alapú tanulási környezetek {{MainEntry|Computer-based learning environments}}<br> személyes tanulási környezet {{MainEntry|Personal learning environment}}<br> szerzi eszköz {{MainEntry|Authoring tool}}<br> szerzi rendszer {{MainEntry|Authoring system}}<br> szimuláció-alapú tanulási környezet {{MainEntry|Simulation-based learning environment}}<br> szimulációs játékok {{MainEntry|Simulation games}}<br> szituált tanulás {{MainEntry|Situated learning}}<br> szkrip {{MainEntry|Script ...}}<br> szórakozva oktatás {{MainEntry|Edutainment}}<br> <br>'''T'''{{Anchor|T}}<br> Tananyag programcsomag {{MainEntry|Courseware }}<br> '''tanulás menedzsel rendszer''' {{MainEntry|[[Learning management systems]]}}<br> tanulási környezet {{MainEntry|Learning environment}}<br> '''[[Learning scenario/hu|tanulási látkép]]''' {{MainEntry|[[Learning scenario]]}}<br> tanulási objektum {{MainEntry|Learning objects}}<br> tanulási pálya {{MainEntry|Learning trail}}<br> tanulási segédlet {{MainEntry|Learning companion}}<br> '''tanulási tábla''' {{MainEntry|[[Learning grid]]}}<br> '''tanulási tér''' {{MainEntry|[[Learning space]]}}<br> tanulást elsegít programozás {{MainEntry|Computer programming in support of learning}}<br> tanulástervezés {{MainEntry|Learning design}}<br> '''[[Epistemic affordance/hu|tanulástudományi késztetés]]''' {{MainEntry|[[Epistemic affordance]]}}<br> tanulástudományi visszacsatolás {{MainEntry|Epistemic feedback}}<br> tanuló modellezés {{MainEntry|Learner modeling}}<br> táv-tanulás {{MainEntry|Distance learning}}<br> távoli laboratórium {{MainEntry|Remote laboratories }}<br> '''[[Techno-mathematical literacies/hu|techno-matematikai mveltség]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> technológia által segített tanulás {{MainEntry|Technology Enhanced Learning}}<br> <br>'''V'''{{Anchor|V}}<br> vegyes tanulási környezet {{MainEntry|Blended learning}}<br> virtuális egyetem {{MainEntry|Virtual universities }}<br> virtuális kampusz {{MainEntry|Virtual campus}}<br> virtuális pedagógiai ágens {{MainEntry|Virtual pedagogical agent}}<br> virtuális tanulási környezet {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> webes eladási technológiák {{MainEntry|Web-lecturing technologies}}<br> 512 463 2011-11-25T14:38:23Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Hungarian entries ''Edited by Márta Turcsányi-Szabó, Eötvös Loránd University (HU)'' '''A - [[#B|B]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#K|K]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> a feladatok automatikus generálása {{MainEntry|Automatic generation of exercises}}<br> adatív tanulási környezet {{MainEntry|Adaptive learning environment}}<br> ágens-alapú tanító rendszer {{MainEntry|Agent-based tutoring system}}<br> ágens-alapú tanulási környezet {{MainEntry|Agent-based learning environment}}<br> ambiens tanulási környezet {{MainEntry|Ambient learning environment}}<br> animált pedagógiai ágens {{MainEntry|Animated pedagogical agent}}<br> automata diagnosztika {{MainEntry|Automatic diagnosis}} <br>'''B'''{{Anchor|B}}<br> '''[[Embedded phenomena/hu|beágyazott jelenség]]''' {{MainEntry|[[Embedded phenomena]]}}<br> bels szkript {{MainEntry|Internal script}}<br> bels szkript {{MainEntry| --- internal see Internal script}}<br> <br>'''D'''{{Anchor|D}}<br>didaktikai tervezés {{MainEntry|Didactical engineering}}<br> dinamikus geometria {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-portfólió {{MainEntry|e-portfolio}}<br> e-tanulás {{MainEntry|e-learning}}<br> elektronikus felmérés {{MainEntry|e-Assessment}}<br> <br>'''F'''{{Anchor|F}}<br> '''[[Inquiry learning/hu|felfedez tanulás]]''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''H'''{{Anchor|H}}<br> hálózai környezet {{MainEntry|--- Networked learning environment}}<br> hálózatos közösség {{MainEntry|--- Networked learning communities}}<br> '''[[Networked learning/hu|hálózatos tanulás]]''' {{MainEntry|[[Networked learning]]}}<br> <br>'''I'''{{Anchor|I}}<br> informális tanulás {{MainEntry|Informal learning}}<br> inklúzív e-tanulás {{MainEntry|Inclusive e-learning}}<br> integrált tanulási rendszer {{MainEntry|Integrated learning system}}<br> intelligens eligazító rendszer {{MainEntry|Intelligent scaffolding system}}<br> intelligens tutor rendszer {{MainEntry|Intelligent tutoring system}}<br> interaktív tábla {{MainEntry|Interactive white board}}<br> interaktív tanulási környezet {{MainEntry|Interactive learning environment}}<br> <br>'''J'''{{Anchor|J}}<br> '''[[Game-based learning/hu|játék-alapú tanulás]]''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''K'''{{Anchor|K}}<br> kézzelfogható tanulási környezet {{MainEntry|Tangible learning environment}}<br> kiterjesztett tanulási környezet {{MainEntry|Augmented learning environment}}<br> kognitív diagnózis {{MainEntry|Cognitive diagnosis}}<br> kognitív modellezés {{MainEntry|Cognitive modeling}}<br> kognitív tervezés {{MainEntry|Cognitive engineering}}<br> kognitív tutor {{MainEntry|Cognitive tutor}}<br> kollaborációs szkript {{MainEntry| --- collaboration see Collaboration script}}<br> '''[[Collaboration script/hu|kollaboratív szkrip]]''' {{MainEntry|[[Collaboration script]]}}<br> kollaboratív tanulás {{MainEntry|Collaborative learning}}<br> komputációs matematiks {{MainEntry|Computational mathetic}}<br> '''[[Constructionism/hu|Konstrukcionizmus]]''' {{MainEntry|[[Constructionism]]}}<br> kurzus menedzsel rendszer {{MainEntry|Course management system}}<br> küls szkript {{MainEntry|External script}}<br> küls szkript {{MainEntry| --- external see External script}}<br> <br>'''M'''{{Anchor|M}}<br> megosztott tanulás {{MainEntry|Distributed learning}}<br> megosztott tanulási rendszerek {{MainEntry|Distributed learning environments}}<br> mesterséges tanulási környezet {{MainEntry|Artificial learning environment}}<br> mikrovilág {{MainEntry|Microworld}}<br> mindenhol jelenlév tanulás {{MainEntry|Ubiquitous learning}}<br> mindenhol jelenlév tanulási környezet {{MainEntry|Pervasive learning environment}}<br> '''[[Mobile learning/hu|mobil tanulás]]''' {{MainEntry|[[Mobile learning]]}}<br> multimédiás tanulás {{MainEntry|Multimedia learning}}<br> <br>'''N'''{{Anchor|N}}<br> '''[[Narrative learning environments/hu|narratív tanulási környezetek]]''' {{MainEntry|[[Narrative learning environments]]}}<br> '''[[Seamless learning environments/hu|nem észlelhet átmenet tanulási környezet]]''' {{MainEntry|[[Seamless learning environments]]}}<br> <br>'''O'''{{Anchor|O}}<br> '''[[Educational affordance/hu|oktatási késztetés]]''' {{MainEntry|[[Educational affordance]]}}<br> on-line tanulási környezet {{MainEntry|On-line learning environment}}<br> '''[[Overlay/hu|Overlay]]''' {{MainEntry|[[Overlay]]}}<br> '''[[Self-regulated learning/hu|önszabályozó tanulás]]''' {{MainEntry|[[Self-regulated learning]]}}<br> <br>'''P'''{{Anchor|P}}<br> párhuzamos rendszer {{MainEntry|Buddy systems}}<br> pedagógiai adatbányászás {{MainEntry|Educational data mining}}<br> pedagógiai ágens {{MainEntry|Pedagogical agent}}<br> programozható kurzus {{MainEntry|Programmable course }}<br> programozható számítógép-alapú tanulási környezet {{MainEntry|Programmable computer-based learning environment}}<br> <br>'''S'''{{Anchor|S}}<br> számítógép által segített nyelvtanulás {{MainEntry|Computer-assisted language learning}}<br> számítógép által segített tanítás {{MainEntry|Computer-assisted instruction}}<br> számítógép által segített tanulás {{MainEntry|Computer-assisted learning}}<br> számítógép által segített vizsgáztatás {{MainEntry|Computer-assisted examination}}<br> számítógép által támogatott kollaboratív tanulás {{MainEntry|Computer-supported collaborative learning}}<br> számítógép-alapú laboratórium {{MainEntry|Computer-based laboratory}}<br> számítógép-alapú tanítás {{MainEntry|Computer-based instruction}}<br> számítógép-alapú tanulási környezetek {{MainEntry|Computer-based learning environments}}<br> személyes tanulási környezet {{MainEntry|Personal learning environment}}<br> szerzi eszköz {{MainEntry|Authoring tool}}<br> szerzi rendszer {{MainEntry|Authoring system}}<br> szimuláció-alapú tanulási környezet {{MainEntry|Simulation-based learning environment}}<br> szimulációs játékok {{MainEntry|Simulation games}}<br> szituált tanulás {{MainEntry|Situated learning}}<br> szkrip {{MainEntry|Script ...}}<br> szórakozva oktatás {{MainEntry|Edutainment}}<br> <br>'''T'''{{Anchor|T}}<br> Tananyag programcsomag {{MainEntry|Courseware }}<br> '''tanulás menedzsel rendszer''' {{MainEntry|[[Learning management systems]]}}<br> tanulási környezet {{MainEntry|Learning environment}}<br> '''[[Learning scenario/hu|tanulási látkép]]''' {{MainEntry|[[Learning scenario]]}}<br> tanulási objektum {{MainEntry|Learning objects}}<br> tanulási pálya {{MainEntry|Learning trail}}<br> tanulási segédlet {{MainEntry|Learning companion}}<br> '''tanulási tábla''' {{MainEntry|[[Learning grid]]}}<br> '''tanulási tér''' {{MainEntry|[[Learning space]]}}<br> tanulást elsegít programozás {{MainEntry|Computer programming in support of learning}}<br> tanulástervezés {{MainEntry|Learning design}}<br> '''[[Epistemic affordance/hu|tanulástudományi késztetés]]''' {{MainEntry|[[Epistemic affordance]]}}<br> tanulástudományi visszacsatolás {{MainEntry|Epistemic feedback}}<br> tanuló modellezés {{MainEntry|Learner modeling}}<br> táv-tanulás {{MainEntry|Distance learning}}<br> távoli laboratórium {{MainEntry|Remote laboratories }}<br> '''[[Techno-mathematical literacies/hu|techno-matematikai mveltség]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> technológia által segített tanulás {{MainEntry|Technology Enhanced Learning}}<br> <br>'''V'''{{Anchor|V}}<br> vegyes tanulási környezet {{MainEntry|Blended learning}}<br> virtuális egyetem {{MainEntry|Virtual universities }}<br> virtuális kampusz {{MainEntry|Virtual campus}}<br> virtuális pedagógiai ágens {{MainEntry|Virtual pedagogical agent}}<br> virtuális tanulási környezet {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> webes eladási technológiák {{MainEntry|Web-lecturing technologies}}<br> 463 428 2011-10-25T09:20:24Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Hungarian entries ''Edited by Márta Turcsányi-Szabó, Eötvös Loránd University (HU)'' '''A - [[#B|B]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#K|K]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> a feladatok automatikus generálása {{MainEntry|Automatic generation of exercises}}<br> adatív tanulási környezet {{MainEntry|Adaptive learning environment}}<br> ágens-alapú tanító rendszer {{MainEntry|Agent-based tutoring system}}<br> ágens-alapú tanulási környezet {{MainEntry|Agent-based learning environment}}<br> ambiens tanulási környezet {{MainEntry|Ambient learning environment}}<br> animált pedagógiai ágens {{MainEntry|Animated pedagogical agent}}<br> automata diagnosztika {{MainEntry|Automatic diagnosis}} <br>'''B'''{{Anchor|B}}<br> '''[[Embedded phenomena/hu|beágyazott jelenség]]''' {{MainEntry|[[Embedded phenomena]]}}<br> bels szkript {{MainEntry|Internal script}}<br> bels szkript {{MainEntry| --- internal see Internal script}}<br> <br>'''D'''{{Anchor|D}}<br>didaktikai tervezés {{MainEntry|Didactical engineering}}<br> dinamikus geometria {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-portfólió {{MainEntry|e-portfolio}}<br> e-tanulás {{MainEntry|e-learning}}<br> elektronikus felmérés {{MainEntry|e-Assessment}}<br> <br>'''F'''{{Anchor|F}}<br> '''[[Inquiry learning/hu|felfedez tanulás]]''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''H'''{{Anchor|H}}<br> hálózai környezet {{MainEntry|--- Networked learning environment}}<br> hálózatos közösség {{MainEntry|--- Networked learning communities}}<br> '''[[Networked learning/hu|hálózatos tanulás]]''' {{MainEntry|[[Networked learning]]}}<br> <br>'''I'''{{Anchor|I}}<br> informális tanulás {{MainEntry|Informal learning}}<br> inklúzív e-tanulás {{MainEntry|Inclusive e-learning}}<br> integrált tanulási rendszer {{MainEntry|Integrated learning system}}<br> intelligens eligazító rendszer {{MainEntry|Intelligent scaffolding system}}<br> intelligens tutor rendszer {{MainEntry|Intelligent tutoring system}}<br> interaktív tábla {{MainEntry|Interactive white board}}<br> interaktív tanulási környezet {{MainEntry|Interactive learning environment}}<br> <br>'''J'''{{Anchor|J}}<br> '''[[Game-based learning/hu|játék-alapú tanulás]]''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''K'''{{Anchor|K}}<br> kézzelfogható tanulási környezet {{MainEntry|Tangible learning environment}}<br> kiterjesztett tanulási környezet {{MainEntry|Augmented learning environment}}<br> kognitív diagnózis {{MainEntry|Cognitive diagnosis}}<br> kognitív modellezés {{MainEntry|Cognitive modeling}}<br> kognitív tervezés {{MainEntry|Cognitive engineering}}<br> kognitív tutor {{MainEntry|Cognitive tutor}}<br> kollaborációs szkript {{MainEntry| --- collaboration see Collaboration script}}<br> '''[[Collaboration script/hu|kollaboratív szkrip]]''' {{MainEntry|[[Collaboration script]]}}<br> kollaboratív tanulás {{MainEntry|Collaborative learning}}<br> komputációs matematiks {{MainEntry|Computational mathetic}}<br> '''[[Constructionism/hu|Konstrukcionizmus]]''' {{MainEntry|[[Constructionism]]}}<br> kurzus menedzsel rendszer {{MainEntry|Course management system}}<br> küls szkript {{MainEntry|External script}}<br> küls szkript {{MainEntry| --- external see External script}}<br> <br>'''M'''{{Anchor|M}}<br> megosztott tanulás {{MainEntry|Distributed learning}}<br> megosztott tanulási rendszerek {{MainEntry|Distributed learning environments}}<br> mesterséges tanulási környezet {{MainEntry|Artificial learning environment}}<br> mikrovilág {{MainEntry|Microworld}}<br> mindenhol jelenlév tanulás {{MainEntry|Ubiquitous learning}}<br> mindenhol jelenlév tanulási környezet {{MainEntry|Pervasive learning environment}}<br> '''[[Mobile learning/hu|mobil tanulás]]''' {{MainEntry|[[Mobile learning]]}}<br> multimédiás tanulás {{MainEntry|Multimedia learning}}<br> <br>'''N'''{{Anchor|N}}<br> '''[[Narrative learning environments/hu|narratív tanulási környezetek]]''' {{MainEntry|[[Narrative learning environments]]}}<br> '''[[Seamless learning environments/hu|nem észlelhet átmenet tanulási környezet]]''' {{MainEntry|[[Seamless learning environments]]}}<br> <br>'''O'''{{Anchor|O}}<br> '''[[Educational affordance/hu|oktatási késztetés]]''' {{MainEntry|[[Educational affordance]]}}<br> on-line tanulási környezet {{MainEntry|On-line learning environment}}<br> '''[[Overlay/hu|Overlay]]''' {{MainEntry|[[Overlay]]}}<br> '''[[Self-regulated learning/hu|önszabályozó tanulás]]''' {{MainEntry|[[Self-regulated learning]]}}<br> <br>'''P'''{{Anchor|P}}<br> párhuzamos rendszer {{MainEntry|Buddy systems}}<br> pedagógiai adatbányászás {{MainEntry|Educational data mining}}<br> pedagógiai ágens {{MainEntry|Pedagogical agent}}<br> programozható kurzus {{MainEntry|Programmable course }}<br> programozható számítógép-alapú tanulási környezet {{MainEntry|Programmable computer-based learning environment}}<br> <br>'''S'''{{Anchor|S}}<br> számítógép által segített nyelvtanulás {{MainEntry|Computer-assisted language learning}}<br> számítógép által segített tanítás {{MainEntry|Computer-assisted instruction}}<br> számítógép által segített tanulás {{MainEntry|Computer-assisted learning}}<br> számítógép által segített vizsgáztatás {{MainEntry|Computer-assisted examination}}<br> számítógép által támogatott kollaboratív tanulás {{MainEntry|Computer-supported collaborative learning}}<br> számítógép-alapú laboratórium {{MainEntry|Computer-based laboratory}}<br> számítógép-alapú tanítás {{MainEntry|Computer-based instruction}}<br> számítógép-alapú tanulási környezetek {{MainEntry|Computer-based learning environments}}<br> személyes tanulási környezet {{MainEntry|Personal learning environment}}<br> szerzi eszköz {{MainEntry|Authoring tool}}<br> szerzi rendszer {{MainEntry|Authoring system}}<br> szimuláció-alapú tanulási környezet {{MainEntry|Simulation-based learning environment}}<br> szimulációs játékok {{MainEntry|Simulation games}}<br> szituált tanulás {{MainEntry|Situated learning}}<br> szkrip {{MainEntry|Script ...}}<br> szórakozva oktatás {{MainEntry|Edutainment}}<br> <br>'''T'''{{Anchor|T}}<br> Tananyag programcsomag {{MainEntry|Courseware }}<br> '''tanulás menedzsel rendszer''' {{MainEntry|[[Learning management systems]]}}<br> tanulási környezet {{MainEntry|Learning environment}}<br> '''[[Learning scenario/hu|tanulási látkép]]''' {{MainEntry|[[Learning scenario]]}}<br> tanulási objektum {{MainEntry|Learning objects}}<br> tanulási pálya {{MainEntry|Learning trail}}<br> tanulási segédlet {{MainEntry|Learning companion}}<br> '''tanulási tábla''' {{MainEntry|[[Learning grid]]}}<br> tanulási tér {{MainEntry|Learning space}}<br> tanulást elsegít programozás {{MainEntry|Computer programming in support of learning}}<br> tanulástervezés {{MainEntry|Learning design}}<br> '''[[Epistemic affordance/hu|tanulástudományi késztetés]]''' {{MainEntry|[[Epistemic affordance]]}}<br> tanulástudományi visszacsatolás {{MainEntry|Epistemic feedback}}<br> tanuló modellezés {{MainEntry|Learner modeling}}<br> táv-tanulás {{MainEntry|Distance learning}}<br> távoli laboratórium {{MainEntry|Remote laboratories }}<br> '''[[Techno-mathematical literacies/hu|techno-matematikai mveltség]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> technológia által segített tanulás {{MainEntry|Technology Enhanced Learning}}<br> <br>'''V'''{{Anchor|V}}<br> vegyes tanulási környezet {{MainEntry|Blended learning}}<br> virtuális egyetem {{MainEntry|Virtual universities }}<br> virtuális kampusz {{MainEntry|Virtual campus}}<br> virtuális pedagógiai ágens {{MainEntry|Virtual pedagogical agent}}<br> virtuális tanulási környezet {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> webes eladási technológiák {{MainEntry|Web-lecturing technologies}}<br> 428 341 2011-09-26T12:45:23Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Hungarian entries ''Edited by Márta Turcsányi-Szabó, Eötvös Loránd University (HU)'' '''A - [[#B|B]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#K|K]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> a feladatok automatikus generálása {{MainEntry|Automatic generation of exercises}}<br> adatív tanulási környezet {{MainEntry|Adaptive learning environment}}<br> ágens-alapú tanító rendszer {{MainEntry|Agent-based tutoring system}}<br> ágens-alapú tanulási környezet {{MainEntry|Agent-based learning environment}}<br> ambiens tanulási környezet {{MainEntry|Ambient learning environment}}<br> animált pedagógiai ágens {{MainEntry|Animated pedagogical agent}}<br> automata diagnosztika {{MainEntry|Automatic diagnosis}} <br>'''B'''{{Anchor|B}}<br> '''[[Embedded phenomena/hu|beágyazott jelenség]]''' {{MainEntry|[[Embedded phenomena]]}}<br> bels szkript {{MainEntry|Internal script}}<br> bels szkript {{MainEntry| --- internal see Internal script}}<br> <br>'''D'''{{Anchor|D}}<br>didaktikai tervezés {{MainEntry|Didactical engineering}}<br> dinamikus geometria {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-portfólió {{MainEntry|e-portfolio}}<br> e-tanulás {{MainEntry|e-learning}}<br> elektronikus felmérés {{MainEntry|e-Assessment}}<br> <br>'''F'''{{Anchor|F}}<br> '''[[Inquiry learning/hu|felfedez tanulás]]''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''H'''{{Anchor|H}}<br> hálózai környezet {{MainEntry|--- Networked learning environment}}<br> hálózatos közösség {{MainEntry|--- Networked learning communities}}<br> '''[[Networked learning/hu|hálózatos tanulás]]''' {{MainEntry|[[Networked learning]]}}<br> <br>'''I'''{{Anchor|I}}<br> informális tanulás {{MainEntry|Informal learning}}<br> inklúzív e-tanulás {{MainEntry|Inclusive e-learning}}<br> integrált tanulási rendszer {{MainEntry|Integrated learning system}}<br> intelligens eligazító rendszer {{MainEntry|Intelligent scaffolding system}}<br> intelligens tutor rendszer {{MainEntry|Intelligent tutoring system}}<br> interaktív tábla {{MainEntry|Interactive white board}}<br> interaktív tanulási környezet {{MainEntry|Interactive learning environment}}<br> <br>'''J'''{{Anchor|J}}<br> '''[[Game-based learning/hu|játék-alapú tanulás]]''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''K'''{{Anchor|K}}<br> kézzelfogható tanulási környezet {{MainEntry|Tangible learning environment}}<br> kiterjesztett tanulási környezet {{MainEntry|Augmented learning environment}}<br> kognitív diagnózis {{MainEntry|Cognitive diagnosis}}<br> kognitív modellezés {{MainEntry|Cognitive modeling}}<br> kognitív tervezés {{MainEntry|Cognitive engineering}}<br> kognitív tutor {{MainEntry|Cognitive tutor}}<br> kollaborációs szkript {{MainEntry| --- collaboration see Collaboration script}}<br> '''[[Collaboration script/hu|kollaboratív szkrip]]''' {{MainEntry|[[Collaboration script]]}}<br> kollaboratív tanulás {{MainEntry|Collaborative learning}}<br> komputációs matematiks {{MainEntry|Computational mathetic}}<br> '''[[Constructionism/hu|Konstrukcionizmus]]''' {{MainEntry|[[Constructionism]]}}<br> kurzus menedzsel rendszer {{MainEntry|Course management system}}<br> küls szkript {{MainEntry|External script}}<br> küls szkript {{MainEntry| --- external see External script}}<br> <br>'''M'''{{Anchor|M}}<br> megosztott tanulás {{MainEntry|Distributed learning}}<br> megosztott tanulási rendszerek {{MainEntry|Distributed learning environments}}<br> mesterséges tanulási környezet {{MainEntry|Artificial learning environment}}<br> mikrovilág {{MainEntry|Microworld}}<br> mindenhol jelenlév tanulás {{MainEntry|Ubiquitous learning}}<br> mindenhol jelenlév tanulási környezet {{MainEntry|Pervasive learning environment}}<br> '''[[Mobile learning/hu|mobil tanulás]]''' {{MainEntry|[[Mobile learning]]}}<br> multimédiás tanulás {{MainEntry|Multimedia learning}}<br> <br>'''N'''{{Anchor|N}}<br> '''[[Narrative learning environments/hu|narratív tanulási környezetek]]''' {{MainEntry|[[Narrative learning environments]]}}<br> '''[[Seamless learning environments/hu|nem észlelhet átmenet tanulási környezet]]''' {{MainEntry|[[Seamless learning environments]]}}<br> <br>'''O'''{{Anchor|O}}<br> '''[[Educational affordance/hu|oktatási késztetés]]''' {{MainEntry|[[Educational affordance]]}}<br> on-line tanulási környezet {{MainEntry|On-line learning environment}}<br> '''[[Overlay/hu|Overlay]]''' {{MainEntry|[[Overlay]]}}<br> '''[[Self-regulated learning/hu|önszabályozó tanulás]]''' {{MainEntry|[[Self-regulated learning]]}}<br> <br>'''P'''{{Anchor|P}}<br> párhuzamos rendszer {{MainEntry|Buddy systems}}<br> pedagógiai adatbányászás {{MainEntry|Educational data mining}}<br> pedagógiai ágens {{MainEntry|Pedagogical agent}}<br> programozható kurzus {{MainEntry|Programmable course }}<br> programozható számítógép-alapú tanulási környezet {{MainEntry|Programmable computer-based learning environment}}<br> <br>'''S'''{{Anchor|S}}<br> számítógép által segített nyelvtanulás {{MainEntry|Computer-assisted language learning}}<br> számítógép által segített tanítás {{MainEntry|Computer-assisted instruction}}<br> számítógép által segített tanulás {{MainEntry|Computer-assisted learning}}<br> számítógép által segített vizsgáztatás {{MainEntry|Computer-assisted examination}}<br> számítógép által támogatott kollaboratív tanulás {{MainEntry|Computer-supported collaborative learning}}<br> számítógép-alapú laboratórium {{MainEntry|Computer-based laboratory}}<br> számítógép-alapú tanítás {{MainEntry|Computer-based instruction}}<br> számítógép-alapú tanulási környezetek {{MainEntry|Computer-based learning environments}}<br> személyes tanulási környezet {{MainEntry|Personal learning environment}}<br> szerzi eszköz {{MainEntry|Authoring tool}}<br> szerzi rendszer {{MainEntry|Authoring system}}<br> szimuláció-alapú tanulási környezet {{MainEntry|Simulation-based learning environment}}<br> szimulációs játékok {{MainEntry|Simulation games}}<br> szituált tanulás {{MainEntry|Situated learning}}<br> szkrip {{MainEntry|Script ...}}<br> szórakozva oktatás {{MainEntry|Edutainment}}<br> <br>'''T'''{{Anchor|T}}<br> Tananyag programcsomag {{MainEntry|Courseware }}<br> '''tanulás menedzsel rendszer''' {{MainEntry|[[Learning management systems]]}}<br> tanulási környezet {{MainEntry|Learning environment}}<br> '''[[Learning scenario/hu|tanulási látkép]]''' {{MainEntry|[[Learning scenario]]}}<br> tanulási objektum {{MainEntry|Learning objects}}<br> tanulási pálya {{MainEntry|Learning trail}}<br> tanulási segédlet {{MainEntry|Learning companion}}<br> tanulási tábla {{MainEntry|Learning grid}}<br> tanulási tér {{MainEntry|Learning space}}<br> tanulást elsegít programozás {{MainEntry|Computer programming in support of learning}}<br> tanulástervezés {{MainEntry|Learning design}}<br> '''[[Epistemic affordance/hu|tanulástudományi késztetés]]''' {{MainEntry|[[Epistemic affordance]]}}<br> tanulástudományi visszacsatolás {{MainEntry|Epistemic feedback}}<br> tanuló modellezés {{MainEntry|Learner modeling}}<br> táv-tanulás {{MainEntry|Distance learning}}<br> távoli laboratórium {{MainEntry|Remote laboratories }}<br> '''[[Techno-mathematical literacies/hu|techno-matematikai mveltség]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> technológia által segített tanulás {{MainEntry|Technology Enhanced Learning}}<br> <br>'''V'''{{Anchor|V}}<br> vegyes tanulási környezet {{MainEntry|Blended learning}}<br> virtuális egyetem {{MainEntry|Virtual universities }}<br> virtuális kampusz {{MainEntry|Virtual campus}}<br> virtuális pedagógiai ágens {{MainEntry|Virtual pedagogical agent}}<br> virtuális tanulási környezet {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> webes eladási technológiák {{MainEntry|Web-lecturing technologies}}<br> 341 337 2011-09-02T07:57:56Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Hungarian entries ''Edited by Márta Turcsányi-Szabó, Eötvös Loránd University (HU)'' '''A - [[#B|B]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#K|K]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> a feladatok automatikus generálása {{MainEntry|Automatic generation of exercises}}<br> adatív tanulási környezet {{MainEntry|Adaptive learning environment}}<br> ágens-alapú tanító rendszer {{MainEntry|Agent-based tutoring system}}<br> ágens-alapú tanulási környezet {{MainEntry|Agent-based learning environment}}<br> ambiens tanulási környezet {{MainEntry|Ambient learning environment}}<br> animált pedagógiai ágens {{MainEntry|Animated pedagogical agent}}<br> automata diagnosztika {{MainEntry|Automatic diagnosis}} <br>'''B'''{{Anchor|B}}<br> '''[[Embedded phenomena/hu|beágyazott jelenség]]''' {{MainEntry|[[Embedded phenomena]]}}<br> bels szkript {{MainEntry|Internal script}}<br> bels szkript {{MainEntry| --- internal see Internal script}}<br> <br>'''D'''{{Anchor|D}}<br>didaktikai tervezés {{MainEntry|Didactical engineering}}<br> dinamikus geometria {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-portfólió {{MainEntry|e-portfolio}}<br> e-tanulás {{MainEntry|e-learning}}<br> elektronikus felmérés {{MainEntry|e-Assessment}}<br> <br>'''F'''{{Anchor|F}}<br> '''[[Inquiry learning/hu|felfedez tanulás]]''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''H'''{{Anchor|H}}<br> hálózai környezet {{MainEntry|--- Networked learning environment}}<br> hálózatos közösség {{MainEntry|--- Networked learning communities}}<br> '''[[Networked learning/hu|hálózatos tanulás]]''' {{MainEntry|[[Networked learning]]}}<br> <br>'''I'''{{Anchor|I}}<br> informális tanulás {{MainEntry|Informal learning}}<br> inklúzív e-tanulás {{MainEntry|Inclusive e-learning}}<br> integrált tanulási rendszer {{MainEntry|Integrated learning system}}<br> intelligens eligazító rendszer {{MainEntry|Intelligent scaffolding system}}<br> intelligens tutor rendszer {{MainEntry|Intelligent tutoring system}}<br> interaktív tábla {{MainEntry|Interactive white board}}<br> interaktív tanulási környezet {{MainEntry|Interactive learning environment}}<br> <br>'''J'''{{Anchor|J}}<br> '''[[Game-based learning/hu|játék-alapú tanulás]]''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''K'''{{Anchor|K}}<br> kézzelfogható tanulási környezet {{MainEntry|Tangible learning environment}}<br> kiterjesztett tanulási környezet {{MainEntry|Augmented learning environment}}<br> kognitív diagnózis {{MainEntry|Cognitive diagnosis}}<br> kognitív modellezés {{MainEntry|Cognitive modeling}}<br> kognitív tervezés {{MainEntry|Cognitive engineering}}<br> kognitív tutor {{MainEntry|Cognitive tutor}}<br> kollaborációs szkript {{MainEntry| --- collaboration see Collaboration script}}<br> '''[[Collaboration script/hu|kollaboratív szkrip]]''' {{MainEntry|[[Collaboration script]]}}<br> kollaboratív tanulás {{MainEntry|Collaborative learning}}<br> komputációs matematiks {{MainEntry|Computational mathetic}}<br> '''[[Constructionism/hu|Konstrukcionizmus]]''' {{MainEntry|[[Constructionism]]}}<br> kurzus menedzsel rendszer {{MainEntry|Course management system}}<br> küls szkript {{MainEntry|External script}}<br> küls szkript {{MainEntry| --- external see External script}}<br> <br>'''M'''{{Anchor|M}}<br> megosztott tanulás {{MainEntry|Distributed learning}}<br> megosztott tanulási rendszerek {{MainEntry|Distributed learning environments}}<br> mesterséges tanulási környezet {{MainEntry|Artificial learning environment}}<br> mikrovilág {{MainEntry|Microworld}}<br> mindenhol jelenlév tanulás {{MainEntry|Ubiquitous learning}}<br> mindenhol jelenlév tanulási környezet {{MainEntry|Pervasive learning environment}}<br> '''[[Mobile learning/hu|mobil tanulás]]''' {{MainEntry|[[Mobile learning]]}}<br> multimédiás tanulás {{MainEntry|Multimedia learning}}<br> <br>'''N'''{{Anchor|N}}<br> '''[[Narrative learning environments/hu|narratív tanulási környezetek]]''' {{MainEntry|[[Narrative learning environments]]}}<br> '''[[Seamless learning environments/hu|nem észlelhet átmenet tanulási környezet]]''' {{MainEntry|[[Seamless learning environments]]}}<br> <br>'''O'''{{Anchor|O}}<br> '''[[Educational affordance/hu|oktatási késztetés]]''' {{MainEntry|[[Educational affordance]]}}<br> on-line tanulási környezet {{MainEntry|On-line learning environment}}<br> '''[[Overlay/hu|Overlay]]''' {{MainEntry|[[Overlay]]}}<br> '''[[Self-regulated learning/hu|önszabályozó tanulás]]''' {{MainEntry|[[Self-regulated learning]]}}<br> <br>'''P'''{{Anchor|P}}<br> párhuzamos rendszer {{MainEntry|Buddy systems}}<br> pedagógiai adatbányászás {{MainEntry|Educational data mining}}<br> pedagógiai ágens {{MainEntry|Pedagogical agent}}<br> programozható kurzus {{MainEntry|Programmable course }}<br> programozható számítógép-alapú tanulási környezet {{MainEntry|Programmable computer-based learning environment}}<br> <br>'''S'''{{Anchor|S}}<br> számítógép által segített nyelvtanulás {{MainEntry|Computer-assisted language learning}}<br> számítógép által segített tanítás {{MainEntry|Computer-assisted instruction}}<br> számítógép által segített tanulás {{MainEntry|Computer-assisted learning}}<br> számítógép által segített vizsgáztatás {{MainEntry|Computer-assisted examination}}<br> számítógép által támogatott kollaboratív tanulás {{MainEntry|Computer-supported collaborative learning}}<br> számítógép-alapú laboratórium {{MainEntry|Computer-based laboratory}}<br> számítógép-alapú tanítás {{MainEntry|Computer-based instruction}}<br> számítógép-alapú tanulási környezetek {{MainEntry|Computer-based learning environments}}<br> személyes tanulási környezet {{MainEntry|Personal learning environment}}<br> szerzi eszköz {{MainEntry|Authoring tool}}<br> szerzi rendszer {{MainEntry|Authoring system}}<br> szimuláció-alapú tanulási környezet {{MainEntry|Simulation-based learning environment}}<br> szimulációs játékok {{MainEntry|Simulation games}}<br> szituált tanulás {{MainEntry|Situated learning}}<br> szkrip {{MainEntry|Script ...}}<br> szórakozva oktatás {{MainEntry|Edutainment}}<br> <br>'''T'''{{Anchor|T}}<br> Tananyag programcsomag {{MainEntry|Courseware }}<br> tanulás menedzsel rendszer {{MainEntry|Learning management systems}}<br> tanulási környezet {{MainEntry|Learning environment}}<br> '''[[Learning scenario/hu|tanulási látkép]]''' {{MainEntry|[[Learning scenario]]}}<br> tanulási objektum {{MainEntry|Learning objects}}<br> tanulási pálya {{MainEntry|Learning trail}}<br> tanulási segédlet {{MainEntry|Learning companion}}<br> tanulási tábla {{MainEntry|Learning grid}}<br> tanulási tér {{MainEntry|Learning space}}<br> tanulást elsegít programozás {{MainEntry|Computer programming in support of learning}}<br> tanulástervezés {{MainEntry|Learning design}}<br> '''[[Epistemic affordance/hu|tanulástudományi késztetés]]''' {{MainEntry|[[Epistemic affordance]]}}<br> tanulástudományi visszacsatolás {{MainEntry|Epistemic feedback}}<br> tanuló modellezés {{MainEntry|Learner modeling}}<br> táv-tanulás {{MainEntry|Distance learning}}<br> távoli laboratórium {{MainEntry|Remote laboratories }}<br> '''[[Techno-mathematical literacies/hu|techno-matematikai mveltség]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> technológia által segített tanulás {{MainEntry|Technology Enhanced Learning}}<br> <br>'''V'''{{Anchor|V}}<br> vegyes tanulási környezet {{MainEntry|Blended learning}}<br> virtuális egyetem {{MainEntry|Virtual universities }}<br> virtuális kampusz {{MainEntry|Virtual campus}}<br> virtuális pedagógiai ágens {{MainEntry|Virtual pedagogical agent}}<br> virtuális tanulási környezet {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> webes eladási technológiák {{MainEntry|Web-lecturing technologies}}<br> 337 332 2011-09-01T12:31:48Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Hungarian entries ''Edited by Márta Turcsányi-Szabó, Eötvös Loránd University (HU)'' '''A - [[#B|B]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#K|K]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> a feladatok automatikus generálása {{MainEntry|Automatic generation of exercises}}<br> adatív tanulási környezet {{MainEntry|Adaptive learning environment}}<br> ágens-alapú tanító rendszer {{MainEntry|Agent-based tutoring system}}<br> ágens-alapú tanulási környezet {{MainEntry|Agent-based learning environment}}<br> ambiens tanulási környezet {{MainEntry|Ambient learning environment}}<br> animált pedagógiai ágens {{MainEntry|Animated pedagogical agent}}<br> automata diagnosztika {{MainEntry|Automatic diagnosis}} <br>'''B'''{{Anchor|B}}<br> '''beágyazott jelenség''' {{MainEntry|[[Embedded phenomena]]}}<br> bels szkript {{MainEntry|Internal script}}<br> bels szkript {{MainEntry| --- internal see Internal script}}<br> <br>'''D'''{{Anchor|D}}<br>didaktikai tervezés {{MainEntry|Didactical engineering}}<br> dinamikus geometria {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-portfólió {{MainEntry|e-portfolio}}<br> e-tanulás {{MainEntry|e-learning}}<br> elektronikus felmérés {{MainEntry|e-Assessment}}<br> <br>'''F'''{{Anchor|F}}<br> '''felfedez tanulás''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''H'''{{Anchor|H}}<br> hálózai környezet {{MainEntry|--- Networked learning environment}}<br> hálózatos közösség {{MainEntry|--- Networked learning communities}}<br> '''hálózatos tanulás''' {{MainEntry|[[Networked learning]]}}<br> <br>'''I'''{{Anchor|I}}<br> informális tanulás {{MainEntry|Informal learning}}<br> inklúzív e-tanulás {{MainEntry|Inclusive e-learning}}<br> integrált tanulási rendszer {{MainEntry|Integrated learning system}}<br> intelligens eligazító rendszer {{MainEntry|Intelligent scaffolding system}}<br> intelligens tutor rendszer {{MainEntry|Intelligent tutoring system}}<br> interaktív tábla {{MainEntry|Interactive white board}}<br> interaktív tanulási környezet {{MainEntry|Interactive learning environment}}<br> <br>'''J'''{{Anchor|J}}<br> '''játék-alapú tanulás''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''K'''{{Anchor|K}}<br> kézzelfogható tanulási környezet {{MainEntry|Tangible learning environment}}<br> kiterjesztett tanulási környezet {{MainEntry|Augmented learning environment}}<br> kognitív diagnózis {{MainEntry|Cognitive diagnosis}}<br> kognitív modellezés {{MainEntry|Cognitive modeling}}<br> kognitív tervezés {{MainEntry|Cognitive engineering}}<br> kognitív tutor {{MainEntry|Cognitive tutor}}<br> kollaborációs szkript {{MainEntry| --- collaboration see Collaboration script}}<br> '''kollaboratív szkrip''' {{MainEntry|[[Collaboration script]]}}<br> kollaboratív tanulás {{MainEntry|Collaborative learning}}<br> komputációs matematiks {{MainEntry|Computational mathetic}}<br> '''Konstrukcionizmus''' {{MainEntry|[[Constructionism]]}}<br> kurzus menedzsel rendszer {{MainEntry|Course management system}}<br> küls szkript {{MainEntry|External script}}<br> küls szkript {{MainEntry| --- external see External script}}<br> <br>'''M'''{{Anchor|M}}<br> megosztott tanulás {{MainEntry|Distributed learning}}<br> megosztott tanulási rendszerek {{MainEntry|Distributed learning environments}}<br> mesterséges tanulási környezet {{MainEntry|Artificial learning environment}}<br> mikrovilág {{MainEntry|Microworld}}<br> mindenhol jelenlév tanulás {{MainEntry|Ubiquitous learning}}<br> mindenhol jelenlév tanulási környezet {{MainEntry|Pervasive learning environment}}<br> '''mobil tanulás''' {{MainEntry|[[Mobile learning]]}}<br> multimédiás tanulás {{MainEntry|Multimedia learning}}<br> <br>'''N'''{{Anchor|N}}<br> '''narratív tanulási környezetek''' {{MainEntry|[[Narrative learning environments]]}}<br> '''nem észlelhet átmenet tanulási környezet''' {{MainEntry|[[Seamless learning environments]]}}<br> <br>'''O'''{{Anchor|O}}<br> '''oktatási késztetés''' {{MainEntry|[[Educational affordance]]}}<br> on-line tanulási környezet {{MainEntry|On-line learning environment}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> '''önszabályozó tanulás''' {{MainEntry|[[Self-regulated learning]]}}<br> <br>'''P'''{{Anchor|P}}<br> párhuzamos rendszer {{MainEntry|Buddy systems}}<br> pedagógiai adatbányászás {{MainEntry|Educational data mining}}<br> pedagógiai ágens {{MainEntry|Pedagogical agent}}<br> programozható kurzus {{MainEntry|Programmable course }}<br> programozható számítógép-alapú tanulási környezet {{MainEntry|Programmable computer-based learning environment}}<br> <br>'''S'''{{Anchor|S}}<br> számítógép által segített nyelvtanulás {{MainEntry|Computer-assisted language learning}}<br> számítógép által segített tanítás {{MainEntry|Computer-assisted instruction}}<br> számítógép által segített tanulás {{MainEntry|Computer-assisted learning}}<br> számítógép által segített vizsgáztatás {{MainEntry|Computer-assisted examination}}<br> számítógép által támogatott kollaboratív tanulás {{MainEntry|Computer-supported collaborative learning}}<br> számítógép-alapú laboratórium {{MainEntry|Computer-based laboratory}}<br> számítógép-alapú tanítás {{MainEntry|Computer-based instruction}}<br> számítógép-alapú tanulási környezetek {{MainEntry|Computer-based learning environments}}<br> személyes tanulási környezet {{MainEntry|Personal learning environment}}<br> szerzi eszköz {{MainEntry|Authoring tool}}<br> szerzi rendszer {{MainEntry|Authoring system}}<br> szimuláció-alapú tanulási környezet {{MainEntry|Simulation-based learning environment}}<br> szimulációs játékok {{MainEntry|Simulation games}}<br> szituált tanulás {{MainEntry|Situated learning}}<br> szkrip {{MainEntry|Script ...}}<br> szórakozva oktatás {{MainEntry|Edutainment}}<br> <br>'''T'''{{Anchor|T}}<br> Tananyag programcsomag {{MainEntry|Courseware }}<br> tanulás menedzsel rendszer {{MainEntry|Learning management systems}}<br> tanulási környezet {{MainEntry|Learning environment}}<br> '''tanulási látkép''' {{MainEntry|[[Learning scenario]]}}<br> tanulási objektum {{MainEntry|Learning objects}}<br> tanulási pálya {{MainEntry|Learning trail}}<br> tanulási segédlet {{MainEntry|Learning companion}}<br> tanulási tábla {{MainEntry|Learning grid}}<br> tanulási tér {{MainEntry|Learning space}}<br> tanulást elsegít programozás {{MainEntry|Computer programming in support of learning}}<br> tanulástervezés {{MainEntry|Learning design}}<br> '''tanulástudományi késztetés''' {{MainEntry|[[Epistemic affordance]]}}<br> tanulástudományi visszacsatolás {{MainEntry|Epistemic feedback}}<br> tanuló modellezés {{MainEntry|Learner modeling}}<br> táv-tanulás {{MainEntry|Distance learning}}<br> távoli laboratórium {{MainEntry|Remote laboratories }}<br> '''[[Techno-mathematical literacies/hu|techno-matematikai mveltség]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> technológia által segített tanulás {{MainEntry|Technology Enhanced Learning}}<br> <br>'''V'''{{Anchor|V}}<br> vegyes tanulási környezet {{MainEntry|Blended learning}}<br> virtuális egyetem {{MainEntry|Virtual universities }}<br> virtuális kampusz {{MainEntry|Virtual campus}}<br> virtuális pedagógiai ágens {{MainEntry|Virtual pedagogical agent}}<br> virtuális tanulási környezet {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> webes eladási technológiák {{MainEntry|Web-lecturing technologies}}<br> 332 331 2011-09-01T08:53:11Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Hungarian entries ''Edited by Márta Turcsányi-Szabó, Eötvös Loránd University (HU)'' '''A - [[#B|B]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#K|K]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> a feladatok automatikus generálása {{MainEntry|Automatic generation of exercises}}<br> adatív tanulási környezet {{MainEntry|Adaptive learning environment}}<br> ágens-alapú tanító rendszer {{MainEntry|Agent-based tutoring system}}<br> ágens-alapú tanulási környezet {{MainEntry|Agent-based learning environment}}<br> ambiens tanulási környezet {{MainEntry|Ambient learning environment}}<br> animált pedagógiai ágens {{MainEntry|Animated pedagogical agent}}<br> automata diagnosztika {{MainEntry|Automatic diagnosis}} <br>'''B'''{{Anchor|B}}<br> '''beágyazott jelenség''' {{MainEntry|[[Embedded phenomena]]}}<br> bels szkript {{MainEntry|Internal script}}<br> bels szkript {{MainEntry| --- internal see Internal script}}<br> <br>'''D'''{{Anchor|D}}<br>didaktikai tervezés {{MainEntry|Didactical engineering}}<br> dinamikus geometria {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-portfólió {{MainEntry|e-portfolio}}<br> e-tanulás {{MainEntry|e-learning}}<br> elektronikus felmérés {{MainEntry|e-Assessment}}<br> <br>'''F'''{{Anchor|F}}<br> '''felfedez tanulás''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''H'''{{Anchor|H}}<br> hálózai környezet {{MainEntry|--- Networked learning environment}}<br> hálózatos közösség {{MainEntry|--- Networked learning communities}}<br> '''hálózatos tanulás''' {{MainEntry|[[Networked learning]]}}<br> <br>'''I'''{{Anchor|I}}<br> informális tanulás {{MainEntry|Informal learning}}<br> inklúzív e-tanulás {{MainEntry|Inclusive e-learning}}<br> integrált tanulási rendszer {{MainEntry|Integrated learning system}}<br> intelligens eligazító rendszer {{MainEntry|Intelligent scaffolding system}}<br> intelligens tutor rendszer {{MainEntry|Intelligent tutoring system}}<br> interaktív tábla {{MainEntry|Interactive white board}}<br> interaktív tanulási környezet {{MainEntry|Interactive learning environment}}<br> <br>'''J'''{{Anchor|J}}<br> '''játék-alapú tanulás''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''K'''{{Anchor|K}}<br> kézzelfogható tanulási környezet {{MainEntry|Tangible learning environment}}<br> kiterjesztett tanulási környezet {{MainEntry|Augmented learning environment}}<br> kognitív diagnózis {{MainEntry|Cognitive diagnosis}}<br> kognitív modellezés {{MainEntry|Cognitive modeling}}<br> kognitív tervezés {{MainEntry|Cognitive engineering}}<br> kognitív tutor {{MainEntry|Cognitive tutor}}<br> kollaborációs szkript {{MainEntry| --- collaboration see Collaboration script}}<br> '''kollaboratív szkrip''' {{MainEntry|[[Collaboration script]]}}<br> kollaboratív tanulás {{MainEntry|Collaborative learning}}<br> komputációs matematiks {{MainEntry|Computational mathetic}}<br> '''Konstrukcionizmus''' {{MainEntry|[[Constructionism]]}}<br> kurzus menedzsel rendszer {{MainEntry|Course management system}}<br> küls szkript {{MainEntry|External script}}<br> küls szkript {{MainEntry| --- external see External script}}<br> <br>'''M'''{{Anchor|M}}<br> megosztott tanulás {{MainEntry|Distributed learning}}<br> megosztott tanulási rendszerek {{MainEntry|Distributed learning environments}}<br> mesterséges tanulási környezet {{MainEntry|Artificial learning environment}}<br> mikrovilág {{MainEntry|Microworld}}<br> mindenhol jelenlév tanulás {{MainEntry|Ubiquitous learning}}<br> mindenhol jelenlév tanulási környezet {{MainEntry|Pervasive learning environment}}<br> '''mobil tanulás''' {{MainEntry|[[Mobile learning]]}}<br> multimédiás tanulás {{MainEntry|Multimedia learning}}<br> <br>'''N'''{{Anchor|N}}<br> '''narratív tanulási környezetek''' {{MainEntry|[[Narrative learning environments]]}}<br> '''nem észlelhet átmenet tanulási környezet''' {{MainEntry|[[Seamless learning environments]]}}<br> <br>'''O'''{{Anchor|O}}<br> '''oktatási késztetés''' {{MainEntry|[[Educational affordance]]}}<br> on-line tanulási környezet {{MainEntry|On-line learning environment}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> '''önszabályozó tanulás''' {{MainEntry|[[Self-regulated learning]]}}<br> <br>'''P'''{{Anchor|P}}<br> párhuzamos rendszer {{MainEntry|Buddy systems}}<br> pedagógiai adatbányászás {{MainEntry|Educational data mining}}<br> pedagógiai ágens {{MainEntry|Pedagogical agent}}<br> programozható kurzus {{MainEntry|Programmable course }}<br> programozható számítógép-alapú tanulási környezet {{MainEntry|Programmable computer-based learning environment}}<br> <br>'''S'''{{Anchor|S}}<br> számítógép által segített nyelvtanulás {{MainEntry|Computer-assisted language learning}}<br> számítógép által segített tanítás {{MainEntry|Computer-assisted instruction}}<br> számítógép által segített tanulás {{MainEntry|Computer-assisted learning}}<br> számítógép által segített vizsgáztatás {{MainEntry|Computer-assisted examination}}<br> számítógép által támogatott kollaboratív tanulás {{MainEntry|Computer-supported collaborative learning}}<br> számítógép-alapú laboratórium {{MainEntry|Computer-based laboratory}}<br> számítógép-alapú tanítás {{MainEntry|Computer-based instruction}}<br> számítógép-alapú tanulási környezetek {{MainEntry|Computer-based learning environments}}<br> személyes tanulási környezet {{MainEntry|Personal learning environment}}<br> szerzi eszköz {{MainEntry|Authoring tool}}<br> szerzi rendszer {{MainEntry|Authoring system}}<br> szimuláció-alapú tanulási környezet {{MainEntry|Simulation-based learning environment}}<br> szimulációs játékok {{MainEntry|Simulation games}}<br> szituált tanulás {{MainEntry|Situated learning}}<br> szkrip {{MainEntry|Script ...}}<br> szórakozva oktatás {{MainEntry|Edutainment}}<br> <br>'''T'''{{Anchor|T}}<br> Tananyag programcsomag {{MainEntry|Courseware }}<br> tanulás menedzsel rendszer {{MainEntry|Learning management systems}}<br> tanulási környezet {{MainEntry|Learning environment}}<br> '''tanulási látkép''' {{MainEntry|[[Learning scenario]]}}<br> tanulási objektum {{MainEntry|Learning objects}}<br> tanulási pálya {{MainEntry|Learning trail}}<br> tanulási segédlet {{MainEntry|Learning companion}}<br> tanulási tábla {{MainEntry|Learning grid}}<br> tanulási tér {{MainEntry|Learning space}}<br> tanulást elsegít programozás {{MainEntry|Computer programming in support of learning}}<br> tanulástervezés {{MainEntry|Learning design}}<br> '''tanulástudományi késztetés''' {{MainEntry|[[Epistemic affordance]]}}<br> tanulástudományi visszacsatolás {{MainEntry|Epistemic feedback}}<br> tanuló modellezés {{MainEntry|Learner modeling}}<br> táv-tanulás {{MainEntry|Distance learning}}<br> távoli laboratórium {{MainEntry|Remote laboratories }}<br> '''[[hu/techno-matematikai mveltség|techno-matematikai mveltség]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> technológia által segített tanulás {{MainEntry|Technology Enhanced Learning}}<br> <br>'''V'''{{Anchor|V}}<br> vegyes tanulási környezet {{MainEntry|Blended learning}}<br> virtuális egyetem {{MainEntry|Virtual universities }}<br> virtuális kampusz {{MainEntry|Virtual campus}}<br> virtuális pedagógiai ágens {{MainEntry|Virtual pedagogical agent}}<br> virtuális tanulási környezet {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> webes eladási technológiák {{MainEntry|Web-lecturing technologies}}<br> 331 330 2011-09-01T08:43:44Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Hungarian entries ''Edited by Márta Turcsányi-Szabó, Eötvös Loránd University (HU)'' '''A - [[#B|B]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#K|K]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> a feladatok automatikus generálása {{MainEntry|Automatic generation of exercises}}<br> adatív tanulási környezet {{MainEntry|Adaptive learning environment}}<br> ágens-alapú tanító rendszer {{MainEntry|Agent-based tutoring system}}<br> ágens-alapú tanulási környezet {{MainEntry|Agent-based learning environment}}<br> ambiens tanulási környezet {{MainEntry|Ambient learning environment}}<br> animált pedagógiai ágens {{MainEntry|Animated pedagogical agent}}<br> automata diagnosztika {{MainEntry|Automatic diagnosis}} <br>'''B'''{{Anchor|B}}<br> '''beágyazott jelenség''' {{MainEntry|[[Embedded phenomena]]}}<br> bels szkript {{MainEntry|Internal script}}<br> bels szkript {{MainEntry| --- internal see Internal script}}<br> <br>'''D'''{{Anchor|D}}<br>didaktikai tervezés {{MainEntry|Didactical engineering}}<br> dinamikus geometria {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-portfólió {{MainEntry|e-portfolio}}<br> e-tanulás {{MainEntry|e-learning}}<br> elektronikus felmérés {{MainEntry|e-Assessment}}<br> <br>'''F'''{{Anchor|F}}<br> '''felfedez tanulás''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''H'''{{Anchor|H}}<br> hálózai környezet {{MainEntry|--- Networked learning environment}}<br> hálózatos közösség {{MainEntry|--- Networked learning communities}}<br> '''hálózatos tanulás''' {{MainEntry|[[Networked learning]]}}<br> <br>'''I'''{{Anchor|I}}<br> informális tanulás {{MainEntry|Informal learning}}<br> inklúzív e-tanulás {{MainEntry|Inclusive e-learning}}<br> integrált tanulási rendszer {{MainEntry|Integrated learning system}}<br> intelligens eligazító rendszer {{MainEntry|Intelligent scaffolding system}}<br> intelligens tutor rendszer {{MainEntry|Intelligent tutoring system}}<br> interaktív tábla {{MainEntry|Interactive white board}}<br> interaktív tanulási környezet {{MainEntry|Interactive learning environment}}<br> <br>'''J'''{{Anchor|J}}<br> '''játék-alapú tanulás''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''K'''{{Anchor|K}}<br> kézzelfogható tanulási környezet {{MainEntry|Tangible learning environment}}<br> kiterjesztett tanulási környezet {{MainEntry|Augmented learning environment}}<br> kognitív diagnózis {{MainEntry|Cognitive diagnosis}}<br> kognitív modellezés {{MainEntry|Cognitive modeling}}<br> kognitív tervezés {{MainEntry|Cognitive engineering}}<br> kognitív tutor {{MainEntry|Cognitive tutor}}<br> kollaborációs szkript {{MainEntry| --- collaboration see Collaboration script}}<br> '''kollaboratív szkrip''' {{MainEntry|[[Collaboration script]]}}<br> kollaboratív tanulás {{MainEntry|Collaborative learning}}<br> komputációs matematiks {{MainEntry|Computational mathetic}}<br> '''Konstrukcionizmus''' {{MainEntry|[[Constructionism]]}}<br> kurzus menedzsel rendszer {{MainEntry|Course management system}}<br> küls szkript {{MainEntry|External script}}<br> küls szkript {{MainEntry| --- external see External script}}<br> <br>'''M'''{{Anchor|M}}<br> megosztott tanulás {{MainEntry|Distributed learning}}<br> megosztott tanulási rendszerek {{MainEntry|Distributed learning environments}}<br> mesterséges tanulási környezet {{MainEntry|Artificial learning environment}}<br> mikrovilág {{MainEntry|Microworld}}<br> mindenhol jelenlév tanulás {{MainEntry|Ubiquitous learning}}<br> mindenhol jelenlév tanulási környezet {{MainEntry|Pervasive learning environment}}<br> '''mobil tanulás''' {{MainEntry|[[Mobile learning]]}}<br> multimédiás tanulás {{MainEntry|Multimedia learning}}<br> <br>'''N'''{{Anchor|N}}<br> '''narratív tanulási környezetek''' {{MainEntry|[[Narrative learning environments]]}}<br> '''nem észlelhet átmenet tanulási környezet''' {{MainEntry|[[Seamless learning environments]]}}<br> <br>'''O'''{{Anchor|O}}<br> '''oktatási késztetés''' {{MainEntry|[[Educational affordance]]}}<br> on-line tanulási környezet {{MainEntry|On-line learning environment}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> '''önszabályozó tanulás''' {{MainEntry|[[Self-regulated learning]]}}<br> <br>'''P'''{{Anchor|P}}<br> párhuzamos rendszer {{MainEntry|Buddy systems}}<br> pedagógiai adatbányászás {{MainEntry|Educational data mining}}<br> pedagógiai ágens {{MainEntry|Pedagogical agent}}<br> programozható kurzus {{MainEntry|Programmable course }}<br> programozható számítógép-alapú tanulási környezet {{MainEntry|Programmable computer-based learning environment}}<br> <br>'''S'''{{Anchor|S}}<br> számítógép által segített nyelvtanulás {{MainEntry|Computer-assisted language learning}}<br> számítógép által segített tanítás {{MainEntry|Computer-assisted instruction}}<br> számítógép által segített tanulás {{MainEntry|Computer-assisted learning}}<br> számítógép által segített vizsgáztatás {{MainEntry|Computer-assisted examination}}<br> számítógép által támogatott kollaboratív tanulás {{MainEntry|Computer-supported collaborative learning}}<br> számítógép-alapú laboratórium {{MainEntry|Computer-based laboratory}}<br> számítógép-alapú tanítás {{MainEntry|Computer-based instruction}}<br> számítógép-alapú tanulási környezetek {{MainEntry|Computer-based learning environments}}<br> személyes tanulási környezet {{MainEntry|Personal learning environment}}<br> szerzi eszköz {{MainEntry|Authoring tool}}<br> szerzi rendszer {{MainEntry|Authoring system}}<br> szimuláció-alapú tanulási környezet {{MainEntry|Simulation-based learning environment}}<br> szimulációs játékok {{MainEntry|Simulation games}}<br> szituált tanulás {{MainEntry|Situated learning}}<br> szkrip {{MainEntry|Script ...}}<br> szórakozva oktatás {{MainEntry|Edutainment}}<br> <br>'''T'''{{Anchor|T}}<br> Tananyag programcsomag {{MainEntry|Courseware }}<br> tanulás menedzsel rendszer {{MainEntry|Learning management systems}}<br> tanulási környezet {{MainEntry|Learning environment}}<br> '''tanulási látkép''' {{MainEntry|[[Learning scenario]]}}<br> tanulási objektum {{MainEntry|Learning objects}}<br> tanulási pálya {{MainEntry|Learning trail}}<br> tanulási segédlet {{MainEntry|Learning companion}}<br> tanulási tábla {{MainEntry|Learning grid}}<br> tanulási tér {{MainEntry|Learning space}}<br> tanulást elsegít programozás {{MainEntry|Computer programming in support of learning}}<br> tanulástervezés {{MainEntry|Learning design}}<br> '''tanulástudományi késztetés''' {{MainEntry|[[Epistemic affordance]]}}<br> tanulástudományi visszacsatolás {{MainEntry|Epistemic feedback}}<br> tanuló modellezés {{MainEntry|Learner modeling}}<br> táv-tanulás {{MainEntry|Distance learning}}<br> távoli laboratórium {{MainEntry|Remote laboratories }}<br> '''[[hu/techno-matematikai mveltség]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> technológia által segített tanulás {{MainEntry|Technology Enhanced Learning}}<br> <br>'''V'''{{Anchor|V}}<br> vegyes tanulási környezet {{MainEntry|Blended learning}}<br> virtuális egyetem {{MainEntry|Virtual universities }}<br> virtuális kampusz {{MainEntry|Virtual campus}}<br> virtuális pedagógiai ágens {{MainEntry|Virtual pedagogical agent}}<br> virtuális tanulási környezet {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> webes eladási technológiák {{MainEntry|Web-lecturing technologies}}<br> 330 324 2011-08-30T15:45:53Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Hungarian entries ''Edited by Márta Turcsányi-Szabó, Eötvös Loránd University (HU)'' '''A - [[#B|B]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#K|K]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> a feladatok automatikus generálása {{MainEntry|Automatic generation of exercises}}<br> adatív tanulási környezet {{MainEntry|Adaptive learning environment}}<br> ágens-alapú tanító rendszer {{MainEntry|Agent-based tutoring system}}<br> ágens-alapú tanulási környezet {{MainEntry|Agent-based learning environment}}<br> ambiens tanulási környezet {{MainEntry|Ambient learning environment}}<br> animált pedagógiai ágens {{MainEntry|Animated pedagogical agent}}<br> automata diagnosztika {{MainEntry|Automatic diagnosis}} <br>'''B'''{{Anchor|B}}<br> '''beágyazott jelenség''' {{MainEntry|[[Embedded phenomena]]}}<br> bels szkript {{MainEntry|Internal script}}<br> bels szkript {{MainEntry| --- internal see Internal script}}<br> <br>'''D'''{{Anchor|D}}<br>didaktikai tervezés {{MainEntry|Didactical engineering}}<br> dinamikus geometria {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-portfólió {{MainEntry|e-portfolio}}<br> e-tanulás {{MainEntry|e-learning}}<br> elektronikus felmérés {{MainEntry|e-Assessment}}<br> <br>'''F'''{{Anchor|F}}<br> '''felfedez tanulás''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''H'''{{Anchor|H}}<br> hálózai környezet {{MainEntry|--- Networked learning environment}}<br> hálózatos közösség {{MainEntry|--- Networked learning communities}}<br> '''hálózatos tanulás''' {{MainEntry|[[Networked learning]]}}<br> <br>'''I'''{{Anchor|I}}<br> informális tanulás {{MainEntry|Informal learning}}<br> inklúzív e-tanulás {{MainEntry|Inclusive e-learning}}<br> integrált tanulási rendszer {{MainEntry|Integrated learning system}}<br> intelligens eligazító rendszer {{MainEntry|Intelligent scaffolding system}}<br> intelligens tutor rendszer {{MainEntry|Intelligent tutoring system}}<br> interaktív tábla {{MainEntry|Interactive white board}}<br> interaktív tanulási környezet {{MainEntry|Interactive learning environment}}<br> <br>'''J'''{{Anchor|J}}<br> '''játék-alapú tanulás''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''K'''{{Anchor|K}}<br> kézzelfogható tanulási környezet {{MainEntry|Tangible learning environment}}<br> kiterjesztett tanulási környezet {{MainEntry|Augmented learning environment}}<br> kognitív diagnózis {{MainEntry|Cognitive diagnosis}}<br> kognitív modellezés {{MainEntry|Cognitive modeling}}<br> kognitív tervezés {{MainEntry|Cognitive engineering}}<br> kognitív tutor {{MainEntry|Cognitive tutor}}<br> kollaborációs szkript {{MainEntry| --- collaboration see Collaboration script}}<br> '''kollaboratív szkrip''' {{MainEntry|[[Collaboration script]]}}<br> kollaboratív tanulás {{MainEntry|Collaborative learning}}<br> komputációs matematiks {{MainEntry|Computational mathetic}}<br> '''Konstrukcionizmus''' {{MainEntry|[[Constructionism]]}}<br> kurzus menedzsel rendszer {{MainEntry|Course management system}}<br> küls szkript {{MainEntry|External script}}<br> küls szkript {{MainEntry| --- external see External script}}<br> <br>'''M'''{{Anchor|M}}<br> megosztott tanulás {{MainEntry|Distributed learning}}<br> megosztott tanulási rendszerek {{MainEntry|Distributed learning environments}}<br> mesterséges tanulási környezet {{MainEntry|Artificial learning environment}}<br> mikrovilág {{MainEntry|Microworld}}<br> mindenhol jelenlév tanulás {{MainEntry|Ubiquitous learning}}<br> mindenhol jelenlév tanulási környezet {{MainEntry|Pervasive learning environment}}<br> '''mobil tanulás''' {{MainEntry|[[Mobile learning]]}}<br> multimédiás tanulás {{MainEntry|Multimedia learning}}<br> <br>'''N'''{{Anchor|N}}<br> '''narratív tanulási környezetek''' {{MainEntry|[[Narrative learning environments]]}}<br> '''nem észlelhet átmenet tanulási környezet''' {{MainEntry|[[Seamless learning environments]]}}<br> <br>'''O'''{{Anchor|O}}<br> '''oktatási késztetés''' {{MainEntry|[[Educational affordance]]}}<br> on-line tanulási környezet {{MainEntry|On-line learning environment}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> '''önszabályozó tanulás''' {{MainEntry|[[Self-regulated learning]]}}<br> <br>'''P'''{{Anchor|P}}<br> párhuzamos rendszer {{MainEntry|Buddy systems}}<br> pedagógiai adatbányászás {{MainEntry|Educational data mining}}<br> pedagógiai ágens {{MainEntry|Pedagogical agent}}<br> programozható kurzus {{MainEntry|Programmable course }}<br> programozható számítógép-alapú tanulási környezet {{MainEntry|Programmable computer-based learning environment}}<br> <br>'''S'''{{Anchor|S}}<br> számítógép által segített nyelvtanulás {{MainEntry|Computer-assisted language learning}}<br> számítógép által segített tanítás {{MainEntry|Computer-assisted instruction}}<br> számítógép által segített tanulás {{MainEntry|Computer-assisted learning}}<br> számítógép által segített vizsgáztatás {{MainEntry|Computer-assisted examination}}<br> számítógép által támogatott kollaboratív tanulás {{MainEntry|Computer-supported collaborative learning}}<br> számítógép-alapú laboratórium {{MainEntry|Computer-based laboratory}}<br> számítógép-alapú tanítás {{MainEntry|Computer-based instruction}}<br> számítógép-alapú tanulási környezetek {{MainEntry|Computer-based learning environments}}<br> személyes tanulási környezet {{MainEntry|Personal learning environment}}<br> szerzi eszköz {{MainEntry|Authoring tool}}<br> szerzi rendszer {{MainEntry|Authoring system}}<br> szimuláció-alapú tanulási környezet {{MainEntry|Simulation-based learning environment}}<br> szimulációs játékok {{MainEntry|Simulation games}}<br> szituált tanulás {{MainEntry|Situated learning}}<br> szkrip {{MainEntry|Script ...}}<br> szórakozva oktatás {{MainEntry|Edutainment}}<br> <br>'''T'''{{Anchor|T}}<br> Tananyag programcsomag {{MainEntry|Courseware }}<br> tanulás menedzsel rendszer {{MainEntry|Learning management systems}}<br> tanulási környezet {{MainEntry|Learning environment}}<br> '''tanulási látkép''' {{MainEntry|[[Learning scenario]]}}<br> tanulási objektum {{MainEntry|Learning objects}}<br> tanulási pálya {{MainEntry|Learning trail}}<br> tanulási segédlet {{MainEntry|Learning companion}}<br> tanulási tábla {{MainEntry|Learning grid}}<br> tanulási tér {{MainEntry|Learning space}}<br> tanulást elsegít programozás {{MainEntry|Computer programming in support of learning}}<br> tanulástervezés {{MainEntry|Learning design}}<br> '''tanulástudományi késztetés''' {{MainEntry|[[Epistemic affordance]]}}<br> tanulástudományi visszacsatolás {{MainEntry|Epistemic feedback}}<br> tanuló modellezés {{MainEntry|Learner modeling}}<br> táv-tanulás {{MainEntry|Distance learning}}<br> távoli laboratórium {{MainEntry|Remote laboratories }}<br> '''[[techno-matematikai mveltség]]''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> technológia által segített tanulás {{MainEntry|Technology Enhanced Learning}}<br> <br>'''V'''{{Anchor|V}}<br> vegyes tanulási környezet {{MainEntry|Blended learning}}<br> virtuális egyetem {{MainEntry|Virtual universities }}<br> virtuális kampusz {{MainEntry|Virtual campus}}<br> virtuális pedagógiai ágens {{MainEntry|Virtual pedagogical agent}}<br> virtuális tanulási környezet {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> webes eladási technológiák {{MainEntry|Web-lecturing technologies}}<br> 324 323 2011-08-29T09:53:43Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Hungarian entries ''Edited by Márta Turcsányi-Szabó, Eötvös Loránd University (HU)'' '''A - [[#B|B]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#K|K]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> a feladatok automatikus generálása {{MainEntry|Automatic generation of exercises}}<br> adatív tanulási környezet {{MainEntry|Adaptive learning environment}}<br> ágens-alapú tanító rendszer {{MainEntry|Agent-based tutoring system}}<br> ágens-alapú tanulási környezet {{MainEntry|Agent-based learning environment}}<br> ambiens tanulási környezet {{MainEntry|Ambient learning environment}}<br> animált pedagógiai ágens {{MainEntry|Animated pedagogical agent}}<br> automata diagnosztika {{MainEntry|Automatic diagnosis}} <br>'''B'''{{Anchor|B}}<br> '''beágyazott jelenség''' {{MainEntry|[[Embedded phenomena]]}}<br> bels szkript {{MainEntry|Internal script}}<br> bels szkript {{MainEntry| --- internal see Internal script}}<br> <br>'''D'''{{Anchor|D}}<br>didaktikai tervezés {{MainEntry|Didactical engineering}}<br> dinamikus geometria {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-portfólió {{MainEntry|e-portfolio}}<br> e-tanulás {{MainEntry|e-learning}}<br> elektronikus felmérés {{MainEntry|e-Assessment}}<br> <br>'''F'''{{Anchor|F}}<br> '''felfedez tanulás''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''H'''{{Anchor|H}}<br> hálózai környezet {{MainEntry|--- Networked learning environment}}<br> hálózatos közösség {{MainEntry|--- Networked learning communities}}<br> '''hálózatos tanulás''' {{MainEntry|[[Networked learning]]}}<br> <br>'''I'''{{Anchor|I}}<br> informális tanulás {{MainEntry|Informal learning}}<br> inklúzív e-tanulás {{MainEntry|Inclusive e-learning}}<br> integrált tanulási rendszer {{MainEntry|Integrated learning system}}<br> intelligens eligazító rendszer {{MainEntry|Intelligent scaffolding system}}<br> intelligens tutor rendszer {{MainEntry|Intelligent tutoring system}}<br> interaktív tábla {{MainEntry|Interactive white board}}<br> interaktív tanulási környezet {{MainEntry|Interactive learning environment}}<br> <br>'''J'''{{Anchor|J}}<br> '''játék-alapú tanulás''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''K'''{{Anchor|K}}<br> kézzelfogható tanulási környezet {{MainEntry|Tangible learning environment}}<br> kiterjesztett tanulási környezet {{MainEntry|Augmented learning environment}}<br> kognitív diagnózis {{MainEntry|Cognitive diagnosis}}<br> kognitív modellezés {{MainEntry|Cognitive modeling}}<br> kognitív tervezés {{MainEntry|Cognitive engineering}}<br> kognitív tutor {{MainEntry|Cognitive tutor}}<br> kollaborációs szkript {{MainEntry| --- collaboration see Collaboration script}}<br> '''kollaboratív szkrip''' {{MainEntry|[[Collaboration script]]}}<br> kollaboratív tanulás {{MainEntry|Collaborative learning}}<br> komputációs matematiks {{MainEntry|Computational mathetic}}<br> '''Konstrukcionizmus''' {{MainEntry|[[Constructionism]]}}<br> kurzus menedzsel rendszer {{MainEntry|Course management system}}<br> küls szkript {{MainEntry|External script}}<br> küls szkript {{MainEntry| --- external see External script}}<br> <br>'''M'''{{Anchor|M}}<br> megosztott tanulás {{MainEntry|Distributed learning}}<br> megosztott tanulási rendszerek {{MainEntry|Distributed learning environments}}<br> mesterséges tanulási környezet {{MainEntry|Artificial learning environment}}<br> mikrovilág {{MainEntry|Microworld}}<br> mindenhol jelenlév tanulás {{MainEntry|Ubiquitous learning}}<br> mindenhol jelenlév tanulási környezet {{MainEntry|Pervasive learning environment}}<br> '''mobil tanulás''' {{MainEntry|[[Mobile learning]]}}<br> multimédiás tanulás {{MainEntry|Multimedia learning}}<br> <br>'''N'''{{Anchor|N}}<br> '''narratív tanulási környezetek''' {{MainEntry|[[Narrative learning environments]]}}<br> '''nem észlelhet átmenet tanulási környezet''' {{MainEntry|[[Seamless learning environments]]}}<br> <br>'''O'''{{Anchor|O}}<br> '''oktatási késztetés''' {{MainEntry|[[Educational affordance]]}}<br> on-line tanulási környezet {{MainEntry|On-line learning environment}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> '''önszabályozó tanulás''' {{MainEntry|[[Self-regulated learning]]}}<br> <br>'''P'''{{Anchor|P}}<br> párhuzamos rendszer {{MainEntry|Buddy systems}}<br> pedagógiai adatbányászás {{MainEntry|Educational data mining}}<br> pedagógiai ágens {{MainEntry|Pedagogical agent}}<br> programozható kurzus {{MainEntry|Programmable course }}<br> programozható számítógép-alapú tanulási környezet {{MainEntry|Programmable computer-based learning environment}}<br> <br>'''S'''{{Anchor|S}}<br> számítógép által segített nyelvtanulás {{MainEntry|Computer-assisted language learning}}<br> számítógép által segített tanítás {{MainEntry|Computer-assisted instruction}}<br> számítógép által segített tanulás {{MainEntry|Computer-assisted learning}}<br> számítógép által segített vizsgáztatás {{MainEntry|Computer-assisted examination}}<br> számítógép által támogatott kollaboratív tanulás {{MainEntry|Computer-supported collaborative learning}}<br> számítógép-alapú laboratórium {{MainEntry|Computer-based laboratory}}<br> számítógép-alapú tanítás {{MainEntry|Computer-based instruction}}<br> számítógép-alapú tanulási környezetek {{MainEntry|Computer-based learning environments}}<br> személyes tanulási környezet {{MainEntry|Personal learning environment}}<br> szerzi eszköz {{MainEntry|Authoring tool}}<br> szerzi rendszer {{MainEntry|Authoring system}}<br> szimuláció-alapú tanulási környezet {{MainEntry|Simulation-based learning environment}}<br> szimulációs játékok {{MainEntry|Simulation games}}<br> szituált tanulás {{MainEntry|Situated learning}}<br> szkrip {{MainEntry|Script ...}}<br> szórakozva oktatás {{MainEntry|Edutainment}}<br> <br>'''T'''{{Anchor|T}}<br> Tananyag programcsomag {{MainEntry|Courseware }}<br> tanulás menedzsel rendszer {{MainEntry|Learning management systems}}<br> tanulási környezet {{MainEntry|Learning environment}}<br> '''tanulási látkép''' {{MainEntry|[[Learning scenario]]}}<br> tanulási objektum {{MainEntry|Learning objects}}<br> tanulási pálya {{MainEntry|Learning trail}}<br> tanulási segédlet {{MainEntry|Learning companion}}<br> tanulási tábla {{MainEntry|Learning grid}}<br> tanulási tér {{MainEntry|Learning space}}<br> tanulást elsegít programozás {{MainEntry|Computer programming in support of learning}}<br> tanulástervezés {{MainEntry|Learning design}}<br> '''tanulástudományi késztetés''' {{MainEntry|[[Epistemic affordance]]}}<br> tanulástudományi visszacsatolás {{MainEntry|Epistemic feedback}}<br> tanuló modellezés {{MainEntry|Learner modeling}}<br> táv-tanulás {{MainEntry|Distance learning}}<br> távoli laboratórium {{MainEntry|Remote laboratories }}<br> '''techno-matematikai mveltség''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> technológia által segített tanulás {{MainEntry|Technology Enhanced Learning}}<br> <br>'''V'''{{Anchor|V}}<br> vegyes tanulási környezet {{MainEntry|Blended learning}}<br> virtuális egyetem {{MainEntry|Virtual universities }}<br> virtuális kampusz {{MainEntry|Virtual campus}}<br> virtuális pedagógiai ágens {{MainEntry|Virtual pedagogical agent}}<br> virtuális tanulási környezet {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> webes eladási technológiák {{MainEntry|Web-lecturing technologies}}<br> 323 322 2011-08-29T09:52:03Z Zeiliger 2 Protected "[[TEL Dictionary entries/hu]]" ([edit=hungarian] (indefinite) [move=hungarian] (indefinite)) wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Hungarian entries ''Edited by Márta Turcsányi-Szabó, Eötvös Loránd University (HU)'' '''A - [[#B|B]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#K|K]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> a feladatok automatikus generálása {{MainEntry|Automatic generation of exercises}}<br> adatív tanulási környezet {{MainEntry|Adaptive learning environment}}<br> ágens-alapú tanító rendszer {{MainEntry|Agent-based tutoring system}}<br> ágens-alapú tanulási környezet {{MainEntry|Agent-based learning environment}}<br> ambiens tanulási környezet {{MainEntry|Ambient learning environment}}<br> animált pedagógiai ágens {{MainEntry|Animated pedagogical agent}}<br> automata diagnosztika {{MainEntry|Automatic diagnosis}} <br>'''B'''{{Anchor|B}}<br> '''beágyazott jelenség''' {{MainEntry|[[Embedded phenomena]]}}<br> bels szkript {{MainEntry|Internal script}}<br> bels szkript {{MainEntry| --- internal see Internal script}}<br> <br>'''D'''{{Anchor|D}}<br>didaktikai tervezés {{MainEntry|Didactical engineering}}<br> dinamikus geometria {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-portfólió {{MainEntry|e-portfolio}}<br> e-tanulás {{MainEntry|e-learning}}<br> elektronikus felmérés {{MainEntry|e-Assessment}}<br> <br>'''F'''{{Anchor|F}}<br> '''felfedez tanulás''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''H'''{{Anchor|H}}<br> hálózai környezet {{MainEntry|--- Networked learning environment}}<br> hálózatos közösség {{MainEntry|--- Networked learning communities}}<br> '''hálózatos tanulás''' {{MainEntry|[[Networked learning]]}}<br> <br>'''I'''{{Anchor|I}}<br> informális tanulás {{MainEntry|Informal learning}}<br> inklúzív e-tanulás {{MainEntry|Inclusive e-learning}}<br> integrált tanulási rendszer {{MainEntry|Integrated learning system}}<br> intelligens eligazító rendszer {{MainEntry|Intelligent scaffolding system}}<br> intelligens tutor rendszer {{MainEntry|Intelligent tutoring system}}<br> interaktív tábla {{MainEntry|Interactive white board}}<br> interaktív tanulási környezet {{MainEntry|Interactive learning environment}}<br> <br>'''J'''{{Anchor|J}}<br> '''játék-alapú tanulás''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''K'''{{Anchor|K}}<br> kézzelfogható tanulási környezet {{MainEntry|Tangible learning environment}}<br> kiterjesztett tanulási környezet {{MainEntry|Augmented learning environment}}<br> kognitív diagnózis {{MainEntry|Cognitive diagnosis}}<br> kognitív modellezés {{MainEntry|Cognitive modeling}}<br> kognitív tervezés {{MainEntry|Cognitive engineering}}<br> kognitív tutor {{MainEntry|Cognitive tutor}}<br> kollaborációs szkript {{MainEntry| --- collaboration see Collaboration script}}<br> '''kollaboratív szkrip''' {{MainEntry|[[Collaboration script]]}}<br> kollaboratív tanulás {{MainEntry|Collaborative learning}}<br> komputációs matematiks {{MainEntry|Computational mathetic}}<br> '''Konstrukcionizmus''' {{MainEntry|[[Constructionism]]}}<br> kurzus menedzsel rendszer {{MainEntry|Course management system}}<br> küls szkript {{MainEntry|External script}}<br> küls szkript {{MainEntry| --- external see External script}}<br> <br>'''M'''{{Anchor|M}}<br> megosztott tanulás {{MainEntry|Distributed learning}}<br> megosztott tanulási rendszerek {{MainEntry|Distributed learning environments}}<br> mesterséges tanulási környezet {{MainEntry|Artificial learning environment}}<br> mikrovilág {{MainEntry|Microworld}}<br> mindenhol jelenlév tanulás {{MainEntry|Ubiquitous learning}}<br> mindenhol jelenlév tanulási környezet {{MainEntry|Pervasive learning environment}}<br> '''mobil tanulás''' {{MainEntry|[[Mobile learning]]}}<br> multimédiás tanulás {{MainEntry|Multimedia learning}}<br> <br>'''N'''{{Anchor|N}}<br> '''narratív tanulási környezetek''' {{MainEntry|[[Narrative learning environments]]}}<br> '''nem észlelhet átmenet tanulási környezet''' {{MainEntry|[[Seamless learning environments]]}}<br> <br>'''O'''{{Anchor|O}}<br> '''oktatási késztetés''' {{MainEntry|[[Educational affordance]]}}<br> on-line tanulási környezet {{MainEntry|On-line learning environment}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> '''önszabályozó tanulás''' {{MainEntry|[[Self-regulated learning]]}}<br> <br>'''P'''{{Anchor|P}}<br> párhuzamos rendszer {{MainEntry|Buddy systems}}<br> pedagógiai adatbányászás {{MainEntry|Educational data mining}}<br> pedagógiai ágens {{MainEntry|Pedagogical agent}}<br> programozható kurzus {{MainEntry|Programmable course }}<br> programozható számítógép-alapú tanulási környezet {{MainEntry|Programmable computer-based learning environment}}<br> <br>'''S'''{{Anchor|S}}<br> számítógép által segített nyelvtanulás {{MainEntry|Computer-assisted language learning}}<br> számítógép által segített tanítás {{MainEntry|Computer-assisted instruction}}<br> számítógép által segített tanulás {{MainEntry|Computer-assisted learning}}<br> számítógép által segített vizsgáztatás {{MainEntry|Computer-assisted examination}}<br> számítógép által támogatott kollaboratív tanulás {{MainEntry|Computer-supported collaborative learning}}<br> számítógép-alapú laboratórium {{MainEntry|Computer-based laboratory}}<br> számítógép-alapú tanítás {{MainEntry|Computer-based instruction}}<br> számítógép-alapú tanulási környezetek {{MainEntry|Computer-based learning environments}}<br> személyes tanulási környezet {{MainEntry|Personal learning environment}}<br> szerzi eszköz {{MainEntry|Authoring tool}}<br> szerzi rendszer {{MainEntry|Authoring system}}<br> szimuláció-alapú tanulási környezet {{MainEntry|Simulation-based learning environment}}<br> szimulációs játékok {{MainEntry|Simulation games}}<br> szituált tanulás {{MainEntry|Situated learning}}<br> szkrip {{MainEntry|Script ...}}<br> szórakozva oktatás {{MainEntry|Edutainment}}<br> <br>'''T'''{{Anchor|T}}<br> Tananyag programcsomag {{MainEntry|Courseware }}<br> tanulás menedzsel rendszer {{MainEntry|Learning management systems}}<br> tanulási környezet {{MainEntry|Learning environment}}<br> '''tanulási látkép''' {{MainEntry|[[Learning scenario]]}}<br> tanulási objektum {{MainEntry|Learning objects}}<br> tanulási pálya {{MainEntry|Learning trail}}<br> tanulási segédlet {{MainEntry|Learning companion}}<br> tanulási tábla {{MainEntry|Learning grid}}<br> tanulási tér {{MainEntry|Learning space}}<br> tanulást elsegít programozás {{MainEntry|Computer programming in support of learning}}<br> tanulástervezés {{MainEntry|Learning design}}<br> '''tanulástudományi késztetés''' {{MainEntry|[[Epistemic affordance]]}}<br> tanulástudományi visszacsatolás {{MainEntry|Epistemic feedback}}<br> tanuló modellezés {{MainEntry|Learner modeling}}<br> táv-tanulás {{MainEntry|Distance learning}}<br> távoli laboratórium {{MainEntry|Remote laboratories }}<br> '''techno-matematikai mveltség''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> technológia által segített tanulás {{MainEntry|Technology Enhanced Learning}}<br> <br>'''V'''{{Anchor|V}}<br> vegyes tanulási környezet {{MainEntry|Blended learning}}<br> virtuális egyetem {{MainEntry|Virtual universities }}<br> virtuális kampusz {{MainEntry|Virtual campus}}<br> virtuális pedagógiai ágens {{MainEntry|Virtual pedagogical agent}}<br> virtuális tanulási környezet {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> webes eladási technológiák {{MainEntry|Web-lecturing technologies}}<br> 322 321 2011-08-29T09:48:24Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Hungarian entries ''Edited by Márta Turcsányi-Szabó, Eötvös Loránd University (HU)'' '''A - [[#B|B]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#K|K]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> a feladatok automatikus generálása {{MainEntry|Automatic generation of exercises}}<br> adatív tanulási környezet {{MainEntry|Adaptive learning environment}}<br> ágens-alapú tanító rendszer {{MainEntry|Agent-based tutoring system}}<br> ágens-alapú tanulási környezet {{MainEntry|Agent-based learning environment}}<br> ambiens tanulási környezet {{MainEntry|Ambient learning environment}}<br> animált pedagógiai ágens {{MainEntry|Animated pedagogical agent}}<br> automata diagnosztika {{MainEntry|Automatic diagnosis}} <br>'''B'''{{Anchor|B}}<br> '''beágyazott jelenség''' {{MainEntry|[[Embedded phenomena]]}}<br> bels szkript {{MainEntry|Internal script}}<br> bels szkript {{MainEntry| --- internal see Internal script}}<br> <br>'''D'''{{Anchor|D}}<br>didaktikai tervezés {{MainEntry|Didactical engineering}}<br> dinamikus geometria {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-portfólió {{MainEntry|e-portfolio}}<br> e-tanulás {{MainEntry|e-learning}}<br> elektronikus felmérés {{MainEntry|e-Assessment}}<br> <br>'''F'''{{Anchor|F}}<br> '''felfedez tanulás''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''H'''{{Anchor|H}}<br> hálózai környezet {{MainEntry|--- Networked learning environment}}<br> hálózatos közösség {{MainEntry|--- Networked learning communities}}<br> '''hálózatos tanulás''' {{MainEntry|[[Networked learning]]}}<br> <br>'''I'''{{Anchor|I}}<br> informális tanulás {{MainEntry|Informal learning}}<br> inklúzív e-tanulás {{MainEntry|Inclusive e-learning}}<br> integrált tanulási rendszer {{MainEntry|Integrated learning system}}<br> intelligens eligazító rendszer {{MainEntry|Intelligent scaffolding system}}<br> intelligens tutor rendszer {{MainEntry|Intelligent tutoring system}}<br> interaktív tábla {{MainEntry|Interactive white board}}<br> interaktív tanulási környezet {{MainEntry|Interactive learning environment}}<br> <br>'''J'''{{Anchor|J}}<br> '''játék-alapú tanulás''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''K'''{{Anchor|K}}<br> kézzelfogható tanulási környezet {{MainEntry|Tangible learning environment}}<br> kiterjesztett tanulási környezet {{MainEntry|Augmented learning environment}}<br> kognitív diagnózis {{MainEntry|Cognitive diagnosis}}<br> kognitív modellezés {{MainEntry|Cognitive modeling}}<br> kognitív tervezés {{MainEntry|Cognitive engineering}}<br> kognitív tutor {{MainEntry|Cognitive tutor}}<br> kollaborációs szkript {{MainEntry| --- collaboration see Collaboration script}}<br> '''kollaboratív szkrip''' {{MainEntry|[[Collaboration script]]}}<br> kollaboratív tanulás {{MainEntry|Collaborative learning}}<br> komputációs matematiks {{MainEntry|Computational mathetic}}<br> '''Konstrukcionizmus''' {{MainEntry|[[Constructionism]]}}<br> kurzus menedzsel rendszer {{MainEntry|Course management system}}<br> küls szkript {{MainEntry|External script}}<br> küls szkript {{MainEntry| --- external see External script}}<br> <br>'''M'''{{Anchor|M}}<br> megosztott tanulás {{MainEntry|Distributed learning}}<br> megosztott tanulási rendszerek {{MainEntry|Distributed learning environments}}<br> mesterséges tanulási környezet {{MainEntry|Artificial learning environment}}<br> mikrovilág {{MainEntry|Microworld}}<br> mindenhol jelenlév tanulás {{MainEntry|Ubiquitous learning}}<br> mindenhol jelenlév tanulási környezet {{MainEntry|Pervasive learning environment}}<br> '''mobil tanulás''' {{MainEntry|[[Mobile learning]]}}<br> multimédiás tanulás {{MainEntry|Multimedia learning}}<br> <br>'''N'''{{Anchor|N}}<br> '''narratív tanulási környezetek''' {{MainEntry|[[Narrative learning environments]]}}<br> '''nem észlelhet átmenet tanulási környezet''' {{MainEntry|[[Seamless learning environments]]}}<br> <br>'''O'''{{Anchor|O}}<br> '''oktatási késztetés''' {{MainEntry|[[Educational affordance]]}}<br> on-line tanulási környezet {{MainEntry|On-line learning environment}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> '''önszabályozó tanulás''' {{MainEntry|[[Self-regulated learning]]}}<br> <br>'''P'''{{Anchor|P}}<br> párhuzamos rendszer {{MainEntry|Buddy systems}}<br> pedagógiai adatbányászás {{MainEntry|Educational data mining}}<br> pedagógiai ágens {{MainEntry|Pedagogical agent}}<br> programozható kurzus {{MainEntry|Programmable course }}<br> programozható számítógép-alapú tanulási környezet {{MainEntry|Programmable computer-based learning environment}}<br> <br>'''S'''{{Anchor|S}}<br> számítógép által segített nyelvtanulás {{MainEntry|Computer-assisted language learning}}<br> számítógép által segített tanítás {{MainEntry|Computer-assisted instruction}}<br> számítógép által segített tanulás {{MainEntry|Computer-assisted learning}}<br> számítógép által segített vizsgáztatás {{MainEntry|Computer-assisted examination}}<br> számítógép által támogatott kollaboratív tanulás {{MainEntry|Computer-supported collaborative learning}}<br> számítógép-alapú laboratórium {{MainEntry|Computer-based laboratory}}<br> számítógép-alapú tanítás {{MainEntry|Computer-based instruction}}<br> számítógép-alapú tanulási környezetek {{MainEntry|Computer-based learning environments}}<br> személyes tanulási környezet {{MainEntry|Personal learning environment}}<br> szerzi eszköz {{MainEntry|Authoring tool}}<br> szerzi rendszer {{MainEntry|Authoring system}}<br> szimuláció-alapú tanulási környezet {{MainEntry|Simulation-based learning environment}}<br> szimulációs játékok {{MainEntry|Simulation games}}<br> szituált tanulás {{MainEntry|Situated learning}}<br> szkrip {{MainEntry|Script ...}}<br> szórakozva oktatás {{MainEntry|Edutainment}}<br> <br>'''T'''{{Anchor|T}}<br> Tananyag programcsomag {{MainEntry|Courseware }}<br> tanulás menedzsel rendszer {{MainEntry|Learning management systems}}<br> tanulási környezet {{MainEntry|Learning environment}}<br> '''tanulási látkép''' {{MainEntry|[[Learning scenario]]}}<br> tanulási objektum {{MainEntry|Learning objects}}<br> tanulási pálya {{MainEntry|Learning trail}}<br> tanulási segédlet {{MainEntry|Learning companion}}<br> tanulási tábla {{MainEntry|Learning grid}}<br> tanulási tér {{MainEntry|Learning space}}<br> tanulást elsegít programozás {{MainEntry|Computer programming in support of learning}}<br> tanulástervezés {{MainEntry|Learning design}}<br> '''tanulástudományi késztetés''' {{MainEntry|[[Epistemic affordance]]}}<br> tanulástudományi visszacsatolás {{MainEntry|Epistemic feedback}}<br> tanuló modellezés {{MainEntry|Learner modeling}}<br> táv-tanulás {{MainEntry|Distance learning}}<br> távoli laboratórium {{MainEntry|Remote laboratories }}<br> '''techno-matematikai mveltség''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> technológia által segített tanulás {{MainEntry|Technology Enhanced Learning}}<br> <br>'''V'''{{Anchor|V}}<br> vegyes tanulási környezet {{MainEntry|Blended learning}}<br> virtuális egyetem {{MainEntry|Virtual universities }}<br> virtuális kampusz {{MainEntry|Virtual campus}}<br> virtuális pedagógiai ágens {{MainEntry|Virtual pedagogical agent}}<br> virtuális tanulási környezet {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> webes eladási technológiák {{MainEntry|Web-lecturing technologies}}<br> 321 320 2011-08-29T09:38:39Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Hungarian entries ''Edited by .. (HU)'' '''A - [[#B|B]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#K|K]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> a feladatok automatikus generálása {{MainEntry|Automatic generation of exercises}}<br> adatív tanulási környezet {{MainEntry|Adaptive learning environment}}<br> ágens-alapú tanító rendszer {{MainEntry|Agent-based tutoring system}}<br> ágens-alapú tanulási környezet {{MainEntry|Agent-based learning environment}}<br> ambiens tanulási környezet {{MainEntry|Ambient learning environment}}<br> animált pedagógiai ágens {{MainEntry|Animated pedagogical agent}}<br> automata diagnosztika {{MainEntry|Automatic diagnosis}} <br>'''B'''{{Anchor|B}}<br> '''beágyazott jelenség''' {{MainEntry|[[Embedded phenomena]]}}<br> bels szkript {{MainEntry|Internal script}}<br> bels szkript {{MainEntry| --- internal see Internal script}}<br> <br>'''D'''{{Anchor|D}}<br>didaktikai tervezés {{MainEntry|Didactical engineering}}<br> dinamikus geometria {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-portfólió {{MainEntry|e-portfolio}}<br> e-tanulás {{MainEntry|e-learning}}<br> elektronikus felmérés {{MainEntry|e-Assessment}}<br> <br>'''F'''{{Anchor|F}}<br> '''felfedez tanulás''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''H'''{{Anchor|H}}<br> hálózai környezet {{MainEntry|--- Networked learning environment}}<br> hálózatos közösség {{MainEntry|--- Networked learning communities}}<br> '''hálózatos tanulás''' {{MainEntry|[[Networked learning]]}}<br> <br>'''I'''{{Anchor|I}}<br> informális tanulás {{MainEntry|Informal learning}}<br> inklúzív e-tanulás {{MainEntry|Inclusive e-learning}}<br> integrált tanulási rendszer {{MainEntry|Integrated learning system}}<br> intelligens eligazító rendszer {{MainEntry|Intelligent scaffolding system}}<br> intelligens tutor rendszer {{MainEntry|Intelligent tutoring system}}<br> interaktív tábla {{MainEntry|Interactive white board}}<br> interaktív tanulási környezet {{MainEntry|Interactive learning environment}}<br> <br>'''J'''{{Anchor|J}}<br> '''játék-alapú tanulás''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''K'''{{Anchor|K}}<br> kézzelfogható tanulási környezet {{MainEntry|Tangible learning environment}}<br> kiterjesztett tanulási környezet {{MainEntry|Augmented learning environment}}<br> kognitív diagnózis {{MainEntry|Cognitive diagnosis}}<br> kognitív modellezés {{MainEntry|Cognitive modeling}}<br> kognitív tervezés {{MainEntry|Cognitive engineering}}<br> kognitív tutor {{MainEntry|Cognitive tutor}}<br> kollaborációs szkript {{MainEntry| --- collaboration see Collaboration script}}<br> '''kollaboratív szkrip''' {{MainEntry|[[Collaboration script]]}}<br> kollaboratív tanulás {{MainEntry|Collaborative learning}}<br> komputációs matematiks {{MainEntry|Computational mathetic}}<br> '''Konstrukcionizmus''' {{MainEntry|[[Constructionism]]}}<br> kurzus menedzsel rendszer {{MainEntry|Course management system}}<br> küls szkript {{MainEntry|External script}}<br> küls szkript {{MainEntry| --- external see External script}}<br> <br>'''M'''{{Anchor|M}}<br> megosztott tanulás {{MainEntry|Distributed learning}}<br> megosztott tanulási rendszerek {{MainEntry|Distributed learning environments}}<br> mesterséges tanulási környezet {{MainEntry|Artificial learning environment}}<br> mikrovilág {{MainEntry|Microworld}}<br> mindenhol jelenlév tanulás {{MainEntry|Ubiquitous learning}}<br> mindenhol jelenlév tanulási környezet {{MainEntry|Pervasive learning environment}}<br> '''mobil tanulás''' {{MainEntry|[[Mobile learning]]}}<br> multimédiás tanulás {{MainEntry|Multimedia learning}}<br> <br>'''N'''{{Anchor|N}}<br> '''narratív tanulási környezetek''' {{MainEntry|[[Narrative learning environments]]}}<br> '''nem észlelhet átmenet tanulási környezet''' {{MainEntry|[[Seamless learning environments]]}}<br> <br>'''O'''{{Anchor|O}}<br> '''oktatási késztetés''' {{MainEntry|[[Educational affordance]]}}<br> on-line tanulási környezet {{MainEntry|On-line learning environment}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> '''önszabályozó tanulás''' {{MainEntry|[[Self-regulated learning]]}}<br> <br>'''P'''{{Anchor|P}}<br> párhuzamos rendszer {{MainEntry|Buddy systems}}<br> pedagógiai adatbányászás {{MainEntry|Educational data mining}}<br> pedagógiai ágens {{MainEntry|Pedagogical agent}}<br> programozható kurzus {{MainEntry|Programmable course }}<br> programozható számítógép-alapú tanulási környezet {{MainEntry|Programmable computer-based learning environment}}<br> <br>'''S'''{{Anchor|S}}<br> számítógép által segített nyelvtanulás {{MainEntry|Computer-assisted language learning}}<br> számítógép által segített tanítás {{MainEntry|Computer-assisted instruction}}<br> számítógép által segített tanulás {{MainEntry|Computer-assisted learning}}<br> számítógép által segített vizsgáztatás {{MainEntry|Computer-assisted examination}}<br> számítógép által támogatott kollaboratív tanulás {{MainEntry|Computer-supported collaborative learning}}<br> számítógép-alapú laboratórium {{MainEntry|Computer-based laboratory}}<br> számítógép-alapú tanítás {{MainEntry|Computer-based instruction}}<br> számítógép-alapú tanulási környezetek {{MainEntry|Computer-based learning environments}}<br> személyes tanulási környezet {{MainEntry|Personal learning environment}}<br> szerzi eszköz {{MainEntry|Authoring tool}}<br> szerzi rendszer {{MainEntry|Authoring system}}<br> szimuláció-alapú tanulási környezet {{MainEntry|Simulation-based learning environment}}<br> szimulációs játékok {{MainEntry|Simulation games}}<br> szituált tanulás {{MainEntry|Situated learning}}<br> szkrip {{MainEntry|Script ...}}<br> szórakozva oktatás {{MainEntry|Edutainment}}<br> <br>'''T'''{{Anchor|T}}<br> Tananyag programcsomag {{MainEntry|Courseware }}<br> tanulás menedzsel rendszer {{MainEntry|Learning management systems}}<br> tanulási környezet {{MainEntry|Learning environment}}<br> '''tanulási látkép''' {{MainEntry|[[Learning scenario]]}}<br> tanulási objektum {{MainEntry|Learning objects}}<br> tanulási pálya {{MainEntry|Learning trail}}<br> tanulási segédlet {{MainEntry|Learning companion}}<br> tanulási tábla {{MainEntry|Learning grid}}<br> tanulási tér {{MainEntry|Learning space}}<br> tanulást elsegít programozás {{MainEntry|Computer programming in support of learning}}<br> tanulástervezés {{MainEntry|Learning design}}<br> '''tanulástudományi késztetés''' {{MainEntry|[[Epistemic affordance]]}}<br> tanulástudományi visszacsatolás {{MainEntry|Epistemic feedback}}<br> tanuló modellezés {{MainEntry|Learner modeling}}<br> táv-tanulás {{MainEntry|Distance learning}}<br> távoli laboratórium {{MainEntry|Remote laboratories }}<br> '''techno-matematikai mveltség''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> technológia által segített tanulás {{MainEntry|Technology Enhanced Learning}}<br> <br>'''V'''{{Anchor|V}}<br> vegyes tanulási környezet {{MainEntry|Blended learning}}<br> virtuális egyetem {{MainEntry|Virtual universities }}<br> virtuális kampusz {{MainEntry|Virtual campus}}<br> virtuális pedagógiai ágens {{MainEntry|Virtual pedagogical agent}}<br> virtuális tanulási környezet {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> webes eladási technológiák {{MainEntry|Web-lecturing technologies}}<br> 320 2011-08-29T09:37:09Z Zeiliger 2 Created page with "{{languages}}<br> TEL Dictionary: Hungarian entries ''Edited by .. (HU)'' '''A - [[#B|B]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#K|K]] - [[#..." wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Hungarian entries ''Edited by .. (HU)'' '''A - [[#B|B]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#H|H]] - [[#I|I]] - [[#J|J]] - [[#K|K]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]]''' '''A '''{{Anchor|A}}<br> a feladatok automatikus generálása {{MainEntry|Automatic generation of exercises}}<br> adatív tanulási környezet {{MainEntry|Adaptive learning environment}}<br> ágens-alapú tanító rendszer {{MainEntry|Agent-based tutoring system}}<br> ágens-alapú tanulási környezet {{MainEntry|Agent-based learning environment}}<br> ambiens tanulási környezet {{MainEntry|Ambient learning environment}}<br> animált pedagógiai ágens {{MainEntry|Animated pedagogical agent}}<br> automata diagnosztika {{MainEntry|Automatic diagnosis}} <br>'''B'''{{Anchor|B}}<br> '''beágyazott jelenség''' {{MainEntry|[[Embedded phenomena]]}}<br> bels szkript {{MainEntry|Internal script}}<br> bels szkript {{MainEntry| --- internal see Internal script}}<br> <br>'''D'''{{Anchor|D}}<br>didaktikai tervezés {{MainEntry|Didactical engineering}}<br> dinamikus geometria {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-portfólió {{MainEntry|e-portfolio}}<br> e-tanulás {{MainEntry|e-learning}}<br> elektronikus felmérés {{MainEntry|e-Assessment}}<br> <br>'''F'''{{Anchor|F}}<br> '''felfedez tanulás''' {{MainEntry|[[Inquiry learning]]}}<br> <br>'''H'''{{Anchor|H}}<br> hálózai környezet {{MainEntry|--- Networked learning environment}}<br> hálózatos közösség {{MainEntry|--- Networked learning communities}}<br> '''hálózatos tanulás''' {{MainEntry|[[Networked learning]]}}<br> <br>'''I'''{{Anchor|I}}<br> informális tanulás {{MainEntry|Informal learning}}<br> inklúzív e-tanulás {{MainEntry|Inclusive e-learning}}<br> integrált tanulási rendszer {{MainEntry|Integrated learning system}}<br> intelligens eligazító rendszer {{MainEntry|Intelligent scaffolding system}}<br> intelligens tutor rendszer {{MainEntry|Intelligent tutoring system}}<br> interaktív tábla {{MainEntry|Interactive white board}}<br> interaktív tanulási környezet {{MainEntry|Interactive learning environment}}<br> <br>'''J'''{{Anchor|J}}<br> '''játék-alapú tanulás''' {{MainEntry|[[Game-based learning]]}}<br> <br>'''K'''{{Anchor|K}}<br> kézzelfogható tanulási környezet {{MainEntry|Tangible learning environment}}<br> kiterjesztett tanulási környezet {{MainEntry|Augmented learning environment}}<br> kognitív diagnózis {{MainEntry|Cognitive diagnosis}}<br> kognitív modellezés {{MainEntry|Cognitive modeling}}<br> kognitív tervezés {{MainEntry|Cognitive engineering}}<br> kognitív tutor {{MainEntry|Cognitive tutor}}<br> kollaborációs szkript {{MainEntry| --- collaboration see Collaboration script}}<br> '''kollaboratív szkrip''' {{MainEntry|[[Collaboration script]]}}<br> kollaboratív tanulás {{MainEntry|Collaborative learning}}<br> komputációs matematiks {{MainEntry|Computational mathetic}}<br> '''Konstrukcionizmus''' {{MainEntry|[[Constructionism]]}}<br> kurzus menedzsel rendszer {{MainEntry|Course management system}}<br> küls szkript {{MainEntry|External script}}<br> küls szkript {{MainEntry| --- external see External script}}<br> <br>'''M'''{{Anchor|M}}<br> megosztott tanulás {{MainEntry|Distributed learning}}<br> megosztott tanulási rendszerek {{MainEntry|Distributed learning environments}}<br> mesterséges tanulási környezet {{MainEntry|Artificial learning environment}}<br> mikrovilág {{MainEntry|Microworld}}<br> mindenhol jelenlév tanulás {{MainEntry|Ubiquitous learning}}<br> mindenhol jelenlév tanulási környezet {{MainEntry|Pervasive learning environment}}<br> '''mobil tanulás''' {{MainEntry|[[Mobile learning]]}}<br> multimédiás tanulás {{MainEntry|Multimedia learning}}<br> <br>'''N'''{{Anchor|N}}<br> '''narratív tanulási környezetek''' {{MainEntry|[[Narrative learning environments]]}}<br> '''nem észlelhet átmenet tanulási környezet''' {{MainEntry|[[Seamless learning environments]]}}<br> <br>'''O'''{{Anchor|O}}<br> '''oktatási késztetés''' {{MainEntry|[[Educational affordance]]}}<br> on-line tanulási környezet {{MainEntry|On-line learning environment}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> '''önszabályozó tanulás''' {{MainEntry|[[Self-regulated learning]]}}<br> <br>'''P'''{{Anchor|P}}<br> párhuzamos rendszer {{MainEntry|Buddy systems}}<br> pedagógiai adatbányászás {{MainEntry|Educational data mining}}<br> pedagógiai ágens {{MainEntry|Pedagogical agent}}<br> programozható kurzus {{MainEntry|Programmable course }}<br> programozható számítógép-alapú tanulási környezet {{MainEntry|Programmable computer-based learning environment}}<br> <br>'''S'''{{Anchor|S}}<br> számítógép által segített nyelvtanulás {{MainEntry|Computer-assisted language learning}}<br> számítógép által segített tanítás {{MainEntry|Computer-assisted instruction}}<br> számítógép által segített tanulás {{MainEntry|Computer-assisted learning}}<br> számítógép által segített vizsgáztatás {{MainEntry|Computer-assisted examination}}<br> számítógép által támogatott kollaboratív tanulás {{MainEntry|Computer-supported collaborative learning}}<br> számítógép-alapú laboratórium {{MainEntry|Computer-based laboratory}}<br> számítógép-alapú tanítás {{MainEntry|Computer-based instruction}}<br> számítógép-alapú tanulási környezetek {{MainEntry|Computer-based learning environments}}<br> személyes tanulási környezet {{MainEntry|Personal learning environment}}<br> szerzi eszköz {{MainEntry|Authoring tool}}<br> szerzi rendszer {{MainEntry|Authoring system}}<br> szimuláció-alapú tanulási környezet {{MainEntry|Simulation-based learning environment}}<br> szimulációs játékok {{MainEntry|Simulation games}}<br> szituált tanulás {{MainEntry|Situated learning}}<br> szkrip {{MainEntry|Script ...}}<br> szórakozva oktatás {{MainEntry|Edutainment}}<br> <br>'''T'''{{Anchor|T}}<br> Tananyag programcsomag {{MainEntry|Courseware }}<br> tanulás menedzsel rendszer {{MainEntry|Learning management systems}}<br> tanulási környezet {{MainEntry|Learning environment}}<br> '''tanulási látkép''' {{MainEntry|[[Learning scenario]]}}<br> tanulási objektum {{MainEntry|Learning objects}}<br> tanulási pálya {{MainEntry|Learning trail}}<br> tanulási segédlet {{MainEntry|Learning companion}}<br> tanulási tábla {{MainEntry|Learning grid}}<br> tanulási tér {{MainEntry|Learning space}}<br> tanulást elsegít programozás {{MainEntry|Computer programming in support of learning}}<br> tanulástervezés {{MainEntry|Learning design}}<br> '''tanulástudományi késztetés''' {{MainEntry|[[Epistemic affordance]]}}<br> tanulástudományi visszacsatolás {{MainEntry|Epistemic feedback}}<br> tanuló modellezés {{MainEntry|Learner modeling}}<br> táv-tanulás {{MainEntry|Distance learning}}<br> távoli laboratórium {{MainEntry|Remote laboratories }}<br> '''techno-matematikai mveltség''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> technológia által segített tanulás {{MainEntry|Technology Enhanced Learning}}<br> <br>'''V'''{{Anchor|V}}<br> vegyes tanulási környezet {{MainEntry|Blended learning}}<br> virtuális egyetem {{MainEntry|Virtual universities }}<br> virtuális kampusz {{MainEntry|Virtual campus}}<br> virtuális pedagógiai ágens {{MainEntry|Virtual pedagogical agent}}<br> virtuális tanulási környezet {{MainEntry|Virtual learning environment}}<br> <br>'''W'''{{Anchor|W}}<br> webes eladási technológiák {{MainEntry|Web-lecturing technologies}}<br> 0 62 1185 974 2013-03-01T12:41:06Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Italian entries ''Edited by Rosa Maria Bottino and Giovanna Caviglione, ITD-CNR (IT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]]''' <br> '''A'''<br> Agente pedagogico {{MainEntry|Pedagogical agent}}<br> Agente pedagogico animato {{MainEntry|Animated pedagogical agent}}<br> Agente pedagogico virtuale {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetizzazione tecno-matematica''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Ambiente di apprendimento {{MainEntry|Learning environment}}<br> '''Ambiente di apprendimento adattivo''' {{MainEntry|[[Adaptive learning environment]]}} <br> Ambiente di apprendimento artificiale {{MainEntry|Artificial learning environment}}<br> Ambiente di apprendimento basato sull’uso di agenti {{MainEntry|Agent-based learning environment}}<br> Ambiente di apprendimento basato sulla Realtà Aumentata (R.A.) {{MainEntry|Augmented learning environment}}<br> '''Ambiente di apprendimento basato sulla simulazione''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Ambiente di apprendimento in rete {{MainEntry|On-line learning environment}} <br> '''Ambiente di apprendimento ininterrotto''' {{MainEntry|[[Seamless learning environments]]}}<br> '''Ambiente di apprendimento narrativo''' {{MainEntry|[[Narrative learning environments]]}} <br> Ambiente di apprendimento personale {{MainEntry|Personal learning environment}} <br> Ambiente di apprendimento pervasivo {{MainEntry|Pervasive learning environment}} <br> Ambiente informatico programmabile di apprendimento {{MainEntry|Programmable computer-based learning environment}} <br> Ambiente di apprendimento supportato dalla domotica {{MainEntry|Ambient learning environment}}<br> Ambiente di apprendimento tangibile {{MainEntry|Tangible learning environment}} <br> Ambiente interattivo di apprendimento {{MainEntry|Interactive learning environment}} <br> Ambiente virtuale di apprendimento {{MainEntry|Virtual learning environment}} <br> Ambienti di apprendimento basati sul computer {{MainEntry|Computer-based learning environments}}<br> Ambienti di apprendimento distribuito {{MainEntry|Distributed learning environments}} <br> Apprendimento a distanza {{MainEntry|Distance learning}} <br> Apprendimento assistito dal computer {{MainEntry|Computer-assisted learning}} <br> '''Apprendimento auto-regolato''' {{MainEntry|[[Self-regulated learning]]}} <br> '''Apprendimento basato su tecnologie mobili''' {{MainEntry|[[Mobile learning]]}} <br> '''Apprendimento basato sui giochi''' {{MainEntry|[[Game-based learning]]}} <br> '''Apprendimento basato sull’indagine''' {{MainEntry|[[Inquiry learning]]}}<br> Apprendimento collaborativo {{MainEntry|Collaborative learning}} <br> Apprendimento collaborativo supportato dal computer {{MainEntry|Computer-supported collaborative learning}} <br> Apprendimento delle lingue assistito dal computer {{MainEntry|Computer-assisted language learning}} <br> Apprendimento distribuito {{MainEntry|Distributed learning}} <br> Apprendimento elettronico {{MainEntry|e-learning}}<br> Apprendimento elettronico inclusivo {{MainEntry|Inclusive e-learning}}<br> '''Apprendimento in rete''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Comunità di --- {{MainEntry|--- communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ambiente di --- {{MainEntry|--- environment}} <br> '''Apprendimento informale''' {{MainEntry|[[Informal learning]]}} <br> Apprendimento misto {{MainEntry|Blended learning}} <br> '''Apprendimento multimediale''' {{MainEntry|[[Multimedia learning]]}} <br> Apprendimento situato {{MainEntry|Situated learning}} <br> Apprendimento supportato dalla tecnologia {{MainEntry|Technology Enhanced Learning}} <br> Apprendimento ubiquo {{MainEntry|Ubiquitous learning}} <br> '''Assistente cognitivo''' {{MainEntry|[[Cognitive tutor]]}}<br> <br>'''C'''{{Anchor|C}}<br> Campus virtuale {{MainEntry|Virtual campus}} <br> Compagno di apprendimento {{MainEntry|Learning companion}} <br> Corso programmabile {{MainEntry|Programmable course}}<br> '''Costruzionismo''' {{MainEntry|[[Constructionism]]}} <br> <br>'''D'''{{Anchor|D}}<br> '''Data mining (estrazione di dati) in ambito educativo''' {{MainEntry|[[Educational data mining]]}} <br> Diagnosi automatica {{MainEntry|Automatic diagnosis}} <br> Diagnosi cognitiva {{MainEntry|Cognitive diagnosis}} <br> Divertimento educativo {{MainEntry|Edutainment}}<br> <br>'''E'''{{Anchor|E}}<br> Edutainment (divertimento educativo) {{MainEntry|Edutainment}} <br> '''Embedded phenomena (simulazione di fenomeni scientifici integrati nello spazio fisico di una classe)''' {{MainEntry|[[Embedded phenomena]]}} <br> '''e-assessment''' {{MainEntry|[[e-Assessment]]}}<br> e-learning (apprendimento elettronico) {{MainEntry|e-learning}} <br> e-learning (apprendimento elettronico) inclusivo {{MainEntry|Inclusive e-learning}} <br> e-portfolio (portfolio elettronico) {{MainEntry|e-portfolio}} <br> Esame assistito dal computer {{MainEntry|Computer-assisted examination}} <br> Estrazione di dati in ambito educativo {{MainEntry|Educational data mining}}<br> <br>'''F'''{{Anchor|F}}<br> '''Feedback epistemico''' {{MainEntry|[[Epistemic feedback]]}} <br> <br>'''G'''{{Anchor|G}}<br> Generazione automatica di esercizi {{MainEntry|Automatic generation of exercises}} <br> Geometria dinamica {{MainEntry|Dynamic geometry}} <br> Giochi di simulazione {{MainEntry|Simulation games}} <br> '''Griglia di apprendimento''' {{MainEntry|[[Learning grid]]}} <br> <br>'''I'''{{Anchor|I}}<br> Ingegneria cognitiva {{MainEntry|Cognitive engineering}} <br> '''Ingegneria didattica''' {{MainEntry|[[Didactical engineering]]}} <br> Istruzione assistita dal computer {{MainEntry|Computer-assisted instruction}} <br> Istruzione basata sul computer {{MainEntry|Computer-based instruction}} <br> <br>'''L'''{{Anchor|L}}<br> Laboratori remoti {{MainEntry|Remote laboratories}} <br> Laboratorio basato sul computer {{MainEntry|Computer-based laboratory}} <br> Lavagna interattiva {{MainEntry|Interactive white board}} <br> <br>'''M'''{{Anchor|M}}<br> Materiale didattico per l’insegnamento {{MainEntry|Courseware}} <br> Micromondo {{MainEntry|Microworld}} <br> Modellizzazione cognitiva {{MainEntry|Cognitive modeling}} <br> Modellizzazione dello studente {{MainEntry|Learner modeling}} <br> <br>'''O'''{{Anchor|O}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br> <br>'''P'''{{Anchor|P}}<br> Percorso di apprendimento {{MainEntry|Learning trail}} <br> Portfolio elettronico {{MainEntry|e-portfolio}}<br> '''Potenzialità educativa''' {{MainEntry|[[Educational affordance]]}} <br> '''Potenzialità epistemica''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Progettazione Didattica''' {{MainEntry|[[Learning design]]}}<br> Programmazione informatica a supporto dell’apprendimento {{MainEntry|Computer programming in support of learning}} <br> <br>'''R'''{{Anchor|R}}<br> '''Risorse digitali per l’apprendimento''' {{MainEntry|[[Learning objects]]}} <br> <br>'''S'''{{Anchor|S}}<br>'''Scenario di apprendimento''' {{MainEntry|[[Learning scenario]]}} <br> '''Schema di collaborazione''' {{MainEntry|[[Collaboration script]]}}<br> Schema di interazione esterno {{MainEntry|External script}}<br> Schema di interazione interno {{MainEntry|Internal script}}<br> Scienza dell’apprendimento computazionale {{MainEntry|Computational mathetic}} <br> '''Sistema autore''' {{MainEntry|[[Authoring system]]}} <br> Sistema integrato di apprendimento {{MainEntry|Integrated learning system}} <br> '''Sistema intelligente di insegnamento''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Sistema intelligente di supporto {{MainEntry|Intelligent scaffolding system}} <br> Sistema per la gestione di corsi {{MainEntry|Course management system}} <br> Sistema tutoriale basato sull’uso di agenti {{MainEntry|Agent-based tutoring system}} <br> Sistemi di apprendimento in coppia {{MainEntry|Buddy systems}} <br> '''Sistemi per la gestione di corsi''' {{MainEntry|[[Learning management systems]]}} <br> '''Spazio di apprendimento''' {{MainEntry|[[Learning space]]}} <br> '''Script (schema) di collaborazione''' {{MainEntry|[[Collaboration script]]}} <br> Script (schema) di interazione esterno {{MainEntry|External script}} <br> Script (schema) di interazione interno {{MainEntry|Internal script}} <br> '''Simulazione di fenomeni scientifici integrati nello spazio fisico''' {{MainEntry|[[Embedded phenomena]]}}<br> Strumento autore {{MainEntry|Authoring tool}} <br> <br>'''T'''{{Anchor|T}}<br> Tecnologie per lezioni in rete {{MainEntry|Web-lecturing technologies}} <br> <br>'''U'''{{Anchor|U}}<br> Università virtuali {{MainEntry|Virtual universities}} <br> <br>'''V'''{{Anchor|V}}<br> Valutazione elettronica (e-assessment) {{MainEntry|e-Assessment}}<br> 974 961 2012-09-27T06:26:52Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Italian entries ''Edited by Rosa Maria Bottino and Giovanna Caviglione, ITD-CNR (IT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]]''' <br> '''A'''<br> Agente pedagogico {{MainEntry|Pedagogical agent}}<br> Agente pedagogico animato {{MainEntry|Animated pedagogical agent}}<br> Agente pedagogico virtuale {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetizzazione tecno-matematica''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Ambiente di apprendimento {{MainEntry|Learning environment}}<br> '''Ambiente di apprendimento adattivo''' {{MainEntry|[[Adaptive learning environment]]}} <br> Ambiente di apprendimento artificiale {{MainEntry|Artificial learning environment}}<br> Ambiente di apprendimento basato sull’uso di agenti {{MainEntry|Agent-based learning environment}}<br> Ambiente di apprendimento basato sulla Realtà Aumentata (R.A.) {{MainEntry|Augmented learning environment}}<br> '''Ambiente di apprendimento basato sulla simulazione''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Ambiente di apprendimento in rete {{MainEntry|On-line learning environment}} <br> '''Ambiente di apprendimento ininterrotto''' {{MainEntry|[[Seamless learning environments]]}}<br> '''Ambiente di apprendimento narrativo''' {{MainEntry|[[Narrative learning environments]]}} <br> Ambiente di apprendimento personale {{MainEntry|Personal learning environment}} <br> Ambiente di apprendimento pervasivo {{MainEntry|Pervasive learning environment}} <br> Ambiente informatico programmabile di apprendimento {{MainEntry|Programmable computer-based learning environment}} <br> Ambiente di apprendimento supportato dalla domotica {{MainEntry|Ambient learning environment}}<br> Ambiente di apprendimento tangibile {{MainEntry|Tangible learning environment}} <br> Ambiente interattivo di apprendimento {{MainEntry|Interactive learning environment}} <br> Ambiente virtuale di apprendimento {{MainEntry|Virtual learning environment}} <br> Ambienti di apprendimento basati sul computer {{MainEntry|Computer-based learning environments}}<br> Ambienti di apprendimento distribuito {{MainEntry|Distributed learning environments}} <br> Apprendimento a distanza {{MainEntry|Distance learning}} <br> Apprendimento assistito dal computer {{MainEntry|Computer-assisted learning}} <br> '''Apprendimento auto-regolato''' {{MainEntry|[[Self-regulated learning]]}} <br> '''Apprendimento basato su tecnologie mobili''' {{MainEntry|[[Mobile learning]]}} <br> '''Apprendimento basato sui giochi''' {{MainEntry|[[Game-based learning]]}} <br> '''Apprendimento basato sull’indagine''' {{MainEntry|[[Inquiry learning]]}}<br> Apprendimento collaborativo {{MainEntry|Collaborative learning}} <br> Apprendimento collaborativo supportato dal computer {{MainEntry|Computer-supported collaborative learning}} <br> Apprendimento delle lingue assistito dal computer {{MainEntry|Computer-assisted language learning}} <br> Apprendimento distribuito {{MainEntry|Distributed learning}} <br> Apprendimento elettronico {{MainEntry|e-learning}}<br> Apprendimento elettronico inclusivo {{MainEntry|Inclusive e-learning}}<br> '''Apprendimento in rete''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Comunità di --- {{MainEntry|--- communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ambiente di --- {{MainEntry|--- environment}} <br> '''Apprendimento informale''' {{MainEntry|[[Informal learning]]}} <br> Apprendimento misto {{MainEntry|Blended learning}} <br> '''Apprendimento multimediale''' {{MainEntry|[[Multimedia learning]]}} <br> Apprendimento situato {{MainEntry|Situated learning}} <br> Apprendimento supportato dalla tecnologia {{MainEntry|Technology Enhanced Learning}} <br> Apprendimento ubiquo {{MainEntry|Ubiquitous learning}} <br> '''Assistente cognitivo''' {{MainEntry|[[Cognitive tutor]]}}<br> <br>'''C'''{{Anchor|C}}<br> Campus virtuale {{MainEntry|Virtual campus}} <br> Compagno di apprendimento {{MainEntry|Learning companion}} <br> Corso programmabile {{MainEntry|Programmable course}}<br> '''Costruzionismo''' {{MainEntry|[[Constructionism]]}} <br> <br>'''D'''{{Anchor|D}}<br> '''Data mining (estrazione di dati) in ambito educativo''' {{MainEntry|[[Educational data mining]]}} <br> Diagnosi automatica {{MainEntry|Automatic diagnosis}} <br> Diagnosi cognitiva {{MainEntry|Cognitive diagnosis}} <br> Divertimento educativo {{MainEntry|Edutainment}}<br> <br>'''E'''{{Anchor|E}}<br> Edutainment (divertimento educativo) {{MainEntry|Edutainment}} <br> '''Embedded phenomena (simulazione di fenomeni scientifici integrati nello spazio fisico di una classe)''' {{MainEntry|[[Embedded phenomena]]}} <br> '''e-assessment''' {{MainEntry|[[e-Assessment]]}}<br> e-learning (apprendimento elettronico) {{MainEntry|e-learning}} <br> e-learning (apprendimento elettronico) inclusivo {{MainEntry|Inclusive e-learning}} <br> e-portfolio (portfolio elettronico) {{MainEntry|e-portfolio}} <br> Esame assistito dal computer {{MainEntry|Computer-assisted examination}} <br> Estrazione di dati in ambito educativo {{MainEntry|Educational data mining}}<br> <br>'''F'''{{Anchor|F}}<br> '''Feedback epistemico''' {{MainEntry|[[Epistemic feedback]]}} <br> <br>'''G'''{{Anchor|G}}<br> Generazione automatica di esercizi {{MainEntry|Automatic generation of exercises}} <br> Geometria dinamica {{MainEntry|Dynamic geometry}} <br> Giochi di simulazione {{MainEntry|Simulation games}} <br> '''Griglia di apprendimento''' {{MainEntry|[[Learning grid]]}} <br> <br>'''I'''{{Anchor|I}}<br> Ingegneria cognitiva {{MainEntry|Cognitive engineering}} <br> '''Ingegneria didattica''' {{MainEntry|[[Didactical engineering]]}} <br> Istruzione assistita dal computer {{MainEntry|Computer-assisted instruction}} <br> Istruzione basata sul computer {{MainEntry|Computer-based instruction}} <br> <br>'''L'''{{Anchor|L}}<br> Laboratori remoti {{MainEntry|Remote laboratories}} <br> Laboratorio basato sul computer {{MainEntry|Computer-based laboratory}} <br> Lavagna interattiva {{MainEntry|Interactive white board}} <br> <br>'''M'''{{Anchor|M}}<br> Materiale didattico per l’insegnamento {{MainEntry|Courseware}} <br> Micromondo {{MainEntry|Microworld}} <br> Modellizzazione cognitiva {{MainEntry|Cognitive modeling}} <br> Modellizzazione dello studente {{MainEntry|Learner modeling}} <br> <br>'''O'''{{Anchor|O}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br> <br>'''P'''{{Anchor|P}}<br> Percorso di apprendimento {{MainEntry|Learning trail}} <br> Portfolio elettronico {{MainEntry|e-portfolio}}<br> '''Potenzialità educativa''' {{MainEntry|[[Educational affordance]]}} <br> '''Potenzialità epistemica''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Progettazione Didattica''' {{MainEntry|[[Learning design]]}}<br> Programmazione informatica a supporto dell’apprendimento {{MainEntry|Computer programming in support of learning}} <br> <br>'''R'''{{Anchor|R}}<br> '''Risorse digitali per l’apprendimento''' {{MainEntry|[[Learning objects]]}} <br> <br>'''S'''{{Anchor|S}}<br>'''Scenario di apprendimento''' {{MainEntry|[[Learning scenario]]}} <br> '''Schema di collaborazione''' {{MainEntry|[[Collaboration script]]}}<br> Schema di interazione esterno {{MainEntry|External script}}<br> Schema di interazione interno {{MainEntry|Internal script}}<br> Scienza dell’apprendimento computazionale {{MainEntry|Computational mathetic}} <br> Sistema autore {{MainEntry|Authoring system}} <br> Sistema integrato di apprendimento {{MainEntry|Integrated learning system}} <br> '''Sistema intelligente di insegnamento''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Sistema intelligente di supporto {{MainEntry|Intelligent scaffolding system}} <br> Sistema per la gestione di corsi {{MainEntry|Course management system}} <br> Sistema tutoriale basato sull’uso di agenti {{MainEntry|Agent-based tutoring system}} <br> Sistemi di apprendimento in coppia {{MainEntry|Buddy systems}} <br> '''Sistemi per la gestione di corsi''' {{MainEntry|[[Learning management systems]]}} <br> '''Spazio di apprendimento''' {{MainEntry|[[Learning space]]}} <br> '''Script (schema) di collaborazione''' {{MainEntry|[[Collaboration script]]}} <br> Script (schema) di interazione esterno {{MainEntry|External script}} <br> Script (schema) di interazione interno {{MainEntry|Internal script}} <br> '''Simulazione di fenomeni scientifici integrati nello spazio fisico''' {{MainEntry|[[Embedded phenomena]]}}<br> Strumento autore {{MainEntry|Authoring tool}} <br> <br>'''T'''{{Anchor|T}}<br> Tecnologie per lezioni in rete {{MainEntry|Web-lecturing technologies}} <br> <br>'''U'''{{Anchor|U}}<br> Università virtuali {{MainEntry|Virtual universities}} <br> <br>'''V'''{{Anchor|V}}<br> Valutazione elettronica (e-assessment) {{MainEntry|e-Assessment}}<br> 961 891 2012-09-27T06:17:27Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Italian entries ''Edited by Rosa Maria Bottino and Giovanna Caviglione, ITD-CNR (IT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]]''' <br> '''A'''<br> Agente pedagogico {{MainEntry|Pedagogical agent}}<br> Agente pedagogico animato {{MainEntry|Animated pedagogical agent}}<br> Agente pedagogico virtuale {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetizzazione tecno-matematica''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Ambiente di apprendimento {{MainEntry|Learning environment}}<br> '''Ambiente di apprendimento adattivo''' {{MainEntry|[[Adaptive learning environment]]}} <br> Ambiente di apprendimento artificiale {{MainEntry|Artificial learning environment}}<br> Ambiente di apprendimento basato sull’uso di agenti {{MainEntry|Agent-based learning environment}}<br> Ambiente di apprendimento basato sulla Realtà Aumentata (R.A.) {{MainEntry|Augmented learning environment}}<br> '''Ambiente di apprendimento basato sulla simulazione''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Ambiente di apprendimento in rete {{MainEntry|On-line learning environment}} <br> '''Ambiente di apprendimento ininterrotto''' {{MainEntry|[[Seamless learning environments]]}}<br> '''Ambiente di apprendimento narrativo''' {{MainEntry|[[Narrative learning environments]]}} <br> Ambiente di apprendimento personale {{MainEntry|Personal learning environment}} <br> Ambiente di apprendimento pervasivo {{MainEntry|Pervasive learning environment}} <br> Ambiente informatico programmabile di apprendimento {{MainEntry|Programmable computer-based learning environment}} <br> Ambiente di apprendimento supportato dalla domotica {{MainEntry|Ambient learning environment}}<br> Ambiente di apprendimento tangibile {{MainEntry|Tangible learning environment}} <br> Ambiente interattivo di apprendimento {{MainEntry|Interactive learning environment}} <br> Ambiente virtuale di apprendimento {{MainEntry|Virtual learning environment}} <br> Ambienti di apprendimento basati sul computer {{MainEntry|Computer-based learning environments}}<br> Ambienti di apprendimento distribuito {{MainEntry|Distributed learning environments}} <br> Apprendimento a distanza {{MainEntry|Distance learning}} <br> Apprendimento assistito dal computer {{MainEntry|Computer-assisted learning}} <br> '''Apprendimento auto-regolato''' {{MainEntry|[[Self-regulated learning]]}} <br> '''Apprendimento basato su tecnologie mobili''' {{MainEntry|[[Mobile learning]]}} <br> '''Apprendimento basato sui giochi''' {{MainEntry|[[Game-based learning]]}} <br> '''Apprendimento basato sull’indagine''' {{MainEntry|[[Inquiry learning]]}}<br> Apprendimento collaborativo {{MainEntry|Collaborative learning}} <br> Apprendimento collaborativo supportato dal computer {{MainEntry|Computer-supported collaborative learning}} <br> Apprendimento delle lingue assistito dal computer {{MainEntry|Computer-assisted language learning}} <br> Apprendimento distribuito {{MainEntry|Distributed learning}} <br> Apprendimento elettronico {{MainEntry|e-learning}}<br> Apprendimento elettronico inclusivo {{MainEntry|Inclusive e-learning}}<br> '''Apprendimento in rete''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Comunità di --- {{MainEntry|--- communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ambiente di --- {{MainEntry|--- environment}} <br> '''Apprendimento informale''' {{MainEntry|[[Informal learning]]}} <br> Apprendimento misto {{MainEntry|Blended learning}} <br> '''Apprendimento multimediale''' {{MainEntry|[[Multimedia learning]]}} <br> Apprendimento situato {{MainEntry|Situated learning}} <br> Apprendimento supportato dalla tecnologia {{MainEntry|Technology Enhanced Learning}} <br> Apprendimento ubiquo {{MainEntry|Ubiquitous learning}} <br> '''Assistente cognitivo''' {{MainEntry|[[Cognitive tutor]]}}<br> <br>'''C'''{{Anchor|C}}<br> Campus virtuale {{MainEntry|Virtual campus}} <br> Compagno di apprendimento {{MainEntry|Learning companion}} <br> Corso programmabile {{MainEntry|Programmable course}}<br> '''Costruzionismo''' {{MainEntry|[[Constructionism]]}} <br> <br>'''D'''{{Anchor|D}}<br> '''Data mining (estrazione di dati) in ambito educativo''' {{MainEntry|[[Educational data mining]]}} <br> Diagnosi automatica {{MainEntry|Automatic diagnosis}} <br> Diagnosi cognitiva {{MainEntry|Cognitive diagnosis}} <br> Divertimento educativo {{MainEntry|Edutainment}}<br> <br>'''E'''{{Anchor|E}}<br> Edutainment (divertimento educativo) {{MainEntry|Edutainment}} <br> '''Embedded phenomena (simulazione di fenomeni scientifici integrati nello spazio fisico di una classe)''' {{MainEntry|[[Embedded phenomena]]}} <br> e-assessment {{MainEntry|[[e-Assessment]]}}<br> e-learning (apprendimento elettronico) {{MainEntry|e-learning}} <br> e-learning (apprendimento elettronico) inclusivo {{MainEntry|Inclusive e-learning}} <br> e-portfolio (portfolio elettronico) {{MainEntry|e-portfolio}} <br> Esame assistito dal computer {{MainEntry|Computer-assisted examination}} <br> Estrazione di dati in ambito educativo {{MainEntry|Educational data mining}}<br> <br>'''F'''{{Anchor|F}}<br> '''Feedback epistemico''' {{MainEntry|[[Epistemic feedback]]}} <br> <br>'''G'''{{Anchor|G}}<br> Generazione automatica di esercizi {{MainEntry|Automatic generation of exercises}} <br> Geometria dinamica {{MainEntry|Dynamic geometry}} <br> Giochi di simulazione {{MainEntry|Simulation games}} <br> '''Griglia di apprendimento''' {{MainEntry|[[Learning grid]]}} <br> <br>'''I'''{{Anchor|I}}<br> Ingegneria cognitiva {{MainEntry|Cognitive engineering}} <br> '''Ingegneria didattica''' {{MainEntry|[[Didactical engineering]]}} <br> Istruzione assistita dal computer {{MainEntry|Computer-assisted instruction}} <br> Istruzione basata sul computer {{MainEntry|Computer-based instruction}} <br> <br>'''L'''{{Anchor|L}}<br> Laboratori remoti {{MainEntry|Remote laboratories}} <br> Laboratorio basato sul computer {{MainEntry|Computer-based laboratory}} <br> Lavagna interattiva {{MainEntry|Interactive white board}} <br> <br>'''M'''{{Anchor|M}}<br> Materiale didattico per l’insegnamento {{MainEntry|Courseware}} <br> Micromondo {{MainEntry|Microworld}} <br> Modellizzazione cognitiva {{MainEntry|Cognitive modeling}} <br> Modellizzazione dello studente {{MainEntry|Learner modeling}} <br> <br>'''O'''{{Anchor|O}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br> <br>'''P'''{{Anchor|P}}<br> Percorso di apprendimento {{MainEntry|Learning trail}} <br> Portfolio elettronico {{MainEntry|e-portfolio}}<br> '''Potenzialità educativa''' {{MainEntry|[[Educational affordance]]}} <br> '''Potenzialità epistemica''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Progettazione Didattica''' {{MainEntry|[[Learning design]]}}<br> Programmazione informatica a supporto dell’apprendimento {{MainEntry|Computer programming in support of learning}} <br> <br>'''R'''{{Anchor|R}}<br> '''Risorse digitali per l’apprendimento''' {{MainEntry|[[Learning objects]]}} <br> <br>'''S'''{{Anchor|S}}<br>'''Scenario di apprendimento''' {{MainEntry|[[Learning scenario]]}} <br> '''Schema di collaborazione''' {{MainEntry|[[Collaboration script]]}}<br> Schema di interazione esterno {{MainEntry|External script}}<br> Schema di interazione interno {{MainEntry|Internal script}}<br> Scienza dell’apprendimento computazionale {{MainEntry|Computational mathetic}} <br> Sistema autore {{MainEntry|Authoring system}} <br> Sistema integrato di apprendimento {{MainEntry|Integrated learning system}} <br> '''Sistema intelligente di insegnamento''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Sistema intelligente di supporto {{MainEntry|Intelligent scaffolding system}} <br> Sistema per la gestione di corsi {{MainEntry|Course management system}} <br> Sistema tutoriale basato sull’uso di agenti {{MainEntry|Agent-based tutoring system}} <br> Sistemi di apprendimento in coppia {{MainEntry|Buddy systems}} <br> '''Sistemi per la gestione di corsi''' {{MainEntry|[[Learning management systems]]}} <br> '''Spazio di apprendimento''' {{MainEntry|[[Learning space]]}} <br> '''Script (schema) di collaborazione''' {{MainEntry|[[Collaboration script]]}} <br> Script (schema) di interazione esterno {{MainEntry|External script}} <br> Script (schema) di interazione interno {{MainEntry|Internal script}} <br> '''Simulazione di fenomeni scientifici integrati nello spazio fisico''' {{MainEntry|[[Embedded phenomena]]}}<br> Strumento autore {{MainEntry|Authoring tool}} <br> <br>'''T'''{{Anchor|T}}<br> Tecnologie per lezioni in rete {{MainEntry|Web-lecturing technologies}} <br> <br>'''U'''{{Anchor|U}}<br> Università virtuali {{MainEntry|Virtual universities}} <br> <br>'''V'''{{Anchor|V}}<br> Valutazione elettronica (e-assessment) {{MainEntry|e-Assessment}}<br> 891 854 2012-05-24T08:51:12Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Italian entries ''Edited by Rosa Maria Bottino and Giovanna Caviglione, ITD-CNR (IT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]]''' <br> '''A'''<br> Agente pedagogico {{MainEntry|Pedagogical agent}}<br> Agente pedagogico animato {{MainEntry|Animated pedagogical agent}}<br> Agente pedagogico virtuale {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetizzazione tecno-matematica''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Ambiente di apprendimento {{MainEntry|Learning environment}}<br> '''Ambiente di apprendimento adattivo''' {{MainEntry|[[Adaptive learning environment]]}} <br> Ambiente di apprendimento artificiale {{MainEntry|Artificial learning environment}}<br> Ambiente di apprendimento basato sull’uso di agenti {{MainEntry|Agent-based learning environment}}<br> Ambiente di apprendimento basato sulla Realtà Aumentata (R.A.) {{MainEntry|Augmented learning environment}}<br> '''Ambiente di apprendimento basato sulla simulazione''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Ambiente di apprendimento in rete {{MainEntry|On-line learning environment}} <br> '''Ambiente di apprendimento ininterrotto''' {{MainEntry|[[Seamless learning environments]]}}<br> '''Ambiente di apprendimento narrativo''' {{MainEntry|[[Narrative learning environments]]}} <br> Ambiente di apprendimento personale {{MainEntry|Personal learning environment}} <br> Ambiente di apprendimento pervasivo {{MainEntry|Pervasive learning environment}} <br> Ambiente informatico programmabile di apprendimento {{MainEntry|Programmable computer-based learning environment}} <br> Ambiente di apprendimento supportato dalla domotica {{MainEntry|Ambient learning environment}}<br> Ambiente di apprendimento tangibile {{MainEntry|Tangible learning environment}} <br> Ambiente interattivo di apprendimento {{MainEntry|Interactive learning environment}} <br> Ambiente virtuale di apprendimento {{MainEntry|Virtual learning environment}} <br> Ambienti di apprendimento basati sul computer {{MainEntry|Computer-based learning environments}}<br> Ambienti di apprendimento distribuito {{MainEntry|Distributed learning environments}} <br> Apprendimento a distanza {{MainEntry|Distance learning}} <br> Apprendimento assistito dal computer {{MainEntry|Computer-assisted learning}} <br> '''Apprendimento auto-regolato''' {{MainEntry|[[Self-regulated learning]]}} <br> '''Apprendimento basato su tecnologie mobili''' {{MainEntry|[[Mobile learning]]}} <br> '''Apprendimento basato sui giochi''' {{MainEntry|[[Game-based learning]]}} <br> '''Apprendimento basato sull’indagine''' {{MainEntry|[[Inquiry learning]]}}<br> Apprendimento collaborativo {{MainEntry|Collaborative learning}} <br> Apprendimento collaborativo supportato dal computer {{MainEntry|Computer-supported collaborative learning}} <br> Apprendimento delle lingue assistito dal computer {{MainEntry|Computer-assisted language learning}} <br> Apprendimento distribuito {{MainEntry|Distributed learning}} <br> Apprendimento elettronico {{MainEntry|e-learning}}<br> Apprendimento elettronico inclusivo {{MainEntry|Inclusive e-learning}}<br> '''Apprendimento in rete''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Comunità di --- {{MainEntry|--- communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ambiente di --- {{MainEntry|--- environment}} <br> '''Apprendimento informale''' {{MainEntry|[[Informal learning]]}} <br> Apprendimento misto {{MainEntry|Blended learning}} <br> '''Apprendimento multimediale''' {{MainEntry|[[Multimedia learning]]}} <br> Apprendimento situato {{MainEntry|Situated learning}} <br> Apprendimento supportato dalla tecnologia {{MainEntry|Technology Enhanced Learning}} <br> Apprendimento ubiquo {{MainEntry|Ubiquitous learning}} <br> '''Assistente cognitivo''' {{MainEntry|[[Cognitive tutor]]}}<br> <br>'''C'''{{Anchor|C}}<br> Campus virtuale {{MainEntry|Virtual campus}} <br> Compagno di apprendimento {{MainEntry|Learning companion}} <br> Corso programmabile {{MainEntry|Programmable course}}<br> '''Costruzionismo''' {{MainEntry|[[Constructionism]]}} <br> <br>'''D'''{{Anchor|D}}<br> '''Data mining (estrazione di dati) in ambito educativo''' {{MainEntry|[[Educational data mining]]}} <br> Diagnosi automatica {{MainEntry|Automatic diagnosis}} <br> Diagnosi cognitiva {{MainEntry|Cognitive diagnosis}} <br> Divertimento educativo {{MainEntry|Edutainment}}<br> <br>'''E'''{{Anchor|E}}<br> Edutainment (divertimento educativo) {{MainEntry|Edutainment}} <br> '''Embedded phenomena (simulazione di fenomeni scientifici integrati nello spazio fisico di una classe)''' {{MainEntry|[[Embedded phenomena]]}} <br> e-assessment {{MainEntry|e-Assessment}}<br> e-learning (apprendimento elettronico) {{MainEntry|e-learning}} <br> e-learning (apprendimento elettronico) inclusivo {{MainEntry|Inclusive e-learning}} <br> e-portfolio (portfolio elettronico) {{MainEntry|e-portfolio}} <br> Esame assistito dal computer {{MainEntry|Computer-assisted examination}} <br> Estrazione di dati in ambito educativo {{MainEntry|Educational data mining}}<br> <br>'''F'''{{Anchor|F}}<br> '''Feedback epistemico''' {{MainEntry|[[Epistemic feedback]]}} <br> <br>'''G'''{{Anchor|G}}<br> Generazione automatica di esercizi {{MainEntry|Automatic generation of exercises}} <br> Geometria dinamica {{MainEntry|Dynamic geometry}} <br> Giochi di simulazione {{MainEntry|Simulation games}} <br> '''Griglia di apprendimento''' {{MainEntry|[[Learning grid]]}} <br> <br>'''I'''{{Anchor|I}}<br> Ingegneria cognitiva {{MainEntry|Cognitive engineering}} <br> '''Ingegneria didattica''' {{MainEntry|[[Didactical engineering]]}} <br> Istruzione assistita dal computer {{MainEntry|Computer-assisted instruction}} <br> Istruzione basata sul computer {{MainEntry|Computer-based instruction}} <br> <br>'''L'''{{Anchor|L}}<br> Laboratori remoti {{MainEntry|Remote laboratories}} <br> Laboratorio basato sul computer {{MainEntry|Computer-based laboratory}} <br> Lavagna interattiva {{MainEntry|Interactive white board}} <br> <br>'''M'''{{Anchor|M}}<br> Materiale didattico per l’insegnamento {{MainEntry|Courseware}} <br> Micromondo {{MainEntry|Microworld}} <br> Modellizzazione cognitiva {{MainEntry|Cognitive modeling}} <br> Modellizzazione dello studente {{MainEntry|Learner modeling}} <br> <br>'''O'''{{Anchor|O}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br> <br>'''P'''{{Anchor|P}}<br> Percorso di apprendimento {{MainEntry|Learning trail}} <br> Portfolio elettronico {{MainEntry|e-portfolio}}<br> '''Potenzialità educativa''' {{MainEntry|[[Educational affordance]]}} <br> '''Potenzialità epistemica''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Progettazione Didattica''' {{MainEntry|[[Learning design]]}}<br> Programmazione informatica a supporto dell’apprendimento {{MainEntry|Computer programming in support of learning}} <br> <br>'''R'''{{Anchor|R}}<br> '''Risorse digitali per l’apprendimento''' {{MainEntry|[[Learning objects]]}} <br> <br>'''S'''{{Anchor|S}}<br>'''Scenario di apprendimento''' {{MainEntry|[[Learning scenario]]}} <br> '''Schema di collaborazione''' {{MainEntry|[[Collaboration script]]}}<br> Schema di interazione esterno {{MainEntry|External script}}<br> Schema di interazione interno {{MainEntry|Internal script}}<br> Scienza dell’apprendimento computazionale {{MainEntry|Computational mathetic}} <br> Sistema autore {{MainEntry|Authoring system}} <br> Sistema integrato di apprendimento {{MainEntry|Integrated learning system}} <br> '''Sistema intelligente di insegnamento''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Sistema intelligente di supporto {{MainEntry|Intelligent scaffolding system}} <br> Sistema per la gestione di corsi {{MainEntry|Course management system}} <br> Sistema tutoriale basato sull’uso di agenti {{MainEntry|Agent-based tutoring system}} <br> Sistemi di apprendimento in coppia {{MainEntry|Buddy systems}} <br> '''Sistemi per la gestione di corsi''' {{MainEntry|[[Learning management systems]]}} <br> '''Spazio di apprendimento''' {{MainEntry|[[Learning space]]}} <br> '''Script (schema) di collaborazione''' {{MainEntry|[[Collaboration script]]}} <br> Script (schema) di interazione esterno {{MainEntry|External script}} <br> Script (schema) di interazione interno {{MainEntry|Internal script}} <br> '''Simulazione di fenomeni scientifici integrati nello spazio fisico''' {{MainEntry|[[Embedded phenomena]]}}<br> Strumento autore {{MainEntry|Authoring tool}} <br> <br>'''T'''{{Anchor|T}}<br> Tecnologie per lezioni in rete {{MainEntry|Web-lecturing technologies}} <br> <br>'''U'''{{Anchor|U}}<br> Università virtuali {{MainEntry|Virtual universities}} <br> <br>'''V'''{{Anchor|V}}<br> Valutazione elettronica (e-assessment) {{MainEntry|e-Assessment}}<br> 854 794 2012-05-04T09:15:58Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Italian entries ''Edited by Rosa Maria Bottino and Giovanna Caviglione, ITD-CNR (IT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]]''' <br> '''A'''<br> Agente pedagogico {{MainEntry|Pedagogical agent}}<br> Agente pedagogico animato {{MainEntry|Animated pedagogical agent}}<br> Agente pedagogico virtuale {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetizzazione tecno-matematica''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Ambiente di apprendimento {{MainEntry|Learning environment}}<br> '''Ambiente di apprendimento adattivo''' {{MainEntry|[[Adaptive learning environment]]}} <br> Ambiente di apprendimento artificiale {{MainEntry|Artificial learning environment}}<br> Ambiente di apprendimento basato sull’uso di agenti {{MainEntry|Agent-based learning environment}}<br> Ambiente di apprendimento basato sulla Realtà Aumentata (R.A.) {{MainEntry|Augmented learning environment}}<br> '''Ambiente di apprendimento basato sulla simulazione''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Ambiente di apprendimento in rete {{MainEntry|On-line learning environment}} <br> '''Ambiente di apprendimento ininterrotto''' {{MainEntry|[[Seamless learning environments]]}}<br> '''Ambiente di apprendimento narrativo''' {{MainEntry|[[Narrative learning environments]]}} <br> Ambiente di apprendimento personale {{MainEntry|Personal learning environment}} <br> Ambiente di apprendimento pervasivo {{MainEntry|Pervasive learning environment}} <br> Ambiente informatico programmabile di apprendimento {{MainEntry|Programmable computer-based learning environment}} <br> Ambiente di apprendimento supportato dalla domotica {{MainEntry|Ambient learning environment}}<br> Ambiente di apprendimento tangibile {{MainEntry|Tangible learning environment}} <br> Ambiente interattivo di apprendimento {{MainEntry|Interactive learning environment}} <br> Ambiente virtuale di apprendimento {{MainEntry|Virtual learning environment}} <br> Ambienti di apprendimento basati sul computer {{MainEntry|Computer-based learning environments}}<br> Ambienti di apprendimento distribuito {{MainEntry|Distributed learning environments}} <br> Apprendimento a distanza {{MainEntry|Distance learning}} <br> Apprendimento assistito dal computer {{MainEntry|Computer-assisted learning}} <br> '''Apprendimento auto-regolato''' {{MainEntry|[[Self-regulated learning]]}} <br> '''Apprendimento basato su tecnologie mobili''' {{MainEntry|[[Mobile learning]]}} <br> '''Apprendimento basato sui giochi''' {{MainEntry|[[Game-based learning]]}} <br> '''Apprendimento basato sull’indagine''' {{MainEntry|[[Inquiry learning]]}}<br> Apprendimento collaborativo {{MainEntry|Collaborative learning}} <br> Apprendimento collaborativo supportato dal computer {{MainEntry|Computer-supported collaborative learning}} <br> Apprendimento delle lingue assistito dal computer {{MainEntry|Computer-assisted language learning}} <br> Apprendimento distribuito {{MainEntry|Distributed learning}} <br> Apprendimento elettronico {{MainEntry|e-learning}}<br> Apprendimento elettronico inclusivo {{MainEntry|Inclusive e-learning}}<br> '''Apprendimento in rete''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Comunità di --- {{MainEntry|--- communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ambiente di --- {{MainEntry|--- environment}} <br> '''Apprendimento informale''' {{MainEntry|[[Informal learning]]}} <br> Apprendimento misto {{MainEntry|Blended learning}} <br> '''Apprendimento multimediale''' {{MainEntry|[[Multimedia learning]]}} <br> Apprendimento situato {{MainEntry|Situated learning}} <br> Apprendimento supportato dalla tecnologia {{MainEntry|Technology Enhanced Learning}} <br> Apprendimento ubiquo {{MainEntry|Ubiquitous learning}} <br> '''Assistente cognitivo''' {{MainEntry|[[Cognitive tutor]]}}<br> <br>'''C'''{{Anchor|C}}<br> Campus virtuale {{MainEntry|Virtual campus}} <br> Compagno di apprendimento {{MainEntry|Learning companion}} <br> Corso programmabile {{MainEntry|Programmable course}}<br> '''Costruzionismo''' {{MainEntry|[[Constructionism]]}} <br> <br>'''D'''{{Anchor|D}}<br> Data mining (estrazione di dati) in ambito educativo {{MainEntry|Educational data mining}} <br> Diagnosi automatica {{MainEntry|Automatic diagnosis}} <br> Diagnosi cognitiva {{MainEntry|Cognitive diagnosis}} <br> Divertimento educativo {{MainEntry|Edutainment}}<br> <br>'''E'''{{Anchor|E}}<br> Edutainment (divertimento educativo) {{MainEntry|Edutainment}} <br> '''Embedded phenomena (simulazione di fenomeni scientifici integrati nello spazio fisico di una classe)''' {{MainEntry|[[Embedded phenomena]]}} <br> e-assessment {{MainEntry|e-Assessment}}<br> e-learning (apprendimento elettronico) {{MainEntry|e-learning}} <br> e-learning (apprendimento elettronico) inclusivo {{MainEntry|Inclusive e-learning}} <br> e-portfolio (portfolio elettronico) {{MainEntry|e-portfolio}} <br> Esame assistito dal computer {{MainEntry|Computer-assisted examination}} <br> Estrazione di dati in ambito educativo {{MainEntry|Educational data mining}}<br> <br>'''F'''{{Anchor|F}}<br> '''Feedback epistemico''' {{MainEntry|[[Epistemic feedback]]}} <br> <br>'''G'''{{Anchor|G}}<br> Generazione automatica di esercizi {{MainEntry|Automatic generation of exercises}} <br> Geometria dinamica {{MainEntry|Dynamic geometry}} <br> Giochi di simulazione {{MainEntry|Simulation games}} <br> '''Griglia di apprendimento''' {{MainEntry|[[Learning grid]]}} <br> <br>'''I'''{{Anchor|I}}<br> Ingegneria cognitiva {{MainEntry|Cognitive engineering}} <br> '''Ingegneria didattica''' {{MainEntry|[[Didactical engineering]]}} <br> Istruzione assistita dal computer {{MainEntry|Computer-assisted instruction}} <br> Istruzione basata sul computer {{MainEntry|Computer-based instruction}} <br> <br>'''L'''{{Anchor|L}}<br> Laboratori remoti {{MainEntry|Remote laboratories}} <br> Laboratorio basato sul computer {{MainEntry|Computer-based laboratory}} <br> Lavagna interattiva {{MainEntry|Interactive white board}} <br> <br>'''M'''{{Anchor|M}}<br> Materiale didattico per l’insegnamento {{MainEntry|Courseware}} <br> Micromondo {{MainEntry|Microworld}} <br> Modellizzazione cognitiva {{MainEntry|Cognitive modeling}} <br> Modellizzazione dello studente {{MainEntry|Learner modeling}} <br> <br>'''O'''{{Anchor|O}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br> <br>'''P'''{{Anchor|P}}<br> Percorso di apprendimento {{MainEntry|Learning trail}} <br> Portfolio elettronico {{MainEntry|e-portfolio}}<br> '''Potenzialità educativa''' {{MainEntry|[[Educational affordance]]}} <br> '''Potenzialità epistemica''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Progettazione Didattica''' {{MainEntry|[[Learning design]]}}<br> Programmazione informatica a supporto dell’apprendimento {{MainEntry|Computer programming in support of learning}} <br> <br>'''R'''{{Anchor|R}}<br> '''Risorse digitali per l’apprendimento''' {{MainEntry|[[Learning objects]]}} <br> <br>'''S'''{{Anchor|S}}<br>'''Scenario di apprendimento''' {{MainEntry|[[Learning scenario]]}} <br> '''Schema di collaborazione''' {{MainEntry|[[Collaboration script]]}}<br> Schema di interazione esterno {{MainEntry|External script}}<br> Schema di interazione interno {{MainEntry|Internal script}}<br> Scienza dell’apprendimento computazionale {{MainEntry|Computational mathetic}} <br> Sistema autore {{MainEntry|Authoring system}} <br> Sistema integrato di apprendimento {{MainEntry|Integrated learning system}} <br> '''Sistema intelligente di insegnamento''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Sistema intelligente di supporto {{MainEntry|Intelligent scaffolding system}} <br> Sistema per la gestione di corsi {{MainEntry|Course management system}} <br> Sistema tutoriale basato sull’uso di agenti {{MainEntry|Agent-based tutoring system}} <br> Sistemi di apprendimento in coppia {{MainEntry|Buddy systems}} <br> '''Sistemi per la gestione di corsi''' {{MainEntry|[[Learning management systems]]}} <br> '''Spazio di apprendimento''' {{MainEntry|[[Learning space]]}} <br> '''Script (schema) di collaborazione''' {{MainEntry|[[Collaboration script]]}} <br> Script (schema) di interazione esterno {{MainEntry|External script}} <br> Script (schema) di interazione interno {{MainEntry|Internal script}} <br> '''Simulazione di fenomeni scientifici integrati nello spazio fisico''' {{MainEntry|[[Embedded phenomena]]}}<br> Strumento autore {{MainEntry|Authoring tool}} <br> <br>'''T'''{{Anchor|T}}<br> Tecnologie per lezioni in rete {{MainEntry|Web-lecturing technologies}} <br> <br>'''U'''{{Anchor|U}}<br> Università virtuali {{MainEntry|Virtual universities}} <br> <br>'''V'''{{Anchor|V}}<br> Valutazione elettronica (e-assessment) {{MainEntry|e-Assessment}}<br> 794 732 2012-02-22T14:00:52Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Italian entries ''Edited by Rosa Maria Bottino and Giovanna Caviglione, ITD-CNR (IT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]]''' <br> '''A'''<br> Agente pedagogico {{MainEntry|Pedagogical agent}}<br> Agente pedagogico animato {{MainEntry|Animated pedagogical agent}}<br> Agente pedagogico virtuale {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetizzazione tecno-matematica''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Ambiente di apprendimento {{MainEntry|Learning environment}}<br> Ambiente di apprendimento adattivo {{MainEntry|Adaptive learning environment}} <br> Ambiente di apprendimento artificiale {{MainEntry|Artificial learning environment}}<br> Ambiente di apprendimento basato sull’uso di agenti {{MainEntry|Agent-based learning environment}}<br> Ambiente di apprendimento basato sulla Realtà Aumentata (R.A.) {{MainEntry|Augmented learning environment}}<br> '''Ambiente di apprendimento basato sulla simulazione''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Ambiente di apprendimento in rete {{MainEntry|On-line learning environment}} <br> '''Ambiente di apprendimento ininterrotto''' {{MainEntry|[[Seamless learning environments]]}}<br> '''Ambiente di apprendimento narrativo''' {{MainEntry|[[Narrative learning environments]]}} <br> Ambiente di apprendimento personale {{MainEntry|Personal learning environment}} <br> Ambiente di apprendimento pervasivo {{MainEntry|Pervasive learning environment}} <br> Ambiente informatico programmabile di apprendimento {{MainEntry|Programmable computer-based learning environment}} <br> Ambiente di apprendimento supportato dalla domotica {{MainEntry|Ambient learning environment}}<br> Ambiente di apprendimento tangibile {{MainEntry|Tangible learning environment}} <br> Ambiente interattivo di apprendimento {{MainEntry|Interactive learning environment}} <br> Ambiente virtuale di apprendimento {{MainEntry|Virtual learning environment}} <br> Ambienti di apprendimento basati sul computer {{MainEntry|Computer-based learning environments}}<br> Ambienti di apprendimento distribuito {{MainEntry|Distributed learning environments}} <br> Apprendimento a distanza {{MainEntry|Distance learning}} <br> Apprendimento assistito dal computer {{MainEntry|Computer-assisted learning}} <br> '''Apprendimento auto-regolato''' {{MainEntry|[[Self-regulated learning]]}} <br> '''Apprendimento basato su tecnologie mobili''' {{MainEntry|[[Mobile learning]]}} <br> '''Apprendimento basato sui giochi''' {{MainEntry|[[Game-based learning]]}} <br> '''Apprendimento basato sull’indagine''' {{MainEntry|[[Inquiry learning]]}}<br> Apprendimento collaborativo {{MainEntry|Collaborative learning}} <br> Apprendimento collaborativo supportato dal computer {{MainEntry|Computer-supported collaborative learning}} <br> Apprendimento delle lingue assistito dal computer {{MainEntry|Computer-assisted language learning}} <br> Apprendimento distribuito {{MainEntry|Distributed learning}} <br> Apprendimento elettronico {{MainEntry|e-learning}}<br> Apprendimento elettronico inclusivo {{MainEntry|Inclusive e-learning}}<br> '''Apprendimento in rete''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Comunità di --- {{MainEntry|--- communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ambiente di --- {{MainEntry|--- environment}} <br> '''Apprendimento informale''' {{MainEntry|[[Informal learning]]}} <br> Apprendimento misto {{MainEntry|Blended learning}} <br> '''Apprendimento multimediale''' {{MainEntry|[[Multimedia learning]]}} <br> Apprendimento situato {{MainEntry|Situated learning}} <br> Apprendimento supportato dalla tecnologia {{MainEntry|Technology Enhanced Learning}} <br> Apprendimento ubiquo {{MainEntry|Ubiquitous learning}} <br> '''Assistente cognitivo''' {{MainEntry|[[Cognitive tutor]]}}<br> <br>'''C'''{{Anchor|C}}<br> Campus virtuale {{MainEntry|Virtual campus}} <br> Compagno di apprendimento {{MainEntry|Learning companion}} <br> Corso programmabile {{MainEntry|Programmable course}}<br> '''Costruzionismo''' {{MainEntry|[[Constructionism]]}} <br> <br>'''D'''{{Anchor|D}}<br> Data mining (estrazione di dati) in ambito educativo {{MainEntry|Educational data mining}} <br> Diagnosi automatica {{MainEntry|Automatic diagnosis}} <br> Diagnosi cognitiva {{MainEntry|Cognitive diagnosis}} <br> Divertimento educativo {{MainEntry|Edutainment}}<br> <br>'''E'''{{Anchor|E}}<br> Edutainment (divertimento educativo) {{MainEntry|Edutainment}} <br> '''Embedded phenomena (simulazione di fenomeni scientifici integrati nello spazio fisico di una classe)''' {{MainEntry|[[Embedded phenomena]]}} <br> e-assessment {{MainEntry|e-Assessment}}<br> e-learning (apprendimento elettronico) {{MainEntry|e-learning}} <br> e-learning (apprendimento elettronico) inclusivo {{MainEntry|Inclusive e-learning}} <br> e-portfolio (portfolio elettronico) {{MainEntry|e-portfolio}} <br> Esame assistito dal computer {{MainEntry|Computer-assisted examination}} <br> Estrazione di dati in ambito educativo {{MainEntry|Educational data mining}}<br> <br>'''F'''{{Anchor|F}}<br> '''Feedback epistemico''' {{MainEntry|[[Epistemic feedback]]}} <br> <br>'''G'''{{Anchor|G}}<br> Generazione automatica di esercizi {{MainEntry|Automatic generation of exercises}} <br> Geometria dinamica {{MainEntry|Dynamic geometry}} <br> Giochi di simulazione {{MainEntry|Simulation games}} <br> '''Griglia di apprendimento''' {{MainEntry|[[Learning grid]]}} <br> <br>'''I'''{{Anchor|I}}<br> Ingegneria cognitiva {{MainEntry|Cognitive engineering}} <br> '''Ingegneria didattica''' {{MainEntry|[[Didactical engineering]]}} <br> Istruzione assistita dal computer {{MainEntry|Computer-assisted instruction}} <br> Istruzione basata sul computer {{MainEntry|Computer-based instruction}} <br> <br>'''L'''{{Anchor|L}}<br> Laboratori remoti {{MainEntry|Remote laboratories}} <br> Laboratorio basato sul computer {{MainEntry|Computer-based laboratory}} <br> Lavagna interattiva {{MainEntry|Interactive white board}} <br> <br>'''M'''{{Anchor|M}}<br> Materiale didattico per l’insegnamento {{MainEntry|Courseware}} <br> Micromondo {{MainEntry|Microworld}} <br> Modellizzazione cognitiva {{MainEntry|Cognitive modeling}} <br> Modellizzazione dello studente {{MainEntry|Learner modeling}} <br> <br>'''O'''{{Anchor|O}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br> <br>'''P'''{{Anchor|P}}<br> Percorso di apprendimento {{MainEntry|Learning trail}} <br> Portfolio elettronico {{MainEntry|e-portfolio}}<br> '''Potenzialità educativa''' {{MainEntry|[[Educational affordance]]}} <br> '''Potenzialità epistemica''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Progettazione Didattica''' {{MainEntry|[[Learning design]]}}<br> Programmazione informatica a supporto dell’apprendimento {{MainEntry|Computer programming in support of learning}} <br> <br>'''R'''{{Anchor|R}}<br> '''Risorse digitali per l’apprendimento''' {{MainEntry|[[Learning objects]]}} <br> <br>'''S'''{{Anchor|S}}<br>'''Scenario di apprendimento''' {{MainEntry|[[Learning scenario]]}} <br> '''Schema di collaborazione''' {{MainEntry|[[Collaboration script]]}}<br> Schema di interazione esterno {{MainEntry|External script}}<br> Schema di interazione interno {{MainEntry|Internal script}}<br> Scienza dell’apprendimento computazionale {{MainEntry|Computational mathetic}} <br> Sistema autore {{MainEntry|Authoring system}} <br> Sistema integrato di apprendimento {{MainEntry|Integrated learning system}} <br> '''Sistema intelligente di insegnamento''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Sistema intelligente di supporto {{MainEntry|Intelligent scaffolding system}} <br> Sistema per la gestione di corsi {{MainEntry|Course management system}} <br> Sistema tutoriale basato sull’uso di agenti {{MainEntry|Agent-based tutoring system}} <br> Sistemi di apprendimento in coppia {{MainEntry|Buddy systems}} <br> '''Sistemi per la gestione di corsi''' {{MainEntry|[[Learning management systems]]}} <br> '''Spazio di apprendimento''' {{MainEntry|[[Learning space]]}} <br> '''Script (schema) di collaborazione''' {{MainEntry|[[Collaboration script]]}} <br> Script (schema) di interazione esterno {{MainEntry|External script}} <br> Script (schema) di interazione interno {{MainEntry|Internal script}} <br> '''Simulazione di fenomeni scientifici integrati nello spazio fisico''' {{MainEntry|[[Embedded phenomena]]}}<br> Strumento autore {{MainEntry|Authoring tool}} <br> <br>'''T'''{{Anchor|T}}<br> Tecnologie per lezioni in rete {{MainEntry|Web-lecturing technologies}} <br> <br>'''U'''{{Anchor|U}}<br> Università virtuali {{MainEntry|Virtual universities}} <br> <br>'''V'''{{Anchor|V}}<br> Valutazione elettronica (e-assessment) {{MainEntry|e-Assessment}}<br> 732 714 2012-02-10T09:50:54Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Italian entries ''Edited by Rosa Maria Bottino and Giovanna Caviglione, ITD-CNR (IT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]]''' <br> '''A'''<br> Agente pedagogico {{MainEntry|Pedagogical agent}}<br> Agente pedagogico animato {{MainEntry|Animated pedagogical agent}}<br> Agente pedagogico virtuale {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetizzazione tecno-matematica''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Ambiente di apprendimento {{MainEntry|Learning environment}}<br> Ambiente di apprendimento adattivo {{MainEntry|Adaptive learning environment}} <br> Ambiente di apprendimento artificiale {{MainEntry|Artificial learning environment}}<br> Ambiente di apprendimento basato sull’uso di agenti {{MainEntry|Agent-based learning environment}}<br> Ambiente di apprendimento basato sulla Realtà Aumentata (R.A.) {{MainEntry|Augmented learning environment}}<br> '''Ambiente di apprendimento basato sulla simulazione''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Ambiente di apprendimento in rete {{MainEntry|On-line learning environment}} <br> '''Ambiente di apprendimento ininterrotto''' {{MainEntry|[[Seamless learning environments]]}}<br> '''Ambiente di apprendimento narrativo''' {{MainEntry|[[Narrative learning environments]]}} <br> Ambiente di apprendimento personale {{MainEntry|Personal learning environment}} <br> Ambiente di apprendimento pervasivo {{MainEntry|Pervasive learning environment}} <br> Ambiente informatico programmabile di apprendimento {{MainEntry|Programmable computer-based learning environment}} <br> Ambiente di apprendimento supportato dalla domotica {{MainEntry|Ambient learning environment}}<br> Ambiente di apprendimento tangibile {{MainEntry|Tangible learning environment}} <br> Ambiente interattivo di apprendimento {{MainEntry|Interactive learning environment}} <br> Ambiente virtuale di apprendimento {{MainEntry|Virtual learning environment}} <br> Ambienti di apprendimento basati sul computer {{MainEntry|Computer-based learning environments}}<br> Ambienti di apprendimento distribuito {{MainEntry|Distributed learning environments}} <br> Apprendimento a distanza {{MainEntry|Distance learning}} <br> Apprendimento assistito dal computer {{MainEntry|Computer-assisted learning}} <br> '''Apprendimento auto-regolato''' {{MainEntry|[[Self-regulated learning]]}} <br> '''Apprendimento basato su tecnologie mobili''' {{MainEntry|[[Mobile learning]]}} <br> '''Apprendimento basato sui giochi''' {{MainEntry|[[Game-based learning]]}} <br> '''Apprendimento basato sull’indagine''' {{MainEntry|[[Inquiry learning]]}}<br> Apprendimento collaborativo {{MainEntry|Collaborative learning}} <br> Apprendimento collaborativo supportato dal computer {{MainEntry|Computer-supported collaborative learning}} <br> Apprendimento delle lingue assistito dal computer {{MainEntry|Computer-assisted language learning}} <br> Apprendimento distribuito {{MainEntry|Distributed learning}} <br> Apprendimento elettronico {{MainEntry|e-learning}}<br> Apprendimento elettronico inclusivo {{MainEntry|Inclusive e-learning}}<br> '''Apprendimento in rete''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Comunità di --- {{MainEntry|--- communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ambiente di --- {{MainEntry|--- environment}} <br> '''Apprendimento informale''' {{MainEntry|[[Informal learning]]}} <br> Apprendimento misto {{MainEntry|Blended learning}} <br> '''Apprendimento multimediale''' {{MainEntry|[[Multimedia learning]]}} <br> Apprendimento situato {{MainEntry|Situated learning}} <br> Apprendimento supportato dalla tecnologia {{MainEntry|Technology Enhanced Learning}} <br> Apprendimento ubiquo {{MainEntry|Ubiquitous learning}} <br> '''Assistente cognitivo''' {{MainEntry|[[Cognitive tutor]]}}<br> <br>'''C'''{{Anchor|C}}<br> Campus virtuale {{MainEntry|Virtual campus}} <br> Compagno di apprendimento {{MainEntry|Learning companion}} <br> Corso programmabile {{MainEntry|Programmable course}}<br> '''Costruzionismo''' {{MainEntry|[[Constructionism]]}} <br> <br>'''D'''{{Anchor|D}}<br> Data mining (estrazione di dati) in ambito educativo {{MainEntry|Educational data mining}} <br> Diagnosi automatica {{MainEntry|Automatic diagnosis}} <br> Diagnosi cognitiva {{MainEntry|Cognitive diagnosis}} <br> Divertimento educativo {{MainEntry|Edutainment}}<br> <br>'''E'''{{Anchor|E}}<br> Edutainment (divertimento educativo) {{MainEntry|Edutainment}} <br> '''Embedded phenomena (simulazione di fenomeni scientifici integrati nello spazio fisico di una classe)''' {{MainEntry|[[Embedded phenomena]]}} <br> e-assessment {{MainEntry|e-Assessment}}<br> e-learning (apprendimento elettronico) {{MainEntry|e-learning}} <br> e-learning (apprendimento elettronico) inclusivo {{MainEntry|Inclusive e-learning}} <br> e-portfolio (portfolio elettronico) {{MainEntry|e-portfolio}} <br> Esame assistito dal computer {{MainEntry|Computer-assisted examination}} <br> Estrazione di dati in ambito educativo {{MainEntry|Educational data mining}}<br> <br>'''F'''{{Anchor|F}}<br> '''Feedback epistemico''' {{MainEntry|[[Epistemic feedback]]}} <br> <br>'''G'''{{Anchor|G}}<br> Generazione automatica di esercizi {{MainEntry|Automatic generation of exercises}} <br> Geometria dinamica {{MainEntry|Dynamic geometry}} <br> Giochi di simulazione {{MainEntry|Simulation games}} <br> '''Griglia di apprendimento''' {{MainEntry|[[Learning grid]]}} <br> <br>'''I'''{{Anchor|I}}<br> Ingegneria cognitiva {{MainEntry|Cognitive engineering}} <br> '''Ingegneria didattica''' {{MainEntry|[[Didactical engineering]]}} <br> Istruzione assistita dal computer {{MainEntry|Computer-assisted instruction}} <br> Istruzione basata sul computer {{MainEntry|Computer-based instruction}} <br> <br>'''L'''{{Anchor|L}}<br> Laboratori remoti {{MainEntry|Remote laboratories}} <br> Laboratorio basato sul computer {{MainEntry|Computer-based laboratory}} <br> Lavagna interattiva {{MainEntry|Interactive white board}} <br> <br>'''M'''{{Anchor|M}}<br> Materiale didattico per l’insegnamento {{MainEntry|Courseware}} <br> Micromondo {{MainEntry|Microworld}} <br> Modellizzazione cognitiva {{MainEntry|Cognitive modeling}} <br> Modellizzazione dello studente {{MainEntry|Learner modeling}} <br> <br>'''O'''{{Anchor|O}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br> <br>'''P'''{{Anchor|P}}<br> Percorso di apprendimento {{MainEntry|Learning trail}} <br> Portfolio elettronico {{MainEntry|e-portfolio}}<br> '''Potenzialità educativa''' {{MainEntry|[[Educational affordance]]}} <br> '''Potenzialità epistemica''' {{MainEntry|[[Epistemic affordance]]}} <br> Progettazione Didattica {{MainEntry|Learning design}} <br> Programmazione informatica a supporto dell’apprendimento {{MainEntry|Computer programming in support of learning}} <br> <br>'''R'''{{Anchor|R}}<br> '''Risorse digitali per l’apprendimento''' {{MainEntry|[[Learning objects]]}} <br> <br>'''S'''{{Anchor|S}}<br>'''Scenario di apprendimento''' {{MainEntry|[[Learning scenario]]}} <br> '''Schema di collaborazione''' {{MainEntry|[[Collaboration script]]}}<br> Schema di interazione esterno {{MainEntry|External script}}<br> Schema di interazione interno {{MainEntry|Internal script}}<br> Scienza dell’apprendimento computazionale {{MainEntry|Computational mathetic}} <br> Sistema autore {{MainEntry|Authoring system}} <br> Sistema integrato di apprendimento {{MainEntry|Integrated learning system}} <br> '''Sistema intelligente di insegnamento''' {{MainEntry|[[Intelligent tutoring system]]}} <br> Sistema intelligente di supporto {{MainEntry|Intelligent scaffolding system}} <br> Sistema per la gestione di corsi {{MainEntry|Course management system}} <br> Sistema tutoriale basato sull’uso di agenti {{MainEntry|Agent-based tutoring system}} <br> Sistemi di apprendimento in coppia {{MainEntry|Buddy systems}} <br> '''Sistemi per la gestione di corsi''' {{MainEntry|[[Learning management systems]]}} <br> '''Spazio di apprendimento''' {{MainEntry|[[Learning space]]}} <br> '''Script (schema) di collaborazione''' {{MainEntry|[[Collaboration script]]}} <br> Script (schema) di interazione esterno {{MainEntry|External script}} <br> Script (schema) di interazione interno {{MainEntry|Internal script}} <br> '''Simulazione di fenomeni scientifici integrati nello spazio fisico''' {{MainEntry|[[Embedded phenomena]]}}<br> Strumento autore {{MainEntry|Authoring tool}} <br> <br>'''T'''{{Anchor|T}}<br> Tecnologie per lezioni in rete {{MainEntry|Web-lecturing technologies}} <br> <br>'''U'''{{Anchor|U}}<br> Università virtuali {{MainEntry|Virtual universities}} <br> <br>'''V'''{{Anchor|V}}<br> Valutazione elettronica (e-assessment) {{MainEntry|e-Assessment}}<br> 714 672 2012-02-09T10:02:30Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Italian entries ''Edited by Rosa Maria Bottino and Giovanna Caviglione, ITD-CNR (IT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]]''' <br> '''A'''<br> Agente pedagogico {{MainEntry|Pedagogical agent}}<br> Agente pedagogico animato {{MainEntry|Animated pedagogical agent}}<br> Agente pedagogico virtuale {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetizzazione tecno-matematica''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Ambiente di apprendimento {{MainEntry|Learning environment}}<br> Ambiente di apprendimento adattivo {{MainEntry|Adaptive learning environment}} <br> Ambiente di apprendimento artificiale {{MainEntry|Artificial learning environment}}<br> Ambiente di apprendimento basato sull’uso di agenti {{MainEntry|Agent-based learning environment}}<br> Ambiente di apprendimento basato sulla Realtà Aumentata (R.A.) {{MainEntry|Augmented learning environment}}<br> '''Ambiente di apprendimento basato sulla simulazione''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Ambiente di apprendimento in rete {{MainEntry|On-line learning environment}} <br> '''Ambiente di apprendimento ininterrotto''' {{MainEntry|[[Seamless learning environments]]}}<br> '''Ambiente di apprendimento narrativo''' {{MainEntry|[[Narrative learning environments]]}} <br> Ambiente di apprendimento personale {{MainEntry|Personal learning environment}} <br> Ambiente di apprendimento pervasivo {{MainEntry|Pervasive learning environment}} <br> Ambiente informatico programmabile di apprendimento {{MainEntry|Programmable computer-based learning environment}} <br> Ambiente di apprendimento supportato dalla domotica {{MainEntry|Ambient learning environment}}<br> Ambiente di apprendimento tangibile {{MainEntry|Tangible learning environment}} <br> Ambiente interattivo di apprendimento {{MainEntry|Interactive learning environment}} <br> Ambiente virtuale di apprendimento {{MainEntry|Virtual learning environment}} <br> Ambienti di apprendimento basati sul computer {{MainEntry|Computer-based learning environments}}<br> Ambienti di apprendimento distribuito {{MainEntry|Distributed learning environments}} <br> Apprendimento a distanza {{MainEntry|Distance learning}} <br> Apprendimento assistito dal computer {{MainEntry|Computer-assisted learning}} <br> '''Apprendimento auto-regolato''' {{MainEntry|[[Self-regulated learning]]}} <br> '''Apprendimento basato su tecnologie mobili''' {{MainEntry|[[Mobile learning]]}} <br> '''Apprendimento basato sui giochi''' {{MainEntry|[[Game-based learning]]}} <br> '''Apprendimento basato sull’indagine''' {{MainEntry|[[Inquiry learning]]}}<br> Apprendimento collaborativo {{MainEntry|Collaborative learning}} <br> Apprendimento collaborativo supportato dal computer {{MainEntry|Computer-supported collaborative learning}} <br> Apprendimento delle lingue assistito dal computer {{MainEntry|Computer-assisted language learning}} <br> Apprendimento distribuito {{MainEntry|Distributed learning}} <br> Apprendimento elettronico {{MainEntry|e-learning}}<br> Apprendimento elettronico inclusivo {{MainEntry|Inclusive e-learning}}<br> '''Apprendimento in rete''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Comunità di --- {{MainEntry|--- communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ambiente di --- {{MainEntry|--- environment}} <br> '''Apprendimento informale''' {{MainEntry|[[Informal learning]]}} <br> Apprendimento misto {{MainEntry|Blended learning}} <br> '''Apprendimento multimediale''' {{MainEntry|[[Multimedia learning]]}} <br> Apprendimento situato {{MainEntry|Situated learning}} <br> Apprendimento supportato dalla tecnologia {{MainEntry|Technology Enhanced Learning}} <br> Apprendimento ubiquo {{MainEntry|Ubiquitous learning}} <br> '''Assistente cognitivo''' {{MainEntry|[[Cognitive tutor]]}}<br> <br>'''C'''{{Anchor|C}}<br> Campus virtuale {{MainEntry|Virtual campus}} <br> Compagno di apprendimento {{MainEntry|Learning companion}} <br> Corso programmabile {{MainEntry|Programmable course}}<br> '''Costruzionismo''' {{MainEntry|[[Constructionism]]}} <br> <br>'''D'''{{Anchor|D}}<br> Data mining (estrazione di dati) in ambito educativo {{MainEntry|Educational data mining}} <br> Diagnosi automatica {{MainEntry|Automatic diagnosis}} <br> Diagnosi cognitiva {{MainEntry|Cognitive diagnosis}} <br> Divertimento educativo {{MainEntry|Edutainment}}<br> <br>'''E'''{{Anchor|E}}<br> Edutainment (divertimento educativo) {{MainEntry|Edutainment}} <br> '''Embedded phenomena (simulazione di fenomeni scientifici integrati nello spazio fisico di una classe)''' {{MainEntry|[[Embedded phenomena]]}} <br> e-assessment {{MainEntry|e-Assessment}}<br> e-learning (apprendimento elettronico) {{MainEntry|e-learning}} <br> e-learning (apprendimento elettronico) inclusivo {{MainEntry|Inclusive e-learning}} <br> e-portfolio (portfolio elettronico) {{MainEntry|e-portfolio}} <br> Esame assistito dal computer {{MainEntry|Computer-assisted examination}} <br> Estrazione di dati in ambito educativo {{MainEntry|Educational data mining}}<br> <br>'''F'''{{Anchor|F}}<br> '''Feedback epistemico''' {{MainEntry|[[Epistemic feedback]]}} <br> <br>'''G'''{{Anchor|G}}<br> Generazione automatica di esercizi {{MainEntry|Automatic generation of exercises}} <br> Geometria dinamica {{MainEntry|Dynamic geometry}} <br> Giochi di simulazione {{MainEntry|Simulation games}} <br> '''Griglia di apprendimento''' {{MainEntry|[[Learning grid]]}} <br> <br>'''I'''{{Anchor|I}}<br> Ingegneria cognitiva {{MainEntry|Cognitive engineering}} <br> '''Ingegneria didattica''' {{MainEntry|[[Didactical engineering]]}} <br> Istruzione assistita dal computer {{MainEntry|Computer-assisted instruction}} <br> Istruzione basata sul computer {{MainEntry|Computer-based instruction}} <br> <br>'''L'''{{Anchor|L}}<br> Laboratori remoti {{MainEntry|Remote laboratories}} <br> Laboratorio basato sul computer {{MainEntry|Computer-based laboratory}} <br> Lavagna interattiva {{MainEntry|Interactive white board}} <br> <br>'''M'''{{Anchor|M}}<br> Materiale didattico per l’insegnamento {{MainEntry|Courseware}} <br> Micromondo {{MainEntry|Microworld}} <br> Modellizzazione cognitiva {{MainEntry|Cognitive modeling}} <br> Modellizzazione dello studente {{MainEntry|Learner modeling}} <br> <br>'''O'''{{Anchor|O}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br> <br>'''P'''{{Anchor|P}}<br> Percorso di apprendimento {{MainEntry|Learning trail}} <br> Portfolio elettronico {{MainEntry|e-portfolio}}<br> '''Potenzialità educativa''' {{MainEntry|[[Educational affordance]]}} <br> '''Potenzialità epistemica''' {{MainEntry|[[Epistemic affordance]]}} <br> Progettazione Didattica {{MainEntry|Learning design}} <br> Programmazione informatica a supporto dell’apprendimento {{MainEntry|Computer programming in support of learning}} <br> <br>'''R'''{{Anchor|R}}<br> '''Risorse digitali per l’apprendimento''' {{MainEntry|[[Learning objects]]}} <br> <br>'''S'''{{Anchor|S}}<br>'''Scenario di apprendimento''' {{MainEntry|[[Learning scenario]]}} <br> '''Schema di collaborazione''' {{MainEntry|[[Collaboration script]]}}<br> Schema di interazione esterno {{MainEntry|External script}}<br> Schema di interazione interno {{MainEntry|Internal script}}<br> Scienza dell’apprendimento computazionale {{MainEntry|Computational mathetic}} <br> Sistema autore {{MainEntry|Authoring system}} <br> Sistema integrato di apprendimento {{MainEntry|Integrated learning system}} <br> Sistema intelligente di insegnamento {{MainEntry|Intelligent tutoring system}} <br> Sistema intelligente di supporto {{MainEntry|Intelligent scaffolding system}} <br> Sistema per la gestione di corsi {{MainEntry|Course management system}} <br> Sistema tutoriale basato sull’uso di agenti {{MainEntry|Agent-based tutoring system}} <br> Sistemi di apprendimento in coppia {{MainEntry|Buddy systems}} <br> '''Sistemi per la gestione di corsi''' {{MainEntry|[[Learning management systems]]}} <br> '''Spazio di apprendimento''' {{MainEntry|[[Learning space]]}} <br> '''Script (schema) di collaborazione''' {{MainEntry|[[Collaboration script]]}} <br> Script (schema) di interazione esterno {{MainEntry|External script}} <br> Script (schema) di interazione interno {{MainEntry|Internal script}} <br> '''Simulazione di fenomeni scientifici integrati nello spazio fisico''' {{MainEntry|[[Embedded phenomena]]}}<br> Strumento autore {{MainEntry|Authoring tool}} <br> <br>'''T'''{{Anchor|T}}<br> Tecnologie per lezioni in rete {{MainEntry|Web-lecturing technologies}} <br> <br>'''U'''{{Anchor|U}}<br> Università virtuali {{MainEntry|Virtual universities}} <br> <br>'''V'''{{Anchor|V}}<br> Valutazione elettronica (e-assessment) {{MainEntry|e-Assessment}}<br> 672 645 2012-01-30T09:54:09Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Italian entries ''Edited by Rosa Maria Bottino and Giovanna Caviglione, ITD-CNR (IT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]]''' <br> '''A'''<br> Agente pedagogico {{MainEntry|Pedagogical agent}}<br> Agente pedagogico animato {{MainEntry|Animated pedagogical agent}}<br> Agente pedagogico virtuale {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetizzazione tecno-matematica''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Ambiente di apprendimento {{MainEntry|Learning environment}}<br> Ambiente di apprendimento adattivo {{MainEntry|Adaptive learning environment}} <br> Ambiente di apprendimento artificiale {{MainEntry|Artificial learning environment}}<br> Ambiente di apprendimento basato sull’uso di agenti {{MainEntry|Agent-based learning environment}}<br> Ambiente di apprendimento basato sulla Realtà Aumentata (R.A.) {{MainEntry|Augmented learning environment}}<br> Ambiente di apprendimento basato sulla simulazione {{MainEntry|Simulation-based learning environment}}<br> Ambiente di apprendimento in rete {{MainEntry|On-line learning environment}} <br> '''Ambiente di apprendimento ininterrotto''' {{MainEntry|[[Seamless learning environments]]}}<br> '''Ambiente di apprendimento narrativo''' {{MainEntry|[[Narrative learning environments]]}} <br> Ambiente di apprendimento personale {{MainEntry|Personal learning environment}} <br> Ambiente di apprendimento pervasivo {{MainEntry|Pervasive learning environment}} <br> Ambiente informatico programmabile di apprendimento {{MainEntry|Programmable computer-based learning environment}} <br> Ambiente di apprendimento supportato dalla domotica {{MainEntry|Ambient learning environment}}<br> Ambiente di apprendimento tangibile {{MainEntry|Tangible learning environment}} <br> Ambiente interattivo di apprendimento {{MainEntry|Interactive learning environment}} <br> Ambiente virtuale di apprendimento {{MainEntry|Virtual learning environment}} <br> Ambienti di apprendimento basati sul computer {{MainEntry|Computer-based learning environments}}<br> Ambienti di apprendimento distribuito {{MainEntry|Distributed learning environments}} <br> Apprendimento a distanza {{MainEntry|Distance learning}} <br> Apprendimento assistito dal computer {{MainEntry|Computer-assisted learning}} <br> '''Apprendimento auto-regolato''' {{MainEntry|[[Self-regulated learning]]}} <br> '''Apprendimento basato su tecnologie mobili''' {{MainEntry|[[Mobile learning]]}} <br> '''Apprendimento basato sui giochi''' {{MainEntry|[[Game-based learning]]}} <br> '''Apprendimento basato sull’indagine''' {{MainEntry|[[Inquiry learning]]}}<br> Apprendimento collaborativo {{MainEntry|Collaborative learning}} <br> Apprendimento collaborativo supportato dal computer {{MainEntry|Computer-supported collaborative learning}} <br> Apprendimento delle lingue assistito dal computer {{MainEntry|Computer-assisted language learning}} <br> Apprendimento distribuito {{MainEntry|Distributed learning}} <br> Apprendimento elettronico {{MainEntry|e-learning}}<br> Apprendimento elettronico inclusivo {{MainEntry|Inclusive e-learning}}<br> '''Apprendimento in rete''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Comunità di --- {{MainEntry|--- communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ambiente di --- {{MainEntry|--- environment}} <br> '''Apprendimento informale''' {{MainEntry|[[Informal learning]]}} <br> Apprendimento misto {{MainEntry|Blended learning}} <br> '''Apprendimento multimediale''' {{MainEntry|[[Multimedia learning]]}} <br> Apprendimento situato {{MainEntry|Situated learning}} <br> Apprendimento supportato dalla tecnologia {{MainEntry|Technology Enhanced Learning}} <br> Apprendimento ubiquo {{MainEntry|Ubiquitous learning}} <br> '''Assistente cognitivo''' {{MainEntry|[[Cognitive tutor]]}}<br> <br>'''C'''{{Anchor|C}}<br> Campus virtuale {{MainEntry|Virtual campus}} <br> Compagno di apprendimento {{MainEntry|Learning companion}} <br> Corso programmabile {{MainEntry|Programmable course}}<br> '''Costruzionismo''' {{MainEntry|[[Constructionism]]}} <br> <br>'''D'''{{Anchor|D}}<br> Data mining (estrazione di dati) in ambito educativo {{MainEntry|Educational data mining}} <br> Diagnosi automatica {{MainEntry|Automatic diagnosis}} <br> Diagnosi cognitiva {{MainEntry|Cognitive diagnosis}} <br> Divertimento educativo {{MainEntry|Edutainment}}<br> <br>'''E'''{{Anchor|E}}<br> Edutainment (divertimento educativo) {{MainEntry|Edutainment}} <br> '''Embedded phenomena (simulazione di fenomeni scientifici integrati nello spazio fisico di una classe)''' {{MainEntry|[[Embedded phenomena]]}} <br> e-assessment {{MainEntry|e-Assessment}}<br> e-learning (apprendimento elettronico) {{MainEntry|e-learning}} <br> e-learning (apprendimento elettronico) inclusivo {{MainEntry|Inclusive e-learning}} <br> e-portfolio (portfolio elettronico) {{MainEntry|e-portfolio}} <br> Esame assistito dal computer {{MainEntry|Computer-assisted examination}} <br> Estrazione di dati in ambito educativo {{MainEntry|Educational data mining}}<br> <br>'''F'''{{Anchor|F}}<br> '''Feedback epistemico''' {{MainEntry|[[Epistemic feedback]]}} <br> <br>'''G'''{{Anchor|G}}<br> Generazione automatica di esercizi {{MainEntry|Automatic generation of exercises}} <br> Geometria dinamica {{MainEntry|Dynamic geometry}} <br> Giochi di simulazione {{MainEntry|Simulation games}} <br> '''Griglia di apprendimento''' {{MainEntry|[[Learning grid]]}} <br> <br>'''I'''{{Anchor|I}}<br> Ingegneria cognitiva {{MainEntry|Cognitive engineering}} <br> '''Ingegneria didattica''' {{MainEntry|[[Didactical engineering]]}} <br> Istruzione assistita dal computer {{MainEntry|Computer-assisted instruction}} <br> Istruzione basata sul computer {{MainEntry|Computer-based instruction}} <br> <br>'''L'''{{Anchor|L}}<br> Laboratori remoti {{MainEntry|Remote laboratories}} <br> Laboratorio basato sul computer {{MainEntry|Computer-based laboratory}} <br> Lavagna interattiva {{MainEntry|Interactive white board}} <br> <br>'''M'''{{Anchor|M}}<br> Materiale didattico per l’insegnamento {{MainEntry|Courseware}} <br> Micromondo {{MainEntry|Microworld}} <br> Modellizzazione cognitiva {{MainEntry|Cognitive modeling}} <br> Modellizzazione dello studente {{MainEntry|Learner modeling}} <br> <br>'''O'''{{Anchor|O}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br> <br>'''P'''{{Anchor|P}}<br> Percorso di apprendimento {{MainEntry|Learning trail}} <br> Portfolio elettronico {{MainEntry|e-portfolio}}<br> '''Potenzialità educativa''' {{MainEntry|[[Educational affordance]]}} <br> '''Potenzialità epistemica''' {{MainEntry|[[Epistemic affordance]]}} <br> Progettazione Didattica {{MainEntry|Learning design}} <br> Programmazione informatica a supporto dell’apprendimento {{MainEntry|Computer programming in support of learning}} <br> <br>'''R'''{{Anchor|R}}<br> '''Risorse digitali per l’apprendimento''' {{MainEntry|[[Learning objects]]}} <br> <br>'''S'''{{Anchor|S}}<br>'''Scenario di apprendimento''' {{MainEntry|[[Learning scenario]]}} <br> '''Schema di collaborazione''' {{MainEntry|[[Collaboration script]]}}<br> Schema di interazione esterno {{MainEntry|External script}}<br> Schema di interazione interno {{MainEntry|Internal script}}<br> Scienza dell’apprendimento computazionale {{MainEntry|Computational mathetic}} <br> Sistema autore {{MainEntry|Authoring system}} <br> Sistema integrato di apprendimento {{MainEntry|Integrated learning system}} <br> Sistema intelligente di insegnamento {{MainEntry|Intelligent tutoring system}} <br> Sistema intelligente di supporto {{MainEntry|Intelligent scaffolding system}} <br> Sistema per la gestione di corsi {{MainEntry|Course management system}} <br> Sistema tutoriale basato sull’uso di agenti {{MainEntry|Agent-based tutoring system}} <br> Sistemi di apprendimento in coppia {{MainEntry|Buddy systems}} <br> '''Sistemi per la gestione di corsi''' {{MainEntry|[[Learning management systems]]}} <br> '''Spazio di apprendimento''' {{MainEntry|[[Learning space]]}} <br> '''Script (schema) di collaborazione''' {{MainEntry|[[Collaboration script]]}} <br> Script (schema) di interazione esterno {{MainEntry|External script}} <br> Script (schema) di interazione interno {{MainEntry|Internal script}} <br> '''Simulazione di fenomeni scientifici integrati nello spazio fisico''' {{MainEntry|[[Embedded phenomena]]}}<br> Strumento autore {{MainEntry|Authoring tool}} <br> <br>'''T'''{{Anchor|T}}<br> Tecnologie per lezioni in rete {{MainEntry|Web-lecturing technologies}} <br> <br>'''U'''{{Anchor|U}}<br> Università virtuali {{MainEntry|Virtual universities}} <br> <br>'''V'''{{Anchor|V}}<br> Valutazione elettronica (e-assessment) {{MainEntry|e-Assessment}}<br> 645 613 2012-01-23T14:06:05Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Italian entries ''Edited by Rosa Maria Bottino and Giovanna Caviglione, ITD-CNR (IT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]]''' <br> '''A'''<br> Agente pedagogico {{MainEntry|Pedagogical agent}}<br> Agente pedagogico animato {{MainEntry|Animated pedagogical agent}}<br> Agente pedagogico virtuale {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetizzazione tecno-matematica''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Ambiente di apprendimento {{MainEntry|Learning environment}}<br> Ambiente di apprendimento adattivo {{MainEntry|Adaptive learning environment}} <br> Ambiente di apprendimento artificiale {{MainEntry|Artificial learning environment}}<br> Ambiente di apprendimento basato sull’uso di agenti {{MainEntry|Agent-based learning environment}}<br> Ambiente di apprendimento basato sulla Realtà Aumentata (R.A.) {{MainEntry|Augmented learning environment}}<br> Ambiente di apprendimento basato sulla simulazione {{MainEntry|Simulation-based learning environment}}<br> Ambiente di apprendimento in rete {{MainEntry|On-line learning environment}} <br> '''Ambiente di apprendimento ininterrotto''' {{MainEntry|[[Seamless learning environments]]}}<br> '''Ambiente di apprendimento narrativo''' {{MainEntry|[[Narrative learning environments]]}} <br> Ambiente di apprendimento personale {{MainEntry|Personal learning environment}} <br> Ambiente di apprendimento pervasivo {{MainEntry|Pervasive learning environment}} <br> Ambiente informatico programmabile di apprendimento {{MainEntry|Programmable computer-based learning environment}} <br> Ambiente di apprendimento supportato dalla domotica {{MainEntry|Ambient learning environment}}<br> Ambiente di apprendimento tangibile {{MainEntry|Tangible learning environment}} <br> Ambiente interattivo di apprendimento {{MainEntry|Interactive learning environment}} <br> Ambiente virtuale di apprendimento {{MainEntry|Virtual learning environment}} <br> Ambienti di apprendimento basati sul computer {{MainEntry|Computer-based learning environments}}<br> Ambienti di apprendimento distribuito {{MainEntry|Distributed learning environments}} <br> Apprendimento a distanza {{MainEntry|Distance learning}} <br> Apprendimento assistito dal computer {{MainEntry|Computer-assisted learning}} <br> '''Apprendimento auto-regolato''' {{MainEntry|[[Self-regulated learning]]}} <br> '''Apprendimento basato su tecnologie mobili''' {{MainEntry|[[Mobile learning]]}} <br> '''Apprendimento basato sui giochi''' {{MainEntry|[[Game-based learning]]}} <br> '''Apprendimento basato sull’indagine''' {{MainEntry|[[Inquiry learning]]}}<br> Apprendimento collaborativo {{MainEntry|Collaborative learning}} <br> Apprendimento collaborativo supportato dal computer {{MainEntry|Computer-supported collaborative learning}} <br> Apprendimento delle lingue assistito dal computer {{MainEntry|Computer-assisted language learning}} <br> Apprendimento distribuito {{MainEntry|Distributed learning}} <br> Apprendimento elettronico {{MainEntry|e-learning}}<br> Apprendimento elettronico inclusivo {{MainEntry|Inclusive e-learning}}<br> '''Apprendimento in rete''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Comunità di --- {{MainEntry|--- communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ambiente di --- {{MainEntry|--- environment}} <br> '''Apprendimento informale''' {{MainEntry|[[Informal learning]]}} <br> Apprendimento misto {{MainEntry|Blended learning}} <br> Apprendimento multimediale {{MainEntry|Multimedia learning}} <br> Apprendimento situato {{MainEntry|Situated learning}} <br> Apprendimento supportato dalla tecnologia {{MainEntry|Technology Enhanced Learning}} <br> Apprendimento ubiquo {{MainEntry|Ubiquitous learning}} <br> '''Assistente cognitivo''' {{MainEntry|[[Cognitive tutor]]}}<br> <br>'''C'''{{Anchor|C}}<br> Campus virtuale {{MainEntry|Virtual campus}} <br> Compagno di apprendimento {{MainEntry|Learning companion}} <br> Corso programmabile {{MainEntry|Programmable course}}<br> '''Costruzionismo''' {{MainEntry|[[Constructionism]]}} <br> <br>'''D'''{{Anchor|D}}<br> Data mining (estrazione di dati) in ambito educativo {{MainEntry|Educational data mining}} <br> Diagnosi automatica {{MainEntry|Automatic diagnosis}} <br> Diagnosi cognitiva {{MainEntry|Cognitive diagnosis}} <br> Divertimento educativo {{MainEntry|Edutainment}}<br> <br>'''E'''{{Anchor|E}}<br> Edutainment (divertimento educativo) {{MainEntry|Edutainment}} <br> '''Embedded phenomena (simulazione di fenomeni scientifici integrati nello spazio fisico di una classe)''' {{MainEntry|[[Embedded phenomena]]}} <br> e-assessment {{MainEntry|e-Assessment}}<br> e-learning (apprendimento elettronico) {{MainEntry|e-learning}} <br> e-learning (apprendimento elettronico) inclusivo {{MainEntry|Inclusive e-learning}} <br> e-portfolio (portfolio elettronico) {{MainEntry|e-portfolio}} <br> Esame assistito dal computer {{MainEntry|Computer-assisted examination}} <br> Estrazione di dati in ambito educativo {{MainEntry|Educational data mining}}<br> <br>'''F'''{{Anchor|F}}<br> '''Feedback epistemico''' {{MainEntry|[[Epistemic feedback]]}} <br> <br>'''G'''{{Anchor|G}}<br> Generazione automatica di esercizi {{MainEntry|Automatic generation of exercises}} <br> Geometria dinamica {{MainEntry|Dynamic geometry}} <br> Giochi di simulazione {{MainEntry|Simulation games}} <br> '''Griglia di apprendimento''' {{MainEntry|[[Learning grid]]}} <br> <br>'''I'''{{Anchor|I}}<br> Ingegneria cognitiva {{MainEntry|Cognitive engineering}} <br> '''Ingegneria didattica''' {{MainEntry|[[Didactical engineering]]}} <br> Istruzione assistita dal computer {{MainEntry|Computer-assisted instruction}} <br> Istruzione basata sul computer {{MainEntry|Computer-based instruction}} <br> <br>'''L'''{{Anchor|L}}<br> Laboratori remoti {{MainEntry|Remote laboratories}} <br> Laboratorio basato sul computer {{MainEntry|Computer-based laboratory}} <br> Lavagna interattiva {{MainEntry|Interactive white board}} <br> <br>'''M'''{{Anchor|M}}<br> Materiale didattico per l’insegnamento {{MainEntry|Courseware}} <br> Micromondo {{MainEntry|Microworld}} <br> Modellizzazione cognitiva {{MainEntry|Cognitive modeling}} <br> Modellizzazione dello studente {{MainEntry|Learner modeling}} <br> <br>'''O'''{{Anchor|O}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br> <br>'''P'''{{Anchor|P}}<br> Percorso di apprendimento {{MainEntry|Learning trail}} <br> Portfolio elettronico {{MainEntry|e-portfolio}}<br> '''Potenzialità educativa''' {{MainEntry|[[Educational affordance]]}} <br> '''Potenzialità epistemica''' {{MainEntry|[[Epistemic affordance]]}} <br> Progettazione Didattica {{MainEntry|Learning design}} <br> Programmazione informatica a supporto dell’apprendimento {{MainEntry|Computer programming in support of learning}} <br> <br>'''R'''{{Anchor|R}}<br> '''Risorse digitali per l’apprendimento''' {{MainEntry|[[Learning objects]]}} <br> <br>'''S'''{{Anchor|S}}<br>'''Scenario di apprendimento''' {{MainEntry|[[Learning scenario]]}} <br> '''Schema di collaborazione''' {{MainEntry|[[Collaboration script]]}}<br> Schema di interazione esterno {{MainEntry|External script}}<br> Schema di interazione interno {{MainEntry|Internal script}}<br> Scienza dell’apprendimento computazionale {{MainEntry|Computational mathetic}} <br> Sistema autore {{MainEntry|Authoring system}} <br> Sistema integrato di apprendimento {{MainEntry|Integrated learning system}} <br> Sistema intelligente di insegnamento {{MainEntry|Intelligent tutoring system}} <br> Sistema intelligente di supporto {{MainEntry|Intelligent scaffolding system}} <br> Sistema per la gestione di corsi {{MainEntry|Course management system}} <br> Sistema tutoriale basato sull’uso di agenti {{MainEntry|Agent-based tutoring system}} <br> Sistemi di apprendimento in coppia {{MainEntry|Buddy systems}} <br> '''Sistemi per la gestione di corsi''' {{MainEntry|[[Learning management systems]]}} <br> '''Spazio di apprendimento''' {{MainEntry|[[Learning space]]}} <br> '''Script (schema) di collaborazione''' {{MainEntry|[[Collaboration script]]}} <br> Script (schema) di interazione esterno {{MainEntry|External script}} <br> Script (schema) di interazione interno {{MainEntry|Internal script}} <br> '''Simulazione di fenomeni scientifici integrati nello spazio fisico''' {{MainEntry|[[Embedded phenomena]]}}<br> Strumento autore {{MainEntry|Authoring tool}} <br> <br>'''T'''{{Anchor|T}}<br> Tecnologie per lezioni in rete {{MainEntry|Web-lecturing technologies}} <br> <br>'''U'''{{Anchor|U}}<br> Università virtuali {{MainEntry|Virtual universities}} <br> <br>'''V'''{{Anchor|V}}<br> Valutazione elettronica (e-assessment) {{MainEntry|e-Assessment}}<br> 613 580 2012-01-16T15:03:23Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Italian entries ''Edited by Rosa Maria Bottino and Giovanna Caviglione, ITD-CNR (IT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]]''' <br> '''A'''<br> Agente pedagogico {{MainEntry|Pedagogical agent}}<br> Agente pedagogico animato {{MainEntry|Animated pedagogical agent}}<br> Agente pedagogico virtuale {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetizzazione tecno-matematica''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Ambiente di apprendimento {{MainEntry|Learning environment}}<br> Ambiente di apprendimento adattivo {{MainEntry|Adaptive learning environment}} <br> Ambiente di apprendimento artificiale {{MainEntry|Artificial learning environment}}<br> Ambiente di apprendimento basato sull’uso di agenti {{MainEntry|Agent-based learning environment}}<br> Ambiente di apprendimento basato sulla Realtà Aumentata (R.A.) {{MainEntry|Augmented learning environment}}<br> Ambiente di apprendimento basato sulla simulazione {{MainEntry|Simulation-based learning environment}}<br> Ambiente di apprendimento in rete {{MainEntry|On-line learning environment}} <br> '''Ambiente di apprendimento ininterrotto''' {{MainEntry|[[Seamless learning environments]]}}<br> '''Ambiente di apprendimento narrativo''' {{MainEntry|[[Narrative learning environments]]}} <br> Ambiente di apprendimento personale {{MainEntry|Personal learning environment}} <br> Ambiente di apprendimento pervasivo {{MainEntry|Pervasive learning environment}} <br> Ambiente informatico programmabile di apprendimento {{MainEntry|Programmable computer-based learning environment}} <br> Ambiente di apprendimento supportato dalla domotica {{MainEntry|Ambient learning environment}}<br> Ambiente di apprendimento tangibile {{MainEntry|Tangible learning environment}} <br> Ambiente interattivo di apprendimento {{MainEntry|Interactive learning environment}} <br> Ambiente virtuale di apprendimento {{MainEntry|Virtual learning environment}} <br> Ambienti di apprendimento basati sul computer {{MainEntry|Computer-based learning environments}}<br> Ambienti di apprendimento distribuito {{MainEntry|Distributed learning environments}} <br> Apprendimento a distanza {{MainEntry|Distance learning}} <br> Apprendimento assistito dal computer {{MainEntry|Computer-assisted learning}} <br> '''Apprendimento auto-regolato''' {{MainEntry|[[Self-regulated learning]]}} <br> '''Apprendimento basato su tecnologie mobili''' {{MainEntry|[[Mobile learning]]}} <br> '''Apprendimento basato sui giochi''' {{MainEntry|[[Game-based learning]]}} <br> '''Apprendimento basato sull’indagine''' {{MainEntry|[[Inquiry learning]]}}<br> Apprendimento collaborativo {{MainEntry|Collaborative learning}} <br> Apprendimento collaborativo supportato dal computer {{MainEntry|Computer-supported collaborative learning}} <br> Apprendimento delle lingue assistito dal computer {{MainEntry|Computer-assisted language learning}} <br> Apprendimento distribuito {{MainEntry|Distributed learning}} <br> Apprendimento elettronico {{MainEntry|e-learning}}<br> Apprendimento elettronico inclusivo {{MainEntry|Inclusive e-learning}}<br> '''Apprendimento in rete''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Comunità di --- {{MainEntry|--- communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ambiente di --- {{MainEntry|--- environment}} <br> '''Apprendimento informale''' {{MainEntry|[[Informal learning]]}} <br> Apprendimento misto {{MainEntry|Blended learning}} <br> Apprendimento multimediale {{MainEntry|Multimedia learning}} <br> Apprendimento situato {{MainEntry|Situated learning}} <br> Apprendimento supportato dalla tecnologia {{MainEntry|Technology Enhanced Learning}} <br> Apprendimento ubiquo {{MainEntry|Ubiquitous learning}} <br> '''Assistente cognitivo''' {{MainEntry|[[Cognitive tutor]]}}<br> <br>'''C'''{{Anchor|C}}<br> Campus virtuale {{MainEntry|Virtual campus}} <br> Compagno di apprendimento {{MainEntry|Learning companion}} <br> Corso programmabile {{MainEntry|Programmable course}}<br> '''Costruzionismo''' {{MainEntry|[[Constructionism]]}} <br> <br>'''D'''{{Anchor|D}}<br> Data mining (estrazione di dati) in ambito educativo {{MainEntry|Educational data mining}} <br> Diagnosi automatica {{MainEntry|Automatic diagnosis}} <br> Diagnosi cognitiva {{MainEntry|Cognitive diagnosis}} <br> Divertimento educativo {{MainEntry|Edutainment}}<br> <br>'''E'''{{Anchor|E}}<br> Edutainment (divertimento educativo) {{MainEntry|Edutainment}} <br> '''Embedded phenomena (simulazione di fenomeni scientifici integrati nello spazio fisico di una classe)''' {{MainEntry|[[Embedded phenomena]]}} <br> e-assessment {{MainEntry|e-Assessment}}<br> e-learning (apprendimento elettronico) {{MainEntry|e-learning}} <br> e-learning (apprendimento elettronico) inclusivo {{MainEntry|Inclusive e-learning}} <br> e-portfolio (portfolio elettronico) {{MainEntry|e-portfolio}} <br> Esame assistito dal computer {{MainEntry|Computer-assisted examination}} <br> Estrazione di dati in ambito educativo {{MainEntry|Educational data mining}}<br> <br>'''F'''{{Anchor|F}}<br> Feedback epistemico {{MainEntry|Epistemic feedback}} <br> <br>'''G'''{{Anchor|G}}<br> Generazione automatica di esercizi {{MainEntry|Automatic generation of exercises}} <br> Geometria dinamica {{MainEntry|Dynamic geometry}} <br> Giochi di simulazione {{MainEntry|Simulation games}} <br> '''Griglia di apprendimento''' {{MainEntry|[[Learning grid]]}} <br> <br>'''I'''{{Anchor|I}}<br> Ingegneria cognitiva {{MainEntry|Cognitive engineering}} <br> '''Ingegneria didattica''' {{MainEntry|[[Didactical engineering]]}} <br> Istruzione assistita dal computer {{MainEntry|Computer-assisted instruction}} <br> Istruzione basata sul computer {{MainEntry|Computer-based instruction}} <br> <br>'''L'''{{Anchor|L}}<br> Laboratori remoti {{MainEntry|Remote laboratories}} <br> Laboratorio basato sul computer {{MainEntry|Computer-based laboratory}} <br> Lavagna interattiva {{MainEntry|Interactive white board}} <br> <br>'''M'''{{Anchor|M}}<br> Materiale didattico per l’insegnamento {{MainEntry|Courseware}} <br> Micromondo {{MainEntry|Microworld}} <br> Modellizzazione cognitiva {{MainEntry|Cognitive modeling}} <br> Modellizzazione dello studente {{MainEntry|Learner modeling}} <br> <br>'''O'''{{Anchor|O}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br> <br>'''P'''{{Anchor|P}}<br> Percorso di apprendimento {{MainEntry|Learning trail}} <br> Portfolio elettronico {{MainEntry|e-portfolio}}<br> '''Potenzialità educativa''' {{MainEntry|[[Educational affordance]]}} <br> '''Potenzialità epistemica''' {{MainEntry|[[Epistemic affordance]]}} <br> Progettazione Didattica {{MainEntry|Learning design}} <br> Programmazione informatica a supporto dell’apprendimento {{MainEntry|Computer programming in support of learning}} <br> <br>'''R'''{{Anchor|R}}<br> '''Risorse digitali per l’apprendimento''' {{MainEntry|[[Learning objects]]}} <br> <br>'''S'''{{Anchor|S}}<br>'''Scenario di apprendimento''' {{MainEntry|[[Learning scenario]]}} <br> '''Schema di collaborazione''' {{MainEntry|[[Collaboration script]]}}<br> Schema di interazione esterno {{MainEntry|External script}}<br> Schema di interazione interno {{MainEntry|Internal script}}<br> Scienza dell’apprendimento computazionale {{MainEntry|Computational mathetic}} <br> Sistema autore {{MainEntry|Authoring system}} <br> Sistema integrato di apprendimento {{MainEntry|Integrated learning system}} <br> Sistema intelligente di insegnamento {{MainEntry|Intelligent tutoring system}} <br> Sistema intelligente di supporto {{MainEntry|Intelligent scaffolding system}} <br> Sistema per la gestione di corsi {{MainEntry|Course management system}} <br> Sistema tutoriale basato sull’uso di agenti {{MainEntry|Agent-based tutoring system}} <br> Sistemi di apprendimento in coppia {{MainEntry|Buddy systems}} <br> '''Sistemi per la gestione di corsi''' {{MainEntry|[[Learning management systems]]}} <br> '''Spazio di apprendimento''' {{MainEntry|[[Learning space]]}} <br> '''Script (schema) di collaborazione''' {{MainEntry|[[Collaboration script]]}} <br> Script (schema) di interazione esterno {{MainEntry|External script}} <br> Script (schema) di interazione interno {{MainEntry|Internal script}} <br> '''Simulazione di fenomeni scientifici integrati nello spazio fisico''' {{MainEntry|[[Embedded phenomena]]}}<br> Strumento autore {{MainEntry|Authoring tool}} <br> <br>'''T'''{{Anchor|T}}<br> Tecnologie per lezioni in rete {{MainEntry|Web-lecturing technologies}} <br> <br>'''U'''{{Anchor|U}}<br> Università virtuali {{MainEntry|Virtual universities}} <br> <br>'''V'''{{Anchor|V}}<br> Valutazione elettronica (e-assessment) {{MainEntry|e-Assessment}}<br> 580 564 2012-01-05T15:50:34Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Italian entries ''Edited by Rosa Maria Bottino and Giovanna Caviglione, ITD-CNR (IT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]]''' <br> '''A'''<br> Agente pedagogico {{MainEntry|Pedagogical agent}}<br> Agente pedagogico animato {{MainEntry|Animated pedagogical agent}}<br> Agente pedagogico virtuale {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetizzazione tecno-matematica''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Ambiente di apprendimento {{MainEntry|Learning environment}}<br> Ambiente di apprendimento adattivo {{MainEntry|Adaptive learning environment}} <br> Ambiente di apprendimento artificiale {{MainEntry|Artificial learning environment}}<br> Ambiente di apprendimento basato sull’uso di agenti {{MainEntry|Agent-based learning environment}}<br> Ambiente di apprendimento basato sulla Realtà Aumentata (R.A.) {{MainEntry|Augmented learning environment}}<br> Ambiente di apprendimento basato sulla simulazione {{MainEntry|Simulation-based learning environment}}<br> Ambiente di apprendimento in rete {{MainEntry|On-line learning environment}} <br> '''Ambiente di apprendimento ininterrotto''' {{MainEntry|[[Seamless learning environments]]}}<br> '''Ambiente di apprendimento narrativo''' {{MainEntry|[[Narrative learning environments]]}} <br> Ambiente di apprendimento personale {{MainEntry|Personal learning environment}} <br> Ambiente di apprendimento pervasivo {{MainEntry|Pervasive learning environment}} <br> Ambiente informatico programmabile di apprendimento {{MainEntry|Programmable computer-based learning environment}} <br> Ambiente di apprendimento supportato dalla domotica {{MainEntry|Ambient learning environment}}<br> Ambiente di apprendimento tangibile {{MainEntry|Tangible learning environment}} <br> Ambiente interattivo di apprendimento {{MainEntry|Interactive learning environment}} <br> Ambiente virtuale di apprendimento {{MainEntry|Virtual learning environment}} <br> Ambienti di apprendimento basati sul computer {{MainEntry|Computer-based learning environments}}<br> Ambienti di apprendimento distribuito {{MainEntry|Distributed learning environments}} <br> Apprendimento a distanza {{MainEntry|Distance learning}} <br> Apprendimento assistito dal computer {{MainEntry|Computer-assisted learning}} <br> '''Apprendimento auto-regolato''' {{MainEntry|[[Self-regulated learning]]}} <br> '''Apprendimento basato su tecnologie mobili''' {{MainEntry|[[Mobile learning]]}} <br> '''Apprendimento basato sui giochi''' {{MainEntry|[[Game-based learning]]}} <br> '''Apprendimento basato sull’indagine''' {{MainEntry|[[Inquiry learning]]}}<br> Apprendimento collaborativo {{MainEntry|Collaborative learning}} <br> Apprendimento collaborativo supportato dal computer {{MainEntry|Computer-supported collaborative learning}} <br> Apprendimento delle lingue assistito dal computer {{MainEntry|Computer-assisted language learning}} <br> Apprendimento distribuito {{MainEntry|Distributed learning}} <br> Apprendimento elettronico {{MainEntry|e-learning}}<br> Apprendimento elettronico inclusivo {{MainEntry|Inclusive e-learning}}<br> '''Apprendimento in rete''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Comunità di --- {{MainEntry|--- communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ambiente di --- {{MainEntry|--- environment}} <br> '''Apprendimento informale''' {{MainEntry|[[Informal learning]]}} <br> Apprendimento misto {{MainEntry|Blended learning}} <br> Apprendimento multimediale {{MainEntry|Multimedia learning}} <br> Apprendimento situato {{MainEntry|Situated learning}} <br> Apprendimento supportato dalla tecnologia {{MainEntry|Technology Enhanced Learning}} <br> Apprendimento ubiquo {{MainEntry|Ubiquitous learning}} <br> Assistente cognitivo {{MainEntry| Cognitive tutor}}<br> <br>'''C'''{{Anchor|C}}<br> Campus virtuale {{MainEntry|Virtual campus}} <br> Compagno di apprendimento {{MainEntry|Learning companion}} <br> Corso programmabile {{MainEntry|Programmable course}}<br> '''Costruzionismo''' {{MainEntry|[[Constructionism]]}} <br> <br>'''D'''{{Anchor|D}}<br> Data mining (estrazione di dati) in ambito educativo {{MainEntry|Educational data mining}} <br> Diagnosi automatica {{MainEntry|Automatic diagnosis}} <br> Diagnosi cognitiva {{MainEntry|Cognitive diagnosis}} <br> Divertimento educativo {{MainEntry|Edutainment}}<br> <br>'''E'''{{Anchor|E}}<br> Edutainment (divertimento educativo) {{MainEntry|Edutainment}} <br> '''Embedded phenomena (simulazione di fenomeni scientifici integrati nello spazio fisico di una classe)''' {{MainEntry|[[Embedded phenomena]]}} <br> e-assessment {{MainEntry|e-Assessment}}<br> e-learning (apprendimento elettronico) {{MainEntry|e-learning}} <br> e-learning (apprendimento elettronico) inclusivo {{MainEntry|Inclusive e-learning}} <br> e-portfolio (portfolio elettronico) {{MainEntry|e-portfolio}} <br> Esame assistito dal computer {{MainEntry|Computer-assisted examination}} <br> Estrazione di dati in ambito educativo {{MainEntry|Educational data mining}}<br> <br>'''F'''{{Anchor|F}}<br> Feedback epistemico {{MainEntry|Epistemic feedback}} <br> <br>'''G'''{{Anchor|G}}<br> Generazione automatica di esercizi {{MainEntry|Automatic generation of exercises}} <br> Geometria dinamica {{MainEntry|Dynamic geometry}} <br> Giochi di simulazione {{MainEntry|Simulation games}} <br> '''Griglia di apprendimento''' {{MainEntry|[[Learning grid]]}} <br> <br>'''I'''{{Anchor|I}}<br> Ingegneria cognitiva {{MainEntry|Cognitive engineering}} <br> '''Ingegneria didattica''' {{MainEntry|[[Didactical engineering]]}} <br> Istruzione assistita dal computer {{MainEntry|Computer-assisted instruction}} <br> Istruzione basata sul computer {{MainEntry|Computer-based instruction}} <br> <br>'''L'''{{Anchor|L}}<br> Laboratori remoti {{MainEntry|Remote laboratories}} <br> Laboratorio basato sul computer {{MainEntry|Computer-based laboratory}} <br> Lavagna interattiva {{MainEntry|Interactive white board}} <br> <br>'''M'''{{Anchor|M}}<br> Materiale didattico per l’insegnamento {{MainEntry|Courseware}} <br> Micromondo {{MainEntry|Microworld}} <br> Modellizzazione cognitiva {{MainEntry|Cognitive modeling}} <br> Modellizzazione dello studente {{MainEntry|Learner modeling}} <br> <br>'''O'''{{Anchor|O}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br> <br>'''P'''{{Anchor|P}}<br> Percorso di apprendimento {{MainEntry|Learning trail}} <br> Portfolio elettronico {{MainEntry|e-portfolio}}<br> '''Potenzialità educativa''' {{MainEntry|[[Educational affordance]]}} <br> '''Potenzialità epistemica''' {{MainEntry|[[Epistemic affordance]]}} <br> Progettazione Didattica {{MainEntry|Learning design}} <br> Programmazione informatica a supporto dell’apprendimento {{MainEntry|Computer programming in support of learning}} <br> <br>'''R'''{{Anchor|R}}<br> '''Risorse digitali per l’apprendimento''' {{MainEntry|[[Learning objects]]}} <br> <br>'''S'''{{Anchor|S}}<br>'''Scenario di apprendimento''' {{MainEntry|[[Learning scenario]]}} <br> '''Schema di collaborazione''' {{MainEntry|[[Collaboration script]]}}<br> Schema di interazione esterno {{MainEntry|External script}}<br> Schema di interazione interno {{MainEntry|Internal script}}<br> Scienza dell’apprendimento computazionale {{MainEntry|Computational mathetic}} <br> Sistema autore {{MainEntry|Authoring system}} <br> Sistema integrato di apprendimento {{MainEntry|Integrated learning system}} <br> Sistema intelligente di insegnamento {{MainEntry|Intelligent tutoring system}} <br> Sistema intelligente di supporto {{MainEntry|Intelligent scaffolding system}} <br> Sistema per la gestione di corsi {{MainEntry|Course management system}} <br> Sistema tutoriale basato sull’uso di agenti {{MainEntry|Agent-based tutoring system}} <br> Sistemi di apprendimento in coppia {{MainEntry|Buddy systems}} <br> '''Sistemi per la gestione di corsi''' {{MainEntry|[[Learning management systems]]}} <br> '''Spazio di apprendimento''' {{MainEntry|[[Learning space]]}} <br> '''Script (schema) di collaborazione''' {{MainEntry|[[Collaboration script]]}} <br> Script (schema) di interazione esterno {{MainEntry|External script}} <br> Script (schema) di interazione interno {{MainEntry|Internal script}} <br> '''Simulazione di fenomeni scientifici integrati nello spazio fisico''' {{MainEntry|[[Embedded phenomena]]}}<br> Strumento autore {{MainEntry|Authoring tool}} <br> <br>'''T'''{{Anchor|T}}<br> Tecnologie per lezioni in rete {{MainEntry|Web-lecturing technologies}} <br> <br>'''U'''{{Anchor|U}}<br> Università virtuali {{MainEntry|Virtual universities}} <br> <br>'''V'''{{Anchor|V}}<br> Valutazione elettronica (e-assessment) {{MainEntry|e-Assessment}}<br> 564 542 2012-01-05T15:24:50Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Italian entries ''Edited by Rosa Maria Bottino and Giovanna Caviglione, ITD-CNR (IT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]]''' <br> '''A'''<br> Agente pedagogico {{MainEntry|Pedagogical agent}}<br> Agente pedagogico animato {{MainEntry|Animated pedagogical agent}}<br> Agente pedagogico virtuale {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetizzazione tecno-matematica''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Ambiente di apprendimento {{MainEntry|Learning environment}}<br> Ambiente di apprendimento adattivo {{MainEntry|Adaptive learning environment}} <br> Ambiente di apprendimento artificiale {{MainEntry|Artificial learning environment}}<br> Ambiente di apprendimento basato sull’uso di agenti {{MainEntry|Agent-based learning environment}}<br> Ambiente di apprendimento basato sulla Realtà Aumentata (R.A.) {{MainEntry|Augmented learning environment}}<br> Ambiente di apprendimento basato sulla simulazione {{MainEntry|Simulation-based learning environment}}<br> Ambiente di apprendimento in rete {{MainEntry|On-line learning environment}} <br> '''Ambiente di apprendimento ininterrotto''' {{MainEntry|[[Seamless learning environments]]}}<br> '''Ambiente di apprendimento narrativo''' {{MainEntry|[[Narrative learning environments]]}} <br> Ambiente di apprendimento personale {{MainEntry|Personal learning environment}} <br> Ambiente di apprendimento pervasivo {{MainEntry|Pervasive learning environment}} <br> Ambiente informatico programmabile di apprendimento {{MainEntry|Programmable computer-based learning environment}} <br> Ambiente di apprendimento supportato dalla domotica {{MainEntry|Ambient learning environment}}<br> Ambiente di apprendimento tangibile {{MainEntry|Tangible learning environment}} <br> Ambiente interattivo di apprendimento {{MainEntry|Interactive learning environment}} <br> Ambiente virtuale di apprendimento {{MainEntry|Virtual learning environment}} <br> Ambienti di apprendimento basati sul computer {{MainEntry|Computer-based learning environments}}<br> Ambienti di apprendimento distribuito {{MainEntry|Distributed learning environments}} <br> Apprendimento a distanza {{MainEntry|Distance learning}} <br> Apprendimento assistito dal computer {{MainEntry|Computer-assisted learning}} <br> '''Apprendimento auto-regolato''' {{MainEntry|[[Self-regulated learning]]}} <br> '''Apprendimento basato su tecnologie mobili''' {{MainEntry|[[Mobile learning]]}} <br> '''Apprendimento basato sui giochi''' {{MainEntry|[[Game-based learning]]}} <br> '''Apprendimento basato sull’indagine''' {{MainEntry|[[Inquiry learning]]}}<br> Apprendimento collaborativo {{MainEntry|Collaborative learning}} <br> Apprendimento collaborativo supportato dal computer {{MainEntry|Computer-supported collaborative learning}} <br> Apprendimento delle lingue assistito dal computer {{MainEntry|Computer-assisted language learning}} <br> Apprendimento distribuito {{MainEntry|Distributed learning}} <br> Apprendimento elettronico {{MainEntry|e-learning}}<br> Apprendimento elettronico inclusivo {{MainEntry|Inclusive e-learning}}<br> '''Apprendimento in rete''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Comunità di --- {{MainEntry|--- communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ambiente di --- {{MainEntry|--- environment}} <br> '''Apprendimento informale''' {{MainEntry|[[Informal learning]]}} <br> Apprendimento misto {{MainEntry|Blended learning}} <br> Apprendimento multimediale {{MainEntry|Multimedia learning}} <br> Apprendimento situato {{MainEntry|Situated learning}} <br> Apprendimento supportato dalla tecnologia {{MainEntry|Technology Enhanced Learning}} <br> Apprendimento ubiquo {{MainEntry|Ubiquitous learning}} <br> Assistente cognitivo {{MainEntry| Cognitive tutor}}<br> <br>'''C'''{{Anchor|C}}<br> Campus virtuale {{MainEntry|Virtual campus}} <br> Compagno di apprendimento {{MainEntry|Learning companion}} <br> Corso programmabile {{MainEntry|Programmable course}}<br> '''Costruzionismo''' {{MainEntry|[[Constructionism]]}} <br> <br>'''D'''{{Anchor|D}}<br> Data mining (estrazione di dati) in ambito educativo {{MainEntry|Educational data mining}} <br> Diagnosi automatica {{MainEntry|Automatic diagnosis}} <br> Diagnosi cognitiva {{MainEntry|Cognitive diagnosis}} <br> Divertimento educativo {{MainEntry|Edutainment}}<br> <br>'''E'''{{Anchor|E}}<br> Edutainment (divertimento educativo) {{MainEntry|Edutainment}} <br> '''Embedded phenomena (simulazione di fenomeni scientifici integrati nello spazio fisico di una classe)''' {{MainEntry|[[Embedded phenomena]]}} <br> e-assessment {{MainEntry|e-Assessment}}<br> e-learning (apprendimento elettronico) {{MainEntry|e-learning}} <br> e-learning (apprendimento elettronico) inclusivo {{MainEntry|Inclusive e-learning}} <br> e-portfolio (portfolio elettronico) {{MainEntry|e-portfolio}} <br> Esame assistito dal computer {{MainEntry|Computer-assisted examination}} <br> Estrazione di dati in ambito educativo {{MainEntry|Educational data mining}}<br> <br>'''F'''{{Anchor|F}}<br> Feedback epistemico {{MainEntry|Epistemic feedback}} <br> <br>'''G'''{{Anchor|G}}<br> Generazione automatica di esercizi {{MainEntry|Automatic generation of exercises}} <br> Geometria dinamica {{MainEntry|Dynamic geometry}} <br> Giochi di simulazione {{MainEntry|Simulation games}} <br> '''Griglia di apprendimento''' {{MainEntry|[[Learning grid]]}} <br> <br>'''I'''{{Anchor|I}}<br> Ingegneria cognitiva {{MainEntry|Cognitive engineering}} <br> '''Ingegneria didattica''' {{MainEntry|[[Didactical engineering]]}} <br> Istruzione assistita dal computer {{MainEntry|Computer-assisted instruction}} <br> Istruzione basata sul computer {{MainEntry|Computer-based instruction}} <br> <br>'''L'''{{Anchor|L}}<br> Laboratori remoti {{MainEntry|Remote laboratories}} <br> Laboratorio basato sul computer {{MainEntry|Computer-based laboratory}} <br> Lavagna interattiva {{MainEntry|Interactive white board}} <br> <br>'''M'''{{Anchor|M}}<br> Materiale didattico per l’insegnamento {{MainEntry|Courseware}} <br> Micromondo {{MainEntry|Microworld}} <br> Modellizzazione cognitiva {{MainEntry|Cognitive modeling}} <br> Modellizzazione dello studente {{MainEntry|Learner modeling}} <br> <br>'''O'''{{Anchor|O}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br> <br>'''P'''{{Anchor|P}}<br> Percorso di apprendimento {{MainEntry|Learning trail}} <br> Portfolio elettronico {{MainEntry|e-portfolio}}<br> '''Potenzialità educativa''' {{MainEntry|[[Educational affordance]]}} <br> '''Potenzialità epistemica''' {{MainEntry|[[Epistemic affordance]]}} <br> Progettazione Didattica {{MainEntry|Learning design}} <br> Programmazione informatica a supporto dell’apprendimento {{MainEntry|Computer programming in support of learning}} <br> <br>'''R'''{{Anchor|R}}<br> Risorse digitali per l’apprendimento {{MainEntry|Learning objects}} <br> <br>'''S'''{{Anchor|S}}<br>'''Scenario di apprendimento''' {{MainEntry|[[Learning scenario]]}} <br> '''Schema di collaborazione''' {{MainEntry|[[Collaboration script]]}}<br> Schema di interazione esterno {{MainEntry|External script}}<br> Schema di interazione interno {{MainEntry|Internal script}}<br> Scienza dell’apprendimento computazionale {{MainEntry|Computational mathetic}} <br> Sistema autore {{MainEntry|Authoring system}} <br> Sistema integrato di apprendimento {{MainEntry|Integrated learning system}} <br> Sistema intelligente di insegnamento {{MainEntry|Intelligent tutoring system}} <br> Sistema intelligente di supporto {{MainEntry|Intelligent scaffolding system}} <br> Sistema per la gestione di corsi {{MainEntry|Course management system}} <br> Sistema tutoriale basato sull’uso di agenti {{MainEntry|Agent-based tutoring system}} <br> Sistemi di apprendimento in coppia {{MainEntry|Buddy systems}} <br> '''Sistemi per la gestione di corsi''' {{MainEntry|[[Learning management systems]]}} <br> '''Spazio di apprendimento''' {{MainEntry|[[Learning space]]}} <br> '''Script (schema) di collaborazione''' {{MainEntry|[[Collaboration script]]}} <br> Script (schema) di interazione esterno {{MainEntry|External script}} <br> Script (schema) di interazione interno {{MainEntry|Internal script}} <br> '''Simulazione di fenomeni scientifici integrati nello spazio fisico''' {{MainEntry|[[Embedded phenomena]]}}<br> Strumento autore {{MainEntry|Authoring tool}} <br> <br>'''T'''{{Anchor|T}}<br> Tecnologie per lezioni in rete {{MainEntry|Web-lecturing technologies}} <br> <br>'''U'''{{Anchor|U}}<br> Università virtuali {{MainEntry|Virtual universities}} <br> <br>'''V'''{{Anchor|V}}<br> Valutazione elettronica (e-assessment) {{MainEntry|e-Assessment}}<br> 542 513 2011-12-15T09:57:41Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Italian entries ''Edited by Rosa Maria Bottino and Giovanna Caviglione, ITD-CNR (IT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]]''' <br> '''A'''<br> Agente pedagogico {{MainEntry|Pedagogical agent}}<br> Agente pedagogico animato {{MainEntry|Animated pedagogical agent}}<br> Agente pedagogico virtuale {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetizzazione tecno-matematica''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Ambiente di apprendimento {{MainEntry|Learning environment}}<br> Ambiente di apprendimento adattivo {{MainEntry|Adaptive learning environment}} <br> Ambiente di apprendimento artificiale {{MainEntry|Artificial learning environment}}<br> Ambiente di apprendimento basato sull’uso di agenti {{MainEntry|Agent-based learning environment}}<br> Ambiente di apprendimento basato sulla Realtà Aumentata (R.A.) {{MainEntry|Augmented learning environment}}<br> Ambiente di apprendimento basato sulla simulazione {{MainEntry|Simulation-based learning environment}}<br> Ambiente di apprendimento in rete {{MainEntry|On-line learning environment}} <br> '''Ambiente di apprendimento ininterrotto''' {{MainEntry|[[Seamless learning environments]]}}<br> '''Ambiente di apprendimento narrativo''' {{MainEntry|[[Narrative learning environments]]}} <br> Ambiente di apprendimento personale {{MainEntry|Personal learning environment}} <br> Ambiente di apprendimento pervasivo {{MainEntry|Pervasive learning environment}} <br> Ambiente informatico programmabile di apprendimento {{MainEntry|Programmable computer-based learning environment}} <br> Ambiente di apprendimento supportato dalla domotica {{MainEntry|Ambient learning environment}}<br> Ambiente di apprendimento tangibile {{MainEntry|Tangible learning environment}} <br> Ambiente interattivo di apprendimento {{MainEntry|Interactive learning environment}} <br> Ambiente virtuale di apprendimento {{MainEntry|Virtual learning environment}} <br> Ambienti di apprendimento basati sul computer {{MainEntry|Computer-based learning environments}}<br> Ambienti di apprendimento distribuito {{MainEntry|Distributed learning environments}} <br> Apprendimento a distanza {{MainEntry|Distance learning}} <br> Apprendimento assistito dal computer {{MainEntry|Computer-assisted learning}} <br> '''Apprendimento auto-regolato''' {{MainEntry|[[Self-regulated learning]]}} <br> '''Apprendimento basato su tecnologie mobili''' {{MainEntry|[[Mobile learning]]}} <br> '''Apprendimento basato sui giochi''' {{MainEntry|[[Game-based learning]]}} <br> '''Apprendimento basato sull’indagine''' {{MainEntry|[[Inquiry learning]]}}<br> Apprendimento collaborativo {{MainEntry|Collaborative learning}} <br> Apprendimento collaborativo supportato dal computer {{MainEntry|Computer-supported collaborative learning}} <br> Apprendimento delle lingue assistito dal computer {{MainEntry|Computer-assisted language learning}} <br> Apprendimento distribuito {{MainEntry|Distributed learning}} <br> Apprendimento elettronico {{MainEntry|e-learning}}<br> Apprendimento elettronico inclusivo {{MainEntry|Inclusive e-learning}}<br> '''Apprendimento in rete''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Comunità di --- {{MainEntry|--- communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ambiente di --- {{MainEntry|--- environment}} <br> '''Apprendimento informale''' {{MainEntry|[[Informal learning]]}} <br> Apprendimento misto {{MainEntry|Blended learning}} <br> Apprendimento multimediale {{MainEntry|Multimedia learning}} <br> Apprendimento situato {{MainEntry|Situated learning}} <br> Apprendimento supportato dalla tecnologia {{MainEntry|Technology Enhanced Learning}} <br> Apprendimento ubiquo {{MainEntry|Ubiquitous learning}} <br> Assistente cognitivo {{MainEntry| Cognitive tutor}}<br> <br>'''C'''{{Anchor|C}}<br> Campus virtuale {{MainEntry|Virtual campus}} <br> Compagno di apprendimento {{MainEntry|Learning companion}} <br> Corso programmabile {{MainEntry|Programmable course}}<br> '''Costruzionismo''' {{MainEntry|[[Constructionism]]}} <br> <br>'''D'''{{Anchor|D}}<br> Data mining (estrazione di dati) in ambito educativo {{MainEntry|Educational data mining}} <br> Diagnosi automatica {{MainEntry|Automatic diagnosis}} <br> Diagnosi cognitiva {{MainEntry|Cognitive diagnosis}} <br> Divertimento educativo {{MainEntry|Edutainment}}<br> <br>'''E'''{{Anchor|E}}<br> Edutainment (divertimento educativo) {{MainEntry|Edutainment}} <br> '''Embedded phenomena (simulazione di fenomeni scientifici integrati nello spazio fisico di una classe)''' {{MainEntry|[[Embedded phenomena]]}} <br> e-assessment {{MainEntry|e-Assessment}}<br> e-learning (apprendimento elettronico) {{MainEntry|e-learning}} <br> e-learning (apprendimento elettronico) inclusivo {{MainEntry|Inclusive e-learning}} <br> e-portfolio (portfolio elettronico) {{MainEntry|e-portfolio}} <br> Esame assistito dal computer {{MainEntry|Computer-assisted examination}} <br> Estrazione di dati in ambito educativo {{MainEntry|Educational data mining}}<br> <br>'''F'''{{Anchor|F}}<br> Feedback epistemico {{MainEntry|Epistemic feedback}} <br> <br>'''G'''{{Anchor|G}}<br> Generazione automatica di esercizi {{MainEntry|Automatic generation of exercises}} <br> Geometria dinamica {{MainEntry|Dynamic geometry}} <br> Giochi di simulazione {{MainEntry|Simulation games}} <br> '''Griglia di apprendimento''' {{MainEntry|[[Learning grid]]}} <br> <br>'''I'''{{Anchor|I}}<br> Ingegneria cognitiva {{MainEntry|Cognitive engineering}} <br> Ingegneria didattica {{MainEntry|Didactical engineering}} <br> Istruzione assistita dal computer {{MainEntry|Computer-assisted instruction}} <br> Istruzione basata sul computer {{MainEntry|Computer-based instruction}} <br> <br>'''L'''{{Anchor|L}}<br> Laboratori remoti {{MainEntry|Remote laboratories}} <br> Laboratorio basato sul computer {{MainEntry|Computer-based laboratory}} <br> Lavagna interattiva {{MainEntry|Interactive white board}} <br> <br>'''M'''{{Anchor|M}}<br> Materiale didattico per l’insegnamento {{MainEntry|Courseware}} <br> Micromondo {{MainEntry|Microworld}} <br> Modellizzazione cognitiva {{MainEntry|Cognitive modeling}} <br> Modellizzazione dello studente {{MainEntry|Learner modeling}} <br> <br>'''O'''{{Anchor|O}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br> <br>'''P'''{{Anchor|P}}<br> Percorso di apprendimento {{MainEntry|Learning trail}} <br> Portfolio elettronico {{MainEntry|e-portfolio}}<br> '''Potenzialità educativa''' {{MainEntry|[[Educational affordance]]}} <br> '''Potenzialità epistemica''' {{MainEntry|[[Epistemic affordance]]}} <br> Progettazione Didattica {{MainEntry|Learning design}} <br> Programmazione informatica a supporto dell’apprendimento {{MainEntry|Computer programming in support of learning}} <br> <br>'''R'''{{Anchor|R}}<br> Risorse digitali per l’apprendimento {{MainEntry|Learning objects}} <br> <br>'''S'''{{Anchor|S}}<br>'''Scenario di apprendimento''' {{MainEntry|[[Learning scenario]]}} <br> '''Schema di collaborazione''' {{MainEntry|[[Collaboration script]]}}<br> Schema di interazione esterno {{MainEntry|External script}}<br> Schema di interazione interno {{MainEntry|Internal script}}<br> Scienza dell’apprendimento computazionale {{MainEntry|Computational mathetic}} <br> Sistema autore {{MainEntry|Authoring system}} <br> Sistema integrato di apprendimento {{MainEntry|Integrated learning system}} <br> Sistema intelligente di insegnamento {{MainEntry|Intelligent tutoring system}} <br> Sistema intelligente di supporto {{MainEntry|Intelligent scaffolding system}} <br> Sistema per la gestione di corsi {{MainEntry|Course management system}} <br> Sistema tutoriale basato sull’uso di agenti {{MainEntry|Agent-based tutoring system}} <br> Sistemi di apprendimento in coppia {{MainEntry|Buddy systems}} <br> '''Sistemi per la gestione di corsi''' {{MainEntry|[[Learning management systems]]}} <br> '''Spazio di apprendimento''' {{MainEntry|[[Learning space]]}} <br> '''Script (schema) di collaborazione''' {{MainEntry|[[Collaboration script]]}} <br> Script (schema) di interazione esterno {{MainEntry|External script}} <br> Script (schema) di interazione interno {{MainEntry|Internal script}} <br> '''Simulazione di fenomeni scientifici integrati nello spazio fisico''' {{MainEntry|[[Embedded phenomena]]}}<br> Strumento autore {{MainEntry|Authoring tool}} <br> <br>'''T'''{{Anchor|T}}<br> Tecnologie per lezioni in rete {{MainEntry|Web-lecturing technologies}} <br> <br>'''U'''{{Anchor|U}}<br> Università virtuali {{MainEntry|Virtual universities}} <br> <br>'''V'''{{Anchor|V}}<br> Valutazione elettronica (e-assessment) {{MainEntry|e-Assessment}}<br> 513 464 2011-11-25T14:39:23Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Italian entries ''Edited by Rosa Maria Bottino and Giovanna Caviglione, ITD-CNR (IT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]]''' <br> '''A'''<br> Agente pedagogico {{MainEntry|Pedagogical agent}}<br> Agente pedagogico animato {{MainEntry|Animated pedagogical agent}}<br> Agente pedagogico virtuale {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetizzazione tecno-matematica''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Ambiente di apprendimento {{MainEntry|Learning environment}}<br> Ambiente di apprendimento adattivo {{MainEntry|Adaptive learning environment}} <br> Ambiente di apprendimento artificiale {{MainEntry|Artificial learning environment}}<br> Ambiente di apprendimento basato sull’uso di agenti {{MainEntry|Agent-based learning environment}}<br> Ambiente di apprendimento basato sulla Realtà Aumentata (R.A.) {{MainEntry|Augmented learning environment}}<br> Ambiente di apprendimento basato sulla simulazione {{MainEntry|Simulation-based learning environment}}<br> Ambiente di apprendimento in rete {{MainEntry|On-line learning environment}} <br> '''Ambiente di apprendimento ininterrotto''' {{MainEntry|[[Seamless learning environments]]}}<br> '''Ambiente di apprendimento narrativo''' {{MainEntry|[[Narrative learning environments]]}} <br> Ambiente di apprendimento personale {{MainEntry|Personal learning environment}} <br> Ambiente di apprendimento pervasivo {{MainEntry|Pervasive learning environment}} <br> Ambiente informatico programmabile di apprendimento {{MainEntry|Programmable computer-based learning environment}} <br> Ambiente di apprendimento supportato dalla domotica {{MainEntry|Ambient learning environment}}<br> Ambiente di apprendimento tangibile {{MainEntry|Tangible learning environment}} <br> Ambiente interattivo di apprendimento {{MainEntry|Interactive learning environment}} <br> Ambiente virtuale di apprendimento {{MainEntry|Virtual learning environment}} <br> Ambienti di apprendimento basati sul computer {{MainEntry|Computer-based learning environments}}<br> Ambienti di apprendimento distribuito {{MainEntry|Distributed learning environments}} <br> Apprendimento a distanza {{MainEntry|Distance learning}} <br> Apprendimento assistito dal computer {{MainEntry|Computer-assisted learning}} <br> '''Apprendimento auto-regolato''' {{MainEntry|[[Self-regulated learning]]}} <br> '''Apprendimento basato su tecnologie mobili''' {{MainEntry|[[Mobile learning]]}} <br> '''Apprendimento basato sui giochi''' {{MainEntry|[[Game-based learning]]}} <br> '''Apprendimento basato sull’indagine''' {{MainEntry|[[Inquiry learning]]}}<br> Apprendimento collaborativo {{MainEntry|Collaborative learning}} <br> Apprendimento collaborativo supportato dal computer {{MainEntry|Computer-supported collaborative learning}} <br> Apprendimento delle lingue assistito dal computer {{MainEntry|Computer-assisted language learning}} <br> Apprendimento distribuito {{MainEntry|Distributed learning}} <br> Apprendimento elettronico {{MainEntry|e-learning}}<br> Apprendimento elettronico inclusivo {{MainEntry|Inclusive e-learning}}<br> '''Apprendimento in rete''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Comunità di --- {{MainEntry|--- communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ambiente di --- {{MainEntry|--- environment}} <br> Apprendimento informale {{MainEntry|Informal learning}} <br> Apprendimento misto {{MainEntry|Blended learning}} <br> Apprendimento multimediale {{MainEntry|Multimedia learning}} <br> Apprendimento situato {{MainEntry|Situated learning}} <br> Apprendimento supportato dalla tecnologia {{MainEntry|Technology Enhanced Learning}} <br> Apprendimento ubiquo {{MainEntry|Ubiquitous learning}} <br> Assistente cognitivo {{MainEntry| Cognitive tutor}}<br> <br>'''C'''{{Anchor|C}}<br> Campus virtuale {{MainEntry|Virtual campus}} <br> Compagno di apprendimento {{MainEntry|Learning companion}} <br> Corso programmabile {{MainEntry|Programmable course}}<br> '''Costruzionismo''' {{MainEntry|[[Constructionism]]}} <br> <br>'''D'''{{Anchor|D}}<br> Data mining (estrazione di dati) in ambito educativo {{MainEntry|Educational data mining}} <br> Diagnosi automatica {{MainEntry|Automatic diagnosis}} <br> Diagnosi cognitiva {{MainEntry|Cognitive diagnosis}} <br> Divertimento educativo {{MainEntry|Edutainment}}<br> <br>'''E'''{{Anchor|E}}<br> Edutainment (divertimento educativo) {{MainEntry|Edutainment}} <br> '''Embedded phenomena (simulazione di fenomeni scientifici integrati nello spazio fisico di una classe)''' {{MainEntry|[[Embedded phenomena]]}} <br> e-assessment {{MainEntry|e-Assessment}}<br> e-learning (apprendimento elettronico) {{MainEntry|e-learning}} <br> e-learning (apprendimento elettronico) inclusivo {{MainEntry|Inclusive e-learning}} <br> e-portfolio (portfolio elettronico) {{MainEntry|e-portfolio}} <br> Esame assistito dal computer {{MainEntry|Computer-assisted examination}} <br> Estrazione di dati in ambito educativo {{MainEntry|Educational data mining}}<br> <br>'''F'''{{Anchor|F}}<br> Feedback epistemico {{MainEntry|Epistemic feedback}} <br> <br>'''G'''{{Anchor|G}}<br> Generazione automatica di esercizi {{MainEntry|Automatic generation of exercises}} <br> Geometria dinamica {{MainEntry|Dynamic geometry}} <br> Giochi di simulazione {{MainEntry|Simulation games}} <br> '''Griglia di apprendimento''' {{MainEntry|[[Learning grid]]}} <br> <br>'''I'''{{Anchor|I}}<br> Ingegneria cognitiva {{MainEntry|Cognitive engineering}} <br> Ingegneria didattica {{MainEntry|Didactical engineering}} <br> Istruzione assistita dal computer {{MainEntry|Computer-assisted instruction}} <br> Istruzione basata sul computer {{MainEntry|Computer-based instruction}} <br> <br>'''L'''{{Anchor|L}}<br> Laboratori remoti {{MainEntry|Remote laboratories}} <br> Laboratorio basato sul computer {{MainEntry|Computer-based laboratory}} <br> Lavagna interattiva {{MainEntry|Interactive white board}} <br> <br>'''M'''{{Anchor|M}}<br> Materiale didattico per l’insegnamento {{MainEntry|Courseware}} <br> Micromondo {{MainEntry|Microworld}} <br> Modellizzazione cognitiva {{MainEntry|Cognitive modeling}} <br> Modellizzazione dello studente {{MainEntry|Learner modeling}} <br> <br>'''O'''{{Anchor|O}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br> <br>'''P'''{{Anchor|P}}<br> Percorso di apprendimento {{MainEntry|Learning trail}} <br> Portfolio elettronico {{MainEntry|e-portfolio}}<br> '''Potenzialità educativa''' {{MainEntry|[[Educational affordance]]}} <br> '''Potenzialità epistemica''' {{MainEntry|[[Epistemic affordance]]}} <br> Progettazione Didattica {{MainEntry|Learning design}} <br> Programmazione informatica a supporto dell’apprendimento {{MainEntry|Computer programming in support of learning}} <br> <br>'''R'''{{Anchor|R}}<br> Risorse digitali per l’apprendimento {{MainEntry|Learning objects}} <br> <br>'''S'''{{Anchor|S}}<br>'''Scenario di apprendimento''' {{MainEntry|[[Learning scenario]]}} <br> '''Schema di collaborazione''' {{MainEntry|[[Collaboration script]]}}<br> Schema di interazione esterno {{MainEntry|External script}}<br> Schema di interazione interno {{MainEntry|Internal script}}<br> Scienza dell’apprendimento computazionale {{MainEntry|Computational mathetic}} <br> Sistema autore {{MainEntry|Authoring system}} <br> Sistema integrato di apprendimento {{MainEntry|Integrated learning system}} <br> Sistema intelligente di insegnamento {{MainEntry|Intelligent tutoring system}} <br> Sistema intelligente di supporto {{MainEntry|Intelligent scaffolding system}} <br> Sistema per la gestione di corsi {{MainEntry|Course management system}} <br> Sistema tutoriale basato sull’uso di agenti {{MainEntry|Agent-based tutoring system}} <br> Sistemi di apprendimento in coppia {{MainEntry|Buddy systems}} <br> '''Sistemi per la gestione di corsi''' {{MainEntry|[[Learning management systems]]}} <br> '''Spazio di apprendimento''' {{MainEntry|[[Learning space]]}} <br> '''Script (schema) di collaborazione''' {{MainEntry|[[Collaboration script]]}} <br> Script (schema) di interazione esterno {{MainEntry|External script}} <br> Script (schema) di interazione interno {{MainEntry|Internal script}} <br> '''Simulazione di fenomeni scientifici integrati nello spazio fisico''' {{MainEntry|[[Embedded phenomena]]}}<br> Strumento autore {{MainEntry|Authoring tool}} <br> <br>'''T'''{{Anchor|T}}<br> Tecnologie per lezioni in rete {{MainEntry|Web-lecturing technologies}} <br> <br>'''U'''{{Anchor|U}}<br> Università virtuali {{MainEntry|Virtual universities}} <br> <br>'''V'''{{Anchor|V}}<br> Valutazione elettronica (e-assessment) {{MainEntry|e-Assessment}}<br> 464 429 2011-10-25T09:21:41Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Italian entries ''Edited by Rosa Maria Bottino and Giovanna Caviglione, ITD-CNR (IT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]]''' <br> '''A'''<br> Agente pedagogico {{MainEntry|Pedagogical agent}}<br> Agente pedagogico animato {{MainEntry|Animated pedagogical agent}}<br> Agente pedagogico virtuale {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetizzazione tecno-matematica''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Ambiente di apprendimento {{MainEntry|Learning environment}}<br> Ambiente di apprendimento adattivo {{MainEntry|Adaptive learning environment}} <br> Ambiente di apprendimento artificiale {{MainEntry|Artificial learning environment}}<br> Ambiente di apprendimento basato sull’uso di agenti {{MainEntry|Agent-based learning environment}}<br> Ambiente di apprendimento basato sulla Realtà Aumentata (R.A.) {{MainEntry|Augmented learning environment}}<br> Ambiente di apprendimento basato sulla simulazione {{MainEntry|Simulation-based learning environment}}<br> Ambiente di apprendimento in rete {{MainEntry|On-line learning environment}} <br> '''Ambiente di apprendimento ininterrotto''' {{MainEntry|[[Seamless learning environments]]}}<br> '''Ambiente di apprendimento narrativo''' {{MainEntry|[[Narrative learning environments]]}} <br> Ambiente di apprendimento personale {{MainEntry|Personal learning environment}} <br> Ambiente di apprendimento pervasivo {{MainEntry|Pervasive learning environment}} <br> Ambiente informatico programmabile di apprendimento {{MainEntry|Programmable computer-based learning environment}} <br> Ambiente di apprendimento supportato dalla domotica {{MainEntry|Ambient learning environment}}<br> Ambiente di apprendimento tangibile {{MainEntry|Tangible learning environment}} <br> Ambiente interattivo di apprendimento {{MainEntry|Interactive learning environment}} <br> Ambiente virtuale di apprendimento {{MainEntry|Virtual learning environment}} <br> Ambienti di apprendimento basati sul computer {{MainEntry|Computer-based learning environments}}<br> Ambienti di apprendimento distribuito {{MainEntry|Distributed learning environments}} <br> Apprendimento a distanza {{MainEntry|Distance learning}} <br> Apprendimento assistito dal computer {{MainEntry|Computer-assisted learning}} <br> '''Apprendimento auto-regolato''' {{MainEntry|[[Self-regulated learning]]}} <br> '''Apprendimento basato su tecnologie mobili''' {{MainEntry|[[Mobile learning]]}} <br> '''Apprendimento basato sui giochi''' {{MainEntry|[[Game-based learning]]}} <br> '''Apprendimento basato sull’indagine''' {{MainEntry|[[Inquiry learning]]}}<br> Apprendimento collaborativo {{MainEntry|Collaborative learning}} <br> Apprendimento collaborativo supportato dal computer {{MainEntry|Computer-supported collaborative learning}} <br> Apprendimento delle lingue assistito dal computer {{MainEntry|Computer-assisted language learning}} <br> Apprendimento distribuito {{MainEntry|Distributed learning}} <br> Apprendimento elettronico {{MainEntry|e-learning}}<br> Apprendimento elettronico inclusivo {{MainEntry|Inclusive e-learning}}<br> '''Apprendimento in rete''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Comunità di --- {{MainEntry|--- communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ambiente di --- {{MainEntry|--- environment}} <br> Apprendimento informale {{MainEntry|Informal learning}} <br> Apprendimento misto {{MainEntry|Blended learning}} <br> Apprendimento multimediale {{MainEntry|Multimedia learning}} <br> Apprendimento situato {{MainEntry|Situated learning}} <br> Apprendimento supportato dalla tecnologia {{MainEntry|Technology Enhanced Learning}} <br> Apprendimento ubiquo {{MainEntry|Ubiquitous learning}} <br> Assistente cognitivo {{MainEntry| Cognitive tutor}}<br> <br>'''C'''{{Anchor|C}}<br> Campus virtuale {{MainEntry|Virtual campus}} <br> Compagno di apprendimento {{MainEntry|Learning companion}} <br> Corso programmabile {{MainEntry|Programmable course}}<br> '''Costruzionismo''' {{MainEntry|[[Constructionism]]}} <br> <br>'''D'''{{Anchor|D}}<br> Data mining (estrazione di dati) in ambito educativo {{MainEntry|Educational data mining}} <br> Diagnosi automatica {{MainEntry|Automatic diagnosis}} <br> Diagnosi cognitiva {{MainEntry|Cognitive diagnosis}} <br> Divertimento educativo {{MainEntry|Edutainment}}<br> <br>'''E'''{{Anchor|E}}<br> Edutainment (divertimento educativo) {{MainEntry|Edutainment}} <br> '''Embedded phenomena (simulazione di fenomeni scientifici integrati nello spazio fisico di una classe)''' {{MainEntry|[[Embedded phenomena]]}} <br> e-assessment {{MainEntry|e-Assessment}}<br> e-learning (apprendimento elettronico) {{MainEntry|e-learning}} <br> e-learning (apprendimento elettronico) inclusivo {{MainEntry|Inclusive e-learning}} <br> e-portfolio (portfolio elettronico) {{MainEntry|e-portfolio}} <br> Esame assistito dal computer {{MainEntry|Computer-assisted examination}} <br> Estrazione di dati in ambito educativo {{MainEntry|Educational data mining}}<br> <br>'''F'''{{Anchor|F}}<br> Feedback epistemico {{MainEntry|Epistemic feedback}} <br> <br>'''G'''{{Anchor|G}}<br> Generazione automatica di esercizi {{MainEntry|Automatic generation of exercises}} <br> Geometria dinamica {{MainEntry|Dynamic geometry}} <br> Giochi di simulazione {{MainEntry|Simulation games}} <br> '''Griglia di apprendimento''' {{MainEntry|[[Learning grid]]}} <br> <br>'''I'''{{Anchor|I}}<br> Ingegneria cognitiva {{MainEntry|Cognitive engineering}} <br> Ingegneria didattica {{MainEntry|Didactical engineering}} <br> Istruzione assistita dal computer {{MainEntry|Computer-assisted instruction}} <br> Istruzione basata sul computer {{MainEntry|Computer-based instruction}} <br> <br>'''L'''{{Anchor|L}}<br> Laboratori remoti {{MainEntry|Remote laboratories}} <br> Laboratorio basato sul computer {{MainEntry|Computer-based laboratory}} <br> Lavagna interattiva {{MainEntry|Interactive white board}} <br> <br>'''M'''{{Anchor|M}}<br> Materiale didattico per l’insegnamento {{MainEntry|Courseware}} <br> Micromondo {{MainEntry|Microworld}} <br> Modellizzazione cognitiva {{MainEntry|Cognitive modeling}} <br> Modellizzazione dello studente {{MainEntry|Learner modeling}} <br> <br>'''O'''{{Anchor|O}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br> <br>'''P'''{{Anchor|P}}<br> Percorso di apprendimento {{MainEntry|Learning trail}} <br> Portfolio elettronico {{MainEntry|e-portfolio}}<br> '''Potenzialità educativa''' {{MainEntry|[[Educational affordance]]}} <br> '''Potenzialità epistemica''' {{MainEntry|[[Epistemic affordance]]}} <br> Progettazione Didattica {{MainEntry|Learning design}} <br> Programmazione informatica a supporto dell’apprendimento {{MainEntry|Computer programming in support of learning}} <br> <br>'''R'''{{Anchor|R}}<br> Risorse digitali per l’apprendimento {{MainEntry|Learning objects}} <br> <br>'''S'''{{Anchor|S}}<br>'''Scenario di apprendimento''' {{MainEntry|[[Learning scenario]]}} <br> '''Schema di collaborazione''' {{MainEntry|[[Collaboration script]]}}<br> Schema di interazione esterno {{MainEntry|External script}}<br> Schema di interazione interno {{MainEntry|Internal script}}<br> Scienza dell’apprendimento computazionale {{MainEntry|Computational mathetic}} <br> Sistema autore {{MainEntry|Authoring system}} <br> Sistema integrato di apprendimento {{MainEntry|Integrated learning system}} <br> Sistema intelligente di insegnamento {{MainEntry|Intelligent tutoring system}} <br> Sistema intelligente di supporto {{MainEntry|Intelligent scaffolding system}} <br> Sistema per la gestione di corsi {{MainEntry|Course management system}} <br> Sistema tutoriale basato sull’uso di agenti {{MainEntry|Agent-based tutoring system}} <br> Sistemi di apprendimento in coppia {{MainEntry|Buddy systems}} <br> '''Sistemi per la gestione di corsi''' {{MainEntry|[[Learning management systems]]}} <br> Spazio di apprendimento {{MainEntry|Learning space}} <br> '''Script (schema) di collaborazione''' {{MainEntry|[[Collaboration script]]}} <br> Script (schema) di interazione esterno {{MainEntry|External script}} <br> Script (schema) di interazione interno {{MainEntry|Internal script}} <br> '''Simulazione di fenomeni scientifici integrati nello spazio fisico''' {{MainEntry|[[Embedded phenomena]]}}<br> Strumento autore {{MainEntry|Authoring tool}} <br> <br>'''T'''{{Anchor|T}}<br> Tecnologie per lezioni in rete {{MainEntry|Web-lecturing technologies}} <br> <br>'''U'''{{Anchor|U}}<br> Università virtuali {{MainEntry|Virtual universities}} <br> <br>'''V'''{{Anchor|V}}<br> Valutazione elettronica (e-assessment) {{MainEntry|e-Assessment}}<br> 429 314 2011-09-26T12:47:41Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Italian entries ''Edited by Rosa Maria Bottino and Giovanna Caviglione, ITD-CNR (IT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]]''' <br> '''A'''<br> Agente pedagogico {{MainEntry|Pedagogical agent}}<br> Agente pedagogico animato {{MainEntry|Animated pedagogical agent}}<br> Agente pedagogico virtuale {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetizzazione tecno-matematica''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Ambiente di apprendimento {{MainEntry|Learning environment}}<br> Ambiente di apprendimento adattivo {{MainEntry|Adaptive learning environment}} <br> Ambiente di apprendimento artificiale {{MainEntry|Artificial learning environment}}<br> Ambiente di apprendimento basato sull’uso di agenti {{MainEntry|Agent-based learning environment}}<br> Ambiente di apprendimento basato sulla Realtà Aumentata (R.A.) {{MainEntry|Augmented learning environment}}<br> Ambiente di apprendimento basato sulla simulazione {{MainEntry|Simulation-based learning environment}}<br> Ambiente di apprendimento in rete {{MainEntry|On-line learning environment}} <br> '''Ambiente di apprendimento ininterrotto''' {{MainEntry|[[Seamless learning environments]]}}<br> '''Ambiente di apprendimento narrativo''' {{MainEntry|[[Narrative learning environments]]}} <br> Ambiente di apprendimento personale {{MainEntry|Personal learning environment}} <br> Ambiente di apprendimento pervasivo {{MainEntry|Pervasive learning environment}} <br> Ambiente informatico programmabile di apprendimento {{MainEntry|Programmable computer-based learning environment}} <br> Ambiente di apprendimento supportato dalla domotica {{MainEntry|Ambient learning environment}}<br> Ambiente di apprendimento tangibile {{MainEntry|Tangible learning environment}} <br> Ambiente interattivo di apprendimento {{MainEntry|Interactive learning environment}} <br> Ambiente virtuale di apprendimento {{MainEntry|Virtual learning environment}} <br> Ambienti di apprendimento basati sul computer {{MainEntry|Computer-based learning environments}}<br> Ambienti di apprendimento distribuito {{MainEntry|Distributed learning environments}} <br> Apprendimento a distanza {{MainEntry|Distance learning}} <br> Apprendimento assistito dal computer {{MainEntry|Computer-assisted learning}} <br> '''Apprendimento auto-regolato''' {{MainEntry|[[Self-regulated learning]]}} <br> '''Apprendimento basato su tecnologie mobili''' {{MainEntry|[[Mobile learning]]}} <br> '''Apprendimento basato sui giochi''' {{MainEntry|[[Game-based learning]]}} <br> '''Apprendimento basato sull’indagine''' {{MainEntry|[[Inquiry learning]]}}<br> Apprendimento collaborativo {{MainEntry|Collaborative learning}} <br> Apprendimento collaborativo supportato dal computer {{MainEntry|Computer-supported collaborative learning}} <br> Apprendimento delle lingue assistito dal computer {{MainEntry|Computer-assisted language learning}} <br> Apprendimento distribuito {{MainEntry|Distributed learning}} <br> Apprendimento elettronico {{MainEntry|e-learning}}<br> Apprendimento elettronico inclusivo {{MainEntry|Inclusive e-learning}}<br> '''Apprendimento in rete''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Comunità di --- {{MainEntry|--- communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ambiente di --- {{MainEntry|--- environment}} <br> Apprendimento informale {{MainEntry|Informal learning}} <br> Apprendimento misto {{MainEntry|Blended learning}} <br> Apprendimento multimediale {{MainEntry|Multimedia learning}} <br> Apprendimento situato {{MainEntry|Situated learning}} <br> Apprendimento supportato dalla tecnologia {{MainEntry|Technology Enhanced Learning}} <br> Apprendimento ubiquo {{MainEntry|Ubiquitous learning}} <br> Assistente cognitivo {{MainEntry| Cognitive tutor}}<br> <br>'''C'''{{Anchor|C}}<br> Campus virtuale {{MainEntry|Virtual campus}} <br> Compagno di apprendimento {{MainEntry|Learning companion}} <br> Corso programmabile {{MainEntry|Programmable course}}<br> '''Costruzionismo''' {{MainEntry|[[Constructionism]]}} <br> <br>'''D'''{{Anchor|D}}<br> Data mining (estrazione di dati) in ambito educativo {{MainEntry|Educational data mining}} <br> Diagnosi automatica {{MainEntry|Automatic diagnosis}} <br> Diagnosi cognitiva {{MainEntry|Cognitive diagnosis}} <br> Divertimento educativo {{MainEntry|Edutainment}}<br> <br>'''E'''{{Anchor|E}}<br> Edutainment (divertimento educativo) {{MainEntry|Edutainment}} <br> '''Embedded phenomena (simulazione di fenomeni scientifici integrati nello spazio fisico di una classe)''' {{MainEntry|[[Embedded phenomena]]}} <br> e-assessment {{MainEntry|e-Assessment}}<br> e-learning (apprendimento elettronico) {{MainEntry|e-learning}} <br> e-learning (apprendimento elettronico) inclusivo {{MainEntry|Inclusive e-learning}} <br> e-portfolio (portfolio elettronico) {{MainEntry|e-portfolio}} <br> Esame assistito dal computer {{MainEntry|Computer-assisted examination}} <br> Estrazione di dati in ambito educativo {{MainEntry|Educational data mining}}<br> <br>'''F'''{{Anchor|F}}<br> Feedback epistemico {{MainEntry|Epistemic feedback}} <br> <br>'''G'''{{Anchor|G}}<br> Generazione automatica di esercizi {{MainEntry|Automatic generation of exercises}} <br> Geometria dinamica {{MainEntry|Dynamic geometry}} <br> Giochi di simulazione {{MainEntry|Simulation games}} <br> Griglia di apprendimento {{MainEntry|Learning grid}} <br> <br>'''I'''{{Anchor|I}}<br> Ingegneria cognitiva {{MainEntry|Cognitive engineering}} <br> Ingegneria didattica {{MainEntry|Didactical engineering}} <br> Istruzione assistita dal computer {{MainEntry|Computer-assisted instruction}} <br> Istruzione basata sul computer {{MainEntry|Computer-based instruction}} <br> <br>'''L'''{{Anchor|L}}<br> Laboratori remoti {{MainEntry|Remote laboratories}} <br> Laboratorio basato sul computer {{MainEntry|Computer-based laboratory}} <br> Lavagna interattiva {{MainEntry|Interactive white board}} <br> <br>'''M'''{{Anchor|M}}<br> Materiale didattico per l’insegnamento {{MainEntry|Courseware}} <br> Micromondo {{MainEntry|Microworld}} <br> Modellizzazione cognitiva {{MainEntry|Cognitive modeling}} <br> Modellizzazione dello studente {{MainEntry|Learner modeling}} <br> <br>'''O'''{{Anchor|O}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br> <br>'''P'''{{Anchor|P}}<br> Percorso di apprendimento {{MainEntry|Learning trail}} <br> Portfolio elettronico {{MainEntry|e-portfolio}}<br> '''Potenzialità educativa''' {{MainEntry|[[Educational affordance]]}} <br> '''Potenzialità epistemica''' {{MainEntry|[[Epistemic affordance]]}} <br> Progettazione Didattica {{MainEntry|Learning design}} <br> Programmazione informatica a supporto dell’apprendimento {{MainEntry|Computer programming in support of learning}} <br> <br>'''R'''{{Anchor|R}}<br> Risorse digitali per l’apprendimento {{MainEntry|Learning objects}} <br> <br>'''S'''{{Anchor|S}}<br>'''Scenario di apprendimento''' {{MainEntry|[[Learning scenario]]}} <br> '''Schema di collaborazione''' {{MainEntry|[[Collaboration script]]}}<br> Schema di interazione esterno {{MainEntry|External script}}<br> Schema di interazione interno {{MainEntry|Internal script}}<br> Scienza dell’apprendimento computazionale {{MainEntry|Computational mathetic}} <br> Sistema autore {{MainEntry|Authoring system}} <br> Sistema integrato di apprendimento {{MainEntry|Integrated learning system}} <br> Sistema intelligente di insegnamento {{MainEntry|Intelligent tutoring system}} <br> Sistema intelligente di supporto {{MainEntry|Intelligent scaffolding system}} <br> Sistema per la gestione di corsi {{MainEntry|Course management system}} <br> Sistema tutoriale basato sull’uso di agenti {{MainEntry|Agent-based tutoring system}} <br> Sistemi di apprendimento in coppia {{MainEntry|Buddy systems}} <br> '''Sistemi per la gestione di corsi''' {{MainEntry|[[Learning management systems]]}} <br> Spazio di apprendimento {{MainEntry|Learning space}} <br> '''Script (schema) di collaborazione''' {{MainEntry|[[Collaboration script]]}} <br> Script (schema) di interazione esterno {{MainEntry|External script}} <br> Script (schema) di interazione interno {{MainEntry|Internal script}} <br> '''Simulazione di fenomeni scientifici integrati nello spazio fisico''' {{MainEntry|[[Embedded phenomena]]}}<br> Strumento autore {{MainEntry|Authoring tool}} <br> <br>'''T'''{{Anchor|T}}<br> Tecnologie per lezioni in rete {{MainEntry|Web-lecturing technologies}} <br> <br>'''U'''{{Anchor|U}}<br> Università virtuali {{MainEntry|Virtual universities}} <br> <br>'''V'''{{Anchor|V}}<br> Valutazione elettronica (e-assessment) {{MainEntry|e-Assessment}}<br> 314 313 2011-08-26T13:28:23Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Italian entries ''Edited by Rosa Maria Bottino and Giovanna Caviglione, ITD-CNR (IT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]]''' <br> '''A'''<br> Agente pedagogico {{MainEntry|Pedagogical agent}}<br> Agente pedagogico animato {{MainEntry|Animated pedagogical agent}}<br> Agente pedagogico virtuale {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetizzazione tecno-matematica''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Ambiente di apprendimento {{MainEntry|Learning environment}}<br> Ambiente di apprendimento adattivo {{MainEntry|Adaptive learning environment}} <br> Ambiente di apprendimento artificiale {{MainEntry|Artificial learning environment}}<br> Ambiente di apprendimento basato sull’uso di agenti {{MainEntry|Agent-based learning environment}}<br> Ambiente di apprendimento basato sulla Realtà Aumentata (R.A.) {{MainEntry|Augmented learning environment}}<br> Ambiente di apprendimento basato sulla simulazione {{MainEntry|Simulation-based learning environment}}<br> Ambiente di apprendimento in rete {{MainEntry|On-line learning environment}} <br> '''Ambiente di apprendimento ininterrotto''' {{MainEntry|[[Seamless learning environments]]}}<br> '''Ambiente di apprendimento narrativo''' {{MainEntry|[[Narrative learning environments]]}} <br> Ambiente di apprendimento personale {{MainEntry|Personal learning environment}} <br> Ambiente di apprendimento pervasivo {{MainEntry|Pervasive learning environment}} <br> Ambiente informatico programmabile di apprendimento {{MainEntry|Programmable computer-based learning environment}} <br> Ambiente di apprendimento supportato dalla domotica {{MainEntry|Ambient learning environment}}<br> Ambiente di apprendimento tangibile {{MainEntry|Tangible learning environment}} <br> Ambiente interattivo di apprendimento {{MainEntry|Interactive learning environment}} <br> Ambiente virtuale di apprendimento {{MainEntry|Virtual learning environment}} <br> Ambienti di apprendimento basati sul computer {{MainEntry|Computer-based learning environments}}<br> Ambienti di apprendimento distribuito {{MainEntry|Distributed learning environments}} <br> Apprendimento a distanza {{MainEntry|Distance learning}} <br> Apprendimento assistito dal computer {{MainEntry|Computer-assisted learning}} <br> '''Apprendimento auto-regolato''' {{MainEntry|[[Self-regulated learning]]}} <br> '''Apprendimento basato su tecnologie mobili''' {{MainEntry|[[Mobile learning]]}} <br> '''Apprendimento basato sui giochi''' {{MainEntry|[[Game-based learning]]}} <br> '''Apprendimento basato sull’indagine''' {{MainEntry|[[Inquiry learning]]}}<br> Apprendimento collaborativo {{MainEntry|Collaborative learning}} <br> Apprendimento collaborativo supportato dal computer {{MainEntry|Computer-supported collaborative learning}} <br> Apprendimento delle lingue assistito dal computer {{MainEntry|Computer-assisted language learning}} <br> Apprendimento distribuito {{MainEntry|Distributed learning}} <br> Apprendimento elettronico {{MainEntry|e-learning}}<br> Apprendimento elettronico inclusivo {{MainEntry|Inclusive e-learning}}<br> '''Apprendimento in rete''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Comunità di --- {{MainEntry|--- communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ambiente di --- {{MainEntry|--- environment}} <br> Apprendimento informale {{MainEntry|Informal learning}} <br> Apprendimento misto {{MainEntry|Blended learning}} <br> Apprendimento multimediale {{MainEntry|Multimedia learning}} <br> Apprendimento situato {{MainEntry|Situated learning}} <br> Apprendimento supportato dalla tecnologia {{MainEntry|Technology Enhanced Learning}} <br> Apprendimento ubiquo {{MainEntry|Ubiquitous learning}} <br> Assistente cognitivo {{MainEntry| Cognitive tutor}}<br> <br>'''C'''{{Anchor|C}}<br> Campus virtuale {{MainEntry|Virtual campus}} <br> Compagno di apprendimento {{MainEntry|Learning companion}} <br> Corso programmabile {{MainEntry|Programmable course}}<br> '''Costruzionismo''' {{MainEntry|[[Constructionism]]}} <br> <br>'''D'''{{Anchor|D}}<br> Data mining (estrazione di dati) in ambito educativo {{MainEntry|Educational data mining}} <br> Diagnosi automatica {{MainEntry|Automatic diagnosis}} <br> Diagnosi cognitiva {{MainEntry|Cognitive diagnosis}} <br> Divertimento educativo {{MainEntry|Edutainment}}<br> <br>'''E'''{{Anchor|E}}<br> Edutainment (divertimento educativo) {{MainEntry|Edutainment}} <br> '''Embedded phenomena (simulazione di fenomeni scientifici integrati nello spazio fisico di una classe)''' {{MainEntry|[[Embedded phenomena]]}} <br> e-assessment {{MainEntry|e-Assessment}}<br> e-learning (apprendimento elettronico) {{MainEntry|e-learning}} <br> e-learning (apprendimento elettronico) inclusivo {{MainEntry|Inclusive e-learning}} <br> e-portfolio (portfolio elettronico) {{MainEntry|e-portfolio}} <br> Esame assistito dal computer {{MainEntry|Computer-assisted examination}} <br> Estrazione di dati in ambito educativo {{MainEntry|Educational data mining}}<br> <br>'''F'''{{Anchor|F}}<br> Feedback epistemico {{MainEntry|Epistemic feedback}} <br> <br>'''G'''{{Anchor|G}}<br> Generazione automatica di esercizi {{MainEntry|Automatic generation of exercises}} <br> Geometria dinamica {{MainEntry|Dynamic geometry}} <br> Giochi di simulazione {{MainEntry|Simulation games}} <br> Griglia di apprendimento {{MainEntry|Learning grid}} <br> <br>'''I'''{{Anchor|I}}<br> Ingegneria cognitiva {{MainEntry|Cognitive engineering}} <br> Ingegneria didattica {{MainEntry|Didactical engineering}} <br> Istruzione assistita dal computer {{MainEntry|Computer-assisted instruction}} <br> Istruzione basata sul computer {{MainEntry|Computer-based instruction}} <br> <br>'''L'''{{Anchor|L}}<br> Laboratori remoti {{MainEntry|Remote laboratories}} <br> Laboratorio basato sul computer {{MainEntry|Computer-based laboratory}} <br> Lavagna interattiva {{MainEntry|Interactive white board}} <br> <br>'''M'''{{Anchor|M}}<br> Materiale didattico per l’insegnamento {{MainEntry|Courseware}} <br> Micromondo {{MainEntry|Microworld}} <br> Modellizzazione cognitiva {{MainEntry|Cognitive modeling}} <br> Modellizzazione dello studente {{MainEntry|Learner modeling}} <br> <br>'''O'''{{Anchor|O}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br> <br>'''P'''{{Anchor|P}}<br> Percorso di apprendimento {{MainEntry|Learning trail}} <br> Portfolio elettronico {{MainEntry|e-portfolio}}<br> '''Potenzialità educativa''' {{MainEntry|[[Educational affordance]]}} <br> '''Potenzialità epistemica''' {{MainEntry|[[Epistemic affordance]]}} <br> Progettazione Didattica {{MainEntry|Learning design}} <br> Programmazione informatica a supporto dell’apprendimento {{MainEntry|Computer programming in support of learning}} <br> <br>'''R'''{{Anchor|R}}<br> Risorse digitali per l’apprendimento {{MainEntry|Learning objects}} <br> <br>'''S'''{{Anchor|S}}<br>'''Scenario di apprendimento''' {{MainEntry|[[Learning scenario]]}} <br> '''Schema di collaborazione''' {{MainEntry|[[Collaboration script]]}}<br> Schema di interazione esterno {{MainEntry|External script}}<br> Schema di interazione interno {{MainEntry|Internal script}}<br> Scienza dell’apprendimento computazionale {{MainEntry|Computational mathetic}} <br> Sistema autore {{MainEntry|Authoring system}} <br> Sistema integrato di apprendimento {{MainEntry|Integrated learning system}} <br> Sistema intelligente di insegnamento {{MainEntry|Intelligent tutoring system}} <br> Sistema intelligente di supporto {{MainEntry|Intelligent scaffolding system}} <br> Sistema per la gestione di corsi {{MainEntry|Course management system}} <br> Sistema tutoriale basato sull’uso di agenti {{MainEntry|Agent-based tutoring system}} <br> Sistemi di apprendimento in coppia {{MainEntry|Buddy systems}} <br> Sistemi per la gestione di corsi {{MainEntry|Learning management systems}} <br> Spazio di apprendimento {{MainEntry|Learning space}} <br> '''Script (schema) di collaborazione''' {{MainEntry|[[Collaboration script]]}} <br> Script (schema) di interazione esterno {{MainEntry|External script}} <br> Script (schema) di interazione interno {{MainEntry|Internal script}} <br> '''Simulazione di fenomeni scientifici integrati nello spazio fisico''' {{MainEntry|[[Embedded phenomena]]}}<br> Strumento autore {{MainEntry|Authoring tool}} <br> <br>'''T'''{{Anchor|T}}<br> Tecnologie per lezioni in rete {{MainEntry|Web-lecturing technologies}} <br> <br>'''U'''{{Anchor|U}}<br> Università virtuali {{MainEntry|Virtual universities}} <br> <br>'''V'''{{Anchor|V}}<br> Valutazione elettronica (e-assessment) {{MainEntry|e-Assessment}}<br> 313 301 2011-08-26T13:28:07Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Italian entries ''Edited by Rosa Maria Bottino et Giovanna Caviglione, ITD-CNR (IT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]]''' <br> '''A'''<br> Agente pedagogico {{MainEntry|Pedagogical agent}}<br> Agente pedagogico animato {{MainEntry|Animated pedagogical agent}}<br> Agente pedagogico virtuale {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetizzazione tecno-matematica''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Ambiente di apprendimento {{MainEntry|Learning environment}}<br> Ambiente di apprendimento adattivo {{MainEntry|Adaptive learning environment}} <br> Ambiente di apprendimento artificiale {{MainEntry|Artificial learning environment}}<br> Ambiente di apprendimento basato sull’uso di agenti {{MainEntry|Agent-based learning environment}}<br> Ambiente di apprendimento basato sulla Realtà Aumentata (R.A.) {{MainEntry|Augmented learning environment}}<br> Ambiente di apprendimento basato sulla simulazione {{MainEntry|Simulation-based learning environment}}<br> Ambiente di apprendimento in rete {{MainEntry|On-line learning environment}} <br> '''Ambiente di apprendimento ininterrotto''' {{MainEntry|[[Seamless learning environments]]}}<br> '''Ambiente di apprendimento narrativo''' {{MainEntry|[[Narrative learning environments]]}} <br> Ambiente di apprendimento personale {{MainEntry|Personal learning environment}} <br> Ambiente di apprendimento pervasivo {{MainEntry|Pervasive learning environment}} <br> Ambiente informatico programmabile di apprendimento {{MainEntry|Programmable computer-based learning environment}} <br> Ambiente di apprendimento supportato dalla domotica {{MainEntry|Ambient learning environment}}<br> Ambiente di apprendimento tangibile {{MainEntry|Tangible learning environment}} <br> Ambiente interattivo di apprendimento {{MainEntry|Interactive learning environment}} <br> Ambiente virtuale di apprendimento {{MainEntry|Virtual learning environment}} <br> Ambienti di apprendimento basati sul computer {{MainEntry|Computer-based learning environments}}<br> Ambienti di apprendimento distribuito {{MainEntry|Distributed learning environments}} <br> Apprendimento a distanza {{MainEntry|Distance learning}} <br> Apprendimento assistito dal computer {{MainEntry|Computer-assisted learning}} <br> '''Apprendimento auto-regolato''' {{MainEntry|[[Self-regulated learning]]}} <br> '''Apprendimento basato su tecnologie mobili''' {{MainEntry|[[Mobile learning]]}} <br> '''Apprendimento basato sui giochi''' {{MainEntry|[[Game-based learning]]}} <br> '''Apprendimento basato sull’indagine''' {{MainEntry|[[Inquiry learning]]}}<br> Apprendimento collaborativo {{MainEntry|Collaborative learning}} <br> Apprendimento collaborativo supportato dal computer {{MainEntry|Computer-supported collaborative learning}} <br> Apprendimento delle lingue assistito dal computer {{MainEntry|Computer-assisted language learning}} <br> Apprendimento distribuito {{MainEntry|Distributed learning}} <br> Apprendimento elettronico {{MainEntry|e-learning}}<br> Apprendimento elettronico inclusivo {{MainEntry|Inclusive e-learning}}<br> '''Apprendimento in rete''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Comunità di --- {{MainEntry|--- communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ambiente di --- {{MainEntry|--- environment}} <br> Apprendimento informale {{MainEntry|Informal learning}} <br> Apprendimento misto {{MainEntry|Blended learning}} <br> Apprendimento multimediale {{MainEntry|Multimedia learning}} <br> Apprendimento situato {{MainEntry|Situated learning}} <br> Apprendimento supportato dalla tecnologia {{MainEntry|Technology Enhanced Learning}} <br> Apprendimento ubiquo {{MainEntry|Ubiquitous learning}} <br> Assistente cognitivo {{MainEntry| Cognitive tutor}}<br> <br>'''C'''{{Anchor|C}}<br> Campus virtuale {{MainEntry|Virtual campus}} <br> Compagno di apprendimento {{MainEntry|Learning companion}} <br> Corso programmabile {{MainEntry|Programmable course}}<br> '''Costruzionismo''' {{MainEntry|[[Constructionism]]}} <br> <br>'''D'''{{Anchor|D}}<br> Data mining (estrazione di dati) in ambito educativo {{MainEntry|Educational data mining}} <br> Diagnosi automatica {{MainEntry|Automatic diagnosis}} <br> Diagnosi cognitiva {{MainEntry|Cognitive diagnosis}} <br> Divertimento educativo {{MainEntry|Edutainment}}<br> <br>'''E'''{{Anchor|E}}<br> Edutainment (divertimento educativo) {{MainEntry|Edutainment}} <br> '''Embedded phenomena (simulazione di fenomeni scientifici integrati nello spazio fisico di una classe)''' {{MainEntry|[[Embedded phenomena]]}} <br> e-assessment {{MainEntry|e-Assessment}}<br> e-learning (apprendimento elettronico) {{MainEntry|e-learning}} <br> e-learning (apprendimento elettronico) inclusivo {{MainEntry|Inclusive e-learning}} <br> e-portfolio (portfolio elettronico) {{MainEntry|e-portfolio}} <br> Esame assistito dal computer {{MainEntry|Computer-assisted examination}} <br> Estrazione di dati in ambito educativo {{MainEntry|Educational data mining}}<br> <br>'''F'''{{Anchor|F}}<br> Feedback epistemico {{MainEntry|Epistemic feedback}} <br> <br>'''G'''{{Anchor|G}}<br> Generazione automatica di esercizi {{MainEntry|Automatic generation of exercises}} <br> Geometria dinamica {{MainEntry|Dynamic geometry}} <br> Giochi di simulazione {{MainEntry|Simulation games}} <br> Griglia di apprendimento {{MainEntry|Learning grid}} <br> <br>'''I'''{{Anchor|I}}<br> Ingegneria cognitiva {{MainEntry|Cognitive engineering}} <br> Ingegneria didattica {{MainEntry|Didactical engineering}} <br> Istruzione assistita dal computer {{MainEntry|Computer-assisted instruction}} <br> Istruzione basata sul computer {{MainEntry|Computer-based instruction}} <br> <br>'''L'''{{Anchor|L}}<br> Laboratori remoti {{MainEntry|Remote laboratories}} <br> Laboratorio basato sul computer {{MainEntry|Computer-based laboratory}} <br> Lavagna interattiva {{MainEntry|Interactive white board}} <br> <br>'''M'''{{Anchor|M}}<br> Materiale didattico per l’insegnamento {{MainEntry|Courseware}} <br> Micromondo {{MainEntry|Microworld}} <br> Modellizzazione cognitiva {{MainEntry|Cognitive modeling}} <br> Modellizzazione dello studente {{MainEntry|Learner modeling}} <br> <br>'''O'''{{Anchor|O}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br> <br>'''P'''{{Anchor|P}}<br> Percorso di apprendimento {{MainEntry|Learning trail}} <br> Portfolio elettronico {{MainEntry|e-portfolio}}<br> '''Potenzialità educativa''' {{MainEntry|[[Educational affordance]]}} <br> '''Potenzialità epistemica''' {{MainEntry|[[Epistemic affordance]]}} <br> Progettazione Didattica {{MainEntry|Learning design}} <br> Programmazione informatica a supporto dell’apprendimento {{MainEntry|Computer programming in support of learning}} <br> <br>'''R'''{{Anchor|R}}<br> Risorse digitali per l’apprendimento {{MainEntry|Learning objects}} <br> <br>'''S'''{{Anchor|S}}<br>'''Scenario di apprendimento''' {{MainEntry|[[Learning scenario]]}} <br> '''Schema di collaborazione''' {{MainEntry|[[Collaboration script]]}}<br> Schema di interazione esterno {{MainEntry|External script}}<br> Schema di interazione interno {{MainEntry|Internal script}}<br> Scienza dell’apprendimento computazionale {{MainEntry|Computational mathetic}} <br> Sistema autore {{MainEntry|Authoring system}} <br> Sistema integrato di apprendimento {{MainEntry|Integrated learning system}} <br> Sistema intelligente di insegnamento {{MainEntry|Intelligent tutoring system}} <br> Sistema intelligente di supporto {{MainEntry|Intelligent scaffolding system}} <br> Sistema per la gestione di corsi {{MainEntry|Course management system}} <br> Sistema tutoriale basato sull’uso di agenti {{MainEntry|Agent-based tutoring system}} <br> Sistemi di apprendimento in coppia {{MainEntry|Buddy systems}} <br> Sistemi per la gestione di corsi {{MainEntry|Learning management systems}} <br> Spazio di apprendimento {{MainEntry|Learning space}} <br> '''Script (schema) di collaborazione''' {{MainEntry|[[Collaboration script]]}} <br> Script (schema) di interazione esterno {{MainEntry|External script}} <br> Script (schema) di interazione interno {{MainEntry|Internal script}} <br> '''Simulazione di fenomeni scientifici integrati nello spazio fisico''' {{MainEntry|[[Embedded phenomena]]}}<br> Strumento autore {{MainEntry|Authoring tool}} <br> <br>'''T'''{{Anchor|T}}<br> Tecnologie per lezioni in rete {{MainEntry|Web-lecturing technologies}} <br> <br>'''U'''{{Anchor|U}}<br> Università virtuali {{MainEntry|Virtual universities}} <br> <br>'''V'''{{Anchor|V}}<br> Valutazione elettronica (e-assessment) {{MainEntry|e-Assessment}}<br> 301 282 2011-08-26T09:25:13Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]]''' <br> '''A'''<br> Agente pedagogico {{MainEntry|Pedagogical agent}}<br> Agente pedagogico animato {{MainEntry|Animated pedagogical agent}}<br> Agente pedagogico virtuale {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetizzazione tecno-matematica''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Ambiente di apprendimento {{MainEntry|Learning environment}}<br> Ambiente di apprendimento adattivo {{MainEntry|Adaptive learning environment}} <br> Ambiente di apprendimento artificiale {{MainEntry|Artificial learning environment}}<br> Ambiente di apprendimento basato sull’uso di agenti {{MainEntry|Agent-based learning environment}}<br> Ambiente di apprendimento basato sulla Realtà Aumentata (R.A.) {{MainEntry|Augmented learning environment}}<br> Ambiente di apprendimento basato sulla simulazione {{MainEntry|Simulation-based learning environment}}<br> Ambiente di apprendimento in rete {{MainEntry|On-line learning environment}} <br> '''Ambiente di apprendimento ininterrotto''' {{MainEntry|[[Seamless learning environments]]}}<br> '''Ambiente di apprendimento narrativo''' {{MainEntry|[[Narrative learning environments]]}} <br> Ambiente di apprendimento personale {{MainEntry|Personal learning environment}} <br> Ambiente di apprendimento pervasivo {{MainEntry|Pervasive learning environment}} <br> Ambiente informatico programmabile di apprendimento {{MainEntry|Programmable computer-based learning environment}} <br> Ambiente di apprendimento supportato dalla domotica {{MainEntry|Ambient learning environment}}<br> Ambiente di apprendimento tangibile {{MainEntry|Tangible learning environment}} <br> Ambiente interattivo di apprendimento {{MainEntry|Interactive learning environment}} <br> Ambiente virtuale di apprendimento {{MainEntry|Virtual learning environment}} <br> Ambienti di apprendimento basati sul computer {{MainEntry|Computer-based learning environments}}<br> Ambienti di apprendimento distribuito {{MainEntry|Distributed learning environments}} <br> Apprendimento a distanza {{MainEntry|Distance learning}} <br> Apprendimento assistito dal computer {{MainEntry|Computer-assisted learning}} <br> '''Apprendimento auto-regolato''' {{MainEntry|[[Self-regulated learning]]}} <br> '''Apprendimento basato su tecnologie mobili''' {{MainEntry|[[Mobile learning]]}} <br> '''Apprendimento basato sui giochi''' {{MainEntry|[[Game-based learning]]}} <br> '''Apprendimento basato sull’indagine''' {{MainEntry|[[Inquiry learning]]}}<br> Apprendimento collaborativo {{MainEntry|Collaborative learning}} <br> Apprendimento collaborativo supportato dal computer {{MainEntry|Computer-supported collaborative learning}} <br> Apprendimento delle lingue assistito dal computer {{MainEntry|Computer-assisted language learning}} <br> Apprendimento distribuito {{MainEntry|Distributed learning}} <br> Apprendimento elettronico {{MainEntry|e-learning}}<br> Apprendimento elettronico inclusivo {{MainEntry|Inclusive e-learning}}<br> '''Apprendimento in rete''' {{MainEntry|[[Networked learning]]}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Comunità di --- {{MainEntry|--- communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ambiente di --- {{MainEntry|--- environment}} <br> Apprendimento informale {{MainEntry|Informal learning}} <br> Apprendimento misto {{MainEntry|Blended learning}} <br> Apprendimento multimediale {{MainEntry|Multimedia learning}} <br> Apprendimento situato {{MainEntry|Situated learning}} <br> Apprendimento supportato dalla tecnologia {{MainEntry|Technology Enhanced Learning}} <br> Apprendimento ubiquo {{MainEntry|Ubiquitous learning}} <br> Assistente cognitivo {{MainEntry| Cognitive tutor}}<br> <br>'''C'''{{Anchor|C}}<br> Campus virtuale {{MainEntry|Virtual campus}} <br> Compagno di apprendimento {{MainEntry|Learning companion}} <br> Corso programmabile {{MainEntry|Programmable course}}<br> '''Costruzionismo''' {{MainEntry|[[Constructionism]]}} <br> <br>'''D'''{{Anchor|D}}<br> Data mining (estrazione di dati) in ambito educativo {{MainEntry|Educational data mining}} <br> Diagnosi automatica {{MainEntry|Automatic diagnosis}} <br> Diagnosi cognitiva {{MainEntry|Cognitive diagnosis}} <br> Divertimento educativo {{MainEntry|Edutainment}}<br> <br>'''E'''{{Anchor|E}}<br> Edutainment (divertimento educativo) {{MainEntry|Edutainment}} <br> '''Embedded phenomena (simulazione di fenomeni scientifici integrati nello spazio fisico di una classe)''' {{MainEntry|[[Embedded phenomena]]}} <br> e-assessment {{MainEntry|e-Assessment}}<br> e-learning (apprendimento elettronico) {{MainEntry|e-learning}} <br> e-learning (apprendimento elettronico) inclusivo {{MainEntry|Inclusive e-learning}} <br> e-portfolio (portfolio elettronico) {{MainEntry|e-portfolio}} <br> Esame assistito dal computer {{MainEntry|Computer-assisted examination}} <br> Estrazione di dati in ambito educativo {{MainEntry|Educational data mining}}<br> <br>'''F'''{{Anchor|F}}<br> Feedback epistemico {{MainEntry|Epistemic feedback}} <br> <br>'''G'''{{Anchor|G}}<br> Generazione automatica di esercizi {{MainEntry|Automatic generation of exercises}} <br> Geometria dinamica {{MainEntry|Dynamic geometry}} <br> Giochi di simulazione {{MainEntry|Simulation games}} <br> Griglia di apprendimento {{MainEntry|Learning grid}} <br> <br>'''I'''{{Anchor|I}}<br> Ingegneria cognitiva {{MainEntry|Cognitive engineering}} <br> Ingegneria didattica {{MainEntry|Didactical engineering}} <br> Istruzione assistita dal computer {{MainEntry|Computer-assisted instruction}} <br> Istruzione basata sul computer {{MainEntry|Computer-based instruction}} <br> <br>'''L'''{{Anchor|L}}<br> Laboratori remoti {{MainEntry|Remote laboratories}} <br> Laboratorio basato sul computer {{MainEntry|Computer-based laboratory}} <br> Lavagna interattiva {{MainEntry|Interactive white board}} <br> <br>'''M'''{{Anchor|M}}<br> Materiale didattico per l’insegnamento {{MainEntry|Courseware}} <br> Micromondo {{MainEntry|Microworld}} <br> Modellizzazione cognitiva {{MainEntry|Cognitive modeling}} <br> Modellizzazione dello studente {{MainEntry|Learner modeling}} <br> <br>'''O'''{{Anchor|O}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br> <br>'''P'''{{Anchor|P}}<br> Percorso di apprendimento {{MainEntry|Learning trail}} <br> Portfolio elettronico {{MainEntry|e-portfolio}}<br> '''Potenzialità educativa''' {{MainEntry|[[Educational affordance]]}} <br> '''Potenzialità epistemica''' {{MainEntry|[[Epistemic affordance]]}} <br> Progettazione Didattica {{MainEntry|Learning design}} <br> Programmazione informatica a supporto dell’apprendimento {{MainEntry|Computer programming in support of learning}} <br> <br>'''R'''{{Anchor|R}}<br> Risorse digitali per l’apprendimento {{MainEntry|Learning objects}} <br> <br>'''S'''{{Anchor|S}}<br>'''Scenario di apprendimento''' {{MainEntry|[[Learning scenario]]}} <br> '''Schema di collaborazione''' {{MainEntry|[[Collaboration script]]}}<br> Schema di interazione esterno {{MainEntry|External script}}<br> Schema di interazione interno {{MainEntry|Internal script}}<br> Scienza dell’apprendimento computazionale {{MainEntry|Computational mathetic}} <br> Sistema autore {{MainEntry|Authoring system}} <br> Sistema integrato di apprendimento {{MainEntry|Integrated learning system}} <br> Sistema intelligente di insegnamento {{MainEntry|Intelligent tutoring system}} <br> Sistema intelligente di supporto {{MainEntry|Intelligent scaffolding system}} <br> Sistema per la gestione di corsi {{MainEntry|Course management system}} <br> Sistema tutoriale basato sull’uso di agenti {{MainEntry|Agent-based tutoring system}} <br> Sistemi di apprendimento in coppia {{MainEntry|Buddy systems}} <br> Sistemi per la gestione di corsi {{MainEntry|Learning management systems}} <br> Spazio di apprendimento {{MainEntry|Learning space}} <br> '''Script (schema) di collaborazione''' {{MainEntry|[[Collaboration script]]}} <br> Script (schema) di interazione esterno {{MainEntry|External script}} <br> Script (schema) di interazione interno {{MainEntry|Internal script}} <br> '''Simulazione di fenomeni scientifici integrati nello spazio fisico''' {{MainEntry|[[Embedded phenomena]]}}<br> Strumento autore {{MainEntry|Authoring tool}} <br> <br>'''T'''{{Anchor|T}}<br> Tecnologie per lezioni in rete {{MainEntry|Web-lecturing technologies}} <br> <br>'''U'''{{Anchor|U}}<br> Università virtuali {{MainEntry|Virtual universities}} <br> <br>'''V'''{{Anchor|V}}<br> Valutazione elettronica (e-assessment) {{MainEntry|e-Assessment}}<br> 282 281 2011-07-26T09:36:41Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]]''' <br> '''A'''<br> Agente pedagogico {{MainEntry|Pedagogical agent}}<br> Agente pedagogico animato {{MainEntry|Animated pedagogical agent}}<br> Agente pedagogico virtuale {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetizzazione tecno-matematica''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Ambiente di apprendimento {{MainEntry|Learning environment}}<br> Ambiente di apprendimento adattivo {{MainEntry|Adaptive learning environment}} <br> Ambiente di apprendimento artificiale {{MainEntry|Artificial learning environment}}<br> Ambiente di apprendimento basato sull’uso di agenti {{MainEntry|Agent-based learning environment}}<br> Ambiente di apprendimento basato sulla Realtà Aumentata (R.A.) {{MainEntry|Augmented learning environment}}<br> Ambiente di apprendimento basato sulla simulazione {{MainEntry|Simulation-based learning environment}}<br> Ambiente di apprendimento in rete {{MainEntry|On-line learning environment}} <br> '''Ambiente di apprendimento ininterrotto''' {{MainEntry|[[Seamless learning environments]]}}<br> '''Ambiente di apprendimento narrativo''' {{MainEntry|[[Narrative learning environments]]}} <br> Ambiente di apprendimento personale {{MainEntry|Personal learning environment}} <br> Ambiente di apprendimento pervasivo {{MainEntry|Pervasive learning environment}} <br> Ambiente informatico programmabile di apprendimento {{MainEntry|Programmable computer-based learning environment}} <br> Ambiente di apprendimento supportato dalla domotica {{MainEntry|Ambient learning environment}}<br> Ambiente di apprendimento tangibile {{MainEntry|Tangible learning environment}} <br> Ambiente interattivo di apprendimento {{MainEntry|Interactive learning environment}} <br> Ambiente virtuale di apprendimento {{MainEntry|Virtual learning environment}} <br> Ambienti di apprendimento basati sul computer {{MainEntry|Computer-based learning environments}}<br> Ambienti di apprendimento distribuito {{MainEntry|Distributed learning environments}} <br> Apprendimento a distanza {{MainEntry|Distance learning}} <br> Apprendimento assistito dal computer {{MainEntry|Computer-assisted learning}} <br> '''Apprendimento auto-regolato''' {{MainEntry|[[Self-regulated learning]]}} <br> '''Apprendimento basato su tecnologie mobili''' {{MainEntry|[[Mobile learning]]}} <br> '''Apprendimento basato sui giochi''' {{MainEntry|[[Game-based learning]]}} <br> '''Apprendimento basato sull’indagine''' {{MainEntry|[[Inquiry learning]]}}<br> Apprendimento collaborativo {{MainEntry|Collaborative learning}} <br> Apprendimento collaborativo supportato dal computer {{MainEntry|Computer-supported collaborative learning}} <br> Apprendimento delle lingue assistito dal computer {{MainEntry|Computer-assisted language learning}} <br> Apprendimento distribuito {{MainEntry|Distributed learning}} <br> Apprendimento elettronico {{MainEntry|e-learning}}<br> Apprendimento elettronico inclusivo {{MainEntry|Inclusive e-learning}}<br> Apprendimento in rete {{MainEntry|Networked learning}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Comunità di --- {{MainEntry|--- communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ambiente di --- {{MainEntry|--- environment}} <br> Apprendimento informale {{MainEntry|Informal learning}} <br> Apprendimento misto {{MainEntry|Blended learning}} <br> Apprendimento multimediale {{MainEntry|Multimedia learning}} <br> Apprendimento situato {{MainEntry|Situated learning}} <br> Apprendimento supportato dalla tecnologia {{MainEntry|Technology Enhanced Learning}} <br> Apprendimento ubiquo {{MainEntry|Ubiquitous learning}} <br> Assistente cognitivo {{MainEntry| Cognitive tutor}}<br> <br>'''C'''{{Anchor|C}}<br> Campus virtuale {{MainEntry|Virtual campus}} <br> Compagno di apprendimento {{MainEntry|Learning companion}} <br> Corso programmabile {{MainEntry|Programmable course}}<br> '''Costruzionismo''' {{MainEntry|[[Constructionism]]}} <br> <br>'''D'''{{Anchor|D}}<br> Data mining (estrazione di dati) in ambito educativo {{MainEntry|Educational data mining}} <br> Diagnosi automatica {{MainEntry|Automatic diagnosis}} <br> Diagnosi cognitiva {{MainEntry|Cognitive diagnosis}} <br> Divertimento educativo {{MainEntry|Edutainment}}<br> <br>'''E'''{{Anchor|E}}<br> Edutainment (divertimento educativo) {{MainEntry|Edutainment}} <br> '''Embedded phenomena (simulazione di fenomeni scientifici integrati nello spazio fisico di una classe)''' {{MainEntry|[[Embedded phenomena]]}} <br> e-assessment {{MainEntry|e-Assessment}}<br> e-learning (apprendimento elettronico) {{MainEntry|e-learning}} <br> e-learning (apprendimento elettronico) inclusivo {{MainEntry|Inclusive e-learning}} <br> e-portfolio (portfolio elettronico) {{MainEntry|e-portfolio}} <br> Esame assistito dal computer {{MainEntry|Computer-assisted examination}} <br> Estrazione di dati in ambito educativo {{MainEntry|Educational data mining}}<br> <br>'''F'''{{Anchor|F}}<br> Feedback epistemico {{MainEntry|Epistemic feedback}} <br> <br>'''G'''{{Anchor|G}}<br> Generazione automatica di esercizi {{MainEntry|Automatic generation of exercises}} <br> Geometria dinamica {{MainEntry|Dynamic geometry}} <br> Giochi di simulazione {{MainEntry|Simulation games}} <br> Griglia di apprendimento {{MainEntry|Learning grid}} <br> <br>'''I'''{{Anchor|I}}<br> Ingegneria cognitiva {{MainEntry|Cognitive engineering}} <br> Ingegneria didattica {{MainEntry|Didactical engineering}} <br> Istruzione assistita dal computer {{MainEntry|Computer-assisted instruction}} <br> Istruzione basata sul computer {{MainEntry|Computer-based instruction}} <br> <br>'''L'''{{Anchor|L}}<br> Laboratori remoti {{MainEntry|Remote laboratories}} <br> Laboratorio basato sul computer {{MainEntry|Computer-based laboratory}} <br> Lavagna interattiva {{MainEntry|Interactive white board}} <br> <br>'''M'''{{Anchor|M}}<br> Materiale didattico per l’insegnamento {{MainEntry|Courseware}} <br> Micromondo {{MainEntry|Microworld}} <br> Modellizzazione cognitiva {{MainEntry|Cognitive modeling}} <br> Modellizzazione dello studente {{MainEntry|Learner modeling}} <br> <br>'''O'''{{Anchor|O}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br> <br>'''P'''{{Anchor|P}}<br> Percorso di apprendimento {{MainEntry|Learning trail}} <br> Portfolio elettronico {{MainEntry|e-portfolio}}<br> '''Potenzialità educativa''' {{MainEntry|[[Educational affordance]]}} <br> '''Potenzialità epistemica''' {{MainEntry|[[Epistemic affordance]]}} <br> Progettazione Didattica {{MainEntry|Learning design}} <br> Programmazione informatica a supporto dell’apprendimento {{MainEntry|Computer programming in support of learning}} <br> <br>'''R'''{{Anchor|R}}<br> Risorse digitali per l’apprendimento {{MainEntry|Learning objects}} <br> <br>'''S'''{{Anchor|S}}<br> Scenario di apprendimento {{MainEntry|Learning scenario}} <br> '''Schema di collaborazione''' {{MainEntry|[[Collaboration script]]}}<br> Schema di interazione esterno {{MainEntry|External script}}<br> Schema di interazione interno {{MainEntry|Internal script}}<br> Scienza dell’apprendimento computazionale {{MainEntry|Computational mathetic}} <br> Sistema autore {{MainEntry|Authoring system}} <br> Sistema integrato di apprendimento {{MainEntry|Integrated learning system}} <br> Sistema intelligente di insegnamento {{MainEntry|Intelligent tutoring system}} <br> Sistema intelligente di supporto {{MainEntry|Intelligent scaffolding system}} <br> Sistema per la gestione di corsi {{MainEntry|Course management system}} <br> Sistema tutoriale basato sull’uso di agenti {{MainEntry|Agent-based tutoring system}} <br> Sistemi di apprendimento in coppia {{MainEntry|Buddy systems}} <br> Sistemi per la gestione di corsi {{MainEntry|Learning management systems}} <br> Spazio di apprendimento {{MainEntry|Learning space}} <br> '''Script (schema) di collaborazione''' {{MainEntry|[[Collaboration script]]}} <br> Script (schema) di interazione esterno {{MainEntry|External script}} <br> Script (schema) di interazione interno {{MainEntry|Internal script}} <br> '''Simulazione di fenomeni scientifici integrati nello spazio fisico''' {{MainEntry|[[Embedded phenomena]]}}<br> Strumento autore {{MainEntry|Authoring tool}} <br> <br>'''T'''{{Anchor|T}}<br> Tecnologie per lezioni in rete {{MainEntry|Web-lecturing technologies}} <br> <br>'''U'''{{Anchor|U}}<br> Università virtuali {{MainEntry|Virtual universities}} <br> <br>'''V'''{{Anchor|V}}<br> Valutazione elettronica (e-assessment) {{MainEntry|e-Assessment}}<br> 281 267 2011-07-26T08:16:09Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]]''' <br> '''A'''<br> Agente pedagogico {{MainEntry|Pedagogical agent}}<br> Agente pedagogico animato {{MainEntry|Animated pedagogical agent}}<br> Agente pedagogico virtuale {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetizzazione tecno-matematica''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Ambiente di apprendimento {{MainEntry|Learning environment}}<br> Ambiente di apprendimento adattivo {{MainEntry|Adaptive learning environment}} <br> Ambiente di apprendimento artificiale {{MainEntry|Artificial learning environment}}<br> Ambiente di apprendimento basato sull’uso di agenti {{MainEntry|Agent-based learning environment}}<br> Ambiente di apprendimento basato sulla Realtà Aumentata (R.A.) {{MainEntry|Augmented learning environment}}<br> Ambiente di apprendimento basato sulla simulazione {{MainEntry|Simulation-based learning environment}}<br> Ambiente di apprendimento in rete {{MainEntry|On-line learning environment}} <br> '''Ambiente di apprendimento ininterrotto''' {{MainEntry|[[Seamless learning environments]]}}<br> '''Ambiente di apprendimento narrativo''' {{MainEntry|[[Narrative learning environments]]}} <br> Ambiente di apprendimento personale {{MainEntry|Personal learning environment}} <br> Ambiente di apprendimento pervasivo {{MainEntry|Pervasive learning environment}} <br> Ambiente informatico programmabile di apprendimento {{MainEntry|Programmable computer-based learning environment}} <br> Ambiente di apprendimento supportato dalla domotica {{MainEntry|Ambient learning environment}}<br> Ambiente di apprendimento tangibile {{MainEntry|Tangible learning environment}} <br> Ambiente interattivo di apprendimento {{MainEntry|Interactive learning environment}} <br> Ambiente virtuale di apprendimento {{MainEntry|Virtual learning environment}} <br> Ambienti di apprendimento basati sul computer {{MainEntry|Computer-based learning environments}}<br> Ambienti di apprendimento distribuito {{MainEntry|Distributed learning environments}} <br> Apprendimento a distanza {{MainEntry|Distance learning}} <br> Apprendimento assistito dal computer {{MainEntry|Computer-assisted learning}} <br> '''Apprendimento auto-regolato''' {{MainEntry|[[Self-regulated learning]]}} <br> '''Apprendimento basato su tecnologie mobili''' {{MainEntry|[[Mobile learning]]}} <br> '''Apprendimento basato sui giochi''' {{MainEntry|[[Game-based learning]]}} <br> '''Apprendimento basato sull’indagine''' {{MainEntry|[[Inquiry learning]]}}<br> Apprendimento collaborativo {{MainEntry|Collaborative learning}} <br> Apprendimento collaborativo supportato dal computer {{MainEntry|Computer-supported collaborative learning}} <br> Apprendimento delle lingue assistito dal computer {{MainEntry|Computer-assisted language learning}} <br> Apprendimento distribuito {{MainEntry|Distributed learning}} <br> Apprendimento elettronico {{MainEntry|e-learning}}<br> Apprendimento elettronico inclusive {{MainEntry|Inclusive e-learning}}<br> Apprendimento in rete {{MainEntry|Networked learning}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Comunità di --- {{MainEntry|--- communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ambiente di --- {{MainEntry|--- environment}} <br> Apprendimento informale {{MainEntry|Informal learning}} <br> Apprendimento misto {{MainEntry|Blended learning}} <br> Apprendimento multimediale {{MainEntry|Multimedia learning}} <br> Apprendimento situato {{MainEntry|Situated learning}} <br> Apprendimento supportato dalla tecnologia {{MainEntry|Technology Enhanced Learning}} <br> Apprendimento ubiquo {{MainEntry|Ubiquitous learning}} <br> Assistente cognitivo {{MainEntry| Cognitive tutor}}<br> <br>'''C'''{{Anchor|C}}<br> Campus virtuale {{MainEntry|Virtual campus}} <br> Compagno di apprendimento {{MainEntry|Learning companion}} <br> Corso programmabile {{MainEntry|Programmable course}}<br> '''Costruzionismo''' {{MainEntry|[[Constructionism]]}} <br> <br>'''D'''{{Anchor|D}}<br> Data mining (estrazione di dati) in ambito educativo {{MainEntry|Educational data mining}} <br> Diagnosi automatica {{MainEntry|Automatic diagnosis}} <br> Diagnosi cognitiva {{MainEntry|Cognitive diagnosis}} <br> Divertimento educativo {{MainEntry|Edutainment}}<br> <br>'''E'''{{Anchor|E}}<br> Edutainment (divertimento educativo) {{MainEntry|Edutainment}} <br> '''Embedded phenomena (simulazione di fenomeni scientifici integrati nello spazio fisico di una classe)''' {{MainEntry|[[Embedded phenomena]]}} <br> e-assessment {{MainEntry|e-Assessment}}<br> e-learning (apprendimento elettronico) {{MainEntry|e-learning}} <br> e-learning (apprendimento elettronico) inclusivo {{MainEntry|Inclusive e-learning}} <br> e-portfolio (portfolio elettronico) {{MainEntry|e-portfolio}} <br> Esame assistito dal computer {{MainEntry|Computer-assisted examination}} <br> Estrazione di dati in ambito educativo {{MainEntry|Educational data mining}}<br> <br>'''F'''{{Anchor|F}}<br> Feedback epistemico {{MainEntry|Epistemic feedback}} <br> <br>'''G'''{{Anchor|G}}<br> Generazione automatica di esercizi {{MainEntry|Automatic generation of exercises}} <br> Geometria dinamica {{MainEntry|Dynamic geometry}} <br> Giochi di simulazione {{MainEntry|Simulation games}} <br> Griglia di apprendimento {{MainEntry|Learning grid}} <br> <br>'''I'''{{Anchor|I}}<br> Ingegneria cognitiva {{MainEntry|Cognitive engineering}} <br> Ingegneria didattica {{MainEntry|Didactical engineering}} <br> Istruzione assistita dal computer {{MainEntry|Computer-assisted instruction}} <br> Istruzione basata sul computer {{MainEntry|Computer-based instruction}} <br> <br>'''L'''{{Anchor|L}}<br> Laboratori remoti {{MainEntry|Remote laboratories}} <br> Laboratorio basato sul computer {{MainEntry|Computer-based laboratory}} <br> Lavagna interattiva {{MainEntry|Interactive white board}} <br> <br>'''M'''{{Anchor|M}}<br> Materiale didattico per l’insegnamento {{MainEntry|Courseware}} <br> Micromondo {{MainEntry|Microworld}} <br> Modellizzazione cognitiva {{MainEntry|Cognitive modeling}} <br> Modellizzazione dello studente {{MainEntry|Learner modeling}} <br> <br>'''O'''{{Anchor|O}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br> <br>'''P'''{{Anchor|P}}<br> Percorso di apprendimento {{MainEntry|Learning trail}} <br> Portfolio elettronico {{MainEntry|e-portfolio}}<br> '''Potenzialità educativa''' {{MainEntry|[[Educational affordance]]}} <br> '''Potenzialità epistemica''' {{MainEntry|[[Epistemic affordance]]}} <br> Progettazione Didattica {{MainEntry|Learning design}} <br> Programmazione informatica a supporto dell’apprendimento {{MainEntry|Computer programming in support of learning}} <br> <br>'''R'''{{Anchor|R}}<br> Risorse digitali per l’apprendimento {{MainEntry|Learning objects}} <br> <br>'''S'''{{Anchor|S}}<br> Scenario di apprendimento {{MainEntry|Learning scenario}} <br> '''Schema di collaborazione''' {{MainEntry|[[Collaboration script]]}}<br> Schema di interazione esterno {{MainEntry|External script}}<br> Schema di interazione interno {{MainEntry|Internal script}}<br> Scienza dell’apprendimento computazionale {{MainEntry|Computational mathetic}} <br> Sistema autore {{MainEntry|Authoring system}} <br> Sistema integrato di apprendimento {{MainEntry|Integrated learning system}} <br> Sistema intelligente di insegnamento {{MainEntry|Intelligent tutoring system}} <br> Sistema intelligente di supporto {{MainEntry|Intelligent scaffolding system}} <br> Sistema per la gestione di corsi {{MainEntry|Course management system}} <br> Sistema tutoriale basato sull’uso di agenti {{MainEntry|Agent-based tutoring system}} <br> Sistemi di apprendimento in coppia {{MainEntry|Buddy systems}} <br> Sistemi per la gestione di corsi {{MainEntry|Learning management systems}} <br> Spazio di apprendimento {{MainEntry|Learning space}} <br> '''Script (schema) di collaborazione''' {{MainEntry|[[Collaboration script]]}} <br> Script (schema) di interazione esterno {{MainEntry|External script}} <br> Script (schema) di interazione interno {{MainEntry|Internal script}} <br> '''Simulazione di fenomeni scientifici integrati nello spazio fisico''' {{MainEntry|[[Embedded phenomena]]}}<br> Strumento autore {{MainEntry|Authoring tool}} <br> <br>'''T'''{{Anchor|T}}<br> Tecnologie per lezioni in rete {{MainEntry|Web-lecturing technologies}} <br> <br>'''U'''{{Anchor|U}}<br> Università virtuali {{MainEntry|Virtual universities}} <br> <br>'''V'''{{Anchor|V}}<br> Valutazione elettronica (e-assessment) {{MainEntry|e-Assessment}}<br> 267 266 2011-07-18T14:09:32Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]]''' <br> '''A'''<br> Agente pedagogico {{MainEntry|Pedagogical agent}}<br> Agente pedagogico animato {{MainEntry|Animated pedagogical agent}}<br> Agente pedagogico virtuale {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetizzazione tecno-matematica''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Ambiente di apprendimento {{MainEntry|Learning environment}}<br> Ambiente di apprendimento adattivo {{MainEntry|Adaptive learning environment}} <br> Ambiente di apprendimento artificiale {{MainEntry|Artificial learning environment}}<br> Ambiente di apprendimento basato sull’uso di agenti {{MainEntry|Agent-based learning environment}}<br> Ambiente di apprendimento basato sulla Realtà Aumentata (R.A.) {{MainEntry|Augmented learning environment}}<br> Ambiente di apprendimento basato sulla simulazione {{MainEntry|Simulation-based learning environment}}<br> Ambiente di apprendimento in rete {{MainEntry|On-line learning environment}} <br> '''Ambiente di apprendimento ininterrotto''' {{MainEntry|[[Seamless learning environments]]}}<br> '''Ambiente di apprendimento narrativo''' {{MainEntry|[[Narrative learning environments]]}} <br> Ambiente di apprendimento personale {{MainEntry|Personal learning environment}} <br> Ambiente di apprendimento pervasivo {{MainEntry|Pervasive learning environment}} <br> Ambiente informatico programmabile di apprendimento {{MainEntry|Programmable computer-based learning environment}} <br> Ambiente di apprendimento supportato dalla domotica {{MainEntry|Ambient learning environment}}<br> Ambiente di apprendimento tangibile {{MainEntry|Tangible learning environment}} <br> Ambiente interattivo di apprendimento {{MainEntry|Interactive learning environment}} <br> Ambiente virtuale di apprendimento {{MainEntry|Virtual learning environment}} <br> Ambienti di apprendimento basati sul computer {{MainEntry|Computer-based learning environments}}<br> Ambienti di apprendimento distribuito {{MainEntry|Distributed learning environments}} <br> Apprendimento a distanza {{MainEntry|Distance learning}} <br> Apprendimento assistito dal computer {{MainEntry|Computer-assisted learning}} <br> Apprendimento auto-regolato {{MainEntry|Self-regulated learning}} <br> '''Apprendimento basato su tecnologie mobili''' {{MainEntry|[[Mobile learning]]}} <br> '''Apprendimento basato sui giochi''' {{MainEntry|[[Game-based learning]]}} <br> '''Apprendimento basato sull’indagine''' {{MainEntry|[[Inquiry learning]]}}<br> Apprendimento collaborativo {{MainEntry|Collaborative learning}} <br> Apprendimento collaborativo supportato dal computer {{MainEntry|Computer-supported collaborative learning}} <br> Apprendimento delle lingue assistito dal computer {{MainEntry|Computer-assisted language learning}} <br> Apprendimento distribuito {{MainEntry|Distributed learning}} <br> Apprendimento elettronico {{MainEntry|e-learning}}<br> Apprendimento elettronico inclusive {{MainEntry|Inclusive e-learning}}<br> Apprendimento in rete {{MainEntry|Networked learning}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Comunità di --- {{MainEntry|--- communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ambiente di --- {{MainEntry|--- environment}} <br> Apprendimento informale {{MainEntry|Informal learning}} <br> Apprendimento misto {{MainEntry|Blended learning}} <br> Apprendimento multimediale {{MainEntry|Multimedia learning}} <br> Apprendimento situato {{MainEntry|Situated learning}} <br> Apprendimento supportato dalla tecnologia {{MainEntry|Technology Enhanced Learning}} <br> Apprendimento ubiquo {{MainEntry|Ubiquitous learning}} <br> Assistente cognitivo {{MainEntry| Cognitive tutor}}<br> <br>'''C'''{{Anchor|C}}<br> Campus virtuale {{MainEntry|Virtual campus}} <br> Compagno di apprendimento {{MainEntry|Learning companion}} <br> Corso programmabile {{MainEntry|Programmable course}}<br> '''Costruzionismo''' {{MainEntry|[[Constructionism]]}} <br> <br>'''D'''{{Anchor|D}}<br> Data mining (estrazione di dati) in ambito educativo {{MainEntry|Educational data mining}} <br> Diagnosi automatica {{MainEntry|Automatic diagnosis}} <br> Diagnosi cognitiva {{MainEntry|Cognitive diagnosis}} <br> Divertimento educativo {{MainEntry|Edutainment}}<br> <br>'''E'''{{Anchor|E}}<br> Edutainment (divertimento educativo) {{MainEntry|Edutainment}} <br> '''Embedded phenomena (simulazione di fenomeni scientifici integrati nello spazio fisico di una classe)''' {{MainEntry|[[Embedded phenomena]]}} <br> e-assessment {{MainEntry|e-Assessment}}<br> e-learning (apprendimento elettronico) {{MainEntry|e-learning}} <br> e-learning (apprendimento elettronico) inclusivo {{MainEntry|Inclusive e-learning}} <br> e-portfolio (portfolio elettronico) {{MainEntry|e-portfolio}} <br> Esame assistito dal computer {{MainEntry|Computer-assisted examination}} <br> Estrazione di dati in ambito educativo {{MainEntry|Educational data mining}}<br> <br>'''F'''{{Anchor|F}}<br> Feedback epistemico {{MainEntry|Epistemic feedback}} <br> <br>'''G'''{{Anchor|G}}<br> Generazione automatica di esercizi {{MainEntry|Automatic generation of exercises}} <br> Geometria dinamica {{MainEntry|Dynamic geometry}} <br> Giochi di simulazione {{MainEntry|Simulation games}} <br> Griglia di apprendimento {{MainEntry|Learning grid}} <br> <br>'''I'''{{Anchor|I}}<br> Ingegneria cognitiva {{MainEntry|Cognitive engineering}} <br> Ingegneria didattica {{MainEntry|Didactical engineering}} <br> Istruzione assistita dal computer {{MainEntry|Computer-assisted instruction}} <br> Istruzione basata sul computer {{MainEntry|Computer-based instruction}} <br> <br>'''L'''{{Anchor|L}}<br> Laboratori remoti {{MainEntry|Remote laboratories}} <br> Laboratorio basato sul computer {{MainEntry|Computer-based laboratory}} <br> Lavagna interattiva {{MainEntry|Interactive white board}} <br> <br>'''M'''{{Anchor|M}}<br> Materiale didattico per l’insegnamento {{MainEntry|Courseware}} <br> Micromondo {{MainEntry|Microworld}} <br> Modellizzazione cognitiva {{MainEntry|Cognitive modeling}} <br> Modellizzazione dello studente {{MainEntry|Learner modeling}} <br> <br>'''O'''{{Anchor|O}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br> <br>'''P'''{{Anchor|P}}<br> Percorso di apprendimento {{MainEntry|Learning trail}} <br> Portfolio elettronico {{MainEntry|e-portfolio}}<br> '''Potenzialità educativa''' {{MainEntry|[[Educational affordance]]}} <br> '''Potenzialità epistemica''' {{MainEntry|[[Epistemic affordance]]}} <br> Progettazione Didattica {{MainEntry|Learning design}} <br> Programmazione informatica a supporto dell’apprendimento {{MainEntry|Computer programming in support of learning}} <br> <br>'''R'''{{Anchor|R}}<br> Risorse digitali per l’apprendimento {{MainEntry|Learning objects}} <br> <br>'''S'''{{Anchor|S}}<br> Scenario di apprendimento {{MainEntry|Learning scenario}} <br> '''Schema di collaborazione''' {{MainEntry|[[Collaboration script]]}}<br> Schema di interazione esterno {{MainEntry|External script}}<br> Schema di interazione interno {{MainEntry|Internal script}}<br> Scienza dell’apprendimento computazionale {{MainEntry|Computational mathetic}} <br> Sistema autore {{MainEntry|Authoring system}} <br> Sistema integrato di apprendimento {{MainEntry|Integrated learning system}} <br> Sistema intelligente di insegnamento {{MainEntry|Intelligent tutoring system}} <br> Sistema intelligente di supporto {{MainEntry|Intelligent scaffolding system}} <br> Sistema per la gestione di corsi {{MainEntry|Course management system}} <br> Sistema tutoriale basato sull’uso di agenti {{MainEntry|Agent-based tutoring system}} <br> Sistemi di apprendimento in coppia {{MainEntry|Buddy systems}} <br> Sistemi per la gestione di corsi {{MainEntry|Learning management systems}} <br> Spazio di apprendimento {{MainEntry|Learning space}} <br> '''Script (schema) di collaborazione''' {{MainEntry|[[Collaboration script]]}} <br> Script (schema) di interazione esterno {{MainEntry|External script}} <br> Script (schema) di interazione interno {{MainEntry|Internal script}} <br> '''Simulazione di fenomeni scientifici integrati nello spazio fisico''' {{MainEntry|[[Embedded phenomena]]}}<br> Strumento autore {{MainEntry|Authoring tool}} <br> <br>'''T'''{{Anchor|T}}<br> Tecnologie per lezioni in rete {{MainEntry|Web-lecturing technologies}} <br> <br>'''U'''{{Anchor|U}}<br> Università virtuali {{MainEntry|Virtual universities}} <br> <br>'''V'''{{Anchor|V}}<br> Valutazione elettronica (e-assessment) {{MainEntry|e-Assessment}}<br> 266 265 2011-07-18T14:08:32Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]]''' <br> '''A'''<br> Agente pedagogico {{MainEntry|Pedagogical agent}}<br> Agente pedagogico animato {{MainEntry|Animated pedagogical agent}}<br> Agente pedagogico virtuale {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetizzazione tecno-matematica''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Ambiente di apprendimento {{MainEntry|Learning environment}}<br> Ambiente di apprendimento adattivo {{MainEntry|Adaptive learning environment}} <br> Ambiente di apprendimento artificiale {{MainEntry|Artificial learning environment}}<br> Ambiente di apprendimento basato sull’uso di agenti {{MainEntry|Agent-based learning environment}}<br> Ambiente di apprendimento basato sulla Realtà Aumentata (R.A.) {{MainEntry|Augmented learning environment}}<br> Ambiente di apprendimento basato sulla simulazione {{MainEntry|Simulation-based learning environment}}<br> Ambiente di apprendimento in rete {{MainEntry|On-line learning environment}} <br> '''Ambiente di apprendimento ininterrotto''' {{MainEntry|[[Seamless learning environments]]}}<br> '''Ambiente di apprendimento narrativo''' {{MainEntry|[[Narrative learning environments]]}} <br> Ambiente di apprendimento personale {{MainEntry|Personal learning environment}} <br> Ambiente di apprendimento pervasivo {{MainEntry|Pervasive learning environment}} <br> Ambiente informatico programmabile di apprendimento {{MainEntry|Programmable computer-based learning environment}} <br> Ambiente di apprendimento supportato dalla domotica {{MainEntry|Ambient learning environment}}<br> Ambiente di apprendimento tangibile {{MainEntry|Tangible learning environment}} <br> Ambiente interattivo di apprendimento {{MainEntry|Interactive learning environment}} <br> Ambiente virtuale di apprendimento {{MainEntry|Virtual learning environment}} <br> Ambienti di apprendimento basati sul computer {{MainEntry|Computer-based learning environments}}<br> Ambienti di apprendimento distribuito {{MainEntry|Distributed learning environments}} <br> Apprendimento a distanza {{MainEntry|Distance learning}} <br> Apprendimento assistito dal computer {{MainEntry|Computer-assisted learning}} <br> Apprendimento auto-regolato {{MainEntry|Self-regulated learning}} <br> '''Apprendimento basato su tecnologie mobili''' {{MainEntry|[[Mobile learning]]}} <br> '''Apprendimento basato sui giochi''' {{MainEntry|[[Game-based learning]]}} <br> '''Apprendimento basato sull’indagine''' {{MainEntry|[[Inquiry learning]]}}<br> Apprendimento collaborativo {{MainEntry|Collaborative learning}} <br> Apprendimento collaborativo supportato dal computer {{MainEntry|Computer-supported collaborative learning}} <br> Apprendimento delle lingue assistito dal computer {{MainEntry|Computer-assisted language learning}} <br> Apprendimento distribuito {{MainEntry|Distributed learning}} <br> Apprendimento elettronico {{MainEntry|e-learning}}<br> Apprendimento elettronico inclusive {{MainEntry|Inclusive e-learning}}<br> Apprendimento in rete {{MainEntry|Networked learning}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Comunità di --- {{MainEntry|--- communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ambiente di --- {{MainEntry|--- environment}} <br> Apprendimento informale {{MainEntry|Informal learning}} <br> Apprendimento misto {{MainEntry|Blended learning}} <br> Apprendimento multimediale {{MainEntry|Multimedia learning}} <br> Apprendimento situato {{MainEntry|Situated learning}} <br> Apprendimento supportato dalla tecnologia {{MainEntry|Technology Enhanced Learning}} <br> Apprendimento ubiquo {{MainEntry|Ubiquitous learning}} <br> Assistente cognitivo {{MainEntry| Cognitive tutor}}<br> <br>'''C'''{{Anchor|C}}<br> Campus virtuale {{MainEntry|Virtual campus}} <br> Compagno di apprendimento {{MainEntry|Learning companion}} <br> Corso programmabile {{MainEntry|Programmable course}}<br> '''Costruzionismo''' {{MainEntry|[[Constructionism]]}} <br> <br>'''D'''{{Anchor|D}}<br> Data mining (estrazione di dati) in ambito educativo {{MainEntry|Educational data mining}} <br> Diagnosi automatica {{MainEntry|Automatic diagnosis}} <br> Diagnosi cognitiva {{MainEntry|Cognitive diagnosis}} <br> Divertimento educativo {{MainEntry|Edutainment}}<br> <br>'''E'''{{Anchor|E}}<br> Edutainment (divertimento educativo) {{MainEntry|Edutainment}} <br> '''Embedded phenomena (simulazione di fenomeni scientifici integrati nello spazio fisico di una classe)''' {{MainEntry|[[Embedded phenomena]]}} <br> e-assessment {{MainEntry|e-Assessment}}<br> e-learning (apprendimento elettronico) {{MainEntry|e-learning}} <br> e-learning (apprendimento elettronico) inclusivo {{MainEntry|Inclusive e-learning}} <br> e-portfolio (portfolio elettronico) {{MainEntry|e-portfolio}} <br> Esame assistito dal computer {{MainEntry|Computer-assisted examination}} <br> Estrazione di dati in ambito educativo {{MainEntry|Educational data mining}}<br> <br>'''F'''{{Anchor|F}}<br> Feedback epistemico {{MainEntry|Epistemic feedback}} <br> <br>'''G'''{{Anchor|G}}<br> Generazione automatica di esercizi {{MainEntry|Automatic generation of exercises}} <br> Geometria dinamica {{MainEntry|Dynamic geometry}} <br> Giochi di simulazione {{MainEntry|Simulation games}} <br> Griglia di apprendimento {{MainEntry|Learning grid}} <br> <br>'''I'''{{Anchor|I}}<br> Ingegneria cognitiva {{MainEntry|Cognitive engineering}} <br> Ingegneria didattica {{MainEntry|Didactical engineering}} <br> Istruzione assistita dal computer {{MainEntry|Computer-assisted instruction}} <br> Istruzione basata sul computer {{MainEntry|Computer-based instruction}} <br> <br>'''L'''{{Anchor|L}}<br> Laboratori remoti {{MainEntry|Remote laboratories}} <br> Laboratorio basato sul computer {{MainEntry|Computer-based laboratory}} <br> Lavagna interattiva {{MainEntry|Interactive white board}} <br> <br>'''M'''{{Anchor|M}}<br> Materiale didattico per l’insegnamento {{MainEntry|Courseware}} <br> Micromondo {{MainEntry|Microworld}} <br> Modellizzazione cognitiva {{MainEntry|Cognitive modeling}} <br> Modellizzazione dello studente {{MainEntry|Learner modeling}} <br> <br>'''O'''{{Anchor|O}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br> <br>'''P'''{{Anchor|P}}<br> Percorso di apprendimento {{MainEntry|Learning trail}} <br> Portfolio elettronico {{MainEntry|e-portfolio}}<br> '''Potenzialità educativa''' {{MainEntry|[[Educational affordance]]}} <br> '''Potenzialità epistemica''' {{MainEntry|[[Epistemic affordance]]}} <br> Progettazione Didattica {{MainEntry|Learning design}} <br> Programmazione informatica a supporto dell’apprendimento {{MainEntry|Computer programming in support of learning}} <br> <br>'''R'''{{Anchor|R}}<br> Risorse digitali per l’apprendimento {{MainEntry|Learning objects}} <br> <br>'''S'''{{Anchor|S}}<br> Scenario di apprendimento {{MainEntry|Learning scenario}} <br> '''Schema di collaborazione''' {{MainEntry|[[Collaboration script]]}}<br> Schema di interazione esterno {{MainEntry|External script}}<br> Schema di interazione interno {{MainEntry|Internal script}}<br> Scienza dell’apprendimento computazionale {{MainEntry|Computational mathetic}} <br> Sistema autore {{MainEntry|Authoring system}} <br> Sistema integrato di apprendimento {{MainEntry|Integrated learning system}} <br> Sistema intelligente di insegnamento {{MainEntry|Intelligent tutoring system}} <br> Sistema intelligente di supporto {{MainEntry|Intelligent scaffolding system}} <br> Sistema per la gestione di corsi {{MainEntry|Course management system}} <br> Sistema tutoriale basato sull’uso di agenti {{MainEntry|Agent-based tutoring system}} <br> Sistemi di apprendimento in coppia {{MainEntry|Buddy systems}} <br> Sistemi per la gestione di corsi {{MainEntry|Learning management systems}} <br> Spazio di apprendimento {{MainEntry|Learning space}} <br> '''Script (schema) di collaborazione''' {{MainEntry|[[Collaboration script]]}} <br> Script (schema) di interazione esterno {{MainEntry|External script}} <br> Script (schema) di interazione interno {{MainEntry|Internal script}} <br> '''Simulazione di fenomeni scientifici integrati nello spazio fisico''' {{MainEntry|[[Embedded phenomena]]}}<br> Strumento autore {{MainEntry|Authoring tool}} <br> <br>'''T'''{{Anchor|T}}<br> Tecnologie per lezioni in rete {{MainEntry|Web-lecturing technologies}} <br> <br>'''U'''{{Anchor|U}}<br> Università virtuali {{MainEntry|Virtual universities}} <br> <br>'''V'''{{Anchor|V}}<br> Valutazione elettronica (e-assessment) {{MainEntry|e-Assessment}}<br> 265 260 2011-07-18T14:06:36Z Zeiliger 2 some English terms leads to more than one Italian term wikitext text/x-wiki {{languages}} '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]]''' <br> '''A'''<br> Agente pedagogico {{MainEntry|Pedagogical agent}}<br> Agente pedagogico animato {{MainEntry|Animated pedagogical agent}}<br> Agente pedagogico virtuale {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetizzazione tecno-matematica''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Ambiente di apprendimento {{MainEntry|Learning environment}}<br> Ambiente di apprendimento adattivo {{MainEntry|Adaptive learning environment}} <br> Ambiente di apprendimento artificiale {{MainEntry|Artificial learning environment}}<br> Ambiente di apprendimento basato sull’uso di agenti {{MainEntry|Agent-based learning environment}}<br> Ambiente di apprendimento basato sulla Realtà Aumentata (R.A.) {{MainEntry|Augmented learning environment}}<br> Ambiente di apprendimento basato sulla simulazione {{MainEntry|Simulation-based learning environment}}<br> Ambiente di apprendimento in rete {{MainEntry|On-line learning environment}} <br> '''Ambiente di apprendimento ininterrotto''' {{MainEntry|[[Seamless learning environments]]}}<br> '''Ambiente di apprendimento narrativo''' {{MainEntry|[[Narrative learning environments]]}} <br> Ambiente di apprendimento personale {{MainEntry|Personal learning environment}} <br> Ambiente di apprendimento pervasivo {{MainEntry|Pervasive learning environment}} <br> Ambiente informatico programmabile di apprendimento {{MainEntry|Programmable computer-based learning environment}} <br> Ambiente di apprendimento supportato dalla domotica {{MainEntry|Ambient learning environment}}<br> Ambiente di apprendimento tangibile {{MainEntry|Tangible learning environment}} <br> Ambiente interattivo di apprendimento {{MainEntry|Interactive learning environment}} <br> Ambiente virtuale di apprendimento {{MainEntry|Virtual learning environment}} <br> Ambienti di apprendimento basati sul computer {{MainEntry|Computer-based learning environments}}<br> Ambienti di apprendimento distribuito {{MainEntry|Distributed learning environments}} <br> Apprendimento a distanza {{MainEntry|Distance learning}} <br> Apprendimento assistito dal computer {{MainEntry|Computer-assisted learning}} <br> Apprendimento auto-regolato {{MainEntry|Self-regulated learning}} <br> '''Apprendimento basato su tecnologie mobili''' {{MainEntry|[[Mobile learning]]}} <br> '''Apprendimento basato sui giochi''' {{MainEntry|[[Game-based learning]]}} <br> '''Apprendimento basato sull’indagine''' {{MainEntry|[[Inquiry learning]]}}<br> Apprendimento collaborativo {{MainEntry|Collaborative learning}} <br> Apprendimento collaborativo supportato dal computer {{MainEntry|Computer-supported collaborative learning}} <br> Apprendimento delle lingue assistito dal computer {{MainEntry|Computer-assisted language learning}} <br> Apprendimento distribuito {{MainEntry|Distributed learning}} <br> Apprendimento elettronico {{MainEntry|e-learning}}<br> Apprendimento elettronico inclusive {{MainEntry|Inclusive e-learning}}<br> Apprendimento in rete {{MainEntry|Networked learning}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Comunità di --- {{MainEntry|--- communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ambiente di --- {{MainEntry|--- environment}} <br> Apprendimento informale {{MainEntry|Informal learning}} <br> Apprendimento misto {{MainEntry|Blended learning}} <br> Apprendimento multimediale {{MainEntry|Multimedia learning}} <br> Apprendimento situato {{MainEntry|Situated learning}} <br> Apprendimento supportato dalla tecnologia {{MainEntry|Technology Enhanced Learning}} <br> Apprendimento ubiquo {{MainEntry|Ubiquitous learning}} <br> Assistente cognitivo {{MainEntry| Cognitive tutor}}<br> <br>'''C'''{{Anchor|C}}<br> Campus virtuale {{MainEntry|Virtual campus}} <br> Compagno di apprendimento {{MainEntry|Learning companion}} <br> Corso programmabile {{MainEntry|Programmable course}}<br> '''Costruzionismo''' {{MainEntry|[[Constructionism]]}} <br> <br>'''D'''{{Anchor|D}}<br> Data mining (estrazione di dati) in ambito educativo {{MainEntry|Educational data mining}} <br> Diagnosi automatica {{MainEntry|Automatic diagnosis}} <br> Diagnosi cognitiva {{MainEntry|Cognitive diagnosis}} <br> Divertimento educativo {{MainEntry|Edutainment}}<br> <br>'''E'''{{Anchor|E}}<br> Edutainment (divertimento educativo) {{MainEntry|Edutainment}} <br> '''Embedded phenomena (simulazione di fenomeni scientifici integrati nello spazio fisico di una classe)''' {{MainEntry|[[Embedded phenomena]]}} <br> e-assessment {{MainEntry|e-Assessment}}<br> e-learning (apprendimento elettronico) {{MainEntry|e-learning}} <br> e-learning (apprendimento elettronico) inclusivo {{MainEntry|Inclusive e-learning}} <br> e-portfolio (portfolio elettronico) {{MainEntry|e-portfolio}} <br> Esame assistito dal computer {{MainEntry|Computer-assisted examination}} <br> Estrazione di dati in ambito educativo {{MainEntry|Educational data mining}}<br> <br>'''F'''{{Anchor|F}}<br> Feedback epistemico {{MainEntry|Epistemic feedback}} <br> <br>'''G'''{{Anchor|G}}<br> Generazione automatica di esercizi {{MainEntry|Automatic generation of exercises}} <br> Geometria dinamica {{MainEntry|Dynamic geometry}} <br> Giochi di simulazione {{MainEntry|Simulation games}} <br> Griglia di apprendimento {{MainEntry|Learning grid}} <br> <br>'''I'''{{Anchor|I}}<br> Ingegneria cognitiva {{MainEntry|Cognitive engineering}} <br> Ingegneria didattica {{MainEntry|Didactical engineering}} <br> Istruzione assistita dal computer {{MainEntry|Computer-assisted instruction}} <br> Istruzione basata sul computer {{MainEntry|Computer-based instruction}} <br> <br>'''L'''{{Anchor|L}}<br> Laboratori remoti {{MainEntry|Remote laboratories}} <br> Laboratorio basato sul computer {{MainEntry|Computer-based laboratory}} <br> Lavagna interattiva {{MainEntry|Interactive white board}} <br> <br>'''M'''{{Anchor|M}}<br> Materiale didattico per l’insegnamento {{MainEntry|Courseware}} <br> Micromondo {{MainEntry|Microworld}} <br> Modellizzazione cognitiva {{MainEntry|Cognitive modeling}} <br> Modellizzazione dello studente {{MainEntry|Learner modeling}} <br> <br>'''O'''{{Anchor|O}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br> <br>'''P'''{{Anchor|P}}<br> Percorso di apprendimento {{MainEntry|Learning trail}} <br> Portfolio elettronico {{MainEntry|e-portfolio}}<br> '''Potenzialità educativa''' {{MainEntry|[[Educational affordance]]}} <br> '''Potenzialità epistemica''' {{MainEntry|[[Epistemic affordance]]}} <br> Progettazione Didattica {{MainEntry|Learning design}} <br> Programmazione informatica a supporto dell’apprendimento {{MainEntry|Computer programming in support of learning}} <br> <br>'''R'''{{Anchor|R}}<br> Risorse digitali per l’apprendimento {{MainEntry|Learning objects}} <br> <br>'''S'''{{Anchor|S}}<br> Scenario di apprendimento {{MainEntry|Learning scenario}} <br> '''Schema di collaborazione''' {{MainEntry|[[Collaboration script]]}}<br> Schema di interazione esterno {{MainEntry|External script}}<br> Schema di interazione interno {{MainEntry|Internal script}}<br> Scienza dell’apprendimento computazionale {{MainEntry|Computational mathetic}} <br> Sistema autore {{MainEntry|Authoring system}} <br> Sistema integrato di apprendimento {{MainEntry|Integrated learning system}} <br> Sistema intelligente di insegnamento {{MainEntry|Intelligent tutoring system}} <br> Sistema intelligente di supporto {{MainEntry|Intelligent scaffolding system}} <br> Sistema per la gestione di corsi {{MainEntry|Course management system}} <br> Sistema tutoriale basato sull’uso di agenti {{MainEntry|Agent-based tutoring system}} <br> Sistemi di apprendimento in coppia {{MainEntry|Buddy systems}} <br> Sistemi per la gestione di corsi {{MainEntry|Learning management systems}} <br> Spazio di apprendimento {{MainEntry|Learning space}} <br> '''Script (schema) di collaborazione''' {{MainEntry|[[Collaboration script]]}} <br> Script (schema) di interazione esterno {{MainEntry|External script}} <br> Script (schema) di interazione interno {{MainEntry|Internal script}} <br> '''Simulazione di fenomeni scientifici integrati nello spazio fisico''' {{MainEntry|[[Embedded phenomena]]}}<br> Strumento autore {{MainEntry|Authoring tool}} <br> <br>'''T'''{{Anchor|T}}<br> Tecnologie per lezioni in rete {{MainEntry|Web-lecturing technologies}} <br> <br>'''U'''{{Anchor|U}}<br> Università virtuali {{MainEntry|Virtual universities}} <br> <br>'''V'''{{Anchor|V}}<br> Valutazione elettronica (e-assessment) {{MainEntry|e-Assessment}}<br> 260 257 2011-07-18T12:53:58Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]]''' <br> '''A'''<br> Agente pedagogico {{MainEntry|Pedagogical agent}}<br> Agente pedagogico animato {{MainEntry|Animated pedagogical agent}}<br> Agente pedagogico virtuale {{MainEntry|Virtual pedagogical agent}}<br> '''Alfabetizzazione tecno-matematica''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Ambiente di apprendimento {{MainEntry|Learning environment}}<br> Ambiente di apprendimento adattivo {{MainEntry|Adaptive learning environment}} <br> Ambiente di apprendimento artificiale {{MainEntry|Artificial learning environment}}<br> Ambiente di apprendimento basato sull’uso di agenti {{MainEntry|Agent-based learning environment}}<br> Ambiente di apprendimento basato sulla Realtà Aumentata (R.A.) {{MainEntry|Augmented learning environment}}<br> Ambiente di apprendimento basato sulla simulazione {{MainEntry|Simulation-based learning environment}}<br> Ambiente di apprendimento in rete {{MainEntry|On-line learning environment}} <br> '''Ambiente di apprendimento ininterrotto''' {{MainEntry|[[Seamless learning environments]]}}<br> '''Ambiente di apprendimento narrativo''' {{MainEntry|[[Narrative learning environments]]}} <br> Ambiente di apprendimento personale {{MainEntry|Personal learning environment}} <br> Ambiente di apprendimento pervasivo {{MainEntry|Pervasive learning environment}} <br> Ambiente informatico programmabile di apprendimento {{MainEntry|Programmable computer-based learning environment}} <br> Ambiente di apprendimento supportato dalla domotica {{MainEntry|Ambient learning environment}}<br> Ambiente di apprendimento tangibile {{MainEntry|Tangible learning environment}} <br> Ambiente interattivo di apprendimento {{MainEntry|Interactive learning environment}} <br> Ambiente virtuale di apprendimento {{MainEntry|Virtual learning environment}} <br> Ambienti di apprendimento basati sul computer {{MainEntry|Computer-based learning environments}}<br> Ambienti di apprendimento distribuito {{MainEntry|Distributed learning environments}} <br> Apprendimento a distanza {{MainEntry|Distance learning}} <br> Apprendimento assistito dal computer {{MainEntry|Computer-assisted learning}} <br> Apprendimento auto-regolato {{MainEntry|Self-regulated learning}} <br> '''Apprendimento basato su tecnologie mobili''' {{MainEntry|[[Mobile learning]]}} <br> '''Apprendimento basato sui giochi''' {{MainEntry|[[Game-based learning]]}} <br> '''Apprendimento basato sull’indagine''' {{MainEntry|[[Inquiry learning]]}}<br> Apprendimento collaborativo {{MainEntry|Collaborative learning}} <br> Apprendimento collaborativo supportato dal computer {{MainEntry|Computer-supported collaborative learning}} <br> Apprendimento delle lingue assistito dal computer {{MainEntry|Computer-assisted language learning}} <br> Apprendimento distribuito {{MainEntry|Distributed learning}} <br> Apprendimento in rete {{MainEntry|Networked learning}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Comunità di --- {{MainEntry|--- communities}} <br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ambiente di --- {{MainEntry|--- environment}} <br> Apprendimento informale {{MainEntry|Informal learning}} <br> Apprendimento misto 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'''Apprendimento basato su tecnologie mobili''' {{MainEntry|[[Mobile learning]]}} <br> '''Apprendimento basato sui giochi''' {{MainEntry|[[Game-based learning]]}} <br> '''Apprendimento basato sull’indagine''' {{MainEntry|[[Inquiry learning]]}}<br> Apprendimento collaborativo {{MainEntry|Collaborative learning}} <br> Apprendimento collaborativo supportato dal computer {{MainEntry|Computer-supported collaborative learning}} <br> Apprendimento delle lingue assistito dal computer {{MainEntry|Computer-assisted language learning}} <br> Apprendimento distribuito {{MainEntry|Distributed learning}} <br> Apprendimento in rete {{MainEntry|Networked learning}} <br> Comunità di --- {{MainEntry|--- communities}} <br> Ambiente di --- {{MainEntry|--- environment}} <br> Apprendimento informale {{MainEntry|Informal learning}} <br> Apprendimento misto {{MainEntry|Blended learning}} <br> Apprendimento multimediale {{MainEntry|Multimedia learning}} <br> Apprendimento situato {{MainEntry|Situated learning}} <br> Apprendimento supportato dalla tecnologia {{MainEntry|Technology Enhanced Learning}} <br> Apprendimento ubiquo {{MainEntry|Ubiquitous learning}} <br> Assistente cognitivo {{MainEntry| Cognitive tutor}}<br> <br>'''C'''{{Anchor|C}}<br> Campus virtuale {{MainEntry|Virtual campus}} <br> Compagno di apprendimento {{MainEntry|Learning companion}} <br> Corso programmabile {{MainEntry|Programmable course}}<br> '''Costruzionismo''' {{MainEntry|[[Constructionism]]}} <br> <br>'''D'''{{Anchor|D}}<br> Data mining (estrazione di dati) in ambito educativo {{MainEntry|Educational data mining}} <br> Diagnosi automatica {{MainEntry|Automatic diagnosis}} <br> Diagnosi cognitiva {{MainEntry|Cognitive diagnosis}} <br> <br>'''>E'''{{Anchor|E}}<br> Edutainment (divertimento educativo) {{MainEntry|Edutainment}} <br> '''Embedded phenomena (simulazione di fenomeni scientifici integrati nello spazio fisico di una classe)''' {{MainEntry|[[Embedded phenomena]]}} <br> e-learning (apprendimento elettronico) 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{{MainEntry|Remote laboratories}} <br> Laboratorio basato sul computer {{MainEntry|Computer-based laboratory}} <br> Lavagna interattiva {{MainEntry|Interactive white board}} <br> <br>'''M'''{{Anchor|M}}<br> Materiale didattico per l’insegnamento {{MainEntry|Courseware}} <br> Micromondo {{MainEntry|Microworld}} <br> Modellizzazione cognitiva {{MainEntry|Cognitive modeling}} <br> Modellizzazione dello studente {{MainEntry|Learner modeling}} <br> <br>'''O'''{{Anchor|O}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br> <br>'''P'''{{Anchor|P}}<br> Percorso di apprendimento {{MainEntry|Learning trail}} <br> '''Potenzialità educativa''' {{MainEntry|[[Educational affordance]]}} <br> '''Potenzialità epistemica''' {{MainEntry|[[Epistemic affordance]]}} <br> Progettazione Didattica {{MainEntry|Learning design}} <br> Programmazione informatica a supporto dell’apprendimento {{MainEntry|Computer programming in support of learning}} <br> <br>'''R'''{{Anchor|R}}<br> Risorse digitali per l’apprendimento {{MainEntry|Learning objects}} <br> <br>'''S'''{{Anchor|S}}<br> Scenario di apprendimento {{MainEntry|Learning scenario}} <br> Scienza dell’apprendimento computazionale {{MainEntry|Computational mathetic}} <br> Sistema autore {{MainEntry|Authoring system}} <br> Sistema integrato di apprendimento {{MainEntry|Integrated learning system}} <br> Sistema intelligente di insegnamento {{MainEntry|Intelligent tutoring system}} <br> Sistema intelligente di supporto {{MainEntry|Intelligent scaffolding system}} <br> Sistema per la gestione di corsi {{MainEntry|Course management system}} <br> Sistema tutoriale basato sull’uso di agenti {{MainEntry|Agent-based tutoring system}} <br> Sistemi di apprendimento in coppia {{MainEntry|Buddy systems}} <br> Sistemi per la gestione di corsi {{MainEntry|Learning management systems}} <br> Spazio di apprendimento {{MainEntry|Learning space}} <br> '''Script (schema) di collaborazione''' {{MainEntry|[[Collaboration script]]}} <br> Script (schema) di interazione esterno {{MainEntry|External script}} <br> Script (schema) di interazione interno {{MainEntry|Internal script}} <br> Strumento autore {{MainEntry|Authoring tool}} <br> <br>'''T'''{{Anchor|T}}<br> Tecnologie per lezioni in rete {{MainEntry|Web-lecturing technologies}} <br> <br>'''U'''{{Anchor|U}}<br> Università virtuali {{MainEntry|Virtual universities}} <br> <br>'''V'''{{Anchor|V}}<br> Valutazione elettronica (e-assessment) {{MainEntry|e-Assessment}}<br> 242 153 2011-07-04T13:46:57Z Zeiliger 2 wikitext text/x-wiki '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#I|I]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]]''' '''A'''<br> Agente pedagogico {{MainEntry|Pedagogical agent}} Agente pedagogico animato {{MainEntry|Animated pedagogical agent}} Agente pedagogico virtuale {{MainEntry|Virtual pedagogical agent}} '''Alfabetizzazione tecno-matematica''' {{MainEntry|[[Techno-mathematical literacies]]}} Ambiente di apprendimento {{MainEntry|Learning environment}} Ambiente di apprendimento adattivo {{MainEntry|Adaptive learning environment}} Ambiente di apprendimento artificiale {{MainEntry|Artificial learning environment}} Ambiente di apprendimento basato sull’uso di agenti {{MainEntry|Agent-based learning environment}} Ambiente di apprendimento basato sulla Realtà Aumentata (R.A.) {{MainEntry|Augmented learning environment}} Ambiente di apprendimento basato sulla simulazione {{MainEntry|Simulation-based learning environment}} Ambiente di apprendimento in rete {{MainEntry|On-line learning environment}} '''Ambiente di apprendimento ininterrotto''' {{MainEntry|[[Seamless learning environments]]}} '''Ambiente di apprendimento narrativo''' {{MainEntry|[[Narrative learning environments]]}} Ambiente di apprendimento personale {{MainEntry|Personal learning environment}} Ambiente di apprendimento pervasivo {{MainEntry|Pervasive learning environment}} Ambiente informatico programmabile di apprendimento {{MainEntry|Programmable computer-based learning environment}} Ambiente di apprendimento supportato dalla domotica {{MainEntry|Ambient learning environment}} Ambiente di apprendimento tangibile {{MainEntry|Tangible learning environment}} Ambiente interattivo di apprendimento {{MainEntry|Interactive learning environment}} Ambiente virtuale di apprendimento {{MainEntry|Virtual learning environment}} Ambienti di apprendimento basati sul computer {{MainEntry|Computer-based learning environments}} Ambienti di apprendimento distribuito {{MainEntry|Distributed learning environments}} Apprendimento a distanza {{MainEntry|Distance learning}} Apprendimento assistito dal computer {{MainEntry|Computer-assisted learning}} Apprendimento auto-regolato {{MainEntry|Self-regulated learning}} '''Apprendimento basato su tecnologie mobili''' {{MainEntry|[[Mobile learning]]}} '''Apprendimento basato sui giochi''' {{MainEntry|[[Game-based learning]]}} '''Apprendimento basato sull’indagine''' {{MainEntry|[[Inquiry learning]]}} Apprendimento collaborativo {{MainEntry|Collaborative learning}} Apprendimento collaborativo supportato dal computer {{MainEntry|Computer-supported collaborative learning}} Apprendimento delle lingue assistito dal computer {{MainEntry|Computer-assisted language learning}} Apprendimento distribuito {{MainEntry|Distributed learning}} Apprendimento in rete {{MainEntry|Networked learning}} Comunità di --- {{MainEntry|--- communities}} Ambiente di --- {{MainEntry|--- environment}} Apprendimento informale {{MainEntry|Informal learning}} Apprendimento misto {{MainEntry|Blended learning}} Apprendimento multimediale {{MainEntry|Multimedia learning}} Apprendimento situato {{MainEntry|Situated learning}} Apprendimento supportato dalla tecnologia {{MainEntry|Technology Enhanced Learning}} Apprendimento ubiquo {{MainEntry|Ubiquitous learning}} Assistente cognitivo {{MainEntry| Cognitive tutor}} <br>'''C'''{{Anchor|C}}<br> Campus virtuale {{MainEntry|Virtual 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feedback}} <br>'''G'''{{Anchor|G}}<br> Generazione automatica di esercizi {{MainEntry|Automatic generation of exercises}} Geometria dinamica {{MainEntry|Dynamic geometry}} Giochi di simulazione {{MainEntry|Simulation games}} Griglia di apprendimento {{MainEntry|Learning grid}} <br>'''I'''{{Anchor|I}}<br> Ingegneria cognitiva {{MainEntry|Cognitive engineering}} Ingegneria didattica {{MainEntry|Didactical engineering}} Istruzione assistita dal computer {{MainEntry|Computer-assisted instruction}} Istruzione basata sul computer {{MainEntry|Computer-based instruction}} <br>'''L'''{{Anchor|L}}<br> Laboratori remoti {{MainEntry|Remote laboratories}} Laboratorio basato sul computer {{MainEntry|Computer-based laboratory}} Lavagna interattiva {{MainEntry|Interactive white board}} <br>'''M'''{{Anchor|M}}<br> Materiale didattico per l’insegnamento {{MainEntry|Courseware}} Micromondo {{MainEntry|Microworld}} Modellizzazione cognitiva {{MainEntry|Cognitive modeling}} Modellizzazione dello studente {{MainEntry|Learner modeling}} <br>'''O'''{{Anchor|O}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}} <br>'''P'''{{Anchor|P}}<br> Percorso di apprendimento {{MainEntry|Learning trail}} '''Potenzialità educativa''' {{MainEntry|[[Educational affordance]]}} '''Potenzialità epistemica''' {{MainEntry|[[Epistemic affordance]]}} Progettazione Didattica {{MainEntry|Learning design}} Programmazione informatica a supporto dell’apprendimento {{MainEntry|Computer programming in support of learning}} <br>'''R'''{{Anchor|R}}<br> Risorse digitali per l’apprendimento {{MainEntry|Learning objects}} <br>'''S'''{{Anchor|S}}<br> Scenario di apprendimento {{MainEntry|Learning scenario}} Scienza dell’apprendimento computazionale {{MainEntry|Computational mathetic}} Sistema autore {{MainEntry|Authoring system}} Sistema integrato di apprendimento {{MainEntry|Integrated learning system}} Sistema intelligente di insegnamento {{MainEntry|Intelligent tutoring system}} Sistema intelligente di supporto {{MainEntry|Intelligent scaffolding system}} Sistema per la gestione di corsi {{MainEntry|Course management system}} Sistema tutoriale basato sull’uso di agenti {{MainEntry|Agent-based tutoring system}} Sistemi di apprendimento in coppia {{MainEntry|Buddy systems}} Sistemi per la gestione di corsi {{MainEntry|Learning management systems}} Spazio di apprendimento {{MainEntry|Learning space}} '''Script (schema) di collaborazione''' {{MainEntry|[[Collaboration script]]}} Script (schema) di interazione esterno {{MainEntry|External script}} Script (schema) di interazione interno {{MainEntry|Internal script}} Strumento autore {{MainEntry|Authoring tool}} <br>'''T'''{{Anchor|T}}<br> Tecnologie per lezioni in rete {{MainEntry|Web-lecturing technologies}} <br>'''U'''{{Anchor|U}}<br> Università virtuali {{MainEntry|Virtual universities}} <br>'''V'''{{Anchor|V}}<br> Valutazione elettronica (e-assessment) {{MainEntry|e-Assessment}} 153 2011-05-26T12:33:49Z Admin 1 Created page with "'''G''' giochi educativi, [[Game-based learning]]" wikitext text/x-wiki '''G''' giochi educativi, [[Game-based learning]] 0 127 1186 1143 2013-03-01T12:41:55Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Japanese entries ''Edited by Jun Oshima, Shizuoka Univ., Faculty of Informatics (JP)'' ''with the collaboration of: Ritsuko Oshima, Shizuoka University; Etsuji Yamaguchi, Kobe University; Hiroyuki Masukawa, Shizuoka University; Toshio Mochizuki, Senshu University; Takeshi Kitazawa, Tokyo Future University; Moegi Saito, University of Tokyo; Hiroki Oura, Washington University'' <br> '''E - [[#ア|ア]] - [[#ア|ア]] - [[#イ|イ]] - [[#ウ|ウ]] - [[#エ|エ]] - [[#オ|オ]] - [[#ゲ|ゲ]] - [[#コ|コ]] - [[#シ|シ]] - [[#ス|ス]] - [[#タ|タ]] - [[#テ|テ]] - [[#ネ|ネ]] - [[#バ|バ]] - [[#ブ|ブ]] - [[#プ|プ]] - [[#マ|マ]] - [[#モ|モ]] - [[#ユ|ユ]] - [[#ラ|ラ]] - [[#人|人]] - [[#仮|仮]] - [[#個|個]] - [[#内|内]] - [[#分|分]] - [[#動|動]] - [[#包|包]] - [[#協|協]] - [[#埋|埋]] - [[#外|外]] - [[#学|学]] - [[#対|対]] - [[#拡|拡]] - [[#探|探]] - [[#教|教]] - [[#物|物]] - [[#状|状]] - [[#知|知]] - [[#統|統]] - [[#練|練]] - [[#自|自]] - [[#計|計]] - [[#認|認]] - [[#遠|遠]] - [[#適|適]] - [[#電|電]]''' <br> '''E'''{{Anchor|E}}<br> eアセスメント {{MainEntry|e-assessment}}<br> eポートフォリオ {{MainEntry|e-portfolio}}<br> eラーニング {{MainEntry|e-learning}}<br> '''ア'''{{Anchor|ア}}<br> アニメーション型教育的エージェント {{MainEntry|animated pedagogical agent}}<br> アンビエントな学習環境 {{MainEntry|ambient learning environment}}<br> '''イ'''{{Anchor|イ}}<br> '''インフォーマルな学習''' {{MainEntry|[[informal learning]]}}<br> '''ウ'''{{Anchor|ウ}}<br> ウェブ上の講義のための技術 {{MainEntry|web-lecturing technologies}}<br> '''エ'''{{Anchor|エ}}<br> エージェントベースのチュータリングシステム {{MainEntry|agent-based tutoring system}}<br> エージェントベースの学習環境 {{MainEntry|agent-based learning environment}}<br> エデュテイメント {{MainEntry|edutainment}}<br> '''オ'''{{Anchor|オ}}<br> '''オーサリングシステム''' {{MainEntry|[[authoring system]]}}<br> オーサリングツール {{MainEntry|authoring tool}}<br> '''オーバーレイ''' {{MainEntry|[[overlay]]}}<br> オンライン学習環境 {{MainEntry|on-line learning environment}}<br> '''ゲ'''{{Anchor|ゲ}}<br> '''ゲーム学習''' {{MainEntry|[[game-based learning]]}}<br> '''コ'''{{Anchor|コ}}<br> コースウエア {{MainEntry|courseware}}<br> コース管理システム {{MainEntry|course management system}}<br> '''コンストラクショニズム''' {{MainEntry|[[constructionism]]}}<br> コンピュータに基づく学習環境 {{MainEntry|computer-based learning environments}}<br> コンピュータに基づく実験室 {{MainEntry|computer-based laboratory}}<br> コンピュータに基づく教授 {{MainEntry|computer-based instruction}}<br> コンピュータに支援された協調(協同)学習 {{MainEntry|computer-supported collaborative learning}}<br> コンピュータ利用の外国語学習 {{MainEntry|computer-assisted language learning}}<br> コンピュータ利用の学習 {{MainEntry|computer-assisted learning}}<br> コンピュータ利用の教授 {{MainEntry|computer-assisted instruction}}<br> コンピュータ利用の試験 {{MainEntry|computer-assisted examination}}<br> '''シ'''{{Anchor|シ}}<br> '''シームレスな学習環境''' {{MainEntry|[[seamless learning environments]]}}<br> '''シミュレーション（型）学習環境''' {{MainEntry|[[simulation-based learning environment]]}}<br> シミュレーションゲーム {{MainEntry|simulation games}}<br> '''ス'''{{Anchor|ス}}<br> スクリプト {{MainEntry|script}}<br> '''タ'''{{Anchor|タ}}<br> タンジブルな学習環境 {{MainEntry|tangible learning environment}}<br> '''テ'''{{Anchor|テ}}<br> '''テクノロジーを活用した数学のリテラシー''' {{MainEntry|[[techno-mathematical literacies]]}}<br> テクノロジによって拡張された学習 {{MainEntry|technology enhanced learning}}<br> '''ネ'''{{Anchor|ネ}}<br> '''ネットワーク化された学習''' {{MainEntry|[[networked learning]]}}<br> ネットワーク化された学習共同体 {{MainEntry|networked learning communities}}<br> ネットワーク化された学習環境 {{MainEntry|networked learning environment}}<br> '''バ'''{{Anchor|バ}}<br> バーチャルキャンパス {{MainEntry|virtual campus}}<br> バディーシステム {{MainEntry|buddy systems}}<br> '''ブ'''{{Anchor|ブ}}<br> ブレンディッドラーニング {{MainEntry|blended learning}}<br> '''プ'''{{Anchor|プ}}<br> プログラム化可能なコース {{MainEntry|programmable course}}<br> プログラム化可能なコンピュータに基づいた学習環境 {{MainEntry|programmable computer-based learning environment}}<br> '''マ'''{{Anchor|マ}}<br> マイクロワールド {{MainEntry|microworld}}<br> '''マルチメディア学習''' {{MainEntry|[[multimedia learning]]}}<br> '''モ'''{{Anchor|モ}}<br> '''モバイルラーニング''' {{MainEntry|[[mobile learning]]}}<br> '''ユ'''{{Anchor|ユ}}<br> ユビキタスラーニング {{MainEntry|ubiquitous learning}}<br> '''ラ'''{{Anchor|ラ}}<br> '''ラーニングオブジェクト''' {{MainEntry|[[learning objects]]}}<br> '''ラーニンググリッド''' {{MainEntry|[[learning grid]]}}<br> '''人'''{{Anchor|人}}<br> 人工的学習環境 {{MainEntry|artificial learning environment}}<br> '''仮'''{{Anchor|仮}}<br> 仮想大学 {{MainEntry|virtual universities}}<br> 仮想学習環境 {{MainEntry|virtual learning environment}}<br> 仮想教育的エージェント {{MainEntry|virtual pedagogical agent}}<br> '''個'''{{Anchor|個}}<br> 個人学習環境 {{MainEntry|personal learning environment}}<br> '''内'''{{Anchor|内}}<br> 内部スクリプト {{MainEntry|internal script}}<br> '''分'''{{Anchor|分}}<br> 分散学習 {{MainEntry|distributed learning}}<br> 分散学習環境 {{MainEntry|distributed learning environments}}<br> '''動'''{{Anchor|動}}<br> 動的幾何学 {{MainEntry|dynamic geometry}}<br> '''包'''{{Anchor|包}}<br> 包含的eラーニング {{MainEntry|inclusive e-learning}}<br> '''協'''{{Anchor|協}}<br> 協調(協同)学習 {{MainEntry|collaborative learning}}<br> '''協調のスクリプト''' {{MainEntry|[[collaboration script]]}}<br> '''埋'''{{Anchor|埋}}<br> '''埋め込まれた現象（教室の物理的空間に統合された科学的な現象とそのシミュレーションのこと）''' {{MainEntry|[[embedded phenomena]]}}<br> '''外'''{{Anchor|外}}<br> 外的スクリプト {{MainEntry|external script}}<br> '''学'''{{Anchor|学}}<br> 学習コンパニオン {{MainEntry|learning companion}}<br> '''学習シナリオ''' {{MainEntry|[[learning scenario]]}}<br> '''学習デザイン''' {{MainEntry|[[learning design]]}}<br> 学習の軌跡 {{MainEntry|learning trail}}<br> 学習を支援するコンピュータプログラミング {{MainEntry|computer programming in support of learning}}<br> 学習分析論 {{MainEntry|learning analytics}}<br> 学習環境 {{MainEntry|learning environment}}<br> '''学習空間''' {{MainEntry|[[learning space]]}}<br> '''学習管理システム''' {{MainEntry|[[learning management systems]]}}<br> 学習者モデリング {{MainEntry|learner modelling}}<br> '''対'''{{Anchor|対}}<br> 対話型学習環境 {{MainEntry|interactive learning environment}}<br> '''拡'''{{Anchor|拡}}<br> 拡張型学習環境 {{MainEntry|augmented learning environment}}<br> 拡張的学習環境 {{MainEntry|pervasive learning environment}}<br> '''探'''{{Anchor|探}}<br> '''探究学習''' {{MainEntry|[[inquiry learning]]}}<br> '''教'''{{Anchor|教}}<br> '''教授工学''' {{MainEntry|[[didactical engineering]]}}<br> '''教育情報のマイニング''' {{MainEntry|[[educational data mining]]}}<br> '''教育的アフォーダンス''' {{MainEntry|[[educational affordance]]}}<br> 教育的エージェント {{MainEntry|pedagogical agent}}<br> '''物'''{{Anchor|物}}<br> '''物語的学習環境''' {{MainEntry|[[narrative learning environments]]}}<br> '''状'''{{Anchor|状}}<br> 状況的学習 {{MainEntry|situated learning}}<br> '''知'''{{Anchor|知}}<br> 知的支援システム {{MainEntry|intelligent scaffolding system}}<br> '''知的教育支援システム''' {{MainEntry|[[intelligent tutoring system]]}}<br> '''知識に関するアフォーダンス（コンピュータや人工知能が新しい情報や知識を習得する上で支援となるアフォーダンス）''' {{MainEntry|[[epistemic affordance]]}}<br> '''知識に関するフィードバック''' {{MainEntry|[[epistemic feedback]]}}<br> '''統'''{{Anchor|統}}<br> 統合型学習システム {{MainEntry|integrated learning system}}<br> '''練'''{{Anchor|練}}<br> 練習問題自動生成 {{MainEntry|automatic generation of exercises}}<br> '''自'''{{Anchor|自}}<br> 自動診断 {{MainEntry|automatic diagnosis}}<br> '''自己調整学習''' {{MainEntry|[[self-regulated learning]]}}<br> '''計'''{{Anchor|計}}<br> 計算機数学 {{MainEntry|computational mathetic}}<br> 計算機的思考 {{MainEntry|computational thinking}}<br> '''認'''{{Anchor|認}}<br> 認知工学 {{MainEntry|cognitive engineering}}<br> '''認知的チューター''' {{MainEntry|[[cognitive tutor]]}}<br> 認知的モデル化 {{MainEntry|cognitive modelling}}<br> 認知的診断 {{MainEntry|cognitive diagnosis}}<br> '''遠'''{{Anchor|遠}}<br> 遠隔学習 {{MainEntry|distance learning}}<br> 遠隔実験室 {{MainEntry|remote laboratories}}<br> '''適'''{{Anchor|適}}<br> '''適応的学習環境''' {{MainEntry|[[adaptive learning environment]]}}<br> '''電'''{{Anchor|電}}<br> 電子黒板 {{MainEntry|interactive white board}}<br> 1143 987 2013-02-26T14:57:37Z Admin 1 Protected "[[TEL Dictionary entries/ja]]" ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Japanese entries ''Edited by Jun Oshima, Shizuoka Univ., Faculty of Informatics (JP)'' ''with the collaboration of: Ritsuko Oshima, Shizuoka University; Etsuji Yamaguchi, Kobe University; Hiroyuki Masukawa, Shizuoka University; Toshio Mochizuki, Senshu University; Takeshi Kitazawa, Tokyo Future University; Moegi Saito, University of Tokyo; Hiroki Oura, Washington University'' <br> '''E - [[#ア|ア]] - [[#ア|ア]] - [[#イ|イ]] - [[#ウ|ウ]] - [[#エ|エ]] - [[#オ|オ]] - [[#ゲ|ゲ]] - [[#コ|コ]] - [[#シ|シ]] - [[#ス|ス]] - [[#タ|タ]] - [[#テ|テ]] - [[#ネ|ネ]] - [[#バ|バ]] - [[#ブ|ブ]] - [[#プ|プ]] - [[#マ|マ]] - [[#モ|モ]] - [[#ユ|ユ]] - [[#ラ|ラ]] - [[#人|人]] - [[#仮|仮]] - [[#個|個]] - [[#内|内]] - [[#分|分]] - [[#動|動]] - [[#包|包]] - [[#協|協]] - [[#埋|埋]] - [[#外|外]] - [[#学|学]] - [[#対|対]] - [[#拡|拡]] - [[#探|探]] - [[#教|教]] - [[#物|物]] - [[#状|状]] - [[#知|知]] - [[#統|統]] - [[#練|練]] - [[#自|自]] - [[#計|計]] - [[#認|認]] - [[#遠|遠]] - [[#適|適]] - [[#電|電]]''' <br> '''E'''{{Anchor|E}}<br> eアセスメント {{MainEntry|e-assessment}}<br> eポートフォリオ {{MainEntry|e-portfolio}}<br> eラーニング {{MainEntry|e-learning}}<br> '''ア'''{{Anchor|ア}}<br> アニメーション型教育的エージェント {{MainEntry|animated pedagogical agent}}<br> アンビエントな学習環境 {{MainEntry|ambient learning environment}}<br> '''イ'''{{Anchor|イ}}<br> '''インフォーマルな学習''' {{MainEntry|[[informal learning]]}}<br> '''ウ'''{{Anchor|ウ}}<br> ウェブ上の講義のための技術 {{MainEntry|web-lecturing technologies}}<br> '''エ'''{{Anchor|エ}}<br> エージェントベースのチュータリングシステム {{MainEntry|agent-based tutoring system}}<br> エージェントベースの学習環境 {{MainEntry|agent-based learning environment}}<br> エデュテイメント {{MainEntry|edutainment}}<br> '''オ'''{{Anchor|オ}}<br> オーサリングシステム {{MainEntry|authoring system}}<br> オーサリングツール {{MainEntry|authoring tool}}<br> '''オーバーレイ''' {{MainEntry|[[overlay]]}}<br> オンライン学習環境 {{MainEntry|on-line learning environment}}<br> '''ゲ'''{{Anchor|ゲ}}<br> '''ゲーム学習''' {{MainEntry|[[game-based learning]]}}<br> '''コ'''{{Anchor|コ}}<br> コースウエア {{MainEntry|courseware}}<br> コース管理システム {{MainEntry|course management system}}<br> '''コンストラクショニズム''' {{MainEntry|[[constructionism]]}}<br> コンピュータに基づく学習環境 {{MainEntry|computer-based learning environments}}<br> コンピュータに基づく実験室 {{MainEntry|computer-based laboratory}}<br> コンピュータに基づく教授 {{MainEntry|computer-based instruction}}<br> コンピュータに支援された協調(協同)学習 {{MainEntry|computer-supported collaborative learning}}<br> コンピュータ利用の外国語学習 {{MainEntry|computer-assisted language learning}}<br> コンピュータ利用の学習 {{MainEntry|computer-assisted learning}}<br> コンピュータ利用の教授 {{MainEntry|computer-assisted instruction}}<br> コンピュータ利用の試験 {{MainEntry|computer-assisted examination}}<br> '''シ'''{{Anchor|シ}}<br> '''シームレスな学習環境''' {{MainEntry|[[seamless learning environments]]}}<br> '''シミュレーション（型）学習環境''' {{MainEntry|[[simulation-based learning environment]]}}<br> シミュレーションゲーム {{MainEntry|simulation games}}<br> '''ス'''{{Anchor|ス}}<br> スクリプト {{MainEntry|script}}<br> '''タ'''{{Anchor|タ}}<br> タンジブルな学習環境 {{MainEntry|tangible learning environment}}<br> '''テ'''{{Anchor|テ}}<br> '''テクノロジーを活用した数学のリテラシー''' {{MainEntry|[[techno-mathematical literacies]]}}<br> テクノロジによって拡張された学習 {{MainEntry|technology enhanced learning}}<br> '''ネ'''{{Anchor|ネ}}<br> '''ネットワーク化された学習''' {{MainEntry|[[networked learning]]}}<br> ネットワーク化された学習共同体 {{MainEntry|networked learning communities}}<br> ネットワーク化された学習環境 {{MainEntry|networked learning environment}}<br> '''バ'''{{Anchor|バ}}<br> バーチャルキャンパス {{MainEntry|virtual campus}}<br> バディーシステム {{MainEntry|buddy systems}}<br> '''ブ'''{{Anchor|ブ}}<br> ブレンディッドラーニング {{MainEntry|blended learning}}<br> '''プ'''{{Anchor|プ}}<br> プログラム化可能なコース {{MainEntry|programmable course}}<br> プログラム化可能なコンピュータに基づいた学習環境 {{MainEntry|programmable computer-based learning environment}}<br> '''マ'''{{Anchor|マ}}<br> マイクロワールド {{MainEntry|microworld}}<br> '''マルチメディア学習''' {{MainEntry|[[multimedia learning]]}}<br> '''モ'''{{Anchor|モ}}<br> '''モバイルラーニング''' {{MainEntry|[[mobile learning]]}}<br> '''ユ'''{{Anchor|ユ}}<br> ユビキタスラーニング {{MainEntry|ubiquitous learning}}<br> '''ラ'''{{Anchor|ラ}}<br> '''ラーニングオブジェクト''' {{MainEntry|[[learning objects]]}}<br> '''ラーニンググリッド''' {{MainEntry|[[learning grid]]}}<br> '''人'''{{Anchor|人}}<br> 人工的学習環境 {{MainEntry|artificial learning environment}}<br> '''仮'''{{Anchor|仮}}<br> 仮想大学 {{MainEntry|virtual universities}}<br> 仮想学習環境 {{MainEntry|virtual learning environment}}<br> 仮想教育的エージェント {{MainEntry|virtual pedagogical agent}}<br> '''個'''{{Anchor|個}}<br> 個人学習環境 {{MainEntry|personal learning environment}}<br> '''内'''{{Anchor|内}}<br> 内部スクリプト {{MainEntry|internal script}}<br> '''分'''{{Anchor|分}}<br> 分散学習 {{MainEntry|distributed learning}}<br> 分散学習環境 {{MainEntry|distributed learning environments}}<br> '''動'''{{Anchor|動}}<br> 動的幾何学 {{MainEntry|dynamic geometry}}<br> '''包'''{{Anchor|包}}<br> 包含的eラーニング {{MainEntry|inclusive e-learning}}<br> '''協'''{{Anchor|協}}<br> 協調(協同)学習 {{MainEntry|collaborative learning}}<br> '''協調のスクリプト''' {{MainEntry|[[collaboration script]]}}<br> '''埋'''{{Anchor|埋}}<br> '''埋め込まれた現象（教室の物理的空間に統合された科学的な現象とそのシミュレーションのこと）''' {{MainEntry|[[embedded phenomena]]}}<br> '''外'''{{Anchor|外}}<br> 外的スクリプト {{MainEntry|external script}}<br> '''学'''{{Anchor|学}}<br> 学習コンパニオン {{MainEntry|learning companion}}<br> '''学習シナリオ''' {{MainEntry|[[learning scenario]]}}<br> '''学習デザイン''' {{MainEntry|[[learning design]]}}<br> 学習の軌跡 {{MainEntry|learning trail}}<br> 学習を支援するコンピュータプログラミング {{MainEntry|computer programming in support of learning}}<br> 学習分析論 {{MainEntry|learning analytics}}<br> 学習環境 {{MainEntry|learning environment}}<br> '''学習空間''' {{MainEntry|[[learning space]]}}<br> '''学習管理システム''' {{MainEntry|[[learning management systems]]}}<br> 学習者モデリング {{MainEntry|learner modelling}}<br> '''対'''{{Anchor|対}}<br> 対話型学習環境 {{MainEntry|interactive learning environment}}<br> '''拡'''{{Anchor|拡}}<br> 拡張型学習環境 {{MainEntry|augmented learning environment}}<br> 拡張的学習環境 {{MainEntry|pervasive learning environment}}<br> '''探'''{{Anchor|探}}<br> '''探究学習''' {{MainEntry|[[inquiry learning]]}}<br> '''教'''{{Anchor|教}}<br> '''教授工学''' {{MainEntry|[[didactical engineering]]}}<br> '''教育情報のマイニング''' {{MainEntry|[[educational data mining]]}}<br> '''教育的アフォーダンス''' {{MainEntry|[[educational affordance]]}}<br> 教育的エージェント {{MainEntry|pedagogical agent}}<br> '''物'''{{Anchor|物}}<br> '''物語的学習環境''' {{MainEntry|[[narrative learning environments]]}}<br> '''状'''{{Anchor|状}}<br> 状況的学習 {{MainEntry|situated learning}}<br> '''知'''{{Anchor|知}}<br> 知的支援システム {{MainEntry|intelligent scaffolding system}}<br> '''知的教育支援システム''' {{MainEntry|[[intelligent tutoring system]]}}<br> '''知識に関するアフォーダンス（コンピュータや人工知能が新しい情報や知識を習得する上で支援となるアフォーダンス）''' {{MainEntry|[[epistemic affordance]]}}<br> '''知識に関するフィードバック''' {{MainEntry|[[epistemic feedback]]}}<br> '''統'''{{Anchor|統}}<br> 統合型学習システム {{MainEntry|integrated learning system}}<br> '''練'''{{Anchor|練}}<br> 練習問題自動生成 {{MainEntry|automatic generation of exercises}}<br> '''自'''{{Anchor|自}}<br> 自動診断 {{MainEntry|automatic diagnosis}}<br> '''自己調整学習''' {{MainEntry|[[self-regulated learning]]}}<br> '''計'''{{Anchor|計}}<br> 計算機数学 {{MainEntry|computational mathetic}}<br> 計算機的思考 {{MainEntry|computational thinking}}<br> '''認'''{{Anchor|認}}<br> 認知工学 {{MainEntry|cognitive engineering}}<br> '''認知的チューター''' {{MainEntry|[[cognitive tutor]]}}<br> 認知的モデル化 {{MainEntry|cognitive modelling}}<br> 認知的診断 {{MainEntry|cognitive diagnosis}}<br> '''遠'''{{Anchor|遠}}<br> 遠隔学習 {{MainEntry|distance learning}}<br> 遠隔実験室 {{MainEntry|remote laboratories}}<br> '''適'''{{Anchor|適}}<br> '''適応的学習環境''' {{MainEntry|[[adaptive learning environment]]}}<br> '''電'''{{Anchor|電}}<br> 電子黒板 {{MainEntry|interactive white board}}<br> 987 986 2012-10-06T15:16:33Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Japanese entries ''Edited by Jun Oshima, Shizuoka Univ., Faculty of Informatics (JP)'' ''with the collaboration of: Ritsuko Oshima, Shizuoka University; Etsuji Yamaguchi, Kobe University; Hiroyuki Masukawa, Shizuoka University; Toshio Mochizuki, Senshu University; Takeshi Kitazawa, Tokyo Future University; Moegi Saito, University of Tokyo; Hiroki Oura, Washington University'' <br> '''E - [[#ア|ア]] - [[#ア|ア]] - [[#イ|イ]] - [[#ウ|ウ]] - [[#エ|エ]] - [[#オ|オ]] - [[#ゲ|ゲ]] - [[#コ|コ]] - [[#シ|シ]] - [[#ス|ス]] - [[#タ|タ]] - [[#テ|テ]] - [[#ネ|ネ]] - [[#バ|バ]] - [[#ブ|ブ]] - [[#プ|プ]] - [[#マ|マ]] - [[#モ|モ]] - [[#ユ|ユ]] - [[#ラ|ラ]] - [[#人|人]] - [[#仮|仮]] - [[#個|個]] - [[#内|内]] - [[#分|分]] - [[#動|動]] - [[#包|包]] - [[#協|協]] - [[#埋|埋]] - [[#外|外]] - [[#学|学]] - [[#対|対]] - [[#拡|拡]] - [[#探|探]] - [[#教|教]] - [[#物|物]] - [[#状|状]] - [[#知|知]] - [[#統|統]] - [[#練|練]] - [[#自|自]] - [[#計|計]] - [[#認|認]] - [[#遠|遠]] - [[#適|適]] - [[#電|電]]''' <br> '''E'''{{Anchor|E}}<br> eアセスメント {{MainEntry|e-assessment}}<br> eポートフォリオ {{MainEntry|e-portfolio}}<br> eラーニング {{MainEntry|e-learning}}<br> '''ア'''{{Anchor|ア}}<br> アニメーション型教育的エージェント {{MainEntry|animated pedagogical agent}}<br> アンビエントな学習環境 {{MainEntry|ambient learning environment}}<br> '''イ'''{{Anchor|イ}}<br> '''インフォーマルな学習''' {{MainEntry|[[informal learning]]}}<br> '''ウ'''{{Anchor|ウ}}<br> ウェブ上の講義のための技術 {{MainEntry|web-lecturing technologies}}<br> '''エ'''{{Anchor|エ}}<br> エージェントベースのチュータリングシステム {{MainEntry|agent-based tutoring system}}<br> エージェントベースの学習環境 {{MainEntry|agent-based learning environment}}<br> エデュテイメント {{MainEntry|edutainment}}<br> '''オ'''{{Anchor|オ}}<br> オーサリングシステム {{MainEntry|authoring system}}<br> オーサリングツール {{MainEntry|authoring tool}}<br> '''オーバーレイ''' {{MainEntry|[[overlay]]}}<br> オンライン学習環境 {{MainEntry|on-line learning environment}}<br> '''ゲ'''{{Anchor|ゲ}}<br> '''ゲーム学習''' {{MainEntry|[[game-based learning]]}}<br> '''コ'''{{Anchor|コ}}<br> コースウエア {{MainEntry|courseware}}<br> コース管理システム {{MainEntry|course management system}}<br> '''コンストラクショニズム''' {{MainEntry|[[constructionism]]}}<br> コンピュータに基づく学習環境 {{MainEntry|computer-based learning environments}}<br> コンピュータに基づく実験室 {{MainEntry|computer-based laboratory}}<br> コンピュータに基づく教授 {{MainEntry|computer-based instruction}}<br> コンピュータに支援された協調(協同)学習 {{MainEntry|computer-supported collaborative learning}}<br> コンピュータ利用の外国語学習 {{MainEntry|computer-assisted language learning}}<br> コンピュータ利用の学習 {{MainEntry|computer-assisted learning}}<br> コンピュータ利用の教授 {{MainEntry|computer-assisted instruction}}<br> コンピュータ利用の試験 {{MainEntry|computer-assisted examination}}<br> '''シ'''{{Anchor|シ}}<br> '''シームレスな学習環境''' {{MainEntry|[[seamless learning environments]]}}<br> '''シミュレーション（型）学習環境''' {{MainEntry|[[simulation-based learning environment]]}}<br> シミュレーションゲーム {{MainEntry|simulation games}}<br> '''ス'''{{Anchor|ス}}<br> スクリプト {{MainEntry|script}}<br> '''タ'''{{Anchor|タ}}<br> タンジブルな学習環境 {{MainEntry|tangible learning environment}}<br> '''テ'''{{Anchor|テ}}<br> '''テクノロジーを活用した数学のリテラシー''' {{MainEntry|[[techno-mathematical literacies]]}}<br> テクノロジによって拡張された学習 {{MainEntry|technology enhanced learning}}<br> '''ネ'''{{Anchor|ネ}}<br> '''ネットワーク化された学習''' {{MainEntry|[[networked learning]]}}<br> ネットワーク化された学習共同体 {{MainEntry|networked learning communities}}<br> ネットワーク化された学習環境 {{MainEntry|networked learning environment}}<br> '''バ'''{{Anchor|バ}}<br> バーチャルキャンパス {{MainEntry|virtual campus}}<br> バディーシステム {{MainEntry|buddy systems}}<br> '''ブ'''{{Anchor|ブ}}<br> ブレンディッドラーニング {{MainEntry|blended learning}}<br> '''プ'''{{Anchor|プ}}<br> プログラム化可能なコース {{MainEntry|programmable course}}<br> プログラム化可能なコンピュータに基づいた学習環境 {{MainEntry|programmable computer-based learning environment}}<br> '''マ'''{{Anchor|マ}}<br> マイクロワールド {{MainEntry|microworld}}<br> '''マルチメディア学習''' {{MainEntry|[[multimedia learning]]}}<br> '''モ'''{{Anchor|モ}}<br> '''モバイルラーニング''' {{MainEntry|[[mobile learning]]}}<br> '''ユ'''{{Anchor|ユ}}<br> ユビキタスラーニング {{MainEntry|ubiquitous learning}}<br> '''ラ'''{{Anchor|ラ}}<br> '''ラーニングオブジェクト''' {{MainEntry|[[learning objects]]}}<br> '''ラーニンググリッド''' {{MainEntry|[[learning grid]]}}<br> '''人'''{{Anchor|人}}<br> 人工的学習環境 {{MainEntry|artificial learning environment}}<br> '''仮'''{{Anchor|仮}}<br> 仮想大学 {{MainEntry|virtual universities}}<br> 仮想学習環境 {{MainEntry|virtual learning environment}}<br> 仮想教育的エージェント {{MainEntry|virtual pedagogical agent}}<br> '''個'''{{Anchor|個}}<br> 個人学習環境 {{MainEntry|personal learning environment}}<br> '''内'''{{Anchor|内}}<br> 内部スクリプト {{MainEntry|internal script}}<br> '''分'''{{Anchor|分}}<br> 分散学習 {{MainEntry|distributed learning}}<br> 分散学習環境 {{MainEntry|distributed learning environments}}<br> '''動'''{{Anchor|動}}<br> 動的幾何学 {{MainEntry|dynamic geometry}}<br> '''包'''{{Anchor|包}}<br> 包含的eラーニング {{MainEntry|inclusive e-learning}}<br> '''協'''{{Anchor|協}}<br> 協調(協同)学習 {{MainEntry|collaborative learning}}<br> '''協調のスクリプト''' {{MainEntry|[[collaboration script]]}}<br> '''埋'''{{Anchor|埋}}<br> '''埋め込まれた現象（教室の物理的空間に統合された科学的な現象とそのシミュレーションのこと）''' {{MainEntry|[[embedded phenomena]]}}<br> '''外'''{{Anchor|外}}<br> 外的スクリプト {{MainEntry|external script}}<br> '''学'''{{Anchor|学}}<br> 学習コンパニオン {{MainEntry|learning companion}}<br> '''学習シナリオ''' {{MainEntry|[[learning scenario]]}}<br> '''学習デザイン''' {{MainEntry|[[learning design]]}}<br> 学習の軌跡 {{MainEntry|learning trail}}<br> 学習を支援するコンピュータプログラミング {{MainEntry|computer programming in support of learning}}<br> 学習分析論 {{MainEntry|learning analytics}}<br> 学習環境 {{MainEntry|learning environment}}<br> '''学習空間''' {{MainEntry|[[learning space]]}}<br> '''学習管理システム''' {{MainEntry|[[learning management systems]]}}<br> 学習者モデリング {{MainEntry|learner modelling}}<br> '''対'''{{Anchor|対}}<br> 対話型学習環境 {{MainEntry|interactive learning environment}}<br> '''拡'''{{Anchor|拡}}<br> 拡張型学習環境 {{MainEntry|augmented learning environment}}<br> 拡張的学習環境 {{MainEntry|pervasive learning environment}}<br> '''探'''{{Anchor|探}}<br> '''探究学習''' {{MainEntry|[[inquiry learning]]}}<br> '''教'''{{Anchor|教}}<br> '''教授工学''' {{MainEntry|[[didactical engineering]]}}<br> '''教育情報のマイニング''' {{MainEntry|[[educational data mining]]}}<br> '''教育的アフォーダンス''' {{MainEntry|[[educational affordance]]}}<br> 教育的エージェント {{MainEntry|pedagogical agent}}<br> '''物'''{{Anchor|物}}<br> '''物語的学習環境''' {{MainEntry|[[narrative learning environments]]}}<br> '''状'''{{Anchor|状}}<br> 状況的学習 {{MainEntry|situated learning}}<br> '''知'''{{Anchor|知}}<br> 知的支援システム {{MainEntry|intelligent scaffolding system}}<br> '''知的教育支援システム''' {{MainEntry|[[intelligent tutoring system]]}}<br> '''知識に関するアフォーダンス（コンピュータや人工知能が新しい情報や知識を習得する上で支援となるアフォーダンス）''' {{MainEntry|[[epistemic affordance]]}}<br> '''知識に関するフィードバック''' {{MainEntry|[[epistemic feedback]]}}<br> '''統'''{{Anchor|統}}<br> 統合型学習システム {{MainEntry|integrated learning system}}<br> '''練'''{{Anchor|練}}<br> 練習問題自動生成 {{MainEntry|automatic generation of exercises}}<br> '''自'''{{Anchor|自}}<br> 自動診断 {{MainEntry|automatic diagnosis}}<br> '''自己調整学習''' {{MainEntry|[[self-regulated learning]]}}<br> '''計'''{{Anchor|計}}<br> 計算機数学 {{MainEntry|computational mathetic}}<br> 計算機的思考 {{MainEntry|computational thinking}}<br> '''認'''{{Anchor|認}}<br> 認知工学 {{MainEntry|cognitive engineering}}<br> '''認知的チューター''' {{MainEntry|[[cognitive tutor]]}}<br> 認知的モデル化 {{MainEntry|cognitive modelling}}<br> 認知的診断 {{MainEntry|cognitive diagnosis}}<br> '''遠'''{{Anchor|遠}}<br> 遠隔学習 {{MainEntry|distance learning}}<br> 遠隔実験室 {{MainEntry|remote laboratories}}<br> '''適'''{{Anchor|適}}<br> '''適応的学習環境''' {{MainEntry|[[adaptive learning environment]]}}<br> '''電'''{{Anchor|電}}<br> 電子黒板 {{MainEntry|interactive white board}}<br> 986 985 2012-09-28T15:56:57Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Japanese entries ''Edited by Jun Oshima, Shizuoka Univ., Faculty of Informatics (JP)'' <br> '''E - [[#ア|ア]] - [[#ア|ア]] - [[#イ|イ]] - [[#ウ|ウ]] - [[#エ|エ]] - [[#オ|オ]] - [[#ゲ|ゲ]] - [[#コ|コ]] - [[#シ|シ]] - [[#ス|ス]] - [[#タ|タ]] - [[#テ|テ]] - [[#ネ|ネ]] - [[#バ|バ]] - [[#ブ|ブ]] - [[#プ|プ]] - [[#マ|マ]] - [[#モ|モ]] - [[#ユ|ユ]] - [[#ラ|ラ]] - [[#人|人]] - [[#仮|仮]] - [[#個|個]] - [[#内|内]] - [[#分|分]] - [[#動|動]] - [[#包|包]] - [[#協|協]] - [[#埋|埋]] - [[#外|外]] - [[#学|学]] - [[#対|対]] - [[#拡|拡]] - [[#探|探]] - [[#教|教]] - [[#物|物]] - [[#状|状]] - [[#知|知]] - [[#統|統]] - [[#練|練]] - [[#自|自]] - [[#計|計]] - [[#認|認]] - [[#遠|遠]] - [[#適|適]] - [[#電|電]]''' <br> '''E'''{{Anchor|E}}<br> eアセスメント {{MainEntry|e-assessment}}<br> eポートフォリオ {{MainEntry|e-portfolio}}<br> eラーニング {{MainEntry|e-learning}}<br> '''ア'''{{Anchor|ア}}<br> アニメーション型教育的エージェント {{MainEntry|animated pedagogical agent}}<br> アンビエントな学習環境 {{MainEntry|ambient learning environment}}<br> '''イ'''{{Anchor|イ}}<br> '''インフォーマルな学習''' {{MainEntry|[[informal learning]]}}<br> '''ウ'''{{Anchor|ウ}}<br> ウェブ上の講義のための技術 {{MainEntry|web-lecturing technologies}}<br> '''エ'''{{Anchor|エ}}<br> エージェントベースのチュータリングシステム {{MainEntry|agent-based tutoring system}}<br> エージェントベースの学習環境 {{MainEntry|agent-based learning environment}}<br> エデュテイメント {{MainEntry|edutainment}}<br> '''オ'''{{Anchor|オ}}<br> オーサリングシステム {{MainEntry|authoring system}}<br> オーサリングツール {{MainEntry|authoring tool}}<br> '''オーバーレイ''' {{MainEntry|[[overlay]]}}<br> オンライン学習環境 {{MainEntry|on-line learning environment}}<br> '''ゲ'''{{Anchor|ゲ}}<br> '''ゲーム学習''' {{MainEntry|[[game-based learning]]}}<br> '''コ'''{{Anchor|コ}}<br> コースウエア {{MainEntry|courseware}}<br> コース管理システム {{MainEntry|course management system}}<br> '''コンストラクショニズム''' {{MainEntry|[[constructionism]]}}<br> コンピュータに基づく学習環境 {{MainEntry|computer-based learning environments}}<br> コンピュータに基づく実験室 {{MainEntry|computer-based laboratory}}<br> コンピュータに基づく教授 {{MainEntry|computer-based instruction}}<br> コンピュータに支援された協調(協同)学習 {{MainEntry|computer-supported collaborative learning}}<br> コンピュータ利用の外国語学習 {{MainEntry|computer-assisted language learning}}<br> コンピュータ利用の学習 {{MainEntry|computer-assisted learning}}<br> コンピュータ利用の教授 {{MainEntry|computer-assisted instruction}}<br> コンピュータ利用の試験 {{MainEntry|computer-assisted examination}}<br> '''シ'''{{Anchor|シ}}<br> '''シームレスな学習環境''' {{MainEntry|[[seamless learning environments]]}}<br> '''シミュレーション（型）学習環境''' {{MainEntry|[[simulation-based learning environment]]}}<br> シミュレーションゲーム {{MainEntry|simulation games}}<br> '''ス'''{{Anchor|ス}}<br> スクリプト {{MainEntry|script}}<br> '''タ'''{{Anchor|タ}}<br> タンジブルな学習環境 {{MainEntry|tangible learning environment}}<br> '''テ'''{{Anchor|テ}}<br> '''テクノロジーを活用した数学のリテラシー''' {{MainEntry|[[techno-mathematical literacies]]}}<br> テクノロジによって拡張された学習 {{MainEntry|technology enhanced learning}}<br> '''ネ'''{{Anchor|ネ}}<br> '''ネットワーク化された学習''' {{MainEntry|[[networked learning]]}}<br> ネットワーク化された学習共同体 {{MainEntry|networked learning communities}}<br> ネットワーク化された学習環境 {{MainEntry|networked learning environment}}<br> '''バ'''{{Anchor|バ}}<br> バーチャルキャンパス {{MainEntry|virtual campus}}<br> バディーシステム {{MainEntry|buddy systems}}<br> '''ブ'''{{Anchor|ブ}}<br> ブレンディッドラーニング {{MainEntry|blended learning}}<br> '''プ'''{{Anchor|プ}}<br> プログラム化可能なコース {{MainEntry|programmable course}}<br> プログラム化可能なコンピュータに基づいた学習環境 {{MainEntry|programmable computer-based learning environment}}<br> '''マ'''{{Anchor|マ}}<br> マイクロワールド {{MainEntry|microworld}}<br> '''マルチメディア学習''' {{MainEntry|[[multimedia learning]]}}<br> '''モ'''{{Anchor|モ}}<br> '''モバイルラーニング''' {{MainEntry|[[mobile learning]]}}<br> '''ユ'''{{Anchor|ユ}}<br> ユビキタスラーニング {{MainEntry|ubiquitous learning}}<br> '''ラ'''{{Anchor|ラ}}<br> '''ラーニングオブジェクト''' {{MainEntry|[[learning objects]]}}<br> '''ラーニンググリッド''' {{MainEntry|[[learning grid]]}}<br> '''人'''{{Anchor|人}}<br> 人工的学習環境 {{MainEntry|artificial learning environment}}<br> '''仮'''{{Anchor|仮}}<br> 仮想大学 {{MainEntry|virtual universities}}<br> 仮想学習環境 {{MainEntry|virtual learning environment}}<br> 仮想教育的エージェント {{MainEntry|virtual pedagogical agent}}<br> '''個'''{{Anchor|個}}<br> 個人学習環境 {{MainEntry|personal learning environment}}<br> '''内'''{{Anchor|内}}<br> 内部スクリプト {{MainEntry|internal script}}<br> '''分'''{{Anchor|分}}<br> 分散学習 {{MainEntry|distributed learning}}<br> 分散学習環境 {{MainEntry|distributed learning environments}}<br> '''動'''{{Anchor|動}}<br> 動的幾何学 {{MainEntry|dynamic geometry}}<br> '''包'''{{Anchor|包}}<br> 包含的eラーニング {{MainEntry|inclusive e-learning}}<br> '''協'''{{Anchor|協}}<br> 協調(協同)学習 {{MainEntry|collaborative learning}}<br> '''協調のスクリプト''' {{MainEntry|[[collaboration script]]}}<br> '''埋'''{{Anchor|埋}}<br> '''埋め込まれた現象（教室の物理的空間に統合された科学的な現象とそのシミュレーションのこと）''' {{MainEntry|[[embedded phenomena]]}}<br> '''外'''{{Anchor|外}}<br> 外的スクリプト {{MainEntry|external script}}<br> '''学'''{{Anchor|学}}<br> 学習コンパニオン {{MainEntry|learning companion}}<br> '''学習シナリオ''' {{MainEntry|[[learning scenario]]}}<br> '''学習デザイン''' {{MainEntry|[[learning design]]}}<br> 学習の軌跡 {{MainEntry|learning trail}}<br> 学習を支援するコンピュータプログラミング {{MainEntry|computer programming in support of learning}}<br> 学習分析論 {{MainEntry|learning analytics}}<br> 学習環境 {{MainEntry|learning environment}}<br> '''学習空間''' {{MainEntry|[[learning space]]}}<br> '''学習管理システム''' {{MainEntry|[[learning management systems]]}}<br> 学習者モデリング {{MainEntry|learner modelling}}<br> '''対'''{{Anchor|対}}<br> 対話型学習環境 {{MainEntry|interactive learning environment}}<br> '''拡'''{{Anchor|拡}}<br> 拡張型学習環境 {{MainEntry|augmented learning environment}}<br> 拡張的学習環境 {{MainEntry|pervasive learning environment}}<br> '''探'''{{Anchor|探}}<br> '''探究学習''' {{MainEntry|[[inquiry learning]]}}<br> '''教'''{{Anchor|教}}<br> '''教授工学''' {{MainEntry|[[didactical engineering]]}}<br> '''教育情報のマイニング''' {{MainEntry|[[educational data mining]]}}<br> '''教育的アフォーダンス''' {{MainEntry|[[educational affordance]]}}<br> 教育的エージェント {{MainEntry|pedagogical agent}}<br> '''物'''{{Anchor|物}}<br> '''物語的学習環境''' {{MainEntry|[[narrative learning environments]]}}<br> '''状'''{{Anchor|状}}<br> 状況的学習 {{MainEntry|situated learning}}<br> '''知'''{{Anchor|知}}<br> 知的支援システム {{MainEntry|intelligent scaffolding system}}<br> '''知的教育支援システム''' {{MainEntry|[[intelligent tutoring system]]}}<br> '''知識に関するアフォーダンス（コンピュータや人工知能が新しい情報や知識を習得する上で支援となるアフォーダンス）''' {{MainEntry|[[epistemic affordance]]}}<br> '''知識に関するフィードバック''' {{MainEntry|[[epistemic feedback]]}}<br> '''統'''{{Anchor|統}}<br> 統合型学習システム {{MainEntry|integrated learning system}}<br> '''練'''{{Anchor|練}}<br> 練習問題自動生成 {{MainEntry|automatic generation of exercises}}<br> '''自'''{{Anchor|自}}<br> 自動診断 {{MainEntry|automatic diagnosis}}<br> '''自己調整学習''' {{MainEntry|[[self-regulated learning]]}}<br> '''計'''{{Anchor|計}}<br> 計算機数学 {{MainEntry|computational mathetic}}<br> 計算機的思考 {{MainEntry|computational thinking}}<br> '''認'''{{Anchor|認}}<br> 認知工学 {{MainEntry|cognitive engineering}}<br> '''認知的チューター''' {{MainEntry|[[cognitive tutor]]}}<br> 認知的モデル化 {{MainEntry|cognitive modelling}}<br> 認知的診断 {{MainEntry|cognitive diagnosis}}<br> '''遠'''{{Anchor|遠}}<br> 遠隔学習 {{MainEntry|distance learning}}<br> 遠隔実験室 {{MainEntry|remote laboratories}}<br> '''適'''{{Anchor|適}}<br> '''適応的学習環境''' {{MainEntry|[[adaptive learning environment]]}}<br> '''電'''{{Anchor|電}}<br> 電子黒板 {{MainEntry|interactive white board}}<br> 985 2012-09-28T15:53:24Z Zeiliger 2 Created page with "{{languages}}<br> TEL Dictionary: Japanese entries ''Edited by Jun Oshima, Shizuoka Univ., Faculty of Informatics (JP)'' <br> '''E - [[#ア|ア]] - [[#ア|ア]] - [[#イ|..." wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Japanese entries ''Edited by Jun Oshima, Shizuoka Univ., Faculty of Informatics (JP)'' <br> '''E - [[#ア|ア]] - [[#ア|ア]] - [[#イ|イ]] - [[#ウ|ウ]] - [[#エ|エ]] - [[#オ|オ]] - [[#ゲ|ゲ]] - [[#コ|コ]] - [[#シ|シ]] - [[#ス|ス]] - [[#タ|タ]] - [[#テ|テ]] - [[#ネ|ネ]] - [[#バ|バ]] - [[#ブ|ブ]] - [[#プ|プ]] - [[#マ|マ]] - [[#モ|モ]] - [[#ユ|ユ]] - [[#ラ|ラ]] - [[#人|人]] - [[#仮|仮]] - [[#個|個]] - [[#内|内]] - [[#分|分]] - [[#動|動]] - [[#包|包]] - [[#協|協]] - [[#埋|埋]] - [[#外|外]] - [[#学|学]] - [[#対|対]] - [[#拡|拡]] - [[#探|探]] - [[#教|教]] - [[#物|物]] - [[#状|状]] - [[#知|知]] - [[#統|統]] - [[#練|練]] - [[#自|自]] - [[#計|計]] - [[#認|認]] - [[#遠|遠]] - [[#適|適]] - [[#電|電]]''' <br> '''E'''{{Anchor|E}}<br> eアセスメント {{MainEntry|e-assessment}}<br> eポートフォリオ {{MainEntry|e-portfolio}}<br> eラーニング {{MainEntry|e-learning}}<br> '''ア'''{{Anchor|ア}}<br> アニメーション型教育的エージェント {{MainEntry|animated pedagogical agent}}<br> アンビエントな学習環境 {{MainEntry|ambient learning environment}}<br> '''イ'''{{Anchor|イ}}<br> '''インフォーマルな学習''' {{MainEntry|[[informal learning]]}}<br> '''ウ'''{{Anchor|ウ}}<br> ウェブ上の講義のための技術 {{MainEntry|web-lecturing technologies}}<br> '''エ'''{{Anchor|エ}}<br> エージェントベースのチュータリングシステム {{MainEntry|agent-based tutoring system}}<br> エージェントベースの学習環境 {{MainEntry|agent-based learning environment}}<br> エデュテイメント {{MainEntry|edutainment}}<br> '''オ'''{{Anchor|オ}}<br> オーサリングシステム {{MainEntry|authoring system}}<br> オーサリングツール {{MainEntry|authoring tool}}<br> '''オーバーレイ''' {{MainEntry|[[overlay]]}}<br> オンライン学習環境 {{MainEntry|on-line learning environment}}<br> '''ゲ'''{{Anchor|ゲ}}<br> '''ゲーム学習''' {{MainEntry|[[game-based learning]]}}<br> '''コ'''{{Anchor|コ}}<br> コースウエア {{MainEntry|courseware}}<br> コース管理システム {{MainEntry|course management system}}<br> '''コンストラクショニズム''' {{MainEntry|[[constructionism]]}}<br> コンピュータに基づく学習環境 {{MainEntry|computer-based learning environments}}<br> コンピュータに基づく実験室 {{MainEntry|computer-based laboratory}}<br> コンピュータに基づく教授 {{MainEntry|computer-based instruction}}<br> コンピュータに支援された協調(協同)学習 {{MainEntry|computer-supported collaborative learning}}<br> コンピュータ利用の外国語学習 {{MainEntry|computer-assisted language learning}}<br> コンピュータ利用の学習 {{MainEntry|computer-assisted learning}}<br> コンピュータ利用の教授 {{MainEntry|computer-assisted instruction}}<br> コンピュータ利用の試験 {{MainEntry|computer-assisted examination}}<br> '''シ'''{{Anchor|シ}}<br> '''シームレスな学習環境''' {{MainEntry|[[seamless learning environments]]}}<br> '''シミュレーション（型）学習環境''' {{MainEntry|[[simulation-based learning environment]]}}<br> シミュレーションゲーム {{MainEntry|simulation games}}<br> '''ス'''{{Anchor|ス}}<br> スクリプト {{MainEntry|script}}<br> '''タ'''{{Anchor|タ}}<br> タンジブルな学習環境 {{MainEntry|tangible learning environment}}<br> '''テ'''{{Anchor|テ}}<br> '''テクノロジーを活用した数学のリテラシー''' {{MainEntry|[[techno-mathematical literacies]]}}<br> テクノロジによって拡張された学習 {{MainEntry|technology enhanced learning}}<br> '''ネ'''{{Anchor|ネ}}<br> '''ネットワーク化された学習''' {{MainEntry|[[networked learning]]}}<br> ネットワーク化された学習共同体 {{MainEntry|networked learning communities}}<br> ネットワーク化された学習環境 {{MainEntry|networked learning environment}}<br> '''バ'''{{Anchor|バ}}<br> バーチャルキャンパス {{MainEntry|virtual campus}}<br> バディーシステム {{MainEntry|buddy systems}}<br> '''ブ'''{{Anchor|ブ}}<br> ブレンディッドラーニング {{MainEntry|blended learning}}<br> '''プ'''{{Anchor|プ}}<br> プログラム化可能なコース {{MainEntry|programmable course}}<br> プログラム化可能なコンピュータに基づいた学習環境 {{MainEntry|programmable computer-based learning environment}}<br> '''マ'''{{Anchor|マ}}<br> マイクロワールド {{MainEntry|microworld}}<br> '''マルチメディア学習''' {{MainEntry|[[multimedia learning]]}}<br> '''モ'''{{Anchor|モ}}<br> '''モバイルラーニング''' {{MainEntry|[[mobile learning]]}}<br> '''ユ'''{{Anchor|ユ}}<br> ユビキタスラーニング {{MainEntry|ubiquitous learning}}<br> '''ラ'''{{Anchor|ラ}}<br> '''ラーニングオブジェクト''' {{MainEntry|[[learning objects]]}}<br> '''ラーニンググリッド''' {{MainEntry|[[learning grid]]}}<br> '''人'''{{Anchor|人}}<br> 人工的学習環境 {{MainEntry|artificial learning environment}}<br> '''仮'''{{Anchor|仮}}<br> 仮想大学 {{MainEntry|virtual universities}}<br> 仮想学習環境 {{MainEntry|virtual learning environment}}<br> 仮想教育的エージェント {{MainEntry|virtual pedagogical agent}}<br> '''個'''{{Anchor|個}}<br> 個人学習環境 {{MainEntry|personal learning environment}}<br> '''内'''{{Anchor|内}}<br> 内部スクリプト {{MainEntry|internal script}}<br> '''分'''{{Anchor|分}}<br> 分散学習 {{MainEntry|distributed learning}}<br> 分散学習環境 {{MainEntry|distributed learning environments}}<br> '''動'''{{Anchor|動}}<br> 動的幾何学 {{MainEntry|dynamic geometry}}<br> '''包'''{{Anchor|包}}<br> 包含的eラーニング {{MainEntry|inclusive e-learning}}<br> '''協'''{{Anchor|協}}<br> 協調(協同)学習 {{MainEntry|collaborative learning}}<br> '''協調のスクリプト''' {{MainEntry|[[collaboration script]]}}<br> '''埋'''{{Anchor|埋}}<br> '''埋め込まれた現象（教室の物理的空間に統合された科学的な現象とそのシミュレーションのこと）''' {{MainEntry|[[embedded phenomena]]}}<br> '''外'''{{Anchor|外}}<br> 外的スクリプト {{MainEntry|external script}}<br> '''学'''{{Anchor|学}}<br> 学習コンパニオン {{MainEntry|learning companion}}<br> '''学習シナリオ''' {{MainEntry|[[learning scenario]]}}<br> '''学習デザイン''' {{MainEntry|[[learning design]]}}<br> 学習の軌跡 {{MainEntry|learning trail}}<br> 学習を支援するコンピュータプログラミング {{MainEntry|computer programming in support of learning}}<br> 学習分析論 {{MainEntry|learning analytics}}<br> 学習環境 {{MainEntry|learning environment}}<br> '''学習空間''' {{MainEntry|[[learning space]]}}<br> '''学習管理システム''' {{MainEntry|[[learning management systems]]}}<br> 学習者モデリング {{MainEntry|learner modelling}}<br> '''対'''{{Anchor|対}}<br> 対話型学習環境 {{MainEntry|interactive learning environment}}<br> '''拡'''{{Anchor|拡}}<br> 拡張型学習環境 {{MainEntry|augmented learning environment}}<br> 拡張的学習環境 {{MainEntry|pervasive learning environment}}<br> '''探'''{{Anchor|探}}<br> '''探究学習''' {{MainEntry|[[inquiry learning]]}}<br> '''教'''{{Anchor|教}}<br> '''教授工学''' {{MainEntry|[[didactical engineering]]}}<br> '''教育情報のマイニング''' {{MainEntry|[[educational data mining]]}}<br> '''教育的アフォーダンス''' {{MainEntry|[[educational affordance]]}}<br> 教育的エージェント {{MainEntry|pedagogical agent}}<br> '''物'''{{Anchor|物}}<br> '''物語的学習環境''' {{MainEntry|[[narrative learning environments]]}}<br> '''状'''{{Anchor|状}}<br> 状況的学習 {{MainEntry|situated learning}}<br> '''知'''{{Anchor|知}}<br> 知的支援システム {{MainEntry|intelligent scaffolding system}}<br> '''知的教育支援システム''' {{MainEntry|[[intelligent tutoring system]]}}<br> '''知識に関するアフォーダンス（コンピュータや人工知能が新しい情報や知識を習得する上で支援となるアフォーダンス）''' {{MainEntry|[[epistemic affordance]]}}<br> '''知識に関するフィードバック''' {{MainEntry|[[epistemic feedback]]}}<br> '''統'''{{Anchor|統}}<br> 統合型学習システム {{MainEntry|integrated learning system}}<br> '''練'''{{Anchor|練}}<br> 練習問題自動生成 {{MainEntry|automatic generation of exercises}}<br> '''自'''{{Anchor|自}}<br> 自動診断 {{MainEntry|automatic diagnosis}}<br> '''自己調整学習''' {{MainEntry|[[self-regulated learning]]}}<br> '''計'''{{Anchor|計}}<br> 計算機数学 {{MainEntry|computational mathetic}}<br> 計算機的思考 {{MainEntry|computational thinking}}<br> '''認'''{{Anchor|認}}<br> 認知工学 {{MainEntry|cognitive engineering}}<br> '''認知的チューター''' {{MainEntry|[[cognitive tutor]]}}<br> 認知的モデル化 {{MainEntry|cognitive modelling}}<br> 認知的診断 {{MainEntry|cognitive diagnosis}}<br> '''遠'''{{Anchor|遠}}<br> 遠隔学習 {{MainEntry|distance learning}}<br> 遠隔実験室 {{MainEntry|remote laboratories}}<br> '''適'''{{Anchor|適}}<br> '''適応的学習環境''' {{MainEntry|[[adaptive learning environment]]}}<br> '''電'''{{Anchor|電}}<br> 電子黒板 {{MainEntry|interactive white board}}<br> 0 128 1187 1144 2013-03-01T12:42:39Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Korean entries ''Edited by Hyo-Jeong So, Nanyang Technological University (Singapore) & Hyungshin Choi, Chuncheon National University of Education (Korea)'' <br> '''ㄱ - [[#ㄴ|ㄴ]] - [[#ㄷ|ㄷ]] - [[#ㅁ|ㅁ]] - [[#ㅂ|ㅂ]] - [[#ㅅ|ㅅ]] - [[#ㅇ|ㅇ]] - [[#ㅈ|ㅈ]] - [[#ㅋ|ㅋ]] - [[#ㅌ|ㅌ]] - [[#ㅍ|ㅍ]] - [[#ㅎ|ㅎ]]''' '''ㄱ'''{{Anchor|ㄱ}}<br> 가상 대학 {{MainEntry|Virtual universities}}<br> 가상 캠퍼스 {{MainEntry|Virtual campus}}<br> 가상 학습 환경 {{MainEntry|Virtual learning environment}}<br> 가상 학습용 에이전트 {{MainEntry|Virtual pedagogical agent}}<br> 감각형 학습 환경 {{MainEntry|Tangible learning environment}}<br> 개인 학습 환경 {{MainEntry|Personal learning environment}}<br> '''게임 기반 학습''' {{MainEntry|[[Game-based learning]]}}<br> '''공학-수리 능력 ''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> '''교육용 데이터 마이닝 ''' {{MainEntry|[[Educational data mining]]}}<br> '''교육용 어포던스 ''' {{MainEntry|[[Educational affordance]]}}<br> '''구성주의 ''' {{MainEntry|[[Constructionism]]}}<br> '''끊김없는 학습 환경''' {{MainEntry|[[Seamless learning environments]]}}<br> '''ㄴ'''{{Anchor|ㄴ}}<br> '''내러티브 학습 환경 ''' {{MainEntry|[[Narrative learning environments]]}}<br> 내부 스크립트 {{MainEntry|Internal script}}<br> '''내장형 현상''' {{MainEntry|[[Embedded phenomena]]}}<br> '''네트워크 기반 학습''' {{MainEntry|[[Networked learning]]}}<br> '''ㄷ'''{{Anchor|ㄷ}}<br> 동적 기하 {{MainEntry|Dynamic geometry}}<br> '''ㅁ'''{{Anchor|ㅁ}}<br> 마이크로월드 {{MainEntry|Microworld}}<br> '''멀티미디어 러닝''' {{MainEntry|[[Multimedia learning]]}}<br> '''모바일 러닝 ''' {{MainEntry|[[Mobile learning]]}}<br> '''ㅂ'''{{Anchor|ㅂ}}<br> 버디 시스템 {{MainEntry|Buddy systems}}<br> 분산 학습 {{MainEntry|Distributed learning}}<br> 분산 학습 환경 {{MainEntry|Distributed learning environments}}<br> 블랜디드 러닝 {{MainEntry|Blended learning}}<br> '''비형식적 학습 ''' {{MainEntry|[[Informal learning]]}}<br> '''ㅅ'''{{Anchor|ㅅ}}<br> 상호작용적 학습 환경 {{MainEntry|Interactive learning environment}}<br> 상황 학습 {{MainEntry|Situated learning}}<br> 스크립트 {{MainEntry|Script}}<br> 시뮬레이션 게임 {{MainEntry|Simulation games}}<br> '''시뮬레이션 기반 학습 환경''' {{MainEntry|[[Simulation-based learning environment]]}}<br> '''ㅇ'''{{Anchor|ㅇ}}<br> 앰비언트 학습 환경 {{MainEntry|Ambient learning environment}}<br> 에듀테인먼트 {{MainEntry|Edutainment}}<br> 에이전트 기반 튜터링 시스템 {{MainEntry|Agent-based tutoring system}}<br> 에이전트 기반 학습 환경 {{MainEntry|Agent-based learning environment}}<br> '''오버레이''' {{MainEntry|[[Overlay]]}}<br> 온라인 학습 환경 {{MainEntry|On-line learning environment}}<br> 외부 스크립트 {{MainEntry|External script}}<br> 원격 랩 {{MainEntry|Remote laboratories}}<br> 원격 학습 {{MainEntry|Distance learning}}<br> 웹 강의 테크놀로지 {{MainEntry|Web-lecturing technologies}}<br> 유비쿼터스 러닝 {{MainEntry|Ubiquitous learning}}<br> 이러닝 {{MainEntry|e-learning}}<br> 인공 학습 환경 {{MainEntry|Artificial learning environment}}<br> '''인식적 어포던스''' {{MainEntry|[[Epistemic affordance]]}}<br> '''인식적 피드백 ''' {{MainEntry|[[Epistemic feedback]]}}<br> 인지 공학 {{MainEntry|Cognitive engineering}}<br> 인지 진단 {{MainEntry|Cognitive diagnosis}}<br> '''인지 튜터''' {{MainEntry|[[Cognitive tutor]]}}<br> 인지적 모델링 {{MainEntry|Cognitive modeling}}<br> '''ㅈ'''{{Anchor|ㅈ}}<br> '''자기 조절 학습''' {{MainEntry|[[Self-regulated learning]]}}<br> 자동 연습문제 생성 {{MainEntry|Automatic generation of exercises}}<br> 자동 진단 {{MainEntry|Automatic diagnosis}}<br> '''저작 시스템''' {{MainEntry|[[Authoring system]]}}<br> 저작도구 {{MainEntry|Authoring tool}}<br> '''적응적 학습 환경''' {{MainEntry|[[Adaptive learning environment]]}}<br> 전자 평가 {{MainEntry|E-Assessment}}<br> 전자 포트폴리오 {{MainEntry|e-portfolio}}<br> 전자칠판 {{MainEntry|Interactive white board}}<br> 정보과학적 사고 {{MainEntry|Computational thinking}}<br> 증강 학습 환경 {{MainEntry|Augmented learning environment}}<br> 지능형 스캐폴딩 시스템 {{MainEntry|Intelligent scaffolding system}}<br> '''지능형 튜터링 시스템 ''' {{MainEntry|[[Intelligent tutoring system]]}}<br> '''ㅋ'''{{Anchor|ㅋ}}<br> 커뮤니티 {{MainEntry|Networked learning communities}}<br> 컴퓨터 기반 랩 {{MainEntry|Computer-based laboratory}}<br> 컴퓨터 기반 수업 {{MainEntry|Computer-based instruction}}<br> 컴퓨터 기반 학습 환경 {{MainEntry|Computer-based learning environments}}<br> 컴퓨터 기반 협력 학습 {{MainEntry|Computer-supported collaborative learning}}<br> 컴퓨터 보조 수업 {{MainEntry|Computer-assisted instruction}}<br> 컴퓨터 보조 시험 {{MainEntry|Computer-assisted examination}}<br> 컴퓨터 보조 언어 학습 {{MainEntry|Computer-assisted language learning}}<br> 컴퓨터 보조 학습 {{MainEntry|Computer-assisted learning}}<br> 코스 관리 시스템 {{MainEntry|Course management system}}<br> 코스웨어 {{MainEntry|Courseware}}<br> '''ㅌ'''{{Anchor|탐}}<br> '''탐구 학습''' {{MainEntry|[[Inquiry learning]]}}<br> 테크놀로지 강화 수업 {{MainEntry|Technology Enhanced Learning}}<br> 통합 학습 시스템 {{MainEntry|Integrated learning system}}<br> 통합적 이러닝 {{MainEntry|Inclusive e-learning}}<br> '''ㅍ'''{{Anchor|ㅍ}}<br> 편재형 학습 환경 {{MainEntry|Pervasive learning environment}}<br> 프로그램가능한 컴퓨터 기반 학습 환경 {{MainEntry|Programmable computer-based learning environment}}<br> 프로그램가능한 코스 {{MainEntry|Programmable course}}<br> '''ㅎ'''{{Anchor|ㅎ}}<br> '''학습 객체''' {{MainEntry|[[Learning objects]]}}<br> '''학습 공간 ''' {{MainEntry|[[Learning space]]}}<br> '''학습 관리 시스템 ''' {{MainEntry|[[Learning management systems]]}}<br> '''학습 그리드 ''' {{MainEntry|[[Learning grid]]}}<br> 학습 동료 {{MainEntry|Learning companion}}<br> 학습 분석학 {{MainEntry|Learning analytics}}<br> '''학습 설계 ''' {{MainEntry|[[Learning design]]}}<br> '''학습 시나리오 ''' {{MainEntry|[[Learning scenario]]}}<br> 학습 지원을 위한 컴퓨터 프로그래밍 {{MainEntry|Computer programming in support of learning}}<br> 학습 트레일 {{MainEntry|Learning trail}}<br> 학습 환경 {{MainEntry|Learning environment}}<br> 학습용 에이전트 {{MainEntry|Pedagogical agent}}<br> 학습용 에이전트 애니메이션 {{MainEntry|Animated pedagogical agent}}<br> 학습자 모델링 {{MainEntry|Learner modeling}}<br> '''협력 스크립트''' {{MainEntry|[[Collaboration script]]}}<br> 협력 학습 {{MainEntry|Collaborative learning}}<br> 환경 {{MainEntry|Networked learning environment}}<br> <br> ? {{MainEntry|Computational mathetic}}<br> '''?''' {{MainEntry|[[Didactical engineering]]}}<br> 1144 1002 2013-02-26T14:57:58Z Admin 1 Protected "[[TEL Dictionary entries/ko]]" ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Korean entries ''Edited by Hyo-Jeong So, Nanyang Technological University (Singapore) & Hyungshin Choi, Chuncheon National University of Education (Korea)'' <br> '''ㄱ - [[#ㄴ|ㄴ]] - [[#ㄷ|ㄷ]] - [[#ㅁ|ㅁ]] - [[#ㅂ|ㅂ]] - [[#ㅅ|ㅅ]] - [[#ㅇ|ㅇ]] - [[#ㅈ|ㅈ]] - [[#ㅋ|ㅋ]] - [[#ㅌ|ㅌ]] - [[#ㅍ|ㅍ]] - [[#ㅎ|ㅎ]]''' '''ㄱ'''{{Anchor|ㄱ}}<br> 가상 대학 {{MainEntry|Virtual universities}}<br> 가상 캠퍼스 {{MainEntry|Virtual campus}}<br> 가상 학습 환경 {{MainEntry|Virtual learning environment}}<br> 가상 학습용 에이전트 {{MainEntry|Virtual pedagogical agent}}<br> 감각형 학습 환경 {{MainEntry|Tangible learning environment}}<br> 개인 학습 환경 {{MainEntry|Personal learning environment}}<br> '''게임 기반 학습''' {{MainEntry|[[Game-based learning]]}}<br> '''공학-수리 능력 ''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> '''교육용 데이터 마이닝 ''' {{MainEntry|[[Educational data mining]]}}<br> '''교육용 어포던스 ''' {{MainEntry|[[Educational affordance]]}}<br> '''구성주의 ''' {{MainEntry|[[Constructionism]]}}<br> '''끊김없는 학습 환경''' {{MainEntry|[[Seamless learning environments]]}}<br> '''ㄴ'''{{Anchor|ㄴ}}<br> '''내러티브 학습 환경 ''' {{MainEntry|[[Narrative learning environments]]}}<br> 내부 스크립트 {{MainEntry|Internal script}}<br> '''내장형 현상''' {{MainEntry|[[Embedded phenomena]]}}<br> '''네트워크 기반 학습''' {{MainEntry|[[Networked learning]]}}<br> '''ㄷ'''{{Anchor|ㄷ}}<br> 동적 기하 {{MainEntry|Dynamic geometry}}<br> '''ㅁ'''{{Anchor|ㅁ}}<br> 마이크로월드 {{MainEntry|Microworld}}<br> '''멀티미디어 러닝''' {{MainEntry|[[Multimedia learning]]}}<br> '''모바일 러닝 ''' {{MainEntry|[[Mobile learning]]}}<br> '''ㅂ'''{{Anchor|ㅂ}}<br> 버디 시스템 {{MainEntry|Buddy systems}}<br> 분산 학습 {{MainEntry|Distributed learning}}<br> 분산 학습 환경 {{MainEntry|Distributed learning environments}}<br> 블랜디드 러닝 {{MainEntry|Blended learning}}<br> '''비형식적 학습 ''' {{MainEntry|[[Informal learning]]}}<br> '''ㅅ'''{{Anchor|ㅅ}}<br> 상호작용적 학습 환경 {{MainEntry|Interactive learning environment}}<br> 상황 학습 {{MainEntry|Situated learning}}<br> 스크립트 {{MainEntry|Script}}<br> 시뮬레이션 게임 {{MainEntry|Simulation games}}<br> '''시뮬레이션 기반 학습 환경''' {{MainEntry|[[Simulation-based learning environment]]}}<br> '''ㅇ'''{{Anchor|ㅇ}}<br> 앰비언트 학습 환경 {{MainEntry|Ambient learning environment}}<br> 에듀테인먼트 {{MainEntry|Edutainment}}<br> 에이전트 기반 튜터링 시스템 {{MainEntry|Agent-based tutoring system}}<br> 에이전트 기반 학습 환경 {{MainEntry|Agent-based learning environment}}<br> '''오버레이''' {{MainEntry|[[Overlay]]}}<br> 온라인 학습 환경 {{MainEntry|On-line learning environment}}<br> 외부 스크립트 {{MainEntry|External script}}<br> 원격 랩 {{MainEntry|Remote laboratories}}<br> 원격 학습 {{MainEntry|Distance learning}}<br> 웹 강의 테크놀로지 {{MainEntry|Web-lecturing technologies}}<br> 유비쿼터스 러닝 {{MainEntry|Ubiquitous learning}}<br> 이러닝 {{MainEntry|e-learning}}<br> 인공 학습 환경 {{MainEntry|Artificial learning environment}}<br> '''인식적 어포던스''' {{MainEntry|[[Epistemic affordance]]}}<br> '''인식적 피드백 ''' {{MainEntry|[[Epistemic feedback]]}}<br> 인지 공학 {{MainEntry|Cognitive engineering}}<br> 인지 진단 {{MainEntry|Cognitive diagnosis}}<br> '''인지 튜터''' {{MainEntry|[[Cognitive tutor]]}}<br> 인지적 모델링 {{MainEntry|Cognitive modeling}}<br> '''ㅈ'''{{Anchor|ㅈ}}<br> '''자기 조절 학습''' {{MainEntry|[[Self-regulated learning]]}}<br> 자동 연습문제 생성 {{MainEntry|Automatic generation of exercises}}<br> 자동 진단 {{MainEntry|Automatic diagnosis}}<br> 저작 시스템 {{MainEntry|Authoring system}}<br> 저작도구 {{MainEntry|Authoring tool}}<br> '''적응적 학습 환경''' {{MainEntry|[[Adaptive learning environment]]}}<br> 전자 평가 {{MainEntry|E-Assessment}}<br> 전자 포트폴리오 {{MainEntry|e-portfolio}}<br> 전자칠판 {{MainEntry|Interactive white board}}<br> 정보과학적 사고 {{MainEntry|Computational thinking}}<br> 증강 학습 환경 {{MainEntry|Augmented learning environment}}<br> 지능형 스캐폴딩 시스템 {{MainEntry|Intelligent scaffolding system}}<br> '''지능형 튜터링 시스템 ''' {{MainEntry|[[Intelligent tutoring system]]}}<br> '''ㅋ'''{{Anchor|ㅋ}}<br> 커뮤니티 {{MainEntry|Networked learning communities}}<br> 컴퓨터 기반 랩 {{MainEntry|Computer-based laboratory}}<br> 컴퓨터 기반 수업 {{MainEntry|Computer-based instruction}}<br> 컴퓨터 기반 학습 환경 {{MainEntry|Computer-based learning environments}}<br> 컴퓨터 기반 협력 학습 {{MainEntry|Computer-supported collaborative learning}}<br> 컴퓨터 보조 수업 {{MainEntry|Computer-assisted instruction}}<br> 컴퓨터 보조 시험 {{MainEntry|Computer-assisted examination}}<br> 컴퓨터 보조 언어 학습 {{MainEntry|Computer-assisted language learning}}<br> 컴퓨터 보조 학습 {{MainEntry|Computer-assisted learning}}<br> 코스 관리 시스템 {{MainEntry|Course management system}}<br> 코스웨어 {{MainEntry|Courseware}}<br> '''ㅌ'''{{Anchor|탐}}<br> '''탐구 학습''' {{MainEntry|[[Inquiry learning]]}}<br> 테크놀로지 강화 수업 {{MainEntry|Technology Enhanced Learning}}<br> 통합 학습 시스템 {{MainEntry|Integrated learning system}}<br> 통합적 이러닝 {{MainEntry|Inclusive e-learning}}<br> '''ㅍ'''{{Anchor|ㅍ}}<br> 편재형 학습 환경 {{MainEntry|Pervasive learning environment}}<br> 프로그램가능한 컴퓨터 기반 학습 환경 {{MainEntry|Programmable computer-based learning environment}}<br> 프로그램가능한 코스 {{MainEntry|Programmable course}}<br> '''ㅎ'''{{Anchor|ㅎ}}<br> '''학습 객체''' {{MainEntry|[[Learning objects]]}}<br> '''학습 공간 ''' {{MainEntry|[[Learning space]]}}<br> '''학습 관리 시스템 ''' {{MainEntry|[[Learning management systems]]}}<br> '''학습 그리드 ''' {{MainEntry|[[Learning grid]]}}<br> 학습 동료 {{MainEntry|Learning companion}}<br> 학습 분석학 {{MainEntry|Learning analytics}}<br> '''학습 설계 ''' {{MainEntry|[[Learning design]]}}<br> '''학습 시나리오 ''' {{MainEntry|[[Learning scenario]]}}<br> 학습 지원을 위한 컴퓨터 프로그래밍 {{MainEntry|Computer programming in support of learning}}<br> 학습 트레일 {{MainEntry|Learning trail}}<br> 학습 환경 {{MainEntry|Learning environment}}<br> 학습용 에이전트 {{MainEntry|Pedagogical agent}}<br> 학습용 에이전트 애니메이션 {{MainEntry|Animated pedagogical agent}}<br> 학습자 모델링 {{MainEntry|Learner modeling}}<br> '''협력 스크립트''' {{MainEntry|[[Collaboration script]]}}<br> 협력 학습 {{MainEntry|Collaborative learning}}<br> 환경 {{MainEntry|Networked learning environment}}<br> <br> ? {{MainEntry|Computational mathetic}}<br> '''?''' {{MainEntry|[[Didactical engineering]]}}<br> 1002 1001 2012-11-06T09:41:29Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Korean entries ''Edited by Hyo-Jeong So, Nanyang Technological University (Singapore) & Hyungshin Choi, Chuncheon National University of Education (Korea)'' <br> '''ㄱ - [[#ㄴ|ㄴ]] - [[#ㄷ|ㄷ]] - [[#ㅁ|ㅁ]] - [[#ㅂ|ㅂ]] - [[#ㅅ|ㅅ]] - [[#ㅇ|ㅇ]] - [[#ㅈ|ㅈ]] - [[#ㅋ|ㅋ]] - [[#ㅌ|ㅌ]] - [[#ㅍ|ㅍ]] - [[#ㅎ|ㅎ]]''' '''ㄱ'''{{Anchor|ㄱ}}<br> 가상 대학 {{MainEntry|Virtual universities}}<br> 가상 캠퍼스 {{MainEntry|Virtual campus}}<br> 가상 학습 환경 {{MainEntry|Virtual learning environment}}<br> 가상 학습용 에이전트 {{MainEntry|Virtual pedagogical agent}}<br> 감각형 학습 환경 {{MainEntry|Tangible learning environment}}<br> 개인 학습 환경 {{MainEntry|Personal learning environment}}<br> '''게임 기반 학습''' {{MainEntry|[[Game-based learning]]}}<br> '''공학-수리 능력 ''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> '''교육용 데이터 마이닝 ''' {{MainEntry|[[Educational data mining]]}}<br> '''교육용 어포던스 ''' {{MainEntry|[[Educational affordance]]}}<br> '''구성주의 ''' {{MainEntry|[[Constructionism]]}}<br> '''끊김없는 학습 환경''' {{MainEntry|[[Seamless learning environments]]}}<br> '''ㄴ'''{{Anchor|ㄴ}}<br> '''내러티브 학습 환경 ''' {{MainEntry|[[Narrative learning environments]]}}<br> 내부 스크립트 {{MainEntry|Internal script}}<br> '''내장형 현상''' {{MainEntry|[[Embedded phenomena]]}}<br> '''네트워크 기반 학습''' {{MainEntry|[[Networked learning]]}}<br> '''ㄷ'''{{Anchor|ㄷ}}<br> 동적 기하 {{MainEntry|Dynamic geometry}}<br> '''ㅁ'''{{Anchor|ㅁ}}<br> 마이크로월드 {{MainEntry|Microworld}}<br> '''멀티미디어 러닝''' {{MainEntry|[[Multimedia learning]]}}<br> '''모바일 러닝 ''' {{MainEntry|[[Mobile learning]]}}<br> '''ㅂ'''{{Anchor|ㅂ}}<br> 버디 시스템 {{MainEntry|Buddy systems}}<br> 분산 학습 {{MainEntry|Distributed learning}}<br> 분산 학습 환경 {{MainEntry|Distributed learning environments}}<br> 블랜디드 러닝 {{MainEntry|Blended learning}}<br> '''비형식적 학습 ''' {{MainEntry|[[Informal learning]]}}<br> '''ㅅ'''{{Anchor|ㅅ}}<br> 상호작용적 학습 환경 {{MainEntry|Interactive learning environment}}<br> 상황 학습 {{MainEntry|Situated learning}}<br> 스크립트 {{MainEntry|Script}}<br> 시뮬레이션 게임 {{MainEntry|Simulation games}}<br> '''시뮬레이션 기반 학습 환경''' {{MainEntry|[[Simulation-based learning environment]]}}<br> '''ㅇ'''{{Anchor|ㅇ}}<br> 앰비언트 학습 환경 {{MainEntry|Ambient learning environment}}<br> 에듀테인먼트 {{MainEntry|Edutainment}}<br> 에이전트 기반 튜터링 시스템 {{MainEntry|Agent-based tutoring system}}<br> 에이전트 기반 학습 환경 {{MainEntry|Agent-based learning environment}}<br> '''오버레이''' {{MainEntry|[[Overlay]]}}<br> 온라인 학습 환경 {{MainEntry|On-line learning environment}}<br> 외부 스크립트 {{MainEntry|External script}}<br> 원격 랩 {{MainEntry|Remote laboratories}}<br> 원격 학습 {{MainEntry|Distance learning}}<br> 웹 강의 테크놀로지 {{MainEntry|Web-lecturing technologies}}<br> 유비쿼터스 러닝 {{MainEntry|Ubiquitous learning}}<br> 이러닝 {{MainEntry|e-learning}}<br> 인공 학습 환경 {{MainEntry|Artificial learning environment}}<br> '''인식적 어포던스''' {{MainEntry|[[Epistemic affordance]]}}<br> '''인식적 피드백 ''' {{MainEntry|[[Epistemic feedback]]}}<br> 인지 공학 {{MainEntry|Cognitive engineering}}<br> 인지 진단 {{MainEntry|Cognitive diagnosis}}<br> '''인지 튜터''' {{MainEntry|[[Cognitive tutor]]}}<br> 인지적 모델링 {{MainEntry|Cognitive modeling}}<br> '''ㅈ'''{{Anchor|ㅈ}}<br> '''자기 조절 학습''' {{MainEntry|[[Self-regulated learning]]}}<br> 자동 연습문제 생성 {{MainEntry|Automatic generation of exercises}}<br> 자동 진단 {{MainEntry|Automatic diagnosis}}<br> 저작 시스템 {{MainEntry|Authoring system}}<br> 저작도구 {{MainEntry|Authoring tool}}<br> '''적응적 학습 환경''' {{MainEntry|[[Adaptive learning environment]]}}<br> 전자 평가 {{MainEntry|E-Assessment}}<br> 전자 포트폴리오 {{MainEntry|e-portfolio}}<br> 전자칠판 {{MainEntry|Interactive white board}}<br> 정보과학적 사고 {{MainEntry|Computational thinking}}<br> 증강 학습 환경 {{MainEntry|Augmented learning environment}}<br> 지능형 스캐폴딩 시스템 {{MainEntry|Intelligent scaffolding system}}<br> '''지능형 튜터링 시스템 ''' {{MainEntry|[[Intelligent tutoring system]]}}<br> '''ㅋ'''{{Anchor|ㅋ}}<br> 커뮤니티 {{MainEntry|Networked learning communities}}<br> 컴퓨터 기반 랩 {{MainEntry|Computer-based laboratory}}<br> 컴퓨터 기반 수업 {{MainEntry|Computer-based instruction}}<br> 컴퓨터 기반 학습 환경 {{MainEntry|Computer-based learning environments}}<br> 컴퓨터 기반 협력 학습 {{MainEntry|Computer-supported collaborative learning}}<br> 컴퓨터 보조 수업 {{MainEntry|Computer-assisted instruction}}<br> 컴퓨터 보조 시험 {{MainEntry|Computer-assisted examination}}<br> 컴퓨터 보조 언어 학습 {{MainEntry|Computer-assisted language learning}}<br> 컴퓨터 보조 학습 {{MainEntry|Computer-assisted learning}}<br> 코스 관리 시스템 {{MainEntry|Course management system}}<br> 코스웨어 {{MainEntry|Courseware}}<br> '''ㅌ'''{{Anchor|탐}}<br> '''탐구 학습''' {{MainEntry|[[Inquiry learning]]}}<br> 테크놀로지 강화 수업 {{MainEntry|Technology Enhanced Learning}}<br> 통합 학습 시스템 {{MainEntry|Integrated learning system}}<br> 통합적 이러닝 {{MainEntry|Inclusive e-learning}}<br> '''ㅍ'''{{Anchor|ㅍ}}<br> 편재형 학습 환경 {{MainEntry|Pervasive learning environment}}<br> 프로그램가능한 컴퓨터 기반 학습 환경 {{MainEntry|Programmable computer-based learning environment}}<br> 프로그램가능한 코스 {{MainEntry|Programmable course}}<br> '''ㅎ'''{{Anchor|ㅎ}}<br> '''학습 객체''' {{MainEntry|[[Learning objects]]}}<br> '''학습 공간 ''' {{MainEntry|[[Learning space]]}}<br> '''학습 관리 시스템 ''' {{MainEntry|[[Learning management systems]]}}<br> '''학습 그리드 ''' {{MainEntry|[[Learning grid]]}}<br> 학습 동료 {{MainEntry|Learning companion}}<br> 학습 분석학 {{MainEntry|Learning analytics}}<br> '''학습 설계 ''' {{MainEntry|[[Learning design]]}}<br> '''학습 시나리오 ''' {{MainEntry|[[Learning scenario]]}}<br> 학습 지원을 위한 컴퓨터 프로그래밍 {{MainEntry|Computer programming in support of learning}}<br> 학습 트레일 {{MainEntry|Learning trail}}<br> 학습 환경 {{MainEntry|Learning environment}}<br> 학습용 에이전트 {{MainEntry|Pedagogical agent}}<br> 학습용 에이전트 애니메이션 {{MainEntry|Animated pedagogical agent}}<br> 학습자 모델링 {{MainEntry|Learner modeling}}<br> '''협력 스크립트''' {{MainEntry|[[Collaboration script]]}}<br> 협력 학습 {{MainEntry|Collaborative learning}}<br> 환경 {{MainEntry|Networked learning environment}}<br> <br> ? {{MainEntry|Computational mathetic}}<br> '''?''' {{MainEntry|[[Didactical engineering]]}}<br> 1001 1000 2012-11-06T09:40:32Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Korean entries ''Edited by Hyo-Jeong So, Nanyang Technological University (Singapore) & Hyungshin Choi, Chuncheon National University of Education (Korea)'' <br> '''ㄱ - [[#ㄴ|ㄴ]] - [[#ㄷ|ㄷ]] - [[#ㅁ|ㅁ]] - [[#ㅂ|ㅂ]] - [[#ㅅ|ㅅ]] - [[#ㅇ|ㅇ]] - [[#ㅈ|ㅈ]] - [[#ㅋ|ㅋ]] - [[#ㅌ|ㅌ]] - [[#ㅍ|ㅍ]] - [[#ㅎ|ㅎ]]''' '''ㄱ'''{{Anchor|ㄱ}}<br> 가상 대학 {{MainEntry|Virtual universities}}<br> 가상 캠퍼스 {{MainEntry|Virtual campus}}<br> 가상 학습 환경 {{MainEntry|Virtual learning environment}}<br> 가상 학습용 에이전트 {{MainEntry|Virtual pedagogical agent}}<br> 감각형 학습 환경 {{MainEntry|Tangible learning environment}}<br> 개인 학습 환경 {{MainEntry|Personal learning environment}}<br> '''게임 기반 학습''' {{MainEntry|[[Game-based learning]]}}<br> '''공학-수리 능력 ''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> '''교육용 데이터 마이닝 ''' {{MainEntry|[[Educational data mining]]}}<br> '''교육용 어포던스 ''' {{MainEntry|[[Educational affordance]]}}<br> '''구성주의 ''' {{MainEntry|[[Constructionism]]}}<br> '''끊김없는 학습 환경''' {{MainEntry|[[Seamless learning environments]]}}<br> '''ㄴ'''{{Anchor|ㄴ}}<br> '''내러티브 학습 환경 ''' {{MainEntry|[[Narrative learning environments]]}}<br> 내부 스크립트 {{MainEntry|Internal script}}<br> '''내장형 현상''' {{MainEntry|[[Embedded phenomena]]}}<br> '''네트워크 기반 학습''' {{MainEntry|[[Networked learning]]}}<br> '''ㄷ'''{{Anchor|ㄷ}}<br> 동적 기하 {{MainEntry|Dynamic geometry}}<br> '''ㅁ'''{{Anchor|ㅁ}}<br> 마이크로월드 {{MainEntry|Microworld}}<br> '''멀티미디어 러닝''' {{MainEntry|[[Multimedia learning]]}}<br> '''모바일 러닝 ''' {{MainEntry|[[Mobile learning]]}}<br> '''ㅂ'''{{Anchor|ㅂ}}<br> 버디 시스템 {{MainEntry|Buddy systems}}<br> 분산 학습 {{MainEntry|Distributed learning}}<br> 분산 학습 환경 {{MainEntry|Distributed learning environments}}<br> 블랜디드 러닝 {{MainEntry|Blended learning}}<br> '''비형식적 학습 ''' {{MainEntry|[[Informal learning]]}}<br> '''ㅅ'''{{Anchor|ㅅ}}<br> 상호작용적 학습 환경 {{MainEntry|Interactive learning environment}}<br> 상황 학습 {{MainEntry|Situated learning}}<br> 스크립트 {{MainEntry|Script}}<br> 시뮬레이션 게임 {{MainEntry|Simulation games}}<br> '''시뮬레이션 기반 학습 환경''' {{MainEntry|[[Simulation-based learning environment]]}}<br> '''ㅇ'''{{Anchor|ㅇ}}<br> 앰비언트 학습 환경 {{MainEntry|Ambient learning environment}}<br> 에듀테인먼트 {{MainEntry|Edutainment}}<br> 에이전트 기반 튜터링 시스템 {{MainEntry|Agent-based tutoring system}}<br> 에이전트 기반 학습 환경 {{MainEntry|Agent-based learning environment}}<br> '''오버레이''' {{MainEntry|[[Overlay]]}}<br> 온라인 학습 환경 {{MainEntry|On-line learning environment}}<br> 외부 스크립트 {{MainEntry|External script}}<br> 원격 랩 {{MainEntry|Remote laboratories}}<br> 원격 학습 {{MainEntry|Distance learning}}<br> 웹 강의 테크놀로지 {{MainEntry|Web-lecturing technologies}}<br> 유비쿼터스 러닝 {{MainEntry|Ubiquitous learning}}<br> 이러닝 {{MainEntry|e-learning}}<br> 인공 학습 환경 {{MainEntry|Artificial learning environment}}<br> '''인식적 어포던스''' {{MainEntry|[[Epistemic affordance]]}}<br> '''인식적 피드백 ''' {{MainEntry|[[Epistemic feedback]]}}<br> 인지 공학 {{MainEntry|Cognitive engineering}}<br> 인지 진단 {{MainEntry|Cognitive diagnosis}}<br> '''인지 튜터''' {{MainEntry|[[Cognitive tutor]]}}<br> 인지적 모델링 {{MainEntry|Cognitive modeling}}<br> '''ㅈ'''{{Anchor|ㅈ}}<br> '''자기 조절 학습''' {{MainEntry|[[Self-regulated learning]]}}<br> 자동 연습문제 생성 {{MainEntry|Automatic generation of exercises}}<br> 자동 진단 {{MainEntry|Automatic diagnosis}}<br> 저작 시스템 {{MainEntry|Authoring system}}<br> 저작도구 {{MainEntry|Authoring tool}}<br> '''적응적 학습 환경''' {{MainEntry|[[Adaptive learning environment]]}}<br> 전자 평가 {{MainEntry|E-Assessment}}<br> 전자 포트폴리오 {{MainEntry|e-portfolio}}<br> 전자칠판 {{MainEntry|Interactive white board}}<br> 정보과학적 사고 {{MainEntry|Computational thinking}}<br> 증강 학습 환경 {{MainEntry|Augmented learning environment}}<br> 지능형 스캐폴딩 시스템 {{MainEntry|Intelligent scaffolding system}}<br> '''지능형 튜터링 시스템 ''' {{MainEntry|[[Intelligent tutoring system]]}}<br> '''ㅋ'''{{Anchor|ㅋ}}<br> 커뮤니티 {{MainEntry|Networked learning communities}}<br> 컴퓨터 기반 랩 {{MainEntry|Computer-based laboratory}}<br> 컴퓨터 기반 수업 {{MainEntry|Computer-based instruction}}<br> 컴퓨터 기반 학습 환경 {{MainEntry|Computer-based learning environments}}<br> 컴퓨터 기반 협력 학습 {{MainEntry|Computer-supported collaborative learning}}<br> 컴퓨터 보조 수업 {{MainEntry|Computer-assisted instruction}}<br> 컴퓨터 보조 시험 {{MainEntry|Computer-assisted examination}}<br> 컴퓨터 보조 언어 학습 {{MainEntry|Computer-assisted language learning}}<br> 컴퓨터 보조 학습 {{MainEntry|Computer-assisted learning}}<br> 코스 관리 시스템 {{MainEntry|Course management system}}<br> 코스웨어 {{MainEntry|Courseware}}<br> '''ㅌ'''{{Anchor|탐}}<br> '''탐구 학습''' {{MainEntry|[[Inquiry learning]]}}<br> 테크놀로지 강화 수업 {{MainEntry|Technology Enhanced Learning}}<br> 통합 학습 시스템 {{MainEntry|Integrated learning system}}<br> 통합적 이러닝 {{MainEntry|Inclusive e-learning}}<br> '''ㅍ'''{{Anchor|ㅍ}}<br> 편재형 학습 환경 {{MainEntry|Pervasive learning environment}}<br> 프로그램가능한 컴퓨터 기반 학습 환경 {{MainEntry|Programmable computer-based learning environment}}<br> 프로그램가능한 코스 {{MainEntry|Programmable course}}<br> '''ㅎ'''{{Anchor|ㅎ}}<br> '''학습 객체''' {{MainEntry|[[Learning objects]]}}<br> '''학습 공간 ''' {{MainEntry|[[Learning space]]}}<br> '''학습 관리 시스템 ''' {{MainEntry|[[Learning management systems]]}}<br> '''학습 그리드 ''' {{MainEntry|[[Learning grid]]}}<br> 학습 동료 {{MainEntry|Learning companion}}<br> 학습 분석학 {{MainEntry|Learning analytics}}<br> '''학습 설계 ''' {{MainEntry|[[Learning design]]}}<br> '''학습 시나리오 ''' {{MainEntry|[[Learning scenario]]}}<br> 학습 지원을 위한 컴퓨터 프로그래밍 {{MainEntry|Computer programming in support of learning}}<br> 학습 트레일 {{MainEntry|Learning trail}}<br> 학습 환경 {{MainEntry|Learning environment}}<br> 학습용 에이전트 {{MainEntry|Pedagogical agent}}<br> 학습용 에이전트 애니메이션 {{MainEntry|Animated pedagogical agent}}<br> 학습자 모델링 {{MainEntry|Learner modeling}}<br> '''협력 스크립트''' {{MainEntry|[[Collaboration script]]}}<br> 협력 학습 {{MainEntry|Collaborative learning}}<br> 환경 {{MainEntry|Networked learning environment}}<br> <br> {{MainEntry|Computational mathetic}}<br> '''''' {{MainEntry|[[Didactical engineering]]}}<br> 1000 999 2012-11-06T09:32:36Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Korean entries ''Edited by Hyo-Jeong So, Nanyang Technological University (Singapore) & Hyungshin Choi, Chuncheon National University of Education (Korea)'' <br> '''ㄱ - [[#ㄴ|ㄴ]] - [[#ㄷ|ㄷ]] - [[#ㅁ|ㅁ]] - [[#ㅂ|ㅂ]] - [[#ㅅ|ㅅ]] - [[#ㅇ|ㅇ]] - [[#ㅈ|ㅈ]] - [[#ㅋ|ㅋ]] - [[#ㅌ|ㅌ]] - [[#ㅍ|ㅍ]] - [[#ㅎ|ㅎ]]''' '''ㄱ'''{{Anchor|ㄱ}}<br> 가상 대학 {{MainEntry|Virtual universities}}<br> 가상 캠퍼스 {{MainEntry|Virtual campus}}<br> 가상 학습 환경 {{MainEntry|Virtual learning environment}}<br> 가상 학습용 에이전트 {{MainEntry|Virtual pedagogical agent}}<br> 감각형 학습 환경 {{MainEntry|Tangible learning environment}}<br> 개인 학습 환경 {{MainEntry|Personal learning environment}}<br> '''게임 기반 학습''' {{MainEntry|[[Game-based learning]]}}<br> '''공학-수리 능력 ''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> '''교육용 데이터 마이닝 ''' {{MainEntry|[[Educational data mining]]}}<br> '''교육용 어포던스 ''' {{MainEntry|[[Educational affordance]]}}<br> '''구성주의 ''' {{MainEntry|[[Constructionism]]}}<br> '''끊김없는 학습 환경''' {{MainEntry|[[Seamless learning environments]]}}<br> '''ㄴ'''{{Anchor|ㄴ}}<br> '''내러티브 학습 환경 ''' {{MainEntry|[[Narrative learning environments]]}}<br> 내부 스크립트 {{MainEntry|Internal script}}<br> '''내장형 현상''' {{MainEntry|[[Embedded phenomena]]}}<br> '''네트워크 기반 학습''' {{MainEntry|[[Networked learning]]}}<br> '''ㄷ'''{{Anchor|ㄷ}}<br> 동적 기하 {{MainEntry|Dynamic geometry}}<br> '''ㅁ'''{{Anchor|ㅁ}}<br> 마이크로월드 {{MainEntry|Microworld}}<br> '''멀티미디어 러닝''' {{MainEntry|[[Multimedia learning]]}}<br> '''모바일 러닝 ''' {{MainEntry|[[Mobile learning]]}}<br> '''ㅂ'''{{Anchor|ㅂ}}<br> 버디 시스템 {{MainEntry|Buddy systems}}<br> 분산 학습 {{MainEntry|Distributed learning}}<br> 분산 학습 환경 {{MainEntry|Distributed learning environments}}<br> 블랜디드 러닝 {{MainEntry|Blended learning}}<br> '''비형식적 학습 ''' {{MainEntry|[[Informal learning]]}}<br> '''ㅅ'''{{Anchor|ㅅ}}<br> 상호작용적 학습 환경 {{MainEntry|Interactive learning environment}}<br> 상황 학습 {{MainEntry|Situated learning}}<br> 스크립트 {{MainEntry|Script}}<br> 시뮬레이션 게임 {{MainEntry|Simulation games}}<br> '''시뮬레이션 기반 학습 환경''' {{MainEntry|[[Simulation-based learning environment]]}}<br> '''ㅇ'''{{Anchor|ㅇ}}<br> 앰비언트 학습 환경 {{MainEntry|Ambient learning environment}}<br> 에듀테인먼트 {{MainEntry|Edutainment}}<br> 에이전트 기반 튜터링 시스템 {{MainEntry|Agent-based tutoring system}}<br> 에이전트 기반 학습 환경 {{MainEntry|Agent-based learning environment}}<br> '''오버레이''' {{MainEntry|[[Overlay]]}}<br> 온라인 학습 환경 {{MainEntry|On-line learning environment}}<br> 외부 스크립트 {{MainEntry|External script}}<br> 원격 랩 {{MainEntry|Remote laboratories}}<br> 원격 학습 {{MainEntry|Distance learning}}<br> 웹 강의 테크놀로지 {{MainEntry|Web-lecturing technologies}}<br> 유비쿼터스 러닝 {{MainEntry|Ubiquitous learning}}<br> 이러닝 {{MainEntry|e-learning}}<br> 인공 학습 환경 {{MainEntry|Artificial learning environment}}<br> '''인식적 어포던스''' {{MainEntry|[[Epistemic affordance]]}}<br> '''인식적 피드백 ''' {{MainEntry|[[Epistemic feedback]]}}<br> 인지 공학 {{MainEntry|Cognitive engineering}}<br> 인지 진단 {{MainEntry|Cognitive diagnosis}}<br> '''인지 튜터''' {{MainEntry|[[Cognitive tutor]]}}<br> 인지적 모델링 {{MainEntry|Cognitive modeling}}<br> '''ㅈ'''{{Anchor|ㅈ}}<br> '''자기 조절 학습''' {{MainEntry|[[Self-regulated learning]]}}<br> 자동 연습문제 생성 {{MainEntry|Automatic generation of exercises}}<br> 자동 진단 {{MainEntry|Automatic diagnosis}}<br> 저작 시스템 {{MainEntry|Authoring system}}<br> 저작도구 {{MainEntry|Authoring tool}}<br> '''적응적 학습 환경''' {{MainEntry|[[Adaptive learning environment]]}}<br> 전자 평가 {{MainEntry|E-Assessment}}<br> 전자 포트폴리오 {{MainEntry|e-portfolio}}<br> 전자칠판 {{MainEntry|Interactive white board}}<br> 정보과학적 사고 {{MainEntry|Computational thinking}}<br> 증강 학습 환경 {{MainEntry|Augmented learning environment}}<br> 지능형 스캐폴딩 시스템 {{MainEntry|Intelligent scaffolding system}}<br> '''지능형 튜터링 시스템 ''' {{MainEntry|[[Intelligent tutoring system]]}}<br> '''ㅋ'''{{Anchor|ㅋ}}<br> 커뮤니티 {{MainEntry|Networked learning communities}}<br> 컴퓨터 기반 랩 {{MainEntry|Computer-based laboratory}}<br> 컴퓨터 기반 수업 {{MainEntry|Computer-based instruction}}<br> 컴퓨터 기반 학습 환경 {{MainEntry|Computer-based learning environments}}<br> 컴퓨터 기반 협력 학습 {{MainEntry|Computer-supported collaborative learning}}<br> 컴퓨터 보조 수업 {{MainEntry|Computer-assisted instruction}}<br> 컴퓨터 보조 시험 {{MainEntry|Computer-assisted examination}}<br> 컴퓨터 보조 언어 학습 {{MainEntry|Computer-assisted language learning}}<br> 컴퓨터 보조 학습 {{MainEntry|Computer-assisted learning}}<br> 코스 관리 시스템 {{MainEntry|Course management system}}<br> 코스웨어 {{MainEntry|Courseware}}<br> '''ㅌ'''{{Anchor|탐}}<br> '''탐구 학습''' {{MainEntry|[[Inquiry learning]]}}<br> 테크놀로지 강화 수업 {{MainEntry|Technology Enhanced Learning}}<br> 통합 학습 시스템 {{MainEntry|Integrated learning system}}<br> 통합적 이러닝 {{MainEntry|Inclusive e-learning}}<br> '''ㅍ'''{{Anchor|ㅍ}}<br> 편재형 학습 환경 {{MainEntry|Pervasive learning environment}}<br> 프로그램가능한 컴퓨터 기반 학습 환경 {{MainEntry|Programmable computer-based learning environment}}<br> 프로그램가능한 코스 {{MainEntry|Programmable course}}<br> '''ㅎ'''{{Anchor|ㅎ}}<br> '''학습 객체''' {{MainEntry|[[Learning objects]]}}<br> '''학습 공간 ''' {{MainEntry|[[Learning space]]}}<br> '''학습 관리 시스템 ''' {{MainEntry|[[Learning management systems]]}}<br> '''학습 그리드 ''' {{MainEntry|[[Learning grid]]}}<br> 학습 동료 {{MainEntry|Learning companion}}<br> 학습 분석학 {{MainEntry|Learning analytics}}<br> '''학습 설계 ''' {{MainEntry|[[Learning design]]}}<br> '''학습 시나리오 ''' {{MainEntry|[[Learning scenario]]}}<br> 학습 지원을 위한 컴퓨터 프로그래밍 {{MainEntry|Computer programming in support of learning}}<br> 학습 트레일 {{MainEntry|Learning trail}}<br> 학습 환경 {{MainEntry|Learning environment}}<br> 학습용 에이전트 {{MainEntry|Pedagogical agent}}<br> 학습용 에이전트 애니메이션 {{MainEntry|Animated pedagogical agent}}<br> 학습자 모델링 {{MainEntry|Learner modeling}}<br> '''협력 스크립트''' {{MainEntry|[[Collaboration script]]}}<br> 협력 학습 {{MainEntry|Collaborative learning}}<br> 환경 {{MainEntry|Networked learning environment}}<br> <br> {{MainEntry|Computational mathetic}}<br> '''''' {{MainEntry|[[Didactical engineering]]}}<br> 999 998 2012-11-06T09:31:31Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Korean entries ''Edited by Hyo-Jeong So, Nanyang Technological University (Singapore) & Hyungshin Choi, Chuncheon National University of Education (Korea)'' <br> '''ㄱ - [[#ㄴ|ㄴ]] - - [[#ㄷ|ㄷ]] - [[#ㅁ|ㅁ]] - [[#ㅂ|ㅂ]] - [[#ㅅ|ㅅ]] - [[#ㅇ|ㅇ]] - - [[#ㅈ|ㅈ]] - [[#ㅋ|ㅋ]] - [[#ㅌ|ㅌ]] - [[#ㅍ|ㅍ]] - [[#ㅎ|ㅎ]]''' '''ㄱ'''{{Anchor|ㄱ}}<br> 가상 대학 {{MainEntry|Virtual universities}}<br> 가상 캠퍼스 {{MainEntry|Virtual campus}}<br> 가상 학습 환경 {{MainEntry|Virtual learning environment}}<br> 가상 학습용 에이전트 {{MainEntry|Virtual pedagogical agent}}<br> 감각형 학습 환경 {{MainEntry|Tangible learning environment}}<br> 개인 학습 환경 {{MainEntry|Personal learning environment}}<br> '''게임 기반 학습''' {{MainEntry|[[Game-based learning]]}}<br> '''공학-수리 능력 ''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> '''교육용 데이터 마이닝 ''' {{MainEntry|[[Educational data mining]]}}<br> '''교육용 어포던스 ''' {{MainEntry|[[Educational affordance]]}}<br> '''구성주의 ''' {{MainEntry|[[Constructionism]]}}<br> '''끊김없는 학습 환경''' {{MainEntry|[[Seamless learning environments]]}}<br> '''ㄴ'''{{Anchor|ㄴ}}<br> '''내러티브 학습 환경 ''' {{MainEntry|[[Narrative learning environments]]}}<br> 내부 스크립트 {{MainEntry|Internal script}}<br> '''내장형 현상''' {{MainEntry|[[Embedded phenomena]]}}<br> '''네트워크 기반 학습''' {{MainEntry|[[Networked learning]]}}<br> '''ㄷ'''{{Anchor|ㄷ}}<br> 동적 기하 {{MainEntry|Dynamic geometry}}<br> '''ㅁ'''{{Anchor|ㅁ}}<br> 마이크로월드 {{MainEntry|Microworld}}<br> '''멀티미디어 러닝''' {{MainEntry|[[Multimedia learning]]}}<br> '''모바일 러닝 ''' {{MainEntry|[[Mobile learning]]}}<br> '''ㅂ'''{{Anchor|ㅂ}}<br> 버디 시스템 {{MainEntry|Buddy systems}}<br> 분산 학습 {{MainEntry|Distributed learning}}<br> 분산 학습 환경 {{MainEntry|Distributed learning environments}}<br> 블랜디드 러닝 {{MainEntry|Blended learning}}<br> '''비형식적 학습 ''' {{MainEntry|[[Informal learning]]}}<br> '''ㅅ'''{{Anchor|ㅅ}}<br> 상호작용적 학습 환경 {{MainEntry|Interactive learning environment}}<br> 상황 학습 {{MainEntry|Situated learning}}<br> 스크립트 {{MainEntry|Script}}<br> 시뮬레이션 게임 {{MainEntry|Simulation games}}<br> '''시뮬레이션 기반 학습 환경''' {{MainEntry|[[Simulation-based learning environment]]}}<br> '''ㅇ'''{{Anchor|ㅇ}}<br> 앰비언트 학습 환경 {{MainEntry|Ambient learning environment}}<br> 에듀테인먼트 {{MainEntry|Edutainment}}<br> 에이전트 기반 튜터링 시스템 {{MainEntry|Agent-based tutoring system}}<br> 에이전트 기반 학습 환경 {{MainEntry|Agent-based learning environment}}<br> '''오버레이''' {{MainEntry|[[Overlay]]}}<br> 온라인 학습 환경 {{MainEntry|On-line learning environment}}<br> 외부 스크립트 {{MainEntry|External script}}<br> 원격 랩 {{MainEntry|Remote laboratories}}<br> 원격 학습 {{MainEntry|Distance learning}}<br> 웹 강의 테크놀로지 {{MainEntry|Web-lecturing technologies}}<br> 유비쿼터스 러닝 {{MainEntry|Ubiquitous learning}}<br> 이러닝 {{MainEntry|e-learning}}<br> 인공 학습 환경 {{MainEntry|Artificial learning environment}}<br> '''인식적 어포던스''' {{MainEntry|[[Epistemic affordance]]}}<br> '''인식적 피드백 ''' {{MainEntry|[[Epistemic feedback]]}}<br> 인지 공학 {{MainEntry|Cognitive engineering}}<br> 인지 진단 {{MainEntry|Cognitive diagnosis}}<br> '''인지 튜터''' {{MainEntry|[[Cognitive tutor]]}}<br> 인지적 모델링 {{MainEntry|Cognitive modeling}}<br> '''ㅈ'''{{Anchor|ㅈ}}<br> '''자기 조절 학습''' {{MainEntry|[[Self-regulated learning]]}}<br> 자동 연습문제 생성 {{MainEntry|Automatic generation of exercises}}<br> 자동 진단 {{MainEntry|Automatic diagnosis}}<br> 저작 시스템 {{MainEntry|Authoring system}}<br> 저작도구 {{MainEntry|Authoring tool}}<br> '''적응적 학습 환경''' {{MainEntry|[[Adaptive learning environment]]}}<br> 전자 평가 {{MainEntry|E-Assessment}}<br> 전자 포트폴리오 {{MainEntry|e-portfolio}}<br> 전자칠판 {{MainEntry|Interactive white board}}<br> 정보과학적 사고 {{MainEntry|Computational thinking}}<br> 증강 학습 환경 {{MainEntry|Augmented learning environment}}<br> 지능형 스캐폴딩 시스템 {{MainEntry|Intelligent scaffolding system}}<br> '''지능형 튜터링 시스템 ''' {{MainEntry|[[Intelligent tutoring system]]}}<br> '''ㅋ'''{{Anchor|ㅋ}}<br> 커뮤니티 {{MainEntry|Networked learning communities}}<br> 컴퓨터 기반 랩 {{MainEntry|Computer-based laboratory}}<br> 컴퓨터 기반 수업 {{MainEntry|Computer-based instruction}}<br> 컴퓨터 기반 학습 환경 {{MainEntry|Computer-based learning environments}}<br> 컴퓨터 기반 협력 학습 {{MainEntry|Computer-supported collaborative learning}}<br> 컴퓨터 보조 수업 {{MainEntry|Computer-assisted instruction}}<br> 컴퓨터 보조 시험 {{MainEntry|Computer-assisted examination}}<br> 컴퓨터 보조 언어 학습 {{MainEntry|Computer-assisted language learning}}<br> 컴퓨터 보조 학습 {{MainEntry|Computer-assisted learning}}<br> 코스 관리 시스템 {{MainEntry|Course management system}}<br> 코스웨어 {{MainEntry|Courseware}}<br> '''ㅌ'''{{Anchor|탐}}<br> '''탐구 학습''' {{MainEntry|[[Inquiry learning]]}}<br> 테크놀로지 강화 수업 {{MainEntry|Technology Enhanced Learning}}<br> 통합 학습 시스템 {{MainEntry|Integrated learning system}}<br> 통합적 이러닝 {{MainEntry|Inclusive e-learning}}<br> '''ㅍ'''{{Anchor|ㅍ}}<br> 편재형 학습 환경 {{MainEntry|Pervasive learning environment}}<br> 프로그램가능한 컴퓨터 기반 학습 환경 {{MainEntry|Programmable computer-based learning environment}}<br> 프로그램가능한 코스 {{MainEntry|Programmable course}}<br> '''ㅎ'''{{Anchor|ㅎ}}<br> '''학습 객체''' {{MainEntry|[[Learning objects]]}}<br> '''학습 공간 ''' {{MainEntry|[[Learning space]]}}<br> '''학습 관리 시스템 ''' {{MainEntry|[[Learning management systems]]}}<br> '''학습 그리드 ''' {{MainEntry|[[Learning grid]]}}<br> 학습 동료 {{MainEntry|Learning companion}}<br> 학습 분석학 {{MainEntry|Learning analytics}}<br> '''학습 설계 ''' {{MainEntry|[[Learning design]]}}<br> '''학습 시나리오 ''' {{MainEntry|[[Learning scenario]]}}<br> 학습 지원을 위한 컴퓨터 프로그래밍 {{MainEntry|Computer programming in support of learning}}<br> 학습 트레일 {{MainEntry|Learning trail}}<br> 학습 환경 {{MainEntry|Learning environment}}<br> 학습용 에이전트 {{MainEntry|Pedagogical agent}}<br> 학습용 에이전트 애니메이션 {{MainEntry|Animated pedagogical agent}}<br> 학습자 모델링 {{MainEntry|Learner modeling}}<br> '''협력 스크립트''' {{MainEntry|[[Collaboration script]]}}<br> 협력 학습 {{MainEntry|Collaborative learning}}<br> 환경 {{MainEntry|Networked learning environment}}<br> <br> {{MainEntry|Computational mathetic}}<br> '''''' {{MainEntry|[[Didactical engineering]]}}<br> 998 996 2012-11-06T09:24:52Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Korean entries ''Edited by Hyo-Jeong So, Nanyang Technological University (Singapore) & Hyungshin Choi, Chuncheon National University of Education (Korea)'' <br> '''가 - [[#감|감]] - [[#개|개]] - [[#게|게]] - [[#공|공]] - [[#교|교]] - [[#구|구]] - [[#끊|끊]] - [[#내|내]] - [[#네|네]] - [[#네|네]] - [[#동|동]] - [[#마|마]] - [[#멀|멀]] - [[#모|모]] - [[#버|버]] - [[#분|분]] - [[#블|블]] - [[#비|비]] - [[#상|상]] - [[#스|스]] - [[#시|시]] - [[#앰|앰]] - [[#에|에]] - [[#오|오]] - [[#온|온]] - - [[#외|외]] - [[#원|원]] - [[#웹|웹]] - [[#유|유]] - - [[#이|이]] - [[#인|인]] - [[#자|자]] - [[#저|저]] - [[#적|적]] - [[#전|전]] - [[#정|정]] - [[#증|증]] - [[#지|지]] - [[#커|커]] - - [[#컴|컴]] - [[#코|코]] - [[#탐|탐]] - [[#테|테]] - [[#통|통]] - - [[#편|편]] - [[#프|프]] - [[#학|학]] - [[#협|협]] - [[#환|환]]''' '''ㄱ'''{{Anchor|ㄱ}}<br> 가상 대학 {{MainEntry|Virtual universities}}<br> 가상 캠퍼스 {{MainEntry|Virtual campus}}<br> 가상 학습 환경 {{MainEntry|Virtual learning environment}}<br> 가상 학습용 에이전트 {{MainEntry|Virtual pedagogical agent}}<br> 감각형 학습 환경 {{MainEntry|Tangible learning environment}}<br> 개인 학습 환경 {{MainEntry|Personal learning environment}}<br> '''게임 기반 학습''' {{MainEntry|[[Game-based learning]]}}<br> '''공학-수리 능력 ''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> '''교육용 데이터 마이닝 ''' {{MainEntry|[[Educational data mining]]}}<br> '''교육용 어포던스 ''' {{MainEntry|[[Educational affordance]]}}<br> '''구성주의 ''' {{MainEntry|[[Constructionism]]}}<br> '''끊김없는 학습 환경''' {{MainEntry|[[Seamless learning environments]]}}<br> '''ㄴ'''{{Anchor|ㄴ}}<br> '''내러티브 학습 환경 ''' {{MainEntry|[[Narrative learning environments]]}}<br> 내부 스크립트 {{MainEntry|Internal script}}<br> '''내장형 현상''' {{MainEntry|[[Embedded phenomena]]}}<br> '''네트워크 기반 학습''' {{MainEntry|[[Networked learning]]}}<br> '''ㄷ'''{{Anchor|ㄷ}}<br> 동적 기하 {{MainEntry|Dynamic geometry}}<br> '''ㅁ'''{{Anchor|ㅁ}}<br> 마이크로월드 {{MainEntry|Microworld}}<br> '''멀티미디어 러닝''' {{MainEntry|[[Multimedia learning]]}}<br> '''모바일 러닝 ''' {{MainEntry|[[Mobile learning]]}}<br> '''ㅂ'''{{Anchor|ㅂ}}<br> 버디 시스템 {{MainEntry|Buddy systems}}<br> 분산 학습 {{MainEntry|Distributed learning}}<br> 분산 학습 환경 {{MainEntry|Distributed learning environments}}<br> 블랜디드 러닝 {{MainEntry|Blended learning}}<br> '''비형식적 학습 ''' {{MainEntry|[[Informal learning]]}}<br> '''ㅅ'''{{Anchor|ㅅ}}<br> 상호작용적 학습 환경 {{MainEntry|Interactive learning environment}}<br> 상황 학습 {{MainEntry|Situated learning}}<br> 스크립트 {{MainEntry|Script}}<br> 시뮬레이션 게임 {{MainEntry|Simulation games}}<br> '''시뮬레이션 기반 학습 환경''' {{MainEntry|[[Simulation-based learning environment]]}}<br> '''ㅇ'''{{Anchor|ㅇ}}<br> 앰비언트 학습 환경 {{MainEntry|Ambient learning environment}}<br> 에듀테인먼트 {{MainEntry|Edutainment}}<br> 에이전트 기반 튜터링 시스템 {{MainEntry|Agent-based tutoring system}}<br> 에이전트 기반 학습 환경 {{MainEntry|Agent-based learning environment}}<br> '''오버레이''' {{MainEntry|[[Overlay]]}}<br> 온라인 학습 환경 {{MainEntry|On-line learning environment}}<br> 외부 스크립트 {{MainEntry|External script}}<br> 원격 랩 {{MainEntry|Remote laboratories}}<br> 원격 학습 {{MainEntry|Distance learning}}<br> 웹 강의 테크놀로지 {{MainEntry|Web-lecturing technologies}}<br> 유비쿼터스 러닝 {{MainEntry|Ubiquitous learning}}<br> 이러닝 {{MainEntry|e-learning}}<br> 인공 학습 환경 {{MainEntry|Artificial learning environment}}<br> '''인식적 어포던스''' {{MainEntry|[[Epistemic affordance]]}}<br> '''인식적 피드백 ''' {{MainEntry|[[Epistemic feedback]]}}<br> 인지 공학 {{MainEntry|Cognitive engineering}}<br> 인지 진단 {{MainEntry|Cognitive diagnosis}}<br> '''인지 튜터''' {{MainEntry|[[Cognitive tutor]]}}<br> 인지적 모델링 {{MainEntry|Cognitive modeling}}<br> '''ㅈ'''{{Anchor|ㅈ}}<br> '''자기 조절 학습''' {{MainEntry|[[Self-regulated learning]]}}<br> 자동 연습문제 생성 {{MainEntry|Automatic generation of exercises}}<br> 자동 진단 {{MainEntry|Automatic diagnosis}}<br> 저작 시스템 {{MainEntry|Authoring system}}<br> 저작도구 {{MainEntry|Authoring tool}}<br> '''적응적 학습 환경''' {{MainEntry|[[Adaptive learning environment]]}}<br> 전자 평가 {{MainEntry|E-Assessment}}<br> 전자 포트폴리오 {{MainEntry|e-portfolio}}<br> 전자칠판 {{MainEntry|Interactive white board}}<br> 정보과학적 사고 {{MainEntry|Computational thinking}}<br> 증강 학습 환경 {{MainEntry|Augmented learning environment}}<br> 지능형 스캐폴딩 시스템 {{MainEntry|Intelligent scaffolding system}}<br> '''지능형 튜터링 시스템 ''' {{MainEntry|[[Intelligent tutoring system]]}}<br> '''ㅋ'''{{Anchor|ㅋ}}<br> 커뮤니티 {{MainEntry|Networked learning communities}}<br> 컴퓨터 기반 랩 {{MainEntry|Computer-based laboratory}}<br> 컴퓨터 기반 수업 {{MainEntry|Computer-based instruction}}<br> 컴퓨터 기반 학습 환경 {{MainEntry|Computer-based learning environments}}<br> 컴퓨터 기반 협력 학습 {{MainEntry|Computer-supported collaborative learning}}<br> 컴퓨터 보조 수업 {{MainEntry|Computer-assisted instruction}}<br> 컴퓨터 보조 시험 {{MainEntry|Computer-assisted examination}}<br> 컴퓨터 보조 언어 학습 {{MainEntry|Computer-assisted language learning}}<br> 컴퓨터 보조 학습 {{MainEntry|Computer-assisted learning}}<br> 코스 관리 시스템 {{MainEntry|Course management system}}<br> 코스웨어 {{MainEntry|Courseware}}<br> '''ㅌ'''{{Anchor|탐}}<br> '''탐구 학습''' {{MainEntry|[[Inquiry learning]]}}<br> 테크놀로지 강화 수업 {{MainEntry|Technology Enhanced Learning}}<br> 통합 학습 시스템 {{MainEntry|Integrated learning system}}<br> 통합적 이러닝 {{MainEntry|Inclusive e-learning}}<br> '''ㅍ'''{{Anchor|ㅍ}}<br> 편재형 학습 환경 {{MainEntry|Pervasive learning environment}}<br> 프로그램가능한 컴퓨터 기반 학습 환경 {{MainEntry|Programmable computer-based learning environment}}<br> 프로그램가능한 코스 {{MainEntry|Programmable course}}<br> '''ㅎ'''{{Anchor|ㅎ}}<br> '''학습 객체''' {{MainEntry|[[Learning objects]]}}<br> '''학습 공간 ''' {{MainEntry|[[Learning space]]}}<br> '''학습 관리 시스템 ''' {{MainEntry|[[Learning management systems]]}}<br> '''학습 그리드 ''' {{MainEntry|[[Learning grid]]}}<br> 학습 동료 {{MainEntry|Learning companion}}<br> 학습 분석학 {{MainEntry|Learning analytics}}<br> '''학습 설계 ''' {{MainEntry|[[Learning design]]}}<br> '''학습 시나리오 ''' {{MainEntry|[[Learning scenario]]}}<br> 학습 지원을 위한 컴퓨터 프로그래밍 {{MainEntry|Computer programming in support of learning}}<br> 학습 트레일 {{MainEntry|Learning trail}}<br> 학습 환경 {{MainEntry|Learning environment}}<br> 학습용 에이전트 {{MainEntry|Pedagogical agent}}<br> 학습용 에이전트 애니메이션 {{MainEntry|Animated pedagogical agent}}<br> 학습자 모델링 {{MainEntry|Learner modeling}}<br> '''협력 스크립트''' {{MainEntry|[[Collaboration script]]}}<br> 협력 학습 {{MainEntry|Collaborative learning}}<br> 환경 {{MainEntry|Networked learning environment}}<br> <br> {{MainEntry|Computational mathetic}}<br> '''''' {{MainEntry|[[Didactical engineering]]}}<br> 996 995 2012-11-04T16:16:29Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Korean entries ''Edited by Hyo-Jeong So, Nanyang Technological University (Singapore) & Hyungshin Choi, Chuncheon National University of Education (Korea)'' <br> '''가 - [[#감|감]] - [[#개|개]] - [[#게|게]] - [[#공|공]] - [[#교|교]] - [[#구|구]] - [[#끊|끊]] - [[#내|내]] - [[#네|네]] - [[#네|네]] - [[#동|동]] - [[#마|마]] - [[#멀|멀]] - [[#모|모]] - [[#버|버]] - [[#분|분]] - [[#블|블]] - [[#비|비]] - [[#상|상]] - [[#스|스]] - [[#시|시]] - [[#앰|앰]] - [[#에|에]] - [[#오|오]] - [[#온|온]] - - [[#외|외]] - [[#원|원]] - [[#웹|웹]] - [[#유|유]] - - [[#이|이]] - [[#인|인]] - [[#자|자]] - [[#저|저]] - [[#적|적]] - [[#전|전]] - [[#정|정]] - [[#증|증]] - [[#지|지]] - [[#커|커]] - - [[#컴|컴]] - [[#코|코]] - [[#탐|탐]] - [[#테|테]] - [[#통|통]] - - [[#편|편]] - [[#프|프]] - [[#학|학]] - [[#협|협]] - [[#환|환]]''' '''가'''{{Anchor|가}}<br> 가상 대학 {{MainEntry|Virtual universities}}<br> 가상 캠퍼스 {{MainEntry|Virtual campus}}<br> 가상 학습 환경 {{MainEntry|Virtual learning environment}}<br> 가상 학습용 에이전트 {{MainEntry|Virtual pedagogical agent}}<br> <br> '''감'''{{Anchor|감}}<br> 감각형 학습 환경 {{MainEntry|Tangible learning environment}}<br> <br> '''개'''{{Anchor|개}}<br> 개인 학습 환경 {{MainEntry|Personal learning environment}}<br> '''게'''{{Anchor|게}}<br> '''게임 기반 학습''' {{MainEntry|[[Game-based learning]]}}<br> '''공'''{{Anchor|공}}<br> '''공학-수리 능력 ''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> '''교'''{{Anchor|교}}<br> '''교육용 데이터 마이닝 ''' {{MainEntry|[[Educational data mining]]}}<br> '''교육용 어포던스 ''' {{MainEntry|[[Educational affordance]]}}<br> '''구'''{{Anchor|구}}<br> '''구성주의 ''' {{MainEntry|[[Constructionism]]}}<br> '''끊'''{{Anchor|끊}}<br> '''끊김없는 학습 환경''' {{MainEntry|[[Seamless learning environments]]}}<br> '''내'''{{Anchor|내}}<br> '''내러티브 학습 환경 ''' {{MainEntry|[[Narrative learning environments]]}}<br> 내부 스크립트 {{MainEntry|Internal script}}<br> '''내장형 현상''' {{MainEntry|[[Embedded phenomena]]}}<br> '''네'''{{Anchor|네}}<br> '''네트워크 기반 학습''' {{MainEntry|[[Networked learning]]}}<br> '''동'''{{Anchor|동}}<br> 동적 기하 {{MainEntry|Dynamic geometry}}<br> '''마'''{{Anchor|마}}<br> 마이크로월드 {{MainEntry|Microworld}}<br> '''멀'''{{Anchor|멀}}<br> '''멀티미디어 러닝''' {{MainEntry|[[Multimedia learning]]}}<br> '''모'''{{Anchor|모}}<br> '''모바일 러닝 ''' {{MainEntry|[[Mobile learning]]}}<br> '''버'''{{Anchor|버}}<br> 버디 시스템 {{MainEntry|Buddy systems}}<br> '''분'''{{Anchor|분}}<br> 분산 학습 {{MainEntry|Distributed learning}}<br> 분산 학습 환경 {{MainEntry|Distributed learning environments}}<br> '''블'''{{Anchor|블}}<br> 블랜디드 러닝 {{MainEntry|Blended learning}}<br> '''비'''{{Anchor|비}}<br> '''비형식적 학습 ''' {{MainEntry|[[Informal learning]]}}<br> '''상'''{{Anchor|상}}<br> 상호작용적 학습 환경 {{MainEntry|Interactive learning environment}}<br> 상황 학습 {{MainEntry|Situated learning}}<br> '''스'''{{Anchor|스}}<br> 스크립트 {{MainEntry|Script}}<br> '''시'''{{Anchor|시}}<br> 시뮬레이션 게임 {{MainEntry|Simulation games}}<br> '''시뮬레이션 기반 학습 환경''' {{MainEntry|[[Simulation-based learning environment]]}}<br> '''앰'''{{Anchor|앰}}<br> 앰비언트 학습 환경 {{MainEntry|Ambient learning environment}}<br> '''에'''{{Anchor|에}}<br> 에듀테인먼트 {{MainEntry|Edutainment}}<br> 에이전트 기반 튜터링 시스템 {{MainEntry|Agent-based tutoring system}}<br> 에이전트 기반 학습 환경 {{MainEntry|Agent-based learning environment}}<br> '''오'''{{Anchor|오}}<br> '''오버레이''' {{MainEntry|[[Overlay]]}}<br> '''온'''{{Anchor|온}}<br> 온라인 학습 환경 {{MainEntry|On-line learning environment}}<br> '''외'''{{Anchor|외}}<br> 외부 스크립트 {{MainEntry|External script}}<br> '''원'''{{Anchor|원}}<br> 원격 랩 {{MainEntry|Remote laboratories}}<br> 원격 학습 {{MainEntry|Distance learning}}<br> '''웹'''{{Anchor|웹}}<br> 웹 강의 테크놀로지 {{MainEntry|Web-lecturing technologies}}<br> '''유'''{{Anchor|유}}<br> 유비쿼터스 러닝 {{MainEntry|Ubiquitous learning}}<br> '''이'''{{Anchor|이}}<br> 이러닝 {{MainEntry|e-learning}}<br> '''인'''{{Anchor|인}}<br> 인공 학습 환경 {{MainEntry|Artificial learning environment}}<br> '''인식적 어포던스''' {{MainEntry|[[Epistemic affordance]]}}<br> '''인식적 피드백 ''' {{MainEntry|[[Epistemic feedback]]}}<br> 인지 공학 {{MainEntry|Cognitive engineering}}<br> 인지 진단 {{MainEntry|Cognitive diagnosis}}<br> '''인지 튜터''' {{MainEntry|[[Cognitive tutor]]}}<br> 인지적 모델링 {{MainEntry|Cognitive modeling}}<br> '''자'''{{Anchor|자}}<br> '''자기 조절 학습''' {{MainEntry|[[Self-regulated learning]]}}<br> 자동 연습문제 생성 {{MainEntry|Automatic generation of exercises}}<br> 자동 진단 {{MainEntry|Automatic diagnosis}}<br> '''저'''{{Anchor|저}}<br> 저작 시스템 {{MainEntry|Authoring system}}<br> 저작도구 {{MainEntry|Authoring tool}}<br> '''적'''{{Anchor|적}}<br> '''적응적 학습 환경''' {{MainEntry|[[Adaptive learning environment]]}}<br> '''전'''{{Anchor|전}}<br> 전자 평가 {{MainEntry|E-Assessment}}<br> 전자 포트폴리오 {{MainEntry|e-portfolio}}<br> 전자칠판 {{MainEntry|Interactive white board}}<br> '''정'''{{Anchor|정}}<br> 정보과학적 사고 {{MainEntry|Computational thinking}}<br> '''증'''{{Anchor|증}}<br> 증강 학습 환경 {{MainEntry|Augmented learning environment}}<br> '''지'''{{Anchor|지}}<br> 지능형 스캐폴딩 시스템 {{MainEntry|Intelligent scaffolding system}}<br> '''지능형 튜터링 시스템 ''' {{MainEntry|[[Intelligent tutoring system]]}}<br> '''커'''{{Anchor|커}}<br> 커뮤니티 {{MainEntry|Networked learning communities}}<br> '''컴'''{{Anchor|컴}}<br> 컴퓨터 기반 랩 {{MainEntry|Computer-based laboratory}}<br> 컴퓨터 기반 수업 {{MainEntry|Computer-based instruction}}<br> 컴퓨터 기반 학습 환경 {{MainEntry|Computer-based learning environments}}<br> 컴퓨터 기반 협력 학습 {{MainEntry|Computer-supported collaborative learning}}<br> 컴퓨터 보조 수업 {{MainEntry|Computer-assisted instruction}}<br> 컴퓨터 보조 시험 {{MainEntry|Computer-assisted examination}}<br> 컴퓨터 보조 언어 학습 {{MainEntry|Computer-assisted language learning}}<br> 컴퓨터 보조 학습 {{MainEntry|Computer-assisted learning}}<br> '''코'''{{Anchor|코}}<br> 코스 관리 시스템 {{MainEntry|Course management system}}<br> 코스웨어 {{MainEntry|Courseware}}<br> '''탐'''{{Anchor|탐}}<br> '''탐구 학습''' {{MainEntry|[[Inquiry learning]]}}<br> '''테'''{{Anchor|테}}<br> 테크놀로지 강화 수업 {{MainEntry|Technology Enhanced Learning}}<br> '''통'''{{Anchor|통}}<br> 통합 학습 시스템 {{MainEntry|Integrated learning system}}<br> 통합적 이러닝 {{MainEntry|Inclusive e-learning}}<br> '''편'''{{Anchor|편}}<br> 편재형 학습 환경 {{MainEntry|Pervasive learning environment}}<br> '''프'''{{Anchor|프}}<br> 프로그램가능한 컴퓨터 기반 학습 환경 {{MainEntry|Programmable computer-based learning environment}}<br> 프로그램가능한 코스 {{MainEntry|Programmable course}}<br> '''학'''{{Anchor|학}}<br> '''학습 객체''' {{MainEntry|[[Learning objects]]}}<br> '''학습 공간 ''' {{MainEntry|[[Learning space]]}}<br> '''학습 관리 시스템 ''' {{MainEntry|[[Learning management systems]]}}<br> '''학습 그리드 ''' {{MainEntry|[[Learning grid]]}}<br> 학습 동료 {{MainEntry|Learning companion}}<br> 학습 분석학 {{MainEntry|Learning analytics}}<br> '''학습 설계 ''' {{MainEntry|[[Learning design]]}}<br> '''학습 시나리오 ''' {{MainEntry|[[Learning scenario]]}}<br> 학습 지원을 위한 컴퓨터 프로그래밍 {{MainEntry|Computer programming in support of learning}}<br> 학습 트레일 {{MainEntry|Learning trail}}<br> 학습 환경 {{MainEntry|Learning environment}}<br> 학습용 에이전트 {{MainEntry|Pedagogical agent}}<br> 학습용 에이전트 애니메이션 {{MainEntry|Animated pedagogical agent}}<br> 학습자 모델링 {{MainEntry|Learner modeling}}<br> '''협'''{{Anchor|협}}<br> '''협력 스크립트''' {{MainEntry|[[Collaboration script]]}}<br> 협력 학습 {{MainEntry|Collaborative learning}}<br> '''환'''{{Anchor|환}}<br> 환경 {{MainEntry|Networked learning environment}}<br> <br> {{MainEntry|Computational mathetic}}<br> '''''' {{MainEntry|[[Didactical engineering]]}}<br> 995 994 2012-11-04T16:14:04Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Korean entries ''Edited by Hyo-Jeong So, Nanyang Technological University (Singapore) & Hyungshin Choi, Chuncheon National University of Education (Korea)'' <br> '''가 - [[#감|감]] - [[#개|개]] - [[#게|게]] - [[#공|공]] - [[#교|교]] - [[#구|구]] - [[#끊|끊]] - [[#내|내]] - [[#네|네]] - [[#네|네]] - [[#동|동]] - [[#마|마]] - [[#멀|멀]] - [[#모|모]] - [[#버|버]] - [[#분|분]] - [[#블|블]] - [[#비|비]] - [[#상|상]] - [[#스|스]] - [[#시|시]] - [[#앰|앰]] - [[#에|에]] - [[#오|오]] - [[#온|온]] - - [[#외|외]] - [[#원|원]] - [[#웹|웹]] - [[#유|유]] - - [[#이|이]] - [[#인|인]] - [[#자|자]] - [[#저|저]] - [[#적|적]] - [[#전|전]] - [[#정|정]] - [[#증|증]] - [[#지|지]] - [[#커|커]] - - [[#컴|컴]] - [[#코|코]] - [[#탐|탐]] - [[#테|테]] - [[#통|통]] - - [[#편|편]] - [[#프|프]] - [[#학|학]] - [[#협|협]] - [[#환|환]]''' '''가'''{{Anchor|가}}<br> 가상 대학 {{MainEntry|Virtual universities}}<br> 가상 캠퍼스 {{MainEntry|Virtual campus}}<br> 가상 학습 환경 {{MainEntry|Virtual learning environment}}<br> 가상 학습용 에이전트 {{MainEntry|Virtual pedagogical agent}}<br> <br> '''감'''{{Anchor|감}}<br> 감각형 학습 환경 {{MainEntry|Tangible learning environment}}<br> <br> '''개'''{{Anchor|개}}<br> 개인 학습 환경 {{MainEntry|Personal learning environment}}<br> '''게'''{{Anchor|게}}<br> '''게임 기반 학습''' {{MainEntry|[[Game-based learning]]}}<br> '''공'''{{Anchor|공}}<br> '''공학-수리 능력 ''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> '''교'''{{Anchor|교}}<br> '''교육용 데이터 마이닝 ''' {{MainEntry|[[Educational data mining]]}}<br> '''교육용 어포던스 ''' {{MainEntry|[[Educational affordance]]}}<br> '''구'''{{Anchor|구}}<br> '''구성주의 ''' {{MainEntry|[[Constructionism]]}}<br> '''끊'''{{Anchor|끊}}<br> '''끊김없는 학습 환경''' {{MainEntry|[[Seamless learning environments]]}}<br> '''내'''{{Anchor|내}}<br> '''내러티브 학습 환경 ''' {{MainEntry|[[Narrative learning environments]]}}<br> 내부 스크립트 {{MainEntry|Internal script}}<br> '''내장형 현상''' {{MainEntry|[[Embedded phenomena]]}}<br> '''네'''{{Anchor|네}}<br> '''네트워크 기반 학습''' {{MainEntry|[[Networked learning]]}}<br> '''동'''{{Anchor|동}}<br> 동적 기하 {{MainEntry|Dynamic geometry}}<br> '''마'''{{Anchor|마}}<br> 마이크로월드 {{MainEntry|Microworld}}<br> '''멀'''{{Anchor|멀}}<br> '''멀티미디어 러닝''' {{MainEntry|[[Multimedia learning]]}}<br> '''모'''{{Anchor|모}}<br> '''모바일 러닝 ''' {{MainEntry|[[Mobile learning]]}}<br> '''버'''{{Anchor|버}}<br> 버디 시스템 {{MainEntry|Buddy systems}}<br> '''분'''{{Anchor|분}}<br> 분산 학습 {{MainEntry|Distributed learning}}<br> 분산 학습 환경 {{MainEntry|Distributed learning environments}}<br> '''블'''{{Anchor|블}}<br> 블랜디드 러닝 {{MainEntry|Blended learning}}<br> '''비'''{{Anchor|비}}<br> '''비형식적 학습 ''' {{MainEntry|[[Informal learning]]}}<br> '''상'''{{Anchor|상}}<br> 상호작용적 학습 환경 {{MainEntry|Interactive learning environment}}<br> 상황 학습 {{MainEntry|Situated learning}}<br> '''스'''{{Anchor|스}}<br> 스크립트 {{MainEntry|Script}}<br> '''시'''{{Anchor|시}}<br> 시뮬레이션 게임 {{MainEntry|Simulation games}}<br> '''시뮬레이션 기반 학습 환경''' {{MainEntry|[[Simulation-based learning environment]]}}<br> '''앰'''{{Anchor|앰}}<br> 앰비언트 학습 환경 {{MainEntry|Ambient learning environment}}<br> '''에'''{{Anchor|에}}<br> 에듀테인먼트 {{MainEntry|Edutainment}}<br> 에이전트 기반 튜터링 시스템 {{MainEntry|Agent-based tutoring system}}<br> 에이전트 기반 학습 환경 {{MainEntry|Agent-based learning environment}}<br> '''오'''{{Anchor|오}}<br> '''오버레이''' {{MainEntry|[[Overlay]]}}<br> '''온'''{{Anchor|온}}<br> 온라인 학습 환경 {{MainEntry|On-line learning environment}}<br> '''외'''{{Anchor|외}}<br> 외부 스크립트 {{MainEntry|External script}}<br> '''원'''{{Anchor|원}}<br> 원격 랩 {{MainEntry|Remote laboratories}}<br> 원격 학습 {{MainEntry|Distance learning}}<br> '''웹'''{{Anchor|웹}}<br> 웹 강의 테크놀로지 {{MainEntry|Web-lecturing technologies}}<br> '''유'''{{Anchor|유}}<br> 유비쿼터스 러닝 {{MainEntry|Ubiquitous learning}}<br> '''이'''{{Anchor|이}}<br> 이러닝 {{MainEntry|e-learning}}<br> '''인'''{{Anchor|인}}<br> 인공 학습 환경 {{MainEntry|Artificial learning environment}}<br> '''인식적 어포던스''' {{MainEntry|[[Epistemic affordance]]}}<br> '''인식적 피드백 ''' {{MainEntry|[[Epistemic feedback]]}}<br> 인지 공학 {{MainEntry|Cognitive engineering}}<br> 인지 진단 {{MainEntry|Cognitive diagnosis}}<br> '''인지 튜터''' {{MainEntry|[[Cognitive tutor]]}}<br> 인지적 모델링 {{MainEntry|Cognitive modeling}}<br> '''자'''{{Anchor|자}}<br> '''자기 조절 학습''' {{MainEntry|[[Self-regulated learning]]}}<br> 자동 연습문제 생성 {{MainEntry|Automatic generation of exercises}}<br> 자동 진단 {{MainEntry|Automatic diagnosis}}<br> '''저'''{{Anchor|저}}<br> 저작 시스템 {{MainEntry|Authoring system}}<br> 저작도구 {{MainEntry|Authoring tool}}<br> '''적'''{{Anchor|적}}<br> '''적응적 학습 환경''' {{MainEntry|[[Adaptive learning environment]]}}<br> '''전'''{{Anchor|전}}<br> 전자 평가 {{MainEntry|E-Assessment}}<br> 전자 포트폴리오 {{MainEntry|e-portfolio}}<br> 전자칠판 {{MainEntry|Interactive white board}}<br> '''정'''{{Anchor|정}}<br> 정보과학적 사고 {{MainEntry|Computational thinking}}<br> '''증'''{{Anchor|증}}<br> 증강 학습 환경 {{MainEntry|Augmented learning environment}}<br> '''지'''{{Anchor|지}}<br> 지능형 스캐폴딩 시스템 {{MainEntry|Intelligent scaffolding system}}<br> '''지능형 튜터링 시스템 ''' {{MainEntry|[[Intelligent tutoring system]]}}<br> '''커'''{{Anchor|커}}<br> 커뮤니티 {{MainEntry|Networked learning communities}}<br> '''컴'''{{Anchor|컴}}<br> 컴퓨터 기반 랩 {{MainEntry|Computer-based laboratory}}<br> 컴퓨터 기반 수업 {{MainEntry|Computer-based instruction}}<br> 컴퓨터 기반 학습 환경 {{MainEntry|Computer-based learning environments}}<br> 컴퓨터 기반 협력 학습 {{MainEntry|Computer-supported collaborative learning}}<br> 컴퓨터 보조 수업 {{MainEntry|Computer-assisted instruction}}<br> 컴퓨터 보조 시험 {{MainEntry|Computer-assisted examination}}<br> 컴퓨터 보조 언어 학습 {{MainEntry|Computer-assisted language learning}}<br> 컴퓨터 보조 학습 {{MainEntry|Computer-assisted learning}}<br> '''코'''{{Anchor|코}}<br> 코스 관리 시스템 {{MainEntry|Course management system}}<br> 코스웨어 {{MainEntry|Courseware}}<br> '''탐'''{{Anchor|탐}}<br> '''탐구 학습''' {{MainEntry|[[Inquiry learning]]}}<br> '''테'''{{Anchor|테}}<br> 테크놀로지 강화 수업 {{MainEntry|Technology Enhanced Learning}}<br> '''통'''{{Anchor|통}}<br> 통합 학습 시스템 {{MainEntry|Integrated learning system}}<br> 통합적 이러닝 {{MainEntry|Inclusive e-learning}}<br> '''편'''{{Anchor|편}}<br> 편재형 학습 환경 {{MainEntry|Pervasive learning environment}}<br> '''프'''{{Anchor|프}}<br> 프로그램가능한 컴퓨터 기반 학습 환경 {{MainEntry|Programmable computer-based learning environment}}<br> 프로그램가능한 코스 {{MainEntry|Programmable course}}<br> '''학'''{{Anchor|학}}<br> '''학습 객체''' {{MainEntry|[[Learning objects]]}}<br> '''학습 공간 ''' {{MainEntry|[[Learning space]]}}<br> '''학습 관리 시스템 ''' {{MainEntry|[[Learning management systems]]}}<br> '''학습 그리드 ''' {{MainEntry|[[Learning grid]]}}<br> 학습 동료 {{MainEntry|Learning companion}}<br> 학습 분석학 {{MainEntry|Learning analytics}}<br> '''학습 설계 ''' {{MainEntry|[[Learning design]]}}<br> '''학습 시나리오 ''' {{MainEntry|[[Learning scenario]]}}<br> 학습 지원을 위한 컴퓨터 프로그래밍 {{MainEntry|Computer programming in support of learning}}<br> 학습 트레일 {{MainEntry|Learning trail}}<br> 학습 환경 {{MainEntry|Learning environment}}<br> 학습용 에이전트 {{MainEntry|Pedagogical agent}}<br> 학습용 에이전트 애니메이션 {{MainEntry|Animated pedagogical agent}}<br> 학습자 모델링 {{MainEntry|Learner modeling}}<br> '''협'''{{Anchor|협}}<br> '''협력 스크립트''' {{MainEntry|[[Collaboration script]]}}<br> 협력 학습 {{MainEntry|Collaborative learning}}<br> '''환'''{{Anchor|환}}<br> 환경 {{MainEntry|Networked learning environment}}<br> <br> {{MainEntry|Computational mathetic}}<br> '''''' {{MainEntry|[[Didactical engineering]]}}<br> 994 993 2012-11-04T16:10:30Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Korean entries ''Edited by Hyo-Jeong So, Nanyang Technological University (Singapore) & Hyungshin Choi, Chuncheon National University of Education (Korea)'' <br> '''가 - [[#감|감]] - [[#개|개]] - [[#게|게]] - [[#공|공]] - [[#교|교]] - [[#구|구]] - [[#끊|끊]] - [[#내|내]] - [[#네|네]] - [[#네|네]] - [[#동|동]] - [[#마|마]] - [[#멀|멀]] - [[#모|모]] - [[#버|버]] - [[#분|분]] - [[#블|블]] - [[#비|비]] - [[#상|상]] - [[#스|스]] - [[#시|시]] - [[#앰|앰]] - [[#에|에]] - [[#오|오]] - [[#온|온]] - - [[#외|외]] - [[#원|원]] - [[#웹|웹]] - [[#유|유]] - - [[#이|이]] - [[#인|인]] - [[#자|자]] - [[#저|저]] - [[#적|적]] - [[#전|전]] - [[#정|정]] - [[#증|증]] - [[#지|지]] - [[#커|커]] - - [[#컴|컴]] - [[#코|코]] - [[#탐|탐]] - [[#테|테]] - [[#통|통]] - - [[#편|편]] - [[#프|프]] - [[#학|학]] - [[#협|협]] - [[#환|환]]''' '''가'''{{Anchor|가}}<br> 가상 대학 {{MainEntry|Virtual universities}}<br> 가상 캠퍼스 {{MainEntry|Virtual campus}}<br> 가상 학습 환경 {{MainEntry|Virtual learning environment}}<br> 가상 학습용 에이전트 {{MainEntry|Virtual pedagogical agent}}<br> '''감'''{{Anchor|감}}<br> 감각형 학습 환경 {{MainEntry|Tangible learning environment}}<br> '''개'''{{Anchor|개}}<br> 개인 학습 환경 {{MainEntry|Personal learning environment}}<br> '''게'''{{Anchor|게}}<br> '''게임 기반 학습''' {{MainEntry|[[Game-based learning]]}}<br> '''공'''{{Anchor|공}}<br> '''공학-수리 능력 ''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> '''교'''{{Anchor|교}}<br> '''교육용 데이터 마이닝 ''' {{MainEntry|[[Educational data mining]]}}<br> '''교육용 어포던스 ''' {{MainEntry|[[Educational affordance]]}}<br> '''구'''{{Anchor|구}}<br> '''구성주의 ''' {{MainEntry|[[Constructionism]]}}<br> '''끊'''{{Anchor|끊}}<br> '''끊김없는 학습 환경''' {{MainEntry|[[Seamless learning environments]]}}<br> '''내'''{{Anchor|내}}<br> '''내러티브 학습 환경 ''' {{MainEntry|[[Narrative learning environments]]}}<br> 내부 스크립트 {{MainEntry|Internal script}}<br> '''내장형 현상''' {{MainEntry|[[Embedded phenomena]]}}<br> '''네'''{{Anchor|네}}<br> '''네트워크 기반 학습''' {{MainEntry|[[Networked learning]]}}<br> '''동'''{{Anchor|동}}<br> 동적 기하 {{MainEntry|Dynamic geometry}}<br> '''마'''{{Anchor|마}}<br> 마이크로월드 {{MainEntry|Microworld}}<br> '''멀'''{{Anchor|멀}}<br> '''멀티미디어 러닝''' {{MainEntry|[[Multimedia learning]]}}<br> '''모'''{{Anchor|모}}<br> '''모바일 러닝 ''' {{MainEntry|[[Mobile learning]]}}<br> '''버'''{{Anchor|버}}<br> 버디 시스템 {{MainEntry|Buddy systems}}<br> '''분'''{{Anchor|분}}<br> 분산 학습 {{MainEntry|Distributed learning}}<br> 분산 학습 환경 {{MainEntry|Distributed learning environments}}<br> '''블'''{{Anchor|블}}<br> 블랜디드 러닝 {{MainEntry|Blended learning}}<br> '''비'''{{Anchor|비}}<br> '''비형식적 학습 ''' {{MainEntry|[[Informal learning]]}}<br> '''상'''{{Anchor|상}}<br> 상호작용적 학습 환경 {{MainEntry|Interactive learning environment}}<br> 상황 학습 {{MainEntry|Situated learning}}<br> '''스'''{{Anchor|스}}<br> 스크립트 {{MainEntry|Script}}<br> '''시'''{{Anchor|시}}<br> 시뮬레이션 게임 {{MainEntry|Simulation games}}<br> '''시뮬레이션 기반 학습 환경''' {{MainEntry|[[Simulation-based learning environment]]}}<br> '''앰'''{{Anchor|앰}}<br> 앰비언트 학습 환경 {{MainEntry|Ambient learning environment}}<br> '''에'''{{Anchor|에}}<br> 에듀테인먼트 {{MainEntry|Edutainment}}<br> 에이전트 기반 튜터링 시스템 {{MainEntry|Agent-based tutoring system}}<br> 에이전트 기반 학습 환경 {{MainEntry|Agent-based learning environment}}<br> '''오'''{{Anchor|오}}<br> '''오버레이''' {{MainEntry|[[Overlay]]}}<br> '''온'''{{Anchor|온}}<br> 온라인 학습 환경 {{MainEntry|On-line learning environment}}<br> '''외'''{{Anchor|외}}<br> 외부 스크립트 {{MainEntry|External script}}<br> '''원'''{{Anchor|원}}<br> 원격 랩 {{MainEntry|Remote laboratories}}<br> 원격 학습 {{MainEntry|Distance learning}}<br> '''웹'''{{Anchor|웹}}<br> 웹 강의 테크놀로지 {{MainEntry|Web-lecturing technologies}}<br> '''유'''{{Anchor|유}}<br> 유비쿼터스 러닝 {{MainEntry|Ubiquitous learning}}<br> '''이'''{{Anchor|이}}<br> 이러닝 {{MainEntry|e-learning}}<br> '''인'''{{Anchor|인}}<br> 인공 학습 환경 {{MainEntry|Artificial learning environment}}<br> '''인식적 어포던스''' {{MainEntry|[[Epistemic affordance]]}}<br> '''인식적 피드백 ''' {{MainEntry|[[Epistemic feedback]]}}<br> 인지 공학 {{MainEntry|Cognitive engineering}}<br> 인지 진단 {{MainEntry|Cognitive diagnosis}}<br> '''인지 튜터''' {{MainEntry|[[Cognitive tutor]]}}<br> 인지적 모델링 {{MainEntry|Cognitive modeling}}<br> '''자'''{{Anchor|자}}<br> '''자기 조절 학습''' {{MainEntry|[[Self-regulated learning]]}}<br> 자동 연습문제 생성 {{MainEntry|Automatic generation of exercises}}<br> 자동 진단 {{MainEntry|Automatic diagnosis}}<br> '''저'''{{Anchor|저}}<br> 저작 시스템 {{MainEntry|Authoring system}}<br> 저작도구 {{MainEntry|Authoring tool}}<br> '''적'''{{Anchor|적}}<br> '''적응적 학습 환경''' {{MainEntry|[[Adaptive learning environment]]}}<br> '''전'''{{Anchor|전}}<br> 전자 평가 {{MainEntry|E-Assessment}}<br> 전자 포트폴리오 {{MainEntry|e-portfolio}}<br> 전자칠판 {{MainEntry|Interactive white board}}<br> '''정'''{{Anchor|정}}<br> 정보과학적 사고 {{MainEntry|Computational thinking}}<br> '''증'''{{Anchor|증}}<br> 증강 학습 환경 {{MainEntry|Augmented learning environment}}<br> '''지'''{{Anchor|지}}<br> 지능형 스캐폴딩 시스템 {{MainEntry|Intelligent scaffolding system}}<br> '''지능형 튜터링 시스템 ''' {{MainEntry|[[Intelligent tutoring system]]}}<br> '''커'''{{Anchor|커}}<br> 커뮤니티 {{MainEntry|Networked learning communities}}<br> '''컴'''{{Anchor|컴}}<br> 컴퓨터 기반 랩 {{MainEntry|Computer-based laboratory}}<br> 컴퓨터 기반 수업 {{MainEntry|Computer-based instruction}}<br> 컴퓨터 기반 학습 환경 {{MainEntry|Computer-based learning environments}}<br> 컴퓨터 기반 협력 학습 {{MainEntry|Computer-supported collaborative learning}}<br> 컴퓨터 보조 수업 {{MainEntry|Computer-assisted instruction}}<br> 컴퓨터 보조 시험 {{MainEntry|Computer-assisted examination}}<br> 컴퓨터 보조 언어 학습 {{MainEntry|Computer-assisted language learning}}<br> 컴퓨터 보조 학습 {{MainEntry|Computer-assisted learning}}<br> '''코'''{{Anchor|코}}<br> 코스 관리 시스템 {{MainEntry|Course management system}}<br> 코스웨어 {{MainEntry|Courseware}}<br> '''탐'''{{Anchor|탐}}<br> '''탐구 학습''' {{MainEntry|[[Inquiry learning]]}}<br> '''테'''{{Anchor|테}}<br> 테크놀로지 강화 수업 {{MainEntry|Technology Enhanced Learning}}<br> '''통'''{{Anchor|통}}<br> 통합 학습 시스템 {{MainEntry|Integrated learning system}}<br> 통합적 이러닝 {{MainEntry|Inclusive e-learning}}<br> '''편'''{{Anchor|편}}<br> 편재형 학습 환경 {{MainEntry|Pervasive learning environment}}<br> '''프'''{{Anchor|프}}<br> 프로그램가능한 컴퓨터 기반 학습 환경 {{MainEntry|Programmable computer-based learning environment}}<br> 프로그램가능한 코스 {{MainEntry|Programmable course}}<br> '''학'''{{Anchor|학}}<br> '''학습 객체''' {{MainEntry|[[Learning objects]]}}<br> '''학습 공간 ''' {{MainEntry|[[Learning space]]}}<br> '''학습 관리 시스템 ''' {{MainEntry|[[Learning management systems]]}}<br> '''학습 그리드 ''' {{MainEntry|[[Learning grid]]}}<br> 학습 동료 {{MainEntry|Learning companion}}<br> 학습 분석학 {{MainEntry|Learning analytics}}<br> '''학습 설계 ''' {{MainEntry|[[Learning design]]}}<br> '''학습 시나리오 ''' {{MainEntry|[[Learning scenario]]}}<br> 학습 지원을 위한 컴퓨터 프로그래밍 {{MainEntry|Computer programming in support of learning}}<br> 학습 트레일 {{MainEntry|Learning trail}}<br> 학습 환경 {{MainEntry|Learning environment}}<br> 학습용 에이전트 {{MainEntry|Pedagogical agent}}<br> 학습용 에이전트 애니메이션 {{MainEntry|Animated pedagogical agent}}<br> 학습자 모델링 {{MainEntry|Learner modeling}}<br> '''협'''{{Anchor|협}}<br> '''협력 스크립트''' {{MainEntry|[[Collaboration script]]}}<br> 협력 학습 {{MainEntry|Collaborative learning}}<br> '''환'''{{Anchor|환}}<br> 환경 {{MainEntry|Networked learning environment}}<br> <br> {{MainEntry|Computational mathetic}}<br> '''''' {{MainEntry|[[Didactical engineering]]}}<br> 993 2012-11-04T16:08:32Z Zeiliger 2 Created page with "{{languages}}<br> TEL Dictionary: Korean entries ''Edited by Hyo-Jeong So, Nanyang Technological University (Singapore) & Hyungshin Choi, Chuncheon National University of Edu..." wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Korean entries ''Edited by Hyo-Jeong So, Nanyang Technological University (Singapore) & Hyungshin Choi, Chuncheon National University of Education (Korea)'' <br> '''가 - [[#감|감]] - [[#개|개]] - [[#게|게]] - [[#공|공]] - [[#교|교]] - [[#구|구]] - [[#끊|끊]] - [[#내|내]] - [[#네|네]] - [[#네|네]] - [[#동|동]] - [[#마|마]] - [[#멀|멀]] - [[#모|모]] - [[#버|버]] - [[#분|분]] - [[#블|블]] - [[#비|비]] - [[#상|상]] - [[#스|스]] - [[#시|시]] - [[#앰|앰]] - [[#에|에]] - [[#오|오]] - [[#온|온]] - - [[#외|외]] - [[#원|원]] - [[#웹|웹]] - [[#유|유]] - - [[#이|이]] - [[#인|인]] - [[#자|자]] - [[#저|저]] - [[#적|적]] - [[#전|전]] - [[#정|정]] - [[#증|증]] - [[#지|지]] - [[#커|커]] - - [[#컴|컴]] - [[#코|코]] - [[#탐|탐]] - [[#테|테]] - [[#통|통]] - - [[#편|편]] - [[#프|프]] - [[#학|학]] - [[#협|협]] - [[#환|환]]''' '''가'''{{Anchor|가}}<br> 가상 대학 {{MainEntry|Virtual universities}}<br> 가상 캠퍼스 {{MainEntry|Virtual campus}}<br> 가상 학습 환경 {{MainEntry|Virtual learning environment}}<br> 가상 학습용 에이전트 {{MainEntry|Virtual pedagogical agent}}<br> '''감'''{{Anchor|감}}<br> 감각형 학습 환경 {{MainEntry|Tangible learning environment}}<br> '''개'''{{Anchor|개}}<br> 개인 학습 환경 {{MainEntry|Personal learning environment}}<br> '''게'''{{Anchor|게}}<br> '''게임 기반 학습''' {{MainEntry|[[Game-based learning]]}}<br> '''공'''{{Anchor|공}}<br> '''공학-수리 능력 ''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> '''교'''{{Anchor|교}}<br> '''교육용 데이터 마이닝 ''' {{MainEntry|[[Educational data mining]]}}<br> '''교육용 어포던스 ''' {{MainEntry|[[Educational affordance]]}}<br> '''구'''{{Anchor|구}}<br> '''구성주의 ''' {{MainEntry|[[Constructionism]]}}<br> '''끊'''{{Anchor|끊}}<br> '''끊김없는 학습 환경''' {{MainEntry|[[Seamless learning environments]]}}<br> '''내'''{{Anchor|내}}<br> '''내러티브 학습 환경 ''' {{MainEntry|[[Narrative learning environments]]}}<br> 내부 스크립트 {{MainEntry|Internal script}}<br> 내부 스크립트 {{MainEntry|Internal script}}<br> '''내장형 현상''' {{MainEntry|[[Embedded phenomena]]}}<br> '''네'''{{Anchor|네}}<br> '''네트워크 기반 학습''' {{MainEntry|[[Networked learning]]}}<br> '''동'''{{Anchor|동}}<br> 동적 기하 {{MainEntry|Dynamic geometry}}<br> '''마'''{{Anchor|마}}<br> 마이크로월드 {{MainEntry|Microworld}}<br> '''멀'''{{Anchor|멀}}<br> '''멀티미디어 러닝''' {{MainEntry|[[Multimedia learning]]}}<br> '''모'''{{Anchor|모}}<br> '''모바일 러닝 ''' {{MainEntry|[[Mobile learning]]}}<br> '''버'''{{Anchor|버}}<br> 버디 시스템 {{MainEntry|Buddy systems}}<br> '''분'''{{Anchor|분}}<br> 분산 학습 {{MainEntry|Distributed learning}}<br> 분산 학습 환경 {{MainEntry|Distributed learning environments}}<br> '''블'''{{Anchor|블}}<br> 블랜디드 러닝 {{MainEntry|Blended learning}}<br> '''비'''{{Anchor|비}}<br> '''비형식적 학습 ''' {{MainEntry|[[Informal learning]]}}<br> '''상'''{{Anchor|상}}<br> 상호작용적 학습 환경 {{MainEntry|Interactive learning environment}}<br> 상황 학습 {{MainEntry|Situated learning}}<br> '''스'''{{Anchor|스}}<br> 스크립트 {{MainEntry|Script}}<br> '''시'''{{Anchor|시}}<br> 시뮬레이션 게임 {{MainEntry|Simulation games}}<br> '''시뮬레이션 기반 학습 환경''' {{MainEntry|[[Simulation-based learning environment]]}}<br> '''앰'''{{Anchor|앰}}<br> 앰비언트 학습 환경 {{MainEntry|Ambient learning environment}}<br> '''에'''{{Anchor|에}}<br> 에듀테인먼트 {{MainEntry|Edutainment}}<br> 에이전트 기반 튜터링 시스템 {{MainEntry|Agent-based tutoring system}}<br> 에이전트 기반 학습 환경 {{MainEntry|Agent-based learning environment}}<br> '''오'''{{Anchor|오}}<br> '''오버레이''' {{MainEntry|[[Overlay]]}}<br> '''온'''{{Anchor|온}}<br> 온라인 학습 환경 {{MainEntry|On-line learning environment}}<br> '''외'''{{Anchor|외}}<br> 외부 스크립트 {{MainEntry|External script}}<br> 외부 스크립트 {{MainEntry|External script}}<br> '''원'''{{Anchor|원}}<br> 원격 랩 {{MainEntry|Remote laboratories}}<br> 원격 학습 {{MainEntry|Distance learning}}<br> '''웹'''{{Anchor|웹}}<br> 웹 강의 테크놀로지 {{MainEntry|Web-lecturing technologies}}<br> '''유'''{{Anchor|유}}<br> 유비쿼터스 러닝 {{MainEntry|Ubiquitous learning}}<br> '''이'''{{Anchor|이}}<br> 이러닝 {{MainEntry|e-learning}}<br> '''인'''{{Anchor|인}}<br> 인공 학습 환경 {{MainEntry|Artificial learning environment}}<br> '''인식적 어포던스''' {{MainEntry|[[Epistemic affordance]]}}<br> '''인식적 피드백 ''' {{MainEntry|[[Epistemic feedback]]}}<br> 인지 공학 {{MainEntry|Cognitive engineering}}<br> 인지 진단 {{MainEntry|Cognitive diagnosis}}<br> '''인지 튜터''' {{MainEntry|[[Cognitive tutor]]}}<br> 인지적 모델링 {{MainEntry|Cognitive modeling}}<br> '''자'''{{Anchor|자}}<br> '''자기 조절 학습''' {{MainEntry|[[Self-regulated learning]]}}<br> 자동 연습문제 생성 {{MainEntry|Automatic generation of exercises}}<br> 자동 진단 {{MainEntry|Automatic diagnosis}}<br> '''저'''{{Anchor|저}}<br> 저작 시스템 {{MainEntry|Authoring system}}<br> 저작도구 {{MainEntry|Authoring tool}}<br> '''적'''{{Anchor|적}}<br> '''적응적 학습 환경''' {{MainEntry|[[Adaptive learning environment]]}}<br> '''전'''{{Anchor|전}}<br> 전자 평가 {{MainEntry|E-Assessment}}<br> 전자 포트폴리오 {{MainEntry|e-portfolio}}<br> 전자칠판 {{MainEntry|Interactive white board}}<br> '''정'''{{Anchor|정}}<br> 정보과학적 사고 {{MainEntry|Computational thinking}}<br> '''증'''{{Anchor|증}}<br> 증강 학습 환경 {{MainEntry|Augmented learning environment}}<br> '''지'''{{Anchor|지}}<br> 지능형 스캐폴딩 시스템 {{MainEntry|Intelligent scaffolding system}}<br> '''지능형 튜터링 시스템 ''' {{MainEntry|[[Intelligent tutoring system]]}}<br> '''커'''{{Anchor|커}}<br> 커뮤니티 {{MainEntry|Networked learning communities}}<br> '''컴'''{{Anchor|컴}}<br> 컴퓨터 기반 랩 {{MainEntry|Computer-based laboratory}}<br> 컴퓨터 기반 수업 {{MainEntry|Computer-based instruction}}<br> 컴퓨터 기반 학습 환경 {{MainEntry|Computer-based learning environments}}<br> 컴퓨터 기반 협력 학습 {{MainEntry|Computer-supported collaborative learning}}<br> 컴퓨터 보조 수업 {{MainEntry|Computer-assisted instruction}}<br> 컴퓨터 보조 시험 {{MainEntry|Computer-assisted examination}}<br> 컴퓨터 보조 언어 학습 {{MainEntry|Computer-assisted language learning}}<br> 컴퓨터 보조 학습 {{MainEntry|Computer-assisted learning}}<br> '''코'''{{Anchor|코}}<br> 코스 관리 시스템 {{MainEntry|Course management system}}<br> 코스웨어 {{MainEntry|Courseware}}<br> '''탐'''{{Anchor|탐}}<br> '''탐구 학습''' {{MainEntry|[[Inquiry learning]]}}<br> '''테'''{{Anchor|테}}<br> 테크놀로지 강화 수업 {{MainEntry|Technology Enhanced Learning}}<br> '''통'''{{Anchor|통}}<br> 통합 학습 시스템 {{MainEntry|Integrated learning system}}<br> 통합적 이러닝 {{MainEntry|Inclusive e-learning}}<br> '''편'''{{Anchor|편}}<br> 편재형 학습 환경 {{MainEntry|Pervasive learning environment}}<br> '''프'''{{Anchor|프}}<br> 프로그램가능한 컴퓨터 기반 학습 환경 {{MainEntry|Programmable computer-based learning environment}}<br> 프로그램가능한 코스 {{MainEntry|Programmable course}}<br> '''학'''{{Anchor|학}}<br> '''학습 객체''' {{MainEntry|[[Learning objects]]}}<br> '''학습 공간 ''' {{MainEntry|[[Learning space]]}}<br> '''학습 관리 시스템 ''' {{MainEntry|[[Learning management systems]]}}<br> '''학습 그리드 ''' {{MainEntry|[[Learning grid]]}}<br> 학습 동료 {{MainEntry|Learning companion}}<br> 학습 분석학 {{MainEntry|Learning analytics}}<br> '''학습 설계 ''' {{MainEntry|[[Learning design]]}}<br> '''학습 시나리오 ''' {{MainEntry|[[Learning scenario]]}}<br> 학습 지원을 위한 컴퓨터 프로그래밍 {{MainEntry|Computer programming in support of learning}}<br> 학습 트레일 {{MainEntry|Learning trail}}<br> 학습 환경 {{MainEntry|Learning environment}}<br> 학습용 에이전트 {{MainEntry|Pedagogical agent}}<br> 학습용 에이전트 애니메이션 {{MainEntry|Animated pedagogical agent}}<br> 학습자 모델링 {{MainEntry|Learner modeling}}<br> '''협'''{{Anchor|협}}<br> '''협력 스크립트''' {{MainEntry|[[Collaboration script]]}}<br> 협력 학습 {{MainEntry|Collaborative learning}}<br> '''환'''{{Anchor|환}}<br> 환경 {{MainEntry|Networked learning environment}}<br> <br> {{MainEntry|Computational mathetic}}<br> '''''' {{MainEntry|[[Didactical engineering]]}}<br> 0 94 1188 1145 2013-03-01T12:43:20Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Dutch entries ''Edited by Paul A. Kirschner, CELSTEC (NL)<br>Erica de Vries, UPMF (FR)'' <br> '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]] - [[#Z|Z]]''' <br> '''A '''{{Anchor|A}}<br> '''Adaptieve leeromgeving''' {{MainEntry|[[Adaptive learning environment]]}}<br> Afgestemde leeromgeving {{MainEntry|Ambient learning environment}}<br> Afstandslaboratoria {{MainEntry|Remote laboratories }}<br> Afstandsleren {{MainEntry|Distance learning}}<br> Agent-gebaseerd tutorsysteem {{MainEntry|Agent-based tutoring system}}<br> Agentgebaseerde leeromgeving {{MainEntry|Agent-based learning environment}}<br> Alomtegenwoordig leren {{MainEntry|Ubiquitous learning }}<br> Alomtegenwoordige leeromgeving {{MainEntry|Pervasive learning environment}}<br> '''Auteurssysteem''' {{MainEntry|[[Authoring system]]}}<br> Auteurstool {{MainEntry|Authoring tool}}<br> <br>'''B'''{{Anchor|B}}<br> Blended leren {{MainEntry|Blended learning}}<br> <br>'''C'''{{Anchor|C}}<br> Cognitief modeleren {{MainEntry|Cognitive modeling}}<br> Cognitieve diagnose {{MainEntry|Cognitive diagnosis}}<br> Cognitieve engineering {{MainEntry|Cognitive engineering}}<br> '''Cognitieve tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> Computationele wiskunde {{MainEntry|Computational mathematics}}<br> Computer programmeren ter ondersteuning van leren {{MainEntry|Computer programming in support of learning}}<br> Computergebaseerd laboratorium {{MainEntry|Computer-based laboratory}}<br> Computergebaseerde instructie {{MainEntry|Computer-based instruction}}<br> Computergebaseerde leeromgeving {{MainEntry|Computer-based learning environments}}<br> Computerondersteund leren {{MainEntry|Computer-assisted learning}}<br> Computerondersteund samenwerkend leren {{MainEntry|Computer-supported collaborative learning}}<br> Computerondersteund taalleren {{MainEntry|Computer-assisted language learning}}<br> Computerondersteund toetsen {{MainEntry|Computer-assisted examination}}<br> Computerondersteunde instructie {{MainEntry|Computer-assisted instruction}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cursus managementsysteem {{MainEntry|Course management system}}<br> <br>'''D'''{{Anchor|D}}<br> '''Didactische engineering / Instructieontwerp''' {{MainEntry|[[Didactical engineering]]}}<br> Dynamische geometrie {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> '''e-assessment''' / '''e-toetsing''' {{MainEntry|[[e-Assessment]]}}<br> '''Educatieve affordantie''' {{MainEntry|[[Educational affordance]]}}<br> '''Educatieve datamining''' {{MainEntry|[[Educational data mining]]}}<br> Educatieve software {{MainEntry|Courseware }}<br> Edutainment {{MainEntry|Edutainment}}<br> e-leren {{MainEntry|e-learning}}<br> '''Epistemische affordanties''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Epistemische terugkoppeling''' {{MainEntry|[[Epistemic feedback]]}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Extern script {{MainEntry|External script}}<br> <br>'''G'''{{Anchor|G}}<br> '''Game gebaseerd leren''' {{MainEntry|[[Game-based learning]]}}<br> Geanimeerde pedagogische agent {{MainEntry|Animated pedagogical agent}}<br> Geautomatiseerde diagnose {{MainEntry|Automatic diagnosis}}<br> Geautomatiseerde generatie van oefeningen {{MainEntry|Automatic generation of exercises}}<br> Gedistribueerd leren {{MainEntry|Distributed learning}}<br> Gedistribueerde leeromgevingen {{MainEntry|Distributed learning environments}}<br> Geïntegreerd leersysteem {{MainEntry|Integrated learning system }}<br> Gesitueerd leren {{MainEntry|Situated learning }}<br> <br>'''I'''{{Anchor|I}}<br> Inclusief e-leren {{MainEntry|Inclusive e-learning}}<br> '''Informeel leren''' {{MainEntry|[[Informal learning]]}}<br> '''Ingebedde fenomenen''' {{MainEntry|[[Embedded phenomena]]}}<br> '''Instructieontwerp''' {{MainEntry|[[Learning design]]}}<br> Intelligent ondersteuningssysteem {{MainEntry|Intelligent scaffolding system}}<br> '''Intelligent tutoringsysteem''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Interactief schoolbord {{MainEntry|Interactive white board}}<br> Interactieve leeromgeving {{MainEntry|Interactive learning environment}}<br> Intern script {{MainEntry|Internal script}}<br> <br>'''K'''{{Anchor|K}}<br> Kunstmatige leeromgeving {{MainEntry|Artificial learning environment}}<br> <br>'''L'''{{Anchor|L}}<br> Leergezel {{MainEntry|Learning companion}}<br> '''Leergrid''' {{MainEntry|[[Learning grid]]}}<br> '''Leermanagementsysteem''' {{MainEntry|[[Learning management systems]]}}<br> '''Leerobjecten''' {{MainEntry|[[Learning objects]]}}<br> Leeromgeving {{MainEntry|Learning environment}}<br> Leerpad {{MainEntry|Learning trail }}<br> '''Leerruimte''' {{MainEntry|[[Learning space]]}}<br> '''Leerscenario''' {{MainEntry|[[Learning scenario]]}}<br> <br>'''M'''{{Anchor|M}}<br> Microwereld {{MainEntry|Microworld}}<br> '''Mobiel leren''' {{MainEntry|[[Mobile learning]]}}<br> Modeleren van de lerende {{MainEntry|Learner modeling}}<br> '''Multimedia leren''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''N'''{{Anchor|N}}<br> '''Naadloze leeromgevingen''' {{MainEntry|[[Seamless learning environments ]]}}<br> '''Narratieve leeromgevingen''' {{MainEntry|[[Narrative learning environments]]}}<br> Netwerkgemeenschappen {{MainEntry|Networked learning communities}}<br> '''Netwerkleren''' {{MainEntry|[[Networked learning]]}}<br> Netwerkomgeving {{MainEntry|Networked learning environment}}<br> <br>'''O'''{{Anchor|0}}<br> Online leeromgeving {{MainEntry|On-line learning environment}}<br> '''Ontdekkend leren''' {{MainEntry|[[Inquiry learning]]}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> <br>'''P'''{{Anchor|P}}<br> Pedagogische agent {{MainEntry|Pedagogical agent}}<br> Peersystemen {{MainEntry|Buddy systems }}<br> Persoonlijke leeromgeving {{MainEntry|Personal learning environment}}<br> Programmeerbaar computergebaseerde leeromgeving {{MainEntry|Programmable computer-based learning environment}}<br> Programmeerbare cursus {{MainEntry|Programmable course }}<br> <br>'''S'''{{Anchor|S}}<br> Samenwerkend leren {{MainEntry|Collaborative learning}}<br> '''Samenwerkingsscript / Collaboratiescript''' {{MainEntry|[[Collaboration script]]}}<br> Script {{MainEntry|Script ...}}<br> --- extern --- {{MainEntry| External script}}<br> --- intern --- {{MainEntry| Internal script}}<br> Simulatie-games / spelletjes {{MainEntry|Simulation games}}<br> '''Simulatiegebaseerde leeromgeving''' {{MainEntry|[[Simulation-based learning environment]]}}<br> <br>'''T'''{{Anchor|T}}<br> Tastbare leeromgeving {{MainEntry|Tangible learning environment}}<br> Technologieondersteund leren {{MainEntry|Technology Enhanced Learning}}<br> '''Techno-mathematische geletterdheid''' {{MainEntry|[[Techno-mathematical literacies ]]}}<br> Toegevoegde leeromgeving {{MainEntry|Augmented learning environment}}<br> <br>'''V'''{{Anchor|V}}<br> Virtuele campus {{MainEntry|Virtual campus}}<br> Virtuele leeromgeving {{MainEntry|Virtual learning environment}}<br> Virtuele pedagogische agent {{MainEntry|Virtual pedagogical agent}}<br> Virtuele universiteiten {{MainEntry|Virtual universities }}<br> <br>'''W'''{{Anchor|W}}<br> Webinartechnologie {{MainEntry|Web-lecturing technologies}}<br> <br>'''Z'''{{Anchor|Z}}<br> '''Zelf-gereguleerd leren''' {{MainEntry|[[Self-regulated learning]]}}<br> 1145 975 2013-02-26T14:58:22Z Admin 1 Protected "[[TEL Dictionary entries/nl]]" ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Dutch entries ''Edited by Paul A. Kirschner, CELSTEC (NL)<br>Erica de Vries, UPMF (FR)'' <br> '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]] - [[#Z|Z]]''' <br> '''A '''{{Anchor|A}}<br> '''Adaptieve leeromgeving''' {{MainEntry|[[Adaptive learning environment]]}}<br> Afgestemde leeromgeving {{MainEntry|Ambient learning environment}}<br> Afstandslaboratoria {{MainEntry|Remote laboratories }}<br> Afstandsleren {{MainEntry|Distance learning}}<br> Agent-gebaseerd tutorsysteem {{MainEntry|Agent-based tutoring system}}<br> Agentgebaseerde leeromgeving {{MainEntry|Agent-based learning environment}}<br> Alomtegenwoordig leren {{MainEntry|Ubiquitous learning }}<br> Alomtegenwoordige leeromgeving {{MainEntry|Pervasive learning environment}}<br> Auteurssysteem {{MainEntry|Authoring system}}<br> Auteurstool {{MainEntry|Authoring tool}}<br> <br>'''B'''{{Anchor|B}}<br> Blended leren {{MainEntry|Blended learning}}<br> <br>'''C'''{{Anchor|C}}<br> Cognitief modeleren {{MainEntry|Cognitive modeling}}<br> Cognitieve diagnose {{MainEntry|Cognitive diagnosis}}<br> Cognitieve engineering {{MainEntry|Cognitive engineering}}<br> '''Cognitieve tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> Computationele wiskunde {{MainEntry|Computational mathematics}}<br> Computer programmeren ter ondersteuning van leren {{MainEntry|Computer programming in support of learning}}<br> Computergebaseerd laboratorium {{MainEntry|Computer-based laboratory}}<br> Computergebaseerde instructie {{MainEntry|Computer-based instruction}}<br> Computergebaseerde leeromgeving {{MainEntry|Computer-based learning environments}}<br> Computerondersteund leren {{MainEntry|Computer-assisted learning}}<br> Computerondersteund samenwerkend leren {{MainEntry|Computer-supported collaborative learning}}<br> Computerondersteund taalleren {{MainEntry|Computer-assisted language learning}}<br> Computerondersteund toetsen {{MainEntry|Computer-assisted examination}}<br> Computerondersteunde instructie {{MainEntry|Computer-assisted instruction}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cursus managementsysteem {{MainEntry|Course management system}}<br> <br>'''D'''{{Anchor|D}}<br> '''Didactische engineering / Instructieontwerp''' {{MainEntry|[[Didactical engineering]]}}<br> Dynamische geometrie {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> '''e-assessment''' / '''e-toetsing''' {{MainEntry|[[e-Assessment]]}}<br> '''Educatieve affordantie''' {{MainEntry|[[Educational affordance]]}}<br> '''Educatieve datamining''' {{MainEntry|[[Educational data mining]]}}<br> Educatieve software {{MainEntry|Courseware }}<br> Edutainment {{MainEntry|Edutainment}}<br> e-leren {{MainEntry|e-learning}}<br> '''Epistemische affordanties''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Epistemische terugkoppeling''' {{MainEntry|[[Epistemic feedback]]}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Extern script {{MainEntry|External script}}<br> <br>'''G'''{{Anchor|G}}<br> '''Game gebaseerd leren''' {{MainEntry|[[Game-based learning]]}}<br> Geanimeerde pedagogische agent {{MainEntry|Animated pedagogical agent}}<br> Geautomatiseerde diagnose {{MainEntry|Automatic diagnosis}}<br> Geautomatiseerde generatie van oefeningen {{MainEntry|Automatic generation of exercises}}<br> Gedistribueerd leren {{MainEntry|Distributed learning}}<br> Gedistribueerde leeromgevingen {{MainEntry|Distributed learning environments}}<br> Geïntegreerd leersysteem {{MainEntry|Integrated learning system }}<br> Gesitueerd leren {{MainEntry|Situated learning }}<br> <br>'''I'''{{Anchor|I}}<br> Inclusief e-leren {{MainEntry|Inclusive e-learning}}<br> '''Informeel leren''' {{MainEntry|[[Informal learning]]}}<br> '''Ingebedde fenomenen''' {{MainEntry|[[Embedded phenomena]]}}<br> '''Instructieontwerp''' {{MainEntry|[[Learning design]]}}<br> Intelligent ondersteuningssysteem {{MainEntry|Intelligent scaffolding system}}<br> '''Intelligent tutoringsysteem''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Interactief schoolbord {{MainEntry|Interactive white board}}<br> Interactieve leeromgeving {{MainEntry|Interactive learning environment}}<br> Intern script {{MainEntry|Internal script}}<br> <br>'''K'''{{Anchor|K}}<br> Kunstmatige leeromgeving {{MainEntry|Artificial learning environment}}<br> <br>'''L'''{{Anchor|L}}<br> Leergezel {{MainEntry|Learning companion}}<br> '''Leergrid''' {{MainEntry|[[Learning grid]]}}<br> '''Leermanagementsysteem''' {{MainEntry|[[Learning management systems]]}}<br> '''Leerobjecten''' {{MainEntry|[[Learning objects]]}}<br> Leeromgeving {{MainEntry|Learning environment}}<br> Leerpad {{MainEntry|Learning trail }}<br> '''Leerruimte''' {{MainEntry|[[Learning space]]}}<br> '''Leerscenario''' {{MainEntry|[[Learning scenario]]}}<br> <br>'''M'''{{Anchor|M}}<br> Microwereld {{MainEntry|Microworld}}<br> '''Mobiel leren''' {{MainEntry|[[Mobile learning]]}}<br> Modeleren van de lerende {{MainEntry|Learner modeling}}<br> '''Multimedia leren''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''N'''{{Anchor|N}}<br> '''Naadloze leeromgevingen''' {{MainEntry|[[Seamless learning environments ]]}}<br> '''Narratieve leeromgevingen''' {{MainEntry|[[Narrative learning environments]]}}<br> Netwerkgemeenschappen {{MainEntry|Networked learning communities}}<br> '''Netwerkleren''' {{MainEntry|[[Networked learning]]}}<br> Netwerkomgeving {{MainEntry|Networked learning environment}}<br> <br>'''O'''{{Anchor|0}}<br> Online leeromgeving {{MainEntry|On-line learning environment}}<br> '''Ontdekkend leren''' {{MainEntry|[[Inquiry learning]]}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> <br>'''P'''{{Anchor|P}}<br> Pedagogische agent {{MainEntry|Pedagogical agent}}<br> Peersystemen {{MainEntry|Buddy systems }}<br> Persoonlijke leeromgeving {{MainEntry|Personal learning environment}}<br> Programmeerbaar computergebaseerde leeromgeving {{MainEntry|Programmable computer-based learning environment}}<br> Programmeerbare cursus {{MainEntry|Programmable course }}<br> <br>'''S'''{{Anchor|S}}<br> Samenwerkend leren {{MainEntry|Collaborative learning}}<br> '''Samenwerkingsscript / Collaboratiescript''' {{MainEntry|[[Collaboration script]]}}<br> Script {{MainEntry|Script ...}}<br> --- extern --- {{MainEntry| External script}}<br> --- intern --- {{MainEntry| Internal script}}<br> Simulatie-games / spelletjes {{MainEntry|Simulation games}}<br> '''Simulatiegebaseerde leeromgeving''' {{MainEntry|[[Simulation-based learning environment]]}}<br> <br>'''T'''{{Anchor|T}}<br> Tastbare leeromgeving {{MainEntry|Tangible learning environment}}<br> Technologieondersteund leren {{MainEntry|Technology Enhanced Learning}}<br> '''Techno-mathematische geletterdheid''' {{MainEntry|[[Techno-mathematical literacies ]]}}<br> Toegevoegde leeromgeving {{MainEntry|Augmented learning environment}}<br> <br>'''V'''{{Anchor|V}}<br> Virtuele campus {{MainEntry|Virtual campus}}<br> Virtuele leeromgeving {{MainEntry|Virtual learning environment}}<br> Virtuele pedagogische agent {{MainEntry|Virtual pedagogical agent}}<br> Virtuele universiteiten {{MainEntry|Virtual universities }}<br> <br>'''W'''{{Anchor|W}}<br> Webinartechnologie {{MainEntry|Web-lecturing technologies}}<br> <br>'''Z'''{{Anchor|Z}}<br> '''Zelf-gereguleerd leren''' {{MainEntry|[[Self-regulated learning]]}}<br> 975 962 2012-09-27T06:27:26Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Dutch entries ''Edited by Paul A. Kirschner, CELSTEC (NL)<br>Erica de Vries, UPMF (FR)'' <br> '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]] - [[#Z|Z]]''' <br> '''A '''{{Anchor|A}}<br> '''Adaptieve leeromgeving''' {{MainEntry|[[Adaptive learning environment]]}}<br> Afgestemde leeromgeving {{MainEntry|Ambient learning environment}}<br> Afstandslaboratoria {{MainEntry|Remote laboratories }}<br> Afstandsleren {{MainEntry|Distance learning}}<br> Agent-gebaseerd tutorsysteem {{MainEntry|Agent-based tutoring system}}<br> Agentgebaseerde leeromgeving {{MainEntry|Agent-based learning environment}}<br> Alomtegenwoordig leren {{MainEntry|Ubiquitous learning }}<br> Alomtegenwoordige leeromgeving {{MainEntry|Pervasive learning environment}}<br> Auteurssysteem {{MainEntry|Authoring system}}<br> Auteurstool {{MainEntry|Authoring tool}}<br> <br>'''B'''{{Anchor|B}}<br> Blended leren {{MainEntry|Blended learning}}<br> <br>'''C'''{{Anchor|C}}<br> Cognitief modeleren {{MainEntry|Cognitive modeling}}<br> Cognitieve diagnose {{MainEntry|Cognitive diagnosis}}<br> Cognitieve engineering {{MainEntry|Cognitive engineering}}<br> '''Cognitieve tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> Computationele wiskunde {{MainEntry|Computational mathematics}}<br> Computer programmeren ter ondersteuning van leren {{MainEntry|Computer programming in support of learning}}<br> Computergebaseerd laboratorium {{MainEntry|Computer-based laboratory}}<br> Computergebaseerde instructie {{MainEntry|Computer-based instruction}}<br> Computergebaseerde leeromgeving {{MainEntry|Computer-based learning environments}}<br> Computerondersteund leren {{MainEntry|Computer-assisted learning}}<br> Computerondersteund samenwerkend leren {{MainEntry|Computer-supported collaborative learning}}<br> Computerondersteund taalleren {{MainEntry|Computer-assisted language learning}}<br> Computerondersteund toetsen {{MainEntry|Computer-assisted examination}}<br> Computerondersteunde instructie {{MainEntry|Computer-assisted instruction}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cursus managementsysteem {{MainEntry|Course management system}}<br> <br>'''D'''{{Anchor|D}}<br> '''Didactische engineering / Instructieontwerp''' {{MainEntry|[[Didactical engineering]]}}<br> Dynamische geometrie {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> '''e-assessment''' / '''e-toetsing''' {{MainEntry|[[e-Assessment]]}}<br> '''Educatieve affordantie''' {{MainEntry|[[Educational affordance]]}}<br> '''Educatieve datamining''' {{MainEntry|[[Educational data mining]]}}<br> Educatieve software {{MainEntry|Courseware }}<br> Edutainment {{MainEntry|Edutainment}}<br> e-leren {{MainEntry|e-learning}}<br> '''Epistemische affordanties''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Epistemische terugkoppeling''' {{MainEntry|[[Epistemic feedback]]}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Extern script {{MainEntry|External script}}<br> <br>'''G'''{{Anchor|G}}<br> '''Game gebaseerd leren''' {{MainEntry|[[Game-based learning]]}}<br> Geanimeerde pedagogische agent {{MainEntry|Animated pedagogical agent}}<br> Geautomatiseerde diagnose {{MainEntry|Automatic diagnosis}}<br> Geautomatiseerde generatie van oefeningen {{MainEntry|Automatic generation of exercises}}<br> Gedistribueerd leren {{MainEntry|Distributed learning}}<br> Gedistribueerde leeromgevingen {{MainEntry|Distributed learning environments}}<br> Geïntegreerd leersysteem {{MainEntry|Integrated learning system }}<br> Gesitueerd leren {{MainEntry|Situated learning }}<br> <br>'''I'''{{Anchor|I}}<br> Inclusief e-leren {{MainEntry|Inclusive e-learning}}<br> '''Informeel leren''' {{MainEntry|[[Informal learning]]}}<br> '''Ingebedde fenomenen''' {{MainEntry|[[Embedded phenomena]]}}<br> '''Instructieontwerp''' {{MainEntry|[[Learning design]]}}<br> Intelligent ondersteuningssysteem {{MainEntry|Intelligent scaffolding system}}<br> '''Intelligent tutoringsysteem''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Interactief schoolbord {{MainEntry|Interactive white board}}<br> Interactieve leeromgeving {{MainEntry|Interactive learning environment}}<br> Intern script {{MainEntry|Internal script}}<br> <br>'''K'''{{Anchor|K}}<br> Kunstmatige leeromgeving {{MainEntry|Artificial learning environment}}<br> <br>'''L'''{{Anchor|L}}<br> Leergezel {{MainEntry|Learning companion}}<br> '''Leergrid''' {{MainEntry|[[Learning grid]]}}<br> '''Leermanagementsysteem''' {{MainEntry|[[Learning management systems]]}}<br> '''Leerobjecten''' {{MainEntry|[[Learning objects]]}}<br> Leeromgeving {{MainEntry|Learning environment}}<br> Leerpad {{MainEntry|Learning trail }}<br> '''Leerruimte''' {{MainEntry|[[Learning space]]}}<br> '''Leerscenario''' {{MainEntry|[[Learning scenario]]}}<br> <br>'''M'''{{Anchor|M}}<br> Microwereld {{MainEntry|Microworld}}<br> '''Mobiel leren''' {{MainEntry|[[Mobile learning]]}}<br> Modeleren van de lerende {{MainEntry|Learner modeling}}<br> '''Multimedia leren''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''N'''{{Anchor|N}}<br> '''Naadloze leeromgevingen''' {{MainEntry|[[Seamless learning environments ]]}}<br> '''Narratieve leeromgevingen''' {{MainEntry|[[Narrative learning environments]]}}<br> Netwerkgemeenschappen {{MainEntry|Networked learning communities}}<br> '''Netwerkleren''' {{MainEntry|[[Networked learning]]}}<br> Netwerkomgeving {{MainEntry|Networked learning environment}}<br> <br>'''O'''{{Anchor|0}}<br> Online leeromgeving {{MainEntry|On-line learning environment}}<br> '''Ontdekkend leren''' {{MainEntry|[[Inquiry learning]]}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> <br>'''P'''{{Anchor|P}}<br> Pedagogische agent {{MainEntry|Pedagogical agent}}<br> Peersystemen {{MainEntry|Buddy systems }}<br> Persoonlijke leeromgeving {{MainEntry|Personal learning environment}}<br> Programmeerbaar computergebaseerde leeromgeving {{MainEntry|Programmable computer-based learning environment}}<br> Programmeerbare cursus {{MainEntry|Programmable course }}<br> <br>'''S'''{{Anchor|S}}<br> Samenwerkend leren {{MainEntry|Collaborative learning}}<br> '''Samenwerkingsscript / Collaboratiescript''' {{MainEntry|[[Collaboration script]]}}<br> Script {{MainEntry|Script ...}}<br> --- extern --- {{MainEntry| External script}}<br> --- intern --- {{MainEntry| Internal script}}<br> Simulatie-games / spelletjes {{MainEntry|Simulation games}}<br> '''Simulatiegebaseerde leeromgeving''' {{MainEntry|[[Simulation-based learning environment]]}}<br> <br>'''T'''{{Anchor|T}}<br> Tastbare leeromgeving {{MainEntry|Tangible learning environment}}<br> Technologieondersteund leren {{MainEntry|Technology Enhanced Learning}}<br> '''Techno-mathematische geletterdheid''' {{MainEntry|[[Techno-mathematical literacies ]]}}<br> Toegevoegde leeromgeving {{MainEntry|Augmented learning environment}}<br> <br>'''V'''{{Anchor|V}}<br> Virtuele campus {{MainEntry|Virtual campus}}<br> Virtuele leeromgeving {{MainEntry|Virtual learning environment}}<br> Virtuele pedagogische agent {{MainEntry|Virtual pedagogical agent}}<br> Virtuele universiteiten {{MainEntry|Virtual universities }}<br> <br>'''W'''{{Anchor|W}}<br> Webinartechnologie {{MainEntry|Web-lecturing technologies}}<br> <br>'''Z'''{{Anchor|Z}}<br> '''Zelf-gereguleerd leren''' {{MainEntry|[[Self-regulated learning]]}}<br> 962 892 2012-09-27T06:18:05Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Dutch entries ''Edited by Paul A. Kirschner, CELSTEC (NL)<br>Erica de Vries, UPMF (FR)'' <br> '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]] - [[#Z|Z]]''' <br> '''A '''{{Anchor|A}}<br> '''Adaptieve leeromgeving''' {{MainEntry|[[Adaptive learning environment]]}}<br> Afgestemde leeromgeving {{MainEntry|Ambient learning environment}}<br> Afstandslaboratoria {{MainEntry|Remote laboratories }}<br> Afstandsleren {{MainEntry|Distance learning}}<br> Agent-gebaseerd tutorsysteem {{MainEntry|Agent-based tutoring system}}<br> Agentgebaseerde leeromgeving {{MainEntry|Agent-based learning environment}}<br> Alomtegenwoordig leren {{MainEntry|Ubiquitous learning }}<br> Alomtegenwoordige leeromgeving {{MainEntry|Pervasive learning environment}}<br> Auteurssysteem {{MainEntry|Authoring system}}<br> Auteurstool {{MainEntry|Authoring tool}}<br> <br>'''B'''{{Anchor|B}}<br> Blended leren {{MainEntry|Blended learning}}<br> <br>'''C'''{{Anchor|C}}<br> Cognitief modeleren {{MainEntry|Cognitive modeling}}<br> Cognitieve diagnose {{MainEntry|Cognitive diagnosis}}<br> Cognitieve engineering {{MainEntry|Cognitive engineering}}<br> '''Cognitieve tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> Computationele wiskunde {{MainEntry|Computational mathematics}}<br> Computer programmeren ter ondersteuning van leren {{MainEntry|Computer programming in support of learning}}<br> Computergebaseerd laboratorium {{MainEntry|Computer-based laboratory}}<br> Computergebaseerde instructie {{MainEntry|Computer-based instruction}}<br> Computergebaseerde leeromgeving {{MainEntry|Computer-based learning environments}}<br> Computerondersteund leren {{MainEntry|Computer-assisted learning}}<br> Computerondersteund samenwerkend leren {{MainEntry|Computer-supported collaborative learning}}<br> Computerondersteund taalleren {{MainEntry|Computer-assisted language learning}}<br> Computerondersteund toetsen {{MainEntry|Computer-assisted examination}}<br> Computerondersteunde instructie {{MainEntry|Computer-assisted instruction}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cursus managementsysteem {{MainEntry|Course management system}}<br> <br>'''D'''{{Anchor|D}}<br> '''Didactische engineering / Instructieontwerp''' {{MainEntry|[[Didactical engineering]]}}<br> Dynamische geometrie {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-assessment / e-toetsing {{MainEntry|[[e-Assessment]]}}<br> '''Educatieve affordantie''' {{MainEntry|[[Educational affordance]]}}<br> '''Educatieve datamining''' {{MainEntry|[[Educational data mining]]}}<br> Educatieve software {{MainEntry|Courseware }}<br> Edutainment {{MainEntry|Edutainment}}<br> e-leren {{MainEntry|e-learning}}<br> '''Epistemische affordanties''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Epistemische terugkoppeling''' {{MainEntry|[[Epistemic feedback]]}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Extern script {{MainEntry|External script}}<br> <br>'''G'''{{Anchor|G}}<br> '''Game gebaseerd leren''' {{MainEntry|[[Game-based learning]]}}<br> Geanimeerde pedagogische agent {{MainEntry|Animated pedagogical agent}}<br> Geautomatiseerde diagnose {{MainEntry|Automatic diagnosis}}<br> Geautomatiseerde generatie van oefeningen {{MainEntry|Automatic generation of exercises}}<br> Gedistribueerd leren {{MainEntry|Distributed learning}}<br> Gedistribueerde leeromgevingen {{MainEntry|Distributed learning environments}}<br> Geïntegreerd leersysteem {{MainEntry|Integrated learning system }}<br> Gesitueerd leren {{MainEntry|Situated learning }}<br> <br>'''I'''{{Anchor|I}}<br> Inclusief e-leren {{MainEntry|Inclusive e-learning}}<br> '''Informeel leren''' {{MainEntry|[[Informal learning]]}}<br> '''Ingebedde fenomenen''' {{MainEntry|[[Embedded phenomena]]}}<br> '''Instructieontwerp''' {{MainEntry|[[Learning design]]}}<br> Intelligent ondersteuningssysteem {{MainEntry|Intelligent scaffolding system}}<br> '''Intelligent tutoringsysteem''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Interactief schoolbord {{MainEntry|Interactive white board}}<br> Interactieve leeromgeving {{MainEntry|Interactive learning environment}}<br> Intern script {{MainEntry|Internal script}}<br> <br>'''K'''{{Anchor|K}}<br> Kunstmatige leeromgeving {{MainEntry|Artificial learning environment}}<br> <br>'''L'''{{Anchor|L}}<br> Leergezel {{MainEntry|Learning companion}}<br> '''Leergrid''' {{MainEntry|[[Learning grid]]}}<br> '''Leermanagementsysteem''' {{MainEntry|[[Learning management systems]]}}<br> '''Leerobjecten''' {{MainEntry|[[Learning objects]]}}<br> Leeromgeving {{MainEntry|Learning environment}}<br> Leerpad {{MainEntry|Learning trail }}<br> '''Leerruimte''' {{MainEntry|[[Learning space]]}}<br> '''Leerscenario''' {{MainEntry|[[Learning scenario]]}}<br> <br>'''M'''{{Anchor|M}}<br> Microwereld {{MainEntry|Microworld}}<br> '''Mobiel leren''' {{MainEntry|[[Mobile learning]]}}<br> Modeleren van de lerende {{MainEntry|Learner modeling}}<br> '''Multimedia leren''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''N'''{{Anchor|N}}<br> '''Naadloze leeromgevingen''' {{MainEntry|[[Seamless learning environments ]]}}<br> '''Narratieve leeromgevingen''' {{MainEntry|[[Narrative learning environments]]}}<br> Netwerkgemeenschappen {{MainEntry|Networked learning communities}}<br> '''Netwerkleren''' {{MainEntry|[[Networked learning]]}}<br> Netwerkomgeving {{MainEntry|Networked learning environment}}<br> <br>'''O'''{{Anchor|0}}<br> Online leeromgeving {{MainEntry|On-line learning environment}}<br> '''Ontdekkend leren''' {{MainEntry|[[Inquiry learning]]}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> <br>'''P'''{{Anchor|P}}<br> Pedagogische agent {{MainEntry|Pedagogical agent}}<br> Peersystemen {{MainEntry|Buddy systems }}<br> Persoonlijke leeromgeving {{MainEntry|Personal learning environment}}<br> Programmeerbaar computergebaseerde leeromgeving {{MainEntry|Programmable computer-based learning environment}}<br> Programmeerbare cursus {{MainEntry|Programmable course }}<br> <br>'''S'''{{Anchor|S}}<br> Samenwerkend leren {{MainEntry|Collaborative learning}}<br> '''Samenwerkingsscript / Collaboratiescript''' {{MainEntry|[[Collaboration script]]}}<br> Script {{MainEntry|Script ...}}<br> --- extern --- {{MainEntry| External script}}<br> --- intern --- {{MainEntry| Internal script}}<br> Simulatie-games / spelletjes {{MainEntry|Simulation games}}<br> '''Simulatiegebaseerde leeromgeving''' {{MainEntry|[[Simulation-based learning environment]]}}<br> <br>'''T'''{{Anchor|T}}<br> Tastbare leeromgeving {{MainEntry|Tangible learning environment}}<br> Technologieondersteund leren {{MainEntry|Technology Enhanced Learning}}<br> '''Techno-mathematische geletterdheid''' {{MainEntry|[[Techno-mathematical literacies ]]}}<br> Toegevoegde leeromgeving {{MainEntry|Augmented learning environment}}<br> <br>'''V'''{{Anchor|V}}<br> Virtuele campus {{MainEntry|Virtual campus}}<br> Virtuele leeromgeving {{MainEntry|Virtual learning environment}}<br> Virtuele pedagogische agent {{MainEntry|Virtual pedagogical agent}}<br> Virtuele universiteiten {{MainEntry|Virtual universities }}<br> <br>'''W'''{{Anchor|W}}<br> Webinartechnologie {{MainEntry|Web-lecturing technologies}}<br> <br>'''Z'''{{Anchor|Z}}<br> '''Zelf-gereguleerd leren''' {{MainEntry|[[Self-regulated learning]]}}<br> 892 855 2012-05-24T08:51:57Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Dutch entries ''Edited by Paul A. Kirschner, CELSTEC (NL)<br>Erica de Vries, UPMF (FR)'' <br> '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]] - [[#Z|Z]]''' <br> '''A '''{{Anchor|A}}<br> '''Adaptieve leeromgeving''' {{MainEntry|[[Adaptive learning environment]]}}<br> Afgestemde leeromgeving {{MainEntry|Ambient learning environment}}<br> Afstandslaboratoria {{MainEntry|Remote laboratories }}<br> Afstandsleren {{MainEntry|Distance learning}}<br> Agent-gebaseerd tutorsysteem {{MainEntry|Agent-based tutoring system}}<br> Agentgebaseerde leeromgeving {{MainEntry|Agent-based learning environment}}<br> Alomtegenwoordig leren {{MainEntry|Ubiquitous learning }}<br> Alomtegenwoordige leeromgeving {{MainEntry|Pervasive learning environment}}<br> Auteurssysteem {{MainEntry|Authoring system}}<br> Auteurstool {{MainEntry|Authoring tool}}<br> <br>'''B'''{{Anchor|B}}<br> Blended leren {{MainEntry|Blended learning}}<br> <br>'''C'''{{Anchor|C}}<br> Cognitief modeleren {{MainEntry|Cognitive modeling}}<br> Cognitieve diagnose {{MainEntry|Cognitive diagnosis}}<br> Cognitieve engineering {{MainEntry|Cognitive engineering}}<br> '''Cognitieve tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> Computationele wiskunde {{MainEntry|Computational mathematics}}<br> Computer programmeren ter ondersteuning van leren {{MainEntry|Computer programming in support of learning}}<br> Computergebaseerd laboratorium {{MainEntry|Computer-based laboratory}}<br> Computergebaseerde instructie {{MainEntry|Computer-based instruction}}<br> Computergebaseerde leeromgeving {{MainEntry|Computer-based learning environments}}<br> Computerondersteund leren {{MainEntry|Computer-assisted learning}}<br> Computerondersteund samenwerkend leren {{MainEntry|Computer-supported collaborative learning}}<br> Computerondersteund taalleren {{MainEntry|Computer-assisted language learning}}<br> Computerondersteund toetsen {{MainEntry|Computer-assisted examination}}<br> Computerondersteunde instructie {{MainEntry|Computer-assisted instruction}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cursus managementsysteem {{MainEntry|Course management system}}<br> <br>'''D'''{{Anchor|D}}<br> '''Didactische engineering / Instructieontwerp''' {{MainEntry|[[Didactical engineering]]}}<br> Dynamische geometrie {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-assessment / e-toetsing {{MainEntry|e-Assessment}}<br> '''Educatieve affordantie''' {{MainEntry|[[Educational affordance]]}}<br> '''Educatieve datamining''' {{MainEntry|[[Educational data mining]]}}<br> Educatieve software {{MainEntry|Courseware }}<br> Edutainment {{MainEntry|Edutainment}}<br> e-leren {{MainEntry|e-learning}}<br> '''Epistemische affordanties''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Epistemische terugkoppeling''' {{MainEntry|[[Epistemic feedback]]}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Extern script {{MainEntry|External script}}<br> <br>'''G'''{{Anchor|G}}<br> '''Game gebaseerd leren''' {{MainEntry|[[Game-based learning]]}}<br> Geanimeerde pedagogische agent {{MainEntry|Animated pedagogical agent}}<br> Geautomatiseerde diagnose {{MainEntry|Automatic diagnosis}}<br> Geautomatiseerde generatie van oefeningen {{MainEntry|Automatic generation of exercises}}<br> Gedistribueerd leren {{MainEntry|Distributed learning}}<br> Gedistribueerde leeromgevingen {{MainEntry|Distributed learning environments}}<br> Geïntegreerd leersysteem {{MainEntry|Integrated learning system }}<br> Gesitueerd leren {{MainEntry|Situated learning }}<br> <br>'''I'''{{Anchor|I}}<br> Inclusief e-leren {{MainEntry|Inclusive e-learning}}<br> '''Informeel leren''' {{MainEntry|[[Informal learning]]}}<br> '''Ingebedde fenomenen''' {{MainEntry|[[Embedded phenomena]]}}<br> '''Instructieontwerp''' {{MainEntry|[[Learning design]]}}<br> Intelligent ondersteuningssysteem {{MainEntry|Intelligent scaffolding system}}<br> '''Intelligent tutoringsysteem''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Interactief schoolbord {{MainEntry|Interactive white board}}<br> Interactieve leeromgeving {{MainEntry|Interactive learning environment}}<br> Intern script {{MainEntry|Internal script}}<br> <br>'''K'''{{Anchor|K}}<br> Kunstmatige leeromgeving {{MainEntry|Artificial learning environment}}<br> <br>'''L'''{{Anchor|L}}<br> Leergezel {{MainEntry|Learning companion}}<br> '''Leergrid''' {{MainEntry|[[Learning grid]]}}<br> '''Leermanagementsysteem''' {{MainEntry|[[Learning management systems]]}}<br> '''Leerobjecten''' {{MainEntry|[[Learning objects]]}}<br> Leeromgeving {{MainEntry|Learning environment}}<br> Leerpad {{MainEntry|Learning trail }}<br> '''Leerruimte''' {{MainEntry|[[Learning space]]}}<br> '''Leerscenario''' {{MainEntry|[[Learning scenario]]}}<br> <br>'''M'''{{Anchor|M}}<br> Microwereld {{MainEntry|Microworld}}<br> '''Mobiel leren''' {{MainEntry|[[Mobile learning]]}}<br> Modeleren van de lerende {{MainEntry|Learner modeling}}<br> '''Multimedia leren''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''N'''{{Anchor|N}}<br> '''Naadloze leeromgevingen''' {{MainEntry|[[Seamless learning environments ]]}}<br> '''Narratieve leeromgevingen''' {{MainEntry|[[Narrative learning environments]]}}<br> Netwerkgemeenschappen {{MainEntry|Networked learning communities}}<br> '''Netwerkleren''' {{MainEntry|[[Networked learning]]}}<br> Netwerkomgeving {{MainEntry|Networked learning environment}}<br> <br>'''O'''{{Anchor|0}}<br> Online leeromgeving {{MainEntry|On-line learning environment}}<br> '''Ontdekkend leren''' {{MainEntry|[[Inquiry learning]]}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> <br>'''P'''{{Anchor|P}}<br> Pedagogische agent {{MainEntry|Pedagogical agent}}<br> Peersystemen {{MainEntry|Buddy systems }}<br> Persoonlijke leeromgeving {{MainEntry|Personal learning environment}}<br> Programmeerbaar computergebaseerde leeromgeving {{MainEntry|Programmable computer-based learning environment}}<br> Programmeerbare cursus {{MainEntry|Programmable course }}<br> <br>'''S'''{{Anchor|S}}<br> Samenwerkend leren {{MainEntry|Collaborative learning}}<br> '''Samenwerkingsscript / Collaboratiescript''' {{MainEntry|[[Collaboration script]]}}<br> Script {{MainEntry|Script ...}}<br> --- extern --- {{MainEntry| External script}}<br> --- intern --- {{MainEntry| Internal script}}<br> Simulatie-games / spelletjes {{MainEntry|Simulation games}}<br> '''Simulatiegebaseerde leeromgeving''' {{MainEntry|[[Simulation-based learning environment]]}}<br> <br>'''T'''{{Anchor|T}}<br> Tastbare leeromgeving {{MainEntry|Tangible learning environment}}<br> Technologieondersteund leren {{MainEntry|Technology Enhanced Learning}}<br> '''Techno-mathematische geletterdheid''' {{MainEntry|[[Techno-mathematical literacies ]]}}<br> Toegevoegde leeromgeving {{MainEntry|Augmented learning environment}}<br> <br>'''V'''{{Anchor|V}}<br> Virtuele campus {{MainEntry|Virtual campus}}<br> Virtuele leeromgeving {{MainEntry|Virtual learning environment}}<br> Virtuele pedagogische agent {{MainEntry|Virtual pedagogical agent}}<br> Virtuele universiteiten {{MainEntry|Virtual universities }}<br> <br>'''W'''{{Anchor|W}}<br> Webinartechnologie {{MainEntry|Web-lecturing technologies}}<br> <br>'''Z'''{{Anchor|Z}}<br> '''Zelf-gereguleerd leren''' {{MainEntry|[[Self-regulated learning]]}}<br> 855 790 2012-05-04T09:16:30Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Dutch entries ''Edited by Paul A. Kirschner, CELSTEC (NL)<br>Erica de Vries, UPMF (FR)'' <br> '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]] - [[#Z|Z]]''' <br> '''A '''{{Anchor|A}}<br> '''Adaptieve leeromgeving''' {{MainEntry|[[Adaptive learning environment]]}}<br> Afgestemde leeromgeving {{MainEntry|Ambient learning environment}}<br> Afstandslaboratoria {{MainEntry|Remote laboratories }}<br> Afstandsleren {{MainEntry|Distance learning}}<br> Agent-gebaseerd tutorsysteem {{MainEntry|Agent-based tutoring system}}<br> Agentgebaseerde leeromgeving {{MainEntry|Agent-based learning environment}}<br> Alomtegenwoordig leren {{MainEntry|Ubiquitous learning }}<br> Alomtegenwoordige leeromgeving {{MainEntry|Pervasive learning environment}}<br> Auteurssysteem {{MainEntry|Authoring system}}<br> Auteurstool {{MainEntry|Authoring tool}}<br> <br>'''B'''{{Anchor|B}}<br> Blended leren {{MainEntry|Blended learning}}<br> <br>'''C'''{{Anchor|C}}<br> Cognitief modeleren {{MainEntry|Cognitive modeling}}<br> Cognitieve diagnose {{MainEntry|Cognitive diagnosis}}<br> Cognitieve engineering {{MainEntry|Cognitive engineering}}<br> '''Cognitieve tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> Computationele wiskunde {{MainEntry|Computational mathematics}}<br> Computer programmeren ter ondersteuning van leren {{MainEntry|Computer programming in support of learning}}<br> Computergebaseerd laboratorium {{MainEntry|Computer-based laboratory}}<br> Computergebaseerde instructie {{MainEntry|Computer-based instruction}}<br> Computergebaseerde leeromgeving {{MainEntry|Computer-based learning environments}}<br> Computerondersteund leren {{MainEntry|Computer-assisted learning}}<br> Computerondersteund samenwerkend leren {{MainEntry|Computer-supported collaborative learning}}<br> Computerondersteund taalleren {{MainEntry|Computer-assisted language learning}}<br> Computerondersteund toetsen {{MainEntry|Computer-assisted examination}}<br> Computerondersteunde instructie {{MainEntry|Computer-assisted instruction}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cursus managementsysteem {{MainEntry|Course management system}}<br> <br>'''D'''{{Anchor|D}}<br> '''Didactische engineering / Instructieontwerp''' {{MainEntry|[[Didactical engineering]]}}<br> Dynamische geometrie {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-assessment / e-toetsing {{MainEntry|e-Assessment}}<br> '''Educatieve affordantie''' {{MainEntry|[[Educational affordance]]}}<br> Educatieve datamining {{MainEntry|Educational data mining}}<br> Educatieve software {{MainEntry|Courseware }}<br> Edutainment {{MainEntry|Edutainment}}<br> e-leren {{MainEntry|e-learning}}<br> '''Epistemische affordanties''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Epistemische terugkoppeling''' {{MainEntry|[[Epistemic feedback]]}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Extern script {{MainEntry|External script}}<br> <br>'''G'''{{Anchor|G}}<br> '''Game gebaseerd leren''' {{MainEntry|[[Game-based learning]]}}<br> Geanimeerde pedagogische agent {{MainEntry|Animated pedagogical agent}}<br> Geautomatiseerde diagnose {{MainEntry|Automatic diagnosis}}<br> Geautomatiseerde generatie van oefeningen {{MainEntry|Automatic generation of exercises}}<br> Gedistribueerd leren {{MainEntry|Distributed learning}}<br> Gedistribueerde leeromgevingen {{MainEntry|Distributed learning environments}}<br> Geïntegreerd leersysteem {{MainEntry|Integrated learning system }}<br> Gesitueerd leren {{MainEntry|Situated learning }}<br> <br>'''I'''{{Anchor|I}}<br> Inclusief e-leren {{MainEntry|Inclusive e-learning}}<br> '''Informeel leren''' {{MainEntry|[[Informal learning]]}}<br> '''Ingebedde fenomenen''' {{MainEntry|[[Embedded phenomena]]}}<br> '''Instructieontwerp''' {{MainEntry|[[Learning design]]}}<br> Intelligent ondersteuningssysteem {{MainEntry|Intelligent scaffolding system}}<br> '''Intelligent tutoringsysteem''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Interactief schoolbord {{MainEntry|Interactive white board}}<br> Interactieve leeromgeving {{MainEntry|Interactive learning environment}}<br> Intern script {{MainEntry|Internal script}}<br> <br>'''K'''{{Anchor|K}}<br> Kunstmatige leeromgeving {{MainEntry|Artificial learning environment}}<br> <br>'''L'''{{Anchor|L}}<br> Leergezel {{MainEntry|Learning companion}}<br> '''Leergrid''' {{MainEntry|[[Learning grid]]}}<br> '''Leermanagementsysteem''' {{MainEntry|[[Learning management systems]]}}<br> '''Leerobjecten''' {{MainEntry|[[Learning objects]]}}<br> Leeromgeving {{MainEntry|Learning environment}}<br> Leerpad {{MainEntry|Learning trail }}<br> '''Leerruimte''' {{MainEntry|[[Learning space]]}}<br> '''Leerscenario''' {{MainEntry|[[Learning scenario]]}}<br> <br>'''M'''{{Anchor|M}}<br> Microwereld {{MainEntry|Microworld}}<br> '''Mobiel leren''' {{MainEntry|[[Mobile learning]]}}<br> Modeleren van de lerende {{MainEntry|Learner modeling}}<br> '''Multimedia leren''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''N'''{{Anchor|N}}<br> '''Naadloze leeromgevingen''' {{MainEntry|[[Seamless learning environments ]]}}<br> '''Narratieve leeromgevingen''' {{MainEntry|[[Narrative learning environments]]}}<br> Netwerkgemeenschappen {{MainEntry|Networked learning communities}}<br> '''Netwerkleren''' {{MainEntry|[[Networked learning]]}}<br> Netwerkomgeving {{MainEntry|Networked learning environment}}<br> <br>'''O'''{{Anchor|0}}<br> Online leeromgeving {{MainEntry|On-line learning environment}}<br> '''Ontdekkend leren''' {{MainEntry|[[Inquiry learning]]}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> <br>'''P'''{{Anchor|P}}<br> Pedagogische agent {{MainEntry|Pedagogical agent}}<br> Peersystemen {{MainEntry|Buddy systems }}<br> Persoonlijke leeromgeving {{MainEntry|Personal learning environment}}<br> Programmeerbaar computergebaseerde leeromgeving {{MainEntry|Programmable computer-based learning environment}}<br> Programmeerbare cursus {{MainEntry|Programmable course }}<br> <br>'''S'''{{Anchor|S}}<br> Samenwerkend leren {{MainEntry|Collaborative learning}}<br> '''Samenwerkingsscript / Collaboratiescript''' {{MainEntry|[[Collaboration script]]}}<br> Script {{MainEntry|Script ...}}<br> --- extern --- {{MainEntry| External script}}<br> --- intern --- {{MainEntry| Internal script}}<br> Simulatie-games / spelletjes {{MainEntry|Simulation games}}<br> '''Simulatiegebaseerde leeromgeving''' {{MainEntry|[[Simulation-based learning environment]]}}<br> <br>'''T'''{{Anchor|T}}<br> Tastbare leeromgeving {{MainEntry|Tangible learning environment}}<br> Technologieondersteund leren {{MainEntry|Technology Enhanced Learning}}<br> '''Techno-mathematische geletterdheid''' {{MainEntry|[[Techno-mathematical literacies ]]}}<br> Toegevoegde leeromgeving {{MainEntry|Augmented learning environment}}<br> <br>'''V'''{{Anchor|V}}<br> Virtuele campus {{MainEntry|Virtual campus}}<br> Virtuele leeromgeving {{MainEntry|Virtual learning environment}}<br> Virtuele pedagogische agent {{MainEntry|Virtual pedagogical agent}}<br> Virtuele universiteiten {{MainEntry|Virtual universities }}<br> <br>'''W'''{{Anchor|W}}<br> Webinartechnologie {{MainEntry|Web-lecturing technologies}}<br> <br>'''Z'''{{Anchor|Z}}<br> '''Zelf-gereguleerd leren''' {{MainEntry|[[Self-regulated learning]]}}<br> 790 709 2012-02-22T13:55:36Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Dutch entries ''Edited by Paul A. Kirschner, CELSTEC (NL)<br>Erica de Vries, UPMF (FR)'' <br> '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]] - [[#Z|Z]]''' <br> '''A '''{{Anchor|A}}<br> Adaptieve leeromgeving {{MainEntry|Adaptive learning environment}}<br> Afgestemde leeromgeving {{MainEntry|Ambient learning environment}}<br> Afstandslaboratoria {{MainEntry|Remote laboratories }}<br> Afstandsleren {{MainEntry|Distance learning}}<br> Agent-gebaseerd tutorsysteem {{MainEntry|Agent-based tutoring system}}<br> Agentgebaseerde leeromgeving {{MainEntry|Agent-based learning environment}}<br> Alomtegenwoordig leren {{MainEntry|Ubiquitous learning }}<br> Alomtegenwoordige leeromgeving {{MainEntry|Pervasive learning environment}}<br> Auteurssysteem {{MainEntry|Authoring system}}<br> Auteurstool {{MainEntry|Authoring tool}}<br> <br>'''B'''{{Anchor|B}}<br> Blended leren {{MainEntry|Blended learning}}<br> <br>'''C'''{{Anchor|C}}<br> Cognitief modeleren {{MainEntry|Cognitive modeling}}<br> Cognitieve diagnose {{MainEntry|Cognitive diagnosis}}<br> Cognitieve engineering {{MainEntry|Cognitive engineering}}<br> '''Cognitieve tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> Computationele wiskunde {{MainEntry|Computational mathematics}}<br> Computer programmeren ter ondersteuning van leren {{MainEntry|Computer programming in support of learning}}<br> Computergebaseerd laboratorium {{MainEntry|Computer-based laboratory}}<br> Computergebaseerde instructie {{MainEntry|Computer-based instruction}}<br> Computergebaseerde leeromgeving {{MainEntry|Computer-based learning environments}}<br> Computerondersteund leren {{MainEntry|Computer-assisted learning}}<br> Computerondersteund samenwerkend leren {{MainEntry|Computer-supported collaborative learning}}<br> Computerondersteund taalleren {{MainEntry|Computer-assisted language learning}}<br> Computerondersteund toetsen {{MainEntry|Computer-assisted examination}}<br> Computerondersteunde instructie {{MainEntry|Computer-assisted instruction}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cursus managementsysteem {{MainEntry|Course management system}}<br> <br>'''D'''{{Anchor|D}}<br> '''Didactische engineering / Instructieontwerp''' {{MainEntry|[[Didactical engineering]]}}<br> Dynamische geometrie {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-assessment / e-toetsing {{MainEntry|e-Assessment}}<br> '''Educatieve affordantie''' {{MainEntry|[[Educational affordance]]}}<br> Educatieve datamining {{MainEntry|Educational data mining}}<br> Educatieve software {{MainEntry|Courseware }}<br> Edutainment {{MainEntry|Edutainment}}<br> e-leren {{MainEntry|e-learning}}<br> '''Epistemische affordanties''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Epistemische terugkoppeling''' {{MainEntry|[[Epistemic feedback]]}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Extern script {{MainEntry|External script}}<br> <br>'''G'''{{Anchor|G}}<br> '''Game gebaseerd leren''' {{MainEntry|[[Game-based learning]]}}<br> Geanimeerde pedagogische agent {{MainEntry|Animated pedagogical agent}}<br> Geautomatiseerde diagnose {{MainEntry|Automatic diagnosis}}<br> Geautomatiseerde generatie van oefeningen {{MainEntry|Automatic generation of exercises}}<br> Gedistribueerd leren {{MainEntry|Distributed learning}}<br> Gedistribueerde leeromgevingen {{MainEntry|Distributed learning environments}}<br> Geïntegreerd leersysteem {{MainEntry|Integrated learning system }}<br> Gesitueerd leren {{MainEntry|Situated learning }}<br> <br>'''I'''{{Anchor|I}}<br> Inclusief e-leren {{MainEntry|Inclusive e-learning}}<br> '''Informeel leren''' {{MainEntry|[[Informal learning]]}}<br> '''Ingebedde fenomenen''' {{MainEntry|[[Embedded phenomena]]}}<br> '''Instructieontwerp''' {{MainEntry|[[Learning design]]}}<br> Intelligent ondersteuningssysteem {{MainEntry|Intelligent scaffolding system}}<br> '''Intelligent tutoringsysteem''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Interactief schoolbord {{MainEntry|Interactive white board}}<br> Interactieve leeromgeving {{MainEntry|Interactive learning environment}}<br> Intern script {{MainEntry|Internal script}}<br> <br>'''K'''{{Anchor|K}}<br> Kunstmatige leeromgeving {{MainEntry|Artificial learning environment}}<br> <br>'''L'''{{Anchor|L}}<br> Leergezel {{MainEntry|Learning companion}}<br> '''Leergrid''' {{MainEntry|[[Learning grid]]}}<br> '''Leermanagementsysteem''' {{MainEntry|[[Learning management systems]]}}<br> '''Leerobjecten''' {{MainEntry|[[Learning objects]]}}<br> Leeromgeving {{MainEntry|Learning environment}}<br> Leerpad {{MainEntry|Learning trail }}<br> '''Leerruimte''' {{MainEntry|[[Learning space]]}}<br> '''Leerscenario''' {{MainEntry|[[Learning scenario]]}}<br> <br>'''M'''{{Anchor|M}}<br> Microwereld {{MainEntry|Microworld}}<br> '''Mobiel leren''' {{MainEntry|[[Mobile learning]]}}<br> Modeleren van de lerende {{MainEntry|Learner modeling}}<br> '''Multimedia leren''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''N'''{{Anchor|N}}<br> '''Naadloze leeromgevingen''' {{MainEntry|[[Seamless learning environments ]]}}<br> '''Narratieve leeromgevingen''' {{MainEntry|[[Narrative learning environments]]}}<br> Netwerkgemeenschappen {{MainEntry|Networked learning communities}}<br> '''Netwerkleren''' {{MainEntry|[[Networked learning]]}}<br> Netwerkomgeving {{MainEntry|Networked learning environment}}<br> <br>'''O'''{{Anchor|0}}<br> Online leeromgeving {{MainEntry|On-line learning environment}}<br> '''Ontdekkend leren''' {{MainEntry|[[Inquiry learning]]}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> <br>'''P'''{{Anchor|P}}<br> Pedagogische agent {{MainEntry|Pedagogical agent}}<br> Peersystemen {{MainEntry|Buddy systems }}<br> Persoonlijke leeromgeving {{MainEntry|Personal learning environment}}<br> Programmeerbaar computergebaseerde leeromgeving {{MainEntry|Programmable computer-based learning environment}}<br> Programmeerbare cursus {{MainEntry|Programmable course }}<br> <br>'''S'''{{Anchor|S}}<br> Samenwerkend leren {{MainEntry|Collaborative learning}}<br> '''Samenwerkingsscript / Collaboratiescript''' {{MainEntry|[[Collaboration script]]}}<br> Script {{MainEntry|Script ...}}<br> --- extern --- {{MainEntry| External script}}<br> --- intern --- {{MainEntry| Internal script}}<br> Simulatie-games / spelletjes {{MainEntry|Simulation games}}<br> '''Simulatiegebaseerde leeromgeving''' {{MainEntry|[[Simulation-based learning environment]]}}<br> <br>'''T'''{{Anchor|T}}<br> Tastbare leeromgeving {{MainEntry|Tangible learning environment}}<br> Technologieondersteund leren {{MainEntry|Technology Enhanced Learning}}<br> '''Techno-mathematische geletterdheid''' {{MainEntry|[[Techno-mathematical literacies ]]}}<br> Toegevoegde leeromgeving {{MainEntry|Augmented learning environment}}<br> <br>'''V'''{{Anchor|V}}<br> Virtuele campus {{MainEntry|Virtual campus}}<br> Virtuele leeromgeving {{MainEntry|Virtual learning environment}}<br> Virtuele pedagogische agent {{MainEntry|Virtual pedagogical agent}}<br> Virtuele universiteiten {{MainEntry|Virtual universities }}<br> <br>'''W'''{{Anchor|W}}<br> Webinartechnologie {{MainEntry|Web-lecturing technologies}}<br> <br>'''Z'''{{Anchor|Z}}<br> '''Zelf-gereguleerd leren''' {{MainEntry|[[Self-regulated learning]]}}<br> 709 667 2012-02-09T09:22:01Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Dutch entries ''Edited by Paul A. Kirschner, CELSTEC (NL)<br>Erica de Vries, UPMF (FR)'' <br> '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]] - [[#Z|Z]]''' <br> '''A '''{{Anchor|A}}<br> Adaptieve leeromgeving {{MainEntry|Adaptive learning environment}}<br> Afgestemde leeromgeving {{MainEntry|Ambient learning environment}}<br> Afstandslaboratoria {{MainEntry|Remote laboratories }}<br> Afstandsleren {{MainEntry|Distance learning}}<br> Agent-gebaseerd tutorsysteem {{MainEntry|Agent-based tutoring system}}<br> Agentgebaseerde leeromgeving {{MainEntry|Agent-based learning environment}}<br> Alomtegenwoordig leren {{MainEntry|Ubiquitous learning }}<br> Alomtegenwoordige leeromgeving {{MainEntry|Pervasive learning environment}}<br> Auteurssysteem {{MainEntry|Authoring system}}<br> Auteurstool {{MainEntry|Authoring tool}}<br> <br>'''B'''{{Anchor|B}}<br> Blended leren {{MainEntry|Blended learning}}<br> <br>'''C'''{{Anchor|C}}<br> Cognitief modeleren {{MainEntry|Cognitive modeling}}<br> Cognitieve diagnose {{MainEntry|Cognitive diagnosis}}<br> Cognitieve engineering {{MainEntry|Cognitive engineering}}<br> '''Cognitieve tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> Computationele wiskunde {{MainEntry|Computational mathematics}}<br> Computer programmeren ter ondersteuning van leren {{MainEntry|Computer programming in support of learning}}<br> Computergebaseerd laboratorium {{MainEntry|Computer-based laboratory}}<br> Computergebaseerde instructie {{MainEntry|Computer-based instruction}}<br> Computergebaseerde leeromgeving {{MainEntry|Computer-based learning environments}}<br> Computerondersteund leren {{MainEntry|Computer-assisted learning}}<br> Computerondersteund samenwerkend leren {{MainEntry|Computer-supported collaborative learning}}<br> Computerondersteund taalleren {{MainEntry|Computer-assisted language learning}}<br> Computerondersteund toetsen {{MainEntry|Computer-assisted examination}}<br> Computerondersteunde instructie {{MainEntry|Computer-assisted instruction}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cursus managementsysteem {{MainEntry|Course management system}}<br> <br>'''D'''{{Anchor|D}}<br> '''Didactische engineering / Instructieontwerp''' {{MainEntry|[[Didactical engineering]]}}<br> Dynamische geometrie {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-assessment / e-toetsing {{MainEntry|e-Assessment}}<br> '''Educatieve affordantie''' {{MainEntry|[[Educational affordance]]}}<br> Educatieve datamining {{MainEntry|Educational data mining}}<br> Educatieve software {{MainEntry|Courseware }}<br> Edutainment {{MainEntry|Edutainment}}<br> e-leren {{MainEntry|e-learning}}<br> '''Epistemische affordanties''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Epistemische terugkoppeling''' {{MainEntry|[[Epistemic feedback]]}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Extern script {{MainEntry|External script}}<br> <br>'''G'''{{Anchor|G}}<br> '''Game gebaseerd leren''' {{MainEntry|[[Game-based learning]]}}<br> Geanimeerde pedagogische agent {{MainEntry|Animated pedagogical agent}}<br> Geautomatiseerde diagnose {{MainEntry|Automatic diagnosis}}<br> Geautomatiseerde generatie van oefeningen {{MainEntry|Automatic generation of exercises}}<br> Gedistribueerd leren {{MainEntry|Distributed learning}}<br> Gedistribueerde leeromgevingen {{MainEntry|Distributed learning environments}}<br> Geïntegreerd leersysteem {{MainEntry|Integrated learning system }}<br> Gesitueerd leren {{MainEntry|Situated learning }}<br> <br>'''I'''{{Anchor|I}}<br> Inclusief e-leren {{MainEntry|Inclusive e-learning}}<br> '''Informeel leren''' {{MainEntry|[[Informal learning]]}}<br> '''Ingebedde fenomenen''' {{MainEntry|[[Embedded phenomena]]}}<br> Instructieontwerp {{MainEntry|Learning design}}<br> Intelligent ondersteuningssysteem {{MainEntry|Intelligent scaffolding system}}<br> '''Intelligent tutoringsysteem''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Interactief schoolbord {{MainEntry|Interactive white board}}<br> Interactieve leeromgeving {{MainEntry|Interactive learning environment}}<br> Intern script {{MainEntry|Internal script}}<br> <br>'''K'''{{Anchor|K}}<br> Kunstmatige leeromgeving {{MainEntry|Artificial learning environment}}<br> <br>'''L'''{{Anchor|L}}<br> Leergezel {{MainEntry|Learning companion}}<br> '''Leergrid''' {{MainEntry|[[Learning grid]]}}<br> '''Leermanagementsysteem''' {{MainEntry|[[Learning management systems]]}}<br> '''Leerobjecten''' {{MainEntry|[[Learning objects]]}}<br> Leeromgeving {{MainEntry|Learning environment}}<br> Leerpad {{MainEntry|Learning trail }}<br> '''Leerruimte''' {{MainEntry|[[Learning space]]}}<br> '''Leerscenario''' {{MainEntry|[[Learning scenario]]}}<br> <br>'''M'''{{Anchor|M}}<br> Microwereld {{MainEntry|Microworld}}<br> '''Mobiel leren''' {{MainEntry|[[Mobile learning]]}}<br> Modeleren van de lerende {{MainEntry|Learner modeling}}<br> '''Multimedia leren''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''N'''{{Anchor|N}}<br> '''Naadloze leeromgevingen''' {{MainEntry|[[Seamless learning environments ]]}}<br> '''Narratieve leeromgevingen''' {{MainEntry|[[Narrative learning environments]]}}<br> Netwerkgemeenschappen {{MainEntry|Networked learning communities}}<br> '''Netwerkleren''' {{MainEntry|[[Networked learning]]}}<br> Netwerkomgeving {{MainEntry|Networked learning environment}}<br> <br>'''O'''{{Anchor|0}}<br> Online leeromgeving {{MainEntry|On-line learning environment}}<br> '''Ontdekkend leren''' {{MainEntry|[[Inquiry learning]]}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> <br>'''P'''{{Anchor|P}}<br> Pedagogische agent {{MainEntry|Pedagogical agent}}<br> Peersystemen {{MainEntry|Buddy systems }}<br> Persoonlijke leeromgeving {{MainEntry|Personal learning environment}}<br> Programmeerbaar computergebaseerde leeromgeving {{MainEntry|Programmable computer-based learning environment}}<br> Programmeerbare cursus {{MainEntry|Programmable course }}<br> <br>'''S'''{{Anchor|S}}<br> Samenwerkend leren {{MainEntry|Collaborative learning}}<br> '''Samenwerkingsscript / Collaboratiescript''' {{MainEntry|[[Collaboration script]]}}<br> Script {{MainEntry|Script ...}}<br> --- extern --- {{MainEntry| External script}}<br> --- intern --- {{MainEntry| Internal script}}<br> Simulatie-games / spelletjes {{MainEntry|Simulation games}}<br> '''Simulatiegebaseerde leeromgeving''' {{MainEntry|[[Simulation-based learning environment]]}}<br> <br>'''T'''{{Anchor|T}}<br> Tastbare leeromgeving {{MainEntry|Tangible learning environment}}<br> Technologieondersteund leren {{MainEntry|Technology Enhanced Learning}}<br> '''Techno-mathematische geletterdheid''' {{MainEntry|[[Techno-mathematical literacies ]]}}<br> Toegevoegde leeromgeving {{MainEntry|Augmented learning environment}}<br> <br>'''V'''{{Anchor|V}}<br> Virtuele campus {{MainEntry|Virtual campus}}<br> Virtuele leeromgeving {{MainEntry|Virtual learning environment}}<br> Virtuele pedagogische agent {{MainEntry|Virtual pedagogical agent}}<br> Virtuele universiteiten {{MainEntry|Virtual universities }}<br> <br>'''W'''{{Anchor|W}}<br> Webinartechnologie {{MainEntry|Web-lecturing technologies}}<br> <br>'''Z'''{{Anchor|Z}}<br> '''Zelf-gereguleerd leren''' {{MainEntry|[[Self-regulated learning]]}}<br> 667 640 2012-01-30T09:22:26Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Dutch entries ''Edited by Paul A. Kirschner, CELSTEC (NL)<br>Erica de Vries, UPMF (FR)'' <br> '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]] - [[#Z|Z]]''' <br> '''A '''{{Anchor|A}}<br> Adaptieve leeromgeving {{MainEntry|Adaptive learning environment}}<br> Afgestemde leeromgeving {{MainEntry|Ambient learning environment}}<br> Afstandslaboratoria {{MainEntry|Remote laboratories }}<br> Afstandsleren {{MainEntry|Distance learning}}<br> Agent-gebaseerd tutorsysteem {{MainEntry|Agent-based tutoring system}}<br> Agentgebaseerde leeromgeving {{MainEntry|Agent-based learning environment}}<br> Alomtegenwoordig leren {{MainEntry|Ubiquitous learning }}<br> Alomtegenwoordige leeromgeving {{MainEntry|Pervasive learning environment}}<br> Auteurssysteem {{MainEntry|Authoring system}}<br> Auteurstool {{MainEntry|Authoring tool}}<br> <br>'''B'''{{Anchor|B}}<br> Blended leren {{MainEntry|Blended learning}}<br> <br>'''C'''{{Anchor|C}}<br> Cognitief modeleren {{MainEntry|Cognitive modeling}}<br> Cognitieve diagnose {{MainEntry|Cognitive diagnosis}}<br> Cognitieve engineering {{MainEntry|Cognitive engineering}}<br> '''Cognitieve tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> Computationele wiskunde {{MainEntry|Computational mathematics}}<br> Computer programmeren ter ondersteuning van leren {{MainEntry|Computer programming in support of learning}}<br> Computergebaseerd laboratorium {{MainEntry|Computer-based laboratory}}<br> Computergebaseerde instructie {{MainEntry|Computer-based instruction}}<br> Computergebaseerde leeromgeving {{MainEntry|Computer-based learning environments}}<br> Computerondersteund leren {{MainEntry|Computer-assisted learning}}<br> Computerondersteund samenwerkend leren {{MainEntry|Computer-supported collaborative learning}}<br> Computerondersteund taalleren {{MainEntry|Computer-assisted language learning}}<br> Computerondersteund toetsen {{MainEntry|Computer-assisted examination}}<br> Computerondersteunde instructie {{MainEntry|Computer-assisted instruction}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cursus managementsysteem {{MainEntry|Course management system}}<br> <br>'''D'''{{Anchor|D}}<br> '''Didactische engineering / Instructieontwerp''' {{MainEntry|[[Didactical engineering]]}}<br> Dynamische geometrie {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-assessment / e-toetsing {{MainEntry|e-Assessment}}<br> '''Educatieve affordantie''' {{MainEntry|[[Educational affordance]]}}<br> Educatieve datamining {{MainEntry|Educational data mining}}<br> Educatieve software {{MainEntry|Courseware }}<br> Edutainment {{MainEntry|Edutainment}}<br> e-leren {{MainEntry|e-learning}}<br> '''Epistemische affordanties''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Epistemische terugkoppeling''' {{MainEntry|[[Epistemic feedback]]}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Extern script {{MainEntry|External script}}<br> <br>'''G'''{{Anchor|G}}<br> '''Game gebaseerd leren''' {{MainEntry|[[Game-based learning]]}}<br> Geanimeerde pedagogische agent {{MainEntry|Animated pedagogical agent}}<br> Geautomatiseerde diagnose {{MainEntry|Automatic diagnosis}}<br> Geautomatiseerde generatie van oefeningen {{MainEntry|Automatic generation of exercises}}<br> Gedistribueerd leren {{MainEntry|Distributed learning}}<br> Gedistribueerde leeromgevingen {{MainEntry|Distributed learning environments}}<br> Geïntegreerd leersysteem {{MainEntry|Integrated learning system }}<br> Gesitueerd leren {{MainEntry|Situated learning }}<br> <br>'''I'''{{Anchor|I}}<br> Inclusief e-leren {{MainEntry|Inclusive e-learning}}<br> '''Informeel leren''' {{MainEntry|[[Informal learning]]}}<br> '''Ingebedde fenomenen''' {{MainEntry|[[Embedded phenomena]]}}<br> Instructieontwerp {{MainEntry|Learning design}}<br> Intelligent ondersteuningssysteem {{MainEntry|Intelligent scaffolding system}}<br> '''Intelligent tutoringsysteem''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Interactief schoolbord {{MainEntry|Interactive white board}}<br> Interactieve leeromgeving {{MainEntry|Interactive learning environment}}<br> Intern script {{MainEntry|Internal script}}<br> <br>'''K'''{{Anchor|K}}<br> Kunstmatige leeromgeving {{MainEntry|Artificial learning environment}}<br> <br>'''L'''{{Anchor|L}}<br> Leergezel {{MainEntry|Learning companion}}<br> '''Leergrid''' {{MainEntry|[[Learning grid]]}}<br> '''Leermanagementsysteem''' {{MainEntry|[[Learning management systems]]}}<br> '''Leerobjecten''' {{MainEntry|[[Learning objects]]}}<br> Leeromgeving {{MainEntry|Learning environment}}<br> Leerpad {{MainEntry|Learning trail }}<br> '''Leerruimte''' {{MainEntry|[[Learning space]]}}<br> '''Leerscenario''' {{MainEntry|[[Learning scenario]]}}<br> <br>'''M'''{{Anchor|M}}<br> Microwereld {{MainEntry|Microworld}}<br> '''Mobiel leren''' {{MainEntry|[[Mobile learning]]}}<br> Modeleren van de lerende {{MainEntry|Learner modeling}}<br> '''Multimedia leren''' {{MainEntry|[[Multimedia learning]]}}<br> <br>'''N'''{{Anchor|N}}<br> '''Naadloze leeromgevingen''' {{MainEntry|[[Seamless learning environments ]]}}<br> '''Narratieve leeromgevingen''' {{MainEntry|[[Narrative learning environments]]}}<br> Netwerkgemeenschappen {{MainEntry|Networked learning communities}}<br> '''Netwerkleren''' {{MainEntry|[[Networked learning]]}}<br> Netwerkomgeving {{MainEntry|Networked learning environment}}<br> <br>'''O'''{{Anchor|0}}<br> Online leeromgeving {{MainEntry|On-line learning environment}}<br> '''Ontdekkend leren''' {{MainEntry|[[Inquiry learning]]}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> <br>'''P'''{{Anchor|P}}<br> Pedagogische agent {{MainEntry|Pedagogical agent}}<br> Peersystemen {{MainEntry|Buddy systems }}<br> Persoonlijke leeromgeving {{MainEntry|Personal learning environment}}<br> Programmeerbaar computergebaseerde leeromgeving {{MainEntry|Programmable computer-based learning environment}}<br> Programmeerbare cursus {{MainEntry|Programmable course }}<br> <br>'''S'''{{Anchor|S}}<br> Samenwerkend leren {{MainEntry|Collaborative learning}}<br> '''Samenwerkingsscript / Collaboratiescript''' {{MainEntry|[[Collaboration script]]}}<br> Script {{MainEntry|Script ...}}<br> --- extern --- {{MainEntry| External script}}<br> --- intern --- {{MainEntry| Internal script}}<br> Simulatie-games / spelletjes {{MainEntry|Simulation games}}<br> Simulatiegebaseerde leeromgeving {{MainEntry|Simulation-based learning environment}}<br> <br>'''T'''{{Anchor|T}}<br> Tastbare leeromgeving {{MainEntry|Tangible learning environment}}<br> Technologieondersteund leren {{MainEntry|Technology Enhanced Learning}}<br> '''Techno-mathematische geletterdheid''' {{MainEntry|[[Techno-mathematical literacies ]]}}<br> Toegevoegde leeromgeving {{MainEntry|Augmented learning environment}}<br> <br>'''V'''{{Anchor|V}}<br> Virtuele campus {{MainEntry|Virtual campus}}<br> Virtuele leeromgeving {{MainEntry|Virtual learning environment}}<br> Virtuele pedagogische agent {{MainEntry|Virtual pedagogical agent}}<br> Virtuele universiteiten {{MainEntry|Virtual universities }}<br> <br>'''W'''{{Anchor|W}}<br> Webinartechnologie {{MainEntry|Web-lecturing technologies}}<br> <br>'''Z'''{{Anchor|Z}}<br> '''Zelf-gereguleerd leren''' {{MainEntry|[[Self-regulated learning]]}}<br> 640 628 2012-01-23T14:01:32Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Dutch entries ''Edited by Paul A. Kirschner, CELSTEC (NL)<br>Erica de Vries, UPMF (FR)'' <br> '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]] - [[#Z|Z]]''' <br> '''A '''{{Anchor|A}}<br> Adaptieve leeromgeving {{MainEntry|Adaptive learning environment}}<br> Afgestemde leeromgeving {{MainEntry|Ambient learning environment}}<br> Afstandslaboratoria {{MainEntry|Remote laboratories }}<br> Afstandsleren {{MainEntry|Distance learning}}<br> Agent-gebaseerd tutorsysteem {{MainEntry|Agent-based tutoring system}}<br> Agentgebaseerde leeromgeving {{MainEntry|Agent-based learning environment}}<br> Alomtegenwoordig leren {{MainEntry|Ubiquitous learning }}<br> Alomtegenwoordige leeromgeving {{MainEntry|Pervasive learning environment}}<br> Auteurssysteem {{MainEntry|Authoring system}}<br> Auteurstool {{MainEntry|Authoring tool}}<br> <br>'''B'''{{Anchor|B}}<br> Blended leren {{MainEntry|Blended learning}}<br> <br>'''C'''{{Anchor|C}}<br> Cognitief modeleren {{MainEntry|Cognitive modeling}}<br> Cognitieve diagnose {{MainEntry|Cognitive diagnosis}}<br> Cognitieve engineering {{MainEntry|Cognitive engineering}}<br> '''Cognitieve tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> Computationele wiskunde {{MainEntry|Computational mathematics}}<br> Computer programmeren ter ondersteuning van leren {{MainEntry|Computer programming in support of learning}}<br> Computergebaseerd laboratorium {{MainEntry|Computer-based laboratory}}<br> Computergebaseerde instructie {{MainEntry|Computer-based instruction}}<br> Computergebaseerde leeromgeving {{MainEntry|Computer-based learning environments}}<br> Computerondersteund leren {{MainEntry|Computer-assisted learning}}<br> Computerondersteund samenwerkend leren {{MainEntry|Computer-supported collaborative learning}}<br> Computerondersteund taalleren {{MainEntry|Computer-assisted language learning}}<br> Computerondersteund toetsen {{MainEntry|Computer-assisted examination}}<br> Computerondersteunde instructie {{MainEntry|Computer-assisted instruction}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cursus managementsysteem {{MainEntry|Course management system}}<br> <br>'''D'''{{Anchor|D}}<br> '''Didactische engineering / Instructieontwerp''' {{MainEntry|[[Didactical engineering]]}}<br> Dynamische geometrie {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-assessment / e-toetsing {{MainEntry|e-Assessment}}<br> '''Educatieve affordantie''' {{MainEntry|[[Educational affordance]]}}<br> Educatieve datamining {{MainEntry|Educational data mining}}<br> Educatieve software {{MainEntry|Courseware }}<br> Edutainment {{MainEntry|Edutainment}}<br> e-leren {{MainEntry|e-learning}}<br> '''Epistemische affordanties''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Epistemische terugkoppeling''' {{MainEntry|[[Epistemic feedback]]}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Extern script {{MainEntry|External script}}<br> <br>'''G'''{{Anchor|G}}<br> '''Game gebaseerd leren''' {{MainEntry|[[Game-based learning]]}}<br> Geanimeerde pedagogische agent {{MainEntry|Animated pedagogical agent}}<br> Geautomatiseerde diagnose {{MainEntry|Automatic diagnosis}}<br> Geautomatiseerde generatie van oefeningen {{MainEntry|Automatic generation of exercises}}<br> Gedistribueerd leren {{MainEntry|Distributed learning}}<br> Gedistribueerde leeromgevingen {{MainEntry|Distributed learning environments}}<br> Geïntegreerd leersysteem {{MainEntry|Integrated learning system }}<br> Gesitueerd leren {{MainEntry|Situated learning }}<br> <br>'''I'''{{Anchor|I}}<br> Inclusief e-leren {{MainEntry|Inclusive e-learning}}<br> '''Informeel leren''' {{MainEntry|[[Informal learning]]}}<br> '''Ingebedde fenomenen''' {{MainEntry|[[Embedded phenomena]]}}<br> Instructieontwerp {{MainEntry|Learning design}}<br> Intelligent ondersteuningssysteem {{MainEntry|Intelligent scaffolding system}}<br> '''Intelligent tutoringsysteem''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Interactief schoolbord {{MainEntry|Interactive white board}}<br> Interactieve leeromgeving {{MainEntry|Interactive learning environment}}<br> Intern script {{MainEntry|Internal script}}<br> <br>'''K'''{{Anchor|K}}<br> Kunstmatige leeromgeving {{MainEntry|Artificial learning environment}}<br> <br>'''L'''{{Anchor|L}}<br> Leergezel {{MainEntry|Learning companion}}<br> '''Leergrid''' {{MainEntry|[[Learning grid]]}}<br> '''Leermanagementsysteem''' {{MainEntry|[[Learning management systems]]}}<br> '''Leerobjecten''' {{MainEntry|[[Learning objects]]}}<br> Leeromgeving {{MainEntry|Learning environment}}<br> Leerpad {{MainEntry|Learning trail }}<br> '''Leerruimte''' {{MainEntry|[[Learning space]]}}<br> '''Leerscenario''' {{MainEntry|[[Learning scenario]]}}<br> <br>'''M'''{{Anchor|M}}<br> Microwereld {{MainEntry|Microworld}}<br> '''Mobiel leren''' {{MainEntry|[[Mobile learning]]}}<br> Modeleren van de lerende {{MainEntry|Learner modeling}}<br> Multimedia leren {{MainEntry|Multimedia learning}}<br> <br>'''N'''{{Anchor|N}}<br> '''Naadloze leeromgevingen''' {{MainEntry|[[Seamless learning environments ]]}}<br> '''Narratieve leeromgevingen''' {{MainEntry|[[Narrative learning environments]]}}<br> Netwerkgemeenschappen {{MainEntry|Networked learning communities}}<br> '''Netwerkleren''' {{MainEntry|[[Networked learning]]}}<br> Netwerkomgeving {{MainEntry|Networked learning environment}}<br> <br>'''O'''{{Anchor|0}}<br> Online leeromgeving {{MainEntry|On-line learning environment}}<br> '''Ontdekkend leren''' {{MainEntry|[[Inquiry learning]]}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> <br>'''P'''{{Anchor|P}}<br> Pedagogische agent {{MainEntry|Pedagogical agent}}<br> Peersystemen {{MainEntry|Buddy systems }}<br> Persoonlijke leeromgeving {{MainEntry|Personal learning environment}}<br> Programmeerbaar computergebaseerde leeromgeving {{MainEntry|Programmable computer-based learning environment}}<br> Programmeerbare cursus {{MainEntry|Programmable course }}<br> <br>'''S'''{{Anchor|S}}<br> Samenwerkend leren {{MainEntry|Collaborative learning}}<br> '''Samenwerkingsscript / Collaboratiescript''' {{MainEntry|[[Collaboration script]]}}<br> Script {{MainEntry|Script ...}}<br> --- extern --- {{MainEntry| External script}}<br> --- intern --- {{MainEntry| Internal script}}<br> Simulatie-games / spelletjes {{MainEntry|Simulation games}}<br> Simulatiegebaseerde leeromgeving {{MainEntry|Simulation-based learning environment}}<br> <br>'''T'''{{Anchor|T}}<br> Tastbare leeromgeving {{MainEntry|Tangible learning environment}}<br> Technologieondersteund leren {{MainEntry|Technology Enhanced Learning}}<br> '''Techno-mathematische geletterdheid''' {{MainEntry|[[Techno-mathematical literacies ]]}}<br> Toegevoegde leeromgeving {{MainEntry|Augmented learning environment}}<br> <br>'''V'''{{Anchor|V}}<br> Virtuele campus {{MainEntry|Virtual campus}}<br> Virtuele leeromgeving {{MainEntry|Virtual learning environment}}<br> Virtuele pedagogische agent {{MainEntry|Virtual pedagogical agent}}<br> Virtuele universiteiten {{MainEntry|Virtual universities }}<br> <br>'''W'''{{Anchor|W}}<br> Webinartechnologie {{MainEntry|Web-lecturing technologies}}<br> <br>'''Z'''{{Anchor|Z}}<br> '''Zelf-gereguleerd leren''' {{MainEntry|[[Self-regulated learning]]}}<br> 628 608 2012-01-19T13:49:31Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Dutch entries ''Edited by Paul A. Kirschner, CELSTEC (NL)<br>Erica de Vries, UPMF (FR)'' <br> '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]] - [[#Z|Z]]''' <br> '''A '''{{Anchor|A}}<br> Adaptieve leeromgeving {{MainEntry|Adaptive learning environment}}<br> Afgestemde leeromgeving {{MainEntry|Ambient learning environment}}<br> Afstandslaboratoria {{MainEntry|Remote laboratories }}<br> Afstandsleren {{MainEntry|Distance learning}}<br> Agent-gebaseerd tutorsysteem {{MainEntry|Agent-based tutoring system}}<br> Agentgebaseerde leeromgeving {{MainEntry|Agent-based learning environment}}<br> Alomtegenwoordig leren {{MainEntry|Ubiquitous learning }}<br> Alomtegenwoordige leeromgeving {{MainEntry|Pervasive learning environment}}<br> Auteurssysteem {{MainEntry|Authoring system}}<br> Auteurstool {{MainEntry|Authoring tool}}<br> <br>'''B'''{{Anchor|B}}<br> Blended leren {{MainEntry|Blended learning}}<br> <br>'''C'''{{Anchor|C}}<br> Cognitief modeleren {{MainEntry|Cognitive modeling}}<br> Cognitieve diagnose {{MainEntry|Cognitive diagnosis}}<br> Cognitieve engineering {{MainEntry|Cognitive engineering}}<br> '''Cognitieve tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> Computationele wiskunde {{MainEntry|Computational mathematics}}<br> Computer programmeren ter ondersteuning van leren {{MainEntry|Computer programming in support of learning}}<br> Computergebaseerd laboratorium {{MainEntry|Computer-based laboratory}}<br> Computergebaseerde instructie {{MainEntry|Computer-based instruction}}<br> Computergebaseerde leeromgeving {{MainEntry|Computer-based learning environments}}<br> Computerondersteund leren {{MainEntry|Computer-assisted learning}}<br> Computerondersteund samenwerkend leren {{MainEntry|Computer-supported collaborative learning}}<br> Computerondersteund taalleren {{MainEntry|Computer-assisted language learning}}<br> Computerondersteund toetsen {{MainEntry|Computer-assisted examination}}<br> Computerondersteunde instructie {{MainEntry|Computer-assisted instruction}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cursus managementsysteem {{MainEntry|Course management system}}<br> <br>'''D'''{{Anchor|D}}<br> '''Didactische engineering / Instructieontwerp''' {{MainEntry|[[Didactical engineering]]}}<br> Dynamische geometrie {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-assessment / e-toetsing {{MainEntry|e-Assessment}}<br> '''Educatieve affordantie''' {{MainEntry|[[Educational affordance]]}}<br> Educatieve datamining {{MainEntry|Educational data mining}}<br> Educatieve software {{MainEntry|Courseware }}<br> Edutainment {{MainEntry|Edutainment}}<br> e-leren {{MainEntry|e-learning}}<br> '''Epistemische affordanties''' {{MainEntry|[[Epistemic affordance]]}}<br> Epistemische terugkoppeling {{MainEntry|Epistemic feedback}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Extern script {{MainEntry|External script}}<br> <br>'''G'''{{Anchor|G}}<br> '''Game gebaseerd leren''' {{MainEntry|[[Game-based learning]]}}<br> Geanimeerde pedagogische agent {{MainEntry|Animated pedagogical agent}}<br> Geautomatiseerde diagnose {{MainEntry|Automatic diagnosis}}<br> Geautomatiseerde generatie van oefeningen {{MainEntry|Automatic generation of exercises}}<br> Gedistribueerd leren {{MainEntry|Distributed learning}}<br> Gedistribueerde leeromgevingen {{MainEntry|Distributed learning environments}}<br> Geïntegreerd leersysteem {{MainEntry|Integrated learning system }}<br> Gesitueerd leren {{MainEntry|Situated learning }}<br> <br>'''I'''{{Anchor|I}}<br> Inclusief e-leren {{MainEntry|Inclusive e-learning}}<br> '''Informeel leren''' {{MainEntry|[[Informal learning]]}}<br> '''Ingebedde fenomenen''' {{MainEntry|[[Embedded phenomena]]}}<br> Instructieontwerp {{MainEntry|Learning design}}<br> Intelligent ondersteuningssysteem {{MainEntry|Intelligent scaffolding system}}<br> '''Intelligent tutoringsysteem''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Interactief schoolbord {{MainEntry|Interactive white board}}<br> Interactieve leeromgeving {{MainEntry|Interactive learning environment}}<br> Intern script {{MainEntry|Internal script}}<br> <br>'''K'''{{Anchor|K}}<br> Kunstmatige leeromgeving {{MainEntry|Artificial learning environment}}<br> <br>'''L'''{{Anchor|L}}<br> Leergezel {{MainEntry|Learning companion}}<br> '''Leergrid''' {{MainEntry|[[Learning grid]]}}<br> '''Leermanagementsysteem''' {{MainEntry|[[Learning management systems]]}}<br> '''Leerobjecten''' {{MainEntry|[[Learning objects]]}}<br> Leeromgeving {{MainEntry|Learning environment}}<br> Leerpad {{MainEntry|Learning trail }}<br> '''Leerruimte''' {{MainEntry|[[Learning space]]}}<br> '''Leerscenario''' {{MainEntry|[[Learning scenario]]}}<br> <br>'''M'''{{Anchor|M}}<br> Microwereld {{MainEntry|Microworld}}<br> '''Mobiel leren''' {{MainEntry|[[Mobile learning]]}}<br> Modeleren van de lerende {{MainEntry|Learner modeling}}<br> Multimedia leren {{MainEntry|Multimedia learning}}<br> <br>'''N'''{{Anchor|N}}<br> '''Naadloze leeromgevingen''' {{MainEntry|[[Seamless learning environments ]]}}<br> '''Narratieve leeromgevingen''' {{MainEntry|[[Narrative learning environments]]}}<br> Netwerkgemeenschappen {{MainEntry|Networked learning communities}}<br> '''Netwerkleren''' {{MainEntry|[[Networked learning]]}}<br> Netwerkomgeving {{MainEntry|Networked learning environment}}<br> <br>'''O'''{{Anchor|0}}<br> Online leeromgeving {{MainEntry|On-line learning environment}}<br> '''Ontdekkend leren''' {{MainEntry|[[Inquiry learning]]}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> <br>'''P'''{{Anchor|P}}<br> Pedagogische agent {{MainEntry|Pedagogical agent}}<br> Peersystemen {{MainEntry|Buddy systems }}<br> Persoonlijke leeromgeving {{MainEntry|Personal learning environment}}<br> Programmeerbaar computergebaseerde leeromgeving {{MainEntry|Programmable computer-based learning environment}}<br> Programmeerbare cursus {{MainEntry|Programmable course }}<br> <br>'''S'''{{Anchor|S}}<br> Samenwerkend leren {{MainEntry|Collaborative learning}}<br> '''Samenwerkingsscript / Collaboratiescript''' {{MainEntry|[[Collaboration script]]}}<br> Script {{MainEntry|Script ...}}<br> --- extern --- {{MainEntry| External script}}<br> --- intern --- {{MainEntry| Internal script}}<br> Simulatie-games / spelletjes {{MainEntry|Simulation games}}<br> Simulatiegebaseerde leeromgeving {{MainEntry|Simulation-based learning environment}}<br> <br>'''T'''{{Anchor|T}}<br> Tastbare leeromgeving {{MainEntry|Tangible learning environment}}<br> Technologieondersteund leren {{MainEntry|Technology Enhanced Learning}}<br> '''Techno-mathematische geletterdheid''' {{MainEntry|[[Techno-mathematical literacies ]]}}<br> Toegevoegde leeromgeving {{MainEntry|Augmented learning environment}}<br> <br>'''V'''{{Anchor|V}}<br> Virtuele campus {{MainEntry|Virtual campus}}<br> Virtuele leeromgeving {{MainEntry|Virtual learning environment}}<br> Virtuele pedagogische agent {{MainEntry|Virtual pedagogical agent}}<br> Virtuele universiteiten {{MainEntry|Virtual universities }}<br> <br>'''W'''{{Anchor|W}}<br> Webinartechnologie {{MainEntry|Web-lecturing technologies}}<br> <br>'''Z'''{{Anchor|Z}}<br> '''Zelf-gereguleerd leren''' {{MainEntry|[[Self-regulated learning]]}}<br> 608 575 2012-01-16T14:58:28Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Dutch entries ''Edited by Paul A. Kirschner, CELSTEC (NL)<br>Erica de Vries, UPMF (FR)'' <br> '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]] - [[#Z|Z]]''' <br> '''A '''{{Anchor|A}}<br> Adaptieve leeromgeving {{MainEntry|Adaptive learning environment}}<br> Afgestemde leeromgeving {{MainEntry|Ambient learning environment}}<br> Afstandslaboratoria {{MainEntry|Remote laboratories }}<br> Afstandsleren {{MainEntry|Distance learning}}<br> Agent-gebaseerd tutorsysteem {{MainEntry|Agent-based tutoring system}}<br> Agentgebaseerde leeromgeving {{MainEntry|Agent-based learning environment}}<br> Alomtegenwoordig leren {{MainEntry|Ubiquitous learning }}<br> Alomtegenwoordige leeromgeving {{MainEntry|Pervasive learning environment}}<br> Auteurssysteem {{MainEntry|Authoring system}}<br> Auteurstool {{MainEntry|Authoring tool}}<br> <br>'''B'''{{Anchor|B}}<br> Blended leren {{MainEntry|Blended learning}}<br> <br>'''C'''{{Anchor|C}}<br> Cognitief modeleren {{MainEntry|Cognitive modeling}}<br> Cognitieve diagnose {{MainEntry|Cognitive diagnosis}}<br> Cognitieve engineering {{MainEntry|Cognitive engineering}}<br> '''Cognitieve tutor''' {{MainEntry|[[Cognitive tutor]]}}<br> Computationele wiskunde {{MainEntry|Computational mathematics}}<br> Computer programmeren ter ondersteuning van leren {{MainEntry|Computer programming in support of learning}}<br> Computergebaseerd laboratorium {{MainEntry|Computer-based laboratory}}<br> Computergebaseerde instructie {{MainEntry|Computer-based instruction}}<br> Computergebaseerde leeromgeving {{MainEntry|Computer-based learning environments}}<br> Computerondersteund leren {{MainEntry|Computer-assisted learning}}<br> Computerondersteund samenwerkend leren {{MainEntry|Computer-supported collaborative learning}}<br> Computerondersteund taalleren {{MainEntry|Computer-assisted language learning}}<br> Computerondersteund toetsen {{MainEntry|Computer-assisted examination}}<br> Computerondersteunde instructie {{MainEntry|Computer-assisted instruction}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cursus managementsysteem {{MainEntry|Course management system}}<br> <br>'''D'''{{Anchor|D}}<br> '''Didactische engineering / Instructieontwerp''' {{MainEntry|[[Didactical engineering]]}}<br> Dynamische geometrie {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-assessment / e-toetsing {{MainEntry|e-Assessment}}<br> '''Educatieve affordantie''' {{MainEntry|[[Educational affordance]]}}<br> Educatieve datamining {{MainEntry|Educational data mining}}<br> Educatieve software {{MainEntry|Courseware }}<br> Edutainment {{MainEntry|Edutainment}}<br> e-leren {{MainEntry|e-learning}}<br> '''Epistemische affordanties''' {{MainEntry|[[Epistemic affordance]]}}<br> Epistemische terugkoppeling {{MainEntry|Epistemic feedback}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Extern script {{MainEntry|External script}}<br> <br>'''G'''{{Anchor|G}}<br> '''Game gebaseerd leren''' {{MainEntry|[[Game-based learning]]}}<br> Geanimeerde pedagogische agent {{MainEntry|Animated pedagogical agent}}<br> Geautomatiseerde diagnose {{MainEntry|Automatic diagnosis}}<br> Geautomatiseerde generatie van oefeningen {{MainEntry|Automatic generation of exercises}}<br> Gedistribueerd leren {{MainEntry|Distributed learning}}<br> Gedistribueerde leeromgevingen {{MainEntry|Distributed learning environments}}<br> Geïntegreerd leersysteem {{MainEntry|Integrated learning system }}<br> Gesitueerd leren {{MainEntry|Situated learning }}<br> <br>'''I'''{{Anchor|I}}<br> Inclusief e-leren {{MainEntry|Inclusive e-learning}}<br> '''Informeel leren''' {{MainEntry|[[Informal learning]]}}<br> '''Ingebedde fenomenen''' {{MainEntry|[[Embedded phenomena]]}}<br> Instructieontwerp {{MainEntry|Learning design}}<br> Intelligent ondersteuningssysteem {{MainEntry|Intelligent scaffolding system}}<br> Intelligent tutoringsysteem {{MainEntry|Intelligent tutoring system}}<br> Interactief schoolbord {{MainEntry|Interactive white board}}<br> Interactieve leeromgeving {{MainEntry|Interactive learning environment}}<br> Intern script {{MainEntry|Internal script}}<br> <br>'''K'''{{Anchor|K}}<br> Kunstmatige leeromgeving {{MainEntry|Artificial learning environment}}<br> <br>'''L'''{{Anchor|L}}<br> Leergezel {{MainEntry|Learning companion}}<br> '''Leergrid''' {{MainEntry|[[Learning grid]]}}<br> '''Leermanagementsysteem''' {{MainEntry|[[Learning management systems]]}}<br> '''Leerobjecten''' {{MainEntry|[[Learning objects]]}}<br> Leeromgeving {{MainEntry|Learning environment}}<br> Leerpad {{MainEntry|Learning trail }}<br> '''Leerruimte''' {{MainEntry|[[Learning space]]}}<br> '''Leerscenario''' {{MainEntry|[[Learning scenario]]}}<br> <br>'''M'''{{Anchor|M}}<br> Microwereld {{MainEntry|Microworld}}<br> '''Mobiel leren''' {{MainEntry|[[Mobile learning]]}}<br> Modeleren van de lerende {{MainEntry|Learner modeling}}<br> Multimedia leren {{MainEntry|Multimedia learning}}<br> <br>'''N'''{{Anchor|N}}<br> '''Naadloze leeromgevingen''' {{MainEntry|[[Seamless learning environments ]]}}<br> '''Narratieve leeromgevingen''' {{MainEntry|[[Narrative learning environments]]}}<br> Netwerkgemeenschappen {{MainEntry|Networked learning communities}}<br> '''Netwerkleren''' {{MainEntry|[[Networked learning]]}}<br> Netwerkomgeving {{MainEntry|Networked learning environment}}<br> <br>'''O'''{{Anchor|0}}<br> Online leeromgeving {{MainEntry|On-line learning environment}}<br> '''Ontdekkend leren''' {{MainEntry|[[Inquiry learning]]}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> <br>'''P'''{{Anchor|P}}<br> Pedagogische agent {{MainEntry|Pedagogical agent}}<br> Peersystemen {{MainEntry|Buddy systems }}<br> Persoonlijke leeromgeving {{MainEntry|Personal learning environment}}<br> Programmeerbaar computergebaseerde leeromgeving {{MainEntry|Programmable computer-based learning environment}}<br> Programmeerbare cursus {{MainEntry|Programmable course }}<br> <br>'''S'''{{Anchor|S}}<br> Samenwerkend leren {{MainEntry|Collaborative learning}}<br> '''Samenwerkingsscript / Collaboratiescript''' {{MainEntry|[[Collaboration script]]}}<br> Script {{MainEntry|Script ...}}<br> --- extern --- {{MainEntry| External script}}<br> --- intern --- {{MainEntry| Internal script}}<br> Simulatie-games / spelletjes {{MainEntry|Simulation games}}<br> Simulatiegebaseerde leeromgeving {{MainEntry|Simulation-based learning environment}}<br> <br>'''T'''{{Anchor|T}}<br> Tastbare leeromgeving {{MainEntry|Tangible learning environment}}<br> Technologieondersteund leren {{MainEntry|Technology Enhanced Learning}}<br> '''Techno-mathematische geletterdheid''' {{MainEntry|[[Techno-mathematical literacies ]]}}<br> Toegevoegde leeromgeving {{MainEntry|Augmented learning environment}}<br> <br>'''V'''{{Anchor|V}}<br> Virtuele campus {{MainEntry|Virtual campus}}<br> Virtuele leeromgeving {{MainEntry|Virtual learning environment}}<br> Virtuele pedagogische agent {{MainEntry|Virtual pedagogical agent}}<br> Virtuele universiteiten {{MainEntry|Virtual universities }}<br> <br>'''W'''{{Anchor|W}}<br> Webinartechnologie {{MainEntry|Web-lecturing technologies}}<br> <br>'''Z'''{{Anchor|Z}}<br> '''Zelf-gereguleerd leren''' {{MainEntry|[[Self-regulated learning]]}}<br> 575 559 2012-01-05T15:45:56Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Dutch entries ''Edited by Paul A. Kirschner, CELSTEC (NL)<br>Erica de Vries, UPMF (FR)'' <br> '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]] - [[#Z|Z]]''' <br> '''A '''{{Anchor|A}}<br> Adaptieve leeromgeving {{MainEntry|Adaptive learning environment}}<br> Afgestemde leeromgeving {{MainEntry|Ambient learning environment}}<br> Afstandslaboratoria {{MainEntry|Remote laboratories }}<br> Afstandsleren {{MainEntry|Distance learning}}<br> Agent-gebaseerd tutorsysteem {{MainEntry|Agent-based tutoring system}}<br> Agentgebaseerde leeromgeving {{MainEntry|Agent-based learning environment}}<br> Alomtegenwoordig leren {{MainEntry|Ubiquitous learning }}<br> Alomtegenwoordige leeromgeving {{MainEntry|Pervasive learning environment}}<br> Auteurssysteem {{MainEntry|Authoring system}}<br> Auteurstool {{MainEntry|Authoring tool}}<br> <br>'''B'''{{Anchor|B}}<br> Blended leren {{MainEntry|Blended learning}}<br> <br>'''C'''{{Anchor|C}}<br> Cognitief modeleren {{MainEntry|Cognitive modeling}}<br> Cognitieve diagnose {{MainEntry|Cognitive diagnosis}}<br> Cognitieve engineering {{MainEntry|Cognitive engineering}}<br> Cognitieve tutor {{MainEntry|Cognitive tutor}}<br> Computationele wiskunde {{MainEntry|Computational mathematics}}<br> Computer programmeren ter ondersteuning van leren {{MainEntry|Computer programming in support of learning}}<br> Computergebaseerd laboratorium {{MainEntry|Computer-based laboratory}}<br> Computergebaseerde instructie {{MainEntry|Computer-based instruction}}<br> Computergebaseerde leeromgeving {{MainEntry|Computer-based learning environments}}<br> Computerondersteund leren {{MainEntry|Computer-assisted learning}}<br> Computerondersteund samenwerkend leren {{MainEntry|Computer-supported collaborative learning}}<br> Computerondersteund taalleren {{MainEntry|Computer-assisted language learning}}<br> Computerondersteund toetsen {{MainEntry|Computer-assisted examination}}<br> Computerondersteunde instructie {{MainEntry|Computer-assisted instruction}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cursus managementsysteem {{MainEntry|Course management system}}<br> <br>'''D'''{{Anchor|D}}<br> '''Didactische engineering / Instructieontwerp''' {{MainEntry|[[Didactical engineering]]}}<br> Dynamische geometrie {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-assessment / e-toetsing {{MainEntry|e-Assessment}}<br> '''Educatieve affordantie''' {{MainEntry|[[Educational affordance]]}}<br> Educatieve datamining {{MainEntry|Educational data mining}}<br> Educatieve software {{MainEntry|Courseware }}<br> Edutainment {{MainEntry|Edutainment}}<br> e-leren {{MainEntry|e-learning}}<br> '''Epistemische affordanties''' {{MainEntry|[[Epistemic affordance]]}}<br> Epistemische terugkoppeling {{MainEntry|Epistemic feedback}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Extern script {{MainEntry|External script}}<br> <br>'''G'''{{Anchor|G}}<br> '''Game gebaseerd leren''' {{MainEntry|[[Game-based learning]]}}<br> Geanimeerde pedagogische agent {{MainEntry|Animated pedagogical agent}}<br> Geautomatiseerde diagnose {{MainEntry|Automatic diagnosis}}<br> Geautomatiseerde generatie van oefeningen {{MainEntry|Automatic generation of exercises}}<br> Gedistribueerd leren {{MainEntry|Distributed learning}}<br> Gedistribueerde leeromgevingen {{MainEntry|Distributed learning environments}}<br> Geïntegreerd leersysteem {{MainEntry|Integrated learning system }}<br> Gesitueerd leren {{MainEntry|Situated learning }}<br> <br>'''I'''{{Anchor|I}}<br> Inclusief e-leren {{MainEntry|Inclusive e-learning}}<br> '''Informeel leren''' {{MainEntry|[[Informal learning]]}}<br> '''Ingebedde fenomenen''' {{MainEntry|[[Embedded phenomena]]}}<br> Instructieontwerp {{MainEntry|Learning design}}<br> Intelligent ondersteuningssysteem {{MainEntry|Intelligent scaffolding system}}<br> Intelligent tutoringsysteem {{MainEntry|Intelligent tutoring system}}<br> Interactief schoolbord {{MainEntry|Interactive white board}}<br> Interactieve leeromgeving {{MainEntry|Interactive learning environment}}<br> Intern script {{MainEntry|Internal script}}<br> <br>'''K'''{{Anchor|K}}<br> Kunstmatige leeromgeving {{MainEntry|Artificial learning environment}}<br> <br>'''L'''{{Anchor|L}}<br> Leergezel {{MainEntry|Learning companion}}<br> '''Leergrid''' {{MainEntry|[[Learning grid]]}}<br> '''Leermanagementsysteem''' {{MainEntry|[[Learning management systems]]}}<br> '''Leerobjecten''' {{MainEntry|[[Learning objects]]}}<br> Leeromgeving {{MainEntry|Learning environment}}<br> Leerpad {{MainEntry|Learning trail }}<br> '''Leerruimte''' {{MainEntry|[[Learning space]]}}<br> '''Leerscenario''' {{MainEntry|[[Learning scenario]]}}<br> <br>'''M'''{{Anchor|M}}<br> Microwereld {{MainEntry|Microworld}}<br> '''Mobiel leren''' {{MainEntry|[[Mobile learning]]}}<br> Modeleren van de lerende {{MainEntry|Learner modeling}}<br> Multimedia leren {{MainEntry|Multimedia learning}}<br> <br>'''N'''{{Anchor|N}}<br> '''Naadloze leeromgevingen''' {{MainEntry|[[Seamless learning environments ]]}}<br> '''Narratieve leeromgevingen''' {{MainEntry|[[Narrative learning environments]]}}<br> Netwerkgemeenschappen {{MainEntry|Networked learning communities}}<br> '''Netwerkleren''' {{MainEntry|[[Networked learning]]}}<br> Netwerkomgeving {{MainEntry|Networked learning environment}}<br> <br>'''O'''{{Anchor|0}}<br> Online leeromgeving {{MainEntry|On-line learning environment}}<br> '''Ontdekkend leren''' {{MainEntry|[[Inquiry learning]]}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> <br>'''P'''{{Anchor|P}}<br> Pedagogische agent {{MainEntry|Pedagogical agent}}<br> Peersystemen {{MainEntry|Buddy systems }}<br> Persoonlijke leeromgeving {{MainEntry|Personal learning environment}}<br> Programmeerbaar computergebaseerde leeromgeving {{MainEntry|Programmable computer-based learning environment}}<br> Programmeerbare cursus {{MainEntry|Programmable course }}<br> <br>'''S'''{{Anchor|S}}<br> Samenwerkend leren {{MainEntry|Collaborative learning}}<br> '''Samenwerkingsscript / Collaboratiescript''' {{MainEntry|[[Collaboration script]]}}<br> Script {{MainEntry|Script ...}}<br> --- extern --- {{MainEntry| External script}}<br> --- intern --- {{MainEntry| Internal script}}<br> Simulatie-games / spelletjes {{MainEntry|Simulation games}}<br> Simulatiegebaseerde leeromgeving {{MainEntry|Simulation-based learning environment}}<br> <br>'''T'''{{Anchor|T}}<br> Tastbare leeromgeving {{MainEntry|Tangible learning environment}}<br> Technologieondersteund leren {{MainEntry|Technology Enhanced Learning}}<br> '''Techno-mathematische geletterdheid''' {{MainEntry|[[Techno-mathematical literacies ]]}}<br> Toegevoegde leeromgeving {{MainEntry|Augmented learning environment}}<br> <br>'''V'''{{Anchor|V}}<br> Virtuele campus {{MainEntry|Virtual campus}}<br> Virtuele leeromgeving {{MainEntry|Virtual learning environment}}<br> Virtuele pedagogische agent {{MainEntry|Virtual pedagogical agent}}<br> Virtuele universiteiten {{MainEntry|Virtual universities }}<br> <br>'''W'''{{Anchor|W}}<br> Webinartechnologie {{MainEntry|Web-lecturing technologies}}<br> <br>'''Z'''{{Anchor|Z}}<br> '''Zelf-gereguleerd leren''' {{MainEntry|[[Self-regulated learning]]}}<br> 559 537 2012-01-05T15:20:31Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Dutch entries ''Edited by Paul A. Kirschner, CELSTEC (NL)<br>Erica de Vries, UPMF (FR)'' <br> '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]] - [[#Z|Z]]''' <br> '''A '''{{Anchor|A}}<br> Adaptieve leeromgeving {{MainEntry|Adaptive learning environment}}<br> Afgestemde leeromgeving {{MainEntry|Ambient learning environment}}<br> Afstandslaboratoria {{MainEntry|Remote laboratories }}<br> Afstandsleren {{MainEntry|Distance learning}}<br> Agent-gebaseerd tutorsysteem {{MainEntry|Agent-based tutoring system}}<br> Agentgebaseerde leeromgeving {{MainEntry|Agent-based learning environment}}<br> Alomtegenwoordig leren {{MainEntry|Ubiquitous learning }}<br> Alomtegenwoordige leeromgeving {{MainEntry|Pervasive learning environment}}<br> Auteurssysteem {{MainEntry|Authoring system}}<br> Auteurstool {{MainEntry|Authoring tool}}<br> <br>'''B'''{{Anchor|B}}<br> Blended leren {{MainEntry|Blended learning}}<br> <br>'''C'''{{Anchor|C}}<br> Cognitief modeleren {{MainEntry|Cognitive modeling}}<br> Cognitieve diagnose {{MainEntry|Cognitive diagnosis}}<br> Cognitieve engineering {{MainEntry|Cognitive engineering}}<br> Cognitieve tutor {{MainEntry|Cognitive tutor}}<br> Computationele wiskunde {{MainEntry|Computational mathematics}}<br> Computer programmeren ter ondersteuning van leren {{MainEntry|Computer programming in support of learning}}<br> Computergebaseerd laboratorium {{MainEntry|Computer-based laboratory}}<br> Computergebaseerde instructie {{MainEntry|Computer-based instruction}}<br> Computergebaseerde leeromgeving {{MainEntry|Computer-based learning environments}}<br> Computerondersteund leren {{MainEntry|Computer-assisted learning}}<br> Computerondersteund samenwerkend leren {{MainEntry|Computer-supported collaborative learning}}<br> Computerondersteund taalleren {{MainEntry|Computer-assisted language learning}}<br> Computerondersteund toetsen {{MainEntry|Computer-assisted examination}}<br> Computerondersteunde instructie {{MainEntry|Computer-assisted instruction}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cursus managementsysteem {{MainEntry|Course management system}}<br> <br>'''D'''{{Anchor|D}}<br> '''Didactische engineering / Instructieontwerp''' {{MainEntry|[[Didactical engineering]]}}<br> Dynamische geometrie {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-assessment / e-toetsing {{MainEntry|e-Assessment}}<br> '''Educatieve affordantie''' {{MainEntry|[[Educational affordance]]}}<br> Educatieve datamining {{MainEntry|Educational data mining}}<br> Educatieve software {{MainEntry|Courseware }}<br> Edutainment {{MainEntry|Edutainment}}<br> e-leren {{MainEntry|e-learning}}<br> '''Epistemische affordanties''' {{MainEntry|[[Epistemic affordance]]}}<br> Epistemische terugkoppeling {{MainEntry|Epistemic feedback}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Extern script {{MainEntry|External script}}<br> <br>'''G'''{{Anchor|G}}<br> '''Game gebaseerd leren''' {{MainEntry|[[Game-based learning]]}}<br> Geanimeerde pedagogische agent {{MainEntry|Animated pedagogical agent}}<br> Geautomatiseerde diagnose {{MainEntry|Automatic diagnosis}}<br> Geautomatiseerde generatie van oefeningen {{MainEntry|Automatic generation of exercises}}<br> Gedistribueerd leren {{MainEntry|Distributed learning}}<br> Gedistribueerde leeromgevingen {{MainEntry|Distributed learning environments}}<br> Geïntegreerd leersysteem {{MainEntry|Integrated learning system }}<br> Gesitueerd leren {{MainEntry|Situated learning }}<br> <br>'''I'''{{Anchor|I}}<br> Inclusief e-leren {{MainEntry|Inclusive e-learning}}<br> '''Informeel leren''' {{MainEntry|[[Informal learning]]}}<br> '''Ingebedde fenomenen''' {{MainEntry|[[Embedded phenomena]]}}<br> Instructieontwerp {{MainEntry|Learning design}}<br> Intelligent ondersteuningssysteem {{MainEntry|Intelligent scaffolding system}}<br> Intelligent tutoringsysteem {{MainEntry|Intelligent tutoring system}}<br> Interactief schoolbord {{MainEntry|Interactive white board}}<br> Interactieve leeromgeving {{MainEntry|Interactive learning environment}}<br> Intern script {{MainEntry|Internal script}}<br> <br>'''K'''{{Anchor|K}}<br> Kunstmatige leeromgeving {{MainEntry|Artificial learning environment}}<br> <br>'''L'''{{Anchor|L}}<br> Leergezel {{MainEntry|Learning companion}}<br> '''Leergrid''' {{MainEntry|[[Learning grid]]}}<br> '''Leermanagementsysteem''' {{MainEntry|[[Learning management systems]]}}<br> Leerobjecten {{MainEntry|Learning objects}}<br> Leeromgeving {{MainEntry|Learning environment}}<br> Leerpad {{MainEntry|Learning trail }}<br> '''Leerruimte''' {{MainEntry|[[Learning space]]}}<br> '''Leerscenario''' {{MainEntry|[[Learning scenario]]}}<br> <br>'''M'''{{Anchor|M}}<br> Microwereld {{MainEntry|Microworld}}<br> '''Mobiel leren''' {{MainEntry|[[Mobile learning]]}}<br> Modeleren van de lerende {{MainEntry|Learner modeling}}<br> Multimedia leren {{MainEntry|Multimedia learning}}<br> <br>'''N'''{{Anchor|N}}<br> '''Naadloze leeromgevingen''' {{MainEntry|[[Seamless learning environments ]]}}<br> '''Narratieve leeromgevingen''' {{MainEntry|[[Narrative learning environments]]}}<br> Netwerkgemeenschappen {{MainEntry|Networked learning communities}}<br> '''Netwerkleren''' {{MainEntry|[[Networked learning]]}}<br> Netwerkomgeving {{MainEntry|Networked learning environment}}<br> <br>'''O'''{{Anchor|0}}<br> Online leeromgeving {{MainEntry|On-line learning environment}}<br> '''Ontdekkend leren''' {{MainEntry|[[Inquiry learning]]}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> <br>'''P'''{{Anchor|P}}<br> Pedagogische agent {{MainEntry|Pedagogical agent}}<br> Peersystemen {{MainEntry|Buddy systems }}<br> Persoonlijke leeromgeving {{MainEntry|Personal learning environment}}<br> Programmeerbaar computergebaseerde leeromgeving {{MainEntry|Programmable computer-based learning environment}}<br> Programmeerbare cursus {{MainEntry|Programmable course }}<br> <br>'''S'''{{Anchor|S}}<br> Samenwerkend leren {{MainEntry|Collaborative learning}}<br> '''Samenwerkingsscript / Collaboratiescript''' {{MainEntry|[[Collaboration script]]}}<br> Script {{MainEntry|Script ...}}<br> --- extern --- {{MainEntry| External script}}<br> --- intern --- {{MainEntry| Internal script}}<br> Simulatie-games / spelletjes {{MainEntry|Simulation games}}<br> Simulatiegebaseerde leeromgeving {{MainEntry|Simulation-based learning environment}}<br> <br>'''T'''{{Anchor|T}}<br> Tastbare leeromgeving {{MainEntry|Tangible learning environment}}<br> Technologieondersteund leren {{MainEntry|Technology Enhanced Learning}}<br> '''Techno-mathematische geletterdheid''' {{MainEntry|[[Techno-mathematical literacies ]]}}<br> Toegevoegde leeromgeving {{MainEntry|Augmented learning environment}}<br> <br>'''V'''{{Anchor|V}}<br> Virtuele campus {{MainEntry|Virtual campus}}<br> Virtuele leeromgeving {{MainEntry|Virtual learning environment}}<br> Virtuele pedagogische agent {{MainEntry|Virtual pedagogical agent}}<br> Virtuele universiteiten {{MainEntry|Virtual universities }}<br> <br>'''W'''{{Anchor|W}}<br> Webinartechnologie {{MainEntry|Web-lecturing technologies}}<br> <br>'''Z'''{{Anchor|Z}}<br> '''Zelf-gereguleerd leren''' {{MainEntry|[[Self-regulated learning]]}}<br> 537 524 2011-12-15T09:53:51Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Dutch entries ''Edited by Paul A. Kirschner, CELSTEC (NL)<br>Erica de Vries, UPMF (FR)'' <br> '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]] - [[#Z|Z]]''' <br> '''A '''{{Anchor|A}}<br> Adaptieve leeromgeving {{MainEntry|Adaptive learning environment}}<br> Afgestemde leeromgeving {{MainEntry|Ambient learning environment}}<br> Afstandslaboratoria {{MainEntry|Remote laboratories }}<br> Afstandsleren {{MainEntry|Distance learning}}<br> Agent-gebaseerd tutorsysteem {{MainEntry|Agent-based tutoring system}}<br> Agentgebaseerde leeromgeving {{MainEntry|Agent-based learning environment}}<br> Alomtegenwoordig leren {{MainEntry|Ubiquitous learning }}<br> Alomtegenwoordige leeromgeving {{MainEntry|Pervasive learning environment}}<br> Auteurssysteem {{MainEntry|Authoring system}}<br> Auteurstool {{MainEntry|Authoring tool}}<br> <br>'''B'''{{Anchor|B}}<br> Blended leren {{MainEntry|Blended learning}}<br> <br>'''C'''{{Anchor|C}}<br> Cognitief modeleren {{MainEntry|Cognitive modeling}}<br> Cognitieve diagnose {{MainEntry|Cognitive diagnosis}}<br> Cognitieve engineering {{MainEntry|Cognitive engineering}}<br> Cognitieve tutor {{MainEntry|Cognitive tutor}}<br> Computationele wiskunde {{MainEntry|Computational mathematics}}<br> Computer programmeren ter ondersteuning van leren {{MainEntry|Computer programming in support of learning}}<br> Computergebaseerd laboratorium {{MainEntry|Computer-based laboratory}}<br> Computergebaseerde instructie {{MainEntry|Computer-based instruction}}<br> Computergebaseerde leeromgeving {{MainEntry|Computer-based learning environments}}<br> Computerondersteund leren {{MainEntry|Computer-assisted learning}}<br> Computerondersteund samenwerkend leren {{MainEntry|Computer-supported collaborative learning}}<br> Computerondersteund taalleren {{MainEntry|Computer-assisted language learning}}<br> Computerondersteund toetsen {{MainEntry|Computer-assisted examination}}<br> Computerondersteunde instructie {{MainEntry|Computer-assisted instruction}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cursus managementsysteem {{MainEntry|Course management system}}<br> <br>'''D'''{{Anchor|D}}<br> Didactische engineering / Instructieontwerp {{MainEntry|Didactic engineering}}<br> Dynamische geometrie {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-assessment / e-toetsing {{MainEntry|e-Assessment}}<br> '''Educatieve affordantie''' {{MainEntry|[[Educational affordance]]}}<br> Educatieve datamining {{MainEntry|Educational data mining}}<br> Educatieve software {{MainEntry|Courseware }}<br> Edutainment {{MainEntry|Edutainment}}<br> e-leren {{MainEntry|e-learning}}<br> '''Epistemische affordanties''' {{MainEntry|[[Epistemic affordance]]}}<br> Epistemische terugkoppeling {{MainEntry|Epistemic feedback}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Extern script {{MainEntry|External script}}<br> <br>'''G'''{{Anchor|G}}<br> '''Game gebaseerd leren''' {{MainEntry|[[Game-based learning]]}}<br> Geanimeerde pedagogische agent {{MainEntry|Animated pedagogical agent}}<br> Geautomatiseerde diagnose {{MainEntry|Automatic diagnosis}}<br> Geautomatiseerde generatie van oefeningen {{MainEntry|Automatic generation of exercises}}<br> Gedistribueerd leren {{MainEntry|Distributed learning}}<br> Gedistribueerde leeromgevingen {{MainEntry|Distributed learning environments}}<br> Geïntegreerd leersysteem {{MainEntry|Integrated learning system }}<br> Gesitueerd leren {{MainEntry|Situated learning }}<br> <br>'''I'''{{Anchor|I}}<br> Inclusief e-leren {{MainEntry|Inclusive e-learning}}<br> '''Informeel leren''' {{MainEntry|[[Informal learning]]}}<br> '''Ingebedde fenomenen''' {{MainEntry|[[Embedded phenomena]]}}<br> Instructieontwerp {{MainEntry|Learning design}}<br> Intelligent ondersteuningssysteem {{MainEntry|Intelligent scaffolding system}}<br> Intelligent tutoringsysteem {{MainEntry|Intelligent tutoring system}}<br> Interactief schoolbord {{MainEntry|Interactive white board}}<br> Interactieve leeromgeving {{MainEntry|Interactive learning environment}}<br> Intern script {{MainEntry|Internal script}}<br> <br>'''K'''{{Anchor|K}}<br> Kunstmatige leeromgeving {{MainEntry|Artificial learning environment}}<br> <br>'''L'''{{Anchor|L}}<br> Leergezel {{MainEntry|Learning companion}}<br> '''Leergrid''' {{MainEntry|[[Learning grid]]}}<br> '''Leermanagementsysteem''' {{MainEntry|[[Learning management systems]]}}<br> Leerobjecten {{MainEntry|Learning objects}}<br> Leeromgeving {{MainEntry|Learning environment}}<br> Leerpad {{MainEntry|Learning trail }}<br> '''Leerruimte''' {{MainEntry|[[Learning space]]}}<br> '''Leerscenario''' {{MainEntry|[[Learning scenario]]}}<br> <br>'''M'''{{Anchor|M}}<br> Microwereld {{MainEntry|Microworld}}<br> '''Mobiel leren''' {{MainEntry|[[Mobile learning]]}}<br> Modeleren van de lerende {{MainEntry|Learner modeling}}<br> Multimedia leren {{MainEntry|Multimedia learning}}<br> <br>'''N'''{{Anchor|N}}<br> '''Naadloze leeromgevingen''' {{MainEntry|[[Seamless learning environments ]]}}<br> '''Narratieve leeromgevingen''' {{MainEntry|[[Narrative learning environments]]}}<br> Netwerkgemeenschappen {{MainEntry|Networked learning communities}}<br> '''Netwerkleren''' {{MainEntry|[[Networked learning]]}}<br> Netwerkomgeving {{MainEntry|Networked learning environment}}<br> <br>'''O'''{{Anchor|0}}<br> Online leeromgeving {{MainEntry|On-line learning environment}}<br> '''Ontdekkend leren''' {{MainEntry|[[Inquiry learning]]}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> <br>'''P'''{{Anchor|P}}<br> Pedagogische agent {{MainEntry|Pedagogical agent}}<br> Peersystemen {{MainEntry|Buddy systems }}<br> Persoonlijke leeromgeving {{MainEntry|Personal learning environment}}<br> Programmeerbaar computergebaseerde leeromgeving {{MainEntry|Programmable computer-based learning environment}}<br> Programmeerbare cursus {{MainEntry|Programmable course }}<br> <br>'''S'''{{Anchor|S}}<br> Samenwerkend leren {{MainEntry|Collaborative learning}}<br> '''Samenwerkingsscript / Collaboratiescript''' {{MainEntry|[[Collaboration script]]}}<br> Script {{MainEntry|Script ...}}<br> --- extern --- {{MainEntry| External script}}<br> --- intern --- {{MainEntry| Internal script}}<br> Simulatie-games / spelletjes {{MainEntry|Simulation games}}<br> Simulatiegebaseerde leeromgeving {{MainEntry|Simulation-based learning environment}}<br> <br>'''T'''{{Anchor|T}}<br> Tastbare leeromgeving {{MainEntry|Tangible learning environment}}<br> Technologieondersteund leren {{MainEntry|Technology Enhanced Learning}}<br> '''Techno-mathematische geletterdheid''' {{MainEntry|[[Techno-mathematical literacies ]]}}<br> Toegevoegde leeromgeving {{MainEntry|Augmented learning environment}}<br> <br>'''V'''{{Anchor|V}}<br> Virtuele campus {{MainEntry|Virtual campus}}<br> Virtuele leeromgeving {{MainEntry|Virtual learning environment}}<br> Virtuele pedagogische agent {{MainEntry|Virtual pedagogical agent}}<br> Virtuele universiteiten {{MainEntry|Virtual universities }}<br> <br>'''W'''{{Anchor|W}}<br> Webinartechnologie {{MainEntry|Web-lecturing technologies}}<br> <br>'''Z'''{{Anchor|Z}}<br> '''Zelf-gereguleerd leren''' {{MainEntry|[[Self-regulated learning]]}}<br> 524 523 2011-12-01T15:01:59Z Admin 1 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Dutch entries ''Edited by Paul A. Kirschner, CELSTEC (NL)<br>Erica de Vries, UPMF (FR)'' <br> '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]] - [[#Z|Z]]''' <br> '''A '''{{Anchor|A}}<br> Adaptieve leeromgeving {{MainEntry|Adaptive learning environment}}<br> Afgestemde leeromgeving {{MainEntry|Ambient learning environment}}<br> Afstandslaboratoria {{MainEntry|Remote laboratories }}<br> Afstandsleren {{MainEntry|Distance learning}}<br> Agent-gebaseerd tutorsysteem {{MainEntry|Agent-based tutoring system}}<br> Agentgebaseerde leeromgeving {{MainEntry|Agent-based learning environment}}<br> Alomtegenwoordig leren {{MainEntry|Ubiquitous learning }}<br> Alomtegenwoordige leeromgeving {{MainEntry|Pervasive learning environment}}<br> Auteurssysteem {{MainEntry|Authoring system}}<br> Auteurstool {{MainEntry|Authoring tool}}<br> <br>'''B'''{{Anchor|B}}<br> Blended leren {{MainEntry|Blended learning}}<br> <br>'''C'''{{Anchor|C}}<br> Cognitief modeleren {{MainEntry|Cognitive modeling}}<br> Cognitieve diagnose {{MainEntry|Cognitive diagnosis}}<br> Cognitieve engineering {{MainEntry|Cognitive engineering}}<br> Cognitieve tutor {{MainEntry|Cognitive tutor}}<br> Computationele wiskunde {{MainEntry|Computational mathematics}}<br> Computer programmeren ter ondersteuning van leren {{MainEntry|Computer programming in support of learning}}<br> Computergebaseerd laboratorium {{MainEntry|Computer-based laboratory}}<br> Computergebaseerde instructie {{MainEntry|Computer-based instruction}}<br> Computergebaseerde leeromgeving {{MainEntry|Computer-based learning environments}}<br> Computerondersteund leren {{MainEntry|Computer-assisted learning}}<br> Computerondersteund samenwerkend leren {{MainEntry|Computer-supported collaborative learning}}<br> Computerondersteund taalleren {{MainEntry|Computer-assisted language learning}}<br> Computerondersteund toetsen {{MainEntry|Computer-assisted examination}}<br> Computerondersteunde instructie {{MainEntry|Computer-assisted instruction}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cursus managementsysteem {{MainEntry|Course management system}}<br> <br>'''D'''{{Anchor|D}}<br> Didactische engineering / Instructieontwerp {{MainEntry|Didactic engineering}}<br> Dynamische geometrie {{MainEntry|Dynamic geometry}}<br> <br>'''E'''{{Anchor|E}}<br> e-assessment / e-toetsing {{MainEntry|e-Assessment}}<br> '''Educatieve affordantie''' {{MainEntry|[[Educational affordance]]}}<br> Educatieve datamining {{MainEntry|Educational data mining}}<br> Educatieve software {{MainEntry|Courseware }}<br> Edutainment {{MainEntry|Edutainment}}<br> e-leren {{MainEntry|e-learning}}<br> '''Epistemische affordanties''' {{MainEntry|[[Epistemic affordance]]}}<br> Epistemische terugkoppeling {{MainEntry|Epistemic feedback}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Extern script {{MainEntry|External script}}<br> <br>'''G'''{{Anchor|G}}<br> '''Game gebaseerd leren''' {{MainEntry|[[Game-based learning]]}}<br> Geanimeerde pedagogische agent {{MainEntry|Animated pedagogical agent}}<br> Geautomatiseerde diagnose {{MainEntry|Automatic diagnosis}}<br> Geautomatiseerde generatie van oefeningen {{MainEntry|Automatic generation of exercises}}<br> Gedistribueerd leren {{MainEntry|Distributed learning}}<br> Gedistribueerde leeromgevingen {{MainEntry|Distributed learning environments}}<br> Geïntegreerd leersysteem {{MainEntry|Integrated learning system }}<br> Gesitueerd leren {{MainEntry|Situated learning }}<br> <br>'''I'''{{Anchor|I}}<br> Inclusief e-leren {{MainEntry|Inclusive e-learning}}<br> Informeel leren {{MainEntry|Informal learning}}<br> '''Ingebedde fenomenen''' {{MainEntry|[[Embedded phenomena]]}}<br> Instructieontwerp {{MainEntry|Learning design}}<br> Intelligent ondersteuningssysteem {{MainEntry|Intelligent scaffolding system}}<br> Intelligent tutoringsysteem {{MainEntry|Intelligent tutoring system}}<br> Interactief schoolbord {{MainEntry|Interactive white board}}<br> Interactieve leeromgeving {{MainEntry|Interactive learning environment}}<br> Intern script {{MainEntry|Internal script}}<br> <br>'''K'''{{Anchor|K}}<br> Kunstmatige leeromgeving {{MainEntry|Artificial learning environment}}<br> <br>'''L'''{{Anchor|L}}<br> Leergezel {{MainEntry|Learning companion}}<br> '''Leergrid''' {{MainEntry|[[Learning grid]]}}<br> '''Leermanagementsysteem''' {{MainEntry|[[Learning management systems]]}}<br> Leerobjecten {{MainEntry|Learning objects}}<br> Leeromgeving {{MainEntry|Learning environment}}<br> Leerpad {{MainEntry|Learning trail }}<br> '''Leerruimte''' {{MainEntry|[[Learning space]]}}<br> '''Leerscenario''' {{MainEntry|[[Learning scenario]]}}<br> <br>'''M'''{{Anchor|M}}<br> Microwereld {{MainEntry|Microworld}}<br> '''Mobiel leren''' {{MainEntry|[[Mobile learning]]}}<br> Modeleren van de lerende {{MainEntry|Learner modeling}}<br> Multimedia leren {{MainEntry|Multimedia learning}}<br> <br>'''N'''{{Anchor|N}}<br> '''Naadloze leeromgevingen''' {{MainEntry|[[Seamless learning environments ]]}}<br> '''Narratieve leeromgevingen''' {{MainEntry|[[Narrative learning environments]]}}<br> Netwerkgemeenschappen {{MainEntry|Networked learning communities}}<br> '''Netwerkleren''' {{MainEntry|[[Networked learning]]}}<br> Netwerkomgeving {{MainEntry|Networked learning environment}}<br> <br>'''O'''{{Anchor|0}}<br> Online leeromgeving {{MainEntry|On-line learning environment}}<br> '''Ontdekkend leren''' {{MainEntry|[[Inquiry learning]]}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> <br>'''P'''{{Anchor|P}}<br> Pedagogische agent {{MainEntry|Pedagogical agent}}<br> Peersystemen {{MainEntry|Buddy systems }}<br> Persoonlijke leeromgeving {{MainEntry|Personal learning environment}}<br> Programmeerbaar computergebaseerde leeromgeving {{MainEntry|Programmable computer-based learning environment}}<br> Programmeerbare cursus {{MainEntry|Programmable course }}<br> <br>'''S'''{{Anchor|S}}<br> Samenwerkend leren {{MainEntry|Collaborative learning}}<br> '''Samenwerkingsscript / Collaboratiescript''' {{MainEntry|[[Collaboration script]]}}<br> Script {{MainEntry|Script ...}}<br> --- extern --- {{MainEntry| External script}}<br> --- intern --- {{MainEntry| Internal script}}<br> Simulatie-games / spelletjes {{MainEntry|Simulation games}}<br> Simulatiegebaseerde leeromgeving {{MainEntry|Simulation-based learning environment}}<br> <br>'''T'''{{Anchor|T}}<br> Tastbare leeromgeving {{MainEntry|Tangible learning environment}}<br> Technologieondersteund leren {{MainEntry|Technology Enhanced Learning}}<br> '''Techno-mathematische geletterdheid''' {{MainEntry|[[Techno-mathematical literacies ]]}}<br> Toegevoegde leeromgeving {{MainEntry|Augmented learning environment}}<br> <br>'''V'''{{Anchor|V}}<br> Virtuele campus {{MainEntry|Virtual campus}}<br> Virtuele leeromgeving {{MainEntry|Virtual learning environment}}<br> Virtuele pedagogische agent {{MainEntry|Virtual pedagogical agent}}<br> Virtuele universiteiten {{MainEntry|Virtual universities }}<br> <br>'''W'''{{Anchor|W}}<br> Webinartechnologie {{MainEntry|Web-lecturing technologies}}<br> <br>'''Z'''{{Anchor|Z}}<br> '''Zelf-gereguleerd leren''' {{MainEntry|[[Self-regulated learning]]}}<br> 523 522 2011-12-01T14:59:27Z Admin 1 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Dutch entries ''Edited by Paul A. Kirschner, CELSTEC (NL)<br>Erica de Vries, UPMF (FR)'' <br> '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]] - [[#Z|Z]]''' <br> '''A '''{{Anchor|A}}<br> Adaptieve leeromgeving {{MainEntry|Adaptive learning environment}}<br> Afgestemde leeromgeving {{MainEntry|Ambient learning environment}}<br> Afstandslaboratoria {{MainEntry|Remote laboratories }}<br> Afstandsleren {{MainEntry|Distance learning}}<br> Agent-gebaseerd tutorsysteem {{MainEntry|Agent-based tutoring system}}<br> Agentgebaseerde leeromgeving {{MainEntry|Agent-based learning environment}}<br> Alomtegenwoordig leren {{MainEntry|Ubiquitous learning }}<br> Alomtegenwoordige leeromgeving {{MainEntry|Pervasive learning environment}}<br> Auteurssysteem {{MainEntry|Authoring system}}<br> Auteurstool {{MainEntry|Authoring tool}}<br> '''B'''{{Anchor|B}}<br> Blended leren {{MainEntry|Blended learning}}<br> '''C'''{{Anchor|C}}<br> Cognitief modeleren {{MainEntry|Cognitive modeling}}<br> Cognitieve diagnose {{MainEntry|Cognitive diagnosis}}<br> Cognitieve engineering {{MainEntry|Cognitive engineering}}<br> Cognitieve tutor {{MainEntry|Cognitive tutor}}<br> Computationele wiskunde {{MainEntry|Computational mathematics}}<br> Computer programmeren ter ondersteuning van leren {{MainEntry|Computer programming in support of learning}}<br> Computergebaseerd laboratorium {{MainEntry|Computer-based laboratory}}<br> Computergebaseerde instructie {{MainEntry|Computer-based instruction}}<br> Computergebaseerde leeromgeving {{MainEntry|Computer-based learning environments}}<br> Computerondersteund leren {{MainEntry|Computer-assisted learning}}<br> Computerondersteund samenwerkend leren {{MainEntry|Computer-supported collaborative learning}}<br> Computerondersteund taalleren {{MainEntry|Computer-assisted language learning}}<br> Computerondersteund toetsen {{MainEntry|Computer-assisted examination}}<br> Computerondersteunde instructie {{MainEntry|Computer-assisted instruction}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cursus managementsysteem {{MainEntry|Course management system}}<br> '''D'''{{Anchor|D}}<br> Didactische engineering / Instructieontwerp {{MainEntry|Didactic engineering}}<br> Dynamische geometrie {{MainEntry|Dynamic geometry}}<br> '''E'''{{Anchor|E}}<br> e-assessment / e-toetsing {{MainEntry|e-Assessment}}<br> '''Educatieve affordantie''' {{MainEntry|[[Educational affordance]]}}<br> Educatieve datamining {{MainEntry|Educational data mining}}<br> Educatieve software {{MainEntry|Courseware }}<br> Edutainment {{MainEntry|Edutainment}}<br> e-leren {{MainEntry|e-learning}}<br> '''Epistemische affordanties''' {{MainEntry|[[Epistemic affordance]]}}<br> Epistemische terugkoppeling {{MainEntry|Epistemic feedback}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Extern script {{MainEntry|External script}}<br> '''G'''{{Anchor|G}}<br> '''Game gebaseerd leren''' {{MainEntry|[[Game-based learning]]}}<br> Geanimeerde pedagogische agent {{MainEntry|Animated pedagogical agent}}<br> Geautomatiseerde diagnose {{MainEntry|Automatic diagnosis}}<br> Geautomatiseerde generatie van oefeningen {{MainEntry|Automatic generation of exercises}}<br> Gedistribueerd leren {{MainEntry|Distributed learning}}<br> Gedistribueerde leeromgevingen {{MainEntry|Distributed learning environments}}<br> Geïntegreerd leersysteem {{MainEntry|Integrated learning system }}<br> Gesitueerd leren {{MainEntry|Situated learning }}<br> '''I'''{{Anchor|I}}<br> Inclusief e-leren {{MainEntry|Inclusive e-learning}}<br> Informeel leren {{MainEntry|Informal learning}}<br> '''Ingebedde fenomenen''' {{MainEntry|[[Embedded phenomena]]}}<br> Instructieontwerp {{MainEntry|Learning design}}<br> Intelligent ondersteuningssysteem {{MainEntry|Intelligent scaffolding system}}<br> Intelligent tutoringsysteem {{MainEntry|Intelligent tutoring system}}<br> Interactief schoolbord {{MainEntry|Interactive white board}}<br> Interactieve leeromgeving {{MainEntry|Interactive learning environment}}<br> Intern script {{MainEntry|Internal script}}<br> '''K'''{{Anchor|K}}<br> Kunstmatige leeromgeving {{MainEntry|Artificial learning environment}}<br> '''L'''{{Anchor|L}}<br> Leergezel {{MainEntry|Learning companion}}<br> '''Leergrid''' {{MainEntry|[[Learning grid]]}}<br> '''Leermanagementsysteem''' {{MainEntry|[[Learning management systems]]}}<br> Leerobjecten {{MainEntry|Learning objects}}<br> Leeromgeving {{MainEntry|Learning environment}}<br> Leerpad {{MainEntry|Learning trail }}<br> '''Leerruimte''' {{MainEntry|[[Learning space]]}}<br> '''Leerscenario''' {{MainEntry|[[Learning scenario]]}}<br> '''M'''{{Anchor|M}}<br> Microwereld {{MainEntry|Microworld}}<br> '''Mobiel leren''' {{MainEntry|[[Mobile learning]]}}<br> Modeleren van de lerende {{MainEntry|Learner modeling}}<br> Multimedia leren {{MainEntry|Multimedia learning}}<br> '''N'''{{Anchor|N}}<br> '''Naadloze leeromgevingen''' {{MainEntry|[[Seamless learning environments ]]}}<br> '''Narratieve leeromgevingen''' {{MainEntry|[[Narrative learning environments]]}}<br> Netwerkgemeenschappen {{MainEntry|Networked learning communities}}<br> '''Netwerkleren''' {{MainEntry|[[Networked learning]]}}<br> Netwerkomgeving {{MainEntry|Networked learning environment}}<br> '''O'''{{Anchor|0}}<br> Online leeromgeving {{MainEntry|On-line learning environment}}<br> '''Ontdekkend leren''' {{MainEntry|[[Inquiry learning]]}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> '''P'''{{Anchor|P}}<br> Pedagogische agent {{MainEntry|Pedagogical agent}}<br> Peersystemen {{MainEntry|Buddy systems }}<br> Persoonlijke leeromgeving {{MainEntry|Personal learning environment}}<br> Programmeerbaar computergebaseerde leeromgeving {{MainEntry|Programmable computer-based learning environment}}<br> Programmeerbare cursus {{MainEntry|Programmable course }}<br> '''S'''{{Anchor|S}}<br> Samenwerkend leren {{MainEntry|Collaborative learning}}<br> '''Samenwerkingsscript / Collaboratiescript''' {{MainEntry|[[Collaboration script]]}}<br> Script {{MainEntry|Script ...}}<br> --- extern --- {{MainEntry| External script}}<br> --- intern --- {{MainEntry| Internal script}}<br> Simulatie-games / spelletjes {{MainEntry|Simulation games}}<br> Simulatiegebaseerde leeromgeving {{MainEntry|Simulation-based learning environment}}<br> '''T'''{{Anchor|T}}<br> Tastbare leeromgeving {{MainEntry|Tangible learning environment}}<br> Technologieondersteund leren {{MainEntry|Technology Enhanced Learning}}<br> '''Techno-mathematische geletterdheid''' {{MainEntry|[[Techno-mathematical literacies ]]}}<br> Toegevoegde leeromgeving {{MainEntry|Augmented learning environment}}<br> '''V'''{{Anchor|V}}<br> Virtuele campus {{MainEntry|Virtual campus}}<br> Virtuele leeromgeving {{MainEntry|Virtual learning environment}}<br> Virtuele pedagogische agent {{MainEntry|Virtual pedagogical agent}}<br> Virtuele universiteiten {{MainEntry|Virtual universities }}<br> '''W'''{{Anchor|W}}<br> Webinartechnologie {{MainEntry|Web-lecturing technologies}}<br> '''Z'''{{Anchor|Z}}<br> '''Zelf-gereguleerd leren''' {{MainEntry|[[Self-regulated learning]]}}<br> 522 2011-12-01T14:57:21Z Admin 1 Created page with "{{languages}}<br> TEL Dictionary: Dutch entries ''Edited by Paul A. Kirschner, CELSTEC (NL)<br>Erica de Vries, UPMF (FR)'' <br> '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E..." wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Dutch entries ''Edited by Paul A. Kirschner, CELSTEC (NL)<br>Erica de Vries, UPMF (FR)'' <br> '''A - [[#B|B]] - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#V|V]] - [[#W|W]] - [[#Z|Z]]''' <br> '''A '''{{Anchor|A}}<br> Adaptieve leeromgeving {{MainEntry|Adaptive learning environment}}<br> Afgestemde leeromgeving {{MainEntry|Ambient learning environment}}<br> Afstandslaboratoria {{MainEntry|Remote laboratories }}<br> Afstandsleren {{MainEntry|Distance learning}}<br> Agent-gebaseerd tutorsysteem {{MainEntry|Agent-based tutoring system}}<br> Agentgebaseerde leeromgeving {{MainEntry|Agent-based learning environment}}<br> Alomtegenwoordig leren {{MainEntry|Ubiquitous learning }}<br> Alomtegenwoordige leeromgeving {{MainEntry|Pervasive learning environment}}<br> Auteurssysteem {{MainEntry|Authoring system}}<br> Auteurstool {{MainEntry|Authoring tool}}<br> '''B'''{{Anchor|B}}<br> Blended leren {{MainEntry|Blended learning}}<br> '''C'''{{Anchor|C}}<br> Cognitief modeleren {{MainEntry|Cognitive modeling}}<br> Cognitieve diagnose {{MainEntry|Cognitive diagnosis}}<br> Cognitieve engineering {{MainEntry|Cognitive engineering}}<br> Cognitieve tutor {{MainEntry|Cognitive tutor}}<br> Computationele wiskunde {{MainEntry|Computational mathematics}}<br> Computer programmeren ter ondersteuning van leren {{MainEntry|Computer programming in support of learning}}<br> Computergebaseerd laboratorium {{MainEntry|Computer-based laboratory}}<br> Computergebaseerde instructie {{MainEntry|Computer-based instruction}}<br> Computergebaseerde leeromgeving {{MainEntry|Computer-based learning environments}}<br> Computerondersteund leren {{MainEntry|Computer-assisted learning}}<br> Computerondersteund samenwerkend leren {{MainEntry|Computer-supported collaborative learning}}<br> Computerondersteund taalleren {{MainEntry|Computer-assisted language learning}}<br> Computerondersteund toetsen {{MainEntry|Computer-assisted examination}}<br> Computerondersteunde instructie {{MainEntry|Computer-assisted instruction}}<br> '''Constructionisme''' {{MainEntry|[[Constructionism]]}}<br> Cursus managementsysteem {{MainEntry|Course management system}}<br> '''D'''{{Anchor|D}}<br> Didactische engineering / Instructieontwerp {{MainEntry|Didactic engineering}}<br> Dynamische geometrie {{MainEntry|Dynamic geometry}}<br> '''E'''{{Anchor|E}}<br> e-assessment / e-toetsing {{MainEntry|e-Assessment}}<br> '''Educatieve affordantie''' {{MainEntry|[[Educational affordance]]}}<br> Educatieve datamining {{MainEntry|Educational data mining}}<br> Educatieve software {{MainEntry|Courseware }}<br> Edutainment {{MainEntry|Edutainment}}<br> e-leren {{MainEntry|e-learning}}<br> '''Epistemische affordanties''' {{MainEntry|[[Epistemic affordance]]}}<br> Epistemische terugkoppeling {{MainEntry|Epistemic feedback}}<br> e-portfolio {{MainEntry|e-portfolio}}<br> Extern script {{MainEntry|External script}}<br> '''G'''{{Anchor|G}}<br> '''Game gebaseerd leren''' {{MainEntry|[[Game-based learning]]}}<br> Geanimeerde pedagogische agent {{MainEntry|Animated pedagogical agent}}<br> Geautomatiseerde diagnose {{MainEntry|Automatic diagnosis}}<br> Geautomatiseerde generatie van oefeningen {{MainEntry|Automatic generation of exercises}}<br> Gedistribueerd leren {{MainEntry|Distributed learning}}<br> Gedistribueerde leeromgevingen {{MainEntry|Distributed learning environments}}<br> Geïntegreerd leersysteem {{MainEntry|Integrated learning system }}<br> Gesitueerd leren {{MainEntry|Situated learning }}<br> '''I'''{{Anchor|I}}<br> Inclusief e-leren {{MainEntry|Inclusive e-learning}}<br> Informeel leren {{MainEntry|Informal learning}}<br> '''Ingebedde fenomenen''' {{MainEntry|[[Embedded phenomena]]}}<br> Instructieontwerp {{MainEntry|Learning design}}<br> Intelligent ondersteuningssysteem {{MainEntry|Intelligent scaffolding system}}<br> Intelligent tutoringsysteem {{MainEntry|Intelligent tutoring system}}<br> Interactief schoolbord {{MainEntry|Interactive white board}}<br> Interactieve leeromgeving {{MainEntry|Interactive learning environment}}<br> Intern script {{MainEntry|Internal script}}<br> '''K'''{{Anchor|K}}<br> Kunstmatige leeromgeving {{MainEntry|Artificial learning environment}}<br> '''L'''{{Anchor|L}}<br> Leergezel {{MainEntry|Learning companion}}<br> '''Leergrid''' {{MainEntry|[[Learning grid]]}}<br> '''Leermanagementsysteem''' {{MainEntry|[[Learning management systems]]}}<br> Leerobjecten {{MainEntry|Learning objects}}<br> Leeromgeving {{MainEntry|Learning environment}}<br> Leerpad {{MainEntry|Learning trail }}<br> '''Leerruimte''' {{MainEntry|[[Learning space]]}}<br> '''Leerscenario''' {{MainEntry|[[Learning scenario]]}}<br> '''M'''{{Anchor|M}}<br> Microwereld {{MainEntry|Microworld}}<br> '''Mobiel leren''' {{MainEntry|[[Mobile learning]]}}<br> Modeleren van de lerende {{MainEntry|Learner modeling}}<br> Multimedia leren {{MainEntry|Multimedia learning}}<br> '''N'''{{Anchor|N}}<br> '''Naadloze leeromgevingen''' {{MainEntry|[[Seamless learning environments ]]}}<br> '''Narratieve leeromgevingen''' {{MainEntry|[[Narrative learning environments]]}}<br> Netwerkgemeenschappen {{MainEntry|Networked learning communities}}<br> '''Netwerkleren''' {{MainEntry|[[Networked learning]]}}<br> Netwerkomgeving {{MainEntry|Networked learning environment}}<br> '''O'''{{Anchor|0}}<br> Online leeromgeving {{MainEntry|On-line learning environment}}<br> '''Ontdekkend leren''' {{MainEntry|[[Inquiry learning]]}}<br> '''Overlay''' {{MainEntry|[[Overlay]]}}<br> '''P'''{{Anchor|P}}<br> Pedagogische agent {{MainEntry|Pedagogical agent}}<br> Peersystemen {{MainEntry|Buddy systems }}<br> Persoonlijke leeromgeving {{MainEntry|Personal learning environment}}<br> Programmeerbaar computergebaseerde leeromgeving {{MainEntry|Programmable computer-based learning environment}}<br> Programmeerbare cursus {{MainEntry|Programmable course }}<br> '''S'''{{Anchor|S}}<br> Samenwerkend leren {{MainEntry|Collaborative learning}}<br> '''Samenwerkingsscript / Collaboratiescript''' {{MainEntry|[[Collaboration script]]}}<br> Script {{MainEntry|Script ...}}<br> --- extern --- {{MainEntry| External script}}<br> --- intern --- {{MainEntry| Internal script}}<br> Simulatie-games / spelletjes {{MainEntry|Simulation games}}<br> Simulatiegebaseerde leeromgeving {{MainEntry|Simulation-based learning environment}}<br> '''T'''{{Anchor|T}}<br> Tastbare leeromgeving {{MainEntry|Tangible learning environment}}<br> Technologieondersteund leren {{MainEntry|Technology Enhanced Learning}}<br> '''Techno-mathematische geletterdheid''' {{MainEntry|[[Techno-mathematical literacies ]]}}<br> Toegevoegde leeromgeving {{MainEntry|Augmented learning environment}}<br> '''V'''{{Anchor|V}}<br> Virtuele campus {{MainEntry|Virtual campus}}<br> Virtuele leeromgeving {{MainEntry|Virtual learning environment}}<br> Virtuele pedagogische agent {{MainEntry|Virtual pedagogical agent}}<br> Virtuele universiteiten {{MainEntry|Virtual universities }}<br> '''W'''{{Anchor|W}}<br> Webinartechnologie {{MainEntry|Web-lecturing technologies}}<br> '''Z'''{{Anchor|Z}}<br> '''Zelf-gereguleerd leren''' {{MainEntry|[[Self-regulated learning]]}}<br> 0 88 1189 976 2013-03-01T12:44:05Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Portuguese entries ''Edited by by António Dias de Figueiredo, University of Coimbra (PT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#Q|Q]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent}}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> Ambiente de aprendizagem {{MainEntry|Learning environment}}<br> '''Ambiente de aprendizagem adaptativo''' {{MainEntry|[[Adaptive learning environment]]}}<br> Ambiente de aprendizagem ambiente {{MainEntry|Ambient learning environment}}<br> Ambiente de aprendizagem artificial {{MainEntry|Artificial learning environment}}<br> Ambiente de aprendizagem aumentado {{MainEntry|Augmented learning environment}}<br> Ambiente de aprendizagem baseado em agentes {{MainEntry|Agent-based learning environment}}<br> '''Ambiente de aprendizagem baseado em simulações''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Ambiente de aprendizagem interactivo {{MainEntry|Interactive learning environment}}<br> Ambiente de aprendizagem on-line {{MainEntry|On-line learning environment}}<br> '''Ambiente de aprendizagem pela narrativa''' {{MainEntry|[[Narrative learning environments]]}}<br> Ambiente de aprendizagem pessoal {{MainEntry|Personal learning environment}}<br> Ambiente de aprendizagem programável com base no computador {{MainEntry|Programmable computer-based learning environment}}<br> Ambiente de aprendizagem tangível {{MainEntry|Tangible learning environment}}<br> Ambiente de aprendizagem ubíquo {{MainEntry|Pervasive learning environment}}<br> Ambiente de aprendizagem virtual {{MainEntry|Virtual learning environment}}<br> Ambientes de aprendizagem baseados em computador {{MainEntry|Computer-based learning environments}}<br> Ambientes de aprendizagem distribuídos {{MainEntry|Distributed learning environments}}<br> '''Ambientes de aprendizagem integrados''' {{MainEntry|[[Seamless learning environments]]}}<br> Aprendizagem assistida por computador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizagem auto-regulada''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Aprendizagem baseada em jogos''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizagem colaborativa {{MainEntry|Collaborative learning}}<br> Aprendizagem colaborativa apoiada pelo computador {{MainEntry|Computer-supported collaborative learning}}<br> Aprendizagem de línguas assistida por computador {{MainEntry|Computer-assisted language learning}}<br> Aprendizagem distribuída {{MainEntry|Distributed learning}}<br> '''Aprendizagem em rede''' {{MainEntry|[[Networked learning]]}}<br> &nbsp;&nbsp;--- comunidades {{MainEntry|... communities}}<br> &nbsp;&nbsp;--- ambientes {{MainEntry|... environment}}<br> '''Aprendizagem informal''' {{MainEntry|[[Informal learning]]}}<br> Aprendizagem mista (ou combinada) {{MainEntry|Blended learning}}<br> '''Aprendizagem móvel''' {{MainEntry|[[Mobile learning]]}}<br> '''Aprendizagem multimédia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Aprendizagem pela pesquisa''' {{MainEntry|[[Inquiry learning]]}}<br> Aprendizagem situada {{MainEntry|Situated learning }}<br> Aprendizagem ubíqua {{MainEntry|Ubiquitous learning }}<br> Aprendizagem valorizada pela tecnologia {{MainEntry|Technology Enhanced Learning}}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> '''Cenário de aprendizagem''' {{MainEntry|[[Learning scenario]]}}<br> Companheiro de aprendizagem {{MainEntry|Learning companion}}<br> '''Construcionismo''' {{MainEntry|[[Constructionism]]}}<br> Curso programável {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis}}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis}}<br> <br>'''E'''{{Anchor|E}} '''e-Assessment''' (avaliação electrónica) {{MainEntry|[[e-Assessment]]}}<br> e-Learning {{MainEntry|e-Learning}}<br> e-Learning inclusivo {{MainEntry|Inclusive e-learning}}<br> e-Portfolio {{MainEntry|e-Portfolio}}<br> Educação a distância {{MainEntry|Distance learning}}<br> Entretenimento educativo {{MainEntry|Edutainment}}<br> Engenharia cognitiva {{MainEntry|Cognitive engineering}}<br> '''Engenharia didática''' {{MainEntry|[[Didactical engineering]]}}<br> Ensino assistido por computador {{MainEntry|Computer-assisted instruction}}<br> Ensino baseado no computador {{MainEntry|Computer-based instruction}}<br> '''Espaço de aprendizagem''' {{MainEntry|[[Learning space]]}}<br> Exame assistido por computador {{MainEntry|Computer-assisted examination}}<br> <br>'''F'''{{Anchor|F}} '''Feedback epistémico''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Fenómenos embebidos''' {{MainEntry|[[Embedded phenomena]]}}<br> Ferramenta de autoria {{MainEntry|Authoring tool}}<br> <br>'''G'''{{Anchor|G}} Geometria Dinâmica {{MainEntry|Dynamic geometry }}<br> Geração automática de exercícios {{MainEntry|Automatic generation of exercises }}<br> '''Grelha de aprendizagem''' {{MainEntry|[[Learning grid]]}}<br> Guião {{MainEntry|Script ...}}<br> '''Guião de colaboração''' {{MainEntry|[[Collaboration script ]]}}<br> Guião externo {{MainEntry|External script}}<br> Guião interno {{MainEntry|Internal script}}<br> <br>'''J'''{{Anchor|J}} Jogos de simulação {{MainEntry|Simulation games}}<br> <br>'''L'''{{Anchor|L}} Laboratório baseado em computador {{MainEntry|Computer-based laboratory}}<br> Laboratórios remotos {{MainEntry|Remote laboratories }}<br> '''Literacias técnico-matemáticas''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br>'''M'''{{Anchor|M}} Matética computacional {{MainEntry|Computational mathetic}}<br> Micromundo {{MainEntry|Microworld}}<br> '''Mineração de dados educacional''' {{MainEntry|[[Educational data mining]]}}<br> Modelação cognitiva {{MainEntry|Cognitive modeling}}<br> Modelação do aprendente {{MainEntry|Learner modeling}}<br> <br>'''O'''{{Anchor|O}} '''Objetos de aprendizagem''' {{MainEntry|[[Learning objects]]}}<br> <br>'''P'''{{Anchor|P}} Percurso de aprendizagem {{MainEntry|Learning trail }}<br> '''Perícia parcial''' {{MainEntry|[[Overlay]]}}<br> '''Potencialidade educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Potencialidade epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programação de computadores para apoio à aprendizagem {{MainEntry|Computer programming in support of learning}}<br> <br>'''Q'''{{Anchor|Q}} Quadro interativo {{MainEntry|Interactive white board}}<br> <br>'''S'''{{Anchor|S}} '''Sistema autor''' {{MainEntry|[[Authoring system]]}}<br> Sistema de apoio inteligente {{MainEntry|Intelligent scaffolding system}}<br> Sistema de aprendizagem integrado {{MainEntry|Integrated learning system }}<br> '''Sistema de gestão da aprendizagem''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestão de cursos {{MainEntry|Course management system}}<br> Sistema tutor baseado em agentes {{MainEntry|Agent-based tutoring system}}<br> '''Sistema tutor inteligente''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Sistemas de acompanhamento {{MainEntry|Buddy systems}}<br> Software educativo {{MainEntry| Courseware}}<br> <br>'''T'''{{Anchor|T}} Tecnologias de lecionação na Web {{MainEntry|Web-lecturing technologies}}<br> '''Tutor cognitivo''' {{MainEntry|[[Cognitive tutor]]}}<br> <br>'''U'''{{Anchor|U}} Universidades virtuais {{MainEntry|Virtual universities}}<br> 976 963 2012-09-27T06:28:20Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Portuguese entries ''Edited by by António Dias de Figueiredo, University of Coimbra (PT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#Q|Q]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent}}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> Ambiente de aprendizagem {{MainEntry|Learning environment}}<br> '''Ambiente de aprendizagem adaptativo''' {{MainEntry|[[Adaptive learning environment]]}}<br> Ambiente de aprendizagem ambiente {{MainEntry|Ambient learning environment}}<br> Ambiente de aprendizagem artificial {{MainEntry|Artificial learning environment}}<br> Ambiente de aprendizagem aumentado {{MainEntry|Augmented learning environment}}<br> Ambiente de aprendizagem baseado em agentes {{MainEntry|Agent-based learning environment}}<br> '''Ambiente de aprendizagem baseado em simulações''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Ambiente de aprendizagem interactivo {{MainEntry|Interactive learning environment}}<br> Ambiente de aprendizagem on-line {{MainEntry|On-line learning environment}}<br> '''Ambiente de aprendizagem pela narrativa''' {{MainEntry|[[Narrative learning environments]]}}<br> Ambiente de aprendizagem pessoal {{MainEntry|Personal learning environment}}<br> Ambiente de aprendizagem programável com base no computador {{MainEntry|Programmable computer-based learning environment}}<br> Ambiente de aprendizagem tangível {{MainEntry|Tangible learning environment}}<br> Ambiente de aprendizagem ubíquo {{MainEntry|Pervasive learning environment}}<br> Ambiente de aprendizagem virtual {{MainEntry|Virtual learning environment}}<br> Ambientes de aprendizagem baseados em computador {{MainEntry|Computer-based learning environments}}<br> Ambientes de aprendizagem distribuídos {{MainEntry|Distributed learning environments}}<br> '''Ambientes de aprendizagem integrados''' {{MainEntry|[[Seamless learning environments]]}}<br> Aprendizagem assistida por computador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizagem auto-regulada''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Aprendizagem baseada em jogos''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizagem colaborativa {{MainEntry|Collaborative learning}}<br> Aprendizagem colaborativa apoiada pelo computador {{MainEntry|Computer-supported collaborative learning}}<br> Aprendizagem de línguas assistida por computador {{MainEntry|Computer-assisted language learning}}<br> Aprendizagem distribuída {{MainEntry|Distributed learning}}<br> '''Aprendizagem em rede''' {{MainEntry|[[Networked learning]]}}<br> &nbsp;&nbsp;--- comunidades {{MainEntry|... communities}}<br> &nbsp;&nbsp;--- ambientes {{MainEntry|... environment}}<br> '''Aprendizagem informal''' {{MainEntry|[[Informal learning]]}}<br> Aprendizagem mista (ou combinada) {{MainEntry|Blended learning}}<br> '''Aprendizagem móvel''' {{MainEntry|[[Mobile learning]]}}<br> '''Aprendizagem multimédia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Aprendizagem pela pesquisa''' {{MainEntry|[[Inquiry learning]]}}<br> Aprendizagem situada {{MainEntry|Situated learning }}<br> Aprendizagem ubíqua {{MainEntry|Ubiquitous learning }}<br> Aprendizagem valorizada pela tecnologia {{MainEntry|Technology Enhanced Learning}}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> '''Cenário de aprendizagem''' {{MainEntry|[[Learning scenario]]}}<br> Companheiro de aprendizagem {{MainEntry|Learning companion}}<br> '''Construcionismo''' {{MainEntry|[[Constructionism]]}}<br> Curso programável {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis}}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis}}<br> <br>'''E'''{{Anchor|E}} '''e-Assessment''' (avaliação electrónica) {{MainEntry|[[e-Assessment]]}}<br> e-Learning {{MainEntry|e-Learning}}<br> e-Learning inclusivo {{MainEntry|Inclusive e-learning}}<br> e-Portfolio {{MainEntry|e-Portfolio}}<br> Educação a distância {{MainEntry|Distance learning}}<br> Entretenimento educativo {{MainEntry|Edutainment}}<br> Engenharia cognitiva {{MainEntry|Cognitive engineering}}<br> '''Engenharia didática''' {{MainEntry|[[Didactical engineering]]}}<br> Ensino assistido por computador {{MainEntry|Computer-assisted instruction}}<br> Ensino baseado no computador {{MainEntry|Computer-based instruction}}<br> '''Espaço de aprendizagem''' {{MainEntry|[[Learning space]]}}<br> Exame assistido por computador {{MainEntry|Computer-assisted examination}}<br> <br>'''F'''{{Anchor|F}} '''Feedback epistémico''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Fenómenos embebidos''' {{MainEntry|[[Embedded phenomena]]}}<br> Ferramenta de autoria {{MainEntry|Authoring tool}}<br> <br>'''G'''{{Anchor|G}} Geometria Dinâmica {{MainEntry|Dynamic geometry }}<br> Geração automática de exercícios {{MainEntry|Automatic generation of exercises }}<br> '''Grelha de aprendizagem''' {{MainEntry|[[Learning grid]]}}<br> Guião {{MainEntry|Script ...}}<br> '''Guião de colaboração''' {{MainEntry|[[Collaboration script ]]}}<br> Guião externo {{MainEntry|External script}}<br> Guião interno {{MainEntry|Internal script}}<br> <br>'''J'''{{Anchor|J}} Jogos de simulação {{MainEntry|Simulation games}}<br> <br>'''L'''{{Anchor|L}} Laboratório baseado em computador {{MainEntry|Computer-based laboratory}}<br> Laboratórios remotos {{MainEntry|Remote laboratories }}<br> '''Literacias técnico-matemáticas''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br>'''M'''{{Anchor|M}} Matética computacional {{MainEntry|Computational mathetic}}<br> Micromundo {{MainEntry|Microworld}}<br> '''Mineração de dados educacional''' {{MainEntry|[[Educational data mining]]}}<br> Modelação cognitiva {{MainEntry|Cognitive modeling}}<br> Modelação do aprendente {{MainEntry|Learner modeling}}<br> <br>'''O'''{{Anchor|O}} '''Objetos de aprendizagem''' {{MainEntry|[[Learning objects]]}}<br> <br>'''P'''{{Anchor|P}} Percurso de aprendizagem {{MainEntry|Learning trail }}<br> '''Perícia parcial''' {{MainEntry|[[Overlay]]}}<br> '''Potencialidade educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Potencialidade epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programação de computadores para apoio à aprendizagem {{MainEntry|Computer programming in support of learning}}<br> <br>'''Q'''{{Anchor|Q}} Quadro interativo {{MainEntry|Interactive white board}}<br> <br>'''S'''{{Anchor|S}} Sistema autor {{MainEntry|Authoring system}}<br> Sistema de apoio inteligente {{MainEntry|Intelligent scaffolding system}}<br> Sistema de aprendizagem integrado {{MainEntry|Integrated learning system }}<br> '''Sistema de gestão da aprendizagem''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestão de cursos {{MainEntry|Course management system}}<br> Sistema tutor baseado em agentes {{MainEntry|Agent-based tutoring system}}<br> '''Sistema tutor inteligente''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Sistemas de acompanhamento {{MainEntry|Buddy systems}}<br> Software educativo {{MainEntry| Courseware}}<br> <br>'''T'''{{Anchor|T}} Tecnologias de lecionação na Web {{MainEntry|Web-lecturing technologies}}<br> '''Tutor cognitivo''' {{MainEntry|[[Cognitive tutor]]}}<br> <br>'''U'''{{Anchor|U}} Universidades virtuais {{MainEntry|Virtual universities}}<br> 963 893 2012-09-27T06:18:38Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Portuguese entries ''Edited by by António Dias de Figueiredo, University of Coimbra (PT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#Q|Q]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent}}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> Ambiente de aprendizagem {{MainEntry|Learning environment}}<br> '''Ambiente de aprendizagem adaptativo''' {{MainEntry|[[Adaptive learning environment]]}}<br> Ambiente de aprendizagem ambiente {{MainEntry|Ambient learning environment}}<br> Ambiente de aprendizagem artificial {{MainEntry|Artificial learning environment}}<br> Ambiente de aprendizagem aumentado {{MainEntry|Augmented learning environment}}<br> Ambiente de aprendizagem baseado em agentes {{MainEntry|Agent-based learning environment}}<br> '''Ambiente de aprendizagem baseado em simulações''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Ambiente de aprendizagem interactivo {{MainEntry|Interactive learning environment}}<br> Ambiente de aprendizagem on-line {{MainEntry|On-line learning environment}}<br> '''Ambiente de aprendizagem pela narrativa''' {{MainEntry|[[Narrative learning environments]]}}<br> Ambiente de aprendizagem pessoal {{MainEntry|Personal learning environment}}<br> Ambiente de aprendizagem programável com base no computador {{MainEntry|Programmable computer-based learning environment}}<br> Ambiente de aprendizagem tangível {{MainEntry|Tangible learning environment}}<br> Ambiente de aprendizagem ubíquo {{MainEntry|Pervasive learning environment}}<br> Ambiente de aprendizagem virtual {{MainEntry|Virtual learning environment}}<br> Ambientes de aprendizagem baseados em computador {{MainEntry|Computer-based learning environments}}<br> Ambientes de aprendizagem distribuídos {{MainEntry|Distributed learning environments}}<br> '''Ambientes de aprendizagem integrados''' {{MainEntry|[[Seamless learning environments]]}}<br> Aprendizagem assistida por computador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizagem auto-regulada''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Aprendizagem baseada em jogos''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizagem colaborativa {{MainEntry|Collaborative learning}}<br> Aprendizagem colaborativa apoiada pelo computador {{MainEntry|Computer-supported collaborative learning}}<br> Aprendizagem de línguas assistida por computador {{MainEntry|Computer-assisted language learning}}<br> Aprendizagem distribuída {{MainEntry|Distributed learning}}<br> '''Aprendizagem em rede''' {{MainEntry|[[Networked learning]]}}<br> &nbsp;&nbsp;--- comunidades {{MainEntry|... communities}}<br> &nbsp;&nbsp;--- ambientes {{MainEntry|... environment}}<br> '''Aprendizagem informal''' {{MainEntry|[[Informal learning]]}}<br> Aprendizagem mista (ou combinada) {{MainEntry|Blended learning}}<br> '''Aprendizagem móvel''' {{MainEntry|[[Mobile learning]]}}<br> '''Aprendizagem multimédia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Aprendizagem pela pesquisa''' {{MainEntry|[[Inquiry learning]]}}<br> Aprendizagem situada {{MainEntry|Situated learning }}<br> Aprendizagem ubíqua {{MainEntry|Ubiquitous learning }}<br> Aprendizagem valorizada pela tecnologia {{MainEntry|Technology Enhanced Learning}}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> '''Cenário de aprendizagem''' {{MainEntry|[[Learning scenario]]}}<br> Companheiro de aprendizagem {{MainEntry|Learning companion}}<br> '''Construcionismo''' {{MainEntry|[[Constructionism]]}}<br> Curso programável {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis}}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis}}<br> <br>'''E'''{{Anchor|E}} e-Assessment (avaliação electrónica) {{MainEntry|[[e-Assessment]]}}<br> e-Learning {{MainEntry|e-Learning}}<br> e-Learning inclusivo {{MainEntry|Inclusive e-learning}}<br> e-Portfolio {{MainEntry|e-Portfolio}}<br> Educação a distância {{MainEntry|Distance learning}}<br> Entretenimento educativo {{MainEntry|Edutainment}}<br> Engenharia cognitiva {{MainEntry|Cognitive engineering}}<br> '''Engenharia didática''' {{MainEntry|[[Didactical engineering]]}}<br> Ensino assistido por computador {{MainEntry|Computer-assisted instruction}}<br> Ensino baseado no computador {{MainEntry|Computer-based instruction}}<br> '''Espaço de aprendizagem''' {{MainEntry|[[Learning space]]}}<br> Exame assistido por computador {{MainEntry|Computer-assisted examination}}<br> <br>'''F'''{{Anchor|F}} '''Feedback epistémico''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Fenómenos embebidos''' {{MainEntry|[[Embedded phenomena]]}}<br> Ferramenta de autoria {{MainEntry|Authoring tool}}<br> <br>'''G'''{{Anchor|G}} Geometria Dinâmica {{MainEntry|Dynamic geometry }}<br> Geração automática de exercícios {{MainEntry|Automatic generation of exercises }}<br> '''Grelha de aprendizagem''' {{MainEntry|[[Learning grid]]}}<br> Guião {{MainEntry|Script ...}}<br> '''Guião de colaboração''' {{MainEntry|[[Collaboration script ]]}}<br> Guião externo {{MainEntry|External script}}<br> Guião interno {{MainEntry|Internal script}}<br> <br>'''J'''{{Anchor|J}} Jogos de simulação {{MainEntry|Simulation games}}<br> <br>'''L'''{{Anchor|L}} Laboratório baseado em computador {{MainEntry|Computer-based laboratory}}<br> Laboratórios remotos {{MainEntry|Remote laboratories }}<br> '''Literacias técnico-matemáticas''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br>'''M'''{{Anchor|M}} Matética computacional {{MainEntry|Computational mathetic}}<br> Micromundo {{MainEntry|Microworld}}<br> '''Mineração de dados educacional''' {{MainEntry|[[Educational data mining]]}}<br> Modelação cognitiva {{MainEntry|Cognitive modeling}}<br> Modelação do aprendente {{MainEntry|Learner modeling}}<br> <br>'''O'''{{Anchor|O}} '''Objetos de aprendizagem''' {{MainEntry|[[Learning objects]]}}<br> <br>'''P'''{{Anchor|P}} Percurso de aprendizagem {{MainEntry|Learning trail }}<br> '''Perícia parcial''' {{MainEntry|[[Overlay]]}}<br> '''Potencialidade educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Potencialidade epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programação de computadores para apoio à aprendizagem {{MainEntry|Computer programming in support of learning}}<br> <br>'''Q'''{{Anchor|Q}} Quadro interativo {{MainEntry|Interactive white board}}<br> <br>'''S'''{{Anchor|S}} Sistema autor {{MainEntry|Authoring system}}<br> Sistema de apoio inteligente {{MainEntry|Intelligent scaffolding system}}<br> Sistema de aprendizagem integrado {{MainEntry|Integrated learning system }}<br> '''Sistema de gestão da aprendizagem''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestão de cursos {{MainEntry|Course management system}}<br> Sistema tutor baseado em agentes {{MainEntry|Agent-based tutoring system}}<br> '''Sistema tutor inteligente''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Sistemas de acompanhamento {{MainEntry|Buddy systems}}<br> Software educativo {{MainEntry| Courseware}}<br> <br>'''T'''{{Anchor|T}} Tecnologias de lecionação na Web {{MainEntry|Web-lecturing technologies}}<br> '''Tutor cognitivo''' {{MainEntry|[[Cognitive tutor]]}}<br> <br>'''U'''{{Anchor|U}} Universidades virtuais {{MainEntry|Virtual universities}}<br> 893 856 2012-05-24T08:52:41Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Portuguese entries ''Edited by by António Dias de Figueiredo, University of Coimbra (PT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#Q|Q]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent}}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> Ambiente de aprendizagem {{MainEntry|Learning environment}}<br> '''Ambiente de aprendizagem adaptativo''' {{MainEntry|[[Adaptive learning environment]]}}<br> Ambiente de aprendizagem ambiente {{MainEntry|Ambient learning environment}}<br> Ambiente de aprendizagem artificial {{MainEntry|Artificial learning environment}}<br> Ambiente de aprendizagem aumentado {{MainEntry|Augmented learning environment}}<br> Ambiente de aprendizagem baseado em agentes {{MainEntry|Agent-based learning environment}}<br> '''Ambiente de aprendizagem baseado em simulações''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Ambiente de aprendizagem interactivo {{MainEntry|Interactive learning environment}}<br> Ambiente de aprendizagem on-line {{MainEntry|On-line learning environment}}<br> '''Ambiente de aprendizagem pela narrativa''' {{MainEntry|[[Narrative learning environments]]}}<br> Ambiente de aprendizagem pessoal {{MainEntry|Personal learning environment}}<br> Ambiente de aprendizagem programável com base no computador {{MainEntry|Programmable computer-based learning environment}}<br> Ambiente de aprendizagem tangível {{MainEntry|Tangible learning environment}}<br> Ambiente de aprendizagem ubíquo {{MainEntry|Pervasive learning environment}}<br> Ambiente de aprendizagem virtual {{MainEntry|Virtual learning environment}}<br> Ambientes de aprendizagem baseados em computador {{MainEntry|Computer-based learning environments}}<br> Ambientes de aprendizagem distribuídos {{MainEntry|Distributed learning environments}}<br> '''Ambientes de aprendizagem integrados''' {{MainEntry|[[Seamless learning environments]]}}<br> Aprendizagem assistida por computador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizagem auto-regulada''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Aprendizagem baseada em jogos''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizagem colaborativa {{MainEntry|Collaborative learning}}<br> Aprendizagem colaborativa apoiada pelo computador {{MainEntry|Computer-supported collaborative learning}}<br> Aprendizagem de línguas assistida por computador {{MainEntry|Computer-assisted language learning}}<br> Aprendizagem distribuída {{MainEntry|Distributed learning}}<br> '''Aprendizagem em rede''' {{MainEntry|[[Networked learning]]}}<br> &nbsp;&nbsp;--- comunidades {{MainEntry|... communities}}<br> &nbsp;&nbsp;--- ambientes {{MainEntry|... environment}}<br> '''Aprendizagem informal''' {{MainEntry|[[Informal learning]]}}<br> Aprendizagem mista (ou combinada) {{MainEntry|Blended learning}}<br> '''Aprendizagem móvel''' {{MainEntry|[[Mobile learning]]}}<br> '''Aprendizagem multimédia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Aprendizagem pela pesquisa''' {{MainEntry|[[Inquiry learning]]}}<br> Aprendizagem situada {{MainEntry|Situated learning }}<br> Aprendizagem ubíqua {{MainEntry|Ubiquitous learning }}<br> Aprendizagem valorizada pela tecnologia {{MainEntry|Technology Enhanced Learning}}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> '''Cenário de aprendizagem''' {{MainEntry|[[Learning scenario]]}}<br> Companheiro de aprendizagem {{MainEntry|Learning companion}}<br> '''Construcionismo''' {{MainEntry|[[Constructionism]]}}<br> Curso programável {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis}}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis}}<br> <br>'''E'''{{Anchor|E}} e-Assessment (avaliação electrónica) {{MainEntry|e-Assessment}}<br> e-Learning {{MainEntry|e-Learning}}<br> e-Learning inclusivo {{MainEntry|Inclusive e-learning}}<br> e-Portfolio {{MainEntry|e-Portfolio}}<br> Educação a distância {{MainEntry|Distance learning}}<br> Entretenimento educativo {{MainEntry|Edutainment}}<br> Engenharia cognitiva {{MainEntry|Cognitive engineering}}<br> '''Engenharia didática''' {{MainEntry|[[Didactical engineering]]}}<br> Ensino assistido por computador {{MainEntry|Computer-assisted instruction}}<br> Ensino baseado no computador {{MainEntry|Computer-based instruction}}<br> '''Espaço de aprendizagem''' {{MainEntry|[[Learning space]]}}<br> Exame assistido por computador {{MainEntry|Computer-assisted examination}}<br> <br>'''F'''{{Anchor|F}} '''Feedback epistémico''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Fenómenos embebidos''' {{MainEntry|[[Embedded phenomena]]}}<br> Ferramenta de autoria {{MainEntry|Authoring tool}}<br> <br>'''G'''{{Anchor|G}} Geometria Dinâmica {{MainEntry|Dynamic geometry }}<br> Geração automática de exercícios {{MainEntry|Automatic generation of exercises }}<br> '''Grelha de aprendizagem''' {{MainEntry|[[Learning grid]]}}<br> Guião {{MainEntry|Script ...}}<br> '''Guião de colaboração''' {{MainEntry|[[Collaboration script ]]}}<br> Guião externo {{MainEntry|External script}}<br> Guião interno {{MainEntry|Internal script}}<br> <br>'''J'''{{Anchor|J}} Jogos de simulação {{MainEntry|Simulation games}}<br> <br>'''L'''{{Anchor|L}} Laboratório baseado em computador {{MainEntry|Computer-based laboratory}}<br> Laboratórios remotos {{MainEntry|Remote laboratories }}<br> '''Literacias técnico-matemáticas''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br>'''M'''{{Anchor|M}} Matética computacional {{MainEntry|Computational mathetic}}<br> Micromundo {{MainEntry|Microworld}}<br> '''Mineração de dados educacional''' {{MainEntry|[[Educational data mining]]}}<br> Modelação cognitiva {{MainEntry|Cognitive modeling}}<br> Modelação do aprendente {{MainEntry|Learner modeling}}<br> <br>'''O'''{{Anchor|O}} '''Objetos de aprendizagem''' {{MainEntry|[[Learning objects]]}}<br> <br>'''P'''{{Anchor|P}} Percurso de aprendizagem {{MainEntry|Learning trail }}<br> '''Perícia parcial''' {{MainEntry|[[Overlay]]}}<br> '''Potencialidade educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Potencialidade epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programação de computadores para apoio à aprendizagem {{MainEntry|Computer programming in support of learning}}<br> <br>'''Q'''{{Anchor|Q}} Quadro interativo {{MainEntry|Interactive white board}}<br> <br>'''S'''{{Anchor|S}} Sistema autor {{MainEntry|Authoring system}}<br> Sistema de apoio inteligente {{MainEntry|Intelligent scaffolding system}}<br> Sistema de aprendizagem integrado {{MainEntry|Integrated learning system }}<br> '''Sistema de gestão da aprendizagem''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestão de cursos {{MainEntry|Course management system}}<br> Sistema tutor baseado em agentes {{MainEntry|Agent-based tutoring system}}<br> '''Sistema tutor inteligente''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Sistemas de acompanhamento {{MainEntry|Buddy systems}}<br> Software educativo {{MainEntry| Courseware}}<br> <br>'''T'''{{Anchor|T}} Tecnologias de lecionação na Web {{MainEntry|Web-lecturing technologies}}<br> '''Tutor cognitivo''' {{MainEntry|[[Cognitive tutor]]}}<br> <br>'''U'''{{Anchor|U}} Universidades virtuais {{MainEntry|Virtual universities}}<br> 856 733 2012-05-04T09:17:03Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Portuguese entries ''Edited by by António Dias de Figueiredo, University of Coimbra (PT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#Q|Q]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent}}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> Ambiente de aprendizagem {{MainEntry|Learning environment}}<br> '''Ambiente de aprendizagem adaptativo''' {{MainEntry|[[Adaptive learning environment]]}}<br> Ambiente de aprendizagem ambiente {{MainEntry|Ambient learning environment}}<br> Ambiente de aprendizagem artificial {{MainEntry|Artificial learning environment}}<br> Ambiente de aprendizagem aumentado {{MainEntry|Augmented learning environment}}<br> Ambiente de aprendizagem baseado em agentes {{MainEntry|Agent-based learning environment}}<br> '''Ambiente de aprendizagem baseado em simulações''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Ambiente de aprendizagem interactivo {{MainEntry|Interactive learning environment}}<br> Ambiente de aprendizagem on-line {{MainEntry|On-line learning environment}}<br> '''Ambiente de aprendizagem pela narrativa''' {{MainEntry|[[Narrative learning environments]]}}<br> Ambiente de aprendizagem pessoal {{MainEntry|Personal learning environment}}<br> Ambiente de aprendizagem programável com base no computador {{MainEntry|Programmable computer-based learning environment}}<br> Ambiente de aprendizagem tangível {{MainEntry|Tangible learning environment}}<br> Ambiente de aprendizagem ubíquo {{MainEntry|Pervasive learning environment}}<br> Ambiente de aprendizagem virtual {{MainEntry|Virtual learning environment}}<br> Ambientes de aprendizagem baseados em computador {{MainEntry|Computer-based learning environments}}<br> Ambientes de aprendizagem distribuídos {{MainEntry|Distributed learning environments}}<br> '''Ambientes de aprendizagem integrados''' {{MainEntry|[[Seamless learning environments]]}}<br> Aprendizagem assistida por computador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizagem auto-regulada''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Aprendizagem baseada em jogos''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizagem colaborativa {{MainEntry|Collaborative learning}}<br> Aprendizagem colaborativa apoiada pelo computador {{MainEntry|Computer-supported collaborative learning}}<br> Aprendizagem de línguas assistida por computador {{MainEntry|Computer-assisted language learning}}<br> Aprendizagem distribuída {{MainEntry|Distributed learning}}<br> '''Aprendizagem em rede''' {{MainEntry|[[Networked learning]]}}<br> &nbsp;&nbsp;--- comunidades {{MainEntry|... communities}}<br> &nbsp;&nbsp;--- ambientes {{MainEntry|... environment}}<br> '''Aprendizagem informal''' {{MainEntry|[[Informal learning]]}}<br> Aprendizagem mista (ou combinada) {{MainEntry|Blended learning}}<br> '''Aprendizagem móvel''' {{MainEntry|[[Mobile learning]]}}<br> '''Aprendizagem multimédia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Aprendizagem pela pesquisa''' {{MainEntry|[[Inquiry learning]]}}<br> Aprendizagem situada {{MainEntry|Situated learning }}<br> Aprendizagem ubíqua {{MainEntry|Ubiquitous learning }}<br> Aprendizagem valorizada pela tecnologia {{MainEntry|Technology Enhanced Learning}}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> '''Cenário de aprendizagem''' {{MainEntry|[[Learning scenario]]}}<br> Companheiro de aprendizagem {{MainEntry|Learning companion}}<br> '''Construcionismo''' {{MainEntry|[[Constructionism]]}}<br> Curso programável {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis}}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis}}<br> <br>'''E'''{{Anchor|E}} e-Assessment (avaliação electrónica) {{MainEntry|e-Assessment}}<br> e-Learning {{MainEntry|e-Learning}}<br> e-Learning inclusivo {{MainEntry|Inclusive e-learning}}<br> e-Portfolio {{MainEntry|e-Portfolio}}<br> Educação a distância {{MainEntry|Distance learning}}<br> Entretenimento educativo {{MainEntry|Edutainment}}<br> Engenharia cognitiva {{MainEntry|Cognitive engineering}}<br> '''Engenharia didática''' {{MainEntry|[[Didactical engineering]]}}<br> Ensino assistido por computador {{MainEntry|Computer-assisted instruction}}<br> Ensino baseado no computador {{MainEntry|Computer-based instruction}}<br> '''Espaço de aprendizagem''' {{MainEntry|[[Learning space]]}}<br> Exame assistido por computador {{MainEntry|Computer-assisted examination}}<br> <br>'''F'''{{Anchor|F}} '''Feedback epistémico''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Fenómenos embebidos''' {{MainEntry|[[Embedded phenomena]]}}<br> Ferramenta de autoria {{MainEntry|Authoring tool}}<br> <br>'''G'''{{Anchor|G}} Geometria Dinâmica {{MainEntry|Dynamic geometry }}<br> Geração automática de exercícios {{MainEntry|Automatic generation of exercises }}<br> '''Grelha de aprendizagem''' {{MainEntry|[[Learning grid]]}}<br> Guião {{MainEntry|Script ...}}<br> '''Guião de colaboração''' {{MainEntry|[[Collaboration script ]]}}<br> Guião externo {{MainEntry|External script}}<br> Guião interno {{MainEntry|Internal script}}<br> <br>'''J'''{{Anchor|J}} Jogos de simulação {{MainEntry|Simulation games}}<br> <br>'''L'''{{Anchor|L}} Laboratório baseado em computador {{MainEntry|Computer-based laboratory}}<br> Laboratórios remotos {{MainEntry|Remote laboratories }}<br> '''Literacias técnico-matemáticas''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br>'''M'''{{Anchor|M}} Matética computacional {{MainEntry|Computational mathetic}}<br> Micromundo {{MainEntry|Microworld}}<br> Mineração de dados educacional {{MainEntry|Educational data mining}}<br> Modelação cognitiva {{MainEntry|Cognitive modeling}}<br> Modelação do aprendente {{MainEntry|Learner modeling}}<br> <br>'''O'''{{Anchor|O}} '''Objetos de aprendizagem''' {{MainEntry|[[Learning objects]]}}<br> <br>'''P'''{{Anchor|P}} Percurso de aprendizagem {{MainEntry|Learning trail }}<br> '''Perícia parcial''' {{MainEntry|[[Overlay]]}}<br> '''Potencialidade educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Potencialidade epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programação de computadores para apoio à aprendizagem {{MainEntry|Computer programming in support of learning}}<br> <br>'''Q'''{{Anchor|Q}} Quadro interativo {{MainEntry|Interactive white board}}<br> <br>'''S'''{{Anchor|S}} Sistema autor {{MainEntry|Authoring system}}<br> Sistema de apoio inteligente {{MainEntry|Intelligent scaffolding system}}<br> Sistema de aprendizagem integrado {{MainEntry|Integrated learning system }}<br> '''Sistema de gestão da aprendizagem''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestão de cursos {{MainEntry|Course management system}}<br> Sistema tutor baseado em agentes {{MainEntry|Agent-based tutoring system}}<br> '''Sistema tutor inteligente''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Sistemas de acompanhamento {{MainEntry|Buddy systems}}<br> Software educativo {{MainEntry| Courseware}}<br> <br>'''T'''{{Anchor|T}} Tecnologias de lecionação na Web {{MainEntry|Web-lecturing technologies}}<br> '''Tutor cognitivo''' {{MainEntry|[[Cognitive tutor]]}}<br> <br>'''U'''{{Anchor|U}} Universidades virtuais {{MainEntry|Virtual universities}}<br> 733 715 2012-02-10T09:51:46Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Portuguese entries ''Edited by by António Dias de Figueiredo, University of Coimbra (PT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#Q|Q]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent}}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> Ambiente de aprendizagem {{MainEntry|Learning environment}}<br> Ambiente de aprendizagem adaptativo {{MainEntry|Adaptive learning environment}}<br> Ambiente de aprendizagem ambiente {{MainEntry|Ambient learning environment}}<br> Ambiente de aprendizagem artificial {{MainEntry|Artificial learning environment}}<br> Ambiente de aprendizagem aumentado {{MainEntry|Augmented learning environment}}<br> Ambiente de aprendizagem baseado em agentes {{MainEntry|Agent-based learning environment}}<br> '''Ambiente de aprendizagem baseado em simulações''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Ambiente de aprendizagem interactivo {{MainEntry|Interactive learning environment}}<br> Ambiente de aprendizagem on-line {{MainEntry|On-line learning environment}}<br> '''Ambiente de aprendizagem pela narrativa''' {{MainEntry|[[Narrative learning environments]]}}<br> Ambiente de aprendizagem pessoal {{MainEntry|Personal learning environment}}<br> Ambiente de aprendizagem programável com base no computador {{MainEntry|Programmable computer-based learning environment}}<br> Ambiente de aprendizagem tangível {{MainEntry|Tangible learning environment}}<br> Ambiente de aprendizagem ubíquo {{MainEntry|Pervasive learning environment}}<br> Ambiente de aprendizagem virtual {{MainEntry|Virtual learning environment}}<br> Ambientes de aprendizagem baseados em computador {{MainEntry|Computer-based learning environments}}<br> Ambientes de aprendizagem distribuídos {{MainEntry|Distributed learning environments}}<br> '''Ambientes de aprendizagem integrados''' {{MainEntry|[[Seamless learning environments]]}}<br> Aprendizagem assistida por computador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizagem auto-regulada''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Aprendizagem baseada em jogos''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizagem colaborativa {{MainEntry|Collaborative learning}}<br> Aprendizagem colaborativa apoiada pelo computador {{MainEntry|Computer-supported collaborative learning}}<br> Aprendizagem de línguas assistida por computador {{MainEntry|Computer-assisted language learning}}<br> Aprendizagem distribuída {{MainEntry|Distributed learning}}<br> '''Aprendizagem em rede''' {{MainEntry|[[Networked learning]]}}<br> &nbsp;&nbsp;--- comunidades {{MainEntry|... communities}}<br> &nbsp;&nbsp;--- ambientes {{MainEntry|... environment}}<br> '''Aprendizagem informal''' {{MainEntry|[[Informal learning]]}}<br> Aprendizagem mista (ou combinada) {{MainEntry|Blended learning}}<br> '''Aprendizagem móvel''' {{MainEntry|[[Mobile learning]]}}<br> '''Aprendizagem multimédia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Aprendizagem pela pesquisa''' {{MainEntry|[[Inquiry learning]]}}<br> Aprendizagem situada {{MainEntry|Situated learning }}<br> Aprendizagem ubíqua {{MainEntry|Ubiquitous learning }}<br> Aprendizagem valorizada pela tecnologia {{MainEntry|Technology Enhanced Learning}}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> '''Cenário de aprendizagem''' {{MainEntry|[[Learning scenario]]}}<br> Companheiro de aprendizagem {{MainEntry|Learning companion}}<br> '''Construcionismo''' {{MainEntry|[[Constructionism]]}}<br> Curso programável {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis}}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis}}<br> <br>'''E'''{{Anchor|E}} e-Assessment (avaliação electrónica) {{MainEntry|e-Assessment}}<br> e-Learning {{MainEntry|e-Learning}}<br> e-Learning inclusivo {{MainEntry|Inclusive e-learning}}<br> e-Portfolio {{MainEntry|e-Portfolio}}<br> Educação a distância {{MainEntry|Distance learning}}<br> Entretenimento educativo {{MainEntry|Edutainment}}<br> Engenharia cognitiva {{MainEntry|Cognitive engineering}}<br> '''Engenharia didática''' {{MainEntry|[[Didactical engineering]]}}<br> Ensino assistido por computador {{MainEntry|Computer-assisted instruction}}<br> Ensino baseado no computador {{MainEntry|Computer-based instruction}}<br> '''Espaço de aprendizagem''' {{MainEntry|[[Learning space]]}}<br> Exame assistido por computador {{MainEntry|Computer-assisted examination}}<br> <br>'''F'''{{Anchor|F}} '''Feedback epistémico''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Fenómenos embebidos''' {{MainEntry|[[Embedded phenomena]]}}<br> Ferramenta de autoria {{MainEntry|Authoring tool}}<br> <br>'''G'''{{Anchor|G}} Geometria Dinâmica {{MainEntry|Dynamic geometry }}<br> Geração automática de exercícios {{MainEntry|Automatic generation of exercises }}<br> '''Grelha de aprendizagem''' {{MainEntry|[[Learning grid]]}}<br> Guião {{MainEntry|Script ...}}<br> '''Guião de colaboração''' {{MainEntry|[[Collaboration script ]]}}<br> Guião externo {{MainEntry|External script}}<br> Guião interno {{MainEntry|Internal script}}<br> <br>'''J'''{{Anchor|J}} Jogos de simulação {{MainEntry|Simulation games}}<br> <br>'''L'''{{Anchor|L}} Laboratório baseado em computador {{MainEntry|Computer-based laboratory}}<br> Laboratórios remotos {{MainEntry|Remote laboratories }}<br> '''Literacias técnico-matemáticas''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br>'''M'''{{Anchor|M}} Matética computacional {{MainEntry|Computational mathetic}}<br> Micromundo {{MainEntry|Microworld}}<br> Mineração de dados educacional {{MainEntry|Educational data mining}}<br> Modelação cognitiva {{MainEntry|Cognitive modeling}}<br> Modelação do aprendente {{MainEntry|Learner modeling}}<br> <br>'''O'''{{Anchor|O}} '''Objetos de aprendizagem''' {{MainEntry|[[Learning objects]]}}<br> <br>'''P'''{{Anchor|P}} Percurso de aprendizagem {{MainEntry|Learning trail }}<br> '''Perícia parcial''' {{MainEntry|[[Overlay]]}}<br> '''Potencialidade educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Potencialidade epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programação de computadores para apoio à aprendizagem {{MainEntry|Computer programming in support of learning}}<br> <br>'''Q'''{{Anchor|Q}} Quadro interativo {{MainEntry|Interactive white board}}<br> <br>'''S'''{{Anchor|S}} Sistema autor {{MainEntry|Authoring system}}<br> Sistema de apoio inteligente {{MainEntry|Intelligent scaffolding system}}<br> Sistema de aprendizagem integrado {{MainEntry|Integrated learning system }}<br> '''Sistema de gestão da aprendizagem''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestão de cursos {{MainEntry|Course management system}}<br> Sistema tutor baseado em agentes {{MainEntry|Agent-based tutoring system}}<br> '''Sistema tutor inteligente''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Sistemas de acompanhamento {{MainEntry|Buddy systems}}<br> Software educativo {{MainEntry| Courseware}}<br> <br>'''T'''{{Anchor|T}} Tecnologias de lecionação na Web {{MainEntry|Web-lecturing technologies}}<br> '''Tutor cognitivo''' {{MainEntry|[[Cognitive tutor]]}}<br> <br>'''U'''{{Anchor|U}} Universidades virtuais {{MainEntry|Virtual universities}}<br> 715 673 2012-02-09T10:03:05Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Portuguese entries ''Edited by by António Dias de Figueiredo, University of Coimbra (PT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#Q|Q]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent}}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> Ambiente de aprendizagem {{MainEntry|Learning environment}}<br> Ambiente de aprendizagem adaptativo {{MainEntry|Adaptive learning environment}}<br> Ambiente de aprendizagem ambiente {{MainEntry|Ambient learning environment}}<br> Ambiente de aprendizagem artificial {{MainEntry|Artificial learning environment}}<br> Ambiente de aprendizagem aumentado {{MainEntry|Augmented learning environment}}<br> Ambiente de aprendizagem baseado em agentes {{MainEntry|Agent-based learning environment}}<br> '''Ambiente de aprendizagem baseado em simulações''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Ambiente de aprendizagem interactivo {{MainEntry|Interactive learning environment}}<br> Ambiente de aprendizagem on-line {{MainEntry|On-line learning environment}}<br> '''Ambiente de aprendizagem pela narrativa''' {{MainEntry|[[Narrative learning environments]]}}<br> Ambiente de aprendizagem pessoal {{MainEntry|Personal learning environment}}<br> Ambiente de aprendizagem programável com base no computador {{MainEntry|Programmable computer-based learning environment}}<br> Ambiente de aprendizagem tangível {{MainEntry|Tangible learning environment}}<br> Ambiente de aprendizagem ubíquo {{MainEntry|Pervasive learning environment}}<br> Ambiente de aprendizagem virtual {{MainEntry|Virtual learning environment}}<br> Ambientes de aprendizagem baseados em computador {{MainEntry|Computer-based learning environments}}<br> Ambientes de aprendizagem distribuídos {{MainEntry|Distributed learning environments}}<br> '''Ambientes de aprendizagem integrados''' {{MainEntry|[[Seamless learning environments]]}}<br> Aprendizagem assistida por computador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizagem auto-regulada''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Aprendizagem baseada em jogos''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizagem colaborativa {{MainEntry|Collaborative learning}}<br> Aprendizagem colaborativa apoiada pelo computador {{MainEntry|Computer-supported collaborative learning}}<br> Aprendizagem de línguas assistida por computador {{MainEntry|Computer-assisted language learning}}<br> Aprendizagem distribuída {{MainEntry|Distributed learning}}<br> '''Aprendizagem em rede''' {{MainEntry|[[Networked learning]]}}<br> &nbsp;&nbsp;--- comunidades {{MainEntry|... communities}}<br> &nbsp;&nbsp;--- ambientes {{MainEntry|... environment}}<br> '''Aprendizagem informal''' {{MainEntry|[[Informal learning]]}}<br> Aprendizagem mista (ou combinada) {{MainEntry|Blended learning}}<br> '''Aprendizagem móvel''' {{MainEntry|[[Mobile learning]]}}<br> '''Aprendizagem multimédia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Aprendizagem pela pesquisa''' {{MainEntry|[[Inquiry learning]]}}<br> Aprendizagem situada {{MainEntry|Situated learning }}<br> Aprendizagem ubíqua {{MainEntry|Ubiquitous learning }}<br> Aprendizagem valorizada pela tecnologia {{MainEntry|Technology Enhanced Learning}}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> '''Cenário de aprendizagem''' {{MainEntry|[[Learning scenario]]}}<br> Companheiro de aprendizagem {{MainEntry|Learning companion}}<br> '''Construcionismo''' {{MainEntry|[[Constructionism]]}}<br> Curso programável {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis}}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis}}<br> <br>'''E'''{{Anchor|E}} e-Assessment (avaliação electrónica) {{MainEntry|e-Assessment}}<br> e-Learning {{MainEntry|e-Learning}}<br> e-Learning inclusivo {{MainEntry|Inclusive e-learning}}<br> e-Portfolio {{MainEntry|e-Portfolio}}<br> Educação a distância {{MainEntry|Distance learning}}<br> Entretenimento educativo {{MainEntry|Edutainment}}<br> Engenharia cognitiva {{MainEntry|Cognitive engineering}}<br> '''Engenharia didática''' {{MainEntry|[[Didactical engineering]]}}<br> Ensino assistido por computador {{MainEntry|Computer-assisted instruction}}<br> Ensino baseado no computador {{MainEntry|Computer-based instruction}}<br> '''Espaço de aprendizagem''' {{MainEntry|[[Learning space]]}}<br> Exame assistido por computador {{MainEntry|Computer-assisted examination}}<br> <br>'''F'''{{Anchor|F}} '''Feedback epistémico''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Fenómenos embebidos''' {{MainEntry|[[Embedded phenomena]]}}<br> Ferramenta de autoria {{MainEntry|Authoring tool}}<br> <br>'''G'''{{Anchor|G}} Geometria Dinâmica {{MainEntry|Dynamic geometry }}<br> Geração automática de exercícios {{MainEntry|Automatic generation of exercises }}<br> '''Grelha de aprendizagem''' {{MainEntry|[[Learning grid]]}}<br> Guião {{MainEntry|Script ...}}<br> '''Guião de colaboração''' {{MainEntry|[[Collaboration script ]]}}<br> Guião externo {{MainEntry|External script}}<br> Guião interno {{MainEntry|Internal script}}<br> <br>'''J'''{{Anchor|J}} Jogos de simulação {{MainEntry|Simulation games}}<br> <br>'''L'''{{Anchor|L}} Laboratório baseado em computador {{MainEntry|Computer-based laboratory}}<br> Laboratórios remotos {{MainEntry|Remote laboratories }}<br> '''Literacias técnico-matemáticas''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br>'''M'''{{Anchor|M}} Matética computacional {{MainEntry|Computational mathetic}}<br> Micromundo {{MainEntry|Microworld}}<br> Mineração de dados educacional {{MainEntry|Educational data mining}}<br> Modelação cognitiva {{MainEntry|Cognitive modeling}}<br> Modelação do aprendente {{MainEntry|Learner modeling}}<br> <br>'''O'''{{Anchor|O}} '''Objetos de aprendizagem''' {{MainEntry|[[Learning objects]]}}<br> <br>'''P'''{{Anchor|P}} Percurso de aprendizagem {{MainEntry|Learning trail }}<br> '''Perícia parcial''' {{MainEntry|[[Overlay]]}}<br> '''Potencialidade educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Potencialidade epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programação de computadores para apoio à aprendizagem {{MainEntry|Computer programming in support of learning}}<br> <br>'''Q'''{{Anchor|Q}} Quadro interativo {{MainEntry|Interactive white board}}<br> <br>'''S'''{{Anchor|S}} Sistema autor {{MainEntry|Authoring system}}<br> Sistema de apoio inteligente {{MainEntry|Intelligent scaffolding system}}<br> Sistema de aprendizagem integrado {{MainEntry|Integrated learning system }}<br> '''Sistema de gestão da aprendizagem''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestão de cursos {{MainEntry|Course management system}}<br> Sistema tutor baseado em agentes {{MainEntry|Agent-based tutoring system}}<br> Sistema tutor inteligente {{MainEntry|Intelligent tutoring system}}<br> Sistemas de acompanhamento {{MainEntry|Buddy systems}}<br> Software educativo {{MainEntry| Courseware}}<br> <br>'''T'''{{Anchor|T}} Tecnologias de lecionação na Web {{MainEntry|Web-lecturing technologies}}<br> '''Tutor cognitivo''' {{MainEntry|[[Cognitive tutor]]}}<br> <br>'''U'''{{Anchor|U}} Universidades virtuais {{MainEntry|Virtual universities}}<br> 673 646 2012-01-30T09:54:58Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Portuguese entries ''Edited by by António Dias de Figueiredo, University of Coimbra (PT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#Q|Q]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent}}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> Ambiente de aprendizagem {{MainEntry|Learning environment}}<br> Ambiente de aprendizagem adaptativo {{MainEntry|Adaptive learning environment}}<br> Ambiente de aprendizagem ambiente {{MainEntry|Ambient learning environment}}<br> Ambiente de aprendizagem artificial {{MainEntry|Artificial learning environment}}<br> Ambiente de aprendizagem aumentado {{MainEntry|Augmented learning environment}}<br> Ambiente de aprendizagem baseado em agentes {{MainEntry|Agent-based learning environment}}<br> Ambiente de aprendizagem baseado em simulações {{MainEntry|Simulation-based learning environment}}<br> Ambiente de aprendizagem interactivo {{MainEntry|Interactive learning environment}}<br> Ambiente de aprendizagem on-line {{MainEntry|On-line learning environment}}<br> '''Ambiente de aprendizagem pela narrativa''' {{MainEntry|[[Narrative learning environments]]}}<br> Ambiente de aprendizagem pessoal {{MainEntry|Personal learning environment}}<br> Ambiente de aprendizagem programável com base no computador {{MainEntry|Programmable computer-based learning environment}}<br> Ambiente de aprendizagem tangível {{MainEntry|Tangible learning environment}}<br> Ambiente de aprendizagem ubíquo {{MainEntry|Pervasive learning environment}}<br> Ambiente de aprendizagem virtual {{MainEntry|Virtual learning environment}}<br> Ambientes de aprendizagem baseados em computador {{MainEntry|Computer-based learning environments}}<br> Ambientes de aprendizagem distribuídos {{MainEntry|Distributed learning environments}}<br> '''Ambientes de aprendizagem integrados''' {{MainEntry|[[Seamless learning environments]]}}<br> Aprendizagem assistida por computador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizagem auto-regulada''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Aprendizagem baseada em jogos''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizagem colaborativa {{MainEntry|Collaborative learning}}<br> Aprendizagem colaborativa apoiada pelo computador {{MainEntry|Computer-supported collaborative learning}}<br> Aprendizagem de línguas assistida por computador {{MainEntry|Computer-assisted language learning}}<br> Aprendizagem distribuída {{MainEntry|Distributed learning}}<br> '''Aprendizagem em rede''' {{MainEntry|[[Networked learning]]}}<br> &nbsp;&nbsp;--- comunidades {{MainEntry|... communities}}<br> &nbsp;&nbsp;--- ambientes {{MainEntry|... environment}}<br> '''Aprendizagem informal''' {{MainEntry|[[Informal learning]]}}<br> Aprendizagem mista (ou combinada) {{MainEntry|Blended learning}}<br> '''Aprendizagem móvel''' {{MainEntry|[[Mobile learning]]}}<br> '''Aprendizagem multimédia''' {{MainEntry|[[Multimedia learning]]}}<br> '''Aprendizagem pela pesquisa''' {{MainEntry|[[Inquiry learning]]}}<br> Aprendizagem situada {{MainEntry|Situated learning }}<br> Aprendizagem ubíqua {{MainEntry|Ubiquitous learning }}<br> Aprendizagem valorizada pela tecnologia {{MainEntry|Technology Enhanced Learning}}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> '''Cenário de aprendizagem''' {{MainEntry|[[Learning scenario]]}}<br> Companheiro de aprendizagem {{MainEntry|Learning companion}}<br> '''Construcionismo''' {{MainEntry|[[Constructionism]]}}<br> Curso programável {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis}}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis}}<br> <br>'''E'''{{Anchor|E}} e-Assessment (avaliação electrónica) {{MainEntry|e-Assessment}}<br> e-Learning {{MainEntry|e-Learning}}<br> e-Learning inclusivo {{MainEntry|Inclusive e-learning}}<br> e-Portfolio {{MainEntry|e-Portfolio}}<br> Educação a distância {{MainEntry|Distance learning}}<br> Entretenimento educativo {{MainEntry|Edutainment}}<br> Engenharia cognitiva {{MainEntry|Cognitive engineering}}<br> '''Engenharia didática''' {{MainEntry|[[Didactical engineering]]}}<br> Ensino assistido por computador {{MainEntry|Computer-assisted instruction}}<br> Ensino baseado no computador {{MainEntry|Computer-based instruction}}<br> '''Espaço de aprendizagem''' {{MainEntry|[[Learning space]]}}<br> Exame assistido por computador {{MainEntry|Computer-assisted examination}}<br> <br>'''F'''{{Anchor|F}} '''Feedback epistémico''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Fenómenos embebidos''' {{MainEntry|[[Embedded phenomena]]}}<br> Ferramenta de autoria {{MainEntry|Authoring tool}}<br> <br>'''G'''{{Anchor|G}} Geometria Dinâmica {{MainEntry|Dynamic geometry }}<br> Geração automática de exercícios {{MainEntry|Automatic generation of exercises }}<br> '''Grelha de aprendizagem''' {{MainEntry|[[Learning grid]]}}<br> Guião {{MainEntry|Script ...}}<br> '''Guião de colaboração''' {{MainEntry|[[Collaboration script ]]}}<br> Guião externo {{MainEntry|External script}}<br> Guião interno {{MainEntry|Internal script}}<br> <br>'''J'''{{Anchor|J}} Jogos de simulação {{MainEntry|Simulation games}}<br> <br>'''L'''{{Anchor|L}} Laboratório baseado em computador {{MainEntry|Computer-based laboratory}}<br> Laboratórios remotos {{MainEntry|Remote laboratories }}<br> '''Literacias técnico-matemáticas''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br>'''M'''{{Anchor|M}} Matética computacional {{MainEntry|Computational mathetic}}<br> Micromundo {{MainEntry|Microworld}}<br> Mineração de dados educacional {{MainEntry|Educational data mining}}<br> Modelação cognitiva {{MainEntry|Cognitive modeling}}<br> Modelação do aprendente {{MainEntry|Learner modeling}}<br> <br>'''O'''{{Anchor|O}} '''Objetos de aprendizagem''' {{MainEntry|[[Learning objects]]}}<br> <br>'''P'''{{Anchor|P}} Percurso de aprendizagem {{MainEntry|Learning trail }}<br> '''Perícia parcial''' {{MainEntry|[[Overlay]]}}<br> '''Potencialidade educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Potencialidade epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programação de computadores para apoio à aprendizagem {{MainEntry|Computer programming in support of learning}}<br> <br>'''Q'''{{Anchor|Q}} Quadro interativo {{MainEntry|Interactive white board}}<br> <br>'''S'''{{Anchor|S}} Sistema autor {{MainEntry|Authoring system}}<br> Sistema de apoio inteligente {{MainEntry|Intelligent scaffolding system}}<br> Sistema de aprendizagem integrado {{MainEntry|Integrated learning system }}<br> '''Sistema de gestão da aprendizagem''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestão de cursos {{MainEntry|Course management system}}<br> Sistema tutor baseado em agentes {{MainEntry|Agent-based tutoring system}}<br> Sistema tutor inteligente {{MainEntry|Intelligent tutoring system}}<br> Sistemas de acompanhamento {{MainEntry|Buddy systems}}<br> Software educativo {{MainEntry| Courseware}}<br> <br>'''T'''{{Anchor|T}} Tecnologias de lecionação na Web {{MainEntry|Web-lecturing technologies}}<br> '''Tutor cognitivo''' {{MainEntry|[[Cognitive tutor]]}}<br> <br>'''U'''{{Anchor|U}} Universidades virtuais {{MainEntry|Virtual universities}}<br> 646 614 2012-01-23T14:07:03Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Portuguese entries ''Edited by by António Dias de Figueiredo, University of Coimbra (PT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#Q|Q]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent}}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> Ambiente de aprendizagem {{MainEntry|Learning environment}}<br> Ambiente de aprendizagem adaptativo {{MainEntry|Adaptive learning environment}}<br> Ambiente de aprendizagem ambiente {{MainEntry|Ambient learning environment}}<br> Ambiente de aprendizagem artificial {{MainEntry|Artificial learning environment}}<br> Ambiente de aprendizagem aumentado {{MainEntry|Augmented learning environment}}<br> Ambiente de aprendizagem baseado em agentes {{MainEntry|Agent-based learning environment}}<br> Ambiente de aprendizagem baseado em simulações {{MainEntry|Simulation-based learning environment}}<br> Ambiente de aprendizagem interactivo {{MainEntry|Interactive learning environment}}<br> Ambiente de aprendizagem on-line {{MainEntry|On-line learning environment}}<br> '''Ambiente de aprendizagem pela narrativa''' {{MainEntry|[[Narrative learning environments]]}}<br> Ambiente de aprendizagem pessoal {{MainEntry|Personal learning environment}}<br> Ambiente de aprendizagem programável com base no computador {{MainEntry|Programmable computer-based learning environment}}<br> Ambiente de aprendizagem tangível {{MainEntry|Tangible learning environment}}<br> Ambiente de aprendizagem ubíquo {{MainEntry|Pervasive learning environment}}<br> Ambiente de aprendizagem virtual {{MainEntry|Virtual learning environment}}<br> Ambientes de aprendizagem baseados em computador {{MainEntry|Computer-based learning environments}}<br> Ambientes de aprendizagem distribuídos {{MainEntry|Distributed learning environments}}<br> '''Ambientes de aprendizagem integrados''' {{MainEntry|[[Seamless learning environments]]}}<br> Aprendizagem assistida por computador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizagem auto-regulada''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Aprendizagem baseada em jogos''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizagem colaborativa {{MainEntry|Collaborative learning}}<br> Aprendizagem colaborativa apoiada pelo computador {{MainEntry|Computer-supported collaborative learning}}<br> Aprendizagem de línguas assistida por computador {{MainEntry|Computer-assisted language learning}}<br> Aprendizagem distribuída {{MainEntry|Distributed learning}}<br> '''Aprendizagem em rede''' {{MainEntry|[[Networked learning]]}}<br> &nbsp;&nbsp;--- comunidades {{MainEntry|... communities}}<br> &nbsp;&nbsp;--- ambientes {{MainEntry|... environment}}<br> '''Aprendizagem informal''' {{MainEntry|[[Informal learning]]}}<br> Aprendizagem mista (ou combinada) {{MainEntry|Blended learning}}<br> '''Aprendizagem móvel''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizagem multimédia {{MainEntry|Multimedia learning}}<br> '''Aprendizagem pela pesquisa''' {{MainEntry|[[Inquiry learning]]}}<br> Aprendizagem situada {{MainEntry|Situated learning }}<br> Aprendizagem ubíqua {{MainEntry|Ubiquitous learning }}<br> Aprendizagem valorizada pela tecnologia {{MainEntry|Technology Enhanced Learning}}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> '''Cenário de aprendizagem''' {{MainEntry|[[Learning scenario]]}}<br> Companheiro de aprendizagem {{MainEntry|Learning companion}}<br> '''Construcionismo''' {{MainEntry|[[Constructionism]]}}<br> Curso programável {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis}}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis}}<br> <br>'''E'''{{Anchor|E}} e-Assessment (avaliação electrónica) {{MainEntry|e-Assessment}}<br> e-Learning {{MainEntry|e-Learning}}<br> e-Learning inclusivo {{MainEntry|Inclusive e-learning}}<br> e-Portfolio {{MainEntry|e-Portfolio}}<br> Educação a distância {{MainEntry|Distance learning}}<br> Entretenimento educativo {{MainEntry|Edutainment}}<br> Engenharia cognitiva {{MainEntry|Cognitive engineering}}<br> '''Engenharia didática''' {{MainEntry|[[Didactical engineering]]}}<br> Ensino assistido por computador {{MainEntry|Computer-assisted instruction}}<br> Ensino baseado no computador {{MainEntry|Computer-based instruction}}<br> '''Espaço de aprendizagem''' {{MainEntry|[[Learning space]]}}<br> Exame assistido por computador {{MainEntry|Computer-assisted examination}}<br> <br>'''F'''{{Anchor|F}} '''Feedback epistémico''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Fenómenos embebidos''' {{MainEntry|[[Embedded phenomena]]}}<br> Ferramenta de autoria {{MainEntry|Authoring tool}}<br> <br>'''G'''{{Anchor|G}} Geometria Dinâmica {{MainEntry|Dynamic geometry }}<br> Geração automática de exercícios {{MainEntry|Automatic generation of exercises }}<br> '''Grelha de aprendizagem''' {{MainEntry|[[Learning grid]]}}<br> Guião {{MainEntry|Script ...}}<br> '''Guião de colaboração''' {{MainEntry|[[Collaboration script ]]}}<br> Guião externo {{MainEntry|External script}}<br> Guião interno {{MainEntry|Internal script}}<br> <br>'''J'''{{Anchor|J}} Jogos de simulação {{MainEntry|Simulation games}}<br> <br>'''L'''{{Anchor|L}} Laboratório baseado em computador {{MainEntry|Computer-based laboratory}}<br> Laboratórios remotos {{MainEntry|Remote laboratories }}<br> '''Literacias técnico-matemáticas''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br>'''M'''{{Anchor|M}} Matética computacional {{MainEntry|Computational mathetic}}<br> Micromundo {{MainEntry|Microworld}}<br> Mineração de dados educacional {{MainEntry|Educational data mining}}<br> Modelação cognitiva {{MainEntry|Cognitive modeling}}<br> Modelação do aprendente {{MainEntry|Learner modeling}}<br> <br>'''O'''{{Anchor|O}} '''Objetos de aprendizagem''' {{MainEntry|[[Learning objects]]}}<br> <br>'''P'''{{Anchor|P}} Percurso de aprendizagem {{MainEntry|Learning trail }}<br> '''Perícia parcial''' {{MainEntry|[[Overlay]]}}<br> '''Potencialidade educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Potencialidade epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programação de computadores para apoio à aprendizagem {{MainEntry|Computer programming in support of learning}}<br> <br>'''Q'''{{Anchor|Q}} Quadro interativo {{MainEntry|Interactive white board}}<br> <br>'''S'''{{Anchor|S}} Sistema autor {{MainEntry|Authoring system}}<br> Sistema de apoio inteligente {{MainEntry|Intelligent scaffolding system}}<br> Sistema de aprendizagem integrado {{MainEntry|Integrated learning system }}<br> '''Sistema de gestão da aprendizagem''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestão de cursos {{MainEntry|Course management system}}<br> Sistema tutor baseado em agentes {{MainEntry|Agent-based tutoring system}}<br> Sistema tutor inteligente {{MainEntry|Intelligent tutoring system}}<br> Sistemas de acompanhamento {{MainEntry|Buddy systems}}<br> Software educativo {{MainEntry| Courseware}}<br> <br>'''T'''{{Anchor|T}} Tecnologias de lecionação na Web {{MainEntry|Web-lecturing technologies}}<br> '''Tutor cognitivo''' {{MainEntry|[[Cognitive tutor]]}}<br> <br>'''U'''{{Anchor|U}} Universidades virtuais {{MainEntry|Virtual universities}}<br> 614 581 2012-01-16T15:04:06Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Portuguese entries ''Edited by by António Dias de Figueiredo, University of Coimbra (PT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#Q|Q]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent}}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> Ambiente de aprendizagem {{MainEntry|Learning environment}}<br> Ambiente de aprendizagem adaptativo {{MainEntry|Adaptive learning environment}}<br> Ambiente de aprendizagem ambiente {{MainEntry|Ambient learning environment}}<br> Ambiente de aprendizagem artificial {{MainEntry|Artificial learning environment}}<br> Ambiente de aprendizagem aumentado {{MainEntry|Augmented learning environment}}<br> Ambiente de aprendizagem baseado em agentes {{MainEntry|Agent-based learning environment}}<br> Ambiente de aprendizagem baseado em simulações {{MainEntry|Simulation-based learning environment}}<br> Ambiente de aprendizagem interactivo {{MainEntry|Interactive learning environment}}<br> Ambiente de aprendizagem on-line {{MainEntry|On-line learning environment}}<br> '''Ambiente de aprendizagem pela narrativa''' {{MainEntry|[[Narrative learning environments]]}}<br> Ambiente de aprendizagem pessoal {{MainEntry|Personal learning environment}}<br> Ambiente de aprendizagem programável com base no computador {{MainEntry|Programmable computer-based learning environment}}<br> Ambiente de aprendizagem tangível {{MainEntry|Tangible learning environment}}<br> Ambiente de aprendizagem ubíquo {{MainEntry|Pervasive learning environment}}<br> Ambiente de aprendizagem virtual {{MainEntry|Virtual learning environment}}<br> Ambientes de aprendizagem baseados em computador {{MainEntry|Computer-based learning environments}}<br> Ambientes de aprendizagem distribuídos {{MainEntry|Distributed learning environments}}<br> '''Ambientes de aprendizagem integrados''' {{MainEntry|[[Seamless learning environments]]}}<br> Aprendizagem assistida por computador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizagem auto-regulada''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Aprendizagem baseada em jogos''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizagem colaborativa {{MainEntry|Collaborative learning}}<br> Aprendizagem colaborativa apoiada pelo computador {{MainEntry|Computer-supported collaborative learning}}<br> Aprendizagem de línguas assistida por computador {{MainEntry|Computer-assisted language learning}}<br> Aprendizagem distribuída {{MainEntry|Distributed learning}}<br> '''Aprendizagem em rede''' {{MainEntry|[[Networked learning]]}}<br> &nbsp;&nbsp;--- comunidades {{MainEntry|... communities}}<br> &nbsp;&nbsp;--- ambientes {{MainEntry|... environment}}<br> '''Aprendizagem informal''' {{MainEntry|[[Informal learning]]}}<br> Aprendizagem mista (ou combinada) {{MainEntry|Blended learning}}<br> '''Aprendizagem móvel''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizagem multimédia {{MainEntry|Multimedia learning}}<br> '''Aprendizagem pela pesquisa''' {{MainEntry|[[Inquiry learning]]}}<br> Aprendizagem situada {{MainEntry|Situated learning }}<br> Aprendizagem ubíqua {{MainEntry|Ubiquitous learning }}<br> Aprendizagem valorizada pela tecnologia {{MainEntry|Technology Enhanced Learning}}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> '''Cenário de aprendizagem''' {{MainEntry|[[Learning scenario]]}}<br> Companheiro de aprendizagem {{MainEntry|Learning companion}}<br> '''Construcionismo''' {{MainEntry|[[Constructionism]]}}<br> Curso programável {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis}}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis}}<br> <br>'''E'''{{Anchor|E}} e-Assessment (avaliação electrónica) {{MainEntry|e-Assessment}}<br> e-Learning {{MainEntry|e-Learning}}<br> e-Learning inclusivo {{MainEntry|Inclusive e-learning}}<br> e-Portfolio {{MainEntry|e-Portfolio}}<br> Educação a distância {{MainEntry|Distance learning}}<br> Entretenimento educativo {{MainEntry|Edutainment}}<br> Engenharia cognitiva {{MainEntry|Cognitive engineering}}<br> '''Engenharia didática''' {{MainEntry|[[Didactical engineering]]}}<br> Ensino assistido por computador {{MainEntry|Computer-assisted instruction}}<br> Ensino baseado no computador {{MainEntry|Computer-based instruction}}<br> '''Espaço de aprendizagem''' {{MainEntry|[[Learning space]]}}<br> Exame assistido por computador {{MainEntry|Computer-assisted examination}}<br> <br>'''F'''{{Anchor|F}} Feedback epistémico {{MainEntry| Epistemic feedback}}<br> '''Fenómenos embebidos''' {{MainEntry|[[Embedded phenomena]]}}<br> Ferramenta de autoria {{MainEntry|Authoring tool}}<br> <br>'''G'''{{Anchor|G}} Geometria Dinâmica {{MainEntry|Dynamic geometry }}<br> Geração automática de exercícios {{MainEntry|Automatic generation of exercises }}<br> '''Grelha de aprendizagem''' {{MainEntry|[[Learning grid]]}}<br> Guião {{MainEntry|Script ...}}<br> '''Guião de colaboração''' {{MainEntry|[[Collaboration script ]]}}<br> Guião externo {{MainEntry|External script}}<br> Guião interno {{MainEntry|Internal script}}<br> <br>'''J'''{{Anchor|J}} Jogos de simulação {{MainEntry|Simulation games}}<br> <br>'''L'''{{Anchor|L}} Laboratório baseado em computador {{MainEntry|Computer-based laboratory}}<br> Laboratórios remotos {{MainEntry|Remote laboratories }}<br> '''Literacias técnico-matemáticas''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br>'''M'''{{Anchor|M}} Matética computacional {{MainEntry|Computational mathetic}}<br> Micromundo {{MainEntry|Microworld}}<br> Mineração de dados educacional {{MainEntry|Educational data mining}}<br> Modelação cognitiva {{MainEntry|Cognitive modeling}}<br> Modelação do aprendente {{MainEntry|Learner modeling}}<br> <br>'''O'''{{Anchor|O}} '''Objetos de aprendizagem''' {{MainEntry|[[Learning objects]]}}<br> <br>'''P'''{{Anchor|P}} Percurso de aprendizagem {{MainEntry|Learning trail }}<br> '''Perícia parcial''' {{MainEntry|[[Overlay]]}}<br> '''Potencialidade educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Potencialidade epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programação de computadores para apoio à aprendizagem {{MainEntry|Computer programming in support of learning}}<br> <br>'''Q'''{{Anchor|Q}} Quadro interativo {{MainEntry|Interactive white board}}<br> <br>'''S'''{{Anchor|S}} Sistema autor {{MainEntry|Authoring system}}<br> Sistema de apoio inteligente {{MainEntry|Intelligent scaffolding system}}<br> Sistema de aprendizagem integrado {{MainEntry|Integrated learning system }}<br> '''Sistema de gestão da aprendizagem''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestão de cursos {{MainEntry|Course management system}}<br> Sistema tutor baseado em agentes {{MainEntry|Agent-based tutoring system}}<br> Sistema tutor inteligente {{MainEntry|Intelligent tutoring system}}<br> Sistemas de acompanhamento {{MainEntry|Buddy systems}}<br> Software educativo {{MainEntry| Courseware}}<br> <br>'''T'''{{Anchor|T}} Tecnologias de lecionação na Web {{MainEntry|Web-lecturing technologies}}<br> '''Tutor cognitivo''' {{MainEntry|[[Cognitive tutor]]}}<br> <br>'''U'''{{Anchor|U}} Universidades virtuais {{MainEntry|Virtual universities}}<br> 581 565 2012-01-05T15:51:19Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Portuguese entries ''Edited by by António Dias de Figueiredo, University of Coimbra (PT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#Q|Q]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent}}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> Ambiente de aprendizagem {{MainEntry|Learning environment}}<br> Ambiente de aprendizagem adaptativo {{MainEntry|Adaptive learning environment}}<br> Ambiente de aprendizagem ambiente {{MainEntry|Ambient learning environment}}<br> Ambiente de aprendizagem artificial {{MainEntry|Artificial learning environment}}<br> Ambiente de aprendizagem aumentado {{MainEntry|Augmented learning environment}}<br> Ambiente de aprendizagem baseado em agentes {{MainEntry|Agent-based learning environment}}<br> Ambiente de aprendizagem baseado em simulações {{MainEntry|Simulation-based learning environment}}<br> Ambiente de aprendizagem interactivo {{MainEntry|Interactive learning environment}}<br> Ambiente de aprendizagem on-line {{MainEntry|On-line learning environment}}<br> '''Ambiente de aprendizagem pela narrativa''' {{MainEntry|[[Narrative learning environments]]}}<br> Ambiente de aprendizagem pessoal {{MainEntry|Personal learning environment}}<br> Ambiente de aprendizagem programável com base no computador {{MainEntry|Programmable computer-based learning environment}}<br> Ambiente de aprendizagem tangível {{MainEntry|Tangible learning environment}}<br> Ambiente de aprendizagem ubíquo {{MainEntry|Pervasive learning environment}}<br> Ambiente de aprendizagem virtual {{MainEntry|Virtual learning environment}}<br> Ambientes de aprendizagem baseados em computador {{MainEntry|Computer-based learning environments}}<br> Ambientes de aprendizagem distribuídos {{MainEntry|Distributed learning environments}}<br> '''Ambientes de aprendizagem integrados''' {{MainEntry|[[Seamless learning environments]]}}<br> Aprendizagem assistida por computador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizagem auto-regulada''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Aprendizagem baseada em jogos''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizagem colaborativa {{MainEntry|Collaborative learning}}<br> Aprendizagem colaborativa apoiada pelo computador {{MainEntry|Computer-supported collaborative learning}}<br> Aprendizagem de línguas assistida por computador {{MainEntry|Computer-assisted language learning}}<br> Aprendizagem distribuída {{MainEntry|Distributed learning}}<br> '''Aprendizagem em rede''' {{MainEntry|[[Networked learning]]}}<br> &nbsp;&nbsp;--- comunidades {{MainEntry|... communities}}<br> &nbsp;&nbsp;--- ambientes {{MainEntry|... environment}}<br> '''Aprendizagem informal''' {{MainEntry|[[Informal learning]]}}<br> Aprendizagem mista (ou combinada) {{MainEntry|Blended learning}}<br> '''Aprendizagem móvel''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizagem multimédia {{MainEntry|Multimedia learning}}<br> '''Aprendizagem pela pesquisa''' {{MainEntry|[[Inquiry learning]]}}<br> Aprendizagem situada {{MainEntry|Situated learning }}<br> Aprendizagem ubíqua {{MainEntry|Ubiquitous learning }}<br> Aprendizagem valorizada pela tecnologia {{MainEntry|Technology Enhanced Learning}}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> '''Cenário de aprendizagem''' {{MainEntry|[[Learning scenario]]}}<br> Companheiro de aprendizagem {{MainEntry|Learning companion}}<br> '''Construcionismo''' {{MainEntry|[[Constructionism]]}}<br> Curso programável {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis}}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis}}<br> <br>'''E'''{{Anchor|E}} e-Assessment (avaliação electrónica) {{MainEntry|e-Assessment}}<br> e-Learning {{MainEntry|e-Learning}}<br> e-Learning inclusivo {{MainEntry|Inclusive e-learning}}<br> e-Portfolio {{MainEntry|e-Portfolio}}<br> Educação a distância {{MainEntry|Distance learning}}<br> Entretenimento educativo {{MainEntry|Edutainment}}<br> Engenharia cognitiva {{MainEntry|Cognitive engineering}}<br> '''Engenharia didática''' {{MainEntry|[[Didactical engineering]]}}<br> Ensino assistido por computador {{MainEntry|Computer-assisted instruction}}<br> Ensino baseado no computador {{MainEntry|Computer-based instruction}}<br> '''Espaço de aprendizagem''' {{MainEntry|[[Learning space]]}}<br> Exame assistido por computador {{MainEntry|Computer-assisted examination}}<br> <br>'''F'''{{Anchor|F}} Feedback epistémico {{MainEntry| Epistemic feedback}}<br> '''Fenómenos embebidos''' {{MainEntry|[[Embedded phenomena]]}}<br> Ferramenta de autoria {{MainEntry|Authoring tool}}<br> <br>'''G'''{{Anchor|G}} Geometria Dinâmica {{MainEntry|Dynamic geometry }}<br> Geração automática de exercícios {{MainEntry|Automatic generation of exercises }}<br> '''Grelha de aprendizagem''' {{MainEntry|[[Learning grid]]}}<br> Guião {{MainEntry|Script ...}}<br> '''Guião de colaboração''' {{MainEntry|[[Collaboration script ]]}}<br> Guião externo {{MainEntry|External script}}<br> Guião interno {{MainEntry|Internal script}}<br> <br>'''J'''{{Anchor|J}} Jogos de simulação {{MainEntry|Simulation games}}<br> <br>'''L'''{{Anchor|L}} Laboratório baseado em computador {{MainEntry|Computer-based laboratory}}<br> Laboratórios remotos {{MainEntry|Remote laboratories }}<br> '''Literacias técnico-matemáticas''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br>'''M'''{{Anchor|M}} Matética computacional {{MainEntry|Computational mathetic}}<br> Micromundo {{MainEntry|Microworld}}<br> Mineração de dados educacional {{MainEntry|Educational data mining}}<br> Modelação cognitiva {{MainEntry|Cognitive modeling}}<br> Modelação do aprendente {{MainEntry|Learner modeling}}<br> <br>'''O'''{{Anchor|O}} '''Objetos de aprendizagem''' {{MainEntry|[[Learning objects]]}}<br> <br>'''P'''{{Anchor|P}} Percurso de aprendizagem {{MainEntry|Learning trail }}<br> '''Perícia parcial''' {{MainEntry|[[Overlay]]}}<br> '''Potencialidade educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Potencialidade epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programação de computadores para apoio à aprendizagem {{MainEntry|Computer programming in support of learning}}<br> <br>'''Q'''{{Anchor|Q}} Quadro interativo {{MainEntry|Interactive white board}}<br> <br>'''S'''{{Anchor|S}} Sistema autor {{MainEntry|Authoring system}}<br> Sistema de apoio inteligente {{MainEntry|Intelligent scaffolding system}}<br> Sistema de aprendizagem integrado {{MainEntry|Integrated learning system }}<br> '''Sistema de gestão da aprendizagem''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestão de cursos {{MainEntry|Course management system}}<br> Sistema tutor baseado em agentes {{MainEntry|Agent-based tutoring system}}<br> Sistema tutor inteligente {{MainEntry|Intelligent tutoring system}}<br> Sistemas de acompanhamento {{MainEntry|Buddy systems}}<br> Software educativo {{MainEntry| Courseware}}<br> <br>'''T'''{{Anchor|T}} Tecnologias de lecionação na Web {{MainEntry|Web-lecturing technologies}}<br> Tutor cognitivo {{MainEntry|Cognitive tutor}}<br> <br>'''U'''{{Anchor|U}} Universidades virtuais {{MainEntry|Virtual universities}}<br> 565 543 2012-01-05T15:25:44Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Portuguese entries ''Edited by by António Dias de Figueiredo, University of Coimbra (PT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#Q|Q]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent}}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> Ambiente de aprendizagem {{MainEntry|Learning environment}}<br> Ambiente de aprendizagem adaptativo {{MainEntry|Adaptive learning environment}}<br> Ambiente de aprendizagem ambiente {{MainEntry|Ambient learning environment}}<br> Ambiente de aprendizagem artificial {{MainEntry|Artificial learning environment}}<br> Ambiente de aprendizagem aumentado {{MainEntry|Augmented learning environment}}<br> Ambiente de aprendizagem baseado em agentes {{MainEntry|Agent-based learning environment}}<br> Ambiente de aprendizagem baseado em simulações {{MainEntry|Simulation-based learning environment}}<br> Ambiente de aprendizagem interactivo {{MainEntry|Interactive learning environment}}<br> Ambiente de aprendizagem on-line {{MainEntry|On-line learning environment}}<br> '''Ambiente de aprendizagem pela narrativa''' {{MainEntry|[[Narrative learning environments]]}}<br> Ambiente de aprendizagem pessoal {{MainEntry|Personal learning environment}}<br> Ambiente de aprendizagem programável com base no computador {{MainEntry|Programmable computer-based learning environment}}<br> Ambiente de aprendizagem tangível {{MainEntry|Tangible learning environment}}<br> Ambiente de aprendizagem ubíquo {{MainEntry|Pervasive learning environment}}<br> Ambiente de aprendizagem virtual {{MainEntry|Virtual learning environment}}<br> Ambientes de aprendizagem baseados em computador {{MainEntry|Computer-based learning environments}}<br> Ambientes de aprendizagem distribuídos {{MainEntry|Distributed learning environments}}<br> '''Ambientes de aprendizagem integrados''' {{MainEntry|[[Seamless learning environments]]}}<br> Aprendizagem assistida por computador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizagem auto-regulada''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Aprendizagem baseada em jogos''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizagem colaborativa {{MainEntry|Collaborative learning}}<br> Aprendizagem colaborativa apoiada pelo computador {{MainEntry|Computer-supported collaborative learning}}<br> Aprendizagem de línguas assistida por computador {{MainEntry|Computer-assisted language learning}}<br> Aprendizagem distribuída {{MainEntry|Distributed learning}}<br> '''Aprendizagem em rede''' {{MainEntry|[[Networked learning]]}}<br> &nbsp;&nbsp;--- comunidades {{MainEntry|... communities}}<br> &nbsp;&nbsp;--- ambientes {{MainEntry|... environment}}<br> '''Aprendizagem informal''' {{MainEntry|[[Informal learning]]}}<br> Aprendizagem mista (ou combinada) {{MainEntry|Blended learning}}<br> '''Aprendizagem móvel''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizagem multimédia {{MainEntry|Multimedia learning}}<br> '''Aprendizagem pela pesquisa''' {{MainEntry|[[Inquiry learning]]}}<br> Aprendizagem situada {{MainEntry|Situated learning }}<br> Aprendizagem ubíqua {{MainEntry|Ubiquitous learning }}<br> Aprendizagem valorizada pela tecnologia {{MainEntry|Technology Enhanced Learning}}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> '''Cenário de aprendizagem''' {{MainEntry|[[Learning scenario]]}}<br> Companheiro de aprendizagem {{MainEntry|Learning companion}}<br> '''Construcionismo''' {{MainEntry|[[Constructionism]]}}<br> Curso programável {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis}}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis}}<br> <br>'''E'''{{Anchor|E}} e-Assessment (avaliação electrónica) {{MainEntry|e-Assessment}}<br> e-Learning {{MainEntry|e-Learning}}<br> e-Learning inclusivo {{MainEntry|Inclusive e-learning}}<br> e-Portfolio {{MainEntry|e-Portfolio}}<br> Educação a distância {{MainEntry|Distance learning}}<br> Entretenimento educativo {{MainEntry|Edutainment}}<br> Engenharia cognitiva {{MainEntry|Cognitive engineering}}<br> '''Engenharia didática''' {{MainEntry|[[Didactical engineering]]}}<br> Ensino assistido por computador {{MainEntry|Computer-assisted instruction}}<br> Ensino baseado no computador {{MainEntry|Computer-based instruction}}<br> '''Espaço de aprendizagem''' {{MainEntry|[[Learning space]]}}<br> Exame assistido por computador {{MainEntry|Computer-assisted examination}}<br> <br>'''F'''{{Anchor|F}} Feedback epistémico {{MainEntry| Epistemic feedback}}<br> '''Fenómenos embebidos''' {{MainEntry|[[Embedded phenomena]]}}<br> Ferramenta de autoria {{MainEntry|Authoring tool}}<br> <br>'''G'''{{Anchor|G}} Geometria Dinâmica {{MainEntry|Dynamic geometry }}<br> Geração automática de exercícios {{MainEntry|Automatic generation of exercises }}<br> '''Grelha de aprendizagem''' {{MainEntry|[[Learning grid]]}}<br> Guião {{MainEntry|Script ...}}<br> '''Guião de colaboração''' {{MainEntry|[[Collaboration script ]]}}<br> Guião externo {{MainEntry|External script}}<br> Guião interno {{MainEntry|Internal script}}<br> <br>'''J'''{{Anchor|J}} Jogos de simulação {{MainEntry|Simulation games}}<br> <br>'''L'''{{Anchor|L}} Laboratório baseado em computador {{MainEntry|Computer-based laboratory}}<br> Laboratórios remotos {{MainEntry|Remote laboratories }}<br> '''Literacias técnico-matemáticas''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br>'''M'''{{Anchor|M}} Matética computacional {{MainEntry|Computational mathetic}}<br> Micromundo {{MainEntry|Microworld}}<br> Mineração de dados educacional {{MainEntry|Educational data mining}}<br> Modelação cognitiva {{MainEntry|Cognitive modeling}}<br> Modelação do aprendente {{MainEntry|Learner modeling}}<br> <br>'''O'''{{Anchor|O}} Objetos de aprendizagem {{MainEntry|Learning objects}}<br> <br>'''P'''{{Anchor|P}} Percurso de aprendizagem {{MainEntry|Learning trail }}<br> '''Perícia parcial''' {{MainEntry|[[Overlay]]}}<br> '''Potencialidade educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Potencialidade epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programação de computadores para apoio à aprendizagem {{MainEntry|Computer programming in support of learning}}<br> <br>'''Q'''{{Anchor|Q}} Quadro interativo {{MainEntry|Interactive white board}}<br> <br>'''S'''{{Anchor|S}} Sistema autor {{MainEntry|Authoring system}}<br> Sistema de apoio inteligente {{MainEntry|Intelligent scaffolding system}}<br> Sistema de aprendizagem integrado {{MainEntry|Integrated learning system }}<br> '''Sistema de gestão da aprendizagem''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestão de cursos {{MainEntry|Course management system}}<br> Sistema tutor baseado em agentes {{MainEntry|Agent-based tutoring system}}<br> Sistema tutor inteligente {{MainEntry|Intelligent tutoring system}}<br> Sistemas de acompanhamento {{MainEntry|Buddy systems}}<br> Software educativo {{MainEntry| Courseware}}<br> <br>'''T'''{{Anchor|T}} Tecnologias de lecionação na Web {{MainEntry|Web-lecturing technologies}}<br> Tutor cognitivo {{MainEntry|Cognitive tutor}}<br> <br>'''U'''{{Anchor|U}} Universidades virtuais {{MainEntry|Virtual universities}}<br> 543 514 2011-12-15T09:58:34Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Portuguese entries ''Edited by by António Dias de Figueiredo, University of Coimbra (PT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#Q|Q]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent}}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> Ambiente de aprendizagem {{MainEntry|Learning environment}}<br> Ambiente de aprendizagem adaptativo {{MainEntry|Adaptive learning environment}}<br> Ambiente de aprendizagem ambiente {{MainEntry|Ambient learning environment}}<br> Ambiente de aprendizagem artificial {{MainEntry|Artificial learning environment}}<br> Ambiente de aprendizagem aumentado {{MainEntry|Augmented learning environment}}<br> Ambiente de aprendizagem baseado em agentes {{MainEntry|Agent-based learning environment}}<br> Ambiente de aprendizagem baseado em simulações {{MainEntry|Simulation-based learning environment}}<br> Ambiente de aprendizagem interactivo {{MainEntry|Interactive learning environment}}<br> Ambiente de aprendizagem on-line {{MainEntry|On-line learning environment}}<br> '''Ambiente de aprendizagem pela narrativa''' {{MainEntry|[[Narrative learning environments]]}}<br> Ambiente de aprendizagem pessoal {{MainEntry|Personal learning environment}}<br> Ambiente de aprendizagem programável com base no computador {{MainEntry|Programmable computer-based learning environment}}<br> Ambiente de aprendizagem tangível {{MainEntry|Tangible learning environment}}<br> Ambiente de aprendizagem ubíquo {{MainEntry|Pervasive learning environment}}<br> Ambiente de aprendizagem virtual {{MainEntry|Virtual learning environment}}<br> Ambientes de aprendizagem baseados em computador {{MainEntry|Computer-based learning environments}}<br> Ambientes de aprendizagem distribuídos {{MainEntry|Distributed learning environments}}<br> '''Ambientes de aprendizagem integrados''' {{MainEntry|[[Seamless learning environments]]}}<br> Aprendizagem assistida por computador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizagem auto-regulada''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Aprendizagem baseada em jogos''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizagem colaborativa {{MainEntry|Collaborative learning}}<br> Aprendizagem colaborativa apoiada pelo computador {{MainEntry|Computer-supported collaborative learning}}<br> Aprendizagem de línguas assistida por computador {{MainEntry|Computer-assisted language learning}}<br> Aprendizagem distribuída {{MainEntry|Distributed learning}}<br> '''Aprendizagem em rede''' {{MainEntry|[[Networked learning]]}}<br> &nbsp;&nbsp;--- comunidades {{MainEntry|... communities}}<br> &nbsp;&nbsp;--- ambientes {{MainEntry|... environment}}<br> '''Aprendizagem informal''' {{MainEntry|[[Informal learning]]}}<br> Aprendizagem mista (ou combinada) {{MainEntry|Blended learning}}<br> '''Aprendizagem móvel''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizagem multimédia {{MainEntry|Multimedia learning}}<br> '''Aprendizagem pela pesquisa''' {{MainEntry|[[Inquiry learning]]}}<br> Aprendizagem situada {{MainEntry|Situated learning }}<br> Aprendizagem ubíqua {{MainEntry|Ubiquitous learning }}<br> Aprendizagem valorizada pela tecnologia {{MainEntry|Technology Enhanced Learning}}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> '''Cenário de aprendizagem''' {{MainEntry|[[Learning scenario]]}}<br> Companheiro de aprendizagem {{MainEntry|Learning companion}}<br> '''Construcionismo''' {{MainEntry|[[Constructionism]]}}<br> Curso programável {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis}}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis}}<br> <br>'''E'''{{Anchor|E}} e-Assessment (avaliação electrónica) {{MainEntry|e-Assessment}}<br> e-Learning {{MainEntry|e-Learning}}<br> e-Learning inclusivo {{MainEntry|Inclusive e-learning}}<br> e-Portfolio {{MainEntry|e-Portfolio}}<br> Educação a distância {{MainEntry|Distance learning}}<br> Entretenimento educativo {{MainEntry|Edutainment}}<br> Engenharia cognitiva {{MainEntry|Cognitive engineering}}<br> Engenharia didática {{MainEntry|Didactical engineering }}<br> Ensino assistido por computador {{MainEntry|Computer-assisted instruction}}<br> Ensino baseado no computador {{MainEntry|Computer-based instruction}}<br> '''Espaço de aprendizagem''' {{MainEntry|[[Learning space]]}}<br> Exame assistido por computador {{MainEntry|Computer-assisted examination}}<br> <br>'''F'''{{Anchor|F}} Feedback epistémico {{MainEntry| Epistemic feedback}}<br> '''Fenómenos embebidos''' {{MainEntry|[[Embedded phenomena]]}}<br> Ferramenta de autoria {{MainEntry|Authoring tool}}<br> <br>'''G'''{{Anchor|G}} Geometria Dinâmica {{MainEntry|Dynamic geometry }}<br> Geração automática de exercícios {{MainEntry|Automatic generation of exercises }}<br> '''Grelha de aprendizagem''' {{MainEntry|[[Learning grid]]}}<br> Guião {{MainEntry|Script ...}}<br> '''Guião de colaboração''' {{MainEntry|[[Collaboration script ]]}}<br> Guião externo {{MainEntry|External script}}<br> Guião interno {{MainEntry|Internal script}}<br> <br>'''J'''{{Anchor|J}} Jogos de simulação {{MainEntry|Simulation games}}<br> <br>'''L'''{{Anchor|L}} Laboratório baseado em computador {{MainEntry|Computer-based laboratory}}<br> Laboratórios remotos {{MainEntry|Remote laboratories }}<br> '''Literacias técnico-matemáticas''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br>'''M'''{{Anchor|M}} Matética computacional {{MainEntry|Computational mathetic}}<br> Micromundo {{MainEntry|Microworld}}<br> Mineração de dados educacional {{MainEntry|Educational data mining}}<br> Modelação cognitiva {{MainEntry|Cognitive modeling}}<br> Modelação do aprendente {{MainEntry|Learner modeling}}<br> <br>'''O'''{{Anchor|O}} Objetos de aprendizagem {{MainEntry|Learning objects}}<br> <br>'''P'''{{Anchor|P}} Percurso de aprendizagem {{MainEntry|Learning trail }}<br> '''Perícia parcial''' {{MainEntry|[[Overlay]]}}<br> '''Potencialidade educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Potencialidade epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programação de computadores para apoio à aprendizagem {{MainEntry|Computer programming in support of learning}}<br> <br>'''Q'''{{Anchor|Q}} Quadro interativo {{MainEntry|Interactive white board}}<br> <br>'''S'''{{Anchor|S}} Sistema autor {{MainEntry|Authoring system}}<br> Sistema de apoio inteligente {{MainEntry|Intelligent scaffolding system}}<br> Sistema de aprendizagem integrado {{MainEntry|Integrated learning system }}<br> '''Sistema de gestão da aprendizagem''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestão de cursos {{MainEntry|Course management system}}<br> Sistema tutor baseado em agentes {{MainEntry|Agent-based tutoring system}}<br> Sistema tutor inteligente {{MainEntry|Intelligent tutoring system}}<br> Sistemas de acompanhamento {{MainEntry|Buddy systems}}<br> Software educativo {{MainEntry| Courseware}}<br> <br>'''T'''{{Anchor|T}} Tecnologias de lecionação na Web {{MainEntry|Web-lecturing technologies}}<br> Tutor cognitivo {{MainEntry|Cognitive tutor}}<br> <br>'''U'''{{Anchor|U}} Universidades virtuais {{MainEntry|Virtual universities}}<br> 514 465 2011-11-25T14:40:28Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Portuguese entries ''Edited by by António Dias de Figueiredo, University of Coimbra (PT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#Q|Q]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent}}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> Ambiente de aprendizagem {{MainEntry|Learning environment}}<br> Ambiente de aprendizagem adaptativo {{MainEntry|Adaptive learning environment}}<br> Ambiente de aprendizagem ambiente {{MainEntry|Ambient learning environment}}<br> Ambiente de aprendizagem artificial {{MainEntry|Artificial learning environment}}<br> Ambiente de aprendizagem aumentado {{MainEntry|Augmented learning environment}}<br> Ambiente de aprendizagem baseado em agentes {{MainEntry|Agent-based learning environment}}<br> Ambiente de aprendizagem baseado em simulações {{MainEntry|Simulation-based learning environment}}<br> Ambiente de aprendizagem interactivo {{MainEntry|Interactive learning environment}}<br> Ambiente de aprendizagem on-line {{MainEntry|On-line learning environment}}<br> '''Ambiente de aprendizagem pela narrativa''' {{MainEntry|[[Narrative learning environments]]}}<br> Ambiente de aprendizagem pessoal {{MainEntry|Personal learning environment}}<br> Ambiente de aprendizagem programável com base no computador {{MainEntry|Programmable computer-based learning environment}}<br> Ambiente de aprendizagem tangível {{MainEntry|Tangible learning environment}}<br> Ambiente de aprendizagem ubíquo {{MainEntry|Pervasive learning environment}}<br> Ambiente de aprendizagem virtual {{MainEntry|Virtual learning environment}}<br> Ambientes de aprendizagem baseados em computador {{MainEntry|Computer-based learning environments}}<br> Ambientes de aprendizagem distribuídos {{MainEntry|Distributed learning environments}}<br> '''Ambientes de aprendizagem integrados''' {{MainEntry|[[Seamless learning environments]]}}<br> Aprendizagem assistida por computador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizagem auto-regulada''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Aprendizagem baseada em jogos''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizagem colaborativa {{MainEntry|Collaborative learning}}<br> Aprendizagem colaborativa apoiada pelo computador {{MainEntry|Computer-supported collaborative learning}}<br> Aprendizagem de línguas assistida por computador {{MainEntry|Computer-assisted language learning}}<br> Aprendizagem distribuída {{MainEntry|Distributed learning}}<br> '''Aprendizagem em rede''' {{MainEntry|[[Networked learning]]}}<br> &nbsp;&nbsp;--- comunidades {{MainEntry|... communities}}<br> &nbsp;&nbsp;--- ambientes {{MainEntry|... environment}}<br> Aprendizagem informal {{MainEntry|Informal learning}}<br> Aprendizagem mista (ou combinada) {{MainEntry|Blended learning}}<br> '''Aprendizagem móvel''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizagem multimédia {{MainEntry|Multimedia learning}}<br> '''Aprendizagem pela pesquisa''' {{MainEntry|[[Inquiry learning]]}}<br> Aprendizagem situada {{MainEntry|Situated learning }}<br> Aprendizagem ubíqua {{MainEntry|Ubiquitous learning }}<br> Aprendizagem valorizada pela tecnologia {{MainEntry|Technology Enhanced Learning}}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> '''Cenário de aprendizagem''' {{MainEntry|[[Learning scenario]]}}<br> Companheiro de aprendizagem {{MainEntry|Learning companion}}<br> '''Construcionismo''' {{MainEntry|[[Constructionism]]}}<br> Curso programável {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis}}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis}}<br> <br>'''E'''{{Anchor|E}} e-Assessment (avaliação electrónica) {{MainEntry|e-Assessment}}<br> e-Learning {{MainEntry|e-Learning}}<br> e-Learning inclusivo {{MainEntry|Inclusive e-learning}}<br> e-Portfolio {{MainEntry|e-Portfolio}}<br> Educação a distância {{MainEntry|Distance learning}}<br> Entretenimento educativo {{MainEntry|Edutainment}}<br> Engenharia cognitiva {{MainEntry|Cognitive engineering}}<br> Engenharia didática {{MainEntry|Didactical engineering }}<br> Ensino assistido por computador {{MainEntry|Computer-assisted instruction}}<br> Ensino baseado no computador {{MainEntry|Computer-based instruction}}<br> '''Espaço de aprendizagem''' {{MainEntry|[[Learning space]]}}<br> Exame assistido por computador {{MainEntry|Computer-assisted examination}}<br> <br>'''F'''{{Anchor|F}} Feedback epistémico {{MainEntry| Epistemic feedback}}<br> '''Fenómenos embebidos''' {{MainEntry|[[Embedded phenomena]]}}<br> Ferramenta de autoria {{MainEntry|Authoring tool}}<br> <br>'''G'''{{Anchor|G}} Geometria Dinâmica {{MainEntry|Dynamic geometry }}<br> Geração automática de exercícios {{MainEntry|Automatic generation of exercises }}<br> '''Grelha de aprendizagem''' {{MainEntry|[[Learning grid]]}}<br> Guião {{MainEntry|Script ...}}<br> '''Guião de colaboração''' {{MainEntry|[[Collaboration script ]]}}<br> Guião externo {{MainEntry|External script}}<br> Guião interno {{MainEntry|Internal script}}<br> <br>'''J'''{{Anchor|J}} Jogos de simulação {{MainEntry|Simulation games}}<br> <br>'''L'''{{Anchor|L}} Laboratório baseado em computador {{MainEntry|Computer-based laboratory}}<br> Laboratórios remotos {{MainEntry|Remote laboratories }}<br> '''Literacias técnico-matemáticas''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br>'''M'''{{Anchor|M}} Matética computacional {{MainEntry|Computational mathetic}}<br> Micromundo {{MainEntry|Microworld}}<br> Mineração de dados educacional {{MainEntry|Educational data mining}}<br> Modelação cognitiva {{MainEntry|Cognitive modeling}}<br> Modelação do aprendente {{MainEntry|Learner modeling}}<br> <br>'''O'''{{Anchor|O}} Objetos de aprendizagem {{MainEntry|Learning objects}}<br> <br>'''P'''{{Anchor|P}} Percurso de aprendizagem {{MainEntry|Learning trail }}<br> '''Perícia parcial''' {{MainEntry|[[Overlay]]}}<br> '''Potencialidade educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Potencialidade epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programação de computadores para apoio à aprendizagem {{MainEntry|Computer programming in support of learning}}<br> <br>'''Q'''{{Anchor|Q}} Quadro interativo {{MainEntry|Interactive white board}}<br> <br>'''S'''{{Anchor|S}} Sistema autor {{MainEntry|Authoring system}}<br> Sistema de apoio inteligente {{MainEntry|Intelligent scaffolding system}}<br> Sistema de aprendizagem integrado {{MainEntry|Integrated learning system }}<br> '''Sistema de gestão da aprendizagem''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestão de cursos {{MainEntry|Course management system}}<br> Sistema tutor baseado em agentes {{MainEntry|Agent-based tutoring system}}<br> Sistema tutor inteligente {{MainEntry|Intelligent tutoring system}}<br> Sistemas de acompanhamento {{MainEntry|Buddy systems}}<br> Software educativo {{MainEntry| Courseware}}<br> <br>'''T'''{{Anchor|T}} Tecnologias de lecionação na Web {{MainEntry|Web-lecturing technologies}}<br> Tutor cognitivo {{MainEntry|Cognitive tutor}}<br> <br>'''U'''{{Anchor|U}} Universidades virtuais {{MainEntry|Virtual universities}}<br> 465 430 2011-10-25T09:22:26Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Portuguese entries ''Edited by by António Dias de Figueiredo, University of Coimbra (PT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#Q|Q]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent}}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> Ambiente de aprendizagem {{MainEntry|Learning environment}}<br> Ambiente de aprendizagem adaptativo {{MainEntry|Adaptive learning environment}}<br> Ambiente de aprendizagem ambiente {{MainEntry|Ambient learning environment}}<br> Ambiente de aprendizagem artificial {{MainEntry|Artificial learning environment}}<br> Ambiente de aprendizagem aumentado {{MainEntry|Augmented learning environment}}<br> Ambiente de aprendizagem baseado em agentes {{MainEntry|Agent-based learning environment}}<br> Ambiente de aprendizagem baseado em simulações {{MainEntry|Simulation-based learning environment}}<br> Ambiente de aprendizagem interactivo {{MainEntry|Interactive learning environment}}<br> Ambiente de aprendizagem on-line {{MainEntry|On-line learning environment}}<br> '''Ambiente de aprendizagem pela narrativa''' {{MainEntry|[[Narrative learning environments]]}}<br> Ambiente de aprendizagem pessoal {{MainEntry|Personal learning environment}}<br> Ambiente de aprendizagem programável com base no computador {{MainEntry|Programmable computer-based learning environment}}<br> Ambiente de aprendizagem tangível {{MainEntry|Tangible learning environment}}<br> Ambiente de aprendizagem ubíquo {{MainEntry|Pervasive learning environment}}<br> Ambiente de aprendizagem virtual {{MainEntry|Virtual learning environment}}<br> Ambientes de aprendizagem baseados em computador {{MainEntry|Computer-based learning environments}}<br> Ambientes de aprendizagem distribuídos {{MainEntry|Distributed learning environments}}<br> '''Ambientes de aprendizagem integrados''' {{MainEntry|[[Seamless learning environments]]}}<br> Aprendizagem assistida por computador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizagem auto-regulada''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Aprendizagem baseada em jogos''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizagem colaborativa {{MainEntry|Collaborative learning}}<br> Aprendizagem colaborativa apoiada pelo computador {{MainEntry|Computer-supported collaborative learning}}<br> Aprendizagem de línguas assistida por computador {{MainEntry|Computer-assisted language learning}}<br> Aprendizagem distribuída {{MainEntry|Distributed learning}}<br> '''Aprendizagem em rede''' {{MainEntry|[[Networked learning]]}}<br> &nbsp;&nbsp;--- comunidades {{MainEntry|... communities}}<br> &nbsp;&nbsp;--- ambientes {{MainEntry|... environment}}<br> Aprendizagem informal {{MainEntry|Informal learning}}<br> Aprendizagem mista (ou combinada) {{MainEntry|Blended learning}}<br> '''Aprendizagem móvel''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizagem multimédia {{MainEntry|Multimedia learning}}<br> '''Aprendizagem pela pesquisa''' {{MainEntry|[[Inquiry learning]]}}<br> Aprendizagem situada {{MainEntry|Situated learning }}<br> Aprendizagem ubíqua {{MainEntry|Ubiquitous learning }}<br> Aprendizagem valorizada pela tecnologia {{MainEntry|Technology Enhanced Learning}}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> '''Cenário de aprendizagem''' {{MainEntry|[[Learning scenario]]}}<br> Companheiro de aprendizagem {{MainEntry|Learning companion}}<br> '''Construcionismo''' {{MainEntry|[[Constructionism]]}}<br> Curso programável {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis}}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis}}<br> <br>'''E'''{{Anchor|E}} e-Assessment (avaliação electrónica) {{MainEntry|e-Assessment}}<br> e-Learning {{MainEntry|e-Learning}}<br> e-Learning inclusivo {{MainEntry|Inclusive e-learning}}<br> e-Portfolio {{MainEntry|e-Portfolio}}<br> Educação a distância {{MainEntry|Distance learning}}<br> Entretenimento educativo {{MainEntry|Edutainment}}<br> Engenharia cognitiva {{MainEntry|Cognitive engineering}}<br> Engenharia didática {{MainEntry|Didactical engineering }}<br> Ensino assistido por computador {{MainEntry|Computer-assisted instruction}}<br> Ensino baseado no computador {{MainEntry|Computer-based instruction}}<br> Espaço de aprendizagem {{MainEntry|Learning space }}<br> Exame assistido por computador {{MainEntry|Computer-assisted examination}}<br> <br>'''F'''{{Anchor|F}} Feedback epistémico {{MainEntry| Epistemic feedback}}<br> '''Fenómenos embebidos''' {{MainEntry|[[Embedded phenomena]]}}<br> Ferramenta de autoria {{MainEntry|Authoring tool}}<br> <br>'''G'''{{Anchor|G}} Geometria Dinâmica {{MainEntry|Dynamic geometry }}<br> Geração automática de exercícios {{MainEntry|Automatic generation of exercises }}<br> '''Grelha de aprendizagem''' {{MainEntry|[[Learning grid]]}}<br> Guião {{MainEntry|Script ...}}<br> '''Guião de colaboração''' {{MainEntry|[[Collaboration script ]]}}<br> Guião externo {{MainEntry|External script}}<br> Guião interno {{MainEntry|Internal script}}<br> <br>'''J'''{{Anchor|J}} Jogos de simulação {{MainEntry|Simulation games}}<br> <br>'''L'''{{Anchor|L}} Laboratório baseado em computador {{MainEntry|Computer-based laboratory}}<br> Laboratórios remotos {{MainEntry|Remote laboratories }}<br> '''Literacias técnico-matemáticas''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br>'''M'''{{Anchor|M}} Matética computacional {{MainEntry|Computational mathetic}}<br> Micromundo {{MainEntry|Microworld}}<br> Mineração de dados educacional {{MainEntry|Educational data mining}}<br> Modelação cognitiva {{MainEntry|Cognitive modeling}}<br> Modelação do aprendente {{MainEntry|Learner modeling}}<br> <br>'''O'''{{Anchor|O}} Objetos de aprendizagem {{MainEntry|Learning objects}}<br> <br>'''P'''{{Anchor|P}} Percurso de aprendizagem {{MainEntry|Learning trail }}<br> '''Perícia parcial''' {{MainEntry|[[Overlay]]}}<br> '''Potencialidade educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Potencialidade epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programação de computadores para apoio à aprendizagem {{MainEntry|Computer programming in support of learning}}<br> <br>'''Q'''{{Anchor|Q}} Quadro interativo {{MainEntry|Interactive white board}}<br> <br>'''S'''{{Anchor|S}} Sistema autor {{MainEntry|Authoring system}}<br> Sistema de apoio inteligente {{MainEntry|Intelligent scaffolding system}}<br> Sistema de aprendizagem integrado {{MainEntry|Integrated learning system }}<br> '''Sistema de gestão da aprendizagem''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestão de cursos {{MainEntry|Course management system}}<br> Sistema tutor baseado em agentes {{MainEntry|Agent-based tutoring system}}<br> Sistema tutor inteligente {{MainEntry|Intelligent tutoring system}}<br> Sistemas de acompanhamento {{MainEntry|Buddy systems}}<br> Software educativo {{MainEntry| Courseware}}<br> <br>'''T'''{{Anchor|T}} Tecnologias de lecionação na Web {{MainEntry|Web-lecturing technologies}}<br> Tutor cognitivo {{MainEntry|Cognitive tutor}}<br> <br>'''U'''{{Anchor|U}} Universidades virtuais {{MainEntry|Virtual universities}}<br> 430 401 2011-09-26T12:48:35Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Portuguese entries ''Edited by by António Dias de Figueiredo, University of Coimbra (PT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#Q|Q]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent}}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> Ambiente de aprendizagem {{MainEntry|Learning environment}}<br> Ambiente de aprendizagem adaptativo {{MainEntry|Adaptive learning environment}}<br> Ambiente de aprendizagem ambiente {{MainEntry|Ambient learning environment}}<br> Ambiente de aprendizagem artificial {{MainEntry|Artificial learning environment}}<br> Ambiente de aprendizagem aumentado {{MainEntry|Augmented learning environment}}<br> Ambiente de aprendizagem baseado em agentes {{MainEntry|Agent-based learning environment}}<br> Ambiente de aprendizagem baseado em simulações {{MainEntry|Simulation-based learning environment}}<br> Ambiente de aprendizagem interactivo {{MainEntry|Interactive learning environment}}<br> Ambiente de aprendizagem on-line {{MainEntry|On-line learning environment}}<br> '''Ambiente de aprendizagem pela narrativa''' {{MainEntry|[[Narrative learning environments]]}}<br> Ambiente de aprendizagem pessoal {{MainEntry|Personal learning environment}}<br> Ambiente de aprendizagem programável com base no computador {{MainEntry|Programmable computer-based learning environment}}<br> Ambiente de aprendizagem tangível {{MainEntry|Tangible learning environment}}<br> Ambiente de aprendizagem ubíquo {{MainEntry|Pervasive learning environment}}<br> Ambiente de aprendizagem virtual {{MainEntry|Virtual learning environment}}<br> Ambientes de aprendizagem baseados em computador {{MainEntry|Computer-based learning environments}}<br> Ambientes de aprendizagem distribuídos {{MainEntry|Distributed learning environments}}<br> '''Ambientes de aprendizagem integrados''' {{MainEntry|[[Seamless learning environments]]}}<br> Aprendizagem assistida por computador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizagem auto-regulada''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Aprendizagem baseada em jogos''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizagem colaborativa {{MainEntry|Collaborative learning}}<br> Aprendizagem colaborativa apoiada pelo computador {{MainEntry|Computer-supported collaborative learning}}<br> Aprendizagem de línguas assistida por computador {{MainEntry|Computer-assisted language learning}}<br> Aprendizagem distribuída {{MainEntry|Distributed learning}}<br> '''Aprendizagem em rede''' {{MainEntry|[[Networked learning]]}}<br> &nbsp;&nbsp;--- comunidades {{MainEntry|... communities}}<br> &nbsp;&nbsp;--- ambientes {{MainEntry|... environment}}<br> Aprendizagem informal {{MainEntry|Informal learning}}<br> Aprendizagem mista (ou combinada) {{MainEntry|Blended learning}}<br> '''Aprendizagem móvel''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizagem multimédia {{MainEntry|Multimedia learning}}<br> '''Aprendizagem pela pesquisa''' {{MainEntry|[[Inquiry learning]]}}<br> Aprendizagem situada {{MainEntry|Situated learning }}<br> Aprendizagem ubíqua {{MainEntry|Ubiquitous learning }}<br> Aprendizagem valorizada pela tecnologia {{MainEntry|Technology Enhanced Learning}}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> '''Cenário de aprendizagem''' {{MainEntry|[[Learning scenario]]}}<br> Companheiro de aprendizagem {{MainEntry|Learning companion}}<br> '''Construcionismo''' {{MainEntry|[[Constructionism]]}}<br> Curso programável {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis}}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis}}<br> <br>'''E'''{{Anchor|E}} e-Assessment (avaliação electrónica) {{MainEntry|e-Assessment}}<br> e-Learning {{MainEntry|e-Learning}}<br> e-Learning inclusivo {{MainEntry|Inclusive e-learning}}<br> e-Portfolio {{MainEntry|e-Portfolio}}<br> Educação a distância {{MainEntry|Distance learning}}<br> Entretenimento educativo {{MainEntry|Edutainment}}<br> Engenharia cognitiva {{MainEntry|Cognitive engineering}}<br> Engenharia didática {{MainEntry|Didactical engineering }}<br> Ensino assistido por computador {{MainEntry|Computer-assisted instruction}}<br> Ensino baseado no computador {{MainEntry|Computer-based instruction}}<br> Espaço de aprendizagem {{MainEntry|Learning space }}<br> Exame assistido por computador {{MainEntry|Computer-assisted examination}}<br> <br>'''F'''{{Anchor|F}} Feedback epistémico {{MainEntry| Epistemic feedback}}<br> '''Fenómenos embebidos''' {{MainEntry|[[Embedded phenomena]]}}<br> Ferramenta de autoria {{MainEntry|Authoring tool}}<br> <br>'''G'''{{Anchor|G}} Geometria Dinâmica {{MainEntry|Dynamic geometry }}<br> Geração automática de exercícios {{MainEntry|Automatic generation of exercises }}<br> Grelha de aprendizagem {{MainEntry|Learning grid}}<br> Guião {{MainEntry|Script ...}}<br> '''Guião de colaboração''' {{MainEntry|[[Collaboration script ]]}}<br> Guião externo {{MainEntry|External script}}<br> Guião interno {{MainEntry|Internal script}}<br> <br>'''J'''{{Anchor|J}} Jogos de simulação {{MainEntry|Simulation games}}<br> <br>'''L'''{{Anchor|L}} Laboratório baseado em computador {{MainEntry|Computer-based laboratory}}<br> Laboratórios remotos {{MainEntry|Remote laboratories }}<br> '''Literacias técnico-matemáticas''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br>'''M'''{{Anchor|M}} Matética computacional {{MainEntry|Computational mathetic}}<br> Micromundo {{MainEntry|Microworld}}<br> Mineração de dados educacional {{MainEntry|Educational data mining}}<br> Modelação cognitiva {{MainEntry|Cognitive modeling}}<br> Modelação do aprendente {{MainEntry|Learner modeling}}<br> <br>'''O'''{{Anchor|O}} Objetos de aprendizagem {{MainEntry|Learning objects}}<br> <br>'''P'''{{Anchor|P}} Percurso de aprendizagem {{MainEntry|Learning trail }}<br> '''Perícia parcial''' {{MainEntry|[[Overlay]]}}<br> '''Potencialidade educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Potencialidade epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programação de computadores para apoio à aprendizagem {{MainEntry|Computer programming in support of learning}}<br> <br>'''Q'''{{Anchor|Q}} Quadro interativo {{MainEntry|Interactive white board}}<br> <br>'''S'''{{Anchor|S}} Sistema autor {{MainEntry|Authoring system}}<br> Sistema de apoio inteligente {{MainEntry|Intelligent scaffolding system}}<br> Sistema de aprendizagem integrado {{MainEntry|Integrated learning system }}<br> '''Sistema de gestão da aprendizagem''' {{MainEntry|[[Learning management systems]]}}<br> Sistema de gestão de cursos {{MainEntry|Course management system}}<br> Sistema tutor baseado em agentes {{MainEntry|Agent-based tutoring system}}<br> Sistema tutor inteligente {{MainEntry|Intelligent tutoring system}}<br> Sistemas de acompanhamento {{MainEntry|Buddy systems}}<br> Software educativo {{MainEntry| Courseware}}<br> <br>'''T'''{{Anchor|T}} Tecnologias de lecionação na Web {{MainEntry|Web-lecturing technologies}}<br> Tutor cognitivo {{MainEntry|Cognitive tutor}}<br> <br>'''U'''{{Anchor|U}} Universidades virtuais {{MainEntry|Virtual universities}}<br> 401 399 2011-09-19T09:55:01Z Admin 1 Protected "[[TEL Dictionary entries/pt]]" ([edit=portuguese] (indefinite) [move=portuguese] (indefinite)) wikitext text/x-wiki {{languages}} TEL Dictionary: Portuguese entries ''Edited by by António Dias de Figueiredo, University of Coimbra (PT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#Q|Q]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent}}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> Ambiente de aprendizagem {{MainEntry|Learning environment}}<br> Ambiente de aprendizagem adaptativo {{MainEntry|Adaptive learning environment}}<br> Ambiente de aprendizagem ambiente {{MainEntry|Ambient learning environment}}<br> Ambiente de aprendizagem artificial {{MainEntry|Artificial learning environment}}<br> Ambiente de aprendizagem aumentado {{MainEntry|Augmented learning environment}}<br> Ambiente de aprendizagem baseado em agentes {{MainEntry|Agent-based learning environment}}<br> Ambiente de aprendizagem baseado em simulações {{MainEntry|Simulation-based learning environment}}<br> Ambiente de aprendizagem interactivo {{MainEntry|Interactive learning environment}}<br> Ambiente de aprendizagem on-line {{MainEntry|On-line learning environment}}<br> '''Ambiente de aprendizagem pela narrativa''' {{MainEntry|[[Narrative learning environments]]}}<br> Ambiente de aprendizagem pessoal {{MainEntry|Personal learning environment}}<br> Ambiente de aprendizagem programável com base no computador {{MainEntry|Programmable computer-based learning environment}}<br> Ambiente de aprendizagem tangível {{MainEntry|Tangible learning environment}}<br> Ambiente de aprendizagem ubíquo {{MainEntry|Pervasive learning environment}}<br> Ambiente de aprendizagem virtual {{MainEntry|Virtual learning environment}}<br> Ambientes de aprendizagem baseados em computador {{MainEntry|Computer-based learning environments}}<br> Ambientes de aprendizagem distribuídos {{MainEntry|Distributed learning environments}}<br> '''Ambientes de aprendizagem integrados''' {{MainEntry|[[Seamless learning environments]]}}<br> Aprendizagem assistida por computador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizagem auto-regulada''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Aprendizagem baseada em jogos''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizagem colaborativa {{MainEntry|Collaborative learning}}<br> Aprendizagem colaborativa apoiada pelo computador {{MainEntry|Computer-supported collaborative learning}}<br> Aprendizagem de línguas assistida por computador {{MainEntry|Computer-assisted language learning}}<br> Aprendizagem distribuída {{MainEntry|Distributed learning}}<br> '''Aprendizagem em rede''' {{MainEntry|[[Networked learning]]}}<br> &nbsp;&nbsp;--- comunidades {{MainEntry|... communities}}<br> &nbsp;&nbsp;--- ambientes {{MainEntry|... environment}}<br> Aprendizagem informal {{MainEntry|Informal learning}}<br> Aprendizagem mista (ou combinada) {{MainEntry|Blended learning}}<br> '''Aprendizagem móvel''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizagem multimédia {{MainEntry|Multimedia learning}}<br> '''Aprendizagem pela pesquisa''' {{MainEntry|[[Inquiry learning]]}}<br> Aprendizagem situada {{MainEntry|Situated learning }}<br> Aprendizagem ubíqua {{MainEntry|Ubiquitous learning }}<br> Aprendizagem valorizada pela tecnologia {{MainEntry|Technology Enhanced Learning}}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> '''Cenário de aprendizagem''' {{MainEntry|[[Learning scenario]]}}<br> Companheiro de aprendizagem {{MainEntry|Learning companion}}<br> '''Construcionismo''' {{MainEntry|[[Constructionism]]}}<br> Curso programável {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis}}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis}}<br> <br>'''E'''{{Anchor|E}} e-Assessment (avaliação electrónica) {{MainEntry|e-Assessment}}<br> e-Learning {{MainEntry|e-Learning}}<br> e-Learning inclusivo {{MainEntry|Inclusive e-learning}}<br> e-Portfolio {{MainEntry|e-Portfolio}}<br> Educação a distância {{MainEntry|Distance learning}}<br> Entretenimento educativo {{MainEntry|Edutainment}}<br> Engenharia cognitiva {{MainEntry|Cognitive engineering}}<br> Engenharia didática {{MainEntry|Didactical engineering }}<br> Ensino assistido por computador {{MainEntry|Computer-assisted instruction}}<br> Ensino baseado no computador {{MainEntry|Computer-based instruction}}<br> Espaço de aprendizagem {{MainEntry|Learning space }}<br> Exame assistido por computador {{MainEntry|Computer-assisted examination}}<br> <br>'''F'''{{Anchor|F}} Feedback epistémico {{MainEntry| Epistemic feedback}}<br> '''Fenómenos embebidos''' {{MainEntry|[[Embedded phenomena]]}}<br> Ferramenta de autoria {{MainEntry|Authoring tool}}<br> <br>'''G'''{{Anchor|G}} Geometria Dinâmica {{MainEntry|Dynamic geometry }}<br> Geração automática de exercícios {{MainEntry|Automatic generation of exercises }}<br> Grelha de aprendizagem {{MainEntry|Learning grid}}<br> Guião {{MainEntry|Script ...}}<br> '''Guião de colaboração''' {{MainEntry|[[Collaboration script ]]}}<br> Guião externo {{MainEntry|External script}}<br> Guião interno {{MainEntry|Internal script}}<br> <br>'''J'''{{Anchor|J}} Jogos de simulação {{MainEntry|Simulation games}}<br> <br>'''L'''{{Anchor|L}} Laboratório baseado em computador {{MainEntry|Computer-based laboratory}}<br> Laboratórios remotos {{MainEntry|Remote laboratories }}<br> '''Literacias técnico-matemáticas''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br>'''M'''{{Anchor|M}} Matética computacional {{MainEntry|Computational mathetic}}<br> Micromundo {{MainEntry|Microworld}}<br> Mineração de dados educacional {{MainEntry|Educational data mining}}<br> Modelação cognitiva {{MainEntry|Cognitive modeling}}<br> Modelação do aprendente {{MainEntry|Learner modeling}}<br> <br>'''O'''{{Anchor|O}} Objetos de aprendizagem {{MainEntry|Learning objects}}<br> <br>'''P'''{{Anchor|P}} Percurso de aprendizagem {{MainEntry|Learning trail }}<br> '''Perícia parcial''' {{MainEntry|[[Overlay]]}}<br> '''Potencialidade educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Potencialidade epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programação de computadores para apoio à aprendizagem {{MainEntry|Computer programming in support of learning}}<br> <br>'''Q'''{{Anchor|Q}} Quadro interativo {{MainEntry|Interactive white board}}<br> <br>'''S'''{{Anchor|S}} Sistema autor {{MainEntry|Authoring system}}<br> Sistema de apoio inteligente {{MainEntry|Intelligent scaffolding system}}<br> Sistema de aprendizagem integrado {{MainEntry|Integrated learning system }}<br> Sistema de gestão da aprendizagem {{MainEntry|Learning management systems}}<br> Sistema de gestão de cursos {{MainEntry|Course management system}}<br> Sistema tutor baseado em agentes {{MainEntry|Agent-based tutoring system}}<br> Sistema tutor inteligente {{MainEntry|Intelligent tutoring system}}<br> Sistemas de acompanhamento {{MainEntry|Buddy systems}}<br> Software educativo {{MainEntry| Courseware}}<br> <br>'''T'''{{Anchor|T}} Tecnologias de lecionação na Web {{MainEntry|Web-lecturing technologies}}<br> Tutor cognitivo {{MainEntry|Cognitive tutor}}<br> <br>'''U'''{{Anchor|U}} Universidades virtuais {{MainEntry|Virtual universities}}<br> 399 2011-09-19T09:27:24Z Zeiliger 2 Created page with "{{languages}} TEL Dictionary: Portuguese entries ''Edited by by António Dias de Figueiredo, University of Coimbra (PT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] -..." wikitext text/x-wiki {{languages}} TEL Dictionary: Portuguese entries ''Edited by by António Dias de Figueiredo, University of Coimbra (PT)'' '''A - [[#C|C]] - [[#D|D]] - [[#E|E]] - [[#F|F]] - [[#G|G]] - [[#J|J]] - [[#L|L]] - [[#M|M]] - [[#O|O]] - [[#P|P]] - [[#Q|Q]] - [[#S|S]] - [[#T|T]] - [[#U|U]]''' <br> '''A'''<br> Agente pedagógico {{MainEntry|Pedagogical agent}}<br> Agente pedagógico animado {{MainEntry|Animated pedagogical agent}}<br> Agente pedagógico virtual {{MainEntry|Virtual pedagogical agent}}<br> Ambiente de aprendizagem {{MainEntry|Learning environment}}<br> Ambiente de aprendizagem adaptativo {{MainEntry|Adaptive learning environment}}<br> Ambiente de aprendizagem ambiente {{MainEntry|Ambient learning environment}}<br> Ambiente de aprendizagem artificial {{MainEntry|Artificial learning environment}}<br> Ambiente de aprendizagem aumentado {{MainEntry|Augmented learning environment}}<br> Ambiente de aprendizagem baseado em agentes {{MainEntry|Agent-based learning environment}}<br> Ambiente de aprendizagem baseado em simulações {{MainEntry|Simulation-based learning environment}}<br> Ambiente de aprendizagem interactivo {{MainEntry|Interactive learning environment}}<br> Ambiente de aprendizagem on-line {{MainEntry|On-line learning environment}}<br> '''Ambiente de aprendizagem pela narrativa''' {{MainEntry|[[Narrative learning environments]]}}<br> Ambiente de aprendizagem pessoal {{MainEntry|Personal learning environment}}<br> Ambiente de aprendizagem programável com base no computador {{MainEntry|Programmable computer-based learning environment}}<br> Ambiente de aprendizagem tangível {{MainEntry|Tangible learning environment}}<br> Ambiente de aprendizagem ubíquo {{MainEntry|Pervasive learning environment}}<br> Ambiente de aprendizagem virtual {{MainEntry|Virtual learning environment}}<br> Ambientes de aprendizagem baseados em computador {{MainEntry|Computer-based learning environments}}<br> Ambientes de aprendizagem distribuídos {{MainEntry|Distributed learning environments}}<br> '''Ambientes de aprendizagem integrados''' {{MainEntry|[[Seamless learning environments]]}}<br> Aprendizagem assistida por computador {{MainEntry|Computer-assisted learning}}<br> '''Aprendizagem auto-regulada''' {{MainEntry|[[Self-regulated learning]]}}<br> '''Aprendizagem baseada em jogos''' {{MainEntry|[[Game-based learning]]}}<br> Aprendizagem colaborativa {{MainEntry|Collaborative learning}}<br> Aprendizagem colaborativa apoiada pelo computador {{MainEntry|Computer-supported collaborative learning}}<br> Aprendizagem de línguas assistida por computador {{MainEntry|Computer-assisted language learning}}<br> Aprendizagem distribuída {{MainEntry|Distributed learning}}<br> '''Aprendizagem em rede''' {{MainEntry|[[Networked learning]]}}<br> &nbsp;&nbsp;--- comunidades {{MainEntry|... communities}}<br> &nbsp;&nbsp;--- ambientes {{MainEntry|... environment}}<br> Aprendizagem informal {{MainEntry|Informal learning}}<br> Aprendizagem mista (ou combinada) {{MainEntry|Blended learning}}<br> '''Aprendizagem móvel''' {{MainEntry|[[Mobile learning]]}}<br> Aprendizagem multimédia {{MainEntry|Multimedia learning}}<br> '''Aprendizagem pela pesquisa''' {{MainEntry|[[Inquiry learning]]}}<br> Aprendizagem situada {{MainEntry|Situated learning }}<br> Aprendizagem ubíqua {{MainEntry|Ubiquitous learning }}<br> Aprendizagem valorizada pela tecnologia {{MainEntry|Technology Enhanced Learning}}<br> <br>'''C'''{{Anchor|C}} Campus virtual {{MainEntry|Virtual campus}}<br> '''Cenário de aprendizagem''' {{MainEntry|[[Learning scenario]]}}<br> Companheiro de aprendizagem {{MainEntry|Learning companion}}<br> '''Construcionismo''' {{MainEntry|[[Constructionism]]}}<br> Curso programável {{MainEntry|Programmable course }}<br> <br>'''D'''{{Anchor|D}} Diagnóstico automático {{MainEntry|Automatic diagnosis}}<br> Diagnóstico cognitivo {{MainEntry|Cognitive diagnosis}}<br> <br>'''E'''{{Anchor|E}} e-Assessment (avaliação electrónica) {{MainEntry|e-Assessment}}<br> e-Learning {{MainEntry|e-Learning}}<br> e-Learning inclusivo {{MainEntry|Inclusive e-learning}}<br> e-Portfolio {{MainEntry|e-Portfolio}}<br> Educação a distância {{MainEntry|Distance learning}}<br> Entretenimento educativo {{MainEntry|Edutainment}}<br> Engenharia cognitiva {{MainEntry|Cognitive engineering}}<br> Engenharia didática {{MainEntry|Didactical engineering }}<br> Ensino assistido por computador {{MainEntry|Computer-assisted instruction}}<br> Ensino baseado no computador {{MainEntry|Computer-based instruction}}<br> Espaço de aprendizagem {{MainEntry|Learning space }}<br> Exame assistido por computador {{MainEntry|Computer-assisted examination}}<br> <br>'''F'''{{Anchor|F}} Feedback epistémico {{MainEntry| Epistemic feedback}}<br> '''Fenómenos embebidos''' {{MainEntry|[[Embedded phenomena]]}}<br> Ferramenta de autoria {{MainEntry|Authoring tool}}<br> <br>'''G'''{{Anchor|G}} Geometria Dinâmica {{MainEntry|Dynamic geometry }}<br> Geração automática de exercícios {{MainEntry|Automatic generation of exercises }}<br> Grelha de aprendizagem {{MainEntry|Learning grid}}<br> Guião {{MainEntry|Script ...}}<br> '''Guião de colaboração''' {{MainEntry|[[Collaboration script ]]}}<br> Guião externo {{MainEntry|External script}}<br> Guião interno {{MainEntry|Internal script}}<br> <br>'''J'''{{Anchor|J}} Jogos de simulação {{MainEntry|Simulation games}}<br> <br>'''L'''{{Anchor|L}} Laboratório baseado em computador {{MainEntry|Computer-based laboratory}}<br> Laboratórios remotos {{MainEntry|Remote laboratories }}<br> '''Literacias técnico-matemáticas''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br>'''M'''{{Anchor|M}} Matética computacional {{MainEntry|Computational mathetic}}<br> Micromundo {{MainEntry|Microworld}}<br> Mineração de dados educacional {{MainEntry|Educational data mining}}<br> Modelação cognitiva {{MainEntry|Cognitive modeling}}<br> Modelação do aprendente {{MainEntry|Learner modeling}}<br> <br>'''O'''{{Anchor|O}} Objetos de aprendizagem {{MainEntry|Learning objects}}<br> <br>'''P'''{{Anchor|P}} Percurso de aprendizagem {{MainEntry|Learning trail }}<br> '''Perícia parcial''' {{MainEntry|[[Overlay]]}}<br> '''Potencialidade educativa''' {{MainEntry|[[Educational affordance]]}}<br> '''Potencialidade epistémica''' {{MainEntry|[[Epistemic affordance]]}}<br> Programação de computadores para apoio à aprendizagem {{MainEntry|Computer programming in support of learning}}<br> <br>'''Q'''{{Anchor|Q}} Quadro interativo {{MainEntry|Interactive white board}}<br> <br>'''S'''{{Anchor|S}} Sistema autor {{MainEntry|Authoring system}}<br> Sistema de apoio inteligente {{MainEntry|Intelligent scaffolding system}}<br> Sistema de aprendizagem integrado {{MainEntry|Integrated learning system }}<br> Sistema de gestão da aprendizagem {{MainEntry|Learning management systems}}<br> Sistema de gestão de cursos {{MainEntry|Course management system}}<br> Sistema tutor baseado em agentes {{MainEntry|Agent-based tutoring system}}<br> Sistema tutor inteligente {{MainEntry|Intelligent tutoring system}}<br> Sistemas de acompanhamento {{MainEntry|Buddy systems}}<br> Software educativo {{MainEntry| Courseware}}<br> <br>'''T'''{{Anchor|T}} Tecnologias de lecionação na Web {{MainEntry|Web-lecturing technologies}}<br> Tutor cognitivo {{MainEntry|Cognitive tutor}}<br> <br>'''U'''{{Anchor|U}} Universidades virtuais {{MainEntry|Virtual universities}}<br> 0 125 1190 1146 2013-03-01T12:44:55Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Russian entries ''Edited by IPI RAN researchers , Moscow State Railway's University (RU), contact Diana Bogdanova'' <br> '''A - [[#В|В]] - [[#Д|Д]] - [[#И|И]] - [[#К|К]] - [[#М|М]] - [[#Н|Н]] -[[#О|О]] - [[#П|П]] - [[#Р|Р]] - [[#С|С]] - [[#Т|Т]] - [[#У|У]] - [[#Э|Э]]''' <br> '''А'''{{Anchor|А}}<br> Автоматическая генерация упражнений {{MainEntry|Automatic generation of exercises}}<br> Автоматическая диагностика {{MainEntry|Automatic diagnosis}}<br> '''Авторская система, система авторских разработок''' {{MainEntry|[[Authoring system]]}}<br> Авторское инструментальное средство {{MainEntry|Authoring tool}}<br> '''Адаптивная учебная среда''' {{MainEntry|[[Adaptive learning environment]]}}<br> Алгоритмическое (вычислительное, компьютерное) мышление {{MainEntry|Computational thinking}}<br> Анимированный педагогический агент (помощник) {{MainEntry|Animated pedagogical agent}}<br> '''В'''{{Anchor|В}}<br> '''Вербальные (нарративные) учебные среды''' {{MainEntry|[[Narrative learning environments]]}}<br> Вещественная, материальная (ощутимая) учебная среда {{MainEntry|Tangible learning environment}}<br> Виртуальная учебная среда {{MainEntry|Virtual learning environment}}<br> Виртуальные университеты {{MainEntry|Virtual universities}}<br> Виртуальный кампус (университет) {{MainEntry|Virtual campus}}<br> Виртуальный педагогический агент (помощник) {{MainEntry|Virtual pedagogical agent}}<br> Внешний сценарий {{MainEntry|External script}}<br> Внутренний сценарий {{MainEntry|Internal script}}<br> '''Встроенные явления''' {{MainEntry|[[Embedded phenomena]]}}<br> '''Д'''{{Anchor|Д}}<br> '''Дидактическая (педагогическая) инженерия''' {{MainEntry|[[Didactical engineering]]}}<br> Динамическая геометрия {{MainEntry|Dynamic geometry}}<br> Дистанционное (удаленное) обучение {{MainEntry|Distance learning}}<br> '''И'''{{Anchor|И}}<br> ИКТ лаборатория {{MainEntry|Computer-based laboratory}}<br> ИКТ обучение (основанное на использовании компьютера) {{MainEntry|Computer-based instruction}}<br> ИКТ учебные среды {{MainEntry|Computer-based learning environments}}<br> Инклюзивное электронное обучение {{MainEntry|Inclusive e-learning}}<br> Интегрированная учебная (обучающая) система {{MainEntry|Integrated learning system}}<br> '''Интеллектуальная обучающая система''' {{MainEntry|[[Cognitive tutor]]}}<br> '''Интеллектуальная обучающая система''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Интеллектуальная система поддержки {{MainEntry|Intelligent scaffolding system}}<br> Интерактивная доска {{MainEntry|Interactive white board}}<br> Интерактивная учебная среда {{MainEntry|Interactive learning environment}}<br> Искусственная учебная среда {{MainEntry|Artificial learning environment}}<br> '''Исследовательское обучение (обучение на основе исследовательской деятельности)''' {{MainEntry|[[Inquiry learning]]}}<br> '''К'''{{Anchor|К}}<br> Когнитивная (познавательная) диагностика {{MainEntry|Cognitive diagnosis}}<br> Когнитивная (познавательная) инженерия {{MainEntry|Cognitive engineering}}<br> Когнитивное (познавательное) моделирование {{MainEntry|Cognitive modeling}}<br> Компьютеризированный экзамен (экспертиза) {{MainEntry|Computer-assisted examination}}<br> Компьютеризованное изучение языка {{MainEntry|Computer-assisted language learning}}<br> Компьютеризованное обучение {{MainEntry|Computer-assisted instruction}}<br> Компьютеризованное обучение {{MainEntry|Computer-assisted learning}}<br> Компьютеризованное обучение в сотрудничестве, компьютеризованное коллаборативное обучение {{MainEntry|Computer-supported collaborative learning}}<br> '''Конструктивистская теория познания''' {{MainEntry|[[Constructionism]]}}<br> Курсвер, система создания курсов {{MainEntry|Courseware}}<br> '''М'''{{Anchor|М}}<br> Микромир {{MainEntry|Microworld}}<br> '''Мобильное обучение (обучение с применением мобильных устройств)''' {{MainEntry|[[Mobile learning]]}}<br> Моделирование ученика {{MainEntry|Learner modeling}}<br> '''Мультимедийное обучение (обучение в мультимедийной среде)''' {{MainEntry|[[Multimedia learning]]}}<br> '''Н'''{{Anchor|Н}}<br> '''Неформальное обучение''' {{MainEntry|[[Informal learning]]}}<br> '''О'''{{Anchor|О}}<br> '''Образовательная достижимость (достигаемость целей обучения)''' {{MainEntry|[[Educational affordance]]}}<br> '''Образовательный дата майнинг (интеллектуальный анализ данных для целей образования)''' {{MainEntry|[[Educational data mining]]}}<br> Обучающая система, основанная на использовании агента (помощника) {{MainEntry|Agent-based tutoring system}}<br> Обучающие развлечения {{MainEntry|Edutainment}}<br> Обучение в сотрудничестве, коллаборативное обучение {{MainEntry|Collaborative learning}}<br> '''Обучение, основанное на играх (игровое обучение, обучение в игре)''' {{MainEntry|[[Game-based learning]]}}<br> '''Оверлейная модель ученика''' {{MainEntry|[[Overlay]]}}<br> '''П'''{{Anchor|П}}<br> Педагогический агент (помощник) {{MainEntry|Pedagogical agent}}<br> Персональная учебная среда {{MainEntry|Personal learning environment}}<br> Повсеместное («вездесущее») обучение {{MainEntry|Ubiquitous learning}}<br> Программирование в поддержку учения {{MainEntry|Computer programming in support of learning}}<br> Программируемая компьютеризованная учебная среда {{MainEntry|Programmable computer-based learning environment}}<br> Программируемый курс {{MainEntry|Programmable course}}<br> Продвинутое ИКТ обучение {{MainEntry|Technology Enhanced Learning}}<br> '''Р'''{{Anchor|Р}}<br> Распределенное обучение {{MainEntry|Distributed learning}}<br> Распределенные учебные среды {{MainEntry|Distributed learning environments}}<br> Расширенная учебная среда {{MainEntry|Augmented learning environment}}<br> Расширяющаяся учебная среда {{MainEntry|Pervasive learning environment}}<br> '''С'''{{Anchor|С}}<br> '''Самостоятельное учение''' {{MainEntry|[[Self-regulated learning]]}}<br> Сетевая учебная среда {{MainEntry|Networked learning environment}}<br> '''Сетевое обучение (обучение в сети)''' {{MainEntry|[[Networked learning]]}}<br> Сетевые учебные сообщества {{MainEntry|Networked learning communities}}<br> Симуляторы (игры-симуляторы, игровые симуляторы) {{MainEntry|Simulation games}}<br> Система администрирования курса, управления курсом {{MainEntry|Course management system}}<br> '''Системы управления обучением''' {{MainEntry|[[Learning management systems]]}}<br> Ситуативное обучение {{MainEntry|Situated learning}}<br> Смешанное (комбинированное) обучение {{MainEntry|Blended learning}}<br> Среда сетевого (он лайн) обучения {{MainEntry|On-line learning environment}}<br> '''Среды непрерывного обучения''' {{MainEntry|[[Seamless learning environments]]}}<br> Сценарий {{MainEntry|Script ...}}<br> '''Сценарий коллаборативного обучение''' {{MainEntry|[[Collaboration script]]}}<br> '''Сценарий обучения''' {{MainEntry|[[Learning scenario]]}}<br> '''Т'''{{Anchor|Т}}<br> '''Техно-математическая грамотность''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии веб-лекций {{MainEntry|Web-lecturing technologies}}<br> Товарищ, напарник по обучению {{MainEntry|Learning companion}}<br> '''У'''{{Anchor|У}}<br> Удаленные лаборатории {{MainEntry|Remote laboratories}}<br> Учебная аналитика {{MainEntry|Learning analytics}}<br> '''Учебная сеть''' {{MainEntry|[[Learning grid]]}}<br> '''Учебная среда на основе симуляторов''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Учебная среда с погружением {{MainEntry|Ambient learning environment}}<br> Учебная среда, основанная на использовании агента (помощника) {{MainEntry|Agent-based learning environment}}<br> Учебная среда, учебное окружение {{MainEntry|Learning environment}}<br> Учебная траектория {{MainEntry|Learning trail}}<br> '''Учебное пространство''' {{MainEntry|[[Learning space]]}}<br> '''Учебные объекты''' {{MainEntry|[[Learning objects]]}}<br> '''Учебный (педагогический) дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Э'''{{Anchor|Э}}<br> '''Электронная оценка''' {{MainEntry|[[e-Assessment]]}}<br> Электронное (-ый) портфолио {{MainEntry|e-portfolio}}<br> Электронное обучение {{MainEntry|e-learning}}<br> Электронные «спарки», системы ученического наставничества {{MainEntry|Buddy systems}}<br> '''Эпистемическая достижимость (постигаемость знания)''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Эпистемическая обратная связь ''' {{MainEntry|[[Epistemic feedback]]}}<br> (*) {{MainEntry|Computational mathetic(s)}}<br> 1146 977 2013-02-26T14:58:43Z Admin 1 Protected "[[TEL Dictionary entries/ru]]" ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Russian entries ''Edited by IPI RAN researchers , Moscow State Railway's University (RU), contact Diana Bogdanova'' <br> '''A - [[#В|В]] - [[#Д|Д]] - [[#И|И]] - [[#К|К]] - [[#М|М]] - [[#Н|Н]] -[[#О|О]] - [[#П|П]] - [[#Р|Р]] - [[#С|С]] - [[#Т|Т]] - [[#У|У]] - [[#Э|Э]]''' <br> '''А'''{{Anchor|А}}<br> Автоматическая генерация упражнений {{MainEntry|Automatic generation of exercises}}<br> Автоматическая диагностика {{MainEntry|Automatic diagnosis}}<br> Авторская система, система авторских разработок {{MainEntry|Authoring system}}<br> Авторское инструментальное средство {{MainEntry|Authoring tool}}<br> '''Адаптивная учебная среда''' {{MainEntry|[[Adaptive learning environment]]}}<br> Алгоритмическое (вычислительное, компьютерное) мышление {{MainEntry|Computational thinking}}<br> Анимированный педагогический агент (помощник) {{MainEntry|Animated pedagogical agent}}<br> '''В'''{{Anchor|В}}<br> '''Вербальные (нарративные) учебные среды''' {{MainEntry|[[Narrative learning environments]]}}<br> Вещественная, материальная (ощутимая) учебная среда {{MainEntry|Tangible learning environment}}<br> Виртуальная учебная среда {{MainEntry|Virtual learning environment}}<br> Виртуальные университеты {{MainEntry|Virtual universities}}<br> Виртуальный кампус (университет) {{MainEntry|Virtual campus}}<br> Виртуальный педагогический агент (помощник) {{MainEntry|Virtual pedagogical agent}}<br> Внешний сценарий {{MainEntry|External script}}<br> Внутренний сценарий {{MainEntry|Internal script}}<br> '''Встроенные явления''' {{MainEntry|[[Embedded phenomena]]}}<br> '''Д'''{{Anchor|Д}}<br> '''Дидактическая (педагогическая) инженерия''' {{MainEntry|[[Didactical engineering]]}}<br> Динамическая геометрия {{MainEntry|Dynamic geometry}}<br> Дистанционное (удаленное) обучение {{MainEntry|Distance learning}}<br> '''И'''{{Anchor|И}}<br> ИКТ лаборатория {{MainEntry|Computer-based laboratory}}<br> ИКТ обучение (основанное на использовании компьютера) {{MainEntry|Computer-based instruction}}<br> ИКТ учебные среды {{MainEntry|Computer-based learning environments}}<br> Инклюзивное электронное обучение {{MainEntry|Inclusive e-learning}}<br> Интегрированная учебная (обучающая) система {{MainEntry|Integrated learning system}}<br> '''Интеллектуальная обучающая система''' {{MainEntry|[[Cognitive tutor]]}}<br> '''Интеллектуальная обучающая система''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Интеллектуальная система поддержки {{MainEntry|Intelligent scaffolding system}}<br> Интерактивная доска {{MainEntry|Interactive white board}}<br> Интерактивная учебная среда {{MainEntry|Interactive learning environment}}<br> Искусственная учебная среда {{MainEntry|Artificial learning environment}}<br> '''Исследовательское обучение (обучение на основе исследовательской деятельности)''' {{MainEntry|[[Inquiry learning]]}}<br> '''К'''{{Anchor|К}}<br> Когнитивная (познавательная) диагностика {{MainEntry|Cognitive diagnosis}}<br> Когнитивная (познавательная) инженерия {{MainEntry|Cognitive engineering}}<br> Когнитивное (познавательное) моделирование {{MainEntry|Cognitive modeling}}<br> Компьютеризированный экзамен (экспертиза) {{MainEntry|Computer-assisted examination}}<br> Компьютеризованное изучение языка {{MainEntry|Computer-assisted language learning}}<br> Компьютеризованное обучение {{MainEntry|Computer-assisted instruction}}<br> Компьютеризованное обучение {{MainEntry|Computer-assisted learning}}<br> Компьютеризованное обучение в сотрудничестве, компьютеризованное коллаборативное обучение {{MainEntry|Computer-supported collaborative learning}}<br> '''Конструктивистская теория познания''' {{MainEntry|[[Constructionism]]}}<br> Курсвер, система создания курсов {{MainEntry|Courseware}}<br> '''М'''{{Anchor|М}}<br> Микромир {{MainEntry|Microworld}}<br> '''Мобильное обучение (обучение с применением мобильных устройств)''' {{MainEntry|[[Mobile learning]]}}<br> Моделирование ученика {{MainEntry|Learner modeling}}<br> '''Мультимедийное обучение (обучение в мультимедийной среде)''' {{MainEntry|[[Multimedia learning]]}}<br> '''Н'''{{Anchor|Н}}<br> '''Неформальное обучение''' {{MainEntry|[[Informal learning]]}}<br> '''О'''{{Anchor|О}}<br> '''Образовательная достижимость (достигаемость целей обучения)''' {{MainEntry|[[Educational affordance]]}}<br> '''Образовательный дата майнинг (интеллектуальный анализ данных для целей образования)''' {{MainEntry|[[Educational data mining]]}}<br> Обучающая система, основанная на использовании агента (помощника) {{MainEntry|Agent-based tutoring system}}<br> Обучающие развлечения {{MainEntry|Edutainment}}<br> Обучение в сотрудничестве, коллаборативное обучение {{MainEntry|Collaborative learning}}<br> '''Обучение, основанное на играх (игровое обучение, обучение в игре)''' {{MainEntry|[[Game-based learning]]}}<br> '''Оверлейная модель ученика''' {{MainEntry|[[Overlay]]}}<br> '''П'''{{Anchor|П}}<br> Педагогический агент (помощник) {{MainEntry|Pedagogical agent}}<br> Персональная учебная среда {{MainEntry|Personal learning environment}}<br> Повсеместное («вездесущее») обучение {{MainEntry|Ubiquitous learning}}<br> Программирование в поддержку учения {{MainEntry|Computer programming in support of learning}}<br> Программируемая компьютеризованная учебная среда {{MainEntry|Programmable computer-based learning environment}}<br> Программируемый курс {{MainEntry|Programmable course}}<br> Продвинутое ИКТ обучение {{MainEntry|Technology Enhanced Learning}}<br> '''Р'''{{Anchor|Р}}<br> Распределенное обучение {{MainEntry|Distributed learning}}<br> Распределенные учебные среды {{MainEntry|Distributed learning environments}}<br> Расширенная учебная среда {{MainEntry|Augmented learning environment}}<br> Расширяющаяся учебная среда {{MainEntry|Pervasive learning environment}}<br> '''С'''{{Anchor|С}}<br> '''Самостоятельное учение''' {{MainEntry|[[Self-regulated learning]]}}<br> Сетевая учебная среда {{MainEntry|Networked learning environment}}<br> '''Сетевое обучение (обучение в сети)''' {{MainEntry|[[Networked learning]]}}<br> Сетевые учебные сообщества {{MainEntry|Networked learning communities}}<br> Симуляторы (игры-симуляторы, игровые симуляторы) {{MainEntry|Simulation games}}<br> Система администрирования курса, управления курсом {{MainEntry|Course management system}}<br> '''Системы управления обучением''' {{MainEntry|[[Learning management systems]]}}<br> Ситуативное обучение {{MainEntry|Situated learning}}<br> Смешанное (комбинированное) обучение {{MainEntry|Blended learning}}<br> Среда сетевого (он лайн) обучения {{MainEntry|On-line learning environment}}<br> '''Среды непрерывного обучения''' {{MainEntry|[[Seamless learning environments]]}}<br> Сценарий {{MainEntry|Script ...}}<br> '''Сценарий коллаборативного обучение''' {{MainEntry|[[Collaboration script]]}}<br> '''Сценарий обучения''' {{MainEntry|[[Learning scenario]]}}<br> '''Т'''{{Anchor|Т}}<br> '''Техно-математическая грамотность''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии веб-лекций {{MainEntry|Web-lecturing technologies}}<br> Товарищ, напарник по обучению {{MainEntry|Learning companion}}<br> '''У'''{{Anchor|У}}<br> Удаленные лаборатории {{MainEntry|Remote laboratories}}<br> Учебная аналитика {{MainEntry|Learning analytics}}<br> '''Учебная сеть''' {{MainEntry|[[Learning grid]]}}<br> '''Учебная среда на основе симуляторов''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Учебная среда с погружением {{MainEntry|Ambient learning environment}}<br> Учебная среда, основанная на использовании агента (помощника) {{MainEntry|Agent-based learning environment}}<br> Учебная среда, учебное окружение {{MainEntry|Learning environment}}<br> Учебная траектория {{MainEntry|Learning trail}}<br> '''Учебное пространство''' {{MainEntry|[[Learning space]]}}<br> '''Учебные объекты''' {{MainEntry|[[Learning objects]]}}<br> '''Учебный (педагогический) дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Э'''{{Anchor|Э}}<br> '''Электронная оценка''' {{MainEntry|[[e-Assessment]]}}<br> Электронное (-ый) портфолио {{MainEntry|e-portfolio}}<br> Электронное обучение {{MainEntry|e-learning}}<br> Электронные «спарки», системы ученического наставничества {{MainEntry|Buddy systems}}<br> '''Эпистемическая достижимость (постигаемость знания)''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Эпистемическая обратная связь ''' {{MainEntry|[[Epistemic feedback]]}}<br> (*) {{MainEntry|Computational mathetic(s)}}<br> 977 964 2012-09-27T06:28:50Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Russian entries ''Edited by IPI RAN researchers , Moscow State Railway's University (RU), contact Diana Bogdanova'' <br> '''A - [[#В|В]] - [[#Д|Д]] - [[#И|И]] - [[#К|К]] - [[#М|М]] - [[#Н|Н]] -[[#О|О]] - [[#П|П]] - [[#Р|Р]] - [[#С|С]] - [[#Т|Т]] - [[#У|У]] - [[#Э|Э]]''' <br> '''А'''{{Anchor|А}}<br> Автоматическая генерация упражнений {{MainEntry|Automatic generation of exercises}}<br> Автоматическая диагностика {{MainEntry|Automatic diagnosis}}<br> Авторская система, система авторских разработок {{MainEntry|Authoring system}}<br> Авторское инструментальное средство {{MainEntry|Authoring tool}}<br> '''Адаптивная учебная среда''' {{MainEntry|[[Adaptive learning environment]]}}<br> Алгоритмическое (вычислительное, компьютерное) мышление {{MainEntry|Computational thinking}}<br> Анимированный педагогический агент (помощник) {{MainEntry|Animated pedagogical agent}}<br> '''В'''{{Anchor|В}}<br> '''Вербальные (нарративные) учебные среды''' {{MainEntry|[[Narrative learning environments]]}}<br> Вещественная, материальная (ощутимая) учебная среда {{MainEntry|Tangible learning environment}}<br> Виртуальная учебная среда {{MainEntry|Virtual learning environment}}<br> Виртуальные университеты {{MainEntry|Virtual universities}}<br> Виртуальный кампус (университет) {{MainEntry|Virtual campus}}<br> Виртуальный педагогический агент (помощник) {{MainEntry|Virtual pedagogical agent}}<br> Внешний сценарий {{MainEntry|External script}}<br> Внутренний сценарий {{MainEntry|Internal script}}<br> '''Встроенные явления''' {{MainEntry|[[Embedded phenomena]]}}<br> '''Д'''{{Anchor|Д}}<br> '''Дидактическая (педагогическая) инженерия''' {{MainEntry|[[Didactical engineering]]}}<br> Динамическая геометрия {{MainEntry|Dynamic geometry}}<br> Дистанционное (удаленное) обучение {{MainEntry|Distance learning}}<br> '''И'''{{Anchor|И}}<br> ИКТ лаборатория {{MainEntry|Computer-based laboratory}}<br> ИКТ обучение (основанное на использовании компьютера) {{MainEntry|Computer-based instruction}}<br> ИКТ учебные среды {{MainEntry|Computer-based learning environments}}<br> Инклюзивное электронное обучение {{MainEntry|Inclusive e-learning}}<br> Интегрированная учебная (обучающая) система {{MainEntry|Integrated learning system}}<br> '''Интеллектуальная обучающая система''' {{MainEntry|[[Cognitive tutor]]}}<br> '''Интеллектуальная обучающая система''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Интеллектуальная система поддержки {{MainEntry|Intelligent scaffolding system}}<br> Интерактивная доска {{MainEntry|Interactive white board}}<br> Интерактивная учебная среда {{MainEntry|Interactive learning environment}}<br> Искусственная учебная среда {{MainEntry|Artificial learning environment}}<br> '''Исследовательское обучение (обучение на основе исследовательской деятельности)''' {{MainEntry|[[Inquiry learning]]}}<br> '''К'''{{Anchor|К}}<br> Когнитивная (познавательная) диагностика {{MainEntry|Cognitive diagnosis}}<br> Когнитивная (познавательная) инженерия {{MainEntry|Cognitive engineering}}<br> Когнитивное (познавательное) моделирование {{MainEntry|Cognitive modeling}}<br> Компьютеризированный экзамен (экспертиза) {{MainEntry|Computer-assisted examination}}<br> Компьютеризованное изучение языка {{MainEntry|Computer-assisted language learning}}<br> Компьютеризованное обучение {{MainEntry|Computer-assisted instruction}}<br> Компьютеризованное обучение {{MainEntry|Computer-assisted learning}}<br> Компьютеризованное обучение в сотрудничестве, компьютеризованное коллаборативное обучение {{MainEntry|Computer-supported collaborative learning}}<br> '''Конструктивистская теория познания''' {{MainEntry|[[Constructionism]]}}<br> Курсвер, система создания курсов {{MainEntry|Courseware}}<br> '''М'''{{Anchor|М}}<br> Микромир {{MainEntry|Microworld}}<br> '''Мобильное обучение (обучение с применением мобильных устройств)''' {{MainEntry|[[Mobile learning]]}}<br> Моделирование ученика {{MainEntry|Learner modeling}}<br> '''Мультимедийное обучение (обучение в мультимедийной среде)''' {{MainEntry|[[Multimedia learning]]}}<br> '''Н'''{{Anchor|Н}}<br> '''Неформальное обучение''' {{MainEntry|[[Informal learning]]}}<br> '''О'''{{Anchor|О}}<br> '''Образовательная достижимость (достигаемость целей обучения)''' {{MainEntry|[[Educational affordance]]}}<br> '''Образовательный дата майнинг (интеллектуальный анализ данных для целей образования)''' {{MainEntry|[[Educational data mining]]}}<br> Обучающая система, основанная на использовании агента (помощника) {{MainEntry|Agent-based tutoring system}}<br> Обучающие развлечения {{MainEntry|Edutainment}}<br> Обучение в сотрудничестве, коллаборативное обучение {{MainEntry|Collaborative learning}}<br> '''Обучение, основанное на играх (игровое обучение, обучение в игре)''' {{MainEntry|[[Game-based learning]]}}<br> '''Оверлейная модель ученика''' {{MainEntry|[[Overlay]]}}<br> '''П'''{{Anchor|П}}<br> Педагогический агент (помощник) {{MainEntry|Pedagogical agent}}<br> Персональная учебная среда {{MainEntry|Personal learning environment}}<br> Повсеместное («вездесущее») обучение {{MainEntry|Ubiquitous learning}}<br> Программирование в поддержку учения {{MainEntry|Computer programming in support of learning}}<br> Программируемая компьютеризованная учебная среда {{MainEntry|Programmable computer-based learning environment}}<br> Программируемый курс {{MainEntry|Programmable course}}<br> Продвинутое ИКТ обучение {{MainEntry|Technology Enhanced Learning}}<br> '''Р'''{{Anchor|Р}}<br> Распределенное обучение {{MainEntry|Distributed learning}}<br> Распределенные учебные среды {{MainEntry|Distributed learning environments}}<br> Расширенная учебная среда {{MainEntry|Augmented learning environment}}<br> Расширяющаяся учебная среда {{MainEntry|Pervasive learning environment}}<br> '''С'''{{Anchor|С}}<br> '''Самостоятельное учение''' {{MainEntry|[[Self-regulated learning]]}}<br> Сетевая учебная среда {{MainEntry|Networked learning environment}}<br> '''Сетевое обучение (обучение в сети)''' {{MainEntry|[[Networked learning]]}}<br> Сетевые учебные сообщества {{MainEntry|Networked learning communities}}<br> Симуляторы (игры-симуляторы, игровые симуляторы) {{MainEntry|Simulation games}}<br> Система администрирования курса, управления курсом {{MainEntry|Course management system}}<br> '''Системы управления обучением''' {{MainEntry|[[Learning management systems]]}}<br> Ситуативное обучение {{MainEntry|Situated learning}}<br> Смешанное (комбинированное) обучение {{MainEntry|Blended learning}}<br> Среда сетевого (он лайн) обучения {{MainEntry|On-line learning environment}}<br> '''Среды непрерывного обучения''' {{MainEntry|[[Seamless learning environments]]}}<br> Сценарий {{MainEntry|Script ...}}<br> '''Сценарий коллаборативного обучение''' {{MainEntry|[[Collaboration script]]}}<br> '''Сценарий обучения''' {{MainEntry|[[Learning scenario]]}}<br> '''Т'''{{Anchor|Т}}<br> '''Техно-математическая грамотность''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии веб-лекций {{MainEntry|Web-lecturing technologies}}<br> Товарищ, напарник по обучению {{MainEntry|Learning companion}}<br> '''У'''{{Anchor|У}}<br> Удаленные лаборатории {{MainEntry|Remote laboratories}}<br> Учебная аналитика {{MainEntry|Learning analytics}}<br> '''Учебная сеть''' {{MainEntry|[[Learning grid]]}}<br> '''Учебная среда на основе симуляторов''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Учебная среда с погружением {{MainEntry|Ambient learning environment}}<br> Учебная среда, основанная на использовании агента (помощника) {{MainEntry|Agent-based learning environment}}<br> Учебная среда, учебное окружение {{MainEntry|Learning environment}}<br> Учебная траектория {{MainEntry|Learning trail}}<br> '''Учебное пространство''' {{MainEntry|[[Learning space]]}}<br> '''Учебные объекты''' {{MainEntry|[[Learning objects]]}}<br> '''Учебный (педагогический) дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Э'''{{Anchor|Э}}<br> '''Электронная оценка''' {{MainEntry|[[e-Assessment]]}}<br> Электронное (-ый) портфолио {{MainEntry|e-portfolio}}<br> Электронное обучение {{MainEntry|e-learning}}<br> Электронные «спарки», системы ученического наставничества {{MainEntry|Buddy systems}}<br> '''Эпистемическая достижимость (постигаемость знания)''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Эпистемическая обратная связь ''' {{MainEntry|[[Epistemic feedback]]}}<br> (*) {{MainEntry|Computational mathetic(s)}}<br> 964 951 2012-09-27T06:19:07Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Russian entries ''Edited by IPI RAN researchers , Moscow State Railway's University (RU), contact Diana Bogdanova'' <br> '''A - [[#В|В]] - [[#Д|Д]] - [[#И|И]] - [[#К|К]] - [[#М|М]] - [[#Н|Н]] -[[#О|О]] - [[#П|П]] - [[#Р|Р]] - [[#С|С]] - [[#Т|Т]] - [[#У|У]] - [[#Э|Э]]''' <br> '''А'''{{Anchor|А}}<br> Автоматическая генерация упражнений {{MainEntry|Automatic generation of exercises}}<br> Автоматическая диагностика {{MainEntry|Automatic diagnosis}}<br> Авторская система, система авторских разработок {{MainEntry|Authoring system}}<br> Авторское инструментальное средство {{MainEntry|Authoring tool}}<br> '''Адаптивная учебная среда''' {{MainEntry|[[Adaptive learning environment]]}}<br> Алгоритмическое (вычислительное, компьютерное) мышление {{MainEntry|Computational thinking}}<br> Анимированный педагогический агент (помощник) {{MainEntry|Animated pedagogical agent}}<br> '''В'''{{Anchor|В}}<br> '''Вербальные (нарративные) учебные среды''' {{MainEntry|[[Narrative learning environments]]}}<br> Вещественная, материальная (ощутимая) учебная среда {{MainEntry|Tangible learning environment}}<br> Виртуальная учебная среда {{MainEntry|Virtual learning environment}}<br> Виртуальные университеты {{MainEntry|Virtual universities}}<br> Виртуальный кампус (университет) {{MainEntry|Virtual campus}}<br> Виртуальный педагогический агент (помощник) {{MainEntry|Virtual pedagogical agent}}<br> Внешний сценарий {{MainEntry|External script}}<br> Внутренний сценарий {{MainEntry|Internal script}}<br> '''Встроенные явления''' {{MainEntry|[[Embedded phenomena]]}}<br> '''Д'''{{Anchor|Д}}<br> '''Дидактическая (педагогическая) инженерия''' {{MainEntry|[[Didactical engineering]]}}<br> Динамическая геометрия {{MainEntry|Dynamic geometry}}<br> Дистанционное (удаленное) обучение {{MainEntry|Distance learning}}<br> '''И'''{{Anchor|И}}<br> ИКТ лаборатория {{MainEntry|Computer-based laboratory}}<br> ИКТ обучение (основанное на использовании компьютера) {{MainEntry|Computer-based instruction}}<br> ИКТ учебные среды {{MainEntry|Computer-based learning environments}}<br> Инклюзивное электронное обучение {{MainEntry|Inclusive e-learning}}<br> Интегрированная учебная (обучающая) система {{MainEntry|Integrated learning system}}<br> '''Интеллектуальная обучающая система''' {{MainEntry|[[Cognitive tutor]]}}<br> '''Интеллектуальная обучающая система''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Интеллектуальная система поддержки {{MainEntry|Intelligent scaffolding system}}<br> Интерактивная доска {{MainEntry|Interactive white board}}<br> Интерактивная учебная среда {{MainEntry|Interactive learning environment}}<br> Искусственная учебная среда {{MainEntry|Artificial learning environment}}<br> '''Исследовательское обучение (обучение на основе исследовательской деятельности)''' {{MainEntry|[[Inquiry learning]]}}<br> '''К'''{{Anchor|К}}<br> Когнитивная (познавательная) диагностика {{MainEntry|Cognitive diagnosis}}<br> Когнитивная (познавательная) инженерия {{MainEntry|Cognitive engineering}}<br> Когнитивное (познавательное) моделирование {{MainEntry|Cognitive modeling}}<br> Компьютеризированный экзамен (экспертиза) {{MainEntry|Computer-assisted examination}}<br> Компьютеризованное изучение языка {{MainEntry|Computer-assisted language learning}}<br> Компьютеризованное обучение {{MainEntry|Computer-assisted instruction}}<br> Компьютеризованное обучение {{MainEntry|Computer-assisted learning}}<br> Компьютеризованное обучение в сотрудничестве, компьютеризованное коллаборативное обучение {{MainEntry|Computer-supported collaborative learning}}<br> '''Конструктивистская теория познания''' {{MainEntry|[[Constructionism]]}}<br> Курсвер, система создания курсов {{MainEntry|Courseware}}<br> '''М'''{{Anchor|М}}<br> Микромир {{MainEntry|Microworld}}<br> '''Мобильное обучение (обучение с применением мобильных устройств)''' {{MainEntry|[[Mobile learning]]}}<br> Моделирование ученика {{MainEntry|Learner modeling}}<br> '''Мультимедийное обучение (обучение в мультимедийной среде)''' {{MainEntry|[[Multimedia learning]]}}<br> '''Н'''{{Anchor|Н}}<br> '''Неформальное обучение''' {{MainEntry|[[Informal learning]]}}<br> '''О'''{{Anchor|О}}<br> '''Образовательная достижимость (достигаемость целей обучения)''' {{MainEntry|[[Educational affordance]]}}<br> '''Образовательный дата майнинг (интеллектуальный анализ данных для целей образования)''' {{MainEntry|[[Educational data mining]]}}<br> Обучающая система, основанная на использовании агента (помощника) {{MainEntry|Agent-based tutoring system}}<br> Обучающие развлечения {{MainEntry|Edutainment}}<br> Обучение в сотрудничестве, коллаборативное обучение {{MainEntry|Collaborative learning}}<br> '''Обучение, основанное на играх (игровое обучение, обучение в игре)''' {{MainEntry|[[Game-based learning]]}}<br> '''Оверлейная модель ученика''' {{MainEntry|[[Overlay]]}}<br> '''П'''{{Anchor|П}}<br> Педагогический агент (помощник) {{MainEntry|Pedagogical agent}}<br> Персональная учебная среда {{MainEntry|Personal learning environment}}<br> Повсеместное («вездесущее») обучение {{MainEntry|Ubiquitous learning}}<br> Программирование в поддержку учения {{MainEntry|Computer programming in support of learning}}<br> Программируемая компьютеризованная учебная среда {{MainEntry|Programmable computer-based learning environment}}<br> Программируемый курс {{MainEntry|Programmable course}}<br> Продвинутое ИКТ обучение {{MainEntry|Technology Enhanced Learning}}<br> '''Р'''{{Anchor|Р}}<br> Распределенное обучение {{MainEntry|Distributed learning}}<br> Распределенные учебные среды {{MainEntry|Distributed learning environments}}<br> Расширенная учебная среда {{MainEntry|Augmented learning environment}}<br> Расширяющаяся учебная среда {{MainEntry|Pervasive learning environment}}<br> '''С'''{{Anchor|С}}<br> '''Самостоятельное учение''' {{MainEntry|[[Self-regulated learning]]}}<br> Сетевая учебная среда {{MainEntry|Networked learning environment}}<br> '''Сетевое обучение (обучение в сети)''' {{MainEntry|[[Networked learning]]}}<br> Сетевые учебные сообщества {{MainEntry|Networked learning communities}}<br> Симуляторы (игры-симуляторы, игровые симуляторы) {{MainEntry|Simulation games}}<br> Система администрирования курса, управления курсом {{MainEntry|Course management system}}<br> '''Системы управления обучением''' {{MainEntry|[[Learning management systems]]}}<br> Ситуативное обучение {{MainEntry|Situated learning}}<br> Смешанное (комбинированное) обучение {{MainEntry|Blended learning}}<br> Среда сетевого (он лайн) обучения {{MainEntry|On-line learning environment}}<br> '''Среды непрерывного обучения''' {{MainEntry|[[Seamless learning environments]]}}<br> Сценарий {{MainEntry|Script ...}}<br> '''Сценарий коллаборативного обучение''' {{MainEntry|[[Collaboration script]]}}<br> '''Сценарий обучения''' {{MainEntry|[[Learning scenario]]}}<br> '''Т'''{{Anchor|Т}}<br> '''Техно-математическая грамотность''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии веб-лекций {{MainEntry|Web-lecturing technologies}}<br> Товарищ, напарник по обучению {{MainEntry|Learning companion}}<br> '''У'''{{Anchor|У}}<br> Удаленные лаборатории {{MainEntry|Remote laboratories}}<br> Учебная аналитика {{MainEntry|Learning analytics}}<br> '''Учебная сеть''' {{MainEntry|[[Learning grid]]}}<br> '''Учебная среда на основе симуляторов''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Учебная среда с погружением {{MainEntry|Ambient learning environment}}<br> Учебная среда, основанная на использовании агента (помощника) {{MainEntry|Agent-based learning environment}}<br> Учебная среда, учебное окружение {{MainEntry|Learning environment}}<br> Учебная траектория {{MainEntry|Learning trail}}<br> '''Учебное пространство''' {{MainEntry|[[Learning space]]}}<br> '''Учебные объекты''' {{MainEntry|[[Learning objects]]}}<br> '''Учебный (педагогический) дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Э'''{{Anchor|Э}}<br> Электронная оценка {{MainEntry|[[e-Assessment]]}}<br> Электронное (-ый) портфолио {{MainEntry|e-portfolio}}<br> Электронное обучение {{MainEntry|e-learning}}<br> Электронные «спарки», системы ученического наставничества {{MainEntry|Buddy systems}}<br> '''Эпистемическая достижимость (постигаемость знания)''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Эпистемическая обратная связь ''' {{MainEntry|[[Epistemic feedback]]}}<br> (*) {{MainEntry|Computational mathetic(s)}}<br> 951 948 2012-08-30T08:05:50Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Russian entries ''Edited by IPI RAN researchers , Moscow State Railway's University (RU), contact Diana Bogdanova'' <br> '''A - [[#В|В]] - [[#Д|Д]] - [[#И|И]] - [[#К|К]] - [[#М|М]] - [[#Н|Н]] -[[#О|О]] - [[#П|П]] - [[#Р|Р]] - [[#С|С]] - [[#Т|Т]] - [[#У|У]] - [[#Э|Э]]''' <br> '''А'''{{Anchor|А}}<br> Автоматическая генерация упражнений {{MainEntry|Automatic generation of exercises}}<br> Автоматическая диагностика {{MainEntry|Automatic diagnosis}}<br> Авторская система, система авторских разработок {{MainEntry|Authoring system}}<br> Авторское инструментальное средство {{MainEntry|Authoring tool}}<br> '''Адаптивная учебная среда''' {{MainEntry|[[Adaptive learning environment]]}}<br> Алгоритмическое (вычислительное, компьютерное) мышление {{MainEntry|Computational thinking}}<br> Анимированный педагогический агент (помощник) {{MainEntry|Animated pedagogical agent}}<br> '''В'''{{Anchor|В}}<br> '''Вербальные (нарративные) учебные среды''' {{MainEntry|[[Narrative learning environments]]}}<br> Вещественная, материальная (ощутимая) учебная среда {{MainEntry|Tangible learning environment}}<br> Виртуальная учебная среда {{MainEntry|Virtual learning environment}}<br> Виртуальные университеты {{MainEntry|Virtual universities}}<br> Виртуальный кампус (университет) {{MainEntry|Virtual campus}}<br> Виртуальный педагогический агент (помощник) {{MainEntry|Virtual pedagogical agent}}<br> Внешний сценарий {{MainEntry|External script}}<br> Внутренний сценарий {{MainEntry|Internal script}}<br> '''Встроенные явления''' {{MainEntry|[[Embedded phenomena]]}}<br> '''Д'''{{Anchor|Д}}<br> '''Дидактическая (педагогическая) инженерия''' {{MainEntry|[[Didactical engineering]]}}<br> Динамическая геометрия {{MainEntry|Dynamic geometry}}<br> Дистанционное (удаленное) обучение {{MainEntry|Distance learning}}<br> '''И'''{{Anchor|И}}<br> ИКТ лаборатория {{MainEntry|Computer-based laboratory}}<br> ИКТ обучение (основанное на использовании компьютера) {{MainEntry|Computer-based instruction}}<br> ИКТ учебные среды {{MainEntry|Computer-based learning environments}}<br> Инклюзивное электронное обучение {{MainEntry|Inclusive e-learning}}<br> Интегрированная учебная (обучающая) система {{MainEntry|Integrated learning system}}<br> '''Интеллектуальная обучающая система''' {{MainEntry|[[Cognitive tutor]]}}<br> '''Интеллектуальная обучающая система''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Интеллектуальная система поддержки {{MainEntry|Intelligent scaffolding system}}<br> Интерактивная доска {{MainEntry|Interactive white board}}<br> Интерактивная учебная среда {{MainEntry|Interactive learning environment}}<br> Искусственная учебная среда {{MainEntry|Artificial learning environment}}<br> '''Исследовательское обучение (обучение на основе исследовательской деятельности)''' {{MainEntry|[[Inquiry learning]]}}<br> '''К'''{{Anchor|К}}<br> Когнитивная (познавательная) диагностика {{MainEntry|Cognitive diagnosis}}<br> Когнитивная (познавательная) инженерия {{MainEntry|Cognitive engineering}}<br> Когнитивное (познавательное) моделирование {{MainEntry|Cognitive modeling}}<br> Компьютеризированный экзамен (экспертиза) {{MainEntry|Computer-assisted examination}}<br> Компьютеризованное изучение языка {{MainEntry|Computer-assisted language learning}}<br> Компьютеризованное обучение {{MainEntry|Computer-assisted instruction}}<br> Компьютеризованное обучение {{MainEntry|Computer-assisted learning}}<br> Компьютеризованное обучение в сотрудничестве, компьютеризованное коллаборативное обучение {{MainEntry|Computer-supported collaborative learning}}<br> '''Конструктивистская теория познания''' {{MainEntry|[[Constructionism]]}}<br> Курсвер, система создания курсов {{MainEntry|Courseware}}<br> '''М'''{{Anchor|М}}<br> Микромир {{MainEntry|Microworld}}<br> '''Мобильное обучение (обучение с применением мобильных устройств)''' {{MainEntry|[[Mobile learning]]}}<br> Моделирование ученика {{MainEntry|Learner modeling}}<br> '''Мультимедийное обучение (обучение в мультимедийной среде)''' {{MainEntry|[[Multimedia learning]]}}<br> '''Н'''{{Anchor|Н}}<br> '''Неформальное обучение''' {{MainEntry|[[Informal learning]]}}<br> '''О'''{{Anchor|О}}<br> '''Образовательная достижимость (достигаемость целей обучения)''' {{MainEntry|[[Educational affordance]]}}<br> '''Образовательный дата майнинг (интеллектуальный анализ данных для целей образования)''' {{MainEntry|[[Educational data mining]]}}<br> Обучающая система, основанная на использовании агента (помощника) {{MainEntry|Agent-based tutoring system}}<br> Обучающие развлечения {{MainEntry|Edutainment}}<br> Обучение в сотрудничестве, коллаборативное обучение {{MainEntry|Collaborative learning}}<br> '''Обучение, основанное на играх (игровое обучение, обучение в игре)''' {{MainEntry|[[Game-based learning]]}}<br> '''Оверлейная модель ученика''' {{MainEntry|[[Overlay]]}}<br> '''П'''{{Anchor|П}}<br> Педагогический агент (помощник) {{MainEntry|Pedagogical agent}}<br> Персональная учебная среда {{MainEntry|Personal learning environment}}<br> Повсеместное («вездесущее») обучение {{MainEntry|Ubiquitous learning}}<br> Программирование в поддержку учения {{MainEntry|Computer programming in support of learning}}<br> Программируемая компьютеризованная учебная среда {{MainEntry|Programmable computer-based learning environment}}<br> Программируемый курс {{MainEntry|Programmable course}}<br> Продвинутое ИКТ обучение {{MainEntry|Technology Enhanced Learning}}<br> '''Р'''{{Anchor|Р}}<br> Распределенное обучение {{MainEntry|Distributed learning}}<br> Распределенные учебные среды {{MainEntry|Distributed learning environments}}<br> Расширенная учебная среда {{MainEntry|Augmented learning environment}}<br> Расширяющаяся учебная среда {{MainEntry|Pervasive learning environment}}<br> '''С'''{{Anchor|С}}<br> '''Самостоятельное учение''' {{MainEntry|[[Self-regulated learning]]}}<br> Сетевая учебная среда {{MainEntry|Networked learning environment}}<br> '''Сетевое обучение (обучение в сети)''' {{MainEntry|[[Networked learning]]}}<br> Сетевые учебные сообщества {{MainEntry|Networked learning communities}}<br> Симуляторы (игры-симуляторы, игровые симуляторы) {{MainEntry|Simulation games}}<br> Система администрирования курса, управления курсом {{MainEntry|Course management system}}<br> '''Системы управления обучением''' {{MainEntry|[[Learning management systems]]}}<br> Ситуативное обучение {{MainEntry|Situated learning}}<br> Смешанное (комбинированное) обучение {{MainEntry|Blended learning}}<br> Среда сетевого (он лайн) обучения {{MainEntry|On-line learning environment}}<br> '''Среды непрерывного обучения''' {{MainEntry|[[Seamless learning environments]]}}<br> Сценарий {{MainEntry|Script ...}}<br> '''Сценарий коллаборативного обучение''' {{MainEntry|[[Collaboration script]]}}<br> '''Сценарий обучения''' {{MainEntry|[[Learning scenario]]}}<br> '''Т'''{{Anchor|Т}}<br> '''Техно-математическая грамотность''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии веб-лекций {{MainEntry|Web-lecturing technologies}}<br> Товарищ, напарник по обучению {{MainEntry|Learning companion}}<br> '''У'''{{Anchor|У}}<br> Удаленные лаборатории {{MainEntry|Remote laboratories}}<br> Учебная аналитика {{MainEntry|Learning analytics}}<br> '''Учебная сеть''' {{MainEntry|[[Learning grid]]}}<br> '''Учебная среда на основе симуляторов''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Учебная среда с погружением {{MainEntry|Ambient learning environment}}<br> Учебная среда, основанная на использовании агента (помощника) {{MainEntry|Agent-based learning environment}}<br> Учебная среда, учебное окружение {{MainEntry|Learning environment}}<br> Учебная траектория {{MainEntry|Learning trail}}<br> '''Учебное пространство''' {{MainEntry|[[Learning space]]}}<br> '''Учебные объекты''' {{MainEntry|[[Learning objects]]}}<br> '''Учебный (педагогический) дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Э'''{{Anchor|Э}}<br> Электронная оценка {{MainEntry|e-Assessment}}<br> Электронное (-ый) портфолио {{MainEntry|e-portfolio}}<br> Электронное обучение {{MainEntry|e-learning}}<br> Электронные «спарки», системы ученического наставничества {{MainEntry|Buddy systems}}<br> '''Эпистемическая достижимость (постигаемость знания)''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Эпистемическая обратная связь ''' {{MainEntry|[[Epistemic feedback]]}}<br> (*) {{MainEntry|Computational mathetic(s)}}<br> 948 946 2012-08-29T14:57:44Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Russian entries ''Edited by Diana Bogdanova, IPI RAN, Moscow State Railway's University (RU)'' <br> '''A - [[#В|В]] - [[#Д|Д]] - [[#И|И]] - [[#К|К]] - [[#М|М]] - [[#Н|Н]] -[[#О|О]] - [[#П|П]] - [[#Р|Р]] - [[#С|С]] - [[#Т|Т]] - [[#У|У]] - [[#Э|Э]]''' <br> '''А'''{{Anchor|А}}<br> Автоматическая генерация упражнений {{MainEntry|Automatic generation of exercises}}<br> Автоматическая диагностика {{MainEntry|Automatic diagnosis}}<br> Авторская система, система авторских разработок {{MainEntry|Authoring system}}<br> Авторское инструментальное средство {{MainEntry|Authoring tool}}<br> '''Адаптивная учебная среда''' {{MainEntry|[[Adaptive learning environment]]}}<br> Алгоритмическое (вычислительное, компьютерное) мышление {{MainEntry|Computational thinking}}<br> Анимированный педагогический агент (помощник) {{MainEntry|Animated pedagogical agent}}<br> '''В'''{{Anchor|В}}<br> '''Вербальные (нарративные) учебные среды''' {{MainEntry|[[Narrative learning environments]]}}<br> Вещественная, материальная (ощутимая) учебная среда {{MainEntry|Tangible learning environment}}<br> Виртуальная учебная среда {{MainEntry|Virtual learning environment}}<br> Виртуальные университеты {{MainEntry|Virtual universities}}<br> Виртуальный кампус (университет) {{MainEntry|Virtual campus}}<br> Виртуальный педагогический агент (помощник) {{MainEntry|Virtual pedagogical agent}}<br> Внешний сценарий {{MainEntry|External script}}<br> Внутренний сценарий {{MainEntry|Internal script}}<br> '''Встроенные явления''' {{MainEntry|[[Embedded phenomena]]}}<br> '''Д'''{{Anchor|Д}}<br> '''Дидактическая (педагогическая) инженерия''' {{MainEntry|[[Didactical engineering]]}}<br> Динамическая геометрия {{MainEntry|Dynamic geometry}}<br> Дистанционное (удаленное) обучение {{MainEntry|Distance learning}}<br> '''И'''{{Anchor|И}}<br> ИКТ лаборатория {{MainEntry|Computer-based laboratory}}<br> ИКТ обучение (основанное на использовании компьютера) {{MainEntry|Computer-based instruction}}<br> ИКТ учебные среды {{MainEntry|Computer-based learning environments}}<br> Инклюзивное электронное обучение {{MainEntry|Inclusive e-learning}}<br> Интегрированная учебная (обучающая) система {{MainEntry|Integrated learning system}}<br> '''Интеллектуальная обучающая система''' {{MainEntry|[[Cognitive tutor]]}}<br> '''Интеллектуальная обучающая система''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Интеллектуальная система поддержки {{MainEntry|Intelligent scaffolding system}}<br> Интерактивная доска {{MainEntry|Interactive white board}}<br> Интерактивная учебная среда {{MainEntry|Interactive learning environment}}<br> Искусственная учебная среда {{MainEntry|Artificial learning environment}}<br> '''Исследовательское обучение (обучение на основе исследовательской деятельности)''' {{MainEntry|[[Inquiry learning]]}}<br> '''К'''{{Anchor|К}}<br> Когнитивная (познавательная) диагностика {{MainEntry|Cognitive diagnosis}}<br> Когнитивная (познавательная) инженерия {{MainEntry|Cognitive engineering}}<br> Когнитивное (познавательное) моделирование {{MainEntry|Cognitive modeling}}<br> Компьютеризированный экзамен (экспертиза) {{MainEntry|Computer-assisted examination}}<br> Компьютеризованное изучение языка {{MainEntry|Computer-assisted language learning}}<br> Компьютеризованное обучение {{MainEntry|Computer-assisted instruction}}<br> Компьютеризованное обучение {{MainEntry|Computer-assisted learning}}<br> Компьютеризованное обучение в сотрудничестве, компьютеризованное коллаборативное обучение {{MainEntry|Computer-supported collaborative learning}}<br> '''Конструктивистская теория познания''' {{MainEntry|[[Constructionism]]}}<br> Курсвер, система создания курсов {{MainEntry|Courseware}}<br> '''М'''{{Anchor|М}}<br> Микромир {{MainEntry|Microworld}}<br> '''Мобильное обучение (обучение с применением мобильных устройств)''' {{MainEntry|[[Mobile learning]]}}<br> Моделирование ученика {{MainEntry|Learner modeling}}<br> '''Мультимедийное обучение (обучение в мультимедийной среде)''' {{MainEntry|[[Multimedia learning]]}}<br> '''Н'''{{Anchor|Н}}<br> '''Неформальное обучение''' {{MainEntry|[[Informal learning]]}}<br> '''О'''{{Anchor|О}}<br> '''Образовательная достижимость (достигаемость целей обучения)''' {{MainEntry|[[Educational affordance]]}}<br> '''Образовательный дата майнинг (интеллектуальный анализ данных для целей образования)''' {{MainEntry|[[Educational data mining]]}}<br> Обучающая система, основанная на использовании агента (помощника) {{MainEntry|Agent-based tutoring system}}<br> Обучающие развлечения {{MainEntry|Edutainment}}<br> Обучение в сотрудничестве, коллаборативное обучение {{MainEntry|Collaborative learning}}<br> '''Обучение, основанное на играх (игровое обучение, обучение в игре)''' {{MainEntry|[[Game-based learning]]}}<br> '''Оверлейная модель ученика''' {{MainEntry|[[Overlay]]}}<br> '''П'''{{Anchor|П}}<br> Педагогический агент (помощник) {{MainEntry|Pedagogical agent}}<br> Персональная учебная среда {{MainEntry|Personal learning environment}}<br> Повсеместное («вездесущее») обучение {{MainEntry|Ubiquitous learning}}<br> Программирование в поддержку учения {{MainEntry|Computer programming in support of learning}}<br> Программируемая компьютеризованная учебная среда {{MainEntry|Programmable computer-based learning environment}}<br> Программируемый курс {{MainEntry|Programmable course}}<br> Продвинутое ИКТ обучение {{MainEntry|Technology Enhanced Learning}}<br> '''Р'''{{Anchor|Р}}<br> Распределенное обучение {{MainEntry|Distributed learning}}<br> Распределенные учебные среды {{MainEntry|Distributed learning environments}}<br> Расширенная учебная среда {{MainEntry|Augmented learning environment}}<br> Расширяющаяся учебная среда {{MainEntry|Pervasive learning environment}}<br> '''С'''{{Anchor|С}}<br> '''Самостоятельное учение''' {{MainEntry|[[Self-regulated learning]]}}<br> Сетевая учебная среда {{MainEntry|Networked learning environment}}<br> '''Сетевое обучение (обучение в сети)''' {{MainEntry|[[Networked learning]]}}<br> Сетевые учебные сообщества {{MainEntry|Networked learning communities}}<br> Симуляторы (игры-симуляторы, игровые симуляторы) {{MainEntry|Simulation games}}<br> Система администрирования курса, управления курсом {{MainEntry|Course management system}}<br> '''Системы управления обучением''' {{MainEntry|[[Learning management systems]]}}<br> Ситуативное обучение {{MainEntry|Situated learning}}<br> Смешанное (комбинированное) обучение {{MainEntry|Blended learning}}<br> Среда сетевого (он лайн) обучения {{MainEntry|On-line learning environment}}<br> '''Среды непрерывного обучения''' {{MainEntry|[[Seamless learning environments]]}}<br> Сценарий {{MainEntry|Script ...}}<br> '''Сценарий коллаборативного обучение''' {{MainEntry|[[Collaboration script]]}}<br> '''Сценарий обучения''' {{MainEntry|[[Learning scenario]]}}<br> '''Т'''{{Anchor|Т}}<br> '''Техно-математическая грамотность''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии веб-лекций {{MainEntry|Web-lecturing technologies}}<br> Товарищ, напарник по обучению {{MainEntry|Learning companion}}<br> '''У'''{{Anchor|У}}<br> Удаленные лаборатории {{MainEntry|Remote laboratories}}<br> Учебная аналитика {{MainEntry|Learning analytics}}<br> '''Учебная сеть''' {{MainEntry|[[Learning grid]]}}<br> '''Учебная среда на основе симуляторов''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Учебная среда с погружением {{MainEntry|Ambient learning environment}}<br> Учебная среда, основанная на использовании агента (помощника) {{MainEntry|Agent-based learning environment}}<br> Учебная среда, учебное окружение {{MainEntry|Learning environment}}<br> Учебная траектория {{MainEntry|Learning trail}}<br> '''Учебное пространство''' {{MainEntry|[[Learning space]]}}<br> '''Учебные объекты''' {{MainEntry|[[Learning objects]]}}<br> '''Учебный (педагогический) дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Э'''{{Anchor|Э}}<br> Электронная оценка {{MainEntry|e-Assessment}}<br> Электронное (-ый) портфолио {{MainEntry|e-portfolio}}<br> Электронное обучение {{MainEntry|e-learning}}<br> Электронные «спарки», системы ученического наставничества {{MainEntry|Buddy systems}}<br> '''Эпистемическая достижимость (постигаемость знания)''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Эпистемическая обратная связь ''' {{MainEntry|[[Epistemic feedback]]}}<br> (*) {{MainEntry|Computational mathetic(s)}}<br> 946 945 2012-08-27T13:19:48Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Russian entries ''Edited by Diana Bogdanova, (RU)'' <br> '''A - [[#В|В]] - [[#Д|Д]] - [[#И|И]] - [[#К|К]] - [[#М|М]] - [[#Н|Н]] -[[#О|О]] - [[#П|П]] - [[#Р|Р]] - [[#С|С]] - [[#Т|Т]] - [[#У|У]] - [[#Э|Э]]''' <br> '''А'''{{Anchor|А}}<br> Автоматическая генерация упражнений {{MainEntry|Automatic generation of exercises}}<br> Автоматическая диагностика {{MainEntry|Automatic diagnosis}}<br> Авторская система, система авторских разработок {{MainEntry|Authoring system}}<br> Авторское инструментальное средство {{MainEntry|Authoring tool}}<br> '''Адаптивная учебная среда''' {{MainEntry|[[Adaptive learning environment]]}}<br> Алгоритмическое (вычислительное, компьютерное) мышление {{MainEntry|Computational thinking}}<br> Анимированный педагогический агент (помощник) {{MainEntry|Animated pedagogical agent}}<br> '''В'''{{Anchor|В}}<br> '''Вербальные (нарративные) учебные среды''' {{MainEntry|[[Narrative learning environments]]}}<br> Вещественная, материальная (ощутимая) учебная среда {{MainEntry|Tangible learning environment}}<br> Виртуальная учебная среда {{MainEntry|Virtual learning environment}}<br> Виртуальные университеты {{MainEntry|Virtual universities}}<br> Виртуальный кампус (университет) {{MainEntry|Virtual campus}}<br> Виртуальный педагогический агент (помощник) {{MainEntry|Virtual pedagogical agent}}<br> Внешний сценарий {{MainEntry|External script}}<br> Внутренний сценарий {{MainEntry|Internal script}}<br> '''Встроенные явления''' {{MainEntry|[[Embedded phenomena]]}}<br> '''Д'''{{Anchor|Д}}<br> '''Дидактическая (педагогическая) инженерия''' {{MainEntry|[[Didactical engineering]]}}<br> Динамическая геометрия {{MainEntry|Dynamic geometry}}<br> Дистанционное (удаленное) обучение {{MainEntry|Distance learning}}<br> '''И'''{{Anchor|И}}<br> ИКТ лаборатория {{MainEntry|Computer-based laboratory}}<br> ИКТ обучение (основанное на использовании компьютера) {{MainEntry|Computer-based instruction}}<br> ИКТ учебные среды {{MainEntry|Computer-based learning environments}}<br> Инклюзивное электронное обучение {{MainEntry|Inclusive e-learning}}<br> Интегрированная учебная (обучающая) система {{MainEntry|Integrated learning system}}<br> '''Интеллектуальная обучающая система''' {{MainEntry|[[Cognitive tutor]]}}<br> '''Интеллектуальная обучающая система''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Интеллектуальная система поддержки {{MainEntry|Intelligent scaffolding system}}<br> Интерактивная доска {{MainEntry|Interactive white board}}<br> Интерактивная учебная среда {{MainEntry|Interactive learning environment}}<br> Искусственная учебная среда {{MainEntry|Artificial learning environment}}<br> '''Исследовательское обучение (обучение на основе исследовательской деятельности)''' {{MainEntry|[[Inquiry learning]]}}<br> '''К'''{{Anchor|К}}<br> Когнитивная (познавательная) диагностика {{MainEntry|Cognitive diagnosis}}<br> Когнитивная (познавательная) инженерия {{MainEntry|Cognitive engineering}}<br> Когнитивное (познавательное) моделирование {{MainEntry|Cognitive modeling}}<br> Компьютеризированный экзамен (экспертиза) {{MainEntry|Computer-assisted examination}}<br> Компьютеризованное изучение языка {{MainEntry|Computer-assisted language learning}}<br> Компьютеризованное обучение {{MainEntry|Computer-assisted instruction}}<br> Компьютеризованное обучение {{MainEntry|Computer-assisted learning}}<br> Компьютеризованное обучение в сотрудничестве, компьютеризованное коллаборативное обучение {{MainEntry|Computer-supported collaborative learning}}<br> '''Конструктивистская теория познания''' {{MainEntry|[[Constructionism]]}}<br> Курсвер, система создания курсов {{MainEntry|Courseware}}<br> '''М'''{{Anchor|М}}<br> Микромир {{MainEntry|Microworld}}<br> '''Мобильное обучение (обучение с применением мобильных устройств)''' {{MainEntry|[[Mobile learning]]}}<br> Моделирование ученика {{MainEntry|Learner modeling}}<br> '''Мультимедийное обучение (обучение в мультимедийной среде)''' {{MainEntry|[[Multimedia learning]]}}<br> '''Н'''{{Anchor|Н}}<br> '''Неформальное обучение''' {{MainEntry|[[Informal learning]]}}<br> '''О'''{{Anchor|О}}<br> '''Образовательная достижимость (достигаемость целей обучения)''' {{MainEntry|[[Educational affordance]]}}<br> '''Образовательный дата майнинг (интеллектуальный анализ данных для целей образования)''' {{MainEntry|[[Educational data mining]]}}<br> Обучающая система, основанная на использовании агента (помощника) {{MainEntry|Agent-based tutoring system}}<br> Обучающие развлечения {{MainEntry|Edutainment}}<br> Обучение в сотрудничестве, коллаборативное обучение {{MainEntry|Collaborative learning}}<br> '''Обучение, основанное на играх (игровое обучение, обучение в игре)''' {{MainEntry|[[Game-based learning]]}}<br> '''Оверлейная модель ученика''' {{MainEntry|[[Overlay]]}}<br> '''П'''{{Anchor|П}}<br> Педагогический агент (помощник) {{MainEntry|Pedagogical agent}}<br> Персональная учебная среда {{MainEntry|Personal learning environment}}<br> Повсеместное («вездесущее») обучение {{MainEntry|Ubiquitous learning}}<br> Программирование в поддержку учения {{MainEntry|Computer programming in support of learning}}<br> Программируемая компьютеризованная учебная среда {{MainEntry|Programmable computer-based learning environment}}<br> Программируемый курс {{MainEntry|Programmable course}}<br> Продвинутое ИКТ обучение {{MainEntry|Technology Enhanced Learning}}<br> '''Р'''{{Anchor|Р}}<br> Распределенное обучение {{MainEntry|Distributed learning}}<br> Распределенные учебные среды {{MainEntry|Distributed learning environments}}<br> Расширенная учебная среда {{MainEntry|Augmented learning environment}}<br> Расширяющаяся учебная среда {{MainEntry|Pervasive learning environment}}<br> '''С'''{{Anchor|С}}<br> '''Самостоятельное учение''' {{MainEntry|[[Self-regulated learning]]}}<br> Сетевая учебная среда {{MainEntry|Networked learning environment}}<br> '''Сетевое обучение (обучение в сети)''' {{MainEntry|[[Networked learning]]}}<br> Сетевые учебные сообщества {{MainEntry|Networked learning communities}}<br> Симуляторы (игры-симуляторы, игровые симуляторы) {{MainEntry|Simulation games}}<br> Система администрирования курса, управления курсом {{MainEntry|Course management system}}<br> '''Системы управления обучением''' {{MainEntry|[[Learning management systems]]}}<br> Ситуативное обучение {{MainEntry|Situated learning}}<br> Смешанное (комбинированное) обучение {{MainEntry|Blended learning}}<br> Среда сетевого (он лайн) обучения {{MainEntry|On-line learning environment}}<br> '''Среды непрерывного обучения''' {{MainEntry|[[Seamless learning environments]]}}<br> Сценарий {{MainEntry|Script ...}}<br> '''Сценарий коллаборативного обучение''' {{MainEntry|[[Collaboration script]]}}<br> '''Сценарий обучения''' {{MainEntry|[[Learning scenario]]}}<br> '''Т'''{{Anchor|Т}}<br> '''Техно-математическая грамотность''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии веб-лекций {{MainEntry|Web-lecturing technologies}}<br> Товарищ, напарник по обучению {{MainEntry|Learning companion}}<br> '''У'''{{Anchor|У}}<br> Удаленные лаборатории {{MainEntry|Remote laboratories}}<br> Учебная аналитика {{MainEntry|Learning analytics}}<br> '''Учебная сеть''' {{MainEntry|[[Learning grid]]}}<br> '''Учебная среда на основе симуляторов''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Учебная среда с погружением {{MainEntry|Ambient learning environment}}<br> Учебная среда, основанная на использовании агента (помощника) {{MainEntry|Agent-based learning environment}}<br> Учебная среда, учебное окружение {{MainEntry|Learning environment}}<br> Учебная траектория {{MainEntry|Learning trail}}<br> '''Учебное пространство''' {{MainEntry|[[Learning space]]}}<br> '''Учебные объекты''' {{MainEntry|[[Learning objects]]}}<br> '''Учебный (педагогический) дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Э'''{{Anchor|Э}}<br> Электронная оценка {{MainEntry|e-Assessment}}<br> Электронное (-ый) портфолио {{MainEntry|e-portfolio}}<br> Электронное обучение {{MainEntry|e-learning}}<br> Электронные «спарки», системы ученического наставничества {{MainEntry|Buddy systems}}<br> '''Эпистемическая достижимость (постигаемость знания)''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Эпистемическая обратная связь ''' {{MainEntry|[[Epistemic feedback]]}}<br> (*) {{MainEntry|Computational mathetic(s)}}<br> 945 944 2012-08-27T13:17:42Z Zeiliger 2 wikitext text/x-wiki {languages}}<br> TEL Dictionary: Russian entries ''Edited by Diana Bogdanova, (RU)'' <br> '''A - [[#В|В]] - [[#Д|Д]] - [[#И|И]] - [[#К|К]] - [[#М|М]] - [[#Н|Н]] -[[#О|О]] - [[#П|П]] - [[#Р|Р]] - [[#С|С]] - [[#Т|Т]] - [[#У|У]] - [[#Э|Э]]''' <br> '''А'''{{Anchor|А}}<br> Автоматическая генерация упражнений {{MainEntry|Automatic generation of exercises}}<br> Автоматическая диагностика {{MainEntry|Automatic diagnosis}}<br> Авторская система, система авторских разработок {{MainEntry|Authoring system}}<br> Авторское инструментальное средство {{MainEntry|Authoring tool}}<br> '''Адаптивная учебная среда''' {{MainEntry|[[Adaptive learning environment]]}}<br> Алгоритмическое (вычислительное, компьютерное) мышление {{MainEntry|Computational thinking}}<br> Анимированный педагогический агент (помощник) {{MainEntry|Animated pedagogical agent}}<br> '''В'''{{Anchor|В}}<br> '''Вербальные (нарративные) учебные среды''' {{MainEntry|[[Narrative learning environments]]}}<br> Вещественная, материальная (ощутимая) учебная среда {{MainEntry|Tangible learning environment}}<br> Виртуальная учебная среда {{MainEntry|Virtual learning environment}}<br> Виртуальные университеты {{MainEntry|Virtual universities}}<br> Виртуальный кампус (университет) {{MainEntry|Virtual campus}}<br> Виртуальный педагогический агент (помощник) {{MainEntry|Virtual pedagogical agent}}<br> Внешний сценарий {{MainEntry|External script}}<br> Внутренний сценарий {{MainEntry|Internal script}}<br> '''Встроенные явления''' {{MainEntry|[[Embedded phenomena]]}}<br> '''Д'''{{Anchor|Д}}<br> '''Дидактическая (педагогическая) инженерия''' {{MainEntry|[[Didactical engineering]]}}<br> Динамическая геометрия {{MainEntry|Dynamic geometry}}<br> Дистанционное (удаленное) обучение {{MainEntry|Distance learning}}<br> '''И'''{{Anchor|И}}<br> ИКТ лаборатория {{MainEntry|Computer-based laboratory}}<br> ИКТ обучение (основанное на использовании компьютера) {{MainEntry|Computer-based instruction}}<br> ИКТ учебные среды {{MainEntry|Computer-based learning environments}}<br> Инклюзивное электронное обучение {{MainEntry|Inclusive e-learning}}<br> Интегрированная учебная (обучающая) система {{MainEntry|Integrated learning system}}<br> '''Интеллектуальная обучающая система''' {{MainEntry|[[Cognitive tutor]]}}<br> '''Интеллектуальная обучающая система''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Интеллектуальная система поддержки {{MainEntry|Intelligent scaffolding system}}<br> Интерактивная доска {{MainEntry|Interactive white board}}<br> Интерактивная учебная среда {{MainEntry|Interactive learning environment}}<br> Искусственная учебная среда {{MainEntry|Artificial learning environment}}<br> '''Исследовательское обучение (обучение на основе исследовательской деятельности)''' {{MainEntry|[[Inquiry learning]]}}<br> '''К'''{{Anchor|К}}<br> Когнитивная (познавательная) диагностика {{MainEntry|Cognitive diagnosis}}<br> Когнитивная (познавательная) инженерия {{MainEntry|Cognitive engineering}}<br> Когнитивное (познавательное) моделирование {{MainEntry|Cognitive modeling}}<br> Компьютеризированный экзамен (экспертиза) {{MainEntry|Computer-assisted examination}}<br> Компьютеризованное изучение языка {{MainEntry|Computer-assisted language learning}}<br> Компьютеризованное обучение {{MainEntry|Computer-assisted instruction}}<br> Компьютеризованное обучение {{MainEntry|Computer-assisted learning}}<br> Компьютеризованное обучение в сотрудничестве, компьютеризованное коллаборативное обучение {{MainEntry|Computer-supported collaborative learning}}<br> '''Конструктивистская теория познания''' {{MainEntry|[[Constructionism]]}}<br> Курсвер, система создания курсов {{MainEntry|Courseware}}<br> '''М'''{{Anchor|М}}<br> Микромир {{MainEntry|Microworld}}<br> '''Мобильное обучение (обучение с применением мобильных устройств)''' {{MainEntry|[[Mobile learning]]}}<br> Моделирование ученика {{MainEntry|Learner modeling}}<br> '''Мультимедийное обучение (обучение в мультимедийной среде)''' {{MainEntry|[[Multimedia learning]]}}<br> '''Н'''{{Anchor|Н}}<br> '''Неформальное обучение''' {{MainEntry|[[Informal learning]]}}<br> '''О'''{{Anchor|О}}<br> '''Образовательная достижимость (достигаемость целей обучения)''' {{MainEntry|[[Educational affordance]]}}<br> '''Образовательный дата майнинг (интеллектуальный анализ данных для целей образования)''' {{MainEntry|[[Educational data mining]]}}<br> Обучающая система, основанная на использовании агента (помощника) {{MainEntry|Agent-based tutoring system}}<br> Обучающие развлечения {{MainEntry|Edutainment}}<br> Обучение в сотрудничестве, коллаборативное обучение {{MainEntry|Collaborative learning}}<br> '''Обучение, основанное на играх (игровое обучение, обучение в игре)''' {{MainEntry|[[Game-based learning]]}}<br> '''Оверлейная модель ученика''' {{MainEntry|[[Overlay]]}}<br> '''П'''{{Anchor|П}}<br> Педагогический агент (помощник) {{MainEntry|Pedagogical agent}}<br> Персональная учебная среда {{MainEntry|Personal learning environment}}<br> Повсеместное («вездесущее») обучение {{MainEntry|Ubiquitous learning}}<br> Программирование в поддержку учения {{MainEntry|Computer programming in support of learning}}<br> Программируемая компьютеризованная учебная среда {{MainEntry|Programmable computer-based learning environment}}<br> Программируемый курс {{MainEntry|Programmable course}}<br> Продвинутое ИКТ обучение {{MainEntry|Technology Enhanced Learning}}<br> '''Р'''{{Anchor|Р}}<br> Распределенное обучение {{MainEntry|Distributed learning}}<br> Распределенные учебные среды {{MainEntry|Distributed learning environments}}<br> Расширенная учебная среда {{MainEntry|Augmented learning environment}}<br> Расширяющаяся учебная среда {{MainEntry|Pervasive learning environment}}<br> '''С'''{{Anchor|С}}<br> '''Самостоятельное учение''' {{MainEntry|[[Self-regulated learning]]}}<br> Сетевая учебная среда {{MainEntry|Networked learning environment}}<br> '''Сетевое обучение (обучение в сети)''' {{MainEntry|[[Networked learning]]}}<br> Сетевые учебные сообщества {{MainEntry|Networked learning communities}}<br> Симуляторы (игры-симуляторы, игровые симуляторы) {{MainEntry|Simulation games}}<br> Система администрирования курса, управления курсом {{MainEntry|Course management system}}<br> '''Системы управления обучением''' {{MainEntry|[[Learning management systems]]}}<br> Ситуативное обучение {{MainEntry|Situated learning}}<br> Смешанное (комбинированное) обучение {{MainEntry|Blended learning}}<br> Среда сетевого (он лайн) обучения {{MainEntry|On-line learning environment}}<br> '''Среды непрерывного обучения''' {{MainEntry|[[Seamless learning environments]]}}<br> Сценарий {{MainEntry|Script ...}}<br> '''Сценарий коллаборативного обучение''' {{MainEntry|[[Collaboration script]]}}<br> '''Сценарий обучения''' {{MainEntry|[[Learning scenario]]}}<br> '''Т'''{{Anchor|Т}}<br> '''Техно-математическая грамотность''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии веб-лекций {{MainEntry|Web-lecturing technologies}}<br> Товарищ, напарник по обучению {{MainEntry|Learning companion}}<br> '''У'''{{Anchor|У}}<br> Удаленные лаборатории {{MainEntry|Remote laboratories}}<br> Учебная аналитика {{MainEntry|Learning analytics}}<br> '''Учебная сеть''' {{MainEntry|[[Learning grid]]}}<br> '''Учебная среда на основе симуляторов''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Учебная среда с погружением {{MainEntry|Ambient learning environment}}<br> Учебная среда, основанная на использовании агента (помощника) {{MainEntry|Agent-based learning environment}}<br> Учебная среда, учебное окружение {{MainEntry|Learning environment}}<br> Учебная траектория {{MainEntry|Learning trail}}<br> '''Учебное пространство''' {{MainEntry|[[Learning space]]}}<br> '''Учебные объекты''' {{MainEntry|[[Learning objects]]}}<br> '''Учебный (педагогический) дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Э'''{{Anchor|Э}}<br> Электронная оценка {{MainEntry|e-Assessment}}<br> Электронное (-ый) портфолио {{MainEntry|e-portfolio}}<br> Электронное обучение {{MainEntry|e-learning}}<br> Электронные «спарки», системы ученического наставничества {{MainEntry|Buddy systems}}<br> '''Эпистемическая достижимость (постигаемость знания)''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Эпистемическая обратная связь ''' {{MainEntry|[[Epistemic feedback]]}}<br> (*) {{MainEntry|Computational mathetic(s)}}<br> 944 2012-08-27T13:14:42Z Zeiliger 2 Created page with "{languages}}<br> TEL Dictionary: Russian entries ''Edited by Diana Bogdanova, (RU)'' <br> '''A - [[#В|В]] - [[#Д|Д]] - [[#И|И]] - [[#К|К]] - [[#М|М]] - [[#Н|Н]]..." wikitext text/x-wiki {languages}}<br> TEL Dictionary: Russian entries ''Edited by Diana Bogdanova, (RU)'' <br> '''A - [[#В|В]] - [[#Д|Д]] - [[#И|И]] - [[#К|К]] - [[#М|М]] - [[#Н|Н]] -[[#О|О]] - [[#П|П]] - [[#Р|Р]] - [[#С|С]] - [[#Т|Т]] - [[#У|У]] - [[#Э|Э]]''' <br> учебные среды''' {{MainEntry|[[Narrative learning environments]]}}<br> Вещественная, материальная (ощутимая) учебная среда {{MainEntry|Tangible learning environment}}<br> Виртуальная учебная среда {{MainEntry|Virtual learning environment}}<br> Виртуальные университеты {{MainEntry|Virtual universities}}<br> Виртуальный кампус (университет) {{MainEntry|Virtual campus}}<br> Виртуальный педагогический агент (помощник) {{MainEntry|Virtual pedagogical agent}}<br> Внешний сценарий {{MainEntry|External script}}<br> Внутренний сценарий {{MainEntry|Internal script}}<br> '''Встроенные явления''' {{MainEntry|[[Embedded phenomena]]}}<br> '''Д'''{{Anchor|Д}}<br> '''Дидактическая (педагогическая) инженерия''' {{MainEntry|[[Didactical engineering]]}}<br> Динамическая геометрия {{MainEntry|Dynamic geometry}}<br> Дистанционное (удаленное) обучение {{MainEntry|Distance learning}}<br> '''И'''{{Anchor|И}}<br> ИКТ лаборатория {{MainEntry|Computer-based laboratory}}<br> ИКТ обучение (основанное на использовании компьютера) {{MainEntry|Computer-based instruction}}<br> ИКТ учебные среды {{MainEntry|Computer-based learning environments}}<br> Инклюзивное электронное обучение {{MainEntry|Inclusive e-learning}}<br> Интегрированная учебная (обучающая) система {{MainEntry|Integrated learning system}}<br> '''Интеллектуальная обучающая система''' {{MainEntry|[[Cognitive tutor]]}}<br> '''Интеллектуальная обучающая система''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Интеллектуальная система поддержки {{MainEntry|Intelligent scaffolding system}}<br> Интерактивная доска {{MainEntry|Interactive white board}}<br> Интерактивная учебная среда {{MainEntry|Interactive learning environment}}<br> Искусственная учебная среда {{MainEntry|Artificial learning environment}}<br> '''Исследовательское обучение (обучение на основе исследовательской деятельности)''' {{MainEntry|[[Inquiry learning]]}}<br> '''К'''{{Anchor|К}}<br> Когнитивная (познавательная) диагностика {{MainEntry|Cognitive diagnosis}}<br> Когнитивная (познавательная) инженерия {{MainEntry|Cognitive engineering}}<br> Когнитивное (познавательное) моделирование {{MainEntry|Cognitive modeling}}<br> Компьютеризированный экзамен (экспертиза) {{MainEntry|Computer-assisted examination}}<br> Компьютеризованное изучение языка {{MainEntry|Computer-assisted language learning}}<br> Компьютеризованное обучение {{MainEntry|Computer-assisted instruction}}<br> Компьютеризованное обучение {{MainEntry|Computer-assisted learning}}<br> Компьютеризованное обучение в сотрудничестве, компьютеризованное коллаборативное обучение {{MainEntry|Computer-supported collaborative learning}}<br> '''Конструктивистская теория познания''' {{MainEntry|[[Constructionism]]}}<br> Курсвер, система создания курсов {{MainEntry|Courseware}}<br> '''М'''{{Anchor|М}}<br> Микромир {{MainEntry|Microworld}}<br> '''Мобильное обучение (обучение с применением мобильных устройств)''' {{MainEntry|[[Mobile learning]]}}<br> Моделирование ученика {{MainEntry|Learner modeling}}<br> '''Мультимедийное обучение (обучение в мультимедийной среде)''' {{MainEntry|[[Multimedia learning]]}}<br> '''Н'''{{Anchor|Н}}<br> '''Неформальное обучение''' {{MainEntry|[[Informal learning]]}}<br> '''О'''{{Anchor|О}}<br> '''Образовательная достижимость (достигаемость целей обучения)''' {{MainEntry|[[Educational affordance]]}}<br> '''Образовательный дата майнинг (интеллектуальный анализ данных для целей образования)''' {{MainEntry|[[Educational data mining]]}}<br> Обучающая система, основанная на использовании агента (помощника) {{MainEntry|Agent-based tutoring system}}<br> Обучающие развлечения {{MainEntry|Edutainment}}<br> Обучение в сотрудничестве, коллаборативное обучение {{MainEntry|Collaborative learning}}<br> '''Обучение, основанное на играх (игровое обучение, обучение в игре)''' {{MainEntry|[[Game-based learning]]}}<br> '''Оверлейная модель ученика''' {{MainEntry|[[Overlay]]}}<br> '''П'''{{Anchor|П}}<br> Педагогический агент (помощник) {{MainEntry|Pedagogical agent}}<br> Персональная учебная среда {{MainEntry|Personal learning environment}}<br> Повсеместное («вездесущее») обучение {{MainEntry|Ubiquitous learning}}<br> Программирование в поддержку учения {{MainEntry|Computer programming in support of learning}}<br> Программируемая компьютеризованная учебная среда {{MainEntry|Programmable computer-based learning environment}}<br> Программируемый курс {{MainEntry|Programmable course}}<br> Продвинутое ИКТ обучение {{MainEntry|Technology Enhanced Learning}}<br> '''Р'''{{Anchor|Р}}<br> Распределенное обучение {{MainEntry|Distributed learning}}<br> Распределенные учебные среды {{MainEntry|Distributed learning environments}}<br> Расширенная учебная среда {{MainEntry|Augmented learning environment}}<br> Расширяющаяся учебная среда {{MainEntry|Pervasive learning environment}}<br> '''С'''{{Anchor|С}}<br> '''Самостоятельное учение''' {{MainEntry|[[Self-regulated learning]]}}<br> Сетевая учебная среда {{MainEntry|Networked learning environment}}<br> '''Сетевое обучение (обучение в сети)''' {{MainEntry|[[Networked learning]]}}<br> Сетевые учебные сообщества {{MainEntry|Networked learning communities}}<br> Симуляторы (игры-симуляторы, игровые симуляторы) {{MainEntry|Simulation games}}<br> Система администрирования курса, управления курсом {{MainEntry|Course management system}}<br> '''Системы управления обучением''' {{MainEntry|[[Learning management systems]]}}<br> Ситуативное обучение {{MainEntry|Situated learning}}<br> Смешанное (комбинированное) обучение {{MainEntry|Blended learning}}<br> Среда сетевого (он лайн) обучения {{MainEntry|On-line learning environment}}<br> '''Среды непрерывного обучения''' {{MainEntry|[[Seamless learning environments]]}}<br> Сценарий {{MainEntry|Script ...}}<br> '''Сценарий коллаборативного обучение''' {{MainEntry|[[Collaboration script]]}}<br> '''Сценарий обучения''' {{MainEntry|[[Learning scenario]]}}<br> '''Т'''{{Anchor|Т}}<br> '''Техно-математическая грамотность''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Технологии веб-лекций {{MainEntry|Web-lecturing technologies}}<br> Товарищ, напарник по обучению {{MainEntry|Learning companion}}<br> '''У'''{{Anchor|У}}<br> Удаленные лаборатории {{MainEntry|Remote laboratories}}<br> Учебная аналитика {{MainEntry|Learning analytics}}<br> '''Учебная сеть''' {{MainEntry|[[Learning grid]]}}<br> '''Учебная среда на основе симуляторов''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Учебная среда с погружением {{MainEntry|Ambient learning environment}}<br> Учебная среда, основанная на использовании агента (помощника) {{MainEntry|Agent-based learning environment}}<br> Учебная среда, учебное окружение {{MainEntry|Learning environment}}<br> Учебная траектория {{MainEntry|Learning trail}}<br> '''Учебное пространство''' {{MainEntry|[[Learning space]]}}<br> '''Учебные объекты''' {{MainEntry|[[Learning objects]]}}<br> '''Учебный (педагогический) дизайн''' {{MainEntry|[[Learning design]]}}<br> '''Э'''{{Anchor|Э}}<br> Электронная оценка {{MainEntry|e-Assessment}}<br> Электронное (-ый) портфолио {{MainEntry|e-portfolio}}<br> Электронное обучение {{MainEntry|e-learning}}<br> Электронные «спарки», системы ученического наставничества {{MainEntry|Buddy systems}}<br> '''Эпистемическая достижимость (постигаемость знания)''' {{MainEntry|[[Epistemic affordance]]}}<br> '''Эпистемическая обратная связь ''' {{MainEntry|[[Epistemic feedback]]}}<br> (*) {{MainEntry|Computational mathetic(s)}}<br> 0 122 1191 1147 2013-03-01T12:45:41Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Slovakian entries ''Edited by Jana Trgalova, University Claude Bernard - Lyon 1 (FR), Martina Kabatova, Department of Informatics Education, Comenius University (SK)'' <br> '''A - [[#D|D]] - [[#E|E]] - [[#H|H]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#Z|Z]]''' <br> '''A'''{{Anchor|A}}<br> '''Adaptívne prostredie pre učenie sa''' {{MainEntry|[[Adaptive learning environment]]}}<br> Agentové prostredie pre učenie sa {{MainEntry|Agent-based learning environment}}<br> Algoritmické myslenie {{MainEntry|Computational thinking}}<br> Analýza učenia sa {{MainEntry|Learning analytics}}<br> Animovaný pedagogický agent {{MainEntry|Animated pedagogical agent}}<br> Automatická diagnóza {{MainEntry|Automatic diagnosis}}<br> Automatické generovanie príkladov {{MainEntry|Automatic generation of exercises}}<br> '''Autoregulované učenie''' {{MainEntry|[[Self-regulated learning]]}}<br> Autorský nástroj {{MainEntry|Authoring tool}}<br> '''Autorský systém''' {{MainEntry|[[Authoring system]]}}<br> '''D'''{{Anchor|D}}<br> '''Didaktické inžinierstvo''' {{MainEntry|[[Didactical engineering]]}}<br> Dištančné učenie sa (al. učenie sa na diaľku) {{MainEntry|Distance learning}}<br> Distribuované prostredie pre učenie sa {{MainEntry|Distributed learning environments}}<br> Distribuované učenie sa {{MainEntry|Distributed learning}}<br> '''Dizajn učenia sa''' {{MainEntry|[[Learning design]]}}<br> Dynamická geometria {{MainEntry|Dynamic geometry}}<br> '''E'''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> '''Elektronické hodnotenie''' {{MainEntry|[[e-Assessment]]}}<br> Elektronické portfólio {{MainEntry|e-portfolio}}<br> '''H'''{{Anchor|H}}<br> '''Hĺbková analýza dát v oblasti vzdelávania''' {{MainEntry|[[Educational data mining]]}}<br> '''I'''{{Anchor|I}}<br> Integrované prostredie pre učenie sa {{MainEntry|Integrated learning system}}<br> Inteligentný podporný systém {{MainEntry|Intelligent scaffolding system}}<br> '''Inteligentný tútoringový systém''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Interaktívna tabuľa {{MainEntry|Interactive white board}}<br> Interaktívne prostredie pre učenie sa {{MainEntry|Interactive learning environment}}<br> '''K'''{{Anchor|K}}<br> Kognitívna diagnóza {{MainEntry|Cognitive diagnosis}}<br> Kognitívne inžinierstvo {{MainEntry|Cognitive engineering}}<br> Kognitívne modelovanie {{MainEntry|Cognitive modelling}}<br> '''Kognitívny tútor''' {{MainEntry|[[Cognitive tutor]]}}<br> Kolaboratívne učenie sa {{MainEntry|Collaborative learning}}<br> Kombinované (al. zmiešané) vzdelávanie {{MainEntry|Blended learning}}<br> '''Konštrukcionizmus''' {{MainEntry|[[Constructionism]]}}<br> '''L'''{{Anchor|L}}<br> '''LMS''' {{MainEntry|[[Learning management systems]]}}<br> '''M'''{{Anchor|M}}<br> Mikrosvet {{MainEntry|Microworld}}<br> '''Mobilné učenie sa''' {{MainEntry|[[Mobile learning]]}}<br> Modelovanie žiaka (al. učiaceho sa) {{MainEntry|Learner modelling}}<br> '''Multimediálne učenie sa''' {{MainEntry|[[Multimedia learning]]}}<br> '''N'''{{Anchor|N}}<br> '''Neformálne učenie sa''' {{MainEntry|[[Informal learning]]}}<br> '''Noetická spätná väzba''' {{MainEntry|[[Epistemic feedback]]}}<br> '''O'''{{Anchor|O}}<br> On-line prostredie pre učenie sa {{MainEntry|On-line learning environment}}<br> Osobné prostredie pre učenie sa {{MainEntry|Personal learning environment}}<br> '''P'''{{Anchor|P}}<br> Pedagogický agent {{MainEntry|Pedagogical agent}}<br> Počítačom podporovaná výučba {{MainEntry|Computer-assisted instruction}}<br> Počítačom podporované kolaboratívne učenie sa {{MainEntry|Computer-supported collaborative learning}}<br> Počítačom podporované skúšanie {{MainEntry|Computer-assisted examination}}<br> Počítačom podporované učenie sa {{MainEntry|Computer-assisted learning}}<br> Počítačom podporované učenie sa jazyka {{MainEntry|Computer-assisted language learning}}<br> Počítačové laboratórium {{MainEntry|Computer-based laboratory}}<br> Počítačové programovanie na podporu učenia sa {{MainEntry|Computer programming in support of learning}}<br> Počítačové prostredia pre učenie sa {{MainEntry|Computer-based learning environments}}<br> Podporný materiál pre kurz {{MainEntry|Courseware}}<br> Programovateľné počítačom podporované prostredie pre učenie sa {{MainEntry|Programmable computer-based learning environment}}<br> Programovateľný kurz {{MainEntry|Programmable course}}<br> Prostredie pre učenie sa {{MainEntry|Learning environment}}<br> '''Prostredie pre učenie sa pomocou simulácie''' {{MainEntry|[[Simulation-based learning environment]]}}<br> '''R'''{{Anchor|R}}<br> Rozšírené prostredie pre učenie sa {{MainEntry|Augmented learning environment}}<br> '''S'''{{Anchor|S}}<br> '''Sieťové učenie sa''' {{MainEntry|[[Networked learning]]}}<br> :Komunita --- {{MainEntry|Networked learning communities}}<br> :Prostredie --- {{MainEntry|Networked learning environment }}<br> Simulačné hry {{MainEntry|Simulation games}}<br> Skript...<br> :Externý --- {{MainEntry|External script}}<br> :Interný --- {{MainEntry|Internal script}}<br> :'''--- spolupráce''' {{MainEntry|[[Collaboration script]]}}<br> Spoločník pre učenie sa {{MainEntry|Learning companion}}<br> Systém riadenia vyučovacích kurzov {{MainEntry|Course management system}}<br> '''T'''{{Anchor|T}}<br> '''Technicko-matematická gramotnosť''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Technológiou podporované učenie sa {{MainEntry|Technology Enhanced Learning}}<br> '''U'''{{Anchor|U}}<br> '''Učenie sa pomocou hier''' {{MainEntry|[[Game-based learning]]}}<br> Umelé prostredie pre učenie sa {{MainEntry|Artificial learning environment}}<br> '''V'''{{Anchor|V}}<br> Virtuálna vysoká škola {{MainEntry|Virtual campus}}<br> Virtuálne prostredie pre učenie sa {{MainEntry|Virtual learning environment}}<br> Virtuálne univerzity {{MainEntry|Virtual universities}}<br> Virtuálny pedagogický agent {{MainEntry|Virtual pedagogical agent}}<br> Všadeprítomné (ubiquitous) učenie sa {{MainEntry|Ubiquitous learning}}<br> '''Výučbové objekty''' {{MainEntry|[[Learning objects]]}}<br> Vyučovanie pomocou počítača {{MainEntry|Computer-based instruction}}<br> '''Vzdelávací priestor''' {{MainEntry|[[Learning space]]}}<br> '''Vzdelávací scenár''' {{MainEntry|[[Learning scenario]]}}<br> Vzdialené laboratóriá {{MainEntry|Remote laboratories}}<br> '''Z'''{{Anchor|Z}}<br> Zábavné vzdelávanie {{MainEntry|Edutainment}}<br> 1147 978 2013-02-26T14:58:57Z Admin 1 Protected "[[TEL Dictionary entries/sk]]" ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Slovakian entries ''Edited by Jana Trgalova, University Claude Bernard - Lyon 1 (FR), Martina Kabatova, Department of Informatics Education, Comenius University (SK)'' <br> '''A - [[#D|D]] - [[#E|E]] - [[#H|H]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#Z|Z]]''' <br> '''A'''{{Anchor|A}}<br> '''Adaptívne prostredie pre učenie sa''' {{MainEntry|[[Adaptive learning environment]]}}<br> Agentové prostredie pre učenie sa {{MainEntry|Agent-based learning environment}}<br> Algoritmické myslenie {{MainEntry|Computational thinking}}<br> Analýza učenia sa {{MainEntry|Learning analytics}}<br> Animovaný pedagogický agent {{MainEntry|Animated pedagogical agent}}<br> Automatická diagnóza {{MainEntry|Automatic diagnosis}}<br> Automatické generovanie príkladov {{MainEntry|Automatic generation of exercises}}<br> '''Autoregulované učenie''' {{MainEntry|[[Self-regulated learning]]}}<br> Autorský nástroj {{MainEntry|Authoring tool}}<br> Autorský systém {{MainEntry|Authoring system}}<br> '''D'''{{Anchor|D}}<br> '''Didaktické inžinierstvo''' {{MainEntry|[[Didactical engineering]]}}<br> Dištančné učenie sa (al. učenie sa na diaľku) {{MainEntry|Distance learning}}<br> Distribuované prostredie pre učenie sa {{MainEntry|Distributed learning environments}}<br> Distribuované učenie sa {{MainEntry|Distributed learning}}<br> '''Dizajn učenia sa''' {{MainEntry|[[Learning design]]}}<br> Dynamická geometria {{MainEntry|Dynamic geometry}}<br> '''E'''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> '''Elektronické hodnotenie''' {{MainEntry|[[e-Assessment]]}}<br> Elektronické portfólio {{MainEntry|e-portfolio}}<br> '''H'''{{Anchor|H}}<br> '''Hĺbková analýza dát v oblasti vzdelávania''' {{MainEntry|[[Educational data mining]]}}<br> '''I'''{{Anchor|I}}<br> Integrované prostredie pre učenie sa {{MainEntry|Integrated learning system}}<br> Inteligentný podporný systém {{MainEntry|Intelligent scaffolding system}}<br> '''Inteligentný tútoringový systém''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Interaktívna tabuľa {{MainEntry|Interactive white board}}<br> Interaktívne prostredie pre učenie sa {{MainEntry|Interactive learning environment}}<br> '''K'''{{Anchor|K}}<br> Kognitívna diagnóza {{MainEntry|Cognitive diagnosis}}<br> Kognitívne inžinierstvo {{MainEntry|Cognitive engineering}}<br> Kognitívne modelovanie {{MainEntry|Cognitive modelling}}<br> '''Kognitívny tútor''' {{MainEntry|[[Cognitive tutor]]}}<br> Kolaboratívne učenie sa {{MainEntry|Collaborative learning}}<br> Kombinované (al. zmiešané) vzdelávanie {{MainEntry|Blended learning}}<br> '''Konštrukcionizmus''' {{MainEntry|[[Constructionism]]}}<br> '''L'''{{Anchor|L}}<br> '''LMS''' {{MainEntry|[[Learning management systems]]}}<br> '''M'''{{Anchor|M}}<br> Mikrosvet {{MainEntry|Microworld}}<br> '''Mobilné učenie sa''' {{MainEntry|[[Mobile learning]]}}<br> Modelovanie žiaka (al. učiaceho sa) {{MainEntry|Learner modelling}}<br> '''Multimediálne učenie sa''' {{MainEntry|[[Multimedia learning]]}}<br> '''N'''{{Anchor|N}}<br> '''Neformálne učenie sa''' {{MainEntry|[[Informal learning]]}}<br> '''Noetická spätná väzba''' {{MainEntry|[[Epistemic feedback]]}}<br> '''O'''{{Anchor|O}}<br> On-line prostredie pre učenie sa {{MainEntry|On-line learning environment}}<br> Osobné prostredie pre učenie sa {{MainEntry|Personal learning environment}}<br> '''P'''{{Anchor|P}}<br> Pedagogický agent {{MainEntry|Pedagogical agent}}<br> Počítačom podporovaná výučba {{MainEntry|Computer-assisted instruction}}<br> Počítačom podporované kolaboratívne učenie sa {{MainEntry|Computer-supported collaborative learning}}<br> Počítačom podporované skúšanie {{MainEntry|Computer-assisted examination}}<br> Počítačom podporované učenie sa {{MainEntry|Computer-assisted learning}}<br> Počítačom podporované učenie sa jazyka {{MainEntry|Computer-assisted language learning}}<br> Počítačové laboratórium {{MainEntry|Computer-based laboratory}}<br> Počítačové programovanie na podporu učenia sa {{MainEntry|Computer programming in support of learning}}<br> Počítačové prostredia pre učenie sa {{MainEntry|Computer-based learning environments}}<br> Podporný materiál pre kurz {{MainEntry|Courseware}}<br> Programovateľné počítačom podporované prostredie pre učenie sa {{MainEntry|Programmable computer-based learning environment}}<br> Programovateľný kurz {{MainEntry|Programmable course}}<br> Prostredie pre učenie sa {{MainEntry|Learning environment}}<br> '''Prostredie pre učenie sa pomocou simulácie''' {{MainEntry|[[Simulation-based learning environment]]}}<br> '''R'''{{Anchor|R}}<br> Rozšírené prostredie pre učenie sa {{MainEntry|Augmented learning environment}}<br> '''S'''{{Anchor|S}}<br> '''Sieťové učenie sa''' {{MainEntry|[[Networked learning]]}}<br> :Komunita --- {{MainEntry|Networked learning communities}}<br> :Prostredie --- {{MainEntry|Networked learning environment }}<br> Simulačné hry {{MainEntry|Simulation games}}<br> Skript...<br> :Externý --- {{MainEntry|External script}}<br> :Interný --- {{MainEntry|Internal script}}<br> :'''--- spolupráce''' {{MainEntry|[[Collaboration script]]}}<br> Spoločník pre učenie sa {{MainEntry|Learning companion}}<br> Systém riadenia vyučovacích kurzov {{MainEntry|Course management system}}<br> '''T'''{{Anchor|T}}<br> '''Technicko-matematická gramotnosť''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Technológiou podporované učenie sa {{MainEntry|Technology Enhanced Learning}}<br> '''U'''{{Anchor|U}}<br> '''Učenie sa pomocou hier''' {{MainEntry|[[Game-based learning]]}}<br> Umelé prostredie pre učenie sa {{MainEntry|Artificial learning environment}}<br> '''V'''{{Anchor|V}}<br> Virtuálna vysoká škola {{MainEntry|Virtual campus}}<br> Virtuálne prostredie pre učenie sa {{MainEntry|Virtual learning environment}}<br> Virtuálne univerzity {{MainEntry|Virtual universities}}<br> Virtuálny pedagogický agent {{MainEntry|Virtual pedagogical agent}}<br> Všadeprítomné (ubiquitous) učenie sa {{MainEntry|Ubiquitous learning}}<br> '''Výučbové objekty''' {{MainEntry|[[Learning objects]]}}<br> Vyučovanie pomocou počítača {{MainEntry|Computer-based instruction}}<br> '''Vzdelávací priestor''' {{MainEntry|[[Learning space]]}}<br> '''Vzdelávací scenár''' {{MainEntry|[[Learning scenario]]}}<br> Vzdialené laboratóriá {{MainEntry|Remote laboratories}}<br> '''Z'''{{Anchor|Z}}<br> Zábavné vzdelávanie {{MainEntry|Edutainment}}<br> 978 965 2012-09-27T06:29:18Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Slovakian entries ''Edited by Jana Trgalova, University Claude Bernard - Lyon 1 (FR), Martina Kabatova, Department of Informatics Education, Comenius University (SK)'' <br> '''A - [[#D|D]] - [[#E|E]] - [[#H|H]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#Z|Z]]''' <br> '''A'''{{Anchor|A}}<br> '''Adaptívne prostredie pre učenie sa''' {{MainEntry|[[Adaptive learning environment]]}}<br> Agentové prostredie pre učenie sa {{MainEntry|Agent-based learning environment}}<br> Algoritmické myslenie {{MainEntry|Computational thinking}}<br> Analýza učenia sa {{MainEntry|Learning analytics}}<br> Animovaný pedagogický agent {{MainEntry|Animated pedagogical agent}}<br> Automatická diagnóza {{MainEntry|Automatic diagnosis}}<br> Automatické generovanie príkladov {{MainEntry|Automatic generation of exercises}}<br> '''Autoregulované učenie''' {{MainEntry|[[Self-regulated learning]]}}<br> Autorský nástroj {{MainEntry|Authoring tool}}<br> Autorský systém {{MainEntry|Authoring system}}<br> '''D'''{{Anchor|D}}<br> '''Didaktické inžinierstvo''' {{MainEntry|[[Didactical engineering]]}}<br> Dištančné učenie sa (al. učenie sa na diaľku) {{MainEntry|Distance learning}}<br> Distribuované prostredie pre učenie sa {{MainEntry|Distributed learning environments}}<br> Distribuované učenie sa {{MainEntry|Distributed learning}}<br> '''Dizajn učenia sa''' {{MainEntry|[[Learning design]]}}<br> Dynamická geometria {{MainEntry|Dynamic geometry}}<br> '''E'''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> '''Elektronické hodnotenie''' {{MainEntry|[[e-Assessment]]}}<br> Elektronické portfólio {{MainEntry|e-portfolio}}<br> '''H'''{{Anchor|H}}<br> '''Hĺbková analýza dát v oblasti vzdelávania''' {{MainEntry|[[Educational data mining]]}}<br> '''I'''{{Anchor|I}}<br> Integrované prostredie pre učenie sa {{MainEntry|Integrated learning system}}<br> Inteligentný podporný systém {{MainEntry|Intelligent scaffolding system}}<br> '''Inteligentný tútoringový systém''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Interaktívna tabuľa {{MainEntry|Interactive white board}}<br> Interaktívne prostredie pre učenie sa {{MainEntry|Interactive learning environment}}<br> '''K'''{{Anchor|K}}<br> Kognitívna diagnóza {{MainEntry|Cognitive diagnosis}}<br> Kognitívne inžinierstvo {{MainEntry|Cognitive engineering}}<br> Kognitívne modelovanie {{MainEntry|Cognitive modelling}}<br> '''Kognitívny tútor''' {{MainEntry|[[Cognitive tutor]]}}<br> Kolaboratívne učenie sa {{MainEntry|Collaborative learning}}<br> Kombinované (al. zmiešané) vzdelávanie {{MainEntry|Blended learning}}<br> '''Konštrukcionizmus''' {{MainEntry|[[Constructionism]]}}<br> '''L'''{{Anchor|L}}<br> '''LMS''' {{MainEntry|[[Learning management systems]]}}<br> '''M'''{{Anchor|M}}<br> Mikrosvet {{MainEntry|Microworld}}<br> '''Mobilné učenie sa''' {{MainEntry|[[Mobile learning]]}}<br> Modelovanie žiaka (al. učiaceho sa) {{MainEntry|Learner modelling}}<br> '''Multimediálne učenie sa''' {{MainEntry|[[Multimedia learning]]}}<br> '''N'''{{Anchor|N}}<br> '''Neformálne učenie sa''' {{MainEntry|[[Informal learning]]}}<br> '''Noetická spätná väzba''' {{MainEntry|[[Epistemic feedback]]}}<br> '''O'''{{Anchor|O}}<br> On-line prostredie pre učenie sa {{MainEntry|On-line learning environment}}<br> Osobné prostredie pre učenie sa {{MainEntry|Personal learning environment}}<br> '''P'''{{Anchor|P}}<br> Pedagogický agent {{MainEntry|Pedagogical agent}}<br> Počítačom podporovaná výučba {{MainEntry|Computer-assisted instruction}}<br> Počítačom podporované kolaboratívne učenie sa {{MainEntry|Computer-supported collaborative learning}}<br> Počítačom podporované skúšanie {{MainEntry|Computer-assisted examination}}<br> Počítačom podporované učenie sa {{MainEntry|Computer-assisted learning}}<br> Počítačom podporované učenie sa jazyka {{MainEntry|Computer-assisted language learning}}<br> Počítačové laboratórium {{MainEntry|Computer-based laboratory}}<br> Počítačové programovanie na podporu učenia sa {{MainEntry|Computer programming in support of learning}}<br> Počítačové prostredia pre učenie sa {{MainEntry|Computer-based learning environments}}<br> Podporný materiál pre kurz {{MainEntry|Courseware}}<br> Programovateľné počítačom podporované prostredie pre učenie sa {{MainEntry|Programmable computer-based learning environment}}<br> Programovateľný kurz {{MainEntry|Programmable course}}<br> Prostredie pre učenie sa {{MainEntry|Learning environment}}<br> '''Prostredie pre učenie sa pomocou simulácie''' {{MainEntry|[[Simulation-based learning environment]]}}<br> '''R'''{{Anchor|R}}<br> Rozšírené prostredie pre učenie sa {{MainEntry|Augmented learning environment}}<br> '''S'''{{Anchor|S}}<br> '''Sieťové učenie sa''' {{MainEntry|[[Networked learning]]}}<br> :Komunita --- {{MainEntry|Networked learning communities}}<br> :Prostredie --- {{MainEntry|Networked learning environment }}<br> Simulačné hry {{MainEntry|Simulation games}}<br> Skript...<br> :Externý --- {{MainEntry|External script}}<br> :Interný --- {{MainEntry|Internal script}}<br> :'''--- spolupráce''' {{MainEntry|[[Collaboration script]]}}<br> Spoločník pre učenie sa {{MainEntry|Learning companion}}<br> Systém riadenia vyučovacích kurzov {{MainEntry|Course management system}}<br> '''T'''{{Anchor|T}}<br> '''Technicko-matematická gramotnosť''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Technológiou podporované učenie sa {{MainEntry|Technology Enhanced Learning}}<br> '''U'''{{Anchor|U}}<br> '''Učenie sa pomocou hier''' {{MainEntry|[[Game-based learning]]}}<br> Umelé prostredie pre učenie sa {{MainEntry|Artificial learning environment}}<br> '''V'''{{Anchor|V}}<br> Virtuálna vysoká škola {{MainEntry|Virtual campus}}<br> Virtuálne prostredie pre učenie sa {{MainEntry|Virtual learning environment}}<br> Virtuálne univerzity {{MainEntry|Virtual universities}}<br> Virtuálny pedagogický agent {{MainEntry|Virtual pedagogical agent}}<br> Všadeprítomné (ubiquitous) učenie sa {{MainEntry|Ubiquitous learning}}<br> '''Výučbové objekty''' {{MainEntry|[[Learning objects]]}}<br> Vyučovanie pomocou počítača {{MainEntry|Computer-based instruction}}<br> '''Vzdelávací priestor''' {{MainEntry|[[Learning space]]}}<br> '''Vzdelávací scenár''' {{MainEntry|[[Learning scenario]]}}<br> Vzdialené laboratóriá {{MainEntry|Remote laboratories}}<br> '''Z'''{{Anchor|Z}}<br> Zábavné vzdelávanie {{MainEntry|Edutainment}}<br> 965 923 2012-09-27T06:19:35Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Slovakian entries ''Edited by Jana Trgalova, University Claude Bernard - Lyon 1 (FR), Martina Kabatova, Department of Informatics Education, Comenius University (SK)'' <br> '''A - [[#D|D]] - [[#E|E]] - [[#H|H]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#Z|Z]]''' <br> '''A'''{{Anchor|A}}<br> '''Adaptívne prostredie pre učenie sa''' {{MainEntry|[[Adaptive learning environment]]}}<br> Agentové prostredie pre učenie sa {{MainEntry|Agent-based learning environment}}<br> Algoritmické myslenie {{MainEntry|Computational thinking}}<br> Analýza učenia sa {{MainEntry|Learning analytics}}<br> Animovaný pedagogický agent {{MainEntry|Animated pedagogical agent}}<br> Automatická diagnóza {{MainEntry|Automatic diagnosis}}<br> Automatické generovanie príkladov {{MainEntry|Automatic generation of exercises}}<br> '''Autoregulované učenie''' {{MainEntry|[[Self-regulated learning]]}}<br> Autorský nástroj {{MainEntry|Authoring tool}}<br> Autorský systém {{MainEntry|Authoring system}}<br> '''D'''{{Anchor|D}}<br> '''Didaktické inžinierstvo''' {{MainEntry|[[Didactical engineering]]}}<br> Dištančné učenie sa (al. učenie sa na diaľku) {{MainEntry|Distance learning}}<br> Distribuované prostredie pre učenie sa {{MainEntry|Distributed learning environments}}<br> Distribuované učenie sa {{MainEntry|Distributed learning}}<br> '''Dizajn učenia sa''' {{MainEntry|[[Learning design]]}}<br> Dynamická geometria {{MainEntry|Dynamic geometry}}<br> '''E'''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Elektronické hodnotenie {{MainEntry|[[e-Assessment]]}}<br> Elektronické portfólio {{MainEntry|e-portfolio}}<br> '''H'''{{Anchor|H}}<br> '''Hĺbková analýza dát v oblasti vzdelávania''' {{MainEntry|[[Educational data mining]]}}<br> '''I'''{{Anchor|I}}<br> Integrované prostredie pre učenie sa {{MainEntry|Integrated learning system}}<br> Inteligentný podporný systém {{MainEntry|Intelligent scaffolding system}}<br> '''Inteligentný tútoringový systém''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Interaktívna tabuľa {{MainEntry|Interactive white board}}<br> Interaktívne prostredie pre učenie sa {{MainEntry|Interactive learning environment}}<br> '''K'''{{Anchor|K}}<br> Kognitívna diagnóza {{MainEntry|Cognitive diagnosis}}<br> Kognitívne inžinierstvo {{MainEntry|Cognitive engineering}}<br> Kognitívne modelovanie {{MainEntry|Cognitive modelling}}<br> '''Kognitívny tútor''' {{MainEntry|[[Cognitive tutor]]}}<br> Kolaboratívne učenie sa {{MainEntry|Collaborative learning}}<br> Kombinované (al. zmiešané) vzdelávanie {{MainEntry|Blended learning}}<br> '''Konštrukcionizmus''' {{MainEntry|[[Constructionism]]}}<br> '''L'''{{Anchor|L}}<br> '''LMS''' {{MainEntry|[[Learning management systems]]}}<br> '''M'''{{Anchor|M}}<br> Mikrosvet {{MainEntry|Microworld}}<br> '''Mobilné učenie sa''' {{MainEntry|[[Mobile learning]]}}<br> Modelovanie žiaka (al. učiaceho sa) {{MainEntry|Learner modelling}}<br> '''Multimediálne učenie sa''' {{MainEntry|[[Multimedia learning]]}}<br> '''N'''{{Anchor|N}}<br> '''Neformálne učenie sa''' {{MainEntry|[[Informal learning]]}}<br> '''Noetická spätná väzba''' {{MainEntry|[[Epistemic feedback]]}}<br> '''O'''{{Anchor|O}}<br> On-line prostredie pre učenie sa {{MainEntry|On-line learning environment}}<br> Osobné prostredie pre učenie sa {{MainEntry|Personal learning environment}}<br> '''P'''{{Anchor|P}}<br> Pedagogický agent {{MainEntry|Pedagogical agent}}<br> Počítačom podporovaná výučba {{MainEntry|Computer-assisted instruction}}<br> Počítačom podporované kolaboratívne učenie sa {{MainEntry|Computer-supported collaborative learning}}<br> Počítačom podporované skúšanie {{MainEntry|Computer-assisted examination}}<br> Počítačom podporované učenie sa {{MainEntry|Computer-assisted learning}}<br> Počítačom podporované učenie sa jazyka {{MainEntry|Computer-assisted language learning}}<br> Počítačové laboratórium {{MainEntry|Computer-based laboratory}}<br> Počítačové programovanie na podporu učenia sa {{MainEntry|Computer programming in support of learning}}<br> Počítačové prostredia pre učenie sa {{MainEntry|Computer-based learning environments}}<br> Podporný materiál pre kurz {{MainEntry|Courseware}}<br> Programovateľné počítačom podporované prostredie pre učenie sa {{MainEntry|Programmable computer-based learning environment}}<br> Programovateľný kurz {{MainEntry|Programmable course}}<br> Prostredie pre učenie sa {{MainEntry|Learning environment}}<br> '''Prostredie pre učenie sa pomocou simulácie''' {{MainEntry|[[Simulation-based learning environment]]}}<br> '''R'''{{Anchor|R}}<br> Rozšírené prostredie pre učenie sa {{MainEntry|Augmented learning environment}}<br> '''S'''{{Anchor|S}}<br> '''Sieťové učenie sa''' {{MainEntry|[[Networked learning]]}}<br> :Komunita --- {{MainEntry|Networked learning communities}}<br> :Prostredie --- {{MainEntry|Networked learning environment }}<br> Simulačné hry {{MainEntry|Simulation games}}<br> Skript...<br> :Externý --- {{MainEntry|External script}}<br> :Interný --- {{MainEntry|Internal script}}<br> :'''--- spolupráce''' {{MainEntry|[[Collaboration script]]}}<br> Spoločník pre učenie sa {{MainEntry|Learning companion}}<br> Systém riadenia vyučovacích kurzov {{MainEntry|Course management system}}<br> '''T'''{{Anchor|T}}<br> '''Technicko-matematická gramotnosť''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Technológiou podporované učenie sa {{MainEntry|Technology Enhanced Learning}}<br> '''U'''{{Anchor|U}}<br> '''Učenie sa pomocou hier''' {{MainEntry|[[Game-based learning]]}}<br> Umelé prostredie pre učenie sa {{MainEntry|Artificial learning environment}}<br> '''V'''{{Anchor|V}}<br> Virtuálna vysoká škola {{MainEntry|Virtual campus}}<br> Virtuálne prostredie pre učenie sa {{MainEntry|Virtual learning environment}}<br> Virtuálne univerzity {{MainEntry|Virtual universities}}<br> Virtuálny pedagogický agent {{MainEntry|Virtual pedagogical agent}}<br> Všadeprítomné (ubiquitous) učenie sa {{MainEntry|Ubiquitous learning}}<br> '''Výučbové objekty''' {{MainEntry|[[Learning objects]]}}<br> Vyučovanie pomocou počítača {{MainEntry|Computer-based instruction}}<br> '''Vzdelávací priestor''' {{MainEntry|[[Learning space]]}}<br> '''Vzdelávací scenár''' {{MainEntry|[[Learning scenario]]}}<br> Vzdialené laboratóriá {{MainEntry|Remote laboratories}}<br> '''Z'''{{Anchor|Z}}<br> Zábavné vzdelávanie {{MainEntry|Edutainment}}<br> 923 921 2012-05-30T05:51:39Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Slovakian entries ''Edited by Jana Trgalova, University Claude Bernard - Lyon 1 (FR), Martina Kabatova, Department of Informatics Education, Comenius University (SK)'' <br> '''A - [[#D|D]] - [[#E|E]] - [[#H|H]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#Z|Z]]''' <br> '''A'''{{Anchor|A}}<br> '''Adaptívne prostredie pre učenie sa''' {{MainEntry|[[Adaptive learning environment]]}}<br> Agentové prostredie pre učenie sa {{MainEntry|Agent-based learning environment}}<br> Algoritmické myslenie {{MainEntry|Computational thinking}}<br> Analýza učenia sa {{MainEntry|Learning analytics}}<br> Animovaný pedagogický agent {{MainEntry|Animated pedagogical agent}}<br> Automatická diagnóza {{MainEntry|Automatic diagnosis}}<br> Automatické generovanie príkladov {{MainEntry|Automatic generation of exercises}}<br> '''Autoregulované učenie''' {{MainEntry|[[Self-regulated learning]]}}<br> Autorský nástroj {{MainEntry|Authoring tool}}<br> Autorský systém {{MainEntry|Authoring system}}<br> '''D'''{{Anchor|D}}<br> '''Didaktické inžinierstvo''' {{MainEntry|[[Didactical engineering]]}}<br> Dištančné učenie sa (al. učenie sa na diaľku) {{MainEntry|Distance learning}}<br> Distribuované prostredie pre učenie sa {{MainEntry|Distributed learning environments}}<br> Distribuované učenie sa {{MainEntry|Distributed learning}}<br> '''Dizajn učenia sa''' {{MainEntry|[[Learning design]]}}<br> Dynamická geometria {{MainEntry|Dynamic geometry}}<br> '''E'''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Elektronické hodnotenie {{MainEntry|e-Assessment}}<br> Elektronické portfólio {{MainEntry|e-portfolio}}<br> '''H'''{{Anchor|H}}<br> '''Hĺbková analýza dát v oblasti vzdelávania''' {{MainEntry|[[Educational data mining]]}}<br> '''I'''{{Anchor|I}}<br> Integrované prostredie pre učenie sa {{MainEntry|Integrated learning system}}<br> Inteligentný podporný systém {{MainEntry|Intelligent scaffolding system}}<br> '''Inteligentný tútoringový systém''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Interaktívna tabuľa {{MainEntry|Interactive white board}}<br> Interaktívne prostredie pre učenie sa {{MainEntry|Interactive learning environment}}<br> '''K'''{{Anchor|K}}<br> Kognitívna diagnóza {{MainEntry|Cognitive diagnosis}}<br> Kognitívne inžinierstvo {{MainEntry|Cognitive engineering}}<br> Kognitívne modelovanie {{MainEntry|Cognitive modelling}}<br> '''Kognitívny tútor''' {{MainEntry|[[Cognitive tutor]]}}<br> Kolaboratívne učenie sa {{MainEntry|Collaborative learning}}<br> Kombinované (al. zmiešané) vzdelávanie {{MainEntry|Blended learning}}<br> '''Konštrukcionizmus''' {{MainEntry|[[Constructionism]]}}<br> '''L'''{{Anchor|L}}<br> '''LMS''' {{MainEntry|[[Learning management systems]]}}<br> '''M'''{{Anchor|M}}<br> Mikrosvet {{MainEntry|Microworld}}<br> '''Mobilné učenie sa''' {{MainEntry|[[Mobile learning]]}}<br> Modelovanie žiaka (al. učiaceho sa) {{MainEntry|Learner modelling}}<br> '''Multimediálne učenie sa''' {{MainEntry|[[Multimedia learning]]}}<br> '''N'''{{Anchor|N}}<br> '''Neformálne učenie sa''' {{MainEntry|[[Informal learning]]}}<br> '''Noetická spätná väzba''' {{MainEntry|[[Epistemic feedback]]}}<br> '''O'''{{Anchor|O}}<br> On-line prostredie pre učenie sa {{MainEntry|On-line learning environment}}<br> Osobné prostredie pre učenie sa {{MainEntry|Personal learning environment}}<br> '''P'''{{Anchor|P}}<br> Pedagogický agent {{MainEntry|Pedagogical agent}}<br> Počítačom podporovaná výučba {{MainEntry|Computer-assisted instruction}}<br> Počítačom podporované kolaboratívne učenie sa {{MainEntry|Computer-supported collaborative learning}}<br> Počítačom podporované skúšanie {{MainEntry|Computer-assisted examination}}<br> Počítačom podporované učenie sa {{MainEntry|Computer-assisted learning}}<br> Počítačom podporované učenie sa jazyka {{MainEntry|Computer-assisted language learning}}<br> Počítačové laboratórium {{MainEntry|Computer-based laboratory}}<br> Počítačové programovanie na podporu učenia sa {{MainEntry|Computer programming in support of learning}}<br> Počítačové prostredia pre učenie sa {{MainEntry|Computer-based learning environments}}<br> Podporný materiál pre kurz {{MainEntry|Courseware}}<br> Programovateľné počítačom podporované prostredie pre učenie sa {{MainEntry|Programmable computer-based learning environment}}<br> Programovateľný kurz {{MainEntry|Programmable course}}<br> Prostredie pre učenie sa {{MainEntry|Learning environment}}<br> '''Prostredie pre učenie sa pomocou simulácie''' {{MainEntry|[[Simulation-based learning environment]]}}<br> '''R'''{{Anchor|R}}<br> Rozšírené prostredie pre učenie sa {{MainEntry|Augmented learning environment}}<br> '''S'''{{Anchor|S}}<br> '''Sieťové učenie sa''' {{MainEntry|[[Networked learning]]}}<br> :Komunita --- {{MainEntry|Networked learning communities}}<br> :Prostredie --- {{MainEntry|Networked learning environment }}<br> Simulačné hry {{MainEntry|Simulation games}}<br> Skript...<br> :Externý --- {{MainEntry|External script}}<br> :Interný --- {{MainEntry|Internal script}}<br> :'''--- spolupráce''' {{MainEntry|[[Collaboration script]]}}<br> Spoločník pre učenie sa {{MainEntry|Learning companion}}<br> Systém riadenia vyučovacích kurzov {{MainEntry|Course management system}}<br> '''T'''{{Anchor|T}}<br> '''Technicko-matematická gramotnosť''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Technológiou podporované učenie sa {{MainEntry|Technology Enhanced Learning}}<br> '''U'''{{Anchor|U}}<br> '''Učenie sa pomocou hier''' {{MainEntry|[[Game-based learning]]}}<br> Umelé prostredie pre učenie sa {{MainEntry|Artificial learning environment}}<br> '''V'''{{Anchor|V}}<br> Virtuálna vysoká škola {{MainEntry|Virtual campus}}<br> Virtuálne prostredie pre učenie sa {{MainEntry|Virtual learning environment}}<br> Virtuálne univerzity {{MainEntry|Virtual universities}}<br> Virtuálny pedagogický agent {{MainEntry|Virtual pedagogical agent}}<br> Všadeprítomné (ubiquitous) učenie sa {{MainEntry|Ubiquitous learning}}<br> '''Výučbové objekty''' {{MainEntry|[[Learning objects]]}}<br> Vyučovanie pomocou počítača {{MainEntry|Computer-based instruction}}<br> '''Vzdelávací priestor''' {{MainEntry|[[Learning space]]}}<br> '''Vzdelávací scenár''' {{MainEntry|[[Learning scenario]]}}<br> Vzdialené laboratóriá {{MainEntry|Remote laboratories}}<br> '''Z'''{{Anchor|Z}}<br> Zábavné vzdelávanie {{MainEntry|Edutainment}}<br> 921 920 2012-05-29T19:26:40Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Slovakian entries ''Edited by Jana Trgalova, French Institute of Education, ENS de Lyon (FR), Martina Kabatova, Department of Informatics Education, Comenius University (SK)'' <br> '''A - [[#D|D]] - [[#E|E]] - [[#H|H]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#Z|Z]]''' <br> '''A'''{{Anchor|A}}<br> '''Adaptívne prostredie pre učenie sa''' {{MainEntry|[[Adaptive learning environment]]}}<br> Agentové prostredie pre učenie sa {{MainEntry|Agent-based learning environment}}<br> Algoritmické myslenie {{MainEntry|Computational thinking}}<br> Analýza učenia sa {{MainEntry|Learning analytics}}<br> Animovaný pedagogický agent {{MainEntry|Animated pedagogical agent}}<br> Automatická diagnóza {{MainEntry|Automatic diagnosis}}<br> Automatické generovanie príkladov {{MainEntry|Automatic generation of exercises}}<br> '''Autoregulované učenie''' {{MainEntry|[[Self-regulated learning]]}}<br> Autorský nástroj {{MainEntry|Authoring tool}}<br> Autorský systém {{MainEntry|Authoring system}}<br> '''D'''{{Anchor|D}}<br> '''Didaktické inžinierstvo''' {{MainEntry|[[Didactical engineering]]}}<br> Dištančné učenie sa (al. učenie sa na diaľku) {{MainEntry|Distance learning}}<br> Distribuované prostredie pre učenie sa {{MainEntry|Distributed learning environments}}<br> Distribuované učenie sa {{MainEntry|Distributed learning}}<br> '''Dizajn učenia sa''' {{MainEntry|[[Learning design]]}}<br> Dynamická geometria {{MainEntry|Dynamic geometry}}<br> '''E'''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Elektronické hodnotenie {{MainEntry|e-Assessment}}<br> Elektronické portfólio {{MainEntry|e-portfolio}}<br> '''H'''{{Anchor|H}}<br> '''Hĺbková analýza dát v oblasti vzdelávania''' {{MainEntry|[[Educational data mining]]}}<br> '''I'''{{Anchor|I}}<br> Integrované prostredie pre učenie sa {{MainEntry|Integrated learning system}}<br> Inteligentný podporný systém {{MainEntry|Intelligent scaffolding system}}<br> '''Inteligentný tútoringový systém''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Interaktívna tabua {{MainEntry|Interactive white board}}<br> Interaktívne prostredie pre učenie sa {{MainEntry|Interactive learning environment}}<br> '''K'''{{Anchor|K}}<br> Kognitívna diagnóza {{MainEntry|Cognitive diagnosis}}<br> Kognitívne inžinierstvo {{MainEntry|Cognitive engineering}}<br> Kognitívne modelovanie {{MainEntry|Cognitive modelling}}<br> '''Kognitívny tútor''' {{MainEntry|[[Cognitive tutor]]}}<br> Kolaboratívne učenie sa {{MainEntry|Collaborative learning}}<br> Kombinované (al. zmiešané) vzdelávanie {{MainEntry|Blended learning}}<br> '''Konštrukcionizmus''' {{MainEntry|[[Constructionism]]}}<br> '''L'''{{Anchor|L}}<br> '''LMS''' {{MainEntry|[[Learning management systems]]}}<br> '''M'''{{Anchor|M}}<br> Mikrosvet {{MainEntry|Microworld}}<br> '''Mobilné učenie sa''' {{MainEntry|[[Mobile learning]]}}<br> Modelovanie žiaka (al. učiaceho sa) {{MainEntry|Learner modelling}}<br> '''Multimediálne učenie sa''' {{MainEntry|[[Multimedia learning]]}}<br> '''N'''{{Anchor|N}}<br> '''Neformálne učenie sa''' {{MainEntry|[[Informal learning]]}}<br> '''Noetická spätná väzba''' {{MainEntry|[[Epistemic feedback]]}}<br> '''O'''{{Anchor|O}}<br> On-line prostredie pre učenie sa {{MainEntry|On-line learning environment}}<br> Osobné prostredie pre učenie sa {{MainEntry|Personal learning environment}}<br> '''P'''{{Anchor|P}}<br> Pedagogický agent {{MainEntry|Pedagogical agent}}<br> Počítačom podporovaná výučba {{MainEntry|Computer-assisted instruction}}<br> Počítačom podporované kolaboratívne učenie sa {{MainEntry|Computer-supported collaborative learning}}<br> Počítačom podporované skúšanie {{MainEntry|Computer-assisted examination}}<br> Počítačom podporované učenie sa {{MainEntry|Computer-assisted learning}}<br> Počítačom podporované učenie sa jazyka {{MainEntry|Computer-assisted language learning}}<br> Počítačové laboratórium {{MainEntry|Computer-based laboratory}}<br> Počítačové programovanie na podporu učenia sa {{MainEntry|Computer programming in support of learning}}<br> Počítačové prostredia pre učenie sa {{MainEntry|Computer-based learning environments}}<br> Podporný materiál pre kurz {{MainEntry|Courseware}}<br> Programovateľné počítačom podporované prostredie pre učenie sa {{MainEntry|Programmable computer-based learning environment}}<br> Programovateľný kurz {{MainEntry|Programmable course}}<br> Prostredie pre učenie sa {{MainEntry|Learning environment}}<br> '''Prostredie pre učenie sa pomocou simulácie''' {{MainEntry|[[Simulation-based learning environment]]}}<br> '''R'''{{Anchor|R}}<br> Rozšírené prostredie pre učenie sa {{MainEntry|Augmented learning environment}}<br> '''S'''{{Anchor|S}}<br> '''Sieťové učenia sa''' {{MainEntry|[[Networked learning]]}}<br> :Komunita --- {{MainEntry|Networked learning communities}}<br> :Prostredie --- {{MainEntry|Networked learning environment }}<br> Simulačné hry {{MainEntry|Simulation games}}<br> Skript...<br> :Externý --- {{MainEntry|External script}}<br> :Interný --- {{MainEntry|Internal script}}<br> :'''--- spolupráce''' {{MainEntry|[[Collaboration script]]}}<br> Spoločník pre učenie sa {{MainEntry|Learning companion}}<br> Systém riadenia vyučovacích kurzov {{MainEntry|Course management system}}<br> '''T'''{{Anchor|T}}<br> '''Technicko-matematická gramotnosť''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Technológiou podporované učenie sa {{MainEntry|Technology Enhanced Learning}}<br> '''U'''{{Anchor|U}}<br> '''učenie sa pomocou hier''' {{MainEntry|[[Game-based learning]]}}<br> Umelé prostredie pre učenie sa {{MainEntry|Artificial learning environment}}<br> '''V'''{{Anchor|V}}<br> Virtuálna vysoká škola {{MainEntry|Virtual campus}}<br> Virtuálne prostredie pre učenie sa {{MainEntry|Virtual learning environment}}<br> Virtuálne univerzity {{MainEntry|Virtual universities}}<br> Virtuálny pedagogický agent {{MainEntry|Virtual pedagogical agent}}<br> Všadeprítomné (ubiquitous) učenie sa {{MainEntry|Ubiquitous learning}}<br> '''Výučbové objekty''' {{MainEntry|[[Learning objects]]}}<br> Vyučovanie pomocou počítača {{MainEntry|Computer-based instruction}}<br> '''Vzdelávací priestor''' {{MainEntry|[[Learning space]]}}<br> '''Vzdelávací scenár''' {{MainEntry|[[Learning scenario]]}}<br> Vzdialené laboratóriá {{MainEntry|Remote laboratories}}<br> '''Z'''{{Anchor|Z}}<br> Zábavné vzdelávanie {{MainEntry|Edutainment}}<br> 920 919 2012-05-29T19:22:35Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Slovakian entries ''Edited by Jana Trgalova, French Institute of Education, ENS de Lyon (FR), Martina Kabatova, Department of Informatics Education, Comenius University (SK)'' <br> '''A - [[#D|D]] - [[#E|E]] - [[#H|H]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#Z|Z]]''' <br> '''A'''{{Anchor|A}}<br> '''Adaptívne prostredie pre učenie sa''' {{MainEntry|[[Adaptive learning environment]]}}<br> Agentové prostredie pre učenie sa {{MainEntry|Agent-based learning environment}}<br> Algoritmické myslenie {{MainEntry|Computational thinking}}<br> Analýza učenia sa {{MainEntry|Learning analytics}}<br> Animovaný pedagogický agent {{MainEntry|Animated pedagogical agent}}<br> Automatická diagnóza {{MainEntry|Automatic diagnosis}}<br> Automatické generovanie príkladov {{MainEntry|Automatic generation of exercises}}<br> '''Autoregulované učenie''' {{MainEntry|[[Self-regulated learning]]}}<br> Autorský nástroj {{MainEntry|Authoring tool}}<br> Autorský systém {{MainEntry|Authoring system}}<br> '''D'''{{Anchor|D}}<br> '''Didaktické inžinierstvo''' {{MainEntry|[[Didactical engineering]]}}<br> Dištančné učenie sa (al. učenie sa na diaľku) {{MainEntry|Distance learning}}<br> Distribuované prostredie pre učenie sa {{MainEntry|Distributed learning environments}}<br> Distribuované učenie sa {{MainEntry|Distributed learning}}<br> '''Dizajn učenia sa''' {{MainEntry|[[Learning design]]}}<br> Dynamická geometria {{MainEntry|Dynamic geometry}}<br> '''E'''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Elektronické hodnotenie {{MainEntry|e-Assessment}}<br> Elektronické portfólio {{MainEntry|e-portfolio}}<br> '''H'''{{Anchor|H}}<br> '''Hĺbková analýza dát v oblasti vzdelávania''' {{MainEntry|[[Educational data mining]]}}<br> '''I'''{{Anchor|I}}<br> Integrované prostredie pre učenie sa {{MainEntry|Integrated learning system}}<br> Inteligentný podporný systém {{MainEntry|Intelligent scaffolding system}}<br> '''Inteligentný tútoringový systém''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Interaktívna tabua {{MainEntry|Interactive white board}}<br> Interaktívne prostredie pre učenie sa {{MainEntry|Interactive learning environment}}<br> '''K'''{{Anchor|K}}<br> Kognitívna diagnóza {{MainEntry|Cognitive diagnosis}}<br> Kognitívne inžinierstvo {{MainEntry|Cognitive engineering}}<br> Kognitívne modelovanie {{MainEntry|Cognitive modelling}}<br> '''Kognitívny tútor''' {{MainEntry|[[Cognitive tutor]]}}<br> Kolaboratívne učenie sa {{MainEntry|Collaborative learning}}<br> Kombinované (al. zmiešané) vzdelávanie {{MainEntry|Blended learning}}<br> Komunita sieťového učenia sa {{MainEntry|Networked learning communities}}<br> '''Konštrukcionizmus''' {{MainEntry|[[Constructionism]]}}<br> '''L'''{{Anchor|L}}<br> '''LMS''' {{MainEntry|[[Learning management systems]]}}<br> '''M'''{{Anchor|M}}<br> Mikrosvet {{MainEntry|Microworld}}<br> '''Mobilné učenie sa''' {{MainEntry|[[Mobile learning]]}}<br> Modelovanie žiaka (al. učiaceho sa) {{MainEntry|Learner modelling}}<br> '''Multimediálne učenie sa''' {{MainEntry|[[Multimedia learning]]}}<br> '''N'''{{Anchor|N}}<br> '''Neformálne učenie sa''' {{MainEntry|[[Informal learning]]}}<br> '''Noetická spätná väzba''' {{MainEntry|[[Epistemic feedback]]}}<br> '''O'''{{Anchor|O}}<br> On-line prostredie pre učenie sa {{MainEntry|On-line learning environment}}<br> Osobné prostredie pre učenie sa {{MainEntry|Personal learning environment}}<br> '''P'''{{Anchor|P}}<br> Pedagogický agent {{MainEntry|Pedagogical agent}}<br> Počítačom podporovaná výučba {{MainEntry|Computer-assisted instruction}}<br> Počítačom podporované kolaboratívne učenie sa {{MainEntry|Computer-supported collaborative learning}}<br> Počítačom podporované skúšanie {{MainEntry|Computer-assisted examination}}<br> Počítačom podporované učenie sa {{MainEntry|Computer-assisted learning}}<br> Počítačom podporované učenie sa jazyka {{MainEntry|Computer-assisted language learning}}<br> Počítačové laboratórium {{MainEntry|Computer-based laboratory}}<br> Počítačové programovanie na podporu učenia sa {{MainEntry|Computer programming in support of learning}}<br> Počítačové prostredia pre učenie sa {{MainEntry|Computer-based learning environments}}<br> Podporný materiál pre kurz {{MainEntry|Courseware}}<br> Programovateľné počítačom podporované prostredie pre učenie sa {{MainEntry|Programmable computer-based learning environment}}<br> Programovateľný kurz {{MainEntry|Programmable course}}<br> Prostredie pre učenie sa {{MainEntry|Learning environment}}<br> '''Prostredie pre učenie sa pomocou simulácie''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Prostredie sieťového učenia sa {{MainEntry|Networked learning environment }}<br> '''R'''{{Anchor|R}}<br> Rozšírené prostredie pre učenie sa {{MainEntry|Augmented learning environment}}<br> '''S'''{{Anchor|S}}<br> '''Sieťové učenia sa''' {{MainEntry|[[Networked learning]]}}<br> Simulačné hry {{MainEntry|Simulation games}}<br> Skript...<br> :Externý --- {{MainEntry|External script}}<br> :Interný --- {{MainEntry|Internal script}}<br> :'''--- spolupráce''' {{MainEntry|[[Collaboration script]]}}<br> Spoločník pre učenie sa {{MainEntry|Learning companion}}<br> Systém riadenia vyučovacích kurzov {{MainEntry|Course management system}}<br> '''T'''{{Anchor|T}}<br> '''Technicko-matematická gramotnosť''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Technológiou podporované učenie sa {{MainEntry|Technology Enhanced Learning}}<br> '''U'''{{Anchor|U}}<br> '''učenie sa pomocou hier''' {{MainEntry|[[Game-based learning]]}}<br> Umelé prostredie pre učenie sa {{MainEntry|Artificial learning environment}}<br> '''V'''{{Anchor|V}}<br> Virtuálna vysoká škola {{MainEntry|Virtual campus}}<br> Virtuálne prostredie pre učenie sa {{MainEntry|Virtual learning environment}}<br> Virtuálne univerzity {{MainEntry|Virtual universities}}<br> Virtuálny pedagogický agent {{MainEntry|Virtual pedagogical agent}}<br> Všadeprítomné (ubiquitous) učenie sa {{MainEntry|Ubiquitous learning}}<br> '''Výučbové objekty''' {{MainEntry|[[Learning objects]]}}<br> Vyučovanie pomocou počítača {{MainEntry|Computer-based instruction}}<br> '''Vzdelávací priestor''' {{MainEntry|[[Learning space]]}}<br> '''Vzdelávací scenár''' {{MainEntry|[[Learning scenario]]}}<br> Vzdialené laboratóriá {{MainEntry|Remote laboratories}}<br> '''Z'''{{Anchor|Z}}<br> Zábavné vzdelávanie {{MainEntry|Edutainment}}<br> 919 918 2012-05-29T19:21:54Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Slovakian entries ''Edited by Jana Trgalova, French Institute of Education, ENS de Lyon (FR), Martina Kabatova, Department of Informatics Education, Comenius University (SK)'' <br> '''A - [[#D|D]] - [[#E|E]] - [[#H|H]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#Z|Z]]''' <br> '''A'''{{Anchor|A}}<br> '''Adaptívne prostredie pre učenie sa''' {{MainEntry|[[Adaptive learning environment]]}}<br> Agentové prostredie pre učenie sa {{MainEntry|Agent-based learning environment}}<br> Algoritmické myslenie {{MainEntry|Computational thinking}}<br> Analýza učenia sa {{MainEntry|Learning analytics}}<br> Animovaný pedagogický agent {{MainEntry|Animated pedagogical agent}}<br> Automatická diagnóza {{MainEntry|Automatic diagnosis}}<br> Automatické generovanie príkladov {{MainEntry|Automatic generation of exercises}}<br> '''Autoregulované učenie''' {{MainEntry|[[Self-regulated learning]]}}<br> Autorský nástroj {{MainEntry|Authoring tool}}<br> Autorský systém {{MainEntry|Authoring system}}<br> '''D'''{{Anchor|D}}<br> '''Didaktické inžinierstvo''' {{MainEntry|[[Didactical engineering]]}}<br> Dištančné učenie sa (al. učenie sa na diaľku) {{MainEntry|Distance learning}}<br> Distribuované prostredie pre učenie sa {{MainEntry|Distributed learning environments}}<br> Distribuované učenie sa {{MainEntry|Distributed learning}}<br> '''Dizajn učenia sa''' {{MainEntry|[[Learning design]]}}<br> Dynamická geometria {{MainEntry|Dynamic geometry}}<br> '''E'''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Elektronické hodnotenie {{MainEntry|e-Assessment}}<br> Elektronické portfólio {{MainEntry|e-portfolio}}<br> '''H'''{{Anchor|H}}<br> '''Hĺbková analýza dát v oblasti vzdelávania''' {{MainEntry|[[Educational data mining]]}}<br> '''I'''{{Anchor|I}}<br> Integrované prostredie pre učenie sa {{MainEntry|Integrated learning system}}<br> Inteligentný podporný systém {{MainEntry|Intelligent scaffolding system}}<br> '''Inteligentný tútoringový systém''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Interaktívna tabua {{MainEntry|Interactive white board}}<br> Interaktívne prostredie pre učenie sa {{MainEntry|Interactive learning environment}}<br> '''K'''{{Anchor|K}}<br> Kognitívna diagnóza {{MainEntry|Cognitive diagnosis}}<br> Kognitívne inžinierstvo {{MainEntry|Cognitive engineering}}<br> Kognitívne modelovanie {{MainEntry|Cognitive modelling}}<br> '''Kognitívny tútor''' {{MainEntry|[[Cognitive tutor]]}}<br> Kolaboratívne učenie sa {{MainEntry|Collaborative learning}}<br> Kombinované (al. zmiešané) vzdelávanie {{MainEntry|Blended learning}}<br> Komunita sieťového učenia sa {{MainEntry|Networked learning communities}}<br> '''Konštrukcionizmus''' {{MainEntry|[[Constructionism]]}}<br> '''L'''{{Anchor|L}}<br> '''LMS''' {{MainEntry|[[Learning management systems]]}}<br> '''M'''{{Anchor|M}}<br> Mikrosvet {{MainEntry|Microworld}}<br> '''Mobilné učenie sa''' {{MainEntry|[[Mobile learning]]}}<br> Modelovanie žiaka (al. učiaceho sa) {{MainEntry|Learner modelling}}<br> '''Multimediálne učenie sa''' {{MainEntry|[[Multimedia learning]]}}<br> '''N'''{{Anchor|N}}<br> '''Neformálne učenie sa''' {{MainEntry|[[Informal learning]]}}<br> '''Noetická spätná väzba''' {{MainEntry|[[Epistemic feedback]]}}<br> '''O'''{{Anchor|O}}<br> On-line prostredie pre učenie sa {{MainEntry|On-line learning environment}}<br> Osobné prostredie pre učenie sa {{MainEntry|Personal learning environment}}<br> '''P'''{{Anchor|P}}<br> Pedagogický agent {{MainEntry|Pedagogical agent}}<br> Počítačom podporovaná výučba {{MainEntry|Computer-assisted instruction}}<br> Počítačom podporované kolaboratívne učenie sa {{MainEntry|Computer-supported collaborative learning}}<br> Počítačom podporované skúšanie {{MainEntry|Computer-assisted examination}}<br> Počítačom podporované učenie sa {{MainEntry|Computer-assisted learning}}<br> Počítačom podporované učenie sa jazyka {{MainEntry|Computer-assisted language learning}}<br> Počítačové laboratórium {{MainEntry|Computer-based laboratory}}<br> Počítačové programovanie na podporu učenia sa {{MainEntry|Computer programming in support of learning}}<br> Počítačové prostredia pre učenie sa {{MainEntry|Computer-based learning environments}}<br> Podporný materiál pre kurz {{MainEntry|Courseware}}<br> Programovateľné počítačom podporované prostredie pre učenie sa {{MainEntry|Programmable computer-based learning environment}}<br> Programovateľný kurz {{MainEntry|Programmable course}}<br> Prostredie pre učenie sa {{MainEntry|Learning environment}}<br> '''Prostredie pre učenie sa pomocou simulácie''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Prostredie sieťového učenia sa {{MainEntry|Networked learning environment }}<br> '''R'''{{Anchor|R}}<br> Rozšírené prostredie pre učenie sa {{MainEntry|Augmented learning environment}}<br> '''S'''{{Anchor|S}}<br> '''Sieťové učenia sa''' {{MainEntry|[[Networked learning]]}}<br> Simulačné hry {{MainEntry|Simulation games}}<br> Skript...<br> Externý --- {{MainEntry|External script}}<br> Interný --- {{MainEntry|Internal script}}<br> :'''--- spolupráce''' {{MainEntry|[[Collaboration script]]}}<br> Spoločník pre učenie sa {{MainEntry|Learning companion}}<br> Systém riadenia vyučovacích kurzov {{MainEntry|Course management system}}<br> '''T'''{{Anchor|T}}<br> '''Technicko-matematická gramotnosť''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Technológiou podporované učenie sa {{MainEntry|Technology Enhanced Learning}}<br> '''U'''{{Anchor|U}}<br> '''učenie sa pomocou hier''' {{MainEntry|[[Game-based learning]]}}<br> Umelé prostredie pre učenie sa {{MainEntry|Artificial learning environment}}<br> '''V'''{{Anchor|V}}<br> Virtuálna vysoká škola {{MainEntry|Virtual campus}}<br> Virtuálne prostredie pre učenie sa {{MainEntry|Virtual learning environment}}<br> Virtuálne univerzity {{MainEntry|Virtual universities}}<br> Virtuálny pedagogický agent {{MainEntry|Virtual pedagogical agent}}<br> Všadeprítomné (ubiquitous) učenie sa {{MainEntry|Ubiquitous learning}}<br> '''Výučbové objekty''' {{MainEntry|[[Learning objects]]}}<br> Vyučovanie pomocou počítača {{MainEntry|Computer-based instruction}}<br> '''Vzdelávací priestor''' {{MainEntry|[[Learning space]]}}<br> '''Vzdelávací scenár''' {{MainEntry|[[Learning scenario]]}}<br> Vzdialené laboratóriá {{MainEntry|Remote laboratories}}<br> '''Z'''{{Anchor|Z}}<br> Zábavné vzdelávanie {{MainEntry|Edutainment}}<br> 918 917 2012-05-29T19:15:08Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Slovakian entries ''Edited by Jana Trgalova, French Institute of Education, ENS de Lyon (FR), Martina Kabatova, Department of Informatics Education, Comenius University (SK)'' <br> '''A - [[#D|D]] - [[#E|E]] - [[#H|H]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#Z|Z]]''' <br> '''A'''{{Anchor|A}}<br> '''Adaptívne prostredie pre učenie sa''' {{MainEntry|[[Adaptive learning environment]]}}<br> Agentové prostredie pre učenie sa {{MainEntry|Agent-based learning environment}}<br> Algoritmické myslenie {{MainEntry|Computational thinking}}<br> Analýza učenia sa {{MainEntry|Learning analytics}}<br> Animovaný pedagogický agent {{MainEntry|Animated pedagogical agent}}<br> Automatická diagnóza {{MainEntry|Automatic diagnosis}}<br> Automatické generovanie príkladov {{MainEntry|Automatic generation of exercises}}<br> '''Autoregulované učenie''' {{MainEntry|[[Self-regulated learning]]}}<br> Autorský nástroj {{MainEntry|Authoring tool}}<br> Autorský systém {{MainEntry|Authoring system}}<br> '''D'''{{Anchor|D}}<br> '''Didaktické inžinierstvo''' {{MainEntry|[[Didactical engineering]]}}<br> Dištančné učenie sa (al. učenie sa na diaľku) {{MainEntry|Distance learning}}<br> Distribuované prostredie pre učenie sa {{MainEntry|Distributed learning environments}}<br> Distribuované učenie sa {{MainEntry|Distributed learning}}<br> '''Dizajn učenia sa''' {{MainEntry|[[Learning design]]}}<br> Dynamická geometria {{MainEntry|Dynamic geometry}}<br> '''E'''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Elektronické hodnotenie {{MainEntry|e-Assessment}}<br> Elektronické portfólio {{MainEntry|e-portfolio}}<br> Externý skript {{MainEntry|External script}}<br> '''H'''{{Anchor|H}}<br> '''Hĺbková analýza dát v oblasti vzdelávania''' {{MainEntry|[[Educational data mining]]}}<br> '''I'''{{Anchor|I}}<br> Integrované prostredie pre učenie sa {{MainEntry|Integrated learning system}}<br> Inteligentný podporný systém {{MainEntry|Intelligent scaffolding system}}<br> '''Inteligentný tútoringový systém''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Interaktívna tabua {{MainEntry|Interactive white board}}<br> Interaktívne prostredie pre učenie sa {{MainEntry|Interactive learning environment}}<br> Interný skript {{MainEntry|Internal script}}<br> '''K'''{{Anchor|K}}<br> Kognitívna diagnóza {{MainEntry|Cognitive diagnosis}}<br> Kognitívne inžinierstvo {{MainEntry|Cognitive engineering}}<br> Kognitívne modelovanie {{MainEntry|Cognitive modelling}}<br> '''Kognitívny tútor''' {{MainEntry|[[Cognitive tutor]]}}<br> Kolaboratívne učenie sa {{MainEntry|Collaborative learning}}<br> Kombinované (al. zmiešané) vzdelávanie {{MainEntry|Blended learning}}<br> Komunita sieťového učenia sa {{MainEntry|Networked learning communities}}<br> '''Konštrukcionizmus''' {{MainEntry|[[Constructionism]]}}<br> '''L'''{{Anchor|L}}<br> '''LMS''' {{MainEntry|[[Learning management systems]]}}<br> '''M'''{{Anchor|M}}<br> Mikrosvet {{MainEntry|Microworld}}<br> '''Mobilné učenie sa''' {{MainEntry|[[Mobile learning]]}}<br> Modelovanie žiaka (al. učiaceho sa) {{MainEntry|Learner modelling}}<br> '''Multimediálne učenie sa''' {{MainEntry|[[Multimedia learning]]}}<br> '''N'''{{Anchor|N}}<br> '''Neformálne učenie sa''' {{MainEntry|[[Informal learning]]}}<br> '''Noetická spätná väzba''' {{MainEntry|[[Epistemic feedback]]}}<br> '''O'''{{Anchor|O}}<br> On-line prostredie pre učenie sa {{MainEntry|On-line learning environment}}<br> Osobné prostredie pre učenie sa {{MainEntry|Personal learning environment}}<br> '''P'''{{Anchor|P}}<br> Pedagogický agent {{MainEntry|Pedagogical agent}}<br> Počítačom podporovaná výučba {{MainEntry|Computer-assisted instruction}}<br> Počítačom podporované kolaboratívne učenie sa {{MainEntry|Computer-supported collaborative learning}}<br> Počítačom podporované skúšanie {{MainEntry|Computer-assisted examination}}<br> Počítačom podporované učenie sa {{MainEntry|Computer-assisted learning}}<br> Počítačom podporované učenie sa jazyka {{MainEntry|Computer-assisted language learning}}<br> Počítačové laboratórium {{MainEntry|Computer-based laboratory}}<br> Počítačové programovanie na podporu učenia sa {{MainEntry|Computer programming in support of learning}}<br> Počítačové prostredia pre učenie sa {{MainEntry|Computer-based learning environments}}<br> Podporný materiál pre kurz {{MainEntry|Courseware}}<br> Programovateľné počítačom podporované prostredie pre učenie sa {{MainEntry|Programmable computer-based learning environment}}<br> Programovateľný kurz {{MainEntry|Programmable course}}<br> Prostredie pre učenie sa {{MainEntry|Learning environment}}<br> '''Prostredie pre učenie sa pomocou simulácie''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Prostredie sieťového učenia sa {{MainEntry|Networked learning environment }}<br> '''R'''{{Anchor|R}}<br> Rozšírené prostredie pre učenie sa {{MainEntry|Augmented learning environment}}<br> '''S'''{{Anchor|S}}<br> '''Sieťové učenia sa''' {{MainEntry|[[Networked learning]]}}<br> Simulačné hry {{MainEntry|Simulation games}}<br> Skript {{MainEntry|Script}}<br> '''Skript spolupráce''' {{MainEntry|[[Collaboration script]]}}<br> Spoločník pre učenie sa {{MainEntry|Learning companion}}<br> Systém riadenia vyučovacích kurzov {{MainEntry|Course management system}}<br> '''T'''{{Anchor|T}}<br> '''Technicko-matematická gramotnosť''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Technológiou podporované učenie sa {{MainEntry|Technology Enhanced Learning}}<br> '''U'''{{Anchor|U}}<br> '''učenie sa pomocou hier''' {{MainEntry|[[Game-based learning]]}}<br> Umelé prostredie pre učenie sa {{MainEntry|Artificial learning environment}}<br> '''V'''{{Anchor|V}}<br> Virtuálna vysoká škola {{MainEntry|Virtual campus}}<br> Virtuálne prostredie pre učenie sa {{MainEntry|Virtual learning environment}}<br> Virtuálne univerzity {{MainEntry|Virtual universities}}<br> Virtuálny pedagogický agent {{MainEntry|Virtual pedagogical agent}}<br> Všadeprítomné (ubiquitous) učenie sa {{MainEntry|Ubiquitous learning}}<br> '''Výučbové objekty''' {{MainEntry|[[Learning objects]]}}<br> Vyučovanie pomocou počítača {{MainEntry|Computer-based instruction}}<br> '''Vzdelávací priestor''' {{MainEntry|[[Learning space]]}}<br> '''Vzdelávací scenár''' {{MainEntry|[[Learning scenario]]}}<br> Vzdialené laboratóriá {{MainEntry|Remote laboratories}}<br> '''Z'''{{Anchor|Z}}<br> Zábavné vzdelávanie {{MainEntry|Edutainment}}<br> 917 916 2012-05-29T19:13:08Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Slovakian entries ''Edited by Jana Trgalova, French Institute of Education, ENS de Lyon (FR), Martina Kabatova, Department of Informatics Education, Comenius University (SK)'' <br> '''A - [[#D|D]] - [[#E|E]] - [[#H|H]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#Z|Z]]''' <br> '''A'''{{Anchor|A}}<br> '''Adaptívne prostredie pre učenie sa''' {{MainEntry|[[Adaptive learning environment]]}}<br> Agentové prostredie pre učenie sa {{MainEntry|Agent-based learning environment}}<br> Algoritmické myslenie {{MainEntry|Computational thinking}}<br> Analýza učenia sa {{MainEntry|Learning analytics}}<br> Animovaný pedagogický agent {{MainEntry|Animated pedagogical agent}}<br> Automatická diagnóza {{MainEntry|Automatic diagnosis}}<br> Automatické generovanie príkladov {{MainEntry|Automatic generation of exercises}}<br> '''Autoregulované učenie''' {{MainEntry|[[Self-regulated learning]]}}<br> Autorský nástroj {{MainEntry|Authoring tool}}<br> Autorský systém {{MainEntry|Authoring system}}<br> '''D'''{{Anchor|D}}<br> '''Didaktické inžinierstvo''' {{MainEntry|[[Didactical engineering]]}}<br> Dištančné učenie sa (al. učenie sa na diaľku) {{MainEntry|Distance learning}}<br> Distribuované prostredie pre učenie sa {{MainEntry|Distributed learning environments}}<br> Distribuované učenie sa {{MainEntry|Distributed learning}}<br> '''Dizajn učenia sa''' {{MainEntry|[[Learning design]]}}<br> Dynamická geometria {{MainEntry|Dynamic geometry}}<br> '''E'''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Elektronické hodnotenie {{MainEntry|e-Assessment}}<br> Elektronické portfólio {{MainEntry|e-portfolio}}<br> Externý skript {{MainEntry|External script}}<br> '''H'''{{Anchor|H}}<br> '''Hĺbková analýza dát v oblasti vzelávania''' {{MainEntry|[[Educational data mining]]}}<br> '''I'''{{Anchor|I}}<br> Integrované prostredie pre učenie sa {{MainEntry|Integrated learning system}}<br> Inteligentný podporný systém {{MainEntry|Intelligent scaffolding system}}<br> '''Inteligentný tútoringový systém''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Interaktívna tabua {{MainEntry|Interactive white board}}<br> Interaktívne prostredie pre učenie sa {{MainEntry|Interactive learning environment}}<br> Interný skript {{MainEntry|Internal script}}<br> '''K'''{{Anchor|K}}<br> Kognitívna diagnóza {{MainEntry|Cognitive diagnosis}}<br> Kognitívne inžinierstvo {{MainEntry|Cognitive engineering}}<br> Kognitívne modelovanie {{MainEntry|Cognitive modelling}}<br> '''Kognitívny tútor''' {{MainEntry|[[Cognitive tutor]]}}<br> Kolaboratívne učenie sa {{MainEntry|Collaborative learning}}<br> Kombinované (al. zmiešané) vzdelávanie {{MainEntry|Blended learning}}<br> Komunita sieťového učenia sa {{MainEntry|Networked learning communities}}<br> '''Konštrukcionizmus''' {{MainEntry|[[Constructionism]]}}<br> '''L'''{{Anchor|L}}<br> '''LMS''' {{MainEntry|[[Learning management systems]]}}<br> '''M'''{{Anchor|M}}<br> Mikrosvet {{MainEntry|Microworld}}<br> '''Mobilné učenie sa''' {{MainEntry|[[Mobile learning]]}}<br> Modelovanie žiaka (al. učiaceho sa) {{MainEntry|Learner modelling}}<br> '''Multimediálne učenie sa''' {{MainEntry|[[Multimedia learning]]}}<br> '''N'''{{Anchor|N}}<br> '''Neformálne učenie sa''' {{MainEntry|[[Informal learning]]}}<br> '''Noetická spätná väzba''' {{MainEntry|[[Epistemic feedback]]}}<br> '''O'''{{Anchor|O}}<br> On-line prostredie pre učenie sa {{MainEntry|On-line learning environment}}<br> Osobné prostredie pre učenie sa {{MainEntry|Personal learning environment}}<br> '''P'''{{Anchor|P}}<br> Pedagogický agent {{MainEntry|Pedagogical agent}}<br> Počítačom podporovaná výučba {{MainEntry|Computer-assisted instruction}}<br> Počítačom podporované kolaboratívne učenie sa {{MainEntry|Computer-supported collaborative learning}}<br> Počítačom podporované skúšanie {{MainEntry|Computer-assisted examination}}<br> Počítačom podporované učenie sa {{MainEntry|Computer-assisted learning}}<br> Počítačom podporované učenie sa jazyka {{MainEntry|Computer-assisted language learning}}<br> Počítačové laboratórium {{MainEntry|Computer-based laboratory}}<br> Počítačové programovanie na podporu učenia sa {{MainEntry|Computer programming in support of learning}}<br> Počítačové prostredia pre učenie sa {{MainEntry|Computer-based learning environments}}<br> Podporný materiál pre kurz {{MainEntry|Courseware}}<br> Programovateľné počítačom podporované prostredie pre učenie sa {{MainEntry|Programmable computer-based learning environment}}<br> Programovateľný kurz {{MainEntry|Programmable course}}<br> Prostredie pre učenie sa {{MainEntry|Learning environment}}<br> '''Prostredie pre učenie sa pomocou simulácie''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Prostredie sieťového učenia sa {{MainEntry|Networked learning environment }}<br> '''R'''{{Anchor|R}}<br> Rozšírené prostredie pre učenie sa {{MainEntry|Augmented learning environment}}<br> '''S'''{{Anchor|S}}<br> '''Sieťové učenia sa''' {{MainEntry|[[Networked learning]]}}<br> Simulačné hry {{MainEntry|Simulation games}}<br> Skript {{MainEntry|Script}}<br> '''Skript spolupráce''' {{MainEntry|[[Collaboration script]]}}<br> Spoločník pre učenie sa {{MainEntry|Learning companion}}<br> Systém riadenia vyučovacích kurzov {{MainEntry|Course management system}}<br> '''T'''{{Anchor|T}}<br> '''Technicko-matematická gramotnosť''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Technológiou podporované učenie sa {{MainEntry|Technology Enhanced Learning}}<br> '''U'''{{Anchor|U}}<br> '''učenie sa pomocou hier''' {{MainEntry|[[Game-based learning]]}}<br> Umelé prostredie pre učenie sa {{MainEntry|Artificial learning environment}}<br> '''V'''{{Anchor|V}}<br> Virtuálna vysoká škola {{MainEntry|Virtual campus}}<br> Virtuálne prostredie pre učenie sa {{MainEntry|Virtual learning environment}}<br> Virtuálne univerzity {{MainEntry|Virtual universities}}<br> Virtuálny pedagogický agent {{MainEntry|Virtual pedagogical agent}}<br> Všadeprítomné (ubiquitous) učenie sa {{MainEntry|Ubiquitous learning}}<br> '''Výučbové objekty''' {{MainEntry|[[Learning objects]]}}<br> Vyučovanie pomocou počítača {{MainEntry|Computer-based instruction}}<br> '''Vzdelávací priestor''' {{MainEntry|[[Learning space]]}}<br> '''Vzdelávací scenár''' {{MainEntry|[[Learning scenario]]}}<br> Vzdialené laboratóriá {{MainEntry|Remote laboratories}}<br> '''Z'''{{Anchor|Z}}<br> Zábavné vzdelávanie {{MainEntry|Edutainment}}<br> 916 915 2012-05-29T19:11:58Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Slovakian entries ''Edited by Jana Trgalova, French Institute of Education, ENS de Lyon (FR), Martina Kabatova, Department of Informatics Education, Comenius University (SK)'' <br> '''A - [[#D|D]] - [[#E|E]] - [[#H|H]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#Z|Z]]''' <br> '''A'''{{Anchor|A}}<br> '''Adaptívne prostredie pre učenie sa''' {{MainEntry|[[Adaptive learning environment]]}}<br> Agentové prostredie pre učenie sa {{MainEntry|Agent-based learning environment}}<br> Algoritmické myslenie {{MainEntry|Computational thinking}}<br> Analýza učenia sa {{MainEntry|Learning analytics}}<br> Animovaný pedagogický agent {{MainEntry|Animated pedagogical agent}}<br> Automatická diagnóza {{MainEntry|Automatic diagnosis}}<br> Automatické generovanie príkladov {{MainEntry|Automatic generation of exercises}}<br> '''Autoregulované učenie''' {{MainEntry|[[Self-regulated learning]]}}<br> Autorský nástroj {{MainEntry|Authoring tool}}<br> Autorský systém {{MainEntry|Authoring system}}<br> '''D'''{{Anchor|D}}<br> '''Didaktické inžinierstvo''' {{MainEntry|[[Didactical engineering]]}}<br> Dištančné učenie sa (al. učenie sa na diaľku) {{MainEntry|Distance learning}}<br> Distribuované prostredie pre učenie sa {{MainEntry|Distributed learning environments}}<br> Distribuované učenie sa {{MainEntry|Distributed learning}}<br> '''Dizajn učenia sa''' {{MainEntry|[[Learning design]]}}<br> Dynamická geometria {{MainEntry|Dynamic geometry}}<br> '''E'''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Elektronické hodnotenie {{MainEntry|e-Assessment}}<br> Elektronické portfólio {{MainEntry|e-portfolio}}<br> Externý skript {{MainEntry|External script}}<br> '''H'''{{Anchor|H}}<br> '''Hĺbková analýza dát v oblasti vzelávania''' {{MainEntry|[[Educational data mining]]}}<br> '''I'''{{Anchor|I}}<br> Integrované prostredie pre učenie sa {{MainEntry|Integrated learning system}}<br> Inteligentný podporný systém {{MainEntry|Intelligent scaffolding system}}<br> '''Inteligentný tútoringový systém''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Interaktívna tabua {{MainEntry|Interactive white board}}<br> Interaktívne prostredie pre učenie sa {{MainEntry|Interactive learning environment}}<br> Interný skript {{MainEntry|Internal script}}<br> '''K'''{{Anchor|K}}<br> Kognitívna diagnóza {{MainEntry|Cognitive diagnosis}}<br> Kognitívne inžinierstvo {{MainEntry|Cognitive engineering}}<br> Kognitívne modelovanie {{MainEntry|Cognitive modelling}}<br> '''Kognitívny tútor''' {{MainEntry|[[Cognitive tutor]]}}<br> Kolaboratívne učenie sa {{MainEntry|Collaborative learning}}<br> Kombinované (al. zmiešané) vzdelávanie {{MainEntry|Blended learning}}<br> Komunita sieťového učenia sa {{MainEntry|Networked learning communities}}<br> '''Konštrukcionizmus''' {{MainEntry|[[Constructionism]]}}<br> '''L'''{{Anchor|L}}<br> '''LMS''' {{MainEntry|[[Learning management systems]]}}<br> '''M'''{{Anchor|M}}<br> Mikrosvet {{MainEntry|Microworld}}<br> '''Mobilné učenie sa''' {{MainEntry|[[Mobile learning]]}}<br> Modelovanie žiaka (al. učiaceho sa) {{MainEntry|Learner modelling}}<br> '''Multimediálne učenie sa''' {{MainEntry|[[Multimedia learning]]}}<br> '''N'''{{Anchor|N}}<br> '''Neformálne učenie sa''' {{MainEntry|[[Informal learning]]}}<br> '''Noetická spätná väzba''' {{MainEntry|[[Epistemic feedback]]}}<br> '''O'''{{Anchor|O}}<br> On-line prostredie pre učenie sa {{MainEntry|On-line learning environment}}<br> Osobné prostredie pre učenie sa {{MainEntry|Personal learning environment}}<br> '''P'''{{Anchor|P}}<br> Pedagogický agent {{MainEntry|Pedagogical agent}}<br> Počítačom podporovaná výučba {{MainEntry|Computer-assisted instruction}}<br> Počítačom podporované kolaboratívne učenie sa {{MainEntry|Computer-supported collaborative learning}}<br> Počítačom podporované skúšanie {{MainEntry|Computer-assisted examination}}<br> Počítačom podporované učenie sa {{MainEntry|Computer-assisted learning}}<br> Počítačom podporované učenie sa jazyka {{MainEntry|Computer-assisted language learning}}<br> Počítačové laboratórium {{MainEntry|Computer-based laboratory}}<br> Počítačové programovanie na podporu učenia sa {{MainEntry|Computer programming in support of learning}}<br> Počítačové prostredia pre učenie sa {{MainEntry|Computer-based learning environments}}<br> Podporný materiál pre kurz {{MainEntry|Courseware}}<br> Programovateľné počítačom podporované prostredie pre učenie sa {{MainEntry|Programmable computer-based learning environment}}<br> Programovateľný kurz {{MainEntry|Programmable course}}<br> Prostredie pre učenie sa {{MainEntry|Learning environment}}<br> '''Prostredie pre učenie sa pomocou simulácie''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Prostredie sieťového učenia sa {{MainEntry|[[Networked learning]] environment }}<br> '''R'''{{Anchor|R}}<br> Rozšírené prostredie pre učenie sa {{MainEntry|Augmented learning environment}}<br> '''S'''{{Anchor|S}}<br> '''Sieťové učenia sa''' {{MainEntry|[[Networked learning]]}}<br> Simulačné hry {{MainEntry|Simulation games}}<br> Skript {{MainEntry|Script}}<br> '''Skript spolupráce''' {{MainEntry|[[Collaboration script]]}}<br> Spoločník pre učenie sa {{MainEntry|Learning companion}}<br> Systém riadenia vyučovacích kurzov {{MainEntry|Course management system}}<br> '''T'''{{Anchor|T}}<br> '''Technicko-matematická gramotnosť''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Technológiou podporované učenie sa {{MainEntry|Technology Enhanced Learning}}<br> '''U'''{{Anchor|U}}<br> '''učenie sa pomocou hier''' {{MainEntry|[[Game-based learning]]}}<br> Umelé prostredie pre učenie sa {{MainEntry|Artificial learning environment}}<br> '''V'''{{Anchor|V}}<br> Virtuálna vysoká škola {{MainEntry|Virtual campus}}<br> Virtuálne prostredie pre učenie sa {{MainEntry|Virtual learning environment}}<br> Virtuálne univerzity {{MainEntry|Virtual universities}}<br> Virtuálny pedagogický agent {{MainEntry|Virtual pedagogical agent}}<br> Všadeprítomné (ubiquitous) učenie sa {{MainEntry|Ubiquitous learning}}<br> '''Výučbové objekty''' {{MainEntry|[[Learning objects]]}}<br> Vyučovanie pomocou počítača {{MainEntry|Computer-based instruction}}<br> '''Vzdelávací priestor''' {{MainEntry|[[Learning space]]}}<br> '''Vzdelávací scenár''' {{MainEntry|[[Learning scenario]]}}<br> Vzdialené laboratóriá {{MainEntry|Remote laboratories}}<br> '''Z'''{{Anchor|Z}}<br> Zábavné vzdelávanie {{MainEntry|Edutainment}}<br> 915 914 2012-05-29T19:11:00Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Slovakian entries ''Edited by Jana Trgalova, French Institute of Education, ENS de Lyon (FR), Martina Kabatova, Department of Informatics Education, Comenius University (SK)'' <br> '''A - [[#D|D]] - [[#E|E]] - [[#H|H]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#Z|Z]]''' <br> '''A'''{{Anchor|A}}<br> '''Adaptívne prostredie pre učenie sa''' {{MainEntry|[[Adaptive learning environment]]}}<br> Agentové prostredie pre učenie sa {{MainEntry|Agent-based learning environment}}<br> Algoritmické myslenie {{MainEntry|Computational thinking}}<br> Analýza učenia sa {{MainEntry|Learning analytics}}<br> Animovaný pedagogický agent {{MainEntry|Animated pedagogical agent}}<br> Automatická diagnóza {{MainEntry|Automatic diagnosis}}<br> Automatické generovanie príkladov {{MainEntry|Automatic generation of exercises}}<br> '''Autoregulované učenie''' {{MainEntry|[[Self-regulated learning]]}}<br> Autorský nástroj {{MainEntry|Authoring tool}}<br> Autorský systém {{MainEntry|Authoring system}}<br> '''D'''{{Anchor|D}}<br> '''Didaktické inžinierstvo''' {{MainEntry|[[Didactical engineering]]}}<br> Dištančné učenie sa (al. učenie sa na diaľku) {{MainEntry|Distance learning}}<br> Distribuované prostredie pre učenie sa {{MainEntry|Distributed learning environments}}<br> Distribuované učenie sa {{MainEntry|Distributed learning}}<br> '''Dizajn učenia sa''' {{MainEntry|[[Learning design]]}}<br> Dynamická geometria {{MainEntry|Dynamic geometry}}<br> '''E'''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Elektronické hodnotenie {{MainEntry|e-Assessment}}<br> Elektronické portfólio {{MainEntry|e-portfolio}}<br> Externý skript {{MainEntry|External script}}<br> '''H'''{{Anchor|H}}<br> '''Hĺbková analýza dát v oblasti vzelávania''' {{MainEntry|[[Educational data mining]]}}<br> '''I'''{{Anchor|I}}<br> Integrované prostredie pre učenie sa {{MainEntry|Integrated learning system}}<br> Inteligentný podporný systém {{MainEntry|Intelligent scaffolding system}}<br> '''Inteligentný tútoringový systém''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Interaktívna tabua {{MainEntry|Interactive white board}}<br> Interaktívne prostredie pre učenie sa {{MainEntry|Interactive learning environment}}<br> Interný skript {{MainEntry|Internal script}}<br> '''K'''{{Anchor|K}}<br> Kognitívna diagnóza {{MainEntry|Cognitive diagnosis}}<br> Kognitívne inžinierstvo {{MainEntry|Cognitive engineering}}<br> Kognitívne modelovanie {{MainEntry|Cognitive modelling}}<br> '''Kognitívny tútor''' {{MainEntry|[[Cognitive tutor]]}}<br> Kolaboratívne učenie sa {{MainEntry|Collaborative learning}}<br> Kombinované (al. zmiešané) vzdelávanie {{MainEntry|Blended learning}}<br> Komunita sieťového učenia sa {{MainEntry|[[Networked learning]] communities}}<br> '''Konštrukcionizmus''' {{MainEntry|[[Constructionism]]}}<br> '''L'''{{Anchor|L}}<br> '''LMS''' {{MainEntry|[[Learning management systems]]}}<br> '''M'''{{Anchor|M}}<br> Mikrosvet {{MainEntry|Microworld}}<br> '''Mobilné učenie sa''' {{MainEntry|[[Mobile learning]]}}<br> Modelovanie žiaka (al. učiaceho sa) {{MainEntry|Learner modelling}}<br> '''Multimediálne učenie sa''' {{MainEntry|[[Multimedia learning]]}}<br> '''N'''{{Anchor|N}}<br> '''Neformálne učenie sa''' {{MainEntry|[[Informal learning]]}}<br> '''Noetická spätná väzba''' {{MainEntry|[[Epistemic feedback]]}}<br> '''O'''{{Anchor|O}}<br> On-line prostredie pre učenie sa {{MainEntry|On-line learning environment}}<br> Osobné prostredie pre učenie sa {{MainEntry|Personal learning environment}}<br> '''P'''{{Anchor|P}}<br> Pedagogický agent {{MainEntry|Pedagogical agent}}<br> Počítačom podporovaná výučba {{MainEntry|Computer-assisted instruction}}<br> Počítačom podporované kolaboratívne učenie sa {{MainEntry|Computer-supported collaborative learning}}<br> Počítačom podporované skúšanie {{MainEntry|Computer-assisted examination}}<br> Počítačom podporované učenie sa {{MainEntry|Computer-assisted learning}}<br> Počítačom podporované učenie sa jazyka {{MainEntry|Computer-assisted language learning}}<br> Počítačové laboratórium {{MainEntry|Computer-based laboratory}}<br> Počítačové programovanie na podporu učenia sa {{MainEntry|Computer programming in support of learning}}<br> Počítačové prostredia pre učenie sa {{MainEntry|Computer-based learning environments}}<br> Podporný materiál pre kurz {{MainEntry|Courseware}}<br> Programovateľné počítačom podporované prostredie pre učenie sa {{MainEntry|Programmable computer-based learning environment}}<br> Programovateľný kurz {{MainEntry|Programmable course}}<br> Prostredie pre učenie sa {{MainEntry|Learning environment}}<br> '''Prostredie pre učenie sa pomocou simulácie''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Prostredie sieťového učenia sa {{MainEntry|[[Networked learning]] environment }}<br> '''R'''{{Anchor|R}}<br> Rozšírené prostredie pre učenie sa {{MainEntry|Augmented learning environment}}<br> '''S'''{{Anchor|S}}<br> '''Sieťové učenia sa''' {{MainEntry|[[Networked learning]]}}<br> Simulačné hry {{MainEntry|Simulation games}}<br> Skript {{MainEntry|Script}}<br> '''Skript spolupráce''' {{MainEntry|[[Collaboration script]]}}<br> Spoločník pre učenie sa {{MainEntry|Learning companion}}<br> Systém riadenia vyučovacích kurzov {{MainEntry|Course management system}}<br> '''T'''{{Anchor|T}}<br> '''Technicko-matematická gramotnosť''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Technológiou podporované učenie sa {{MainEntry|Technology Enhanced Learning}}<br> '''U'''{{Anchor|U}}<br> '''učenie sa pomocou hier''' {{MainEntry|[[Game-based learning]]}}<br> Umelé prostredie pre učenie sa {{MainEntry|Artificial learning environment}}<br> '''V'''{{Anchor|V}}<br> Virtuálna vysoká škola {{MainEntry|Virtual campus}}<br> Virtuálne prostredie pre učenie sa {{MainEntry|Virtual learning environment}}<br> Virtuálne univerzity {{MainEntry|Virtual universities}}<br> Virtuálny pedagogický agent {{MainEntry|Virtual pedagogical agent}}<br> Všadeprítomné (ubiquitous) učenie sa {{MainEntry|Ubiquitous learning}}<br> '''Výučbové objekty''' {{MainEntry|[[Learning objects]]}}<br> Vyučovanie pomocou počítača {{MainEntry|Computer-based instruction}}<br> '''Vzdelávací priestor''' {{MainEntry|[[Learning space]]}}<br> '''Vzdelávací scenár''' {{MainEntry|[[Learning scenario]]}}<br> Vzdialené laboratóriá {{MainEntry|Remote laboratories}}<br> '''Z'''{{Anchor|Z}}<br> Zábavné vzdelávanie {{MainEntry|Edutainment}}<br> 914 911 2012-05-29T19:04:19Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Slovakian entries ''Edited by Jana Trgalova, French Institute of Education, ENS de Lyon (FR), Martina Kabatova, Department of Informatics Education, Comenius University (SK)'' <br> '''A - [[#D|D]] - [[#E|E]] - [[#H|H]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#Z|Z]]''' <br> '''A'''{{Anchor|A}}<br> '''Adaptívne prostredie pre učenie sa''' {{MainEntry|[[Adaptive learning environment]]}}<br> Agentové prostredie pre učenie sa {{MainEntry|Agent-based learning environment}}<br> Algoritmické myslenie {{MainEntry|Computational thinking}}<br> Analýza učenia sa {{MainEntry|Learning analytics}}<br> Animovaný pedagogický agent {{MainEntry|Animated pedagogical agent}}<br> Automatická diagnóza {{MainEntry|Automatic diagnosis}}<br> Automatické generovanie príkladov {{MainEntry|Automatic generation of exercises}}<br> '''Autoregulované učenie''' {{MainEntry|[[Self-regulated learning]]}}<br> Autorský nástroj {{MainEntry|Authoring tool}}<br> Autorský systém {{MainEntry|Authoring system}}<br> '''D'''{{Anchor|D}}<br> '''Didaktické inžinierstvo''' {{MainEntry|[[Didactical engineering]]}}<br> Dištančné učenie sa (al. učenie sa na diaľku) {{MainEntry|Distance learning}}<br> Distribuované prostredie pre učenie sa {{MainEntry|Distributed learning environments}}<br> Distribuované učenie sa {{MainEntry|Distributed learning}}<br> '''Dizajn učenia sa''' {{MainEntry|[[Learning design]]}}<br> Dynamická geometria {{MainEntry|Dynamic geometry}}<br> '''E'''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Elektronické hodnotenie {{MainEntry|e-Assessment}}<br> Elektronické portfólio {{MainEntry|e-portfolio}}<br> Externý skript {{MainEntry|External script}}<br> '''H'''{{Anchor|H}}<br> '''Hĺbková analýza dát v oblasti vzelávania''' {{MainEntry|[[Educational data mining]]}}<br> '''I'''{{Anchor|I}}<br> Integrované prostredie pre učenie sa {{MainEntry|Integrated learning system}}<br> Inteligentný podporný systém {{MainEntry|Intelligent scaffolding system}}<br> '''Inteligentný tútoringový systém''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Interaktívna tabua {{MainEntry|Interactive white board}}<br> Interaktívne prostredie pre učenie sa {{MainEntry|Interactive learning environment}}<br> Interný skript {{MainEntry|Internal script}}<br> '''K'''{{Anchor|K}}<br> Kognitívna diagnóza {{MainEntry|Cognitive diagnosis}}<br> Kognitívne inžinierstvo {{MainEntry|Cognitive engineering}}<br> Kognitívne modelovanie {{MainEntry|Cognitive modelling}}<br> '''Kognitívny tútor''' {{MainEntry|[[Cognitive tutor]]}}<br> Kolaboratívne učenie sa {{MainEntry|Collaborative learning}}<br> Kombinované (al. zmiešané) vzdelávanie {{MainEntry|Blended learning}}<br> Komunita sieťového učenia sa {{MainEntry|[[Networked learning]] communities}}<br> '''Konštrukcionizmus''' {{MainEntry|[[Constructionism]]}}<br> '''L'''{{Anchor|L}}<br> '''LMS''' {{MainEntry|[[Learning management systems]]}}<br> '''M'''{{Anchor|M}}<br> Mikrosvet {{MainEntry|Microworld}}<br> '''Mobilné učenie sa''' {{MainEntry|[[Mobile learning]]}}<br> Modelovanie žiaka (al. učiaceho sa) {{MainEntry|Learner modelling}}<br> '''Multimediálne učenie sa''' {{MainEntry|[[Multimedia learning]]}}<br> '''N'''{{Anchor|N}}<br> '''Neformálne učenie sa''' {{MainEntry|[[Informal learning]]}}<br> '''Noetická spätná väzba''' {{MainEntry|[[Epistemic feedback]]}}<br> '''O'''{{Anchor|O}}<br> On-line prostredie pre učenie sa {{MainEntry|On-line learning environment}}<br> Osobné prostredie pre učenie sa {{MainEntry|Personal learning environment}}<br> '''P'''{{Anchor|P}}<br> Pedagogický agent {{MainEntry|Pedagogical agent}}<br> Počítačom podporovaná výučba {{MainEntry|Computer-assisted instruction}}<br> Počítačom podporované kolaboratívne učenie sa {{MainEntry|Computer-supported collaborative learning}}<br> Počítačom podporované skúšanie {{MainEntry|Computer-assisted examination}}<br> Počítačom podporované učenie sa {{MainEntry|Computer-assisted learning}}<br> Počítačom podporované učenie sa jazyka {{MainEntry|Computer-assisted language learning}}<br> Počítačové laboratórium {{MainEntry|Computer-based laboratory}}<br> Počítačové programovanie na podporu učenia sa {{MainEntry|Computer programming in support of learning}}<br> Počítačové prostredia pre učenie sa {{MainEntry|Computer-based learning environments}}<br> Podporný materiál pre kurz {{MainEntry|Courseware}}<br> Programovateľné počítačom podporované prostredie pre učenie sa {{MainEntry|Programmable computer-based learning environment}}<br> Programovateľný kurz {{MainEntry|Programmable course}}<br> Prostredie pre učenie sa {{MainEntry|Learning environment}}<br> '''Prostredie pre učenie sa pomocou simulácie''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Prostredie sieťového učenia sa {{MainEntry|[[Networked learning]] environment }}<br> '''R'''{{Anchor|R}}<br> Rozšírené prostredie pre učenie sa {{MainEntry|Augmented learning environment}}<br> '''S'''{{Anchor|S}}<br> '''Sieťové učenia sa''' {{MainEntry|[[Networked learning]]}}<br> Simulačné hry {{MainEntry|Simulation games}}<br> Skript {{MainEntry|Script}}<br> '''Skript spolupráce''' {{MainEntry|[[Collaboration script]]}}<br> Spoločník pre učenie sa {{MainEntry|Learning companion}}<br> Systém riadenia vyučovacích kurzov {{MainEntry|Course management system}}<br> '''T'''{{Anchor|T}}<br> '''Technicko-matematická gramotnosť''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Technológiou podporované učenie sa {{MainEntry|Technology Enhanced Learning}}<br> '''U'''{{Anchor|U}}<br> '''učenie sa pomocou hier''' {{MainEntry|[[Game-based learning]]}}<br> '''učenie sa...''' {{MainEntry|[[Inquiry learning]]}}<br> Umelé prostredie pre učenie sa {{MainEntry|Artificial learning environment}}<br> '''V'''{{Anchor|V}}<br> Virtuálna vysoká škola {{MainEntry|Virtual campus}}<br> Virtuálne prostredie pre učenie sa {{MainEntry|Virtual learning environment}}<br> Virtuálne univerzity {{MainEntry|Virtual universities}}<br> Virtuálny pedagogický agent {{MainEntry|Virtual pedagogical agent}}<br> Všadeprítomné (ubiquitous) učenie sa {{MainEntry|Ubiquitous learning}}<br> '''Výučbové objekty''' {{MainEntry|[[Learning objects]]}}<br> Vyučovanie pomocou počítača {{MainEntry|Computer-based instruction}}<br> '''Vzdelávací priestor''' {{MainEntry|[[Learning space]]}}<br> '''Vzdelávací scenár''' {{MainEntry|[[Learning scenario]]}}<br> Vzdialené laboratóriá {{MainEntry|Remote laboratories}}<br> '''Z'''{{Anchor|Z}}<br> Zábavné vzdelávanie {{MainEntry|Edutainment}}<br> 911 906 2012-05-29T18:48:38Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Slovakian entries ''Edited by Jana Trgalova, French Institute of Education, ENS de Lyon (FR), Martina Kabatova, Department of Informatics Education, Comenius University (SK)'' <br> '''A - [[#D|D]] - [[#E|E]] - [[#H|H]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#Z|Z]]''' <br> '''A'''{{Anchor|A}}<br> '''Adaptívne prostredie pre učenie sa''' {{MainEntry|[[Adaptive learning environment]]}}<br> Agentové prostredie pre učenie sa {{MainEntry|Agent-based learning environment}}<br> Algoritmické myslenie {{MainEntry|Computational thinking}}<br> Analýza učenia sa {{MainEntry|Learning analytics}}<br> Animovaný pedagogický agent {{MainEntry|Animated pedagogical agent}}<br> Automatická diagnóza {{MainEntry|Automatic diagnosis}}<br> Automatické generovanie príkladov {{MainEntry|Automatic generation of exercises}}<br> '''Autoregulované učenie''' {{MainEntry|[[Self-regulated learning]]}}<br> Autorský nástroj {{MainEntry|Authoring tool}}<br> Autorský systém {{MainEntry|Authoring system}}<br> '''D'''{{Anchor|D}}<br> '''Didaktické inžinierstvo''' {{MainEntry|[[Didactical engineering]]}}<br> Dištančné učenie sa (al. učenie sa na diaľku) {{MainEntry|Distance learning}}<br> Distribuované prostredie pre učenie sa {{MainEntry|Distributed learning environments}}<br> Distribuované učenie sa {{MainEntry|Distributed learning}}<br> '''Dizajn učenia sa''' {{MainEntry|[[Learning design]]}}<br> Dynamická geometria {{MainEntry|Dynamic geometry}}<br> '''E'''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Elektronické hodnotenie {{MainEntry|e-Assessment}}<br> Elektronické portfólio {{MainEntry|e-portfolio}}<br> Externý skript {{MainEntry|External script}}<br> '''H'''{{Anchor|H}}<br> '''Hĺbková analýza dát v oblasti vzelávania''' {{MainEntry|[[Educational data mining]]}}<br> '''I'''{{Anchor|I}}<br> Integrované prostredie pre učenie sa {{MainEntry|Integrated learning system}}<br> Inteligentný podporný systém {{MainEntry|Intelligent scaffolding system}}<br> '''Inteligentný tútoringový systém''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Interaktívna tabua {{MainEntry|Interactive white board}}<br> Interaktívne prostredie pre učenie sa {{MainEntry|Interactive learning environment}}<br> Interný skript {{MainEntry|Internal script}}<br> '''K'''{{Anchor|K}}<br> Kognitívna diagnóza {{MainEntry|Cognitive diagnosis}}<br> Kognitívne inžinierstvo {{MainEntry|Cognitive engineering}}<br> Kognitívne modelovanie {{MainEntry|Cognitive modelling}}<br> '''Kognitívny tútor''' {{MainEntry|[[Cognitive tutor]]}}<br> Kolaboratívne učenie sa {{MainEntry|Collaborative learning}}<br> Kombinované (al. zmiešané) vzdelávanie {{MainEntry|Blended learning}}<br> Komunita sieťového učenia sa {{MainEntry|[[Networked learning]] communities}}<br> '''Konštrukcionizmus''' {{MainEntry|[[Constructionism]]}}<br> '''L'''{{Anchor|L}}<br> '''LMS''' {{MainEntry|[[Learning management systems]]}}<br> '''M'''{{Anchor|M}}<br> Mikrosvet {{MainEntry|Microworld}}<br> '''Mobilné učenie sa''' {{MainEntry|[[Mobile learning]]}}<br> Modelovanie žiaka (al. učiaceho sa) {{MainEntry|Learner modelling}}<br> '''Multimediálne učenie sa''' {{MainEntry|[[Multimedia learning]]}}<br> '''N'''{{Anchor|N}}<br> '''Neformálne učenie sa''' {{MainEntry|[[Informal learning]]}}<br> '''Noetická spätná väzba''' {{MainEntry|[[Epistemic feedback]]}}<br> '''O'''{{Anchor|O}}<br> On-line prostredie pre učenie sa {{MainEntry|On-line learning environment}}<br> Osobné prostredie pre učenie sa {{MainEntry|Personal learning environment}}<br> '''P'''{{Anchor|P}}<br> Pedagogický agent {{MainEntry|Pedagogical agent}}<br> Počítačom podporovaná výučba {{MainEntry|Computer-assisted instruction}}<br> Počítačom podporované kolaboratívne učenie sa {{MainEntry|Computer-supported collaborative learning}}<br> Počítačom podporované skúšanie {{MainEntry|Computer-assisted examination}}<br> Počítačom podporované učenie sa {{MainEntry|Computer-assisted learning}}<br> Počítačom podporované učenie sa jazyka {{MainEntry|Computer-assisted language learning}}<br> Počítačové laboratórium {{MainEntry|Computer-based laboratory}}<br> Počítačové programovanie na podporu učenia sa {{MainEntry|Computer programming in support of learning}}<br> Počítačové prostredia pre učenie sa {{MainEntry|Computer-based learning environments}}<br> Podporný materiál pre kurz {{MainEntry|Courseware}}<br> Programovateľné počítačom podporované prostredie pre učenie sa {{MainEntry|Programmable computer-based learning environment}}<br> Programovateľný kurz {{MainEntry|Programmable course}}<br> Prostredie pre učenie sa {{MainEntry|Learning environment}}<br> '''Prostredie pre učenie sa pomocou simulácie''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Prostredie sieťového učenia sa {{MainEntry|[[Networked learning]] environment }}<br> '''R'''{{Anchor|R}}<br> Rozšírené prostredie pre učenie sa {{MainEntry|Augmented learning environment}}<br> '''S'''{{Anchor|S}}<br> '''Sieťové učenia sa''' {{MainEntry|[[Networked learning]]}}<br> Simulačné hry {{MainEntry|Simulation games}}<br> Skript {{MainEntry|Script ...}}<br> '''Skript spolupráce''' {{MainEntry|[[Collaboration script]]}}<br> Spoločník pre učenie sa {{MainEntry|Learning companion}}<br> Systém riadenia vyučovacích kurzov {{MainEntry|Course management system}}<br> '''T'''{{Anchor|T}}<br> '''Technicko-matematická gramotnosť''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Technológiou podporované učenie sa {{MainEntry|Technology Enhanced Learning}}<br> '''U'''{{Anchor|U}}<br> '''učenie sa pomocou hier''' {{MainEntry|[[Game-based learning]]}}<br> '''učenie sa...''' {{MainEntry|[[Inquiry learning]]}}<br> Umelé prostredie pre učenie sa {{MainEntry|Artificial learning environment}}<br> '''V'''{{Anchor|V}}<br> Virtuálna vysoká škola {{MainEntry|Virtual campus}}<br> Virtuálne prostredie pre učenie sa {{MainEntry|Virtual learning environment}}<br> Virtuálne univerzity {{MainEntry|Virtual universities}}<br> Virtuálny pedagogický agent {{MainEntry|Virtual pedagogical agent}}<br> Všadeprítomné (ubiquitous) učenie sa {{MainEntry|Ubiquitous learning}}<br> '''Výučbové objekty''' {{MainEntry|[[Learning objects]]}}<br> Vyučovanie pomocou počítača {{MainEntry|Computer-based instruction}}<br> '''Vzdelávací priestor''' {{MainEntry|[[Learning space]]}}<br> '''Vzdelávací scenár''' {{MainEntry|[[Learning scenario]]}}<br> Vzdialené laboratóriá {{MainEntry|Remote laboratories}}<br> '''Z'''{{Anchor|Z}}<br> Zábavné vzdelávanie {{MainEntry|Edutainment}}<br> 906 2012-05-29T13:42:29Z Zeiliger 2 Created page with "{{languages}}<br> TEL Dictionary: Slovakian entries ''Edited by Jana Trgalova, French Institute of Education, ENS de Lyon (FR), Martina Kabatova, Department of Informatics Ed..." wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Slovakian entries ''Edited by Jana Trgalova, French Institute of Education, ENS de Lyon (FR), Martina Kabatova, Department of Informatics Education, Comenius University (SK)'' <br> '''A - [[#D|D]] - [[#E|E]] - [[#H|H]] - [[#I|I]] - [[#K|K]] - [[#L|L]] - [[#M|M]] - [[#N|N]] - [[#O|O]] - [[#P|P]] - [[#R|R]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#V|V]] - [[#Z|Z]]''' <br> '''A'''{{Anchor|A}}<br> '''Adaptívne prostredie pre učenie sa''' {{MainEntry|[[Adaptive learning environment]]}}<br> Agentové prostredie pre učenie sa {{MainEntry|Agent-based learning environment}}<br> Algoritmické myslenie {{MainEntry|Computational thinking}}<br> Analýza učenia sa {{MainEntry|Learning analytics}}<br> Animovaný pedagogický agent {{MainEntry|Animated pedagogical agent}}<br> Automatická diagnóza {{MainEntry|Automatic diagnosis}}<br> Automatické generovanie príkladov {{MainEntry|Automatic generation of exercises}}<br> '''Autoregulované učenie''' {{MainEntry|[[Self-regulated learning]]}}<br> Autorský nástroj {{MainEntry|Authoring tool}}<br> Autorský systém {{MainEntry|Authoring system}}<br> '''D'''{{Anchor|D}}<br> '''Didaktické inžinierstvo''' {{MainEntry|[[Didactical engineering]]}}<br> Dištančné učenie sa (al. učenie sa na diaľku) {{MainEntry|Distance learning}}<br> Distribuované prostredie pre učenie sa {{MainEntry|Distributed learning environments}}<br> Distribuované učenie sa {{MainEntry|Distributed learning}}<br> '''Dizajn učenia sa''' {{MainEntry|[[Learning design]]}}<br> Dynamická geometria {{MainEntry|Dynamic geometry}}<br> '''E'''{{Anchor|E}}<br> e-learning {{MainEntry|e-learning}}<br> Elektronické hodnotenie {{MainEntry|e-Assessment}}<br> Elektronické portfólio {{MainEntry|e-portfolio}}<br> Externý skript {{MainEntry|External script}}<br> '''H'''{{Anchor|H}}<br> '''Hĺbková analýza dát v oblasti vzelávania''' {{MainEntry|[[Educational data mining]]}}<br> '''I'''{{Anchor|I}}<br> Integrované prostredie pre učenie sa {{MainEntry|Integrated learning system}}<br> Inteligentný podporný systém {{MainEntry|Intelligent scaffolding system}}<br> '''Inteligentný tútoringový systém''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Interaktívna tabua {{MainEntry|Interactive white board}}<br> Interaktívne prostredie pre učenie sa {{MainEntry|Interactive learning environment}}<br> Interný skript {{MainEntry|Internal script}}<br> '''K'''{{Anchor|K}}<br> Kognitívna diagnóza {{MainEntry|Cognitive diagnosis}}<br> Kognitívne inžinierstvo {{MainEntry|Cognitive engineering}}<br> Kognitívne modelovanie {{MainEntry|Cognitive modelling}}<br> '''Kognitívny tútor''' {{MainEntry|[[Cognitive tutor]]}}<br> Kolaboratívne učenie sa {{MainEntry|Collaborative learning}}<br> Kombinované (al. zmiešané) vzdelávanie {{MainEntry|Blended learning}}<br> Komunita sieťového učenia sa {{MainEntry|[[Networked learning]] communities}}<br> '''Konštrukcionizmus''' {{MainEntry|[[Constructionism]]}}<br> '''L'''{{Anchor|L}}<br> '''LMS''' {{MainEntry|[[Learning management systems]]}}<br> '''M'''{{Anchor|M}}<br> Mikrosvet {{MainEntry|Microworld}}<br> '''Mobilné učenie sa''' {{MainEntry|[[Mobile learning]]}}<br> Modelovanie žiaka (al. učiaceho sa) {{MainEntry|Learner modelling}}<br> '''Multimediálne učenie sa''' {{MainEntry|[[Multimedia learning]]}}<br> '''N'''{{Anchor|N}}<br> '''Neformálne učenie sa''' {{MainEntry|[[Informal learning]]}}<br> '''Noetická spätná väzba''' {{MainEntry|[[Epistemic feedback]]}}<br> '''O'''{{Anchor|O}}<br> On-line prostredie pre učenie sa {{MainEntry|On-line learning environment}}<br> Osobné prostredie pre učenie sa {{MainEntry|Personal learning environment}}<br> '''P'''{{Anchor|P}}<br> Pedagogický agent {{MainEntry|Pedagogical agent}}<br> Počítačom podporovaná výučba {{MainEntry|Computer-assisted instruction}}<br> Počítačom podporované kolaboratívne učenie sa {{MainEntry|Computer-supported collaborative learning}}<br> Počítačom podporované skúšanie {{MainEntry|Computer-assisted examination}}<br> Počítačom podporované učenie sa {{MainEntry|Computer-assisted learning}}<br> Počítačom podporované učenie sa jazyka {{MainEntry|Computer-assisted language learning}}<br> Počítačové laboratórium {{MainEntry|Computer-based laboratory}}<br> Počítačové programovanie na podporu učenia sa {{MainEntry|Computer programming in support of learning}}<br> Počítačové prostredia pre učenie sa {{MainEntry|Computer-based learning environments}}<br> Podporný materiál pre kurz {{MainEntry|Courseware}}<br> Programovateľné počítačom podporované prostredie pre učenie sa {{MainEntry|Programmable computer-based learning environment}}<br> Programovateľný kurz {{MainEntry|Programmable course}}<br> Prostredie pre učenie sa {{MainEntry|Learning environment}}<br> '''Prostredie pre učenie sa pomocou simulácie''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Prostredie sieťového učenia sa {{MainEntry|[[Networked learning]] environment }}<br> '''R'''{{Anchor|R}}<br> Rozšírené prostredie pre učenie sa {{MainEntry|Augmented learning environment}}<br> '''S'''{{Anchor|S}}<br> '''Sieťové učenia sa''' {{MainEntry|[[Networked learning]]}}<br> Simulačné hry {{MainEntry|Simulation games}}<br> Skript {{MainEntry|Script ...}}<br> '''Skript spolupráce''' {{MainEntry|[[Collaboration script]]}}<br> Spoločník pre učenie sa {{MainEntry|Learning companion}}<br> Systém riadenia vyučovacích kurzov {{MainEntry|Course management system}}<br> '''T'''{{Anchor|T}}<br> '''Technicko-matematická gramotnosť''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Technológiou podporované učenie sa {{MainEntry|Technology Enhanced Learning}}<br> '''U'''{{Anchor|U}}<br> '''učenie sa pomocou hier''' {{MainEntry|[[Game-based learning]]}}<br> '''učenie sa...''' {{MainEntry|[[Inquiry learning]]}}<br> Umelé prostredie pre učenie sa {{MainEntry|Artificial learning environment}}<br> '''V'''{{Anchor|V}}<br> Virtuálna vysoká škola {{MainEntry|Virtual campus}}<br> Virtuálne prostredie pre učenie sa {{MainEntry|Virtual learning environment}}<br> Virtuálne univerzity {{MainEntry|Virtual universities}}<br> Virtuálny pedagogický agent {{MainEntry|Virtual pedagogical agent}}<br> Všadeprítomné (ubiquitous) učenie sa {{MainEntry|Ubiquitous learning}}<br> '''Výučbové objekty''' {{MainEntry|[[Learning objects]]}}<br> Vyučovanie pomocou počítača {{MainEntry|Computer-based instruction}}<br> '''Vzdelávací priestor''' {{MainEntry|[[Learning space]]}}<br> '''Vzdelávací scenár''' {{MainEntry|[[Learning scenario]]}}<br> Vzdialené laboratóriá {{MainEntry|Remote laboratories}}<br> '''Z'''{{Anchor|Z}}<br> Zábavné vzdelávanie {{MainEntry|Edutainment}}<br> '''?''' {{MainEntry|[[Narrative learning environments]]}}<br> ??? {{MainEntry|Agent-based tutoring system}}<br> ??? {{MainEntry|Ambient learning environment}}<br> ??? {{MainEntry|Buddy systems}}<br> ??? {{MainEntry|Computational mathetic}}<br> '''???''' {{MainEntry|[[Educational affordance]]}}<br> '''???''' {{MainEntry|[[Embedded phenomena]]}}<br> '''???''' {{MainEntry|[[Epistemic affordance]]}}<br> ??? {{MainEntry|Inclusive e-learning}}<br> '''???''' {{MainEntry|[[Learning grid]]}}<br> ??? {{MainEntry|Learning trail}}<br> '''???''' {{MainEntry|[[Overlay]]}}<br> ??? {{MainEntry|Pervasive learning environment}}<br> '''???''' {{MainEntry|[[Seamless learning environments]]}}<br> ??? {{MainEntry|Situated learning}}<br> ??? {{MainEntry|Tangible learning environment}}<br> ??? {{MainEntry|Web-lecturing technologies}}<br> 0 123 1192 1148 2013-03-01T12:46:25Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Turkish entries ''Edited by Canan Tosunoglu, The Open University (UK)'' <br> '''A - [[#B|B]] - [[#Ç|Ç]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#H|H]] - [[#İ|İ]] - [[#K|K]] - [[#M|M]] - [[#O|O]] - [[#Ö|Ö]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#W|W]] - [[#Y|Y]]''' <br> '''A'''{{Anchor|A}}<br> Adım izlencesi {{MainEntry|Script}}<br> '''Ağ tabanlı öğrenme''' {{MainEntry|[[Networked learning]]}}<br> Ağ tabanlı öğrenme ortamı {{MainEntry|Networked learning environment }}<br> Ağ tabanlı öğrenme toplulukları {{MainEntry|Networked learning communities}}<br> Ajan(etmen)-tabanlı öğrenme ortamı {{MainEntry|Agent-based learning environment}}<br> Ajan(etmen)-tabanlı öğrenme sistemi {{MainEntry|Agent-based tutoring system}}<br> Alıştırmaların otomatik oluşturulması {{MainEntry|Automatic generation of exercises}}<br> Animasyonlu eğitsel arayüz ajanı {{MainEntry|Animated pedagogical agent}}<br> '''B'''{{Anchor|B}}<br> Bilgisayar destekli dil öğrenimi {{MainEntry|Computer-assisted language learning}}<br> Bilgisayar destekli işbirlikli öğrenme {{MainEntry|Computer-supported collaborative learning}}<br> Bilgisayar destekli öğrenme {{MainEntry|Computer-assisted learning}}<br> Bilgisayar destekli öğretim {{MainEntry|Computer-assisted instruction}}<br> Bilgisayar destekli sınav {{MainEntry|Computer-assisted examination}}<br> Bilgisayar tabanli (Akilli) gecici destek sistemi {{MainEntry|Intelligent scaffolding system}}<br> Bilgisayar tabanlı laboratuvar {{MainEntry|Computer-based laboratory}}<br> Bilgisayar tabanlı öğrenme ortamları {{MainEntry|Computer-based learning environments}}<br> Bilgisayar tabanlı öğretim {{MainEntry|Computer-based instruction}}<br> '''Bilgisayar tabanlı zeki eğitmen''' {{MainEntry|[[Intelligent tutoring system]]}}<br> '''Bilgisel geribildirim''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Bilgisel sağlarlik''' {{MainEntry|[[Epistemic affordance]]}}<br> Bilişsel modelleme {{MainEntry|Cognitive modeling}}<br> Bilişsel mühendislik {{MainEntry|Cognitive engineering}}<br> '''Bilişsel öğretici''' {{MainEntry|[[Cognitive tutor]]}}<br> Bilişsel tanı {{MainEntry|Cognitive diagnosis}}<br> Bütünleştirilmiş öğrenme sistemi {{MainEntry|Integrated learning system}}<br> '''Ç'''{{Anchor|Ç}}<br> Çevreleyen öğrenme ortamı {{MainEntry|Ambient learning environment}}<br> Çevrimiçi öğrenme ortamı {{MainEntry|On-line learning environment}}<br> '''Çokortamlı öğrenme''' {{MainEntry|[[Multimedia learning]]}}<br> '''D'''{{Anchor|D}}<br> Dagitik öğrenme ortamları {{MainEntry|Distributed learning environments}}<br> Dağıtık eğitim {{MainEntry|Distributed learning}}<br> Ders yönetim sistemi {{MainEntry|Course management system}}<br> '''Didaktik mühendislik''' {{MainEntry|[[Didactical engineering]]}}<br> Dinamik geometri {{MainEntry|Dynamic geometry}}<br> Durumlu öğrenme {{MainEntry|Situated learning}}<br> '''E'''{{Anchor|E}}<br> '''e-Değerlendirme''' {{MainEntry|[[e-Assessment]]}}<br> e-Öğrenme {{MainEntry|e-learning}}<br> e-Portföy, e-Bireysel gelişim dosyası {{MainEntry|e-portfolio}}<br> Eğitim yazılımı {{MainEntry|Courseware}}<br> '''Eğitsel sağlarlik ''' {{MainEntry|[[Educational affordance]]}}<br> Eğitsel arayüz ajanı {{MainEntry|Pedagogical agent}}<br> '''Eğitsel veri incelemesi''' {{MainEntry|[[Educational data mining]]}}<br> Eğlendirerek eğitim {{MainEntry|Edutainment}}<br> Eşleştirme sistemleri {{MainEntry|Buddy systems}}<br> Etkileşimli beyaz tahta {{MainEntry|Interactive white board}}<br> Etkileşimli öğrenme ortamı {{MainEntry|Interactive learning environment}}<br> '''G'''{{Anchor|G}}<br> Genişletilmiş öğrenme ortamı {{MainEntry|Augmented learning environment}}<br> '''Gömülü fenomen''' {{MainEntry|[[Embedded phenomena]]}}<br> '''H'''{{Anchor|H}}<br> Harici adım izlencesi {{MainEntry|External script}}<br> Her zaman her yerde öğrenme {{MainEntry|Ubiquitous learning}}<br> '''İ'''{{Anchor|İ}}<br> İçsel adim izlencesi {{MainEntry|Internal script}}<br> İçsel adim izlencesi {{MainEntry|Internal script}}<br> '''İnformal Öğrenme / Yaygın öğrenme''' {{MainEntry|[[Informal learning]]}}<br> '''İşbirliği adım izlencesi''' {{MainEntry|[[Collaboration script]]}}<br> '''İşbirliği adım izlencesi''' {{MainEntry|[[Collaboration script]]}}<br> İşbirlikli öğrenme {{MainEntry|Collaborative learning}}<br> '''K'''{{Anchor|K}}<br> Kapsamlı e-öğrenme {{MainEntry|Inclusive e-learning}}<br> Karma öğrenme {{MainEntry|Blended learning}}<br> '''Kesintisiz öğrenme ortamları''' {{MainEntry|[[Seamless learning environments]]}}<br> Kişisel öğrenme ortamı {{MainEntry|Personal learning environment}}<br> '''Kurmacılık''' {{MainEntry|[[Constructionism]]}}<br> '''M'''{{Anchor|M}}<br> Mini Dünya {{MainEntry|Microworld}}<br> '''Mobil öğrenme ''' {{MainEntry|[[Mobile learning]]}}<br> '''O'''{{Anchor|O}}<br> Otomatik tanılama {{MainEntry|Automatic diagnosis}}<br> '''Oyun tabanlı öğrenme''' {{MainEntry|[[Game-based learning]]}}<br> '''Ö'''{{Anchor|Ö}}<br> Ögrenici modelleme / Öğrenen modeli {{MainEntry|Learner modeling}}<br> '''Öğrenme koordinati (kılavuzu)''' {{MainEntry|[[Learning grid]]}}<br> '''Öğrenme alanı''' {{MainEntry|[[Learning space]]}}<br> Ögrenme analitigi {{MainEntry|Learning analytics}}<br> '''Öğrenme nesneleri''' {{MainEntry|[[Learning objects]]}}<br> Öğrenme ortamı {{MainEntry|Learning environment}}<br> Öğrenme parkuru/izi {{MainEntry|Learning trail}}<br> '''Öğrenme senaryosu''' {{MainEntry|[[Learning scenario]]}}<br> '''Öğrenme tasarımı''' {{MainEntry|[[Learning design]]}}<br> '''Öğrenme yönetim sistemleri''' {{MainEntry|[[Learning management systems]]}}<br> Öğrenmeye yardımcı sistem {{MainEntry|Learning companion}}<br> Öğrenmeyi destekleyen bilgisayar programlamasi {{MainEntry|Computer programming in support of learning}}<br> '''Öyküleyici öğrenme ortamları ''' {{MainEntry|[[Narrative learning environments]]}}<br> '''Öz düzenlemeli öğrenme''' {{MainEntry|[[Self-regulated learning]]}}<br> '''P'''{{Anchor|P}}<br> Programlanabilir ders {{MainEntry|Programmable course}}<br> Programlanabilir, bilgisayar tabanlı öğrenme ortamı {{MainEntry|Programmable computer-based learning environment}}<br> '''S'''{{Anchor|S}}<br> Sanal kampüs {{MainEntry|Virtual campus}}<br> Sanal öğrenme ortamı {{MainEntry|Virtual learning environment}}<br> Sanal pedagojik ajan {{MainEntry|Virtual pedagogical agent}}<br> Sanal üniversiteler {{MainEntry|Virtual universities}}<br> Sayısal düşünme {{MainEntry|Computational thinking}}<br> Sayısal matetik {{MainEntry|Computational mathetic}}<br> Simülasyon oyunlari {{MainEntry|Simulation games}}<br> '''Simulasyon tabanli öğrenme ortamı''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Somut/dokunulabilir öğrenme ortamı {{MainEntry|Tangible learning environment}}<br> '''Sorgulayarak öğrenme''' {{MainEntry|[[Inquiry learning]]}}<br> '''T'''{{Anchor|T}}<br> '''Tekno-mathematiksel okuryazarlık''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Teknolojiyle Zenginleştirilmiş Öğrenme {{MainEntry|Technology Enhanced Learning}}<br> '''U'''{{Anchor|U}}<br> '''Uyarlanabilir öğrenme ortamı''' {{MainEntry|[[Adaptive learning environment]]}}<br> Uzak / çevrimiçi laboratuvarlar {{MainEntry|Remote laboratories}}<br> Uzaktan eğitim {{MainEntry|Distance learning}}<br> '''W'''{{Anchor|W}}<br> Web tabanlı konferans teknolojileri {{MainEntry|Web-lecturing technologies}}<br> '''Y'''{{Anchor|Y}}<br> Yapay öğrenme ortamı {{MainEntry|Artificial learning environment}}<br> Yaygın öğenme ortamı {{MainEntry|Pervasive learning environment}}<br> Yazarlık aracı {{MainEntry|Authoring tool}}<br> '''Yazarlık sistemi''' {{MainEntry|[[Authoring system]]}}<br> Yerpaylasim {{MainEntry|[[Overlay]]}}<br> 1148 979 2013-02-26T14:59:17Z Admin 1 Protected "[[TEL Dictionary entries/tr]]" ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Turkish entries ''Edited by Canan Tosunoglu, The Open University (UK)'' <br> '''A - [[#B|B]] - [[#Ç|Ç]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#H|H]] - [[#İ|İ]] - [[#K|K]] - [[#M|M]] - [[#O|O]] - [[#Ö|Ö]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#W|W]] - [[#Y|Y]]''' <br> '''A'''{{Anchor|A}}<br> Adım izlencesi {{MainEntry|Script}}<br> '''Ağ tabanlı öğrenme''' {{MainEntry|[[Networked learning]]}}<br> Ağ tabanlı öğrenme ortamı {{MainEntry|Networked learning environment }}<br> Ağ tabanlı öğrenme toplulukları {{MainEntry|Networked learning communities}}<br> Ajan(etmen)-tabanlı öğrenme ortamı {{MainEntry|Agent-based learning environment}}<br> Ajan(etmen)-tabanlı öğrenme sistemi {{MainEntry|Agent-based tutoring system}}<br> Alıştırmaların otomatik oluşturulması {{MainEntry|Automatic generation of exercises}}<br> Animasyonlu eğitsel arayüz ajanı {{MainEntry|Animated pedagogical agent}}<br> '''B'''{{Anchor|B}}<br> Bilgisayar destekli dil öğrenimi {{MainEntry|Computer-assisted language learning}}<br> Bilgisayar destekli işbirlikli öğrenme {{MainEntry|Computer-supported collaborative learning}}<br> Bilgisayar destekli öğrenme {{MainEntry|Computer-assisted learning}}<br> Bilgisayar destekli öğretim {{MainEntry|Computer-assisted instruction}}<br> Bilgisayar destekli sınav {{MainEntry|Computer-assisted examination}}<br> Bilgisayar tabanli (Akilli) gecici destek sistemi {{MainEntry|Intelligent scaffolding system}}<br> Bilgisayar tabanlı laboratuvar {{MainEntry|Computer-based laboratory}}<br> Bilgisayar tabanlı öğrenme ortamları {{MainEntry|Computer-based learning environments}}<br> Bilgisayar tabanlı öğretim {{MainEntry|Computer-based instruction}}<br> '''Bilgisayar tabanlı zeki eğitmen''' {{MainEntry|[[Intelligent tutoring system]]}}<br> '''Bilgisel geribildirim''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Bilgisel sağlarlik''' {{MainEntry|[[Epistemic affordance]]}}<br> Bilişsel modelleme {{MainEntry|Cognitive modeling}}<br> Bilişsel mühendislik {{MainEntry|Cognitive engineering}}<br> '''Bilişsel öğretici''' {{MainEntry|[[Cognitive tutor]]}}<br> Bilişsel tanı {{MainEntry|Cognitive diagnosis}}<br> Bütünleştirilmiş öğrenme sistemi {{MainEntry|Integrated learning system}}<br> '''Ç'''{{Anchor|Ç}}<br> Çevreleyen öğrenme ortamı {{MainEntry|Ambient learning environment}}<br> Çevrimiçi öğrenme ortamı {{MainEntry|On-line learning environment}}<br> '''Çokortamlı öğrenme''' {{MainEntry|[[Multimedia learning]]}}<br> '''D'''{{Anchor|D}}<br> Dagitik öğrenme ortamları {{MainEntry|Distributed learning environments}}<br> Dağıtık eğitim {{MainEntry|Distributed learning}}<br> Ders yönetim sistemi {{MainEntry|Course management system}}<br> '''Didaktik mühendislik''' {{MainEntry|[[Didactical engineering]]}}<br> Dinamik geometri {{MainEntry|Dynamic geometry}}<br> Durumlu öğrenme {{MainEntry|Situated learning}}<br> '''E'''{{Anchor|E}}<br> '''e-Değerlendirme''' {{MainEntry|[[e-Assessment]]}}<br> e-Öğrenme {{MainEntry|e-learning}}<br> e-Portföy, e-Bireysel gelişim dosyası {{MainEntry|e-portfolio}}<br> Eğitim yazılımı {{MainEntry|Courseware}}<br> '''Eğitsel sağlarlik ''' {{MainEntry|[[Educational affordance]]}}<br> Eğitsel arayüz ajanı {{MainEntry|Pedagogical agent}}<br> '''Eğitsel veri incelemesi''' {{MainEntry|[[Educational data mining]]}}<br> Eğlendirerek eğitim {{MainEntry|Edutainment}}<br> Eşleştirme sistemleri {{MainEntry|Buddy systems}}<br> Etkileşimli beyaz tahta {{MainEntry|Interactive white board}}<br> Etkileşimli öğrenme ortamı {{MainEntry|Interactive learning environment}}<br> '''G'''{{Anchor|G}}<br> Genişletilmiş öğrenme ortamı {{MainEntry|Augmented learning environment}}<br> '''Gömülü fenomen''' {{MainEntry|[[Embedded phenomena]]}}<br> '''H'''{{Anchor|H}}<br> Harici adım izlencesi {{MainEntry|External script}}<br> Her zaman her yerde öğrenme {{MainEntry|Ubiquitous learning}}<br> '''İ'''{{Anchor|İ}}<br> İçsel adim izlencesi {{MainEntry|Internal script}}<br> İçsel adim izlencesi {{MainEntry|Internal script}}<br> '''İnformal Öğrenme / Yaygın öğrenme''' {{MainEntry|[[Informal learning]]}}<br> '''İşbirliği adım izlencesi''' {{MainEntry|[[Collaboration script]]}}<br> '''İşbirliği adım izlencesi''' {{MainEntry|[[Collaboration script]]}}<br> İşbirlikli öğrenme {{MainEntry|Collaborative learning}}<br> '''K'''{{Anchor|K}}<br> Kapsamlı e-öğrenme {{MainEntry|Inclusive e-learning}}<br> Karma öğrenme {{MainEntry|Blended learning}}<br> '''Kesintisiz öğrenme ortamları''' {{MainEntry|[[Seamless learning environments]]}}<br> Kişisel öğrenme ortamı {{MainEntry|Personal learning environment}}<br> '''Kurmacılık''' {{MainEntry|[[Constructionism]]}}<br> '''M'''{{Anchor|M}}<br> Mini Dünya {{MainEntry|Microworld}}<br> '''Mobil öğrenme ''' {{MainEntry|[[Mobile learning]]}}<br> '''O'''{{Anchor|O}}<br> Otomatik tanılama {{MainEntry|Automatic diagnosis}}<br> '''Oyun tabanlı öğrenme''' {{MainEntry|[[Game-based learning]]}}<br> '''Ö'''{{Anchor|Ö}}<br> Ögrenici modelleme / Öğrenen modeli {{MainEntry|Learner modeling}}<br> '''Öğrenme koordinati (kılavuzu)''' {{MainEntry|[[Learning grid]]}}<br> '''Öğrenme alanı''' {{MainEntry|[[Learning space]]}}<br> Ögrenme analitigi {{MainEntry|Learning analytics}}<br> '''Öğrenme nesneleri''' {{MainEntry|[[Learning objects]]}}<br> Öğrenme ortamı {{MainEntry|Learning environment}}<br> Öğrenme parkuru/izi {{MainEntry|Learning trail}}<br> '''Öğrenme senaryosu''' {{MainEntry|[[Learning scenario]]}}<br> '''Öğrenme tasarımı''' {{MainEntry|[[Learning design]]}}<br> '''Öğrenme yönetim sistemleri''' {{MainEntry|[[Learning management systems]]}}<br> Öğrenmeye yardımcı sistem {{MainEntry|Learning companion}}<br> Öğrenmeyi destekleyen bilgisayar programlamasi {{MainEntry|Computer programming in support of learning}}<br> '''Öyküleyici öğrenme ortamları ''' {{MainEntry|[[Narrative learning environments]]}}<br> '''Öz düzenlemeli öğrenme''' {{MainEntry|[[Self-regulated learning]]}}<br> '''P'''{{Anchor|P}}<br> Programlanabilir ders {{MainEntry|Programmable course}}<br> Programlanabilir, bilgisayar tabanlı öğrenme ortamı {{MainEntry|Programmable computer-based learning environment}}<br> '''S'''{{Anchor|S}}<br> Sanal kampüs {{MainEntry|Virtual campus}}<br> Sanal öğrenme ortamı {{MainEntry|Virtual learning environment}}<br> Sanal pedagojik ajan {{MainEntry|Virtual pedagogical agent}}<br> Sanal üniversiteler {{MainEntry|Virtual universities}}<br> Sayısal düşünme {{MainEntry|Computational thinking}}<br> Sayısal matetik {{MainEntry|Computational mathetic}}<br> Simülasyon oyunlari {{MainEntry|Simulation games}}<br> '''Simulasyon tabanli öğrenme ortamı''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Somut/dokunulabilir öğrenme ortamı {{MainEntry|Tangible learning environment}}<br> '''Sorgulayarak öğrenme''' {{MainEntry|[[Inquiry learning]]}}<br> '''T'''{{Anchor|T}}<br> '''Tekno-mathematiksel okuryazarlık''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Teknolojiyle Zenginleştirilmiş Öğrenme {{MainEntry|Technology Enhanced Learning}}<br> '''U'''{{Anchor|U}}<br> '''Uyarlanabilir öğrenme ortamı''' {{MainEntry|[[Adaptive learning environment]]}}<br> Uzak / çevrimiçi laboratuvarlar {{MainEntry|Remote laboratories}}<br> Uzaktan eğitim {{MainEntry|Distance learning}}<br> '''W'''{{Anchor|W}}<br> Web tabanlı konferans teknolojileri {{MainEntry|Web-lecturing technologies}}<br> '''Y'''{{Anchor|Y}}<br> Yapay öğrenme ortamı {{MainEntry|Artificial learning environment}}<br> Yaygın öğenme ortamı {{MainEntry|Pervasive learning environment}}<br> Yazarlık aracı {{MainEntry|Authoring tool}}<br> Yazarlık sistemi {{MainEntry|Authoring system}}<br> Yerpaylasim {{MainEntry|[[Overlay]]}}<br> 979 966 2012-09-27T06:29:46Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Turkish entries ''Edited by Canan Tosunoglu, The Open University (UK)'' <br> '''A - [[#B|B]] - [[#Ç|Ç]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#H|H]] - [[#İ|İ]] - [[#K|K]] - [[#M|M]] - [[#O|O]] - [[#Ö|Ö]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#W|W]] - [[#Y|Y]]''' <br> '''A'''{{Anchor|A}}<br> Adım izlencesi {{MainEntry|Script}}<br> '''Ağ tabanlı öğrenme''' {{MainEntry|[[Networked learning]]}}<br> Ağ tabanlı öğrenme ortamı {{MainEntry|Networked learning environment }}<br> Ağ tabanlı öğrenme toplulukları {{MainEntry|Networked learning communities}}<br> Ajan(etmen)-tabanlı öğrenme ortamı {{MainEntry|Agent-based learning environment}}<br> Ajan(etmen)-tabanlı öğrenme sistemi {{MainEntry|Agent-based tutoring system}}<br> Alıştırmaların otomatik oluşturulması {{MainEntry|Automatic generation of exercises}}<br> Animasyonlu eğitsel arayüz ajanı {{MainEntry|Animated pedagogical agent}}<br> '''B'''{{Anchor|B}}<br> Bilgisayar destekli dil öğrenimi {{MainEntry|Computer-assisted language learning}}<br> Bilgisayar destekli işbirlikli öğrenme {{MainEntry|Computer-supported collaborative learning}}<br> Bilgisayar destekli öğrenme {{MainEntry|Computer-assisted learning}}<br> Bilgisayar destekli öğretim {{MainEntry|Computer-assisted instruction}}<br> Bilgisayar destekli sınav {{MainEntry|Computer-assisted examination}}<br> Bilgisayar tabanli (Akilli) gecici destek sistemi {{MainEntry|Intelligent scaffolding system}}<br> Bilgisayar tabanlı laboratuvar {{MainEntry|Computer-based laboratory}}<br> Bilgisayar tabanlı öğrenme ortamları {{MainEntry|Computer-based learning environments}}<br> Bilgisayar tabanlı öğretim {{MainEntry|Computer-based instruction}}<br> '''Bilgisayar tabanlı zeki eğitmen''' {{MainEntry|[[Intelligent tutoring system]]}}<br> '''Bilgisel geribildirim''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Bilgisel sağlarlik''' {{MainEntry|[[Epistemic affordance]]}}<br> Bilişsel modelleme {{MainEntry|Cognitive modeling}}<br> Bilişsel mühendislik {{MainEntry|Cognitive engineering}}<br> '''Bilişsel öğretici''' {{MainEntry|[[Cognitive tutor]]}}<br> Bilişsel tanı {{MainEntry|Cognitive diagnosis}}<br> Bütünleştirilmiş öğrenme sistemi {{MainEntry|Integrated learning system}}<br> '''Ç'''{{Anchor|Ç}}<br> Çevreleyen öğrenme ortamı {{MainEntry|Ambient learning environment}}<br> Çevrimiçi öğrenme ortamı {{MainEntry|On-line learning environment}}<br> '''Çokortamlı öğrenme''' {{MainEntry|[[Multimedia learning]]}}<br> '''D'''{{Anchor|D}}<br> Dagitik öğrenme ortamları {{MainEntry|Distributed learning environments}}<br> Dağıtık eğitim {{MainEntry|Distributed learning}}<br> Ders yönetim sistemi {{MainEntry|Course management system}}<br> '''Didaktik mühendislik''' {{MainEntry|[[Didactical engineering]]}}<br> Dinamik geometri {{MainEntry|Dynamic geometry}}<br> Durumlu öğrenme {{MainEntry|Situated learning}}<br> '''E'''{{Anchor|E}}<br> '''e-Değerlendirme''' {{MainEntry|[[e-Assessment]]}}<br> e-Öğrenme {{MainEntry|e-learning}}<br> e-Portföy, e-Bireysel gelişim dosyası {{MainEntry|e-portfolio}}<br> Eğitim yazılımı {{MainEntry|Courseware}}<br> '''Eğitsel sağlarlik ''' {{MainEntry|[[Educational affordance]]}}<br> Eğitsel arayüz ajanı {{MainEntry|Pedagogical agent}}<br> '''Eğitsel veri incelemesi''' {{MainEntry|[[Educational data mining]]}}<br> Eğlendirerek eğitim {{MainEntry|Edutainment}}<br> Eşleştirme sistemleri {{MainEntry|Buddy systems}}<br> Etkileşimli beyaz tahta {{MainEntry|Interactive white board}}<br> Etkileşimli öğrenme ortamı {{MainEntry|Interactive learning environment}}<br> '''G'''{{Anchor|G}}<br> Genişletilmiş öğrenme ortamı {{MainEntry|Augmented learning environment}}<br> '''Gömülü fenomen''' {{MainEntry|[[Embedded phenomena]]}}<br> '''H'''{{Anchor|H}}<br> Harici adım izlencesi {{MainEntry|External script}}<br> Her zaman her yerde öğrenme {{MainEntry|Ubiquitous learning}}<br> '''İ'''{{Anchor|İ}}<br> İçsel adim izlencesi {{MainEntry|Internal script}}<br> İçsel adim izlencesi {{MainEntry|Internal script}}<br> '''İnformal Öğrenme / Yaygın öğrenme''' {{MainEntry|[[Informal learning]]}}<br> '''İşbirliği adım izlencesi''' {{MainEntry|[[Collaboration script]]}}<br> '''İşbirliği adım izlencesi''' {{MainEntry|[[Collaboration script]]}}<br> İşbirlikli öğrenme {{MainEntry|Collaborative learning}}<br> '''K'''{{Anchor|K}}<br> Kapsamlı e-öğrenme {{MainEntry|Inclusive e-learning}}<br> Karma öğrenme {{MainEntry|Blended learning}}<br> '''Kesintisiz öğrenme ortamları''' {{MainEntry|[[Seamless learning environments]]}}<br> Kişisel öğrenme ortamı {{MainEntry|Personal learning environment}}<br> '''Kurmacılık''' {{MainEntry|[[Constructionism]]}}<br> '''M'''{{Anchor|M}}<br> Mini Dünya {{MainEntry|Microworld}}<br> '''Mobil öğrenme ''' {{MainEntry|[[Mobile learning]]}}<br> '''O'''{{Anchor|O}}<br> Otomatik tanılama {{MainEntry|Automatic diagnosis}}<br> '''Oyun tabanlı öğrenme''' {{MainEntry|[[Game-based learning]]}}<br> '''Ö'''{{Anchor|Ö}}<br> Ögrenici modelleme / Öğrenen modeli {{MainEntry|Learner modeling}}<br> '''Öğrenme koordinati (kılavuzu)''' {{MainEntry|[[Learning grid]]}}<br> '''Öğrenme alanı''' {{MainEntry|[[Learning space]]}}<br> Ögrenme analitigi {{MainEntry|Learning analytics}}<br> '''Öğrenme nesneleri''' {{MainEntry|[[Learning objects]]}}<br> Öğrenme ortamı {{MainEntry|Learning environment}}<br> Öğrenme parkuru/izi {{MainEntry|Learning trail}}<br> '''Öğrenme senaryosu''' {{MainEntry|[[Learning scenario]]}}<br> '''Öğrenme tasarımı''' {{MainEntry|[[Learning design]]}}<br> '''Öğrenme yönetim sistemleri''' {{MainEntry|[[Learning management systems]]}}<br> Öğrenmeye yardımcı sistem {{MainEntry|Learning companion}}<br> Öğrenmeyi destekleyen bilgisayar programlamasi {{MainEntry|Computer programming in support of learning}}<br> '''Öyküleyici öğrenme ortamları ''' {{MainEntry|[[Narrative learning environments]]}}<br> '''Öz düzenlemeli öğrenme''' {{MainEntry|[[Self-regulated learning]]}}<br> '''P'''{{Anchor|P}}<br> Programlanabilir ders {{MainEntry|Programmable course}}<br> Programlanabilir, bilgisayar tabanlı öğrenme ortamı {{MainEntry|Programmable computer-based learning environment}}<br> '''S'''{{Anchor|S}}<br> Sanal kampüs {{MainEntry|Virtual campus}}<br> Sanal öğrenme ortamı {{MainEntry|Virtual learning environment}}<br> Sanal pedagojik ajan {{MainEntry|Virtual pedagogical agent}}<br> Sanal üniversiteler {{MainEntry|Virtual universities}}<br> Sayısal düşünme {{MainEntry|Computational thinking}}<br> Sayısal matetik {{MainEntry|Computational mathetic}}<br> Simülasyon oyunlari {{MainEntry|Simulation games}}<br> '''Simulasyon tabanli öğrenme ortamı''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Somut/dokunulabilir öğrenme ortamı {{MainEntry|Tangible learning environment}}<br> '''Sorgulayarak öğrenme''' {{MainEntry|[[Inquiry learning]]}}<br> '''T'''{{Anchor|T}}<br> '''Tekno-mathematiksel okuryazarlık''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Teknolojiyle Zenginleştirilmiş Öğrenme {{MainEntry|Technology Enhanced Learning}}<br> '''U'''{{Anchor|U}}<br> '''Uyarlanabilir öğrenme ortamı''' {{MainEntry|[[Adaptive learning environment]]}}<br> Uzak / çevrimiçi laboratuvarlar {{MainEntry|Remote laboratories}}<br> Uzaktan eğitim {{MainEntry|Distance learning}}<br> '''W'''{{Anchor|W}}<br> Web tabanlı konferans teknolojileri {{MainEntry|Web-lecturing technologies}}<br> '''Y'''{{Anchor|Y}}<br> Yapay öğrenme ortamı {{MainEntry|Artificial learning environment}}<br> Yaygın öğenme ortamı {{MainEntry|Pervasive learning environment}}<br> Yazarlık aracı {{MainEntry|Authoring tool}}<br> Yazarlık sistemi {{MainEntry|Authoring system}}<br> Yerpaylasim {{MainEntry|[[Overlay]]}}<br> 966 931 2012-09-27T06:20:02Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Turkish entries ''Edited by Canan Tosunoglu, The Open University (UK)'' <br> '''A - [[#B|B]] - [[#Ç|Ç]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#H|H]] - [[#İ|İ]] - [[#K|K]] - [[#M|M]] - [[#O|O]] - [[#Ö|Ö]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#W|W]] - [[#Y|Y]]''' <br> '''A'''{{Anchor|A}}<br> Adım izlencesi {{MainEntry|Script}}<br> '''Ağ tabanlı öğrenme''' {{MainEntry|[[Networked learning]]}}<br> Ağ tabanlı öğrenme ortamı {{MainEntry|Networked learning environment }}<br> Ağ tabanlı öğrenme toplulukları {{MainEntry|Networked learning communities}}<br> Ajan(etmen)-tabanlı öğrenme ortamı {{MainEntry|Agent-based learning environment}}<br> Ajan(etmen)-tabanlı öğrenme sistemi {{MainEntry|Agent-based tutoring system}}<br> Alıştırmaların otomatik oluşturulması {{MainEntry|Automatic generation of exercises}}<br> Animasyonlu eğitsel arayüz ajanı {{MainEntry|Animated pedagogical agent}}<br> '''B'''{{Anchor|B}}<br> Bilgisayar destekli dil öğrenimi {{MainEntry|Computer-assisted language learning}}<br> Bilgisayar destekli işbirlikli öğrenme {{MainEntry|Computer-supported collaborative learning}}<br> Bilgisayar destekli öğrenme {{MainEntry|Computer-assisted learning}}<br> Bilgisayar destekli öğretim {{MainEntry|Computer-assisted instruction}}<br> Bilgisayar destekli sınav {{MainEntry|Computer-assisted examination}}<br> Bilgisayar tabanli (Akilli) gecici destek sistemi {{MainEntry|Intelligent scaffolding system}}<br> Bilgisayar tabanlı laboratuvar {{MainEntry|Computer-based laboratory}}<br> Bilgisayar tabanlı öğrenme ortamları {{MainEntry|Computer-based learning environments}}<br> Bilgisayar tabanlı öğretim {{MainEntry|Computer-based instruction}}<br> '''Bilgisayar tabanlı zeki eğitmen''' {{MainEntry|[[Intelligent tutoring system]]}}<br> '''Bilgisel geribildirim''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Bilgisel sağlarlik''' {{MainEntry|[[Epistemic affordance]]}}<br> Bilişsel modelleme {{MainEntry|Cognitive modeling}}<br> Bilişsel mühendislik {{MainEntry|Cognitive engineering}}<br> '''Bilişsel öğretici''' {{MainEntry|[[Cognitive tutor]]}}<br> Bilişsel tanı {{MainEntry|Cognitive diagnosis}}<br> Bütünleştirilmiş öğrenme sistemi {{MainEntry|Integrated learning system}}<br> '''Ç'''{{Anchor|Ç}}<br> Çevreleyen öğrenme ortamı {{MainEntry|Ambient learning environment}}<br> Çevrimiçi öğrenme ortamı {{MainEntry|On-line learning environment}}<br> '''Çokortamlı öğrenme''' {{MainEntry|[[Multimedia learning]]}}<br> '''D'''{{Anchor|D}}<br> Dagitik öğrenme ortamları {{MainEntry|Distributed learning environments}}<br> Dağıtık eğitim {{MainEntry|Distributed learning}}<br> Ders yönetim sistemi {{MainEntry|Course management system}}<br> '''Didaktik mühendislik''' {{MainEntry|[[Didactical engineering]]}}<br> Dinamik geometri {{MainEntry|Dynamic geometry}}<br> Durumlu öğrenme {{MainEntry|Situated learning}}<br> '''E'''{{Anchor|E}}<br> e-Değerlendirme {{MainEntry|[[e-Assessment]]}}<br> e-Öğrenme {{MainEntry|e-learning}}<br> e-Portföy, e-Bireysel gelişim dosyası {{MainEntry|e-portfolio}}<br> Eğitim yazılımı {{MainEntry|Courseware}}<br> '''Eğitsel sağlarlik ''' {{MainEntry|[[Educational affordance]]}}<br> Eğitsel arayüz ajanı {{MainEntry|Pedagogical agent}}<br> '''Eğitsel veri incelemesi''' {{MainEntry|[[Educational data mining]]}}<br> Eğlendirerek eğitim {{MainEntry|Edutainment}}<br> Eşleştirme sistemleri {{MainEntry|Buddy systems}}<br> Etkileşimli beyaz tahta {{MainEntry|Interactive white board}}<br> Etkileşimli öğrenme ortamı {{MainEntry|Interactive learning environment}}<br> '''G'''{{Anchor|G}}<br> Genişletilmiş öğrenme ortamı {{MainEntry|Augmented learning environment}}<br> '''Gömülü fenomen''' {{MainEntry|[[Embedded phenomena]]}}<br> '''H'''{{Anchor|H}}<br> Harici adım izlencesi {{MainEntry|External script}}<br> Her zaman her yerde öğrenme {{MainEntry|Ubiquitous learning}}<br> '''İ'''{{Anchor|İ}}<br> İçsel adim izlencesi {{MainEntry|Internal script}}<br> İçsel adim izlencesi {{MainEntry|Internal script}}<br> '''İnformal Öğrenme / Yaygın öğrenme''' {{MainEntry|[[Informal learning]]}}<br> '''İşbirliği adım izlencesi''' {{MainEntry|[[Collaboration script]]}}<br> '''İşbirliği adım izlencesi''' {{MainEntry|[[Collaboration script]]}}<br> İşbirlikli öğrenme {{MainEntry|Collaborative learning}}<br> '''K'''{{Anchor|K}}<br> Kapsamlı e-öğrenme {{MainEntry|Inclusive e-learning}}<br> Karma öğrenme {{MainEntry|Blended learning}}<br> '''Kesintisiz öğrenme ortamları''' {{MainEntry|[[Seamless learning environments]]}}<br> Kişisel öğrenme ortamı {{MainEntry|Personal learning environment}}<br> '''Kurmacılık''' {{MainEntry|[[Constructionism]]}}<br> '''M'''{{Anchor|M}}<br> Mini Dünya {{MainEntry|Microworld}}<br> '''Mobil öğrenme ''' {{MainEntry|[[Mobile learning]]}}<br> '''O'''{{Anchor|O}}<br> Otomatik tanılama {{MainEntry|Automatic diagnosis}}<br> '''Oyun tabanlı öğrenme''' {{MainEntry|[[Game-based learning]]}}<br> '''Ö'''{{Anchor|Ö}}<br> Ögrenici modelleme / Öğrenen modeli {{MainEntry|Learner modeling}}<br> '''Öğrenme koordinati (kılavuzu)''' {{MainEntry|[[Learning grid]]}}<br> '''Öğrenme alanı''' {{MainEntry|[[Learning space]]}}<br> Ögrenme analitigi {{MainEntry|Learning analytics}}<br> '''Öğrenme nesneleri''' {{MainEntry|[[Learning objects]]}}<br> Öğrenme ortamı {{MainEntry|Learning environment}}<br> Öğrenme parkuru/izi {{MainEntry|Learning trail}}<br> '''Öğrenme senaryosu''' {{MainEntry|[[Learning scenario]]}}<br> '''Öğrenme tasarımı''' {{MainEntry|[[Learning design]]}}<br> '''Öğrenme yönetim sistemleri''' {{MainEntry|[[Learning management systems]]}}<br> Öğrenmeye yardımcı sistem {{MainEntry|Learning companion}}<br> Öğrenmeyi destekleyen bilgisayar programlamasi {{MainEntry|Computer programming in support of learning}}<br> '''Öyküleyici öğrenme ortamları ''' {{MainEntry|[[Narrative learning environments]]}}<br> '''Öz düzenlemeli öğrenme''' {{MainEntry|[[Self-regulated learning]]}}<br> '''P'''{{Anchor|P}}<br> Programlanabilir ders {{MainEntry|Programmable course}}<br> Programlanabilir, bilgisayar tabanlı öğrenme ortamı {{MainEntry|Programmable computer-based learning environment}}<br> '''S'''{{Anchor|S}}<br> Sanal kampüs {{MainEntry|Virtual campus}}<br> Sanal öğrenme ortamı {{MainEntry|Virtual learning environment}}<br> Sanal pedagojik ajan {{MainEntry|Virtual pedagogical agent}}<br> Sanal üniversiteler {{MainEntry|Virtual universities}}<br> Sayısal düşünme {{MainEntry|Computational thinking}}<br> Sayısal matetik {{MainEntry|Computational mathetic}}<br> Simülasyon oyunlari {{MainEntry|Simulation games}}<br> '''Simulasyon tabanli öğrenme ortamı''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Somut/dokunulabilir öğrenme ortamı {{MainEntry|Tangible learning environment}}<br> '''Sorgulayarak öğrenme''' {{MainEntry|[[Inquiry learning]]}}<br> '''T'''{{Anchor|T}}<br> '''Tekno-mathematiksel okuryazarlık''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Teknolojiyle Zenginleştirilmiş Öğrenme {{MainEntry|Technology Enhanced Learning}}<br> '''U'''{{Anchor|U}}<br> '''Uyarlanabilir öğrenme ortamı''' {{MainEntry|[[Adaptive learning environment]]}}<br> Uzak / çevrimiçi laboratuvarlar {{MainEntry|Remote laboratories}}<br> Uzaktan eğitim {{MainEntry|Distance learning}}<br> '''W'''{{Anchor|W}}<br> Web tabanlı konferans teknolojileri {{MainEntry|Web-lecturing technologies}}<br> '''Y'''{{Anchor|Y}}<br> Yapay öğrenme ortamı {{MainEntry|Artificial learning environment}}<br> Yaygın öğenme ortamı {{MainEntry|Pervasive learning environment}}<br> Yazarlık aracı {{MainEntry|Authoring tool}}<br> Yazarlık sistemi {{MainEntry|Authoring system}}<br> Yerpaylasim {{MainEntry|[[Overlay]]}}<br> 931 925 2012-06-05T08:10:34Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Turkish entries ''Edited by Canan Tosunoglu, The Open University (UK)'' <br> '''A - [[#B|B]] - [[#Ç|Ç]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#H|H]] - [[#İ|İ]] - [[#K|K]] - [[#M|M]] - [[#O|O]] - [[#Ö|Ö]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#W|W]] - [[#Y|Y]]''' <br> '''A'''{{Anchor|A}}<br> Adım izlencesi {{MainEntry|Script}}<br> '''Ağ tabanlı öğrenme''' {{MainEntry|[[Networked learning]]}}<br> Ağ tabanlı öğrenme ortamı {{MainEntry|Networked learning environment }}<br> Ağ tabanlı öğrenme toplulukları {{MainEntry|Networked learning communities}}<br> Ajan(etmen)-tabanlı öğrenme ortamı {{MainEntry|Agent-based learning environment}}<br> Ajan(etmen)-tabanlı öğrenme sistemi {{MainEntry|Agent-based tutoring system}}<br> Alıştırmaların otomatik oluşturulması {{MainEntry|Automatic generation of exercises}}<br> Animasyonlu eğitsel arayüz ajanı {{MainEntry|Animated pedagogical agent}}<br> '''B'''{{Anchor|B}}<br> Bilgisayar destekli dil öğrenimi {{MainEntry|Computer-assisted language learning}}<br> Bilgisayar destekli işbirlikli öğrenme {{MainEntry|Computer-supported collaborative learning}}<br> Bilgisayar destekli öğrenme {{MainEntry|Computer-assisted learning}}<br> Bilgisayar destekli öğretim {{MainEntry|Computer-assisted instruction}}<br> Bilgisayar destekli sınav {{MainEntry|Computer-assisted examination}}<br> Bilgisayar tabanli (Akilli) gecici destek sistemi {{MainEntry|Intelligent scaffolding system}}<br> Bilgisayar tabanlı laboratuvar {{MainEntry|Computer-based laboratory}}<br> Bilgisayar tabanlı öğrenme ortamları {{MainEntry|Computer-based learning environments}}<br> Bilgisayar tabanlı öğretim {{MainEntry|Computer-based instruction}}<br> '''Bilgisayar tabanlı zeki eğitmen''' {{MainEntry|[[Intelligent tutoring system]]}}<br> '''Bilgisel geribildirim''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Bilgisel sağlarlik''' {{MainEntry|[[Epistemic affordance]]}}<br> Bilişsel modelleme {{MainEntry|Cognitive modeling}}<br> Bilişsel mühendislik {{MainEntry|Cognitive engineering}}<br> '''Bilişsel öğretici''' {{MainEntry|[[Cognitive tutor]]}}<br> Bilişsel tanı {{MainEntry|Cognitive diagnosis}}<br> Bütünleştirilmiş öğrenme sistemi {{MainEntry|Integrated learning system}}<br> '''Ç'''{{Anchor|Ç}}<br> Çevreleyen öğrenme ortamı {{MainEntry|Ambient learning environment}}<br> Çevrimiçi öğrenme ortamı {{MainEntry|On-line learning environment}}<br> '''Çokortamlı öğrenme''' {{MainEntry|[[Multimedia learning]]}}<br> '''D'''{{Anchor|D}}<br> Dagitik öğrenme ortamları {{MainEntry|Distributed learning environments}}<br> Dağıtık eğitim {{MainEntry|Distributed learning}}<br> Ders yönetim sistemi {{MainEntry|Course management system}}<br> '''Didaktik mühendislik''' {{MainEntry|[[Didactical engineering]]}}<br> Dinamik geometri {{MainEntry|Dynamic geometry}}<br> Durumlu öğrenme {{MainEntry|Situated learning}}<br> '''E'''{{Anchor|E}}<br> e-Değerlendirme {{MainEntry|e-Assessment}}<br> e-Öğrenme {{MainEntry|e-learning}}<br> e-Portföy, e-Bireysel gelişim dosyası {{MainEntry|e-portfolio}}<br> Eğitim yazılımı {{MainEntry|Courseware}}<br> '''Eğitsel sağlarlik ''' {{MainEntry|[[Educational affordance]]}}<br> Eğitsel arayüz ajanı {{MainEntry|Pedagogical agent}}<br> '''Eğitsel veri incelemesi''' {{MainEntry|[[Educational data mining]]}}<br> Eğlendirerek eğitim {{MainEntry|Edutainment}}<br> Eşleştirme sistemleri {{MainEntry|Buddy systems}}<br> Etkileşimli beyaz tahta {{MainEntry|Interactive white board}}<br> Etkileşimli öğrenme ortamı {{MainEntry|Interactive learning environment}}<br> '''G'''{{Anchor|G}}<br> Genişletilmiş öğrenme ortamı {{MainEntry|Augmented learning environment}}<br> '''Gömülü fenomen''' {{MainEntry|[[Embedded phenomena]]}}<br> '''H'''{{Anchor|H}}<br> Harici adım izlencesi {{MainEntry|External script}}<br> Her zaman her yerde öğrenme {{MainEntry|Ubiquitous learning}}<br> '''İ'''{{Anchor|İ}}<br> İçsel adim izlencesi {{MainEntry|Internal script}}<br> İçsel adim izlencesi {{MainEntry|Internal script}}<br> '''İnformal Öğrenme / Yaygın öğrenme''' {{MainEntry|[[Informal learning]]}}<br> '''İşbirliği adım izlencesi''' {{MainEntry|[[Collaboration script]]}}<br> '''İşbirliği adım izlencesi''' {{MainEntry|[[Collaboration script]]}}<br> İşbirlikli öğrenme {{MainEntry|Collaborative learning}}<br> '''K'''{{Anchor|K}}<br> Kapsamlı e-öğrenme {{MainEntry|Inclusive e-learning}}<br> Karma öğrenme {{MainEntry|Blended learning}}<br> '''Kesintisiz öğrenme ortamları''' {{MainEntry|[[Seamless learning environments]]}}<br> Kişisel öğrenme ortamı {{MainEntry|Personal learning environment}}<br> '''Kurmacılık''' {{MainEntry|[[Constructionism]]}}<br> '''M'''{{Anchor|M}}<br> Mini Dünya {{MainEntry|Microworld}}<br> '''Mobil öğrenme ''' {{MainEntry|[[Mobile learning]]}}<br> '''O'''{{Anchor|O}}<br> Otomatik tanılama {{MainEntry|Automatic diagnosis}}<br> '''Oyun tabanlı öğrenme''' {{MainEntry|[[Game-based learning]]}}<br> '''Ö'''{{Anchor|Ö}}<br> Ögrenici modelleme / Öğrenen modeli {{MainEntry|Learner modeling}}<br> '''Öğrenme koordinati (kılavuzu)''' {{MainEntry|[[Learning grid]]}}<br> '''Öğrenme alanı''' {{MainEntry|[[Learning space]]}}<br> Ögrenme analitigi {{MainEntry|Learning analytics}}<br> '''Öğrenme nesneleri''' {{MainEntry|[[Learning objects]]}}<br> Öğrenme ortamı {{MainEntry|Learning environment}}<br> Öğrenme parkuru/izi {{MainEntry|Learning trail}}<br> '''Öğrenme senaryosu''' {{MainEntry|[[Learning scenario]]}}<br> '''Öğrenme tasarımı''' {{MainEntry|[[Learning design]]}}<br> '''Öğrenme yönetim sistemleri''' {{MainEntry|[[Learning management systems]]}}<br> Öğrenmeye yardımcı sistem {{MainEntry|Learning companion}}<br> Öğrenmeyi destekleyen bilgisayar programlamasi {{MainEntry|Computer programming in support of learning}}<br> '''Öyküleyici öğrenme ortamları ''' {{MainEntry|[[Narrative learning environments]]}}<br> '''Öz düzenlemeli öğrenme''' {{MainEntry|[[Self-regulated learning]]}}<br> '''P'''{{Anchor|P}}<br> Programlanabilir ders {{MainEntry|Programmable course}}<br> Programlanabilir, bilgisayar tabanlı öğrenme ortamı {{MainEntry|Programmable computer-based learning environment}}<br> '''S'''{{Anchor|S}}<br> Sanal kampüs {{MainEntry|Virtual campus}}<br> Sanal öğrenme ortamı {{MainEntry|Virtual learning environment}}<br> Sanal pedagojik ajan {{MainEntry|Virtual pedagogical agent}}<br> Sanal üniversiteler {{MainEntry|Virtual universities}}<br> Sayısal düşünme {{MainEntry|Computational thinking}}<br> Sayısal matetik {{MainEntry|Computational mathetic}}<br> Simülasyon oyunlari {{MainEntry|Simulation games}}<br> '''Simulasyon tabanli öğrenme ortamı''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Somut/dokunulabilir öğrenme ortamı {{MainEntry|Tangible learning environment}}<br> '''Sorgulayarak öğrenme''' {{MainEntry|[[Inquiry learning]]}}<br> '''T'''{{Anchor|T}}<br> '''Tekno-mathematiksel okuryazarlık''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Teknolojiyle Zenginleştirilmiş Öğrenme {{MainEntry|Technology Enhanced Learning}}<br> '''U'''{{Anchor|U}}<br> '''Uyarlanabilir öğrenme ortamı''' {{MainEntry|[[Adaptive learning environment]]}}<br> Uzak / çevrimiçi laboratuvarlar {{MainEntry|Remote laboratories}}<br> Uzaktan eğitim {{MainEntry|Distance learning}}<br> '''W'''{{Anchor|W}}<br> Web tabanlı konferans teknolojileri {{MainEntry|Web-lecturing technologies}}<br> '''Y'''{{Anchor|Y}}<br> Yapay öğrenme ortamı {{MainEntry|Artificial learning environment}}<br> Yaygın öğenme ortamı {{MainEntry|Pervasive learning environment}}<br> Yazarlık aracı {{MainEntry|Authoring tool}}<br> Yazarlık sistemi {{MainEntry|Authoring system}}<br> Yerpaylasim {{MainEntry|[[Overlay]]}}<br> 925 924 2012-05-31T13:26:19Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Turkish entries ''Edited by Canan Tosunoglu, The Open University (UK)'' <br> '''A - [[#B|B]] - [[#Ç|Ç]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#H|H]] - [[#İ|İ]] - [[#K|K]] - [[#M|M]] - [[#O|O]] - [[#Ö|Ö]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#W|W]] - [[#Y|Y]]''' <br> '''A'''{{Anchor|A}}<br> Adım izlencesi {{MainEntry|Script}}<br> '''Ağ tabanlı öğrenme''' {{MainEntry|[[Networked learning]]}}<br> Ağ tabanlı öğrenme ortamı {{MainEntry|Networked learning environment }}<br> Ağ tabanlı öğrenme toplulukları {{MainEntry|Networked learning communities}}<br> Ajan(etmen)-tabanlı öğrenme ortamı {{MainEntry|Agent-based learning environment}}<br> Ajan(etmen)-tabanlı öğrenme sistemi {{MainEntry|Agent-based tutoring system}}<br> Alıştırmaların otomatik oluşturulması {{MainEntry|Automatic generation of exercises}}<br> Animasyonlu eğitsel arayüz ajanı {{MainEntry|Animated pedagogical agent}}<br> '''B'''{{Anchor|B}}<br> Bilgisayar destekli dil öğrenimi {{MainEntry|Computer-assisted language learning}}<br> Bilgisayar destekli işbirlikli öğrenme {{MainEntry|Computer-supported collaborative learning}}<br> Bilgisayar destekli öğrenme {{MainEntry|Computer-assisted learning}}<br> Bilgisayar destekli öğretim {{MainEntry|Computer-assisted instruction}}<br> Bilgisayar destekli sınav {{MainEntry|Computer-assisted examination}}<br> Bilgisayar tabanli (Akilli) gecici destek sistemi {{MainEntry|Intelligent scaffolding system}}<br> Bilgisayar tabanlı laboratuvar {{MainEntry|Computer-based laboratory}}<br> Bilgisayar tabanlı öğrenme ortamları {{MainEntry|Computer-based learning environments}}<br> Bilgisayar tabanlı öğretim {{MainEntry|Computer-based instruction}}<br> '''Bilgisayar tabanlı zeki eğitmen''' {{MainEntry|[[Intelligent tutoring system]]}}<br> '''Bilgisel geribildirim''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Bilgisel sağlarlik''' {{MainEntry|[[Epistemic affordance]]}}<br> Bilişsel modelleme {{MainEntry|Cognitive modeling}}<br> Bilişsel mühendislik {{MainEntry|Cognitive engineering}}<br> '''Bilişsel öğretici''' {{MainEntry|[[Cognitive tutor]]}}<br> Bilişsel tanı {{MainEntry|Cognitive diagnosis}}<br> Bütünleştirilmiş öğrenme sistemi {{MainEntry|Integrated learning system}}<br> '''Ç'''{{Anchor|Ç}}<br> Çevreleyen öğrenme ortamı {{MainEntry|Ambient learning environment}}<br> Çevrimiçi öğrenme ortamı {{MainEntry|On-line learning environment}}<br> '''Çokortamlı öğrenme''' {{MainEntry|[[Multimedia learning]]}}<br> '''D'''{{Anchor|D}}<br> Dagitik öğrenme ortamları {{MainEntry|Distributed learning environments}}<br> Dağıtık eğitim {{MainEntry|Distributed learning}}<br> Ders yönetim sistemi {{MainEntry|Course management system}}<br> '''Didaktik mühendislik''' {{MainEntry|[[Didactical engineering]]}}<br> Dinamik geometri {{MainEntry|Dynamic geometry}}<br> Durumlu öğrenme {{MainEntry|Situated learning}}<br> '''E'''{{Anchor|E}}<br> e-Değerlendirme {{MainEntry|e-Assessment}}<br> e-Öğrenme {{MainEntry|e-learning}}<br> e-Portföy, e-Bireysel gelişim dosyası {{MainEntry|e-portfolio}}<br> Eğitim yazılımı {{MainEntry|Courseware}}<br> '''Eğitsel sağlarlik ''' {{MainEntry|[[Educational affordance]]}}<br> Eğitsel arayüz ajanı {{MainEntry|Pedagogical agent}}<br> '''Eğitsel veri incelemesi''' {{MainEntry|[[Educational data mining]]}}<br> Eğlendirerek eğitim {{MainEntry|Edutainment}}<br> Eşleştirme sistemleri {{MainEntry|Buddy systems}}<br> Etkileşimli beyaz tahta {{MainEntry|Interactive white board}}<br> Etkileşimli öğrenme ortamı {{MainEntry|Interactive learning environment}}<br> '''G'''{{Anchor|G}}<br> Genişletilmiş öğrenme ortamı {{MainEntry|Augmented learning environment}}<br> '''Gömülü fenomen''' {{MainEntry|[[Embedded phenomena]]}}<br> '''H'''{{Anchor|H}}<br> Harici adım izlencesi {{MainEntry|External script}}<br> Her zaman her yerde öğrenme {{MainEntry|Ubiquitous learning}}<br> '''İ'''{{Anchor|İ}}<br> İçsel adim izlencesi {{MainEntry|Internal script}}<br> İçsel adim izlencesi {{MainEntry|Internal script}}<br> '''İnformal Öğrenme / Yaygın öğrenme''' {{MainEntry|[[Informal learning]]}}<br> '''İşbirliği adım izlencesi''' {{MainEntry|[[Collaboration script]]}}<br> '''İşbirliği adım izlencesi''' {{MainEntry|[[Collaboration script]]}}<br> İşbirlikli öğrenme {{MainEntry|Collaborative learning}}<br> '''K'''{{Anchor|K}}<br> Kapsamlı e-öğrenme {{MainEntry|Inclusive e-learning}}<br> Karma öğrenme {{MainEntry|Blended learning}}<br> '''Kesintisiz öğrenme ortamları''' {{MainEntry|[[Seamless learning environments]]}}<br> Kişisel öğrenme ortamı {{MainEntry|Personal learning environment}}<br> '''Kurmacılık''' {{MainEntry|[[Constructionism]]}}<br> '''M'''{{Anchor|M}}<br> Mini Dünya {{MainEntry|Microworld}}<br> '''Mobil öğrenme ''' {{MainEntry|[[Mobile learning]]}}<br> '''O'''{{Anchor|O}}<br> Otomatik tanılama {{MainEntry|Automatic diagnosis}}<br> '''Oyun tabanlı öğrenme''' {{MainEntry|[[Game-based learning]]}}<br> '''Ö'''{{Anchor|Ö}}<br> Ögrenici modelleme / Öğrenen modeli {{MainEntry|Learner modeling}}<br> '''Öğrenme koordinati (kılavuzu)''' {{MainEntry|[[Learning grid]]}}<br> '''Öğrenme alanı''' {{MainEntry|[[Learning space]]}}<br> Ögrenme analitigi {{MainEntry|Learning analytics}}<br> '''Öğrenme nesneleri''' {{MainEntry|[[Learning objects]]}}<br> Öğrenme ortamı {{MainEntry|Learning environment}}<br> Öğrenme parkuru/izi {{MainEntry|Learning trail}}<br> '''Öğrenme senaryosu''' {{MainEntry|[[Learning scenario]]}}<br> '''Öğrenme tasarımı''' {{MainEntry|[[Learning design]]}}<br> '''Öğrenme yönetim sistemleri''' {{MainEntry|[[Learning management systems]]}}<br> Öğrenmeye yardımcı sistem {{MainEntry|Learning companion}}<br> Öğrenmeyi destekleyen bilgisayar programlamasi {{MainEntry|Computer programming in support of learning}}<br> '''Öyküleyici öğrenme ortamları ''' {{MainEntry|[[Narrative learning environments]]}}<br> '''Öz düzenlemeli öğrenme''' {{MainEntry|[[Self-regulated learning]]}}<br> '''P'''{{Anchor|P}}<br> Programlanabilir ders {{MainEntry|Programmable course}}<br> Programlanabilir, bilgisayar tabanlı öğrenme ortamı {{MainEntry|Programmable computer-based learning environment}}<br> '''S'''{{Anchor|S}}<br> Sanal kampüs {{MainEntry|Virtual campus}}<br> Sanal öğrenme ortamı {{MainEntry|Virtual learning environment}}<br> Sanal pedagojik ajan {{MainEntry|Virtual pedagogical agent}}<br> Sanal üniversiteler {{MainEntry|Virtual universities}}<br> Sayısal düşünme {{MainEntry|Computational thinking}}<br> Sayısal matetik {{MainEntry|Computational mathetic}}<br> Simülasyon oyunlari {{MainEntry|Simulation games}}<br> '''Simulasyon tabanli öğrenme ortamı''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Somut/dokunulabilir öğrenme ortamı {{MainEntry|Tangible learning environment}}<br> '''Sorgulayarak öğrenme''' {{MainEntry|[[Inquiry learning]]}}<br> '''T'''{{Anchor|T}}<br> '''Tekno-mathematiksel okuryazarlık''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Teknolojiyle Zenginleştirilmiş Öğrenme {{MainEntry|Technology Enhanced Learning}}<br> '''U'''{{Anchor|U}}<br> '''Uyarlanabilir öğrenme ortamı''' {{MainEntry|[[Adaptive learning environment]]}}<br> Uzak / çevrimiçi laboratuvarlar {{MainEntry|Remote laboratories}}<br> Uzaktan eğitim {{MainEntry|Distance learning}}<br> '''W'''{{Anchor|W}}<br> Web tabanlı konferans teknolojileri {{MainEntry|Web-lecturing technologies}}<br> '''Y'''{{Anchor|Y}}<br> Yapay öğrenme ortamı {{MainEntry|Artificial learning environment}}<br> Yaygın öğenme ortamı {{MainEntry|Pervasive learning environment}}<br> Yazarlık aracı {{MainEntry|Authoring tool}}<br> Yazarlık sistemi {{MainEntry|Authoring system}}<br> Yerpaylasim {{MainEntry|Overlay}}<br> 924 910 2012-05-31T13:12:20Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Turkish entries ''Edited by Canan Tosunoglu, The Open University (UK)'' <br> '''A - [[#B|B]] - [[#Ç|Ç]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#H|H]] - [[#İ|İ]] - [[#K|K]] - [[#M|M]] - [[#O|O]] - [[#Ö|Ö]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#W|W]] - [[#Y|Y]]''' <br> '''A'''{{Anchor|A}}<br> Adım izlencesi {{MainEntry|Script}}<br> '''Ağ tabanlı öğrenme''' {{MainEntry|[[Networked learning]]}}<br> Ağ tabanlı öğrenme ortamı {{MainEntry|Networked learning environment }}<br> Ağ tabanlı öğrenme toplulukları {{MainEntry|Networked learning communities}}<br> Ajan(etmen)-tabanlı öğrenme ortamı {{MainEntry|Agent-based learning environment}}<br> Ajan(etmen)-tabanlı öğrenme sistemi {{MainEntry|Agent-based tutoring system}}<br> Alıştırmaların otomatik oluşturulması {{MainEntry|Automatic generation of exercises}}<br> Animasyonlu eğitsel arayüz ajanı {{MainEntry|Animated pedagogical agent}}<br> '''B'''{{Anchor|B}}<br> Bilgisayar destekli dil öğrenimi {{MainEntry|Computer-assisted language learning}}<br> Bilgisayar destekli işbirlikli öğrenme {{MainEntry|Computer-supported collaborative learning}}<br> Bilgisayar destekli öğrenme {{MainEntry|Computer-assisted learning}}<br> Bilgisayar destekli öğretim {{MainEntry|Computer-assisted instruction}}<br> Bilgisayar destekli sınav {{MainEntry|Computer-assisted examination}}<br> Bilgisayar tabanli (Akilli) gecici destek sistemi {{MainEntry|Intelligent scaffolding system}}<br> Bilgisayar tabanlı laboratuvar {{MainEntry|Computer-based laboratory}}<br> Bilgisayar tabanlı öğrenme ortamları {{MainEntry|Computer-based learning environments}}<br> Bilgisayar tabanlı öğretim {{MainEntry|Computer-based instruction}}<br> '''Bilgisayar tabanlı zeki eğitmen''' {{MainEntry|[[Intelligent tutoring system]]}}<br> '''Bilgisel geribildirim''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Bilgisel sağlarlik''' {{MainEntry|[[Epistemic affordance]]}}<br> Bilişsel modelleme {{MainEntry|Cognitive modeling}}<br> Bilişsel mühendislik {{MainEntry|Cognitive engineering}}<br> '''Bilişsel öğretici''' {{MainEntry|[[Cognitive tutor]]}}<br> Bilişsel tanı {{MainEntry|Cognitive diagnosis}}<br> Bütünleştirilmiş öğrenme sistemi {{MainEntry|Integrated learning system}}<br> '''Ç'''{{Anchor|Ç}}<br> Çevreleyen öğrenme ortamı {{MainEntry|Ambient learning environment}}<br> Çevrimiçi öğrenme ortamı {{MainEntry|On-line learning environment}}<br> '''Çokortamlı öğrenme''' {{MainEntry|[[Multimedia learning]]}}<br> '''D'''{{Anchor|D}}<br> Dagitik öğrenme ortamları {{MainEntry|Distributed learning environments}}<br> Dağıtık eğitim {{MainEntry|Distributed learning}}<br> Ders yönetim sistemi {{MainEntry|Course management system}}<br> '''Didaktik mühendislik''' {{MainEntry|[[Didactical engineering]]}}<br> Dinamik geometri {{MainEntry|Dynamic geometry}}<br> Durumlu öğrenme {{MainEntry|Situated learning}}<br> '''E'''{{Anchor|E}}<br> e-Değerlendirme {{MainEntry|e-Assessment}}<br> e-Öğrenme {{MainEntry|e-learning}}<br> e-Portföy, e-Bireysel gelişim dosyası {{MainEntry|e-portfolio}}<br> Eğitim yazılımı {{MainEntry|Courseware}}<br> '''Eğitsel sağlarlik ''' {{MainEntry|[[Educational affordance]]}}<br> Eğitsel arayüz ajanı {{MainEntry|Pedagogical agent}}<br> '''Eğitsel veri incelemesi''' {{MainEntry|[[Educational data mining]]}}<br> Eğlendirerek eğitim {{MainEntry|Edutainment}}<br> Eşleştirme sistemleri {{MainEntry|Buddy systems}}<br> Etkileşimli beyaz tahta {{MainEntry|Interactive white board}}<br> Etkileşimli öğrenme ortamı {{MainEntry|Interactive learning environment}}<br> '''G'''{{Anchor|G}}<br> Genişletilmiş öğrenme ortamı {{MainEntry|Augmented learning environment}}<br> '''Gömülü fenomen''' {{MainEntry|[[Embedded phenomena]]}}<br> '''H'''{{Anchor|H}}<br> Harici adım izlencesi {{MainEntry|External script}}<br> Harici adım izlencesi {{MainEntry|External script}}<br> Her zaman her yerde öğrenme {{MainEntry|Ubiquitous learning}}<br> '''İ'''{{Anchor|İ}}<br> İçsel adim izlencesi {{MainEntry|Internal script}}<br> İçsel adim izlencesi {{MainEntry|Internal script}}<br> '''İnformal Öğrenme / Yaygın öğrenme''' {{MainEntry|[[Informal learning]]}}<br> '''İşbirliği adım izlencesi''' {{MainEntry|[[Collaboration script]]}}<br> '''İşbirliği adım izlencesi''' {{MainEntry|[[Collaboration script]]}}<br> İşbirlikli öğrenme {{MainEntry|Collaborative learning}}<br> '''K'''{{Anchor|K}}<br> Kapsamlı e-öğrenme {{MainEntry|Inclusive e-learning}}<br> Karma öğrenme {{MainEntry|Blended learning}}<br> '''Kesintisiz öğrenme ortamları''' {{MainEntry|[[Seamless learning environments]]}}<br> Kişisel öğrenme ortamı {{MainEntry|Personal learning environment}}<br> '''Kurmacılık''' {{MainEntry|[[Constructionism]]}}<br> '''M'''{{Anchor|M}}<br> Mini Dünya {{MainEntry|Microworld}}<br> '''Mobil öğrenme ''' {{MainEntry|[[Mobile learning]]}}<br> '''O'''{{Anchor|O}}<br> Otomatik tanılama {{MainEntry|Automatic diagnosis}}<br> '''Oyun tabanlı öğrenme''' {{MainEntry|[[Game-based learning]]}}<br> '''Ö'''{{Anchor|Ö}}<br> Ögrenici modelleme / Öğrenen modeli {{MainEntry|Learner modeling}}<br> '''Öğrenme koordinati (kılavuzu)''' {{MainEntry|[[Learning grid]]}}<br> '''Öğrenme alanı''' {{MainEntry|[[Learning space]]}}<br> Ögrenme analitigi {{MainEntry|Learning analytics}}<br> '''Öğrenme nesneleri''' {{MainEntry|[[Learning objects]]}}<br> Öğrenme ortamı {{MainEntry|Learning environment}}<br> Öğrenme parkuru/izi {{MainEntry|Learning trail}}<br> '''Öğrenme senaryosu''' {{MainEntry|[[Learning scenario]]}}<br> '''Öğrenme tasarımı''' {{MainEntry|[[Learning design]]}}<br> '''Öğrenme yönetim sistemleri''' {{MainEntry|[[Learning management systems]]}}<br> Öğrenmeye yardımcı sistem {{MainEntry|Learning companion}}<br> Öğrenmeyi destekleyen bilgisayar programlamasi {{MainEntry|Computer programming in support of learning}}<br> '''Öyküleyici öğrenme ortamları ''' {{MainEntry|[[Narrative learning environments]]}}<br> '''Öz düzenlemeli öğrenme''' {{MainEntry|[[Self-regulated learning]]}}<br> '''P'''{{Anchor|P}}<br> Programlanabilir ders {{MainEntry|Programmable course}}<br> Programlanabilir, bilgisayar tabanlı öğrenme ortamı {{MainEntry|Programmable computer-based learning environment}}<br> '''S'''{{Anchor|S}}<br> Sanal kampüs {{MainEntry|Virtual campus}}<br> Sanal öğrenme ortamı {{MainEntry|Virtual learning environment}}<br> Sanal pedagojik ajan {{MainEntry|Virtual pedagogical agent}}<br> Sanal üniversiteler {{MainEntry|Virtual universities}}<br> Sayısal düşünme {{MainEntry|Computational thinking}}<br> Sayısal matetik {{MainEntry|Computational mathetic}}<br> Simülasyon oyunlari {{MainEntry|Simulation games}}<br> '''Simulasyon tabanli öğrenme ortamı''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Somut/dokunulabilir öğrenme ortamı {{MainEntry|Tangible learning environment}}<br> '''Sorgulayarak öğrenme''' {{MainEntry|[[Inquiry learning]]}}<br> '''T'''{{Anchor|T}}<br> '''Tekno-mathematiksel okuryazarlık''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Teknolojiyle Zenginleştirilmiş Öğrenme {{MainEntry|Technology Enhanced Learning}}<br> '''U'''{{Anchor|U}}<br> '''Uyarlanabilir öğrenme ortamı''' {{MainEntry|[[Adaptive learning environment]]}}<br> Uzak / çevrimiçi laboratuvarlar {{MainEntry|Remote laboratories}}<br> Uzaktan eğitim {{MainEntry|Distance learning}}<br> '''W'''{{Anchor|W}}<br> Web tabanlı konferans teknolojileri {{MainEntry|Web-lecturing technologies}}<br> '''Y'''{{Anchor|Y}}<br> Yapay öğrenme ortamı {{MainEntry|Artificial learning environment}}<br> Yaygın öğenme ortamı {{MainEntry|Pervasive learning environment}}<br> Yazarlık aracı {{MainEntry|Authoring tool}}<br> Yazarlık sistemi {{MainEntry|Authoring system}}<br> Yerpaylasim {{MainEntry|Overlay}}<br> 910 909 2012-05-29T15:40:59Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Turkish entries ''Edited by Canan Tosunoglu, Open University (UK)'' <br> '''A - [[#B|B]] - [[#Ç|Ç]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#H|H]] - [[#İ|İ]] - [[#K|K]] - [[#M|M]] - [[#O|O]] - [[#Ö|Ö]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#W|W]] - [[#Y|Y]]''' <br> '''A'''{{Anchor|A}}<br> Adım izlencesi {{MainEntry|Script}}<br> '''Ağ tabanlı öğrenme''' {{MainEntry|[[Networked learning]]}}<br> Ağ tabanlı öğrenme ortamı {{MainEntry|Networked learning environment }}<br> Ağ tabanlı öğrenme toplulukları {{MainEntry|Networked learning communities}}<br> Ajan(etmen)-tabanlı öğrenme ortamı {{MainEntry|Agent-based learning environment}}<br> Ajan(etmen)-tabanlı öğrenme sistemi {{MainEntry|Agent-based tutoring system}}<br> Alıştırmaların otomatik oluşturulması {{MainEntry|Automatic generation of exercises}}<br> Animasyonlu eğitsel arayüz ajanı {{MainEntry|Animated pedagogical agent}}<br> '''B'''{{Anchor|B}}<br> Bilgisayar destekli dil öğrenimi {{MainEntry|Computer-assisted language learning}}<br> Bilgisayar destekli işbirlikli öğrenme {{MainEntry|Computer-supported collaborative learning}}<br> Bilgisayar destekli öğrenme {{MainEntry|Computer-assisted learning}}<br> Bilgisayar destekli öğretim {{MainEntry|Computer-assisted instruction}}<br> Bilgisayar destekli sınav {{MainEntry|Computer-assisted examination}}<br> Bilgisayar tabanli (Akilli) gecici destek sistemi {{MainEntry|Intelligent scaffolding system}}<br> Bilgisayar tabanlı laboratuvar {{MainEntry|Computer-based laboratory}}<br> Bilgisayar tabanlı öğrenme ortamları {{MainEntry|Computer-based learning environments}}<br> Bilgisayar tabanlı öğretim {{MainEntry|Computer-based instruction}}<br> '''Bilgisayar tabanlı zeki eğitmen''' {{MainEntry|[[Intelligent tutoring system]]}}<br> '''Bilgisel geribildirim''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Bilgisel sağlarlik''' {{MainEntry|[[Epistemic affordance]]}}<br> Bilişsel modelleme {{MainEntry|Cognitive modeling}}<br> Bilişsel mühendislik {{MainEntry|Cognitive engineering}}<br> '''Bilişsel öğretici''' {{MainEntry|[[Cognitive tutor]]}}<br> Bilişsel tanı {{MainEntry|Cognitive diagnosis}}<br> Bütünleştirilmiş öğrenme sistemi {{MainEntry|Integrated learning system}}<br> '''Ç'''{{Anchor|Ç}}<br> Çevreleyen öğrenme ortamı {{MainEntry|Ambient learning environment}}<br> Çevrimiçi öğrenme ortamı {{MainEntry|On-line learning environment}}<br> '''Çokortamlı öğrenme''' {{MainEntry|[[Multimedia learning]]}}<br> '''D'''{{Anchor|D}}<br> Dagitik öğrenme ortamları {{MainEntry|Distributed learning environments}}<br> Dağıtık eğitim {{MainEntry|Distributed learning}}<br> Ders yönetim sistemi {{MainEntry|Course management system}}<br> '''Didaktik mühendislik''' {{MainEntry|[[Didactical engineering]]}}<br> Dinamik geometri {{MainEntry|Dynamic geometry}}<br> Durumlu öğrenme {{MainEntry|Situated learning}}<br> '''E'''{{Anchor|E}}<br> e-Değerlendirme {{MainEntry|e-Assessment}}<br> e-Öğrenme {{MainEntry|e-learning}}<br> e-Portföy, e-Bireysel gelişim dosyası {{MainEntry|e-portfolio}}<br> Eğitim yazılımı {{MainEntry|Courseware}}<br> '''Eğitsel sağlarlik ''' {{MainEntry|[[Educational affordance]]}}<br> Eğitsel arayüz ajanı {{MainEntry|Pedagogical agent}}<br> '''Eğitsel veri incelemesi''' {{MainEntry|[[Educational data mining]]}}<br> Eğlendirerek eğitim {{MainEntry|Edutainment}}<br> Eşleştirme sistemleri {{MainEntry|Buddy systems}}<br> Etkileşimli beyaz tahta {{MainEntry|Interactive white board}}<br> Etkileşimli öğrenme ortamı {{MainEntry|Interactive learning environment}}<br> '''G'''{{Anchor|G}}<br> Genişletilmiş öğrenme ortamı {{MainEntry|Augmented learning environment}}<br> '''Gömülü fenomen''' {{MainEntry|[[Embedded phenomena]]}}<br> '''H'''{{Anchor|H}}<br> Harici adım izlencesi {{MainEntry|External script}}<br> Harici adım izlencesi {{MainEntry|External script}}<br> Her zaman her yerde öğrenme {{MainEntry|Ubiquitous learning}}<br> '''İ'''{{Anchor|İ}}<br> İçsel adim izlencesi {{MainEntry|Internal script}}<br> İçsel adim izlencesi {{MainEntry|Internal script}}<br> '''İnformal Öğrenme / Yaygın öğrenme''' {{MainEntry|[[Informal learning]]}}<br> '''İşbirliği adım izlencesi''' {{MainEntry|[[Collaboration script]]}}<br> '''İşbirliği adım izlencesi''' {{MainEntry|[[Collaboration script]]}}<br> İşbirlikli öğrenme {{MainEntry|Collaborative learning}}<br> '''K'''{{Anchor|K}}<br> Kapsamlı e-öğrenme {{MainEntry|Inclusive e-learning}}<br> Karma öğrenme {{MainEntry|Blended learning}}<br> '''Kesintisiz öğrenme ortamları''' {{MainEntry|[[Seamless learning environments]]}}<br> Kişisel öğrenme ortamı {{MainEntry|Personal learning environment}}<br> '''Kurmacılık''' {{MainEntry|[[Constructionism]]}}<br> '''M'''{{Anchor|M}}<br> Mini Dünya {{MainEntry|Microworld}}<br> '''Mobil öğrenme ''' {{MainEntry|[[Mobile learning]]}}<br> '''O'''{{Anchor|O}}<br> Otomatik tanılama {{MainEntry|Automatic diagnosis}}<br> '''Oyun tabanlı öğrenme''' {{MainEntry|[[Game-based learning]]}}<br> '''Ö'''{{Anchor|Ö}}<br> Ögrenici modelleme / Öğrenen modeli {{MainEntry|Learner modeling}}<br> '''Öğrenme koordinati (kılavuzu)''' {{MainEntry|[[Learning grid]]}}<br> '''Öğrenme alanı''' {{MainEntry|[[Learning space]]}}<br> Ögrenme analitigi {{MainEntry|Learning analytics}}<br> '''Öğrenme nesneleri''' {{MainEntry|[[Learning objects]]}}<br> Öğrenme ortamı {{MainEntry|Learning environment}}<br> Öğrenme parkuru/izi {{MainEntry|Learning trail}}<br> '''Öğrenme senaryosu''' {{MainEntry|[[Learning scenario]]}}<br> '''Öğrenme tasarımı''' {{MainEntry|[[Learning design]]}}<br> '''Öğrenme yönetim sistemleri''' {{MainEntry|[[Learning management systems]]}}<br> Öğrenmeye yardımcı sistem {{MainEntry|Learning companion}}<br> Öğrenmeyi destekleyen bilgisayar programlamasi {{MainEntry|Computer programming in support of learning}}<br> '''Öyküleyici öğrenme ortamları ''' {{MainEntry|[[Narrative learning environments]]}}<br> '''Öz düzenlemeli öğrenme''' {{MainEntry|[[Self-regulated learning]]}}<br> '''P'''{{Anchor|P}}<br> Programlanabilir ders {{MainEntry|Programmable course}}<br> Programlanabilir, bilgisayar tabanlı öğrenme ortamı {{MainEntry|Programmable computer-based learning environment}}<br> '''S'''{{Anchor|S}}<br> Sanal kampüs {{MainEntry|Virtual campus}}<br> Sanal öğrenme ortamı {{MainEntry|Virtual learning environment}}<br> Sanal pedagojik ajan {{MainEntry|Virtual pedagogical agent}}<br> Sanal üniversiteler {{MainEntry|Virtual universities}}<br> Sayısal düşünme {{MainEntry|Computational thinking}}<br> Sayısal matetik {{MainEntry|Computational mathetic}}<br> Simülasyon oyunlari {{MainEntry|Simulation games}}<br> '''Simulasyon tabanli öğrenme ortamı''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Somut/dokunulabilir öğrenme ortamı {{MainEntry|Tangible learning environment}}<br> '''Sorgulayarak öğrenme''' {{MainEntry|[[Inquiry learning]]}}<br> '''T'''{{Anchor|T}}<br> '''Tekno-mathematiksel okuryazarlık''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Teknolojiyle Zenginleştirilmiş Öğrenme {{MainEntry|Technology Enhanced Learning}}<br> '''U'''{{Anchor|U}}<br> '''Uyarlanabilir öğrenme ortamı''' {{MainEntry|[[Adaptive learning environment]]}}<br> Uzak / çevrimiçi laboratuvarlar {{MainEntry|Remote laboratories}}<br> Uzaktan eğitim {{MainEntry|Distance learning}}<br> '''W'''{{Anchor|W}}<br> Web tabanlı konferans teknolojileri {{MainEntry|Web-lecturing technologies}}<br> '''Y'''{{Anchor|Y}}<br> Yapay öğrenme ortamı {{MainEntry|Artificial learning environment}}<br> Yaygın öğenme ortamı {{MainEntry|Pervasive learning environment}}<br> Yazarlık aracı {{MainEntry|Authoring tool}}<br> Yazarlık sistemi {{MainEntry|Authoring system}}<br> Yerpaylasim {{MainEntry|Overlay}}<br> 909 2012-05-29T15:37:31Z Zeiliger 2 Created page with "{{languages}}<br> TEL Dictionary: Turkish entries ''Edited by Canan Tosunoglu, Open University (UK)'' <br> '''A - [[#B|B]] - [[#Ç|Ç]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [..." wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Turkish entries ''Edited by Canan Tosunoglu, Open University (UK)'' <br> '''A - [[#B|B]] - [[#Ç|Ç]] - [[#D|D]] - [[#E|E]] - [[#G|G]] - [[#H|H]] - [[#İ|İ]] - [[#K|K]] - [[#M|M]] - [[#Ö|Ö]] - [[#O|O]] - [[#P|P]] - [[#S|S]] - [[#T|T]] - [[#U|U]] - [[#W|W]] - [[#Y|Y]]''' <br> '''A'''{{Anchor|A}}<br> Adım izlencesi {{MainEntry|Script}}<br> '''Ağ tabanlı öğrenme''' {{MainEntry|[[Networked learning]]}}<br> Ağ tabanlı öğrenme ortamı {{MainEntry|Networked learning environment }}<br> Ağ tabanlı öğrenme toplulukları {{MainEntry|Networked learning communities}}<br> Ajan(etmen)-tabanlı öğrenme ortamı {{MainEntry|Agent-based learning environment}}<br> Ajan(etmen)-tabanlı öğrenme sistemi {{MainEntry|Agent-based tutoring system}}<br> Alıştırmaların otomatik oluşturulması {{MainEntry|Automatic generation of exercises}}<br> Animasyonlu eğitsel arayüz ajanı {{MainEntry|Animated pedagogical agent}}<br> '''B'''{{Anchor|B}}<br> Bilgisayar destekli dil öğrenimi {{MainEntry|Computer-assisted language learning}}<br> Bilgisayar destekli işbirlikli öğrenme {{MainEntry|Computer-supported collaborative learning}}<br> Bilgisayar destekli öğrenme {{MainEntry|Computer-assisted learning}}<br> Bilgisayar destekli öğretim {{MainEntry|Computer-assisted instruction}}<br> Bilgisayar destekli sınav {{MainEntry|Computer-assisted examination}}<br> Bilgisayar tabanli (Akilli) gecici destek sistemi {{MainEntry|Intelligent scaffolding system}}<br> Bilgisayar tabanlı laboratuvar {{MainEntry|Computer-based laboratory}}<br> Bilgisayar tabanlı öğrenme ortamları {{MainEntry|Computer-based learning environments}}<br> Bilgisayar tabanlı öğretim {{MainEntry|Computer-based instruction}}<br> '''Bilgisayar tabanlı zeki eğitmen''' {{MainEntry|[[Intelligent tutoring system]]}}<br> '''Bilgisel geribildirim''' {{MainEntry|[[Epistemic feedback]]}}<br> '''Bilgisel sağlarlik''' {{MainEntry|[[Epistemic affordance]]}}<br> Bilişsel modelleme {{MainEntry|Cognitive modeling}}<br> Bilişsel mühendislik {{MainEntry|Cognitive engineering}}<br> '''Bilişsel öğretici''' {{MainEntry|[[Cognitive tutor]]}}<br> Bilişsel tanı {{MainEntry|Cognitive diagnosis}}<br> Bütünleştirilmiş öğrenme sistemi {{MainEntry|Integrated learning system}}<br> '''Ç'''{{Anchor|Ç}}<br> Çevreleyen öğrenme ortamı {{MainEntry|Ambient learning environment}}<br> Çevrimiçi öğrenme ortamı {{MainEntry|On-line learning environment}}<br> '''Çokortamlı öğrenme''' {{MainEntry|[[Multimedia learning]]}}<br> '''D'''{{Anchor|D}}<br> Dagitik öğrenme ortamları {{MainEntry|Distributed learning environments}}<br> Dağıtık eğitim {{MainEntry|Distributed learning}}<br> Ders yönetim sistemi {{MainEntry|Course management system}}<br> '''Didaktik mühendislik''' {{MainEntry|[[Didactical engineering]]}}<br> Dinamik geometri {{MainEntry|Dynamic geometry}}<br> Durumlu öğrenme {{MainEntry|Situated learning}}<br> '''E'''{{Anchor|E}}<br> e-Değerlendirme {{MainEntry|e-Assessment}}<br> e-Öğrenme {{MainEntry|e-learning}}<br> e-Portföy, e-Bireysel gelişim dosyası {{MainEntry|e-portfolio}}<br> Eğitim yazılımı {{MainEntry|Courseware}}<br> '''Eğitsel sağlarlik ''' {{MainEntry|[[Educational affordance]]}}<br> Eğitsel arayüz ajanı {{MainEntry|Pedagogical agent}}<br> '''Eğitsel veri incelemesi''' {{MainEntry|[[Educational data mining]]}}<br> Eğlendirerek eğitim {{MainEntry|Edutainment}}<br> Eşleştirme sistemleri {{MainEntry|Buddy systems}}<br> Etkileşimli beyaz tahta {{MainEntry|Interactive white board}}<br> Etkileşimli öğrenme ortamı {{MainEntry|Interactive learning environment}}<br> '''G'''{{Anchor|G}}<br> Genişletilmiş öğrenme ortamı {{MainEntry|Augmented learning environment}}<br> '''Gömülü fenomen''' {{MainEntry|[[Embedded phenomena]]}}<br> '''H'''{{Anchor|H}}<br> Harici adım izlencesi {{MainEntry|External script}}<br> Harici adım izlencesi {{MainEntry|External script}}<br> Her zaman her yerde öğrenme {{MainEntry|Ubiquitous learning}}<br> '''İ'''{{Anchor|İ}}<br> İçsel adim izlencesi {{MainEntry|Internal script}}<br> İçsel adim izlencesi {{MainEntry|Internal script}}<br> '''İnformal Öğrenme / Yaygın öğrenme''' {{MainEntry|[[Informal learning]]}}<br> '''İşbirliği adım izlencesi''' {{MainEntry|[[Collaboration script]]}}<br> '''İşbirliği adım izlencesi''' {{MainEntry|[[Collaboration script]]}}<br> İşbirlikli öğrenme {{MainEntry|Collaborative learning}}<br> '''K'''{{Anchor|K}}<br> Kapsamlı e-öğrenme {{MainEntry|Inclusive e-learning}}<br> Karma öğrenme {{MainEntry|Blended learning}}<br> '''Kesintisiz öğrenme ortamları''' {{MainEntry|[[Seamless learning environments]]}}<br> Kişisel öğrenme ortamı {{MainEntry|Personal learning environment}}<br> '''Kurmacılık''' {{MainEntry|[[Constructionism]]}}<br> '''M'''{{Anchor|M}}<br> Mini Dünya {{MainEntry|Microworld}}<br> '''Mobil öğrenme ''' {{MainEntry|[[Mobile learning]]}}<br> '''Ö'''{{Anchor|Ö}}<br> Ögrenici modelleme / Öğrenen modeli {{MainEntry|Learner modeling}}<br> '''Öğrenme koordinati (kılavuzu)''' {{MainEntry|[[Learning grid]]}}<br> '''Öğrenme alanı''' {{MainEntry|[[Learning space]]}}<br> Ögrenme analitigi {{MainEntry|Learning analytics}}<br> '''Öğrenme nesneleri''' {{MainEntry|[[Learning objects]]}}<br> Öğrenme ortamı {{MainEntry|Learning environment}}<br> Öğrenme parkuru/izi {{MainEntry|Learning trail}}<br> '''Öğrenme senaryosu''' {{MainEntry|[[Learning scenario]]}}<br> '''Öğrenme tasarımı''' {{MainEntry|[[Learning design]]}}<br> '''Öğrenme yönetim sistemleri''' {{MainEntry|[[Learning management systems]]}}<br> Öğrenmeye yardımcı sistem {{MainEntry|Learning companion}}<br> Öğrenmeyi destekleyen bilgisayar programlamasi {{MainEntry|Computer programming in support of learning}}<br> '''Öyküleyici öğrenme ortamları ''' {{MainEntry|[[Narrative learning environments]]}}<br> '''Öz düzenlemeli öğrenme''' {{MainEntry|[[Self-regulated learning]]}}<br> '''O'''{{Anchor|O}}<br> Otomatik tanılama {{MainEntry|Automatic diagnosis}}<br> '''Oyun tabanlı öğrenme''' {{MainEntry|[[Game-based learning]]}}<br> '''P'''{{Anchor|P}}<br> Programlanabilir ders {{MainEntry|Programmable course}}<br> Programlanabilir, bilgisayar tabanlı öğrenme ortamı {{MainEntry|Programmable computer-based learning environment}}<br> '''S'''{{Anchor|S}}<br> Sanal kampüs {{MainEntry|Virtual campus}}<br> Sanal öğrenme ortamı {{MainEntry|Virtual learning environment}}<br> Sanal pedagojik ajan {{MainEntry|Virtual pedagogical agent}}<br> Sanal üniversiteler {{MainEntry|Virtual universities}}<br> Sayısal düşünme {{MainEntry|Computational thinking}}<br> Sayısal matetik {{MainEntry|Computational mathetic}}<br> Simülasyon oyunlari {{MainEntry|Simulation games}}<br> '''Simulasyon tabanli öğrenme ortamı''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Somut/dokunulabilir öğrenme ortamı {{MainEntry|Tangible learning environment}}<br> '''Sorgulayarak öğrenme''' {{MainEntry|[[Inquiry learning]]}}<br> '''T'''{{Anchor|T}}<br> '''Tekno-mathematiksel okuryazarlık''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> Teknolojiyle Zenginleştirilmiş Öğrenme {{MainEntry|Technology Enhanced Learning}}<br> '''U'''{{Anchor|U}}<br> '''Uyarlanabilir öğrenme ortamı''' {{MainEntry|[[Adaptive learning environment]]}}<br> Uzak / çevrimiçi laboratuvarlar {{MainEntry|Remote laboratories}}<br> Uzaktan eğitim {{MainEntry|Distance learning}}<br> '''W'''{{Anchor|W}}<br> Web tabanlı konferans teknolojileri {{MainEntry|Web-lecturing technologies}}<br> '''Y'''{{Anchor|Y}}<br> Yapay öğrenme ortamı {{MainEntry|Artificial learning environment}}<br> Yaygın öğenme ortamı {{MainEntry|Pervasive learning environment}}<br> Yazarlık aracı {{MainEntry|Authoring tool}}<br> Yazarlık sistemi {{MainEntry|Authoring system}}<br> Yerpaylasim {{MainEntry|Overlay}}<br> 0 89 1193 1149 2013-03-01T12:47:15Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Vietnamese entries ''Edited by NGUYEN Chi Thanh, Department of Teachers Education, College of Education, Vietnam National University, Hanoi (VI)'' '''B - [[#C|C]] - [[#D|D]] - [[#Đ|Đ]] - [[#H|H]] - [[#K|K]] - [[#M|M]] - [[#P|P]] - [[#T|T]] - [[#V|V]]''' <br> '''B'''<br> Bảng tương tác {{MainEntry|Interactive white board}}<br> <br>'''C'''{{Anchor|C}}<br> Chẩn đoán nhận thức {{MainEntry|Cognitive diagnosis}}<br> Chẩn đoán tự động {{MainEntry|Automatic diagnosis}}<br> Chương trình hóa để trợ giúp học tập {{MainEntry|Computer programming in support of learning}}<br> Công cụ đồng hành trong học tập {{MainEntry|Learning companion}}<br> Công cụ tác giả {{MainEntry|Authoring tool}}<br> '''Công cụ tạo khả năng hành động giáo dục''' {{MainEntry|[[Educational affordance]]}}<br> '''Công cụ tạo khả năng hành động tri thức''' {{MainEntry|[[Epistemic affordance]]}}<br> Cộng đồng học tập {{MainEntry|Networked learning communities}}<br> '''Công nghệ didactic''' {{MainEntry|[[Didactical engineering]]}}<br> Công nghệ tri thức {{MainEntry|Cognitive engineering}}<br> <br>'''D'''{{Anchor|D}}<br> Dạy học có sự hỗ trợ của máy tính điện từ {{MainEntry|Computer-assisted instruction}}<br> Dạy học với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based instruction}}<br> <br>'''Đ'''{{Anchor|Đ}}<br> Đại học ảo {{MainEntry|Virtual universities}}<br> '''Đối tượng học tập''' {{MainEntry|[[Learning objects]]}}<br> <br>'''H'''{{Anchor|H}}<br> Hệ đồng hành {{MainEntry|Buddy systems}}<br> Hệ hỗ trợ thông minh {{MainEntry|scaffolding system}}<br> Hệ học tập tích hợp {{MainEntry|Integrated learning system}}<br> '''Hệ kèm cặp thông minh''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Hệ quản lí bài giảng {{MainEntry|Course management system}}<br> '''Hệ quản lí học tập''' {{MainEntry|[[Learning management systems]]}}<br> '''Hệ tác giả''' {{MainEntry|[[Authoring system]]}}<br> '''Hiện tượng dẫn theo ''' {{MainEntry|[[Embedded phenomena]]}}<br> Hình học động {{MainEntry|Dynamic geometry}}<br> Hồ sơ điện tử {{MainEntry|e-portfolio}}<br> '''Học tập bằng khám phá''' {{MainEntry|[[Inquiry learning]]}}<br> '''Học tập bằng trò chơi''' {{MainEntry|[[Game-based learning]]}}<br> '''Học tập di động / Học tập dịch chuyển''' {{MainEntry|[[Mobile learning]]}}<br> Học tập điện tử {{MainEntry|e-learning}}<br> Học tập hợp tác {{MainEntry|Collaborative learning}}<br> Học tập hợp tác với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-supported collaborative learning}}<br> Học tập kết hợp {{MainEntry|Blended learning}}<br> '''Học tập không chỉnh thức''' {{MainEntry|[[Informal learning]]}}<br> Học tập mọi nơi {{MainEntry|Ubiquitous learning}}<br> Học tập ngoại ngữ với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted language learning}}<br> Học tập phân nhiệm {{MainEntry|Distributed learning}}<br> '''Học tập trên mạng''' {{MainEntry|[[Networked learning]]}}<br> Học tập trong bối cảnh {{MainEntry|Situated learning}}<br> '''Học tập tự điều chỉnh''' {{MainEntry|[[Self-regulated learning]]}}<br> Học tập từ xa {{MainEntry|Distance learning}}<br> Học tập với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted learning}}<br> <br>'''K'''{{Anchor|K}}<br> '''Kèm cặp tri thức''' {{MainEntry|[[Cognitive tutor]]}}<br> Khóa học có thể lập trình {{MainEntry|Programmable course}}<br> Không gian đại học ảo {{MainEntry|Virtual campus}}<br> '''Không gian học tập''' {{MainEntry|[[Learning space]]}}<br> '''Khung học tập''' {{MainEntry|[[Learning grid]]}}<br> Kịch bản chi tiết bên ngoài {{MainEntry|External script}}<br> '''Kịch bản chi tiết hợp tác''' {{MainEntry|[[Collaboration script]]}}<br> Kịch bản chi tiết nội tại {{MainEntry|Internal script}}<br> '''Kịch bản học tập''' {{MainEntry|[[Learning scenario]]}}<br> Kiểm tra với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted examination}}<br> '''Kiến tạo''' {{MainEntry|[[Constructionism]]}}<br> <br>'''M'''{{Anchor|M}}<br> Mô hình hóa người học {{MainEntry|Learner modeling}}<br> Mô hình hóa nhận thức {{MainEntry|Cognitive modeling}}<br> Mô phỏng giáo dục {{MainEntry|Simulation-based learning environment}}<br> Mô phỏng trò chơi {{MainEntry|Simulation games}}<br> Môi trường học tập {{MainEntry|Networked learning environment}}<br> Môi trường học tập {{MainEntry|Learning environment}}<br> Môi trường học tập ảo {{MainEntry|Virtual learning environment}}<br> '''Môi trường học tập bằng mô phỏng''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Môi trường học tập bao quanh {{MainEntry|Ambient learning environment}}<br> Môi trường học tập cá nhân {{MainEntry|Personal learning environment}}<br> Môi trường học tập cải tiến {{MainEntry|Augmented learning environment}}<br> Môi trường học tập có thể lập trình {{MainEntry|Programmable computer-based learning}}<br> Môi trường học tập với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based learning environments}}<br> Môi trường học tập lan tỏa {{MainEntry|Pervasive learning environment}}<br> Môi trường học tập nhân tạo {{MainEntry|Artificial learning environment}}<br> Môi trường học tập phân nhiệm {{MainEntry|Distributed learning environments}}<br> '''Môi trường học tập thích nghi''' {{MainEntry|[[Adaptive learning environment]]}}<br> Môi trường học tập trực tuyến {{MainEntry|On-line learning environment}}<br> Môi trường học tập tương tác {{MainEntry|Interactive learning environment}}<br> <br>'''P'''{{Anchor|P}}<br> '''Phản hồi tri thức''' {{MainEntry|[[Epistemic feedback]]}}<br> Phần mềm dạy học {{MainEntry|Courseware}}<br> Phần mềm trò chơi – giáo dục {{MainEntry|Edutainment}}<br> Phát sinh tự động bài tập {{MainEntry|Automatic generation of exercises}}<br> Phòng thí nghiệm từ xa {{MainEntry|Remote laboratories}}<br> Phòng thí nghiệm với sự hỗ trợ của máy tính {{MainEntry|Computer-based laboratory}}<br> <br>'''T'''{{Anchor|T}}<br> Tác nhân sư phạm {{MainEntry|Pedagogical agent}}<br> Tác nhân sư phạm ảo {{MainEntry|Virtual pedagogical agent}}<br> Tác nhân sư phạm hoạt náo {{MainEntry|Animated pedagogical agent}}<br> Thí nghiệm với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based laboratory}}<br> '''Tìm kiếm dữ liệu trong giáo dục''' {{MainEntry|[[Educational data mining]]}}<br> Trò chơi mô phỏng {{MainEntry|Simulation games}}<br> <br>'''V'''{{Anchor|V}}<br> '''Vật phủ / Giám định từng phần''' {{MainEntry|[[Overlay]]}}<br> Vết học tập {{MainEntry|Learning trail}}<br> Vi thế giới {{MainEntry|Microworld}}<br> 1149 894 2013-02-26T14:59:52Z Admin 1 Protected "[[TEL Dictionary entries/vi]]" ([edit=vietnamese] (indefinite) [move=vietnamese] (indefinite)) wikitext text/x-wiki {{languages}} TEL Dictionary: Vietnamese entries ''Edited by NGUYEN Chi Thanh, Department of Teachers Education, College of Education, Vietnam National University, Hanoi (VI)'' '''B - [[#C|C]] - [[#D|D]] - [[#Đ|Đ]] - [[#H|H]] - [[#K|K]] - [[#M|M]] - [[#P|P]] - [[#T|T]] - [[#V|V]]''' <br> '''B'''<br> Bảng tương tác {{MainEntry|Interactive white board}}<br> <br>'''C'''{{Anchor|C}}<br> Chẩn đoán nhận thức {{MainEntry|Cognitive diagnosis}}<br> Chẩn đoán tự động {{MainEntry|Automatic diagnosis}}<br> Chương trình hóa để trợ giúp học tập {{MainEntry|Computer programming in support of learning}}<br> Công cụ đồng hành trong học tập {{MainEntry|Learning companion}}<br> Công cụ tác giả {{MainEntry|Authoring tool}}<br> '''Công cụ tạo khả năng hành động giáo dục''' {{MainEntry|[[Educational affordance]]}}<br> '''Công cụ tạo khả năng hành động tri thức''' {{MainEntry|[[Epistemic affordance]]}}<br> Cộng đồng học tập {{MainEntry|Networked learning communities}}<br> '''Công nghệ didactic''' {{MainEntry|[[Didactical engineering]]}}<br> Công nghệ tri thức {{MainEntry|Cognitive engineering}}<br> <br>'''D'''{{Anchor|D}}<br> Dạy học có sự hỗ trợ của máy tính điện từ {{MainEntry|Computer-assisted instruction}}<br> Dạy học với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based instruction}}<br> <br>'''Đ'''{{Anchor|Đ}}<br> Đại học ảo {{MainEntry|Virtual universities}}<br> '''Đối tượng học tập''' {{MainEntry|[[Learning objects]]}}<br> <br>'''H'''{{Anchor|H}}<br> Hệ đồng hành {{MainEntry|Buddy systems}}<br> Hệ hỗ trợ thông minh {{MainEntry|scaffolding system}}<br> Hệ học tập tích hợp {{MainEntry|Integrated learning system}}<br> '''Hệ kèm cặp thông minh''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Hệ quản lí bài giảng {{MainEntry|Course management system}}<br> '''Hệ quản lí học tập''' {{MainEntry|[[Learning management systems]]}}<br> Hệ tác giả {{MainEntry|Authoring system}}<br> '''Hiện tượng dẫn theo ''' {{MainEntry|[[Embedded phenomena]]}}<br> Hình học động {{MainEntry|Dynamic geometry}}<br> Hồ sơ điện tử {{MainEntry|e-portfolio}}<br> '''Học tập bằng khám phá''' {{MainEntry|[[Inquiry learning]]}}<br> '''Học tập bằng trò chơi''' {{MainEntry|[[Game-based learning]]}}<br> '''Học tập di động / Học tập dịch chuyển''' {{MainEntry|[[Mobile learning]]}}<br> Học tập điện tử {{MainEntry|e-learning}}<br> Học tập hợp tác {{MainEntry|Collaborative learning}}<br> Học tập hợp tác với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-supported collaborative learning}}<br> Học tập kết hợp {{MainEntry|Blended learning}}<br> '''Học tập không chỉnh thức''' {{MainEntry|[[Informal learning]]}}<br> Học tập mọi nơi {{MainEntry|Ubiquitous learning}}<br> Học tập ngoại ngữ với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted language learning}}<br> Học tập phân nhiệm {{MainEntry|Distributed learning}}<br> '''Học tập trên mạng''' {{MainEntry|[[Networked learning]]}}<br> Học tập trong bối cảnh {{MainEntry|Situated learning}}<br> '''Học tập tự điều chỉnh''' {{MainEntry|[[Self-regulated learning]]}}<br> Học tập từ xa {{MainEntry|Distance learning}}<br> Học tập với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted learning}}<br> <br>'''K'''{{Anchor|K}}<br> '''Kèm cặp tri thức''' {{MainEntry|[[Cognitive tutor]]}}<br> Khóa học có thể lập trình {{MainEntry|Programmable course}}<br> Không gian đại học ảo {{MainEntry|Virtual campus}}<br> '''Không gian học tập''' {{MainEntry|[[Learning space]]}}<br> '''Khung học tập''' {{MainEntry|[[Learning grid]]}}<br> Kịch bản chi tiết bên ngoài {{MainEntry|External script}}<br> '''Kịch bản chi tiết hợp tác''' {{MainEntry|[[Collaboration script]]}}<br> Kịch bản chi tiết nội tại {{MainEntry|Internal script}}<br> '''Kịch bản học tập''' {{MainEntry|[[Learning scenario]]}}<br> Kiểm tra với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted examination}}<br> '''Kiến tạo''' {{MainEntry|[[Constructionism]]}}<br> <br>'''M'''{{Anchor|M}}<br> Mô hình hóa người học {{MainEntry|Learner modeling}}<br> Mô hình hóa nhận thức {{MainEntry|Cognitive modeling}}<br> Mô phỏng giáo dục {{MainEntry|Simulation-based learning environment}}<br> Mô phỏng trò chơi {{MainEntry|Simulation games}}<br> Môi trường học tập {{MainEntry|Networked learning environment}}<br> Môi trường học tập {{MainEntry|Learning environment}}<br> Môi trường học tập ảo {{MainEntry|Virtual learning environment}}<br> '''Môi trường học tập bằng mô phỏng''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Môi trường học tập bao quanh {{MainEntry|Ambient learning environment}}<br> Môi trường học tập cá nhân {{MainEntry|Personal learning environment}}<br> Môi trường học tập cải tiến {{MainEntry|Augmented learning environment}}<br> Môi trường học tập có thể lập trình {{MainEntry|Programmable computer-based learning}}<br> Môi trường học tập với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based learning environments}}<br> Môi trường học tập lan tỏa {{MainEntry|Pervasive learning environment}}<br> Môi trường học tập nhân tạo {{MainEntry|Artificial learning environment}}<br> Môi trường học tập phân nhiệm {{MainEntry|Distributed learning environments}}<br> '''Môi trường học tập thích nghi''' {{MainEntry|[[Adaptive learning environment]]}}<br> Môi trường học tập trực tuyến {{MainEntry|On-line learning environment}}<br> Môi trường học tập tương tác {{MainEntry|Interactive learning environment}}<br> <br>'''P'''{{Anchor|P}}<br> '''Phản hồi tri thức''' {{MainEntry|[[Epistemic feedback]]}}<br> Phần mềm dạy học {{MainEntry|Courseware}}<br> Phần mềm trò chơi – giáo dục {{MainEntry|Edutainment}}<br> Phát sinh tự động bài tập {{MainEntry|Automatic generation of exercises}}<br> Phòng thí nghiệm từ xa {{MainEntry|Remote laboratories}}<br> Phòng thí nghiệm với sự hỗ trợ của máy tính {{MainEntry|Computer-based laboratory}}<br> <br>'''T'''{{Anchor|T}}<br> Tác nhân sư phạm {{MainEntry|Pedagogical agent}}<br> Tác nhân sư phạm ảo {{MainEntry|Virtual pedagogical agent}}<br> Tác nhân sư phạm hoạt náo {{MainEntry|Animated pedagogical agent}}<br> Thí nghiệm với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based laboratory}}<br> '''Tìm kiếm dữ liệu trong giáo dục''' {{MainEntry|[[Educational data mining]]}}<br> Trò chơi mô phỏng {{MainEntry|Simulation games}}<br> <br>'''V'''{{Anchor|V}}<br> '''Vật phủ / Giám định từng phần''' {{MainEntry|[[Overlay]]}}<br> Vết học tập {{MainEntry|Learning trail}}<br> Vi thế giới {{MainEntry|Microworld}}<br> 894 857 2012-05-24T08:53:18Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Vietnamese entries ''Edited by NGUYEN Chi Thanh, Department of Teachers Education, College of Education, Vietnam National University, Hanoi (VI)'' '''B - [[#C|C]] - [[#D|D]] - [[#Đ|Đ]] - [[#H|H]] - [[#K|K]] - [[#M|M]] - [[#P|P]] - [[#T|T]] - [[#V|V]]''' <br> '''B'''<br> Bảng tương tác {{MainEntry|Interactive white board}}<br> <br>'''C'''{{Anchor|C}}<br> Chẩn đoán nhận thức {{MainEntry|Cognitive diagnosis}}<br> Chẩn đoán tự động {{MainEntry|Automatic diagnosis}}<br> Chương trình hóa để trợ giúp học tập {{MainEntry|Computer programming in support of learning}}<br> Công cụ đồng hành trong học tập {{MainEntry|Learning companion}}<br> Công cụ tác giả {{MainEntry|Authoring tool}}<br> '''Công cụ tạo khả năng hành động giáo dục''' {{MainEntry|[[Educational affordance]]}}<br> '''Công cụ tạo khả năng hành động tri thức''' {{MainEntry|[[Epistemic affordance]]}}<br> Cộng đồng học tập {{MainEntry|Networked learning communities}}<br> '''Công nghệ didactic''' {{MainEntry|[[Didactical engineering]]}}<br> Công nghệ tri thức {{MainEntry|Cognitive engineering}}<br> <br>'''D'''{{Anchor|D}}<br> Dạy học có sự hỗ trợ của máy tính điện từ {{MainEntry|Computer-assisted instruction}}<br> Dạy học với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based instruction}}<br> <br>'''Đ'''{{Anchor|Đ}}<br> Đại học ảo {{MainEntry|Virtual universities}}<br> '''Đối tượng học tập''' {{MainEntry|[[Learning objects]]}}<br> <br>'''H'''{{Anchor|H}}<br> Hệ đồng hành {{MainEntry|Buddy systems}}<br> Hệ hỗ trợ thông minh {{MainEntry|scaffolding system}}<br> Hệ học tập tích hợp {{MainEntry|Integrated learning system}}<br> '''Hệ kèm cặp thông minh''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Hệ quản lí bài giảng {{MainEntry|Course management system}}<br> '''Hệ quản lí học tập''' {{MainEntry|[[Learning management systems]]}}<br> Hệ tác giả {{MainEntry|Authoring system}}<br> '''Hiện tượng dẫn theo ''' {{MainEntry|[[Embedded phenomena]]}}<br> Hình học động {{MainEntry|Dynamic geometry}}<br> Hồ sơ điện tử {{MainEntry|e-portfolio}}<br> '''Học tập bằng khám phá''' {{MainEntry|[[Inquiry learning]]}}<br> '''Học tập bằng trò chơi''' {{MainEntry|[[Game-based learning]]}}<br> '''Học tập di động / Học tập dịch chuyển''' {{MainEntry|[[Mobile learning]]}}<br> Học tập điện tử {{MainEntry|e-learning}}<br> Học tập hợp tác {{MainEntry|Collaborative learning}}<br> Học tập hợp tác với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-supported collaborative learning}}<br> Học tập kết hợp {{MainEntry|Blended learning}}<br> '''Học tập không chỉnh thức''' {{MainEntry|[[Informal learning]]}}<br> Học tập mọi nơi {{MainEntry|Ubiquitous learning}}<br> Học tập ngoại ngữ với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted language learning}}<br> Học tập phân nhiệm {{MainEntry|Distributed learning}}<br> '''Học tập trên mạng''' {{MainEntry|[[Networked learning]]}}<br> Học tập trong bối cảnh {{MainEntry|Situated learning}}<br> '''Học tập tự điều chỉnh''' {{MainEntry|[[Self-regulated learning]]}}<br> Học tập từ xa {{MainEntry|Distance learning}}<br> Học tập với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted learning}}<br> <br>'''K'''{{Anchor|K}}<br> '''Kèm cặp tri thức''' {{MainEntry|[[Cognitive tutor]]}}<br> Khóa học có thể lập trình {{MainEntry|Programmable course}}<br> Không gian đại học ảo {{MainEntry|Virtual campus}}<br> '''Không gian học tập''' {{MainEntry|[[Learning space]]}}<br> '''Khung học tập''' {{MainEntry|[[Learning grid]]}}<br> Kịch bản chi tiết bên ngoài {{MainEntry|External script}}<br> '''Kịch bản chi tiết hợp tác''' {{MainEntry|[[Collaboration script]]}}<br> Kịch bản chi tiết nội tại {{MainEntry|Internal script}}<br> '''Kịch bản học tập''' {{MainEntry|[[Learning scenario]]}}<br> Kiểm tra với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted examination}}<br> '''Kiến tạo''' {{MainEntry|[[Constructionism]]}}<br> <br>'''M'''{{Anchor|M}}<br> Mô hình hóa người học {{MainEntry|Learner modeling}}<br> Mô hình hóa nhận thức {{MainEntry|Cognitive modeling}}<br> Mô phỏng giáo dục {{MainEntry|Simulation-based learning environment}}<br> Mô phỏng trò chơi {{MainEntry|Simulation games}}<br> Môi trường học tập {{MainEntry|Networked learning environment}}<br> Môi trường học tập {{MainEntry|Learning environment}}<br> Môi trường học tập ảo {{MainEntry|Virtual learning environment}}<br> '''Môi trường học tập bằng mô phỏng''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Môi trường học tập bao quanh {{MainEntry|Ambient learning environment}}<br> Môi trường học tập cá nhân {{MainEntry|Personal learning environment}}<br> Môi trường học tập cải tiến {{MainEntry|Augmented learning environment}}<br> Môi trường học tập có thể lập trình {{MainEntry|Programmable computer-based learning}}<br> Môi trường học tập với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based learning environments}}<br> Môi trường học tập lan tỏa {{MainEntry|Pervasive learning environment}}<br> Môi trường học tập nhân tạo {{MainEntry|Artificial learning environment}}<br> Môi trường học tập phân nhiệm {{MainEntry|Distributed learning environments}}<br> '''Môi trường học tập thích nghi''' {{MainEntry|[[Adaptive learning environment]]}}<br> Môi trường học tập trực tuyến {{MainEntry|On-line learning environment}}<br> Môi trường học tập tương tác {{MainEntry|Interactive learning environment}}<br> <br>'''P'''{{Anchor|P}}<br> '''Phản hồi tri thức''' {{MainEntry|[[Epistemic feedback]]}}<br> Phần mềm dạy học {{MainEntry|Courseware}}<br> Phần mềm trò chơi – giáo dục {{MainEntry|Edutainment}}<br> Phát sinh tự động bài tập {{MainEntry|Automatic generation of exercises}}<br> Phòng thí nghiệm từ xa {{MainEntry|Remote laboratories}}<br> Phòng thí nghiệm với sự hỗ trợ của máy tính {{MainEntry|Computer-based laboratory}}<br> <br>'''T'''{{Anchor|T}}<br> Tác nhân sư phạm {{MainEntry|Pedagogical agent}}<br> Tác nhân sư phạm ảo {{MainEntry|Virtual pedagogical agent}}<br> Tác nhân sư phạm hoạt náo {{MainEntry|Animated pedagogical agent}}<br> Thí nghiệm với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based laboratory}}<br> '''Tìm kiếm dữ liệu trong giáo dục''' {{MainEntry|[[Educational data mining]]}}<br> Trò chơi mô phỏng {{MainEntry|Simulation games}}<br> <br>'''V'''{{Anchor|V}}<br> '''Vật phủ / Giám định từng phần''' {{MainEntry|[[Overlay]]}}<br> Vết học tập {{MainEntry|Learning trail}}<br> Vi thế giới {{MainEntry|Microworld}}<br> 857 734 2012-05-04T09:17:48Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Vietnamese entries ''Edited by NGUYEN Chi Thanh, Department of Teachers Education, College of Education, Vietnam National University, Hanoi (VI)'' '''B - [[#C|C]] - [[#D|D]] - [[#Đ|Đ]] - [[#H|H]] - [[#K|K]] - [[#M|M]] - [[#P|P]] - [[#T|T]] - [[#V|V]]''' <br> '''B'''<br> Bảng tương tác {{MainEntry|Interactive white board}}<br> <br>'''C'''{{Anchor|C}}<br> Chẩn đoán nhận thức {{MainEntry|Cognitive diagnosis}}<br> Chẩn đoán tự động {{MainEntry|Automatic diagnosis}}<br> Chương trình hóa để trợ giúp học tập {{MainEntry|Computer programming in support of learning}}<br> Công cụ đồng hành trong học tập {{MainEntry|Learning companion}}<br> Công cụ tác giả {{MainEntry|Authoring tool}}<br> '''Công cụ tạo khả năng hành động giáo dục''' {{MainEntry|[[Educational affordance]]}}<br> '''Công cụ tạo khả năng hành động tri thức''' {{MainEntry|[[Epistemic affordance]]}}<br> Cộng đồng học tập {{MainEntry|Networked learning communities}}<br> '''Công nghệ didactic''' {{MainEntry|[[Didactical engineering]]}}<br> Công nghệ tri thức {{MainEntry|Cognitive engineering}}<br> <br>'''D'''{{Anchor|D}}<br> Dạy học có sự hỗ trợ của máy tính điện từ {{MainEntry|Computer-assisted instruction}}<br> Dạy học với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based instruction}}<br> <br>'''Đ'''{{Anchor|Đ}}<br> Đại học ảo {{MainEntry|Virtual universities}}<br> '''Đối tượng học tập''' {{MainEntry|[[Learning objects]]}}<br> <br>'''H'''{{Anchor|H}}<br> Hệ đồng hành {{MainEntry|Buddy systems}}<br> Hệ hỗ trợ thông minh {{MainEntry|scaffolding system}}<br> Hệ học tập tích hợp {{MainEntry|Integrated learning system}}<br> '''Hệ kèm cặp thông minh''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Hệ quản lí bài giảng {{MainEntry|Course management system}}<br> '''Hệ quản lí học tập''' {{MainEntry|[[Learning management systems]]}}<br> Hệ tác giả {{MainEntry|Authoring system}}<br> '''Hiện tượng dẫn theo ''' {{MainEntry|[[Embedded phenomena]]}}<br> Hình học động {{MainEntry|Dynamic geometry}}<br> Hồ sơ điện tử {{MainEntry|e-portfolio}}<br> '''Học tập bằng khám phá''' {{MainEntry|[[Inquiry learning]]}}<br> '''Học tập bằng trò chơi''' {{MainEntry|[[Game-based learning]]}}<br> '''Học tập di động / Học tập dịch chuyển''' {{MainEntry|[[Mobile learning]]}}<br> Học tập điện tử {{MainEntry|e-learning}}<br> Học tập hợp tác {{MainEntry|Collaborative learning}}<br> Học tập hợp tác với 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{{MainEntry|[[Learning space]]}}<br> '''Khung học tập''' {{MainEntry|[[Learning grid]]}}<br> Kịch bản chi tiết bên ngoài {{MainEntry|External script}}<br> '''Kịch bản chi tiết hợp tác''' {{MainEntry|[[Collaboration script]]}}<br> Kịch bản chi tiết nội tại {{MainEntry|Internal script}}<br> '''Kịch bản học tập''' {{MainEntry|[[Learning scenario]]}}<br> Kiểm tra với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted examination}}<br> '''Kiến tạo''' {{MainEntry|[[Constructionism]]}}<br> <br>'''M'''{{Anchor|M}}<br> Mô hình hóa người học {{MainEntry|Learner modeling}}<br> Mô hình hóa nhận thức {{MainEntry|Cognitive modeling}}<br> Mô phỏng giáo dục {{MainEntry|Simulation-based learning environment}}<br> Mô phỏng trò chơi {{MainEntry|Simulation games}}<br> Môi trường học tập {{MainEntry|Networked learning environment}}<br> Môi trường học tập {{MainEntry|Learning environment}}<br> Môi trường học tập ảo {{MainEntry|Virtual learning environment}}<br> '''Môi trường học tập bằng mô phỏng''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Môi trường học tập bao quanh {{MainEntry|Ambient learning environment}}<br> Môi trường học tập cá nhân {{MainEntry|Personal learning environment}}<br> Môi trường học tập cải tiến {{MainEntry|Augmented learning environment}}<br> Môi trường học tập có thể lập trình {{MainEntry|Programmable computer-based learning}}<br> Môi trường học tập với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based learning environments}}<br> Môi trường học tập lan tỏa {{MainEntry|Pervasive learning environment}}<br> Môi trường học tập nhân tạo {{MainEntry|Artificial learning environment}}<br> Môi trường học tập phân nhiệm {{MainEntry|Distributed learning environments}}<br> '''Môi trường học tập thích nghi''' {{MainEntry|[[Adaptive learning environment]]}}<br> Môi trường học tập trực tuyến {{MainEntry|On-line learning environment}}<br> Môi trường học tập tương tác {{MainEntry|Interactive learning environment}}<br> <br>'''P'''{{Anchor|P}}<br> '''Phản hồi tri thức''' {{MainEntry|[[Epistemic feedback]]}}<br> Phần mềm dạy học {{MainEntry|Courseware}}<br> Phần mềm trò chơi – giáo dục {{MainEntry|Edutainment}}<br> Phát sinh tự động bài tập {{MainEntry|Automatic generation of exercises}}<br> Phòng thí nghiệm từ xa {{MainEntry|Remote laboratories}}<br> Phòng thí nghiệm với sự hỗ trợ của máy tính {{MainEntry|Computer-based laboratory}}<br> <br>'''T'''{{Anchor|T}}<br> Tác nhân sư phạm {{MainEntry|Pedagogical agent}}<br> Tác nhân sư phạm ảo {{MainEntry|Virtual pedagogical agent}}<br> Tác nhân sư phạm hoạt náo {{MainEntry|Animated pedagogical agent}}<br> Thí nghiệm với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based laboratory}}<br> Tìm kiếm dữ liệu trong giáo dục {{MainEntry|Educational data mining}}<br> Trò chơi mô phỏng {{MainEntry|Simulation games}}<br> <br>'''V'''{{Anchor|V}}<br> '''Vật phủ / Giám định từng phần''' {{MainEntry|[[Overlay]]}}<br> Vết học tập {{MainEntry|Learning trail}}<br> Vi thế giới {{MainEntry|Microworld}}<br> 734 716 2012-02-10T09:52:32Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Vietnamese entries ''Edited by NGUYEN Chi Thanh, Department of Teachers Education, College of Education, Vietnam National University, Hanoi (VI)'' '''B - [[#C|C]] - [[#D|D]] - [[#Đ|Đ]] - [[#H|H]] - [[#K|K]] - [[#M|M]] - [[#P|P]] - [[#T|T]] - [[#V|V]]''' <br> '''B'''<br> Bảng tương tác {{MainEntry|Interactive white board}}<br> <br>'''C'''{{Anchor|C}}<br> Chẩn đoán nhận thức {{MainEntry|Cognitive diagnosis}}<br> Chẩn đoán tự động {{MainEntry|Automatic diagnosis}}<br> Chương trình hóa để trợ giúp học tập {{MainEntry|Computer programming in support of learning}}<br> Công cụ đồng hành trong học tập {{MainEntry|Learning companion}}<br> Công cụ tác giả {{MainEntry|Authoring tool}}<br> '''Công cụ tạo khả năng hành động giáo dục''' {{MainEntry|[[Educational affordance]]}}<br> '''Công cụ tạo khả năng hành động tri thức''' {{MainEntry|[[Epistemic affordance]]}}<br> Cộng đồng học tập {{MainEntry|Networked learning communities}}<br> '''Công nghệ didactic''' {{MainEntry|[[Didactical engineering]]}}<br> Công nghệ tri thức {{MainEntry|Cognitive engineering}}<br> <br>'''D'''{{Anchor|D}}<br> Dạy học có sự hỗ trợ của máy tính điện từ {{MainEntry|Computer-assisted instruction}}<br> Dạy học với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based instruction}}<br> <br>'''Đ'''{{Anchor|Đ}}<br> Đại học ảo {{MainEntry|Virtual universities}}<br> '''Đối tượng học tập''' {{MainEntry|[[Learning objects]]}}<br> <br>'''H'''{{Anchor|H}}<br> Hệ đồng hành {{MainEntry|Buddy systems}}<br> Hệ hỗ trợ thông minh {{MainEntry|scaffolding system}}<br> Hệ học tập tích hợp {{MainEntry|Integrated learning system}}<br> '''Hệ kèm cặp thông minh''' {{MainEntry|[[Intelligent tutoring system]]}}<br> Hệ quản lí bài giảng {{MainEntry|Course management system}}<br> '''Hệ quản lí học tập''' {{MainEntry|[[Learning management systems]]}}<br> Hệ tác giả {{MainEntry|Authoring system}}<br> '''Hiện tượng dẫn theo ''' {{MainEntry|[[Embedded phenomena]]}}<br> Hình học động {{MainEntry|Dynamic geometry}}<br> Hồ sơ điện tử {{MainEntry|e-portfolio}}<br> '''Học tập bằng khám phá''' {{MainEntry|[[Inquiry learning]]}}<br> '''Học tập bằng trò chơi''' {{MainEntry|[[Game-based learning]]}}<br> '''Học tập di động / Học tập dịch chuyển''' {{MainEntry|[[Mobile learning]]}}<br> Học tập điện tử {{MainEntry|e-learning}}<br> Học tập hợp tác {{MainEntry|Collaborative learning}}<br> Học tập hợp tác với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-supported collaborative learning}}<br> Học tập kết hợp {{MainEntry|Blended learning}}<br> '''Học tập không chỉnh thức''' {{MainEntry|[[Informal learning]]}}<br> Học tập mọi nơi {{MainEntry|Ubiquitous learning}}<br> Học tập ngoại ngữ với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted language learning}}<br> Học tập phân nhiệm {{MainEntry|Distributed learning}}<br> '''Học tập trên mạng''' {{MainEntry|[[Networked learning]]}}<br> Học tập trong bối cảnh {{MainEntry|Situated learning}}<br> '''Học tập tự điều chỉnh''' {{MainEntry|[[Self-regulated learning]]}}<br> Học tập từ xa {{MainEntry|Distance learning}}<br> Học tập với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted learning}}<br> <br>'''K'''{{Anchor|K}}<br> '''Kèm cặp tri thức''' {{MainEntry|[[Cognitive tutor]]}}<br> Khóa học có thể lập trình {{MainEntry|Programmable course}}<br> Không gian đại học ảo {{MainEntry|Virtual campus}}<br> '''Không gian học tập''' {{MainEntry|[[Learning space]]}}<br> '''Khung học tập''' {{MainEntry|[[Learning grid]]}}<br> Kịch bản chi tiết bên ngoài {{MainEntry|External script}}<br> '''Kịch bản chi tiết hợp tác''' {{MainEntry|[[Collaboration script]]}}<br> Kịch bản chi tiết nội tại {{MainEntry|Internal script}}<br> '''Kịch bản học tập''' {{MainEntry|[[Learning scenario]]}}<br> Kiểm tra với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted examination}}<br> '''Kiến tạo''' {{MainEntry|[[Constructionism]]}}<br> <br>'''M'''{{Anchor|M}}<br> Mô hình hóa người học {{MainEntry|Learner modeling}}<br> Mô hình hóa nhận thức {{MainEntry|Cognitive modeling}}<br> Mô phỏng giáo dục {{MainEntry|Simulation-based learning environment}}<br> Mô phỏng trò chơi {{MainEntry|Simulation games}}<br> Môi trường học tập {{MainEntry|Networked learning environment}}<br> Môi trường học tập {{MainEntry|Learning environment}}<br> Môi trường học tập ảo {{MainEntry|Virtual learning environment}}<br> '''Môi trường học tập bằng mô phỏng''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Môi trường học tập bao quanh {{MainEntry|Ambient learning environment}}<br> Môi trường học tập cá nhân {{MainEntry|Personal learning environment}}<br> Môi trường học tập cải tiến {{MainEntry|Augmented learning environment}}<br> Môi trường học tập có thể lập trình {{MainEntry|Programmable computer-based learning}}<br> Môi trường học tập với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based learning environments}}<br> Môi trường học tập lan tỏa {{MainEntry|Pervasive learning environment}}<br> Môi trường học tập nhân tạo {{MainEntry|Artificial learning environment}}<br> Môi trường học tập phân nhiệm {{MainEntry|Distributed learning environments}}<br> Môi trường học tập thích nghi {{MainEntry|Adaptive learning environment}}<br> Môi trường học tập trực tuyến {{MainEntry|On-line learning environment}}<br> Môi trường học tập tương tác {{MainEntry|Interactive learning environment}}<br> <br>'''P'''{{Anchor|P}}<br> '''Phản hồi tri thức''' {{MainEntry|[[Epistemic feedback]]}}<br> Phần mềm dạy học {{MainEntry|Courseware}}<br> Phần mềm trò chơi – giáo dục {{MainEntry|Edutainment}}<br> Phát sinh tự động bài tập {{MainEntry|Automatic generation of exercises}}<br> Phòng thí nghiệm từ xa {{MainEntry|Remote laboratories}}<br> Phòng thí nghiệm với sự hỗ trợ của máy tính {{MainEntry|Computer-based laboratory}}<br> <br>'''T'''{{Anchor|T}}<br> Tác nhân sư phạm {{MainEntry|Pedagogical agent}}<br> Tác nhân sư phạm ảo {{MainEntry|Virtual pedagogical agent}}<br> Tác nhân sư phạm hoạt náo {{MainEntry|Animated pedagogical agent}}<br> Thí nghiệm với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based laboratory}}<br> Tìm kiếm dữ liệu trong giáo dục {{MainEntry|Educational data mining}}<br> Trò chơi mô phỏng {{MainEntry|Simulation games}}<br> <br>'''V'''{{Anchor|V}}<br> '''Vật phủ / Giám định từng phần''' {{MainEntry|[[Overlay]]}}<br> Vết học tập {{MainEntry|Learning trail}}<br> Vi thế giới {{MainEntry|Microworld}}<br> 716 663 2012-02-09T10:03:46Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Vietnamese entries ''Edited by NGUYEN Chi Thanh, Department of Teachers Education, College of Education, Vietnam National University, Hanoi (VI)'' '''B - [[#C|C]] - [[#D|D]] - [[#Đ|Đ]] - [[#H|H]] - [[#K|K]] - [[#M|M]] - [[#P|P]] - [[#T|T]] - [[#V|V]]''' <br> '''B'''<br> Bảng tương tác {{MainEntry|Interactive white board}}<br> <br>'''C'''{{Anchor|C}}<br> Chẩn đoán nhận thức {{MainEntry|Cognitive diagnosis}}<br> Chẩn đoán tự động {{MainEntry|Automatic diagnosis}}<br> Chương trình hóa để trợ giúp học tập {{MainEntry|Computer programming in support of learning}}<br> Công cụ đồng hành trong học tập {{MainEntry|Learning companion}}<br> Công cụ tác giả {{MainEntry|Authoring tool}}<br> '''Công cụ tạo khả năng hành động giáo dục''' {{MainEntry|[[Educational affordance]]}}<br> '''Công cụ tạo khả năng hành động tri thức''' {{MainEntry|[[Epistemic affordance]]}}<br> Cộng đồng học tập {{MainEntry|Networked learning communities}}<br> '''Công nghệ didactic''' {{MainEntry|[[Didactical engineering]]}}<br> Công nghệ tri thức {{MainEntry|Cognitive engineering}}<br> <br>'''D'''{{Anchor|D}}<br> Dạy học có sự hỗ trợ của máy tính điện từ {{MainEntry|Computer-assisted instruction}}<br> Dạy học với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based instruction}}<br> <br>'''Đ'''{{Anchor|Đ}}<br> Đại học ảo {{MainEntry|Virtual universities}}<br> '''Đối tượng học tập''' {{MainEntry|[[Learning objects]]}}<br> <br>'''H'''{{Anchor|H}}<br> Hệ đồng hành {{MainEntry|Buddy systems}}<br> Hệ hỗ trợ thông minh {{MainEntry|scaffolding system}}<br> Hệ học tập tích hợp {{MainEntry|Integrated learning system}}<br> Hệ kèm cặp thông minh {{MainEntry|Intelligent tutoring system}}<br> Hệ quản lí bài giảng {{MainEntry|Course management system}}<br> '''Hệ quản lí học tập''' {{MainEntry|[[Learning management systems]]}}<br> Hệ tác giả {{MainEntry|Authoring system}}<br> '''Hiện tượng dẫn theo ''' {{MainEntry|[[Embedded phenomena]]}}<br> Hình học động {{MainEntry|Dynamic geometry}}<br> Hồ sơ điện tử {{MainEntry|e-portfolio}}<br> '''Học tập bằng khám phá''' {{MainEntry|[[Inquiry learning]]}}<br> '''Học tập bằng trò chơi''' {{MainEntry|[[Game-based learning]]}}<br> '''Học tập di động / Học tập dịch chuyển''' {{MainEntry|[[Mobile learning]]}}<br> Học tập điện tử {{MainEntry|e-learning}}<br> Học tập hợp tác {{MainEntry|Collaborative 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campus}}<br> '''Không gian học tập''' {{MainEntry|[[Learning space]]}}<br> '''Khung học tập''' {{MainEntry|[[Learning grid]]}}<br> Kịch bản chi tiết bên ngoài {{MainEntry|External script}}<br> '''Kịch bản chi tiết hợp tác''' {{MainEntry|[[Collaboration script]]}}<br> Kịch bản chi tiết nội tại {{MainEntry|Internal script}}<br> '''Kịch bản học tập''' {{MainEntry|[[Learning scenario]]}}<br> Kiểm tra với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted examination}}<br> '''Kiến tạo''' {{MainEntry|[[Constructionism]]}}<br> <br>'''M'''{{Anchor|M}}<br> Mô hình hóa người học {{MainEntry|Learner modeling}}<br> Mô hình hóa nhận thức {{MainEntry|Cognitive modeling}}<br> Mô phỏng giáo dục {{MainEntry|Simulation-based learning environment}}<br> Mô phỏng trò chơi {{MainEntry|Simulation games}}<br> Môi trường học tập {{MainEntry|Networked learning environment}}<br> Môi trường học tập {{MainEntry|Learning environment}}<br> Môi trường học tập ảo {{MainEntry|Virtual learning environment}}<br> '''Môi trường học tập bằng mô phỏng''' {{MainEntry|[[Simulation-based learning environment]]}}<br> Môi trường học tập bao quanh {{MainEntry|Ambient learning environment}}<br> Môi trường học tập cá nhân {{MainEntry|Personal learning environment}}<br> Môi trường học tập cải tiến {{MainEntry|Augmented learning environment}}<br> Môi trường học tập có thể lập trình {{MainEntry|Programmable computer-based learning}}<br> Môi trường học tập với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based learning environments}}<br> Môi trường học tập lan tỏa {{MainEntry|Pervasive learning environment}}<br> Môi trường học tập nhân tạo {{MainEntry|Artificial learning environment}}<br> Môi trường học tập phân nhiệm {{MainEntry|Distributed learning environments}}<br> Môi trường học tập thích nghi {{MainEntry|Adaptive learning environment}}<br> Môi trường học tập trực tuyến {{MainEntry|On-line learning environment}}<br> Môi trường học tập tương tác {{MainEntry|Interactive learning environment}}<br> <br>'''P'''{{Anchor|P}}<br> '''Phản hồi tri thức''' {{MainEntry|[[Epistemic feedback]]}}<br> Phần mềm dạy học {{MainEntry|Courseware}}<br> Phần mềm trò chơi – giáo dục {{MainEntry|Edutainment}}<br> Phát sinh tự động bài tập {{MainEntry|Automatic generation of exercises}}<br> Phòng thí nghiệm từ xa {{MainEntry|Remote laboratories}}<br> Phòng thí nghiệm với sự hỗ trợ của máy tính {{MainEntry|Computer-based laboratory}}<br> <br>'''T'''{{Anchor|T}}<br> Tác nhân sư phạm {{MainEntry|Pedagogical agent}}<br> Tác nhân sư phạm ảo {{MainEntry|Virtual pedagogical agent}}<br> Tác nhân sư phạm hoạt náo {{MainEntry|Animated pedagogical agent}}<br> Thí nghiệm với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based laboratory}}<br> Tìm kiếm dữ liệu trong giáo dục {{MainEntry|Educational data mining}}<br> Trò chơi mô phỏng {{MainEntry|Simulation games}}<br> <br>'''V'''{{Anchor|V}}<br> '''Vật phủ / Giám định từng phần''' {{MainEntry|[[Overlay]]}}<br> Vết học tập {{MainEntry|Learning trail}}<br> Vi thế giới {{MainEntry|Microworld}}<br> 663 662 2012-01-29T14:04:23Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Vietnamese entries ''Edited by NGUYEN Chi Thanh, Department of Teachers Education, College of Education, Vietnam National University, Hanoi (VI)'' '''B - [[#C|C]] - [[#D|D]] - [[#Đ|Đ]] - [[#H|H]] - [[#K|K]] - [[#M|M]] - [[#P|P]] - [[#T|T]] - [[#V|V]]''' <br> '''B'''<br> Bảng tương tác {{MainEntry|Interactive white board}}<br> <br>'''C'''{{Anchor|C}}<br> Chẩn đoán nhận thức {{MainEntry|Cognitive diagnosis}}<br> Chẩn đoán tự động {{MainEntry|Automatic diagnosis}}<br> Chương trình hóa để trợ giúp học tập {{MainEntry|Computer programming in support of learning}}<br> Công cụ đồng hành trong học tập {{MainEntry|Learning companion}}<br> Công cụ tác giả {{MainEntry|Authoring tool}}<br> '''Công cụ tạo khả năng hành động giáo dục''' {{MainEntry|[[Educational affordance]]}}<br> '''Công cụ tạo khả năng hành động tri thức''' {{MainEntry|[[Epistemic affordance]]}}<br> Cộng đồng học tập {{MainEntry|Networked learning communities}}<br> '''Công nghệ didactic''' {{MainEntry|[[Didactical engineering]]}}<br> Công nghệ tri thức {{MainEntry|Cognitive engineering}}<br> <br>'''D'''{{Anchor|D}}<br> Dạy học có sự hỗ trợ của máy tính điện từ {{MainEntry|Computer-assisted instruction}}<br> Dạy học với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based instruction}}<br> <br>'''Đ'''{{Anchor|Đ}}<br> Đại học ảo {{MainEntry|Virtual universities}}<br> '''Đối tượng học tập''' {{MainEntry|[[Learning objects]]}}<br> <br>'''H'''{{Anchor|H}}<br> Hệ đồng hành {{MainEntry|Buddy systems}}<br> Hệ hỗ trợ thông minh {{MainEntry|scaffolding system}}<br> Hệ học tập tích hợp {{MainEntry|Integrated learning system}}<br> Hệ kèm cặp thông minh {{MainEntry|Intelligent tutoring system}}<br> Hệ quản lí bài giảng {{MainEntry|Course management system}}<br> '''Hệ quản lí học tập''' {{MainEntry|[[Learning management systems]]}}<br> Hệ tác giả {{MainEntry|Authoring system}}<br> '''Hiện tượng dẫn theo ''' {{MainEntry|[[Embedded phenomena]]}}<br> Hình học động {{MainEntry|Dynamic geometry}}<br> Hồ sơ điện tử {{MainEntry|e-portfolio}}<br> '''Học tập bằng khám phá''' {{MainEntry|[[Inquiry learning]]}}<br> '''Học tập bằng trò chơi''' {{MainEntry|[[Game-based learning]]}}<br> '''Học tập di động / Học tập dịch chuyển''' {{MainEntry|[[Mobile learning]]}}<br> Học tập điện tử {{MainEntry|e-learning}}<br> Học tập hợp tác {{MainEntry|Collaborative learning}}<br> Học tập hợp tác với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-supported collaborative learning}}<br> Học tập kết hợp {{MainEntry|Blended learning}}<br> '''Học tập không chỉnh thức''' {{MainEntry|[[Informal learning]]}}<br> Học tập mọi nơi {{MainEntry|Ubiquitous learning}}<br> Học tập ngoại ngữ với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted language learning}}<br> Học tập phân nhiệm {{MainEntry|Distributed learning}}<br> '''Học tập trên mạng''' {{MainEntry|[[Networked learning]]}}<br> Học tập trong bối cảnh {{MainEntry|Situated learning}}<br> '''Học tập tự điều chỉnh''' {{MainEntry|[[Self-regulated learning]]}}<br> Học tập từ xa {{MainEntry|Distance learning}}<br> Học tập với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted learning}}<br> <br>'''K'''{{Anchor|K}}<br> '''Kèm cặp tri thức''' {{MainEntry|[[Cognitive tutor]]}}<br> Khóa học có thể lập trình {{MainEntry|Programmable course}}<br> Không gian đại học ảo {{MainEntry|Virtual campus}}<br> '''Không gian học tập''' {{MainEntry|[[Learning space]]}}<br> '''Khung học tập''' {{MainEntry|[[Learning grid]]}}<br> Kịch bản chi tiết bên ngoài {{MainEntry|External script}}<br> '''Kịch bản chi tiết hợp tác''' {{MainEntry|[[Collaboration script]]}}<br> Kịch bản chi tiết nội tại {{MainEntry|Internal script}}<br> '''Kịch bản học tập''' {{MainEntry|[[Learning scenario]]}}<br> Kiểm tra với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted examination}}<br> '''Kiến tạo''' {{MainEntry|[[Constructionism]]}}<br> <br>'''M'''{{Anchor|M}}<br> Mô hình hóa người học {{MainEntry|Learner modeling}}<br> Mô hình hóa nhận thức {{MainEntry|Cognitive modeling}}<br> Mô phỏng giáo dục {{MainEntry|Simulation-based learning environment}}<br> Mô phỏng trò chơi {{MainEntry|Simulation games}}<br> Môi trường học tập {{MainEntry|Networked learning environment}}<br> Môi trường học tập {{MainEntry|Learning environment}}<br> Môi trường học tập ảo {{MainEntry|Virtual learning environment}}<br> Môi trường học tập bằng mô phỏng {{MainEntry|Simulation-based learning environment}}<br> Môi trường học tập bao quanh {{MainEntry|Ambient learning environment}}<br> Môi trường học tập cá nhân {{MainEntry|Personal learning environment}}<br> Môi trường học tập cải tiến {{MainEntry|Augmented learning environment}}<br> Môi trường học tập có thể lập trình {{MainEntry|Programmable computer-based learning}}<br> Môi trường học tập với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based learning environments}}<br> Môi trường học tập lan tỏa {{MainEntry|Pervasive learning environment}}<br> Môi trường học tập nhân tạo {{MainEntry|Artificial learning environment}}<br> Môi trường học tập phân nhiệm {{MainEntry|Distributed learning environments}}<br> Môi trường học tập thích nghi {{MainEntry|Adaptive learning environment}}<br> Môi trường học tập trực tuyến {{MainEntry|On-line learning environment}}<br> Môi trường học tập tương tác {{MainEntry|Interactive learning environment}}<br> <br>'''P'''{{Anchor|P}}<br> '''Phản hồi tri thức''' {{MainEntry|[[Epistemic feedback]]}}<br> Phần mềm dạy học {{MainEntry|Courseware}}<br> Phần mềm trò chơi – giáo dục {{MainEntry|Edutainment}}<br> Phát sinh tự động bài tập {{MainEntry|Automatic generation of exercises}}<br> Phòng thí nghiệm từ xa {{MainEntry|Remote laboratories}}<br> Phòng thí nghiệm với sự hỗ trợ của máy tính {{MainEntry|Computer-based laboratory}}<br> <br>'''T'''{{Anchor|T}}<br> Tác nhân sư phạm {{MainEntry|Pedagogical agent}}<br> Tác nhân sư phạm ảo {{MainEntry|Virtual pedagogical agent}}<br> Tác nhân sư phạm hoạt náo {{MainEntry|Animated pedagogical agent}}<br> Thí nghiệm với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based laboratory}}<br> Tìm kiếm dữ liệu trong giáo dục {{MainEntry|Educational data mining}}<br> Trò chơi mô phỏng {{MainEntry|Simulation games}}<br> <br>'''V'''{{Anchor|V}}<br> '''Vật phủ / Giám định từng phần''' {{MainEntry|[[Overlay]]}}<br> Vết học tập {{MainEntry|Learning trail}}<br> Vi thế giới {{MainEntry|Microworld}}<br> 662 661 2012-01-29T14:00:15Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Vietnamese entries ''Edited by NGUYEN Chi Thanh, Department of Teachers Education, College of Education, Vietnam National University, Hanoi (VI)'' '''B - [[#C|C]] - [[#D|D]] - [[#Đ|Đ]] - [[#H|H]] - [[#K|K]] - [[#M|M]] - [[#P|P]] - [[#T|T]] - [[#V|V]]''' <br> '''B'''<br> Bảng tương tác {{MainEntry|Interactive white board}}<br> <br>'''C'''{{Anchor|C}}<br> Chẩn đoán nhận thức {{MainEntry|Cognitive diagnosis}}<br> Chẩn đoán tự động {{MainEntry|Automatic diagnosis}}<br> Chương trình hóa để trợ giúp học tập {{MainEntry|Computer programming in support of learning}}<br> Công cụ đồng hành trong học tập {{MainEntry|Learning companion}}<br> Công cụ tác giả {{MainEntry|Authoring tool}}<br> '''Công cụ tạo khả năng hành động giáo dục''' {{MainEntry|[[Educational affordance]]}}<br> '''Công cụ tạo khả năng hành động tri thức''' {{MainEntry|[[Epistemic affordance]]}}<br> Cộng đồng học tập {{MainEntry|Networked learning communities}}<br> '''Công nghệ didactic''' {{MainEntry|[[Didactical engineering]]}}<br> Công nghệ tri thức {{MainEntry|Cognitive engineering}}<br> <br>'''D'''{{Anchor|D}}<br> Dạy học có sự hỗ trợ của máy tính điện từ {{MainEntry|Computer-assisted instruction}}<br> Dạy học với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based instruction}}<br> <br>'''Đ'''{{Anchor|Đ}}<br> Đại học ảo {{MainEntry|Virtual universities}}<br> '''Đối tượng học tập''' {{MainEntry|[[Learning objects]]}}<br> <br>'''H'''{{Anchor|H}}<br> Hệ đồng hành {{MainEntry|Buddy systems}}<br> Hệ hỗ trợ thông minh {{MainEntry|scaffolding system}}<br> Hệ học tập tích hợp {{MainEntry|Integrated learning system}}<br> Hệ kèm cặp thông minh {{MainEntry|Intelligent tutoring system}}<br> Hệ quản lí bài giảng {{MainEntry|Course management system}}<br> '''Hệ quản lí học tập''' {{MainEntry|[[Learning management systems]]}}<br> Hệ tác giả {{MainEntry|Authoring system}}<br> '''Hiện tượng dẫn theo ''' {{MainEntry|[[Embedded phenomena]]}}<br> Hình học động {{MainEntry|Dynamic geometry}}<br> Hồ sơ điện tử {{MainEntry|e-portfolio}}<br> '''Học tập bằng khám phá''' {{MainEntry|[[Inquiry learning]]}}<br> '''Học tập bằng trò chơi''' {{MainEntry|[[Game-based learning]]}}<br> '''Học tập di động / Học tập dịch chuyển''' {{MainEntry|[[Mobile learning]]}}<br> Học tập điện tử {{MainEntry|e-learning}}<br> Học tập hợp tác {{MainEntry|Collaborative learning}}<br> Học tập hợp tác với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-supported collaborative learning}}<br> Học tập kết hợp {{MainEntry|Blended learning}}<br> '''Học tập không chỉnh thức''' {{MainEntry|[[Informal learning]]}}<br> Học tập mọi nơi {{MainEntry|Ubiquitous learning}}<br> Học tập ngoại ngữ với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted language learning}}<br> Học tập phân nhiệm {{MainEntry|Distributed learning}}<br> '''Học tập trên mạng''' {{MainEntry|[[Networked learning]]}}<br> Học tập trong bối cảnh {{MainEntry|Situated learning}}<br> '''Học tập tự điều chỉnh''' {{MainEntry|[[Self-regulated learning]]}}<br> Học tập từ xa {{MainEntry|Distance learning}}<br> Học tập với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted learning}}<br> <br>'''K'''{{Anchor|K}}<br> '''Kèm cặp tri thức''' {{MainEntry|[[Cognitive tutor]]}}<br> Khóa học có thể lập trình {{MainEntry|Programmable course}}<br> Không gian đại học ảo {{MainEntry|Virtual campus}}<br> '''Không gian học tập''' {{MainEntry|[[Learning space]]}}<br> '''Khung học tập''' {{MainEntry|[[Learning grid]]}}<br> Kịch bản chi tiết bên ngoài {{MainEntry|External script}}<br> '''Kịch bản chi tiết hợp tác''' {{MainEntry|[[Collaboration script]]}}<br> Kịch bản chi tiết nội tại {{MainEntry|Internal script}}<br> '''Kịch bản học tập''' {{MainEntry|[[Learning scenario]]}}<br> Kiểm tra với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted examination}}<br> '''Kiến tạo''' {{MainEntry|[[Constructionism]]}}<br> <br>'''M'''{{Anchor|M}}<br> Mô hình hóa người học {{MainEntry|Learner modeling}}<br> Mô hình hóa nhận thức {{MainEntry|Cognitive modeling}}<br> Mô phỏng giáo dục {{MainEntry|Simulation-based learning environment}}<br> Mô phỏng trò chơi {{MainEntry|Simulation games}}<br> Môi trường học tập {{MainEntry|Networked learning environment}}<br> Môi trường học tập {{MainEntry|Learning environment}}<br> Môi trường học tập ảo {{MainEntry|Virtual learning environment}}<br> Môi trường học tập bằng mô phỏng {{MainEntry|Simulation-based learning environment}}<br> Môi trường học tập bao quanh {{MainEntry|Ambient learning environment}}<br> Môi trường học tập cá nhân {{MainEntry|Personal learning environment}}<br> Môi trường học tập cải tiến {{MainEntry|Augmented learning environment}}<br> Môi trường học tập có thể lập trình {{MainEntry|Programmable computer-based learning}}<br> Môi trường học tập hỗ trợ bởi máy tính điện tử {{MainEntry|Computer-based learning environments}}<br> Môi trường học tập lan tỏa {{MainEntry|Pervasive learning environment}}<br> Môi trường học tập nhân tạo {{MainEntry|Artificial learning environment}}<br> Môi trường học tập phân nhiệm {{MainEntry|Distributed learning environments}}<br> Môi trường học tập thích nghi {{MainEntry|Adaptive learning environment}}<br> Môi trường học tập trực tuyến {{MainEntry|On-line learning environment}}<br> Môi trường học tập tương tác {{MainEntry|Interactive learning environment}}<br> <br>'''P'''{{Anchor|P}}<br> '''Phản hồi tri thức''' {{MainEntry|[[Epistemic feedback]]}}<br> Phần mềm dạy học {{MainEntry|Courseware}}<br> Phần mềm trò chơi – giáo dục {{MainEntry|Edutainment}}<br> Phát sinh tự động bài tập {{MainEntry|Automatic generation of exercises}}<br> Phòng thí nghiệm từ xa {{MainEntry|Remote laboratories}}<br> Phòng thí nghiệm với sự hỗ trợ của máy tính {{MainEntry|Computer-based laboratory}}<br> <br>'''T'''{{Anchor|T}}<br> Tác nhân sư phạm {{MainEntry|Pedagogical agent}}<br> Tác nhân sư phạm ảo {{MainEntry|Virtual pedagogical agent}}<br> Tác nhân sư phạm hoạt náo {{MainEntry|Animated pedagogical agent}}<br> Thí nghiệm với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based laboratory}}<br> Tìm kiếm dữ liệu trong giáo dục {{MainEntry|Educational data mining}}<br> Trò chơi mô phỏng {{MainEntry|Simulation games}}<br> <br>'''V'''{{Anchor|V}}<br> '''Vật phủ / Giám định từng phần''' {{MainEntry|[[Overlay]]}}<br> Vết học tập {{MainEntry|Learning trail}}<br> Vi thế giới {{MainEntry|Microworld}}<br> 661 647 2012-01-29T13:57:31Z Balacheff 4 wikitext text/x-wiki {{languages}} TEL Dictionary: Vietnamese entries ''Edited by NGUYEN Chi Thanh, Department of Teachers Education, College of Education, Vietnam National University, Hanoi (VI)'' '''B - [[#C|C]] - [[#D|D]] - [[#Đ|Đ]] - [[#H|H]] - [[#K|K]] - [[#M|M]] - [[#P|P]] - [[#T|T]] - [[#V|V]]''' <br> '''B'''<br> Bảng tương tác {{MainEntry|Interactive white board}}<br> <br>'''C'''{{Anchor|C}}<br> Chẩn đoán nhận thức {{MainEntry|Cognitive diagnosis}}<br> Chẩn đoán tự động {{MainEntry|Automatic diagnosis}}<br> Chương trình hóa để trợ giúp học tập {{MainEntry|Computer programming in support of learning}}<br> Công cụ đồng hành trong học tập {{MainEntry|Learning companion}}<br> Công cụ tác giả {{MainEntry|Authoring tool}}<br> '''Công cụ tạo khả năng hành động giáo dục''' {{MainEntry|[[Educational affordance]]}}<br> '''Công cụ tạo khả năng hành động tri thức''' {{MainEntry|[[Epistemic affordance]]}}<br> Cộng đồng học tập {{MainEntry|Networked learning communities}}<br> '''Công nghệ didactic''' {{MainEntry|[[Didactical engineering]]}}<br> Công nghệ tri thức {{MainEntry|Cognitive engineering}}<br> <br>'''D'''{{Anchor|D}}<br> Dạy học có sự hỗ trợ của máy tính điện từ {{MainEntry|Computer-assisted instruction}}<br> Dạy học với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based instruction}}<br> <br>'''Đ'''{{Anchor|Đ}}<br> Đại học ảo {{MainEntry|Virtual universities}}<br> '''Đối tượng học tập''' {{MainEntry|[[Learning objects]]}}<br> <br>'''H'''{{Anchor|H}}<br> Hệ đồng hành {{MainEntry|Buddy systems}}<br> Hệ hỗ trợ thông minh {{MainEntry|scaffolding system}}<br> Hệ học tập tích hợp {{MainEntry|Integrated learning system}}<br> Hệ kèm cặp thông minh {{MainEntry|Intelligent tutoring system}}<br> Hệ quản lí bài giảng {{MainEntry|Course management system}}<br> '''Hệ quản lí học tập''' {{MainEntry|[[Learning management systems]]}}<br> Hệ tác giả {{MainEntry|Authoring system}}<br> '''Hiện tượng dẫn theo ''' {{MainEntry|[[Embedded phenomena]]}}<br> Hình học động {{MainEntry|Dynamic geometry}}<br> Hồ sơ điện tử {{MainEntry|e-portfolio}}<br> '''Học tập bằng khám phá''' {{MainEntry|[[Inquiry learning]]}}<br> '''Học tập bằng trò chơi''' {{MainEntry|[[Game-based learning]]}}<br> '''Học tập di động / Học tập dịch chuyển''' {{MainEntry|[[Mobile learning]]}}<br> Học tập điện tử {{MainEntry|e-learning}}<br> Học tập hợp tác {{MainEntry|Collaborative learning}}<br> Học tập hợp tác với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-supported collaborative learning}}<br> Học tập kết hợp {{MainEntry|Blended learning}}<br> '''Học tập không hình thức''' {{MainEntry|[[Informal learning]]}}<br> Học tập mọi nơi {{MainEntry|Ubiquitous learning}}<br> Học tập ngoại ngữ với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted language learning}}<br> Học tập phân nhiệm {{MainEntry|Distributed learning}}<br> '''Học tập trên mạng''' {{MainEntry|[[Networked learning]]}}<br> Học tập trong bối cảnh {{MainEntry|Situated learning}}<br> '''Học tập tự điều chỉnh''' {{MainEntry|[[Self-regulated learning]]}}<br> Học tập từ xa {{MainEntry|Distance learning}}<br> Học tập với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted learning}}<br> <br>'''K'''{{Anchor|K}}<br> '''Kèm cặp tri thức''' {{MainEntry|[[Cognitive tutor]]}}<br> Khóa học có thể lập trình {{MainEntry|Programmable course}}<br> Không gian đại học ảo {{MainEntry|Virtual campus}}<br> '''Không gian học tập''' {{MainEntry|[[Learning space]]}}<br> '''Khung học tập''' {{MainEntry|[[Learning grid]]}}<br> Kịch bản chi tiết bên ngoài {{MainEntry|External script}}<br> '''Kịch bản chi tiết hợp tác''' {{MainEntry|[[Collaboration script]]}}<br> Kịch bản chi tiết nội tại {{MainEntry|Internal script}}<br> '''Kịch bản học tập''' {{MainEntry|[[Learning scenario]]}}<br> Kiểm tra với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted examination}}<br> '''Kiến tạo''' {{MainEntry|[[Constructionism]]}}<br> <br>'''M'''{{Anchor|M}}<br> Mô hình hóa người học {{MainEntry|Learner modeling}}<br> Mô hình hóa nhận thức {{MainEntry|Cognitive modeling}}<br> Mô phỏng giáo dục {{MainEntry|Simulation-based learning environment}}<br> Mô phỏng trò chơi {{MainEntry|Simulation games}}<br> Môi trường học tập {{MainEntry|Networked learning environment}}<br> Môi trường học tập {{MainEntry|Learning environment}}<br> Môi trường học tập ảo {{MainEntry|Virtual learning environment}}<br> Môi trường học tập bằng mô phỏng {{MainEntry|Simulation-based learning environment}}<br> Môi trường học tập bao quanh {{MainEntry|Ambient learning environment}}<br> Môi trường học tập cá nhân {{MainEntry|Personal learning environment}}<br> Môi trường học tập cải tiến {{MainEntry|Augmented learning environment}}<br> Môi trường học tập có thể lập trình {{MainEntry|Programmable computer-based learning}}<br> Môi trường học tập hỗ trợ bởi máy tính điện tử {{MainEntry|Computer-based learning environments}}<br> Môi trường học tập lan tỏa {{MainEntry|Pervasive learning environment}}<br> Môi trường học tập nhân tạo {{MainEntry|Artificial learning environment}}<br> Môi trường học tập phân nhiệm {{MainEntry|Distributed learning environments}}<br> Môi trường học tập thích nghi {{MainEntry|Adaptive learning environment}}<br> Môi trường học tập trực tuyến {{MainEntry|On-line learning environment}}<br> Môi trường học tập tương tác {{MainEntry|Interactive learning environment}}<br> <br>'''P'''{{Anchor|P}}<br> '''Phản hồi tri thức''' {{MainEntry|[[Epistemic feedback]]}}<br> Phần mềm dạy học {{MainEntry|Courseware}}<br> Phần mềm trò chơi – giáo dục {{MainEntry|Edutainment}}<br> Phát sinh tự động bài tập {{MainEntry|Automatic generation of exercises}}<br> Phòng thí nghiệm từ xa {{MainEntry|Remote laboratories}}<br> Phòng thí nghiệm với sự hỗ trợ của máy tính {{MainEntry|Computer-based laboratory}}<br> <br>'''T'''{{Anchor|T}}<br> Tác nhân sư phạm {{MainEntry|Pedagogical agent}}<br> Tác nhân sư phạm ảo {{MainEntry|Virtual pedagogical agent}}<br> Tác nhân sư phạm hoạt náo {{MainEntry|Animated pedagogical agent}}<br> Thí nghiệm với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based laboratory}}<br> Tìm kiếm dữ liệu trong giáo dục {{MainEntry|Educational data mining}}<br> Trò chơi mô phỏng {{MainEntry|Simulation games}}<br> <br>'''V'''{{Anchor|V}}<br> '''Vật phủ / Giám định từng phần''' {{MainEntry|[[Overlay]]}}<br> Vết học tập {{MainEntry|Learning trail}}<br> Vi thế giới {{MainEntry|Microworld}}<br> 647 615 2012-01-23T14:07:51Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Vietnamese entries ''Edited by NGUYEN Chi Thanh, Department of Teachers Education, College of Education, Vietnam National University, Hanoi (VI)'' '''B - [[#C|C]] - [[#D|D]] - [[#Đ|Đ]] - [[#H|H]] - [[#K|K]] - [[#M|M]] - [[#P|P]] - [[#T|T]] - [[#V|V]]''' <br> '''B'''<br> Bảng tương tác {{MainEntry|Interactive white board}}<br> <br>'''C'''{{Anchor|C}}<br> Chẩn đoán nhận thức {{MainEntry|Cognitive diagnosis}}<br> Chẩn đoán tự động {{MainEntry|Automatic diagnosis}}<br> Chương trình hóa để trợ giúp học tập {{MainEntry|Computer programming in support of learning}}<br> Công cụ đồng hành trong học tập {{MainEntry|Learning companion}}<br> Công cụ tác giả {{MainEntry|Authoring tool}}<br> '''Công cụ tạo khả năng hành động giáo dục''' {{MainEntry|[[Educational affordance]]}}<br> '''Công cụ tạo khả năng hành động tri thức''' {{MainEntry|[[Epistemic affordance]]}}<br> Cộng đồng học tập {{MainEntry|Networked learning communities}}<br> '''Công nghệ didactic''' {{MainEntry|[[Didactical engineering]]}}<br> Công nghệ tri thức {{MainEntry|Cognitive engineering}}<br> <br>'''D'''{{Anchor|D}}<br> Dạy học có sự hỗ trợ của máy tính điện từ {{MainEntry|Computer-assisted instruction}}<br> Dạy học với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based instruction}}<br> <br>'''Đ'''{{Anchor|Đ}}<br> Đại học ảo {{MainEntry|Virtual universities}}<br> '''Đối tượng học tập''' {{MainEntry|[[Learning objects]]}}<br> <br>'''H'''{{Anchor|H}}<br> Hệ đồng hành {{MainEntry|Buddy systems}}<br> Hệ hỗ trợ thông minh {{MainEntry|scaffolding system}}<br> Hệ học tập tích hợp {{MainEntry|Integrated learning system}}<br> Hệ kèm cặp thông minh {{MainEntry|Intelligent tutoring system}}<br> Hệ quản lí bài giảng {{MainEntry|Course management system}}<br> '''Hệ quản lí học tập''' {{MainEntry|[[Learning management systems]]}}<br> Hệ tác giả {{MainEntry|Authoring system}}<br> '''Hiện tượng dẫn theo ''' {{MainEntry|[[Embedded phenomena]]}}<br> Hình học động {{MainEntry|Dynamic geometry}}<br> Hồ sơ điện tử {{MainEntry|e-portfolio}}<br> '''Học tập bằng khám phá''' {{MainEntry|[[Inquiry learning]]}}<br> '''Học tập bằng trò chơi''' {{MainEntry|[[Game-based learning]]}}<br> '''Học tập di động / Học tập dịch chuyển''' {{MainEntry|[[Mobile learning]]}}<br> Học tập điện tử {{MainEntry|e-learning}}<br> Học tập hợp tác {{MainEntry|Collaborative learning}}<br> Học tập hợp tác với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-supported collaborative learning}}<br> Học tập kết hợp {{MainEntry|Blended learning}}<br> '''Học tập không hình thức''' {{MainEntry|[[Informal learning]]}}<br> Học tập mọi nơi {{MainEntry|Ubiquitous learning}}<br> Học tập ngoại ngữ với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted language learning}}<br> Học tập phân nhiệm {{MainEntry|Distributed learning}}<br> '''Học tập trên mạng''' {{MainEntry|[[Networked learning]]}}<br> Học tập trong bối cảnh {{MainEntry|Situated learning}}<br> '''Học tập tự điều chỉnh''' {{MainEntry|[[Self-regulated learning]]}}<br> Học tập từ xa {{MainEntry|Distance learning}}<br> Học tập với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted learning}}<br> <br>'''K'''{{Anchor|K}}<br> '''Kèm cặp tri thức''' {{MainEntry|[[Cognitive tutor]]}}<br> Khóa học có thể lập trình {{MainEntry|Programmable course}}<br> Không gian đại học ảo {{MainEntry|Virtual campus}}<br> '''Không gian học tập''' {{MainEntry|[[Learning space]]}}<br> '''Khung học tập''' {{MainEntry|[[Learning grid]]}}<br> Kịch bản chi tiết bên ngoài {{MainEntry|External script}}<br> '''Kịch bản chi tiết hợp tác''' {{MainEntry|[[Collaboration script]]}}<br> Kịch bản chi tiết nội tại {{MainEntry|Internal script}}<br> '''Kịch bản học tập''' {{MainEntry|[[Learning scenario]]}}<br> Kiểm tra với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted examination}}<br> '''Kiến tạo''' {{MainEntry|[[Constructionism]]}}<br> <br>'''M'''{{Anchor|M}}<br> Mô hình hóa người học {{MainEntry|Learner modeling}}<br> Mô hình hóa nhận thức {{MainEntry|Cognitive modeling}}<br> Mô phỏng giáo dục {{MainEntry|Simulation-based learning environment}}<br> Mô phỏng trò chơi {{MainEntry|Simulation games}}<br> Môi trường học tập {{MainEntry|Networked learning … environment}}<br> Môi trường học tập {{MainEntry|Learning environment}}<br> Môi trường học tập ảo {{MainEntry|Virtual learning environment}}<br> Môi trường học tập bằng mô phỏng {{MainEntry|Simulation-based learning environment}}<br> Môi trường học tập bao quanh {{MainEntry|Ambient learning environment}}<br> Môi trường học tập cá nhân {{MainEntry|Personal learning environment}}<br> Môi trường học tập cải tiến {{MainEntry|Augmented learning environment}}<br> Môi trường học tập có thể lập trình {{MainEntry|Programmable computer-based learning}}<br> Môi trường học tập hỗ trợ bởi máy tính điện tử {{MainEntry|Computer-based learning environments}}<br> Môi trường học tập lan tỏa {{MainEntry|Pervasive learning environment}}<br> Môi trường học tập nhân tạo {{MainEntry|Artificial learning environment}}<br> Môi trường học tập phân nhiệm {{MainEntry|Distributed learning environments}}<br> Môi trường học tập thích nghi {{MainEntry|Adaptive learning environment}}<br> Môi trường học tập trực tuyến {{MainEntry|On-line learning environment}}<br> Môi trường học tập tương tác {{MainEntry|Interactive learning environment}}<br> <br>'''P'''{{Anchor|P}}<br> '''Phản hồi tri thức''' {{MainEntry|[[Epistemic feedback]]}}<br> Phần mềm dạy học {{MainEntry|Courseware}}<br> Phần mềm trò chơi – giáo dục {{MainEntry|Edutainment}}<br> Phát sinh tự động bài tập {{MainEntry|Automatic generation of exercises}}<br> Phòng thí nghiệm từ xa {{MainEntry|Remote laboratories}}<br> Phòng thí nghiệm với sự hỗ trợ của máy tính {{MainEntry|Computer-based laboratory}}<br> <br>'''T'''{{Anchor|T}}<br> Tác nhân sư phạm {{MainEntry|Pedagogical agent}}<br> Tác nhân sư phạm ảo {{MainEntry|Virtual pedagogical agent}}<br> Tác nhân sư phạm hoạt náo {{MainEntry|Animated pedagogical agent}}<br> Thí nghiệm với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based laboratory}}<br> Tìm kiếm dữ liệu trong giáo dục {{MainEntry|Educational data mining}}<br> Trò chơi mô phỏng {{MainEntry|Simulation games}}<br> <br>'''V'''{{Anchor|V}}<br> '''Vật phủ / Giám định từng phần''' {{MainEntry|[[Overlay]]}}<br> Vết học tập {{MainEntry|Learning trail}}<br> Vi thế giới {{MainEntry|Microworld}}<br> 615 582 2012-01-16T15:04:52Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Vietnamese entries ''Edited by NGUYEN Chi Thanh, Department of Teachers Education, College of Education, Vietnam National University, Hanoi (VI)'' '''B - [[#C|C]] - [[#D|D]] - [[#Đ|Đ]] - [[#H|H]] - [[#K|K]] - [[#M|M]] - [[#P|P]] - [[#T|T]] - [[#V|V]]''' <br> '''B'''<br> Bảng tương tác {{MainEntry|Interactive white board}}<br> <br>'''C'''{{Anchor|C}}<br> Chẩn đoán nhận thức {{MainEntry|Cognitive diagnosis}}<br> Chẩn đoán tự động {{MainEntry|Automatic diagnosis}}<br> Chương trình hóa để trợ giúp học tập {{MainEntry|Computer programming in support of learning}}<br> Công cụ đồng hành trong học tập {{MainEntry|Learning companion}}<br> Công cụ tác giả {{MainEntry|Authoring tool}}<br> '''Công cụ tạo khả năng hành động giáo dục''' {{MainEntry|[[Educational affordance]]}}<br> '''Công cụ tạo khả năng hành động tri thức''' {{MainEntry|[[Epistemic affordance]]}}<br> Cộng đồng học tập {{MainEntry|Networked learning communities}}<br> '''Công nghệ didactic''' {{MainEntry|[[Didactical engineering]]}}<br> Công nghệ tri thức {{MainEntry|Cognitive engineering}}<br> <br>'''D'''{{Anchor|D}}<br> Dạy học có sự hỗ trợ của máy tính điện từ {{MainEntry|Computer-assisted instruction}}<br> Dạy học với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based instruction}}<br> <br>'''Đ'''{{Anchor|Đ}}<br> Đại học ảo {{MainEntry|Virtual universities}}<br> '''Đối tượng học tập''' {{MainEntry|[[Learning objects]]}}<br> <br>'''H'''{{Anchor|H}}<br> Hệ đồng hành {{MainEntry|Buddy systems}}<br> Hệ hỗ trợ thông minh {{MainEntry|scaffolding system}}<br> Hệ học tập tích hợp {{MainEntry|Integrated learning system}}<br> Hệ kèm cặp thông minh {{MainEntry|Intelligent tutoring system}}<br> Hệ quản lí bài giảng {{MainEntry|Course management system}}<br> '''Hệ quản lí học tập''' {{MainEntry|[[Learning management systems]]}}<br> Hệ tác giả {{MainEntry|Authoring system}}<br> '''Hiện tượng dẫn theo ''' {{MainEntry|[[Embedded phenomena]]}}<br> Hình học động {{MainEntry|Dynamic geometry}}<br> Hồ sơ điện tử {{MainEntry|e-portfolio}}<br> '''Học tập bằng khám phá''' {{MainEntry|[[Inquiry learning]]}}<br> '''Học tập bằng trò chơi''' {{MainEntry|[[Game-based learning]]}}<br> '''Học tập di động / Học tập dịch chuyển''' {{MainEntry|[[Mobile learning]]}}<br> Học tập điện tử {{MainEntry|e-learning}}<br> Học tập hợp tác {{MainEntry|Collaborative learning}}<br> Học tập hợp tác với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-supported collaborative learning}}<br> Học tập kết hợp {{MainEntry|Blended learning}}<br> '''Học tập không hình thức''' {{MainEntry|[[Informal learning]]}}<br> Học tập mọi nơi {{MainEntry|Ubiquitous learning}}<br> Học tập ngoại ngữ với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted language learning}}<br> Học tập phân nhiệm {{MainEntry|Distributed learning}}<br> '''Học tập trên mạng''' {{MainEntry|[[Networked learning]]}}<br> Học tập trong bối cảnh {{MainEntry|Situated learning}}<br> '''Học tập tự điều chỉnh''' {{MainEntry|[[Self-regulated learning]]}}<br> Học tập từ xa {{MainEntry|Distance learning}}<br> Học tập với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted learning}}<br> <br>'''K'''{{Anchor|K}}<br> '''Kèm cặp tri thức''' {{MainEntry|[[Cognitive tutor]]}}<br> Khóa học có thể lập trình {{MainEntry|Programmable course}}<br> Không gian đại học ảo {{MainEntry|Virtual campus}}<br> '''Không gian học tập''' {{MainEntry|[[Learning space]]}}<br> '''Khung học tập''' {{MainEntry|[[Learning grid]]}}<br> Kịch bản chi tiết bên ngoài {{MainEntry|External script}}<br> '''Kịch bản chi tiết hợp tác''' {{MainEntry|[[Collaboration script]]}}<br> Kịch bản chi tiết nội tại {{MainEntry|Internal script}}<br> '''Kịch bản học tập''' {{MainEntry|[[Learning scenario]]}}<br> Kiểm tra với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted examination}}<br> '''Kiến tạo''' {{MainEntry|[[Constructionism]]}}<br> <br>'''M'''{{Anchor|M}}<br> Mô hình hóa người học {{MainEntry|Learner modeling}}<br> Mô hình hóa nhận thức {{MainEntry|Cognitive modeling}}<br> Mô phỏng giáo dục {{MainEntry|Simulation-based learning environment}}<br> Mô phỏng trò chơi {{MainEntry|Simulation games}}<br> Môi trường học tập {{MainEntry|Networked learning … environment}}<br> Môi trường học tập {{MainEntry|Learning environment}}<br> Môi trường học tập ảo {{MainEntry|Virtual learning environment}}<br> Môi trường học tập bằng mô phỏng {{MainEntry|Simulation-based learning environment}}<br> Môi trường học tập bao quanh {{MainEntry|Ambient learning environment}}<br> Môi trường học tập cá nhân {{MainEntry|Personal learning environment}}<br> Môi trường học tập cải tiến {{MainEntry|Augmented learning environment}}<br> Môi trường học tập có thể lập trình {{MainEntry|Programmable computer-based learning}}<br> Môi trường học tập hỗ trợ bởi máy tính điện tử {{MainEntry|Computer-based learning environments}}<br> Môi trường học tập lan tỏa {{MainEntry|Pervasive learning environment}}<br> Môi trường học tập nhân tạo {{MainEntry|Artificial learning environment}}<br> Môi trường học tập phân nhiệm {{MainEntry|Distributed learning environments}}<br> Môi trường học tập thích nghi {{MainEntry|Adaptive learning environment}}<br> Môi trường học tập trực tuyến {{MainEntry|On-line learning environment}}<br> Môi trường học tập tương tác {{MainEntry|Interactive learning environment}}<br> <br>'''P'''{{Anchor|P}}<br> Phản hồi tri thức {{MainEntry|Epistemic feedback}}<br> Phần mềm dạy học {{MainEntry|Courseware}}<br> Phần mềm trò chơi – giáo dục {{MainEntry|Edutainment}}<br> Phát sinh tự động bài tập {{MainEntry|Automatic generation of exercises}}<br> Phòng thí nghiệm từ xa {{MainEntry|Remote laboratories}}<br> Phòng thí nghiệm với sự hỗ trợ của máy tính {{MainEntry|Computer-based laboratory}}<br> <br>'''T'''{{Anchor|T}}<br> Tác nhân sư phạm {{MainEntry|Pedagogical agent}}<br> Tác nhân sư phạm ảo {{MainEntry|Virtual pedagogical agent}}<br> Tác nhân sư phạm hoạt náo {{MainEntry|Animated pedagogical agent}}<br> Thí nghiệm với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based laboratory}}<br> Tìm kiếm dữ liệu trong giáo dục {{MainEntry|Educational data mining}}<br> Trò chơi mô phỏng {{MainEntry|Simulation games}}<br> <br>'''V'''{{Anchor|V}}<br> '''Vật phủ / Giám định từng phần''' {{MainEntry|[[Overlay]]}}<br> Vết học tập {{MainEntry|Learning trail}}<br> Vi thế giới {{MainEntry|Microworld}}<br> 582 566 2012-01-05T15:51:59Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Vietnamese entries ''Edited by NGUYEN Chi Thanh, Department of Teachers Education, College of Education, Vietnam National University, Hanoi (VI)'' '''B - [[#C|C]] - [[#D|D]] - [[#Đ|Đ]] - [[#H|H]] - [[#K|K]] - [[#M|M]] - [[#P|P]] - [[#T|T]] - [[#V|V]]''' <br> '''B'''<br> Bảng tương tác {{MainEntry|Interactive white board}}<br> <br>'''C'''{{Anchor|C}}<br> Chẩn đoán nhận thức {{MainEntry|Cognitive diagnosis}}<br> Chẩn đoán tự động {{MainEntry|Automatic diagnosis}}<br> Chương trình hóa để trợ giúp học tập {{MainEntry|Computer programming in support of learning}}<br> Công cụ đồng hành trong học tập {{MainEntry|Learning companion}}<br> Công cụ tác giả {{MainEntry|Authoring tool}}<br> '''Công cụ tạo khả năng hành động giáo dục''' {{MainEntry|[[Educational affordance]]}}<br> '''Công cụ tạo khả năng hành động tri thức''' {{MainEntry|[[Epistemic affordance]]}}<br> Cộng đồng học tập {{MainEntry|Networked learning communities}}<br> '''Công nghệ didactic''' {{MainEntry|[[Didactical engineering]]}}<br> Công nghệ tri thức {{MainEntry|Cognitive engineering}}<br> <br>'''D'''{{Anchor|D}}<br> Dạy học có sự hỗ trợ của máy tính điện từ {{MainEntry|Computer-assisted instruction}}<br> Dạy học với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based instruction}}<br> <br>'''Đ'''{{Anchor|Đ}}<br> Đại học ảo {{MainEntry|Virtual universities}}<br> '''Đối tượng học tập''' {{MainEntry|[[Learning objects]]}}<br> <br>'''H'''{{Anchor|H}}<br> Hệ đồng hành {{MainEntry|Buddy systems}}<br> Hệ hỗ trợ thông minh {{MainEntry|scaffolding system}}<br> Hệ học tập tích hợp {{MainEntry|Integrated learning system}}<br> Hệ kèm cặp thông minh {{MainEntry|Intelligent tutoring system}}<br> Hệ quản lí bài giảng {{MainEntry|Course management system}}<br> '''Hệ quản lí học tập''' {{MainEntry|[[Learning management systems]]}}<br> Hệ tác giả {{MainEntry|Authoring system}}<br> '''Hiện tượng dẫn theo ''' {{MainEntry|[[Embedded phenomena]]}}<br> Hình học động {{MainEntry|Dynamic geometry}}<br> Hồ sơ điện tử {{MainEntry|e-portfolio}}<br> '''Học tập bằng khám phá''' {{MainEntry|[[Inquiry learning]]}}<br> '''Học tập bằng trò chơi''' {{MainEntry|[[Game-based learning]]}}<br> '''Học tập di động / Học tập dịch chuyển''' {{MainEntry|[[Mobile learning]]}}<br> Học tập điện tử {{MainEntry|e-learning}}<br> Học tập hợp tác {{MainEntry|Collaborative learning}}<br> Học tập hợp tác với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-supported collaborative learning}}<br> Học tập kết hợp {{MainEntry|Blended learning}}<br> '''Học tập không hình thức''' {{MainEntry|[[Informal learning]]}}<br> Học tập mọi nơi {{MainEntry|Ubiquitous learning}}<br> Học tập ngoại ngữ với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted language learning}}<br> Học tập phân nhiệm {{MainEntry|Distributed learning}}<br> '''Học tập trên mạng''' {{MainEntry|[[Networked learning]]}}<br> Học tập trong bối cảnh {{MainEntry|Situated learning}}<br> '''Học tập tự điều chỉnh''' {{MainEntry|[[Self-regulated learning]]}}<br> Học tập từ xa {{MainEntry|Distance learning}}<br> Học tập với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted learning}}<br> <br>'''K'''{{Anchor|K}}<br> Kèm cặp tri thức {{MainEntry|Cognitive tutor}}<br> Khóa học có thể lập trình {{MainEntry|Programmable course}}<br> Không gian đại học ảo {{MainEntry|Virtual campus}}<br> '''Không gian học tập''' {{MainEntry|[[Learning space]]}}<br> '''Khung học tập''' {{MainEntry|[[Learning grid]]}}<br> Kịch bản chi tiết bên ngoài {{MainEntry|External script}}<br> '''Kịch bản chi tiết hợp tác''' {{MainEntry|[[Collaboration script]]}}<br> Kịch bản chi tiết nội tại {{MainEntry|Internal script}}<br> '''Kịch bản học tập''' {{MainEntry|[[Learning scenario]]}}<br> Kiểm tra với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted examination}}<br> '''Kiến tạo''' {{MainEntry|[[Constructionism]]}}<br> <br>'''M'''{{Anchor|M}}<br> Mô hình hóa người học {{MainEntry|Learner modeling}}<br> Mô hình hóa nhận thức {{MainEntry|Cognitive modeling}}<br> Mô phỏng giáo dục {{MainEntry|Simulation-based learning environment}}<br> Mô phỏng trò chơi {{MainEntry|Simulation games}}<br> Môi trường học tập {{MainEntry|Networked learning … environment}}<br> Môi trường học tập {{MainEntry|Learning environment}}<br> Môi trường học tập ảo {{MainEntry|Virtual learning environment}}<br> Môi trường học tập bằng mô phỏng {{MainEntry|Simulation-based learning environment}}<br> Môi trường học tập bao quanh {{MainEntry|Ambient learning environment}}<br> Môi trường học tập cá nhân {{MainEntry|Personal learning environment}}<br> Môi trường học tập cải tiến {{MainEntry|Augmented learning environment}}<br> Môi trường học tập có thể lập trình {{MainEntry|Programmable computer-based learning}}<br> Môi trường học tập hỗ trợ bởi máy tính điện tử {{MainEntry|Computer-based learning environments}}<br> Môi trường học tập lan tỏa {{MainEntry|Pervasive learning environment}}<br> Môi trường học tập nhân tạo {{MainEntry|Artificial learning environment}}<br> Môi trường học tập phân nhiệm {{MainEntry|Distributed learning environments}}<br> Môi trường học tập thích nghi {{MainEntry|Adaptive learning environment}}<br> Môi trường học tập trực tuyến {{MainEntry|On-line learning environment}}<br> Môi trường học tập tương tác {{MainEntry|Interactive learning environment}}<br> <br>'''P'''{{Anchor|P}}<br> Phản hồi tri thức {{MainEntry|Epistemic feedback}}<br> Phần mềm dạy học {{MainEntry|Courseware}}<br> Phần mềm trò chơi – giáo dục {{MainEntry|Edutainment}}<br> Phát sinh tự động bài tập {{MainEntry|Automatic generation of exercises}}<br> Phòng thí nghiệm từ xa {{MainEntry|Remote laboratories}}<br> Phòng thí nghiệm với sự hỗ trợ của máy tính {{MainEntry|Computer-based laboratory}}<br> <br>'''T'''{{Anchor|T}}<br> Tác nhân sư phạm {{MainEntry|Pedagogical agent}}<br> Tác nhân sư phạm ảo {{MainEntry|Virtual pedagogical agent}}<br> Tác nhân sư phạm hoạt náo {{MainEntry|Animated pedagogical agent}}<br> Thí nghiệm với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based laboratory}}<br> Tìm kiếm dữ liệu trong giáo dục {{MainEntry|Educational data mining}}<br> Trò chơi mô phỏng {{MainEntry|Simulation games}}<br> <br>'''V'''{{Anchor|V}}<br> '''Vật phủ / Giám định từng phần''' {{MainEntry|[[Overlay]]}}<br> Vết học tập {{MainEntry|Learning trail}}<br> Vi thế giới {{MainEntry|Microworld}}<br> 566 544 2012-01-05T15:26:29Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Vietnamese entries ''Edited by NGUYEN Chi Thanh, Department of Teachers Education, College of Education, Vietnam National University, Hanoi (VI)'' '''B - [[#C|C]] - [[#D|D]] - [[#Đ|Đ]] - [[#H|H]] - [[#K|K]] - [[#M|M]] - [[#P|P]] - [[#T|T]] - [[#V|V]]''' <br> '''B'''<br> Bảng tương tác {{MainEntry|Interactive white board}}<br> <br>'''C'''{{Anchor|C}}<br> Chẩn đoán nhận thức {{MainEntry|Cognitive diagnosis}}<br> Chẩn đoán tự động {{MainEntry|Automatic diagnosis}}<br> Chương trình hóa để trợ giúp học tập {{MainEntry|Computer programming in support of learning}}<br> Công cụ đồng hành trong học tập {{MainEntry|Learning companion}}<br> Công cụ tác giả {{MainEntry|Authoring tool}}<br> '''Công cụ tạo khả năng hành động giáo dục''' {{MainEntry|[[Educational affordance]]}}<br> '''Công cụ tạo khả năng hành động tri thức''' {{MainEntry|[[Epistemic affordance]]}}<br> Cộng đồng học tập {{MainEntry|Networked learning communities}}<br> '''Công nghệ didactic''' {{MainEntry|[[Didactical engineering]]}}<br> Công nghệ tri thức {{MainEntry|Cognitive engineering}}<br> <br>'''D'''{{Anchor|D}}<br> Dạy học có sự hỗ trợ của máy tính điện từ {{MainEntry|Computer-assisted instruction}}<br> Dạy học với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based instruction}}<br> <br>'''Đ'''{{Anchor|Đ}}<br> Đại học ảo {{MainEntry|Virtual universities}}<br> Đối tượng học tập {{MainEntry|Learning objects}}<br> <br>'''H'''{{Anchor|H}}<br> Hệ đồng hành {{MainEntry|Buddy systems}}<br> Hệ hỗ trợ thông minh {{MainEntry|scaffolding system}}<br> Hệ học tập tích hợp {{MainEntry|Integrated learning system}}<br> Hệ kèm cặp thông minh {{MainEntry|Intelligent tutoring system}}<br> Hệ quản lí bài giảng {{MainEntry|Course management system}}<br> '''Hệ quản lí học tập''' {{MainEntry|[[Learning management systems]]}}<br> Hệ tác giả {{MainEntry|Authoring system}}<br> '''Hiện tượng dẫn theo ''' {{MainEntry|[[Embedded phenomena]]}}<br> Hình học động {{MainEntry|Dynamic geometry}}<br> Hồ sơ điện tử {{MainEntry|e-portfolio}}<br> '''Học tập bằng khám phá''' {{MainEntry|[[Inquiry learning]]}}<br> '''Học tập bằng trò chơi''' {{MainEntry|[[Game-based learning]]}}<br> '''Học tập di động / Học tập dịch chuyển''' {{MainEntry|[[Mobile learning]]}}<br> Học tập điện tử {{MainEntry|e-learning}}<br> Học tập hợp tác {{MainEntry|Collaborative learning}}<br> Học tập hợp tác với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-supported collaborative learning}}<br> Học tập kết hợp {{MainEntry|Blended learning}}<br> '''Học tập không hình thức''' {{MainEntry|[[Informal learning]]}}<br> Học tập mọi nơi {{MainEntry|Ubiquitous learning}}<br> Học tập ngoại ngữ với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted language learning}}<br> Học tập phân nhiệm {{MainEntry|Distributed learning}}<br> '''Học tập trên mạng''' {{MainEntry|[[Networked learning]]}}<br> Học tập trong bối cảnh {{MainEntry|Situated learning}}<br> '''Học tập tự điều chỉnh''' {{MainEntry|[[Self-regulated learning]]}}<br> Học tập từ xa {{MainEntry|Distance learning}}<br> Học tập với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted learning}}<br> <br>'''K'''{{Anchor|K}}<br> Kèm cặp tri thức {{MainEntry|Cognitive tutor}}<br> Khóa học có thể lập trình {{MainEntry|Programmable course}}<br> Không gian đại học ảo {{MainEntry|Virtual campus}}<br> '''Không gian học tập''' {{MainEntry|[[Learning space]]}}<br> '''Khung học tập''' {{MainEntry|[[Learning grid]]}}<br> Kịch bản chi tiết bên ngoài {{MainEntry|External script}}<br> '''Kịch bản chi tiết hợp tác''' {{MainEntry|[[Collaboration script]]}}<br> Kịch bản chi tiết nội tại {{MainEntry|Internal script}}<br> '''Kịch bản học tập''' {{MainEntry|[[Learning scenario]]}}<br> Kiểm tra với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted examination}}<br> '''Kiến tạo''' {{MainEntry|[[Constructionism]]}}<br> <br>'''M'''{{Anchor|M}}<br> Mô hình hóa người học {{MainEntry|Learner modeling}}<br> Mô hình hóa nhận thức {{MainEntry|Cognitive modeling}}<br> Mô phỏng giáo dục {{MainEntry|Simulation-based learning environment}}<br> Mô phỏng trò chơi {{MainEntry|Simulation games}}<br> Môi trường học tập {{MainEntry|Networked learning … environment}}<br> Môi trường học tập {{MainEntry|Learning environment}}<br> Môi trường học tập ảo {{MainEntry|Virtual learning environment}}<br> Môi trường học tập bằng mô phỏng {{MainEntry|Simulation-based learning environment}}<br> Môi trường học tập bao quanh {{MainEntry|Ambient learning environment}}<br> Môi trường học tập cá nhân {{MainEntry|Personal learning environment}}<br> Môi trường học tập cải tiến {{MainEntry|Augmented learning environment}}<br> Môi trường học tập có thể lập trình {{MainEntry|Programmable computer-based learning}}<br> Môi trường học tập hỗ trợ bởi máy tính điện tử {{MainEntry|Computer-based learning environments}}<br> Môi trường học tập lan tỏa {{MainEntry|Pervasive learning environment}}<br> Môi trường học tập nhân tạo {{MainEntry|Artificial learning environment}}<br> Môi trường học tập phân nhiệm {{MainEntry|Distributed learning environments}}<br> Môi trường học tập thích nghi {{MainEntry|Adaptive learning environment}}<br> Môi trường học tập trực tuyến {{MainEntry|On-line learning environment}}<br> Môi trường học tập tương tác {{MainEntry|Interactive learning environment}}<br> <br>'''P'''{{Anchor|P}}<br> Phản hồi tri thức {{MainEntry|Epistemic feedback}}<br> Phần mềm dạy học {{MainEntry|Courseware}}<br> Phần mềm trò chơi – giáo dục {{MainEntry|Edutainment}}<br> Phát sinh tự động bài tập {{MainEntry|Automatic generation of exercises}}<br> Phòng thí nghiệm từ xa {{MainEntry|Remote laboratories}}<br> Phòng thí nghiệm với sự hỗ trợ của máy tính {{MainEntry|Computer-based laboratory}}<br> <br>'''T'''{{Anchor|T}}<br> Tác nhân sư phạm {{MainEntry|Pedagogical agent}}<br> Tác nhân sư phạm ảo {{MainEntry|Virtual pedagogical agent}}<br> Tác nhân sư phạm hoạt náo {{MainEntry|Animated pedagogical agent}}<br> Thí nghiệm với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based laboratory}}<br> Tìm kiếm dữ liệu trong giáo dục {{MainEntry|Educational data mining}}<br> Trò chơi mô phỏng {{MainEntry|Simulation games}}<br> <br>'''V'''{{Anchor|V}}<br> '''Vật phủ / Giám định từng phần''' {{MainEntry|[[Overlay]]}}<br> Vết học tập {{MainEntry|Learning trail}}<br> Vi thế giới {{MainEntry|Microworld}}<br> 544 515 2011-12-15T09:59:24Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Vietnamese entries ''Edited by NGUYEN Chi Thanh, Department of Teachers Education, College of Education, Vietnam National University, Hanoi (VI)'' '''B - [[#C|C]] - [[#D|D]] - [[#Đ|Đ]] - [[#H|H]] - [[#K|K]] - [[#M|M]] - [[#P|P]] - [[#T|T]] - [[#V|V]]''' <br> '''B'''<br> Bảng tương tác {{MainEntry|Interactive white board}}<br> <br>'''C'''{{Anchor|C}}<br> Chẩn đoán nhận thức {{MainEntry|Cognitive diagnosis}}<br> Chẩn đoán tự động {{MainEntry|Automatic diagnosis}}<br> Chương trình hóa để trợ giúp học tập {{MainEntry|Computer programming in support of learning}}<br> Công cụ đồng hành trong học tập {{MainEntry|Learning companion}}<br> Công cụ tác giả {{MainEntry|Authoring tool}}<br> '''Công cụ tạo khả năng hành động giáo dục''' {{MainEntry|[[Educational affordance]]}}<br> '''Công cụ tạo khả năng hành động tri thức''' {{MainEntry|[[Epistemic affordance]]}}<br> Cộng đồng học tập {{MainEntry|Networked learning communities}}<br> Công nghệ didactic {{MainEntry|Didactical engineering}}<br> Công nghệ tri thức {{MainEntry|Cognitive engineering}}<br> <br>'''D'''{{Anchor|D}}<br> Dạy học có sự hỗ trợ của máy tính điện từ {{MainEntry|Computer-assisted instruction}}<br> Dạy học với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based instruction}}<br> <br>'''Đ'''{{Anchor|Đ}}<br> Đại học ảo {{MainEntry|Virtual universities}}<br> Đối tượng học tập {{MainEntry|Learning objects}}<br> <br>'''H'''{{Anchor|H}}<br> Hệ đồng hành {{MainEntry|Buddy systems}}<br> Hệ hỗ trợ thông minh {{MainEntry|scaffolding system}}<br> Hệ học tập tích hợp {{MainEntry|Integrated learning system}}<br> Hệ kèm cặp thông minh {{MainEntry|Intelligent tutoring system}}<br> Hệ quản lí bài giảng {{MainEntry|Course management system}}<br> '''Hệ quản lí học tập''' {{MainEntry|[[Learning management systems]]}}<br> Hệ tác giả {{MainEntry|Authoring system}}<br> '''Hiện tượng dẫn theo ''' {{MainEntry|[[Embedded phenomena]]}}<br> Hình học động {{MainEntry|Dynamic geometry}}<br> Hồ sơ điện tử {{MainEntry|e-portfolio}}<br> '''Học tập bằng khám phá''' {{MainEntry|[[Inquiry learning]]}}<br> '''Học tập bằng trò chơi''' {{MainEntry|[[Game-based learning]]}}<br> '''Học tập di động / Học tập dịch chuyển''' {{MainEntry|[[Mobile learning]]}}<br> Học tập điện tử {{MainEntry|e-learning}}<br> Học tập hợp tác {{MainEntry|Collaborative learning}}<br> Học tập hợp tác với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-supported collaborative learning}}<br> Học tập kết hợp {{MainEntry|Blended learning}}<br> '''Học tập không hình thức''' {{MainEntry|[[Informal learning]]}}<br> Học tập mọi nơi {{MainEntry|Ubiquitous learning}}<br> Học tập ngoại ngữ với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted language learning}}<br> Học tập phân nhiệm {{MainEntry|Distributed learning}}<br> '''Học tập trên mạng''' {{MainEntry|[[Networked learning]]}}<br> Học tập trong bối cảnh {{MainEntry|Situated learning}}<br> '''Học tập tự điều chỉnh''' {{MainEntry|[[Self-regulated learning]]}}<br> Học tập từ xa {{MainEntry|Distance learning}}<br> Học tập với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted learning}}<br> <br>'''K'''{{Anchor|K}}<br> Kèm cặp tri thức {{MainEntry|Cognitive tutor}}<br> Khóa học có thể lập trình {{MainEntry|Programmable course}}<br> Không gian đại học ảo {{MainEntry|Virtual campus}}<br> '''Không gian học tập''' {{MainEntry|[[Learning space]]}}<br> '''Khung học tập''' {{MainEntry|[[Learning grid]]}}<br> Kịch bản chi tiết bên ngoài {{MainEntry|External script}}<br> '''Kịch bản chi tiết hợp tác''' {{MainEntry|[[Collaboration script]]}}<br> Kịch bản chi tiết nội tại {{MainEntry|Internal script}}<br> '''Kịch bản học tập''' {{MainEntry|[[Learning scenario]]}}<br> Kiểm tra với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted examination}}<br> '''Kiến tạo''' {{MainEntry|[[Constructionism]]}}<br> <br>'''M'''{{Anchor|M}}<br> Mô hình hóa người học {{MainEntry|Learner modeling}}<br> Mô hình hóa nhận thức {{MainEntry|Cognitive modeling}}<br> Mô phỏng giáo dục {{MainEntry|Simulation-based learning environment}}<br> Mô phỏng trò chơi {{MainEntry|Simulation games}}<br> Môi trường học tập {{MainEntry|Networked learning … environment}}<br> Môi trường học tập {{MainEntry|Learning environment}}<br> Môi trường học tập ảo {{MainEntry|Virtual learning environment}}<br> Môi trường học tập bằng mô phỏng {{MainEntry|Simulation-based learning environment}}<br> Môi trường học tập bao quanh {{MainEntry|Ambient learning environment}}<br> Môi trường học tập cá nhân {{MainEntry|Personal learning environment}}<br> Môi trường học tập cải tiến {{MainEntry|Augmented learning environment}}<br> Môi trường học tập có thể lập trình {{MainEntry|Programmable computer-based learning}}<br> Môi trường học tập hỗ trợ bởi máy tính điện tử {{MainEntry|Computer-based learning environments}}<br> Môi trường học tập lan tỏa {{MainEntry|Pervasive learning environment}}<br> Môi trường học tập nhân tạo {{MainEntry|Artificial learning environment}}<br> Môi trường học tập phân nhiệm {{MainEntry|Distributed learning environments}}<br> Môi trường học tập thích nghi {{MainEntry|Adaptive learning environment}}<br> Môi trường học tập trực tuyến {{MainEntry|On-line learning environment}}<br> Môi trường học tập tương tác {{MainEntry|Interactive learning environment}}<br> <br>'''P'''{{Anchor|P}}<br> Phản hồi tri thức {{MainEntry|Epistemic feedback}}<br> Phần mềm dạy học {{MainEntry|Courseware}}<br> Phần mềm trò chơi – giáo dục {{MainEntry|Edutainment}}<br> Phát sinh tự động bài tập {{MainEntry|Automatic generation of exercises}}<br> Phòng thí nghiệm từ xa {{MainEntry|Remote laboratories}}<br> Phòng thí nghiệm với sự hỗ trợ của máy tính {{MainEntry|Computer-based laboratory}}<br> <br>'''T'''{{Anchor|T}}<br> Tác nhân sư phạm {{MainEntry|Pedagogical agent}}<br> Tác nhân sư phạm ảo {{MainEntry|Virtual pedagogical agent}}<br> Tác nhân sư phạm hoạt náo {{MainEntry|Animated pedagogical agent}}<br> Thí nghiệm với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based laboratory}}<br> Tìm kiếm dữ liệu trong giáo dục {{MainEntry|Educational data mining}}<br> Trò chơi mô phỏng {{MainEntry|Simulation games}}<br> <br>'''V'''{{Anchor|V}}<br> '''Vật phủ / Giám định từng phần''' {{MainEntry|[[Overlay]]}}<br> Vết học tập {{MainEntry|Learning trail}}<br> Vi thế giới {{MainEntry|Microworld}}<br> 515 466 2011-11-25T14:41:23Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Vietnamese entries ''Edited by NGUYEN Chi Thanh, Department of Teachers Education, College of Education, Vietnam National University, Hanoi (VI)'' '''B - [[#C|C]] - [[#D|D]] - [[#Đ|Đ]] - [[#H|H]] - [[#K|K]] - [[#M|M]] - [[#P|P]] - [[#T|T]] - [[#V|V]]''' <br> '''B'''<br> Bảng tương tác {{MainEntry|Interactive white board}}<br> <br>'''C'''{{Anchor|C}}<br> Chẩn đoán nhận thức {{MainEntry|Cognitive diagnosis}}<br> Chẩn đoán tự động {{MainEntry|Automatic diagnosis}}<br> Chương trình hóa để trợ giúp học tập {{MainEntry|Computer programming in support of learning}}<br> Công cụ đồng hành trong học tập {{MainEntry|Learning companion}}<br> Công cụ tác giả {{MainEntry|Authoring tool}}<br> '''Công cụ tạo khả năng hành động giáo dục''' {{MainEntry|[[Educational affordance]]}}<br> '''Công cụ tạo khả năng hành động tri thức''' {{MainEntry|[[Epistemic affordance]]}}<br> Cộng đồng học tập {{MainEntry|Networked learning communities}}<br> Công nghệ didactic {{MainEntry|Didactical engineering}}<br> Công nghệ tri thức {{MainEntry|Cognitive engineering}}<br> <br>'''D'''{{Anchor|D}}<br> Dạy học có sự hỗ trợ của máy tính điện từ {{MainEntry|Computer-assisted instruction}}<br> Dạy học với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based instruction}}<br> <br>'''Đ'''{{Anchor|Đ}}<br> Đại học ảo {{MainEntry|Virtual universities}}<br> Đối tượng học tập {{MainEntry|Learning objects}}<br> <br>'''H'''{{Anchor|H}}<br> Hệ đồng hành {{MainEntry|Buddy systems}}<br> Hệ hỗ trợ thông minh {{MainEntry|scaffolding system}}<br> Hệ học tập tích hợp {{MainEntry|Integrated learning system}}<br> Hệ kèm cặp thông minh {{MainEntry|Intelligent tutoring system}}<br> Hệ quản lí bài giảng {{MainEntry|Course management system}}<br> '''Hệ quản lí học tập''' {{MainEntry|[[Learning management systems]]}}<br> Hệ tác giả {{MainEntry|Authoring system}}<br> '''Hiện tượng dẫn theo ''' {{MainEntry|[[Embedded phenomena]]}}<br> Hình học động {{MainEntry|Dynamic geometry}}<br> Hồ sơ điện tử {{MainEntry|e-portfolio}}<br> '''Học tập bằng khám phá''' {{MainEntry|[[Inquiry learning]]}}<br> '''Học tập bằng trò chơi''' {{MainEntry|[[Game-based learning]]}}<br> '''Học tập di động / Học tập dịch chuyển''' {{MainEntry|[[Mobile learning]]}}<br> Học tập điện tử {{MainEntry|e-learning}}<br> Học tập hợp tác {{MainEntry|Collaborative learning}}<br> Học tập hợp tác với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-supported collaborative learning}}<br> Học tập kết hợp {{MainEntry|Blended learning}}<br> Học tập không hình thức {{MainEntry|Informal learning}}<br> Học tập mọi nơi {{MainEntry|Ubiquitous learning}}<br> Học tập ngoại ngữ với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted language learning}}<br> Học tập phân nhiệm {{MainEntry|Distributed learning}}<br> '''Học tập trên mạng''' {{MainEntry|[[Networked learning]]}}<br> Học tập trong bối cảnh {{MainEntry|Situated learning}}<br> '''Học tập tự điều chỉnh''' {{MainEntry|[[Self-regulated learning]]}}<br> Học tập từ xa {{MainEntry|Distance learning}}<br> Học tập với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted learning}}<br> <br>'''K'''{{Anchor|K}}<br> Kèm cặp tri thức {{MainEntry|Cognitive tutor}}<br> Khóa học có thể lập trình {{MainEntry|Programmable course}}<br> Không gian đại học ảo {{MainEntry|Virtual campus}}<br> '''Không gian học tập''' {{MainEntry|[[Learning space]]}}<br> '''Khung học tập''' {{MainEntry|[[Learning grid]]}}<br> Kịch bản chi tiết bên ngoài {{MainEntry|External script}}<br> '''Kịch bản chi tiết hợp tác''' {{MainEntry|[[Collaboration script]]}}<br> Kịch bản chi tiết nội tại {{MainEntry|Internal script}}<br> '''Kịch bản học tập''' {{MainEntry|[[Learning scenario]]}}<br> Kiểm tra với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted examination}}<br> '''Kiến tạo''' {{MainEntry|[[Constructionism]]}}<br> <br>'''M'''{{Anchor|M}}<br> Mô hình hóa người học {{MainEntry|Learner modeling}}<br> Mô hình hóa nhận thức {{MainEntry|Cognitive modeling}}<br> Mô phỏng giáo dục {{MainEntry|Simulation-based learning environment}}<br> Mô phỏng trò chơi {{MainEntry|Simulation games}}<br> Môi trường học tập {{MainEntry|Networked learning … environment}}<br> Môi trường học tập {{MainEntry|Learning environment}}<br> Môi trường học tập ảo {{MainEntry|Virtual learning environment}}<br> Môi trường học tập bằng mô phỏng {{MainEntry|Simulation-based learning environment}}<br> Môi trường học tập bao quanh {{MainEntry|Ambient learning environment}}<br> Môi trường học tập cá nhân {{MainEntry|Personal learning environment}}<br> Môi trường học tập cải tiến {{MainEntry|Augmented learning environment}}<br> Môi trường học tập có thể lập trình {{MainEntry|Programmable computer-based learning}}<br> Môi trường học tập hỗ trợ bởi máy tính điện tử {{MainEntry|Computer-based learning environments}}<br> Môi trường học tập lan tỏa {{MainEntry|Pervasive learning environment}}<br> Môi trường học tập nhân tạo {{MainEntry|Artificial learning environment}}<br> Môi trường học tập phân nhiệm {{MainEntry|Distributed learning environments}}<br> Môi trường học tập thích nghi {{MainEntry|Adaptive learning environment}}<br> Môi trường học tập trực tuyến {{MainEntry|On-line learning environment}}<br> Môi trường học tập tương tác {{MainEntry|Interactive learning environment}}<br> <br>'''P'''{{Anchor|P}}<br> Phản hồi tri thức {{MainEntry|Epistemic feedback}}<br> Phần mềm dạy học {{MainEntry|Courseware}}<br> Phần mềm trò chơi – giáo dục {{MainEntry|Edutainment}}<br> Phát sinh tự động bài tập {{MainEntry|Automatic generation of exercises}}<br> Phòng thí nghiệm từ xa {{MainEntry|Remote laboratories}}<br> Phòng thí nghiệm với sự hỗ trợ của máy tính {{MainEntry|Computer-based laboratory}}<br> <br>'''T'''{{Anchor|T}}<br> Tác nhân sư phạm {{MainEntry|Pedagogical agent}}<br> Tác nhân sư phạm ảo {{MainEntry|Virtual pedagogical agent}}<br> Tác nhân sư phạm hoạt náo {{MainEntry|Animated pedagogical agent}}<br> Thí nghiệm với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based laboratory}}<br> Tìm kiếm dữ liệu trong giáo dục {{MainEntry|Educational data mining}}<br> Trò chơi mô phỏng {{MainEntry|Simulation games}}<br> <br>'''V'''{{Anchor|V}}<br> '''Vật phủ / Giám định từng phần''' {{MainEntry|[[Overlay]]}}<br> Vết học tập {{MainEntry|Learning trail}}<br> Vi thế giới {{MainEntry|Microworld}}<br> 466 431 2011-10-25T09:37:01Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Vietnamese entries ''Edited by NGUYEN Chi Thanh, Department of Teachers Education, College of Education, Vietnam National University, Hanoi (VI)'' '''B - [[#C|C]] - [[#D|D]] - [[#Đ|Đ]] - [[#H|H]] - [[#K|K]] - [[#M|M]] - [[#P|P]] - [[#T|T]] - [[#V|V]]''' <br> '''B'''<br> Bảng tương tác {{MainEntry|Interactive white board}}<br> <br>'''C'''{{Anchor|C}}<br> Chẩn đoán nhận thức {{MainEntry|Cognitive diagnosis}}<br> Chẩn đoán tự động {{MainEntry|Automatic diagnosis}}<br> Chương trình hóa để trợ giúp học tập {{MainEntry|Computer programming in support of learning}}<br> Công cụ đồng hành trong học tập {{MainEntry|Learning companion}}<br> Công cụ tác giả {{MainEntry|Authoring tool}}<br> '''Công cụ tạo khả năng hành động giáo dục''' {{MainEntry|[[Educational affordance]]}}<br> '''Công cụ tạo khả năng hành động tri thức''' {{MainEntry|[[Epistemic affordance]]}}<br> Cộng đồng học tập {{MainEntry|Networked learning communities}}<br> Công nghệ didactic {{MainEntry|Didactical engineering}}<br> Công nghệ tri thức {{MainEntry|Cognitive engineering}}<br> <br>'''D'''{{Anchor|D}}<br> Dạy học có sự hỗ trợ của máy tính điện từ {{MainEntry|Computer-assisted instruction}}<br> Dạy học với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based instruction}}<br> <br>'''Đ'''{{Anchor|Đ}}<br> Đại học ảo {{MainEntry|Virtual universities}}<br> Đối tượng học tập {{MainEntry|Learning objects}}<br> <br>'''H'''{{Anchor|H}}<br> Hệ đồng hành {{MainEntry|Buddy systems}}<br> Hệ hỗ trợ thông minh {{MainEntry|scaffolding system}}<br> Hệ học tập tích hợp {{MainEntry|Integrated learning system}}<br> Hệ kèm cặp thông minh {{MainEntry|Intelligent tutoring system}}<br> Hệ quản lí bài giảng {{MainEntry|Course management system}}<br> '''Hệ quản lí học tập''' {{MainEntry|[[Learning management systems]]}}<br> Hệ tác giả {{MainEntry|Authoring system}}<br> '''Hiện tượng dẫn theo ''' {{MainEntry|[[Embedded phenomena]]}}<br> Hình học động {{MainEntry|Dynamic geometry}}<br> Hồ sơ điện tử {{MainEntry|e-portfolio}}<br> '''Học tập bằng khám phá''' {{MainEntry|[[Inquiry learning]]}}<br> '''Học tập bằng trò chơi''' {{MainEntry|[[Game-based learning]]}}<br> '''Học tập di động / Học tập dịch chuyển''' {{MainEntry|[[Mobile learning]]}}<br> Học tập điện tử {{MainEntry|e-learning}}<br> Học tập hợp tác {{MainEntry|Collaborative learning}}<br> Học tập hợp tác với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-supported collaborative learning}}<br> Học tập kết hợp {{MainEntry|Blended learning}}<br> Học tập không hình thức {{MainEntry|Informal learning}}<br> Học tập mọi nơi {{MainEntry|Ubiquitous learning}}<br> Học tập ngoại ngữ với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted language learning}}<br> Học tập phân nhiệm {{MainEntry|Distributed learning}}<br> '''Học tập trên mạng''' {{MainEntry|[[Networked learning]]}}<br> Học tập trong bối cảnh {{MainEntry|Situated learning}}<br> '''Học tập tự điều chỉnh''' {{MainEntry|[[Self-regulated learning]]}}<br> Học tập từ xa {{MainEntry|Distance learning}}<br> Học tập với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted learning}}<br> <br>'''K'''{{Anchor|K}}<br> Kèm cặp tri thức {{MainEntry|Cognitive tutor}}<br> Khóa học có thể lập trình {{MainEntry|Programmable course}}<br> Không gian đại học ảo {{MainEntry|Virtual campus}}<br> Không gian học tập {{MainEntry|Learning space}}<br> '''Khung học tập''' {{MainEntry|[[Learning grid]]}}<br> Kịch bản chi tiết bên ngoài {{MainEntry|External script}}<br> '''Kịch bản chi tiết hợp tác''' {{MainEntry|[[Collaboration script]]}}<br> Kịch bản chi tiết nội tại {{MainEntry|Internal script}}<br> '''Kịch bản học tập''' {{MainEntry|[[Learning scenario]]}}<br> Kiểm tra với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted examination}}<br> '''Kiến tạo''' {{MainEntry|[[Constructionism]]}}<br> <br>'''M'''{{Anchor|M}}<br> Mô hình hóa người học {{MainEntry|Learner modeling}}<br> Mô hình hóa nhận thức {{MainEntry|Cognitive modeling}}<br> Mô phỏng giáo dục {{MainEntry|Simulation-based learning environment}}<br> Mô phỏng trò chơi {{MainEntry|Simulation games}}<br> Môi trường học tập {{MainEntry|Networked learning … environment}}<br> Môi trường học tập {{MainEntry|Learning environment}}<br> Môi trường học tập ảo {{MainEntry|Virtual learning environment}}<br> Môi trường học tập bằng mô phỏng {{MainEntry|Simulation-based learning environment}}<br> Môi trường học tập bao quanh {{MainEntry|Ambient learning environment}}<br> Môi trường học tập cá nhân {{MainEntry|Personal learning environment}}<br> Môi trường học tập cải tiến {{MainEntry|Augmented learning environment}}<br> Môi trường học tập có thể lập trình {{MainEntry|Programmable computer-based learning}}<br> Môi trường học tập hỗ trợ bởi máy tính điện tử {{MainEntry|Computer-based learning environments}}<br> Môi trường học tập lan tỏa {{MainEntry|Pervasive learning environment}}<br> Môi trường học tập nhân tạo {{MainEntry|Artificial learning environment}}<br> Môi trường học tập phân nhiệm {{MainEntry|Distributed learning environments}}<br> Môi trường học tập thích nghi {{MainEntry|Adaptive learning environment}}<br> Môi trường học tập trực tuyến {{MainEntry|On-line learning environment}}<br> Môi trường học tập tương tác {{MainEntry|Interactive learning environment}}<br> <br>'''P'''{{Anchor|P}}<br> Phản hồi tri thức {{MainEntry|Epistemic feedback}}<br> Phần mềm dạy học {{MainEntry|Courseware}}<br> Phần mềm trò chơi – giáo dục {{MainEntry|Edutainment}}<br> Phát sinh tự động bài tập {{MainEntry|Automatic generation of exercises}}<br> Phòng thí nghiệm từ xa {{MainEntry|Remote laboratories}}<br> Phòng thí nghiệm với sự hỗ trợ của máy tính {{MainEntry|Computer-based laboratory}}<br> <br>'''T'''{{Anchor|T}}<br> Tác nhân sư phạm {{MainEntry|Pedagogical agent}}<br> Tác nhân sư phạm ảo {{MainEntry|Virtual pedagogical agent}}<br> Tác nhân sư phạm hoạt náo {{MainEntry|Animated pedagogical agent}}<br> Thí nghiệm với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based laboratory}}<br> Tìm kiếm dữ liệu trong giáo dục {{MainEntry|Educational data mining}}<br> Trò chơi mô phỏng {{MainEntry|Simulation games}}<br> <br>'''V'''{{Anchor|V}}<br> '''Vật phủ / Giám định từng phần''' {{MainEntry|[[Overlay]]}}<br> Vết học tập {{MainEntry|Learning trail}}<br> Vi thế giới {{MainEntry|Microworld}}<br> 431 417 2011-09-26T12:49:45Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Vietnamese entries ''Edited by NGUYEN Chi Thanh, Department of Teachers Education, College of Education, Vietnam National University, Hanoi (VI)'' '''B - [[#C|C]] - [[#D|D]] - [[#Đ|Đ]] - [[#H|H]] - [[#K|K]] - [[#M|M]] - [[#P|P]] - [[#T|T]] - [[#V|V]]''' <br> '''B'''<br> Bảng tương tác {{MainEntry|Interactive white board}}<br> <br>'''C'''{{Anchor|C}}<br> Chẩn đoán nhận thức {{MainEntry|Cognitive diagnosis}}<br> Chẩn đoán tự động {{MainEntry|Automatic diagnosis}}<br> Chương trình hóa để trợ giúp học tập {{MainEntry|Computer programming in support of learning}}<br> Công cụ đồng hành trong học tập {{MainEntry|Learning companion}}<br> Công cụ tác giả {{MainEntry|Authoring tool}}<br> '''Công cụ tạo khả năng hành động giáo dục''' {{MainEntry|[[Educational affordance]]}}<br> '''Công cụ tạo khả năng hành động tri thức''' {{MainEntry|[[Epistemic affordance]]}}<br> Cộng đồng học tập {{MainEntry|Networked learning communities}}<br> Công nghệ didactic {{MainEntry|Didactical engineering}}<br> Công nghệ tri thức {{MainEntry|Cognitive engineering}}<br> <br>'''D'''{{Anchor|D}}<br> Dạy học có sự hỗ trợ của máy tính điện từ {{MainEntry|Computer-assisted instruction}}<br> Dạy học với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based instruction}}<br> <br>'''Đ'''{{Anchor|Đ}}<br> Đại học ảo {{MainEntry|Virtual universities}}<br> Đối tượng học tập {{MainEntry|Learning objects}}<br> <br>'''H'''{{Anchor|H}}<br> Hệ đồng hành {{MainEntry|Buddy systems}}<br> Hệ hỗ trợ thông minh {{MainEntry|scaffolding system}}<br> Hệ học tập tích hợp {{MainEntry|Integrated learning system}}<br> Hệ kèm cặp thông minh {{MainEntry|Intelligent tutoring system}}<br> Hệ quản lí bài giảng {{MainEntry|Course management system}}<br> '''Hệ quản lí học tập''' {{MainEntry|[[Learning management systems]]}}<br> Hệ tác giả {{MainEntry|Authoring system}}<br> '''Hiện tượng dẫn theo ''' {{MainEntry|[[Embedded phenomena]]}}<br> Hình học động {{MainEntry|Dynamic geometry}}<br> Hồ sơ điện tử {{MainEntry|e-portfolio}}<br> '''Học tập bằng khám phá''' {{MainEntry|[[Inquiry learning]]}}<br> '''Học tập bằng trò chơi''' {{MainEntry|[[Game-based learning]]}}<br> '''Học tập di động / Học tập dịch chuyển''' {{MainEntry|[[Mobile learning]]}}<br> Học tập điện tử {{MainEntry|e-learning}}<br> Học tập hợp tác {{MainEntry|Collaborative learning}}<br> Học tập hợp tác với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-supported collaborative learning}}<br> Học tập kết hợp {{MainEntry|Blended learning}}<br> Học tập không hình thức {{MainEntry|Informal learning}}<br> Học tập mọi nơi {{MainEntry|Ubiquitous learning}}<br> Học tập ngoại ngữ với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted language learning}}<br> Học tập phân nhiệm {{MainEntry|Distributed learning}}<br> '''Học tập trên mạng''' {{MainEntry|[[Networked learning]]}}<br> Học tập trong bối cảnh {{MainEntry|Situated learning}}<br> '''Học tập tự điều chỉnh''' {{MainEntry|[[Self-regulated learning]]}}<br> Học tập từ xa {{MainEntry|Distance learning}}<br> Học tập với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted learning}}<br> <br>'''K'''{{Anchor|K}}<br> Kèm cặp tri thức {{MainEntry|Cognitive tutor}}<br> Khóa học có thể lập trình {{MainEntry|Programmable course}}<br> Không gian đại học ảo {{MainEntry|Virtual campus}}<br> Không gian học tập {{MainEntry|Learning space}}<br> Khung học tập {{MainEntry|Learning grid}}<br> Kịch bản chi tiết bên ngoài {{MainEntry|External script}}<br> '''Kịch bản chi tiết hợp tác''' {{MainEntry|[[Collaboration script]]}}<br> Kịch bản chi tiết nội tại {{MainEntry|Internal script}}<br> '''Kịch bản học tập''' {{MainEntry|[[Learning scenario]]}}<br> Kiểm tra với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted examination}}<br> '''Kiến tạo''' {{MainEntry|[[Constructionism]]}}<br> <br>'''M'''{{Anchor|M}}<br> Mô hình hóa người học {{MainEntry|Learner modeling}}<br> Mô hình hóa nhận thức {{MainEntry|Cognitive modeling}}<br> Mô phỏng giáo dục {{MainEntry|Simulation-based learning environment}}<br> Mô phỏng trò chơi {{MainEntry|Simulation games}}<br> Môi trường học tập {{MainEntry|Networked learning … environment}}<br> Môi trường học tập {{MainEntry|Learning environment}}<br> Môi trường học tập ảo {{MainEntry|Virtual learning environment}}<br> Môi trường học tập bằng mô phỏng {{MainEntry|Simulation-based learning environment}}<br> Môi trường học tập bao quanh {{MainEntry|Ambient learning environment}}<br> Môi trường học tập cá nhân {{MainEntry|Personal learning environment}}<br> Môi trường học tập cải tiến {{MainEntry|Augmented learning environment}}<br> Môi trường học tập có thể lập trình {{MainEntry|Programmable computer-based learning}}<br> Môi trường học tập hỗ trợ bởi máy tính điện tử {{MainEntry|Computer-based learning environments}}<br> Môi trường học tập lan tỏa {{MainEntry|Pervasive learning environment}}<br> Môi trường học tập nhân tạo {{MainEntry|Artificial learning environment}}<br> Môi trường học tập phân nhiệm {{MainEntry|Distributed learning environments}}<br> Môi trường học tập thích nghi {{MainEntry|Adaptive learning environment}}<br> Môi trường học tập trực tuyến {{MainEntry|On-line learning environment}}<br> Môi trường học tập tương tác {{MainEntry|Interactive learning environment}}<br> <br>'''P'''{{Anchor|P}}<br> Phản hồi tri thức {{MainEntry|Epistemic feedback}}<br> Phần mềm dạy học {{MainEntry|Courseware}}<br> Phần mềm trò chơi – giáo dục {{MainEntry|Edutainment}}<br> Phát sinh tự động bài tập {{MainEntry|Automatic generation of exercises}}<br> Phòng thí nghiệm từ xa {{MainEntry|Remote laboratories}}<br> Phòng thí nghiệm với sự hỗ trợ của máy tính {{MainEntry|Computer-based laboratory}}<br> <br>'''T'''{{Anchor|T}}<br> Tác nhân sư phạm {{MainEntry|Pedagogical agent}}<br> Tác nhân sư phạm ảo {{MainEntry|Virtual pedagogical agent}}<br> Tác nhân sư phạm hoạt náo {{MainEntry|Animated pedagogical agent}}<br> Thí nghiệm với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based laboratory}}<br> Tìm kiếm dữ liệu trong giáo dục {{MainEntry|Educational data mining}}<br> Trò chơi mô phỏng {{MainEntry|Simulation games}}<br> <br>'''V'''{{Anchor|V}}<br> '''Vật phủ / Giám định từng phần''' {{MainEntry|[[Overlay]]}}<br> Vết học tập {{MainEntry|Learning trail}}<br> Vi thế giới {{MainEntry|Microworld}}<br> 417 416 2011-09-26T08:45:31Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Vietnamese entries ''Edited by NGUYEN Chi Thanh, Department of Teachers Education, College of Education, Vietnam National University, Hanoi (VI)'' '''B - [[#C|C]] - [[#D|D]] - [[#Đ|Đ]] - [[#H|H]] - [[#K|K]] - [[#M|M]] - [[#P|P]] - [[#T|T]] - [[#V|V]]''' <br> '''B'''<br> Bảng tương tác {{MainEntry|Interactive white board}}<br> <br>'''C'''{{Anchor|C}}<br> Chẩn đoán nhận thức {{MainEntry|Cognitive diagnosis}}<br> Chẩn đoán tự động {{MainEntry|Automatic diagnosis}}<br> Chương trình hóa để trợ giúp học tập {{MainEntry|Computer programming in support of learning}}<br> Công cụ đồng hành trong học tập {{MainEntry|Learning companion}}<br> Công cụ tác giả {{MainEntry|Authoring tool}}<br> '''Công cụ tạo khả năng hành động giáo dục''' {{MainEntry|[[Educational affordance]]}}<br> '''Công cụ tạo khả năng hành động tri thức''' {{MainEntry|[[Epistemic affordance]]}}<br> Cộng đồng học tập {{MainEntry|Networked learning communities}}<br> Công nghệ didactic {{MainEntry|Didactical engineering}}<br> Công nghệ tri thức {{MainEntry|Cognitive engineering}}<br> <br>'''D'''{{Anchor|D}}<br> Dạy học có sự hỗ trợ của máy tính điện từ {{MainEntry|Computer-assisted instruction}}<br> Dạy học với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based instruction}}<br> <br>'''Đ'''{{Anchor|Đ}}<br> Đại học ảo {{MainEntry|Virtual universities}}<br> Đối tượng học tập {{MainEntry|Learning objects}}<br> <br>'''H'''{{Anchor|H}}<br> Hệ đồng hành {{MainEntry|Buddy systems}}<br> Hệ hỗ trợ thông minh {{MainEntry|scaffolding system}}<br> Hệ học tập tích hợp {{MainEntry|Integrated learning system}}<br> Hệ kèm cặp thông minh {{MainEntry|Intelligent tutoring system}}<br> Hệ quản lí bài giảng {{MainEntry|Course management system}}<br> Hệ quản lí học tập {{MainEntry|Learning management systems}}<br> Hệ tác giả {{MainEntry|Authoring system}}<br> '''Hiện tượng dẫn theo ''' {{MainEntry|[[Embedded phenomena]]}}<br> Hình học động {{MainEntry|Dynamic geometry}}<br> Hồ sơ điện tử {{MainEntry|e-portfolio}}<br> '''Học tập bằng khám phá''' {{MainEntry|[[Inquiry learning]]}}<br> '''Học tập bằng trò chơi''' {{MainEntry|[[Game-based learning]]}}<br> '''Học tập di động / Học tập dịch chuyển''' {{MainEntry|[[Mobile learning]]}}<br> Học tập điện tử {{MainEntry|e-learning}}<br> Học tập hợp tác {{MainEntry|Collaborative learning}}<br> Học tập hợp tác với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-supported collaborative learning}}<br> Học tập kết hợp {{MainEntry|Blended learning}}<br> Học tập không hình thức {{MainEntry|Informal learning}}<br> Học tập mọi nơi {{MainEntry|Ubiquitous learning}}<br> Học tập ngoại ngữ với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted language learning}}<br> Học tập phân nhiệm {{MainEntry|Distributed learning}}<br> '''Học tập trên mạng''' {{MainEntry|[[Networked learning]]}}<br> Học tập trong bối cảnh {{MainEntry|Situated learning}}<br> '''Học tập tự điều chỉnh''' {{MainEntry|[[Self-regulated learning]]}}<br> Học tập từ xa {{MainEntry|Distance learning}}<br> Học tập với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted learning}}<br> <br>'''K'''{{Anchor|K}}<br> Kèm cặp tri thức {{MainEntry|Cognitive tutor}}<br> Khóa học có thể lập trình {{MainEntry|Programmable course}}<br> Không gian đại học ảo {{MainEntry|Virtual campus}}<br> Không gian học tập {{MainEntry|Learning space}}<br> Khung học tập {{MainEntry|Learning grid}}<br> Kịch bản chi tiết bên ngoài {{MainEntry|External script}}<br> '''Kịch bản chi tiết hợp tác''' {{MainEntry|[[Collaboration script]]}}<br> Kịch bản chi tiết nội tại {{MainEntry|Internal script}}<br> '''Kịch bản học tập''' {{MainEntry|[[Learning scenario]]}}<br> Kiểm tra với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted examination}}<br> '''Kiến tạo''' {{MainEntry|[[Constructionism]]}}<br> <br>'''M'''{{Anchor|M}}<br> Mô hình hóa người học {{MainEntry|Learner modeling}}<br> Mô hình hóa nhận thức {{MainEntry|Cognitive modeling}}<br> Mô phỏng giáo dục {{MainEntry|Simulation-based learning environment}}<br> Mô phỏng trò chơi {{MainEntry|Simulation games}}<br> Môi trường học tập {{MainEntry|Networked learning … environment}}<br> Môi trường học tập {{MainEntry|Learning environment}}<br> Môi trường học tập ảo {{MainEntry|Virtual learning environment}}<br> Môi trường học tập bằng mô phỏng {{MainEntry|Simulation-based learning environment}}<br> Môi trường học tập bao quanh {{MainEntry|Ambient learning environment}}<br> Môi trường học tập cá nhân {{MainEntry|Personal learning environment}}<br> Môi trường học tập cải tiến {{MainEntry|Augmented learning environment}}<br> Môi trường học tập có thể lập trình {{MainEntry|Programmable computer-based learning}}<br> Môi trường học tập hỗ trợ bởi máy tính điện tử {{MainEntry|Computer-based learning environments}}<br> Môi trường học tập lan tỏa {{MainEntry|Pervasive learning environment}}<br> Môi trường học tập nhân tạo {{MainEntry|Artificial learning environment}}<br> Môi trường học tập phân nhiệm {{MainEntry|Distributed learning environments}}<br> Môi trường học tập thích nghi {{MainEntry|Adaptive learning environment}}<br> Môi trường học tập trực tuyến {{MainEntry|On-line learning environment}}<br> Môi trường học tập tương tác {{MainEntry|Interactive learning environment}}<br> <br>'''P'''{{Anchor|P}}<br> Phản hồi tri thức {{MainEntry|Epistemic feedback}}<br> Phần mềm dạy học {{MainEntry|Courseware}}<br> Phần mềm trò chơi – giáo dục {{MainEntry|Edutainment}}<br> Phát sinh tự động bài tập {{MainEntry|Automatic generation of exercises}}<br> Phòng thí nghiệm từ xa {{MainEntry|Remote laboratories}}<br> Phòng thí nghiệm với sự hỗ trợ của máy tính {{MainEntry|Computer-based laboratory}}<br> <br>'''T'''{{Anchor|T}}<br> Tác nhân sư phạm {{MainEntry|Pedagogical agent}}<br> Tác nhân sư phạm ảo {{MainEntry|Virtual pedagogical agent}}<br> Tác nhân sư phạm hoạt náo {{MainEntry|Animated pedagogical agent}}<br> Thí nghiệm với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based laboratory}}<br> Tìm kiếm dữ liệu trong giáo dục {{MainEntry|Educational data mining}}<br> Trò chơi mô phỏng {{MainEntry|Simulation games}}<br> <br>'''V'''{{Anchor|V}}<br> '''Vật phủ / Giám định từng phần''' {{MainEntry|[[Overlay]]}}<br> Vết học tập {{MainEntry|Learning trail}}<br> Vi thế giới {{MainEntry|Microworld}}<br> 416 415 2011-09-26T08:42:44Z Zeiliger 2 wikitext text/x-wiki {{languages}} TEL Dictionary: Vietnamese entries ''Edited by NGUYEN Chi Thanh, Department of Teachers Education, College of Education, Vietnam National University, Hanoi (VI)'' '''B - [[#C|C]] - [[#D|D]] - [[#Đ|Đ]] - [[#H|H]] - [[#K|K]] - [[#M|M]] - [[#P|P]] - [[#T|T]] - [[#V|V]]''' <br> '''B'''<br> Bảng tương tác {{MainEntry|Interactive white board}}<br> <br>'''C'''{{Anchor|C}}<br> Chẩn đoán nhận thức {{MainEntry|Cognitive diagnosis}}<br> Chẩn đoán tự động {{MainEntry|Automatic diagnosis}}<br> Chương trình hóa để trợ giúp học tập {{MainEntry|Computer programming in support of learning}}<br> Công cụ đồng hành trong học tập {{MainEntry|Learning companion}}<br> Công cụ tác giả {{MainEntry|Authoring tool}}<br> '''Công cụ tạo khả năng hành động giáo dục''' {{MainEntry|[[Educational affordance]]}}<br> '''Công cụ tạo khả năng hành động tri thức''' {{MainEntry|[[Epistemic affordance]]}}<br> Cộng đồng học tập {{MainEntry|Networked learning communities}}<br> Công nghệ didactic {{MainEntry|Didactical engineering}}<br> Công nghệ tri thức {{MainEntry|Cognitive engineering}}<br> <br>'''D'''{{Anchor|D}}<br> Dạy học có sự hỗ trợ của máy tính điện từ {{MainEntry|Computer-assisted instruction}}<br> Dạy học với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based instruction}}<br> <br>'''Đ'''{{Anchor|Đ}}<br> Đại học ảo {{MainEntry|Virtual universities}}<br> Đối tượng học tập {{MainEntry|Learning objects}}<br> <br>'''H'''{{Anchor|H}}<br> Hệ đồng hành {{MainEntry|Buddy systems}}<br> Hệ hỗ trợ thông minh {{MainEntry|scaffolding system}}<br> Hệ học tập tích hợp {{MainEntry|Integrated learning system}}<br> Hệ kèm cặp thông minh {{MainEntry|Intelligent tutoring system}}<br> Hệ quản lí bài giảng {{MainEntry|Course management system}}<br> Hệ quản lí học tập {{MainEntry|Learning management systems}}<br> Hệ tác giả {{MainEntry|Authoring system}}<br> '''Hiện tượng dẫn theo ''' {{MainEntry|[[Embedded phenomena]]}}<br> Hình học động {{MainEntry|Dynamic geometry}}<br> Hồ sơ điện tử {{MainEntry|e-portfolio}}<br> '''Học tập bằng khám phá''' {{MainEntry|[[Inquiry learning]]}}<br> '''Học tập bằng trò chơi''' {{MainEntry|[[Game-based learning]]}}<br> '''Học tập di động / Học tập dịch chuyển''' {{MainEntry|[[Mobile learning]]}}<br> Học tập điện tử {{MainEntry|e-learning}}<br> Học tập hợp tác {{MainEntry|Collaborative learning}}<br> Học tập hợp tác với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-supported collaborative learning}}<br> Học tập kết hợp {{MainEntry|Blended learning}}<br> Học tập không hình thức {{MainEntry|Informal learning}}<br> Học tập mọi nơi {{MainEntry|Ubiquitous learning}}<br> Học tập ngoại ngữ với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted language learning}}<br> Học tập phân nhiệm {{MainEntry|Distributed learning}}<br> '''Học tập trên mạng''' {{MainEntry|[[Networked learning]]}}<br> Học tập trong bối cảnh {{MainEntry|Situated learning}}<br> '''Học tập tự điều chỉnh''' {{MainEntry|[[Self-regulated learning]]}}<br> Học tập từ xa {{MainEntry|Distance learning}}<br> Học tập với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted learning}}<br> <br>'''K'''{{Anchor|K}}<br> Kèm cặp tri thức {{MainEntry|Cognitive tutor}}<br> Khóa học có thể lập trình {{MainEntry|Programmable course}}<br> Không gian đại học ảo {{MainEntry|Virtual campus}}<br> Không gian học tập {{MainEntry|Learning space}}<br> Khung học tập {{MainEntry|Learning grid}}<br> Kịch bản chi tiết bên ngoài {{MainEntry|External script}}<br> '''Kịch bản chi tiết hợp tác''' {{MainEntry|[[Collaboration script]]}}<br> Kịch bản chi tiết nội tại {{MainEntry|Internal script}}<br> '''Kịch bản học tập''' {{MainEntry|[[Learning scenario]]}}<br> Kiểm tra với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted examination}}<br> '''Kiến tạo''' {{MainEntry|[[Constructionism]]}}<br> <br>'''M'''{{Anchor|M}}<br> Mô hình hóa người học {{MainEntry|Learner modeling}}<br> Mô hình hóa nhận thức {{MainEntry|Cognitive modeling}}<br> Mô phỏng giáo dục {{MainEntry|Simulation-based learning environment}}<br> Mô phỏng trò chơi {{MainEntry|Simulation games}}<br> Môi trường học tập {{MainEntry|Networked learning … environment}}<br> Môi trường học tập {{MainEntry|Learning environment}}<br> Môi trường học tập ảo {{MainEntry|Virtual learning environment}}<br> Môi trường học tập bằng mô phỏng {{MainEntry|Simulation-based learning environment}}<br> Môi trường học tập bao quanh {{MainEntry|Ambient learning environment}}<br> Môi trường học tập cá nhân {{MainEntry|Personal learning environment}}<br> Môi trường học tập cải tiến {{MainEntry|Augmented learning environment}}<br> Môi trường học tập có thể lập trình {{MainEntry|Programmable computer-based learning}}<br> Môi trường học tập hỗ trợ bởi máy tính điện tử {{MainEntry|Computer-based learning environments}}<br> Môi trường học tập lan tỏa {{MainEntry|Pervasive learning environment}}<br> Môi trường học tập nhân tạo {{MainEntry|Artificial learning environment}}<br> Môi trường học tập phân nhiệm {{MainEntry|Distributed learning environments}}<br> Môi trường học tập thích nghi {{MainEntry|Adaptive learning environment}}<br> Môi trường học tập trực tuyến {{MainEntry|On-line learning environment}}<br> Môi trường học tập tương tác {{MainEntry|Interactive learning environment}}<br> <br>'''P'''{{Anchor|P}}<br> Phản hồi tri thức {{MainEntry|Epistemic feedback}}<br> Phần mềm dạy học {{MainEntry|Courseware}}<br> Phần mềm trò chơi – giáo dục {{MainEntry|Edutainment}}<br> Phát sinh tự động bài tập {{MainEntry|Automatic generation of exercises}}<br> Phòng thí nghiệm từ xa {{MainEntry|Remote laboratories}}<br> Phòng thí nghiệm với sự hỗ trợ của máy tính {{MainEntry|Computer-based laboratory}}<br> <br>'''T'''{{Anchor|T}}<br> Tác nhân sư phạm {{MainEntry|Pedagogical agent}}<br> Tác nhân sư phạm ảo {{MainEntry|Virtual pedagogical agent}}<br> Tác nhân sư phạm hoạt náo {{MainEntry|Animated pedagogical agent}}<br> Thí nghiệm với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based laboratory}}<br> Tìm kiếm dữ liệu trong giáo dục {{MainEntry|Educational data mining}}<br> Trò chơi mô phỏng {{MainEntry|Simulation games}}<br> <br>'''V'''{{Anchor|V}}<br> '''Vật phủ / Giám định từng phần''' {{MainEntry|[[Overlay]]}}<br> Vết học tập {{MainEntry|Learning trail}}<br> Vi thế giới {{MainEntry|Microworld}}<br> 415 2011-09-26T08:42:16Z Zeiliger 2 Created page with "{{languages}} TEL Dictionary: Vietnamese entries ''Edited by NGUYEN Chi Thanh, Department of Teachers Education, College of Education, Vietnam National University, Hanoi (VI)'..." wikitext text/x-wiki {{languages}} TEL Dictionary: Vietnamese entries ''Edited by NGUYEN Chi Thanh, Department of Teachers Education, College of Education, Vietnam National University, Hanoi (VI)'' '''B - [[#C|C]] - [[#D|D]] - [[#Đ|Đ]] - [[#H|H]] - [[#K|K]] - [[#M|M]] - [[#P|P]] - [[#T|T]] - [[#V|V]]''' <br> '''B'''<br> - Môi trường học tập {{MainEntry|Networked learning … environment}}<br> Bảng tương tác {{MainEntry|Interactive white board}}<br> <br>'''C'''{{Anchor|C}}<br> Chẩn đoán nhận thức {{MainEntry|Cognitive diagnosis}}<br> Chẩn đoán tự động {{MainEntry|Automatic diagnosis}}<br> Chương trình hóa để trợ giúp học tập {{MainEntry|Computer programming in support of learning}}<br> Công cụ đồng hành trong học tập {{MainEntry|Learning companion}}<br> Công cụ tác giả {{MainEntry|Authoring tool}}<br> '''Công cụ tạo khả năng hành động giáo dục''' {{MainEntry|[[Educational affordance]]}}<br> '''Công cụ tạo khả năng hành động tri thức''' {{MainEntry|[[Epistemic affordance]]}}<br> Cộng đồng học tập {{MainEntry|Networked learning communities}}<br> Công nghệ didactic {{MainEntry|Didactical engineering}}<br> Công nghệ tri thức {{MainEntry|Cognitive engineering}}<br> <br>'''D'''{{Anchor|D}}<br> Dạy học có sự hỗ trợ của máy tính điện từ {{MainEntry|Computer-assisted instruction}}<br> Dạy học với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based instruction}}<br> <br>'''Đ'''{{Anchor|Đ}}<br> Đại học ảo {{MainEntry|Virtual universities}}<br> Đối tượng học tập {{MainEntry|Learning objects}}<br> <br>'''H'''{{Anchor|H}}<br> Hệ đồng hành {{MainEntry|Buddy systems}}<br> Hệ hỗ trợ thông minh {{MainEntry|scaffolding system}}<br> Hệ học tập tích hợp {{MainEntry|Integrated learning system}}<br> Hệ kèm cặp thông minh {{MainEntry|Intelligent tutoring system}}<br> Hệ quản lí bài giảng {{MainEntry|Course management system}}<br> Hệ quản lí học tập {{MainEntry|Learning management systems}}<br> Hệ tác giả {{MainEntry|Authoring system}}<br> '''Hiện tượng dẫn theo ''' {{MainEntry|[[Embedded phenomena]]}}<br> Hình học động {{MainEntry|Dynamic geometry}}<br> Hồ sơ điện tử {{MainEntry|e-portfolio}}<br> '''Học tập bằng khám phá''' {{MainEntry|[[Inquiry learning]]}}<br> '''Học tập bằng trò chơi''' {{MainEntry|[[Game-based learning]]}}<br> '''Học tập di động / Học tập dịch chuyển''' {{MainEntry|[[Mobile learning]]}}<br> Học tập điện tử {{MainEntry|e-learning}}<br> Học tập hợp tác {{MainEntry|Collaborative learning}}<br> Học tập hợp tác với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-supported collaborative learning}}<br> Học tập kết hợp {{MainEntry|Blended learning}}<br> Học tập không hình thức {{MainEntry|Informal learning}}<br> Học tập mọi nơi {{MainEntry|Ubiquitous learning}}<br> Học tập ngoại ngữ với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted language learning}}<br> Học tập phân nhiệm {{MainEntry|Distributed learning}}<br> '''Học tập trên mạng''' {{MainEntry|[[Networked learning]]}}<br> Học tập trong bối cảnh {{MainEntry|Situated learning}}<br> '''Học tập tự điều chỉnh''' {{MainEntry|[[Self-regulated learning]]}}<br> Học tập từ xa {{MainEntry|Distance learning}}<br> Học tập với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted learning}}<br> <br>'''K'''{{Anchor|K}}<br> Kèm cặp tri thức {{MainEntry|Cognitive tutor}}<br> Khóa học có thể lập trình {{MainEntry|Programmable course}}<br> Không gian đại học ảo {{MainEntry|Virtual campus}}<br> Không gian học tập {{MainEntry|Learning space}}<br> Khung học tập {{MainEntry|Learning grid}}<br> Kịch bản chi tiết bên ngoài {{MainEntry|External script}}<br> '''Kịch bản chi tiết hợp tác''' {{MainEntry|[[Collaboration script]]}}<br> Kịch bản chi tiết nội tại {{MainEntry|Internal script}}<br> '''Kịch bản học tập''' {{MainEntry|[[Learning scenario]]}}<br> Kiểm tra với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-assisted examination}}<br> '''Kiến tạo''' {{MainEntry|[[Constructionism]]}}<br> <br>'''M'''{{Anchor|M}}<br> Mô hình hóa người học {{MainEntry|Learner modeling}}<br> Mô hình hóa nhận thức {{MainEntry|Cognitive modeling}}<br> Mô phỏng giáo dục {{MainEntry|Simulation-based learning environment}}<br> Mô phỏng trò chơi {{MainEntry|Simulation games}}<br> Môi trường học tập {{MainEntry|Networked learning … environment}}<br> Môi trường học tập {{MainEntry|Learning environment}}<br> Môi trường học tập ảo {{MainEntry|Virtual learning environment}}<br> Môi trường học tập bằng mô phỏng {{MainEntry|Simulation-based learning environment}}<br> Môi trường học tập bao quanh {{MainEntry|Ambient learning environment}}<br> Môi trường học tập cá nhân {{MainEntry|Personal learning environment}}<br> Môi trường học tập cải tiến {{MainEntry|Augmented learning environment}}<br> Môi trường học tập có thể lập trình {{MainEntry|Programmable computer-based learning}}<br> Môi trường học tập hỗ trợ bởi máy tính điện tử {{MainEntry|Computer-based learning environments}}<br> Môi trường học tập lan tỏa {{MainEntry|Pervasive learning environment}}<br> Môi trường học tập nhân tạo {{MainEntry|Artificial learning environment}}<br> Môi trường học tập phân nhiệm {{MainEntry|Distributed learning environments}}<br> Môi trường học tập thích nghi {{MainEntry|Adaptive learning environment}}<br> Môi trường học tập trực tuyến {{MainEntry|On-line learning environment}}<br> Môi trường học tập tương tác {{MainEntry|Interactive learning environment}}<br> <br>'''P'''{{Anchor|P}}<br> Phản hồi tri thức {{MainEntry|Epistemic feedback}}<br> Phần mềm dạy học {{MainEntry|Courseware}}<br> Phần mềm trò chơi – giáo dục {{MainEntry|Edutainment}}<br> Phát sinh tự động bài tập {{MainEntry|Automatic generation of exercises}}<br> Phòng thí nghiệm từ xa {{MainEntry|Remote laboratories}}<br> Phòng thí nghiệm với sự hỗ trợ của máy tính {{MainEntry|Computer-based laboratory}}<br> <br>'''T'''{{Anchor|T}}<br> Tác nhân sư phạm {{MainEntry|Pedagogical agent}}<br> Tác nhân sư phạm ảo {{MainEntry|Virtual pedagogical agent}}<br> Tác nhân sư phạm hoạt náo {{MainEntry|Animated pedagogical agent}}<br> Thí nghiệm với sự hỗ trợ của máy tính điện tử {{MainEntry|Computer-based laboratory}}<br> Tìm kiếm dữ liệu trong giáo dục {{MainEntry|Educational data mining}}<br> Trò chơi mô phỏng {{MainEntry|Simulation games}}<br> <br>'''V'''{{Anchor|V}}<br> '''Vật phủ / Giám định từng phần''' {{MainEntry|[[Overlay]]}}<br> Vết học tập {{MainEntry|Learning trail}}<br> Vi thế giới {{MainEntry|Microworld}}<br> 0 87 1195 981 2013-03-01T12:49:05Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Simplified chinese entries (cn: Mainland China, sg: Singapore) ''Edited by Carsten Ullrich (Shanghai Jiao Tong University, CN), Denis Gillet (EPFL, CH), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)''<br> ''And thanks to the participants of the SJTU Chinese-European Summer School Matchmaking Event on Technology-Enhanced Learning'' <br> 个人学习环境 (cn) {{MainEntry|Personal learning environment}}<br> <br> 习题自动生成 / 练习的自动生成 (cn) {{MainEntry|Automatic generation of exercises}}<br> <br> 交互学习环境 / 互动学习环境 / 交互式学习环境 (cn) 互动学习环境 (sg) {{MainEntry|Interactive learning environment}}<br> 交互式白板 / 交互白板 /交互式电子白板 (cn) {{MainEntry|Interactive white board}}<br> <br> 人工学习环境 / 人工学习环境 / 人工学习环境(cn / sg) {{MainEntry|Artificial learning environment}}<br> <br> 仿真游戏 (cn) / 模拟游戏 (sg) {{MainEntry|Simulation games}}<br> 伙伴系统 / 同伴互助系统 (cn) / 伙伴系统 (sg) {{MainEntry|Buddy systems}}<br> <br> 全纳电子学习 (cn) {{MainEntry|Inclusive e-learning}}<br> <br> 内部脚本 (cn) {{MainEntry|Internal script}}<br> <br> 分布式学习 (cn / sg) {{MainEntry|Distributed learning}}<br> 分布式学习环境 (cn / sg) {{MainEntry|Distributed learning environments}}<br> <br> 创作工具 / 制作工具 (cn) {{MainEntry|Authoring tool}}<br> '''创作系统制作工具''' / '''创作系统 写作系统''' (cn) {{MainEntry|[[Authoring system]]}}<br> <br> 动态几何 (cn / sg) {{MainEntry|Dynamic geometry}}<br> 动画教学代理 / 动画教学代理(cn) {{MainEntry|Animated pedagogical agent}}<br> <br> 协作学习 (cn / sg) {{MainEntry|Collaborative learning}}<br> '''协作脚本 (cn)''' {{MainEntry|[[Collaboration script]]}}<br> <br> '''叙事学习环境 (cn)''' {{MainEntry|[[Narrative learning environments]]}}<br> <br> 可编程以计算机为基础的学习环境 / 基于可编程计算机的学习环境 (cn) {{MainEntry|Programmable computer-based learning environment}}<br> 可编程课程 (cn) {{MainEntry|Programmable course}}<br> <br> 周围（外部）学习环境 (cn) {{MainEntry|Ambient learning environment}}<br> <br> 在线学习环境 (cn) / 线上学习环境 (sg) {{MainEntry|On-line learning environment}}<br> <br> 基于代理的学习环境 / 基于代理的学习环境 / 基于代理的学习环境 (cn) {{MainEntry|Agent-based learning environment}}<br> 基于代理的教学系统 / 基于代理的导学系统 (cn) {{MainEntry|Agent-based tutoring system}}<br> '''基于仿真的学习环境 / 仿真学习环境 (cn) 模拟学习环境 (sg)''' {{MainEntry|[[Simulation-based learning environment]]}}<br> 基于计算机的学习环境 (cn0 {{MainEntry|Computer-based learning environments}}<br> 基于计算机的实验室 / 计算机实验室 (cn) {{MainEntry|Computer-based laboratory}}<br> <br> 增强的学习环境 / 增量学习环境 (cn) 扩增学习环境 (sg) {{MainEntry|Augmented learning environment}}<br> <br> 外部脚本 /外围脚本 (cn) {{MainEntry|External script}}<br> <br> '''多媒体学习 (cn / sg)''' {{MainEntry|[[Multimedia learning]]}}<br> <br> 学习同伴 /学习伙伴 (cn) {{MainEntry|Learning companion}}<br> '''学习对象 / 学习物件 (cn)''' {{MainEntry|[[Learning objects]]}}<br> '''学习情景 /学习情境 (cn)''' {{MainEntry|[[Learning scenario]]}}<br> 学习环境 (cn / sg) {{MainEntry|Learning environment}}<br> '''学习空间 (cn / sg)''' {{MainEntry|[[Learning space]]}}<br> '''学习管理系统 /网络教学平台 / 网络教学平台 (cn) 学习管理系统 (sg)''' {{MainEntry|[[Learning management systems]]}}<br> '''学习网格 (cn / sg)''' {{MainEntry|[[Learning grid]]}}<br> 学习者模型建构 / 学习者模型 (cn) {{MainEntry|Learner modeling}}<br> '''学习设计 (cn / sg)''' {{MainEntry|[[Learning design]]}}<br> 学习路径 / 学习轨迹 (cn) {{MainEntry|Learning trail}}<br> <br> 寓教于乐的数字化学习 (cn) 教育娱乐 / 教娱 (sg) {{MainEntry|Edutainment}}<br> <br> '''嵌入式现象 /嵌入式行为 (cn)''' {{MainEntry|[[Embedded phenomena]]}}<br> <br> '''建构主义 (cn / sg)''' {{MainEntry|[[Constructionism]]}}<br> <br> 微观世界 /微世界 / 微世界 (cn) {{MainEntry|Microworld}}<br> <br> 情境学习 (cn / sg) {{MainEntry|Situated learning}}<br> <br> 技术促进学习 (cn) {{MainEntry|Technology Enhanced Learning}}<br> '''技术化的数学素养 (cn)''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br> '''探究性学习 (cn)''' {{MainEntry|[[Inquiry learning]]}}<br> <br> '''摹游戏为基础的学习 /游戏化学习 / 游戏化学习 (cn)''' {{MainEntry|[[Game-based learning]]}}<br> <br> 支持学习的计算机编程 / 支持学习的计算机程序设计 (cn) {{MainEntry|Computer programming in support of learning}}<br> <br> 教学代理 (cn) {{MainEntry|Pedagogical agent}}<br> '''教学工程 (cn)''' {{MainEntry|[[Didactical engineering]]}}<br> '''教育可见性 (cn)''' {{MainEntry|[[Educational affordance]]}}<br> '''教育数据挖掘 (cn / sg)''' {{MainEntry|[[Educational data mining]]}}<br> 教育网络学习 / 电子学习 (cn) {{MainEntry|e-learning}}<br> <br> '''无缝学习环境 (cn)''' {{MainEntry|[[Seamless learning environments]]}}<br> <br> 普适学习环境 (cn) {{MainEntry|Pervasive learning environment}}<br> <br> '''智能教学系统 (cn)''' {{MainEntry|[[Intelligent tutoring system]]}}<br> 智能鹰架系统 / 智能脚手架系统 /智能支架系统 (cn) 智能鹰架系统 (sg) {{MainEntry|Intelligent scaffolding system}}<br> <br> 有形的学习环境 (cn) {{MainEntry|Tangible learning environment}}<br> <br> 机助考试 / 计算机辅助考试 (cn) {{MainEntry|Computer-assisted examination}}<br> <br> 泛在学习 (cn) {{MainEntry|Ubiquitous learning}}<br> <br> 混合学习 / 混合式学习 (cn) {{MainEntry|Blended learning}}<br> <br> '''电子化测评''' /'''数字化评估 (cn)''' {{MainEntry|[[e-Assessment]]}}<br> 电子档案袋 / 电子书包 /电子档案袋 / 电子档案袋 (cn) 电子学习历程档案 (sg) {{MainEntry|e-portfolio}}<br> <br> '''移动学习 (cn) 流动学习 (sg)''' {{MainEntry|[[Mobile learning]]}}<br> <br> 综合学习系统 (cn) {{MainEntry|Integrated learning system}}<br> <br> '''网络学习(cn / sg)''' {{MainEntry|[[Networked learning]]}}<br> 网络学习环境 (cn / sg) {{MainEntry|Networked learning environment}}<br> 网络学习社区 / 网络学习共同体 (cn) 网络学习社群 (sg) {{MainEntry|Networked learning communities}}<br> 网络讲课技术 (cn) {{MainEntry|Web-lecturing technologies}}<br> <br> 自动诊断 (cn / sg) {{MainEntry|Automatic diagnosis}}<br> '''自我调节学习 /自我调节的学习 (cn)''' {{MainEntry|[[Self-regulated learning]]}}<br> '''自适应学习环境 / 适应性学习环境 (cn)''' {{MainEntry|[[Adaptive learning environment]]}}<br> <br> 虚拟大学 (cn / sg) {{MainEntry|Virtual universities}}<br> 虚拟学习环境 (cn / sg) {{MainEntry|Virtual learning environment}}<br> 虚拟学习环境 / 虚拟教学代理 (cn) {{MainEntry|Virtual pedagogical agent}}<br> 虚拟校园 (cn / sg) {{MainEntry|Virtual campus}}<br> <br> '''覆盖 / 覆盖物 (cn)''' {{MainEntry|[[Overlay]]}}<br> <br> 计算机支持的协作学习 (cn) {{MainEntry|Computer-supported collaborative learning}}<br> 计算机辅助学习(cn) / 电脑辅助学习 (sg) {{MainEntry|Computer-assisted learning}}<br> 计算机辅助教学 /基于计算机的教学 (cn) {{MainEntry|Computer-based instruction}}<br> 计算机辅助教学 (cn) / 电脑辅助教学 (sg) {{MainEntry|Computer-assisted instruction}}<br> 计算机辅助语言学习 (cn) {{MainEntry|Computer-assisted language learning}}<br> '''认知反馈 (cn)''' {{MainEntry|[[Epistemic feedback]]}}<br> '''知识赋使功能 (cn)''' {{MainEntry|[[Epistemic affordance]]}}<br> '''认知导师 / 认知向导 (cn)''' {{MainEntry|[[Cognitive tutor]]}}<br> 认知工程 (cn) {{MainEntry|Cognitive engineering}}<br> 认知建模 / 认知模型 (cn) {{MainEntry|Cognitive modeling}}<br> 认知诊断 (cn) {{MainEntry|Cognitive diagnosis}}<br> 课件 (cn / sg) {{MainEntry|Courseware}}<br> 课程管理系统课件 /课程管理系统 (cn / sg) {{MainEntry|Course management system}}<br> <br> 远程学习 / 远距学习 (cn) 远程学习 / 远程教育 (sg) {{MainEntry|Distance learning}}<br> 远程实验室 (cn) {{MainEntry|Remote laboratories}}<br> <br> '''非正式学习 (cn)''' {{MainEntry|[[Informal learning]]}}<br> 981 968 2012-09-27T06:31:49Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Simplified chinese entries (cn: Mainland China, sg: Singapore) ''Edited by Carsten Ullrich (Shanghai Jiao Tong University, CN), Denis Gillet (EPFL, CH), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)''<br> ''And thanks to the participants of the SJTU Chinese-European Summer School Matchmaking Event on Technology-Enhanced Learning'' <br> 个人学习环境 (cn) {{MainEntry|Personal learning environment}}<br> <br> 习题自动生成 / 练习的自动生成 (cn) {{MainEntry|Automatic generation of exercises}}<br> <br> 交互学习环境 / 互动学习环境 / 交互式学习环境 (cn) 互动学习环境 (sg) {{MainEntry|Interactive learning environment}}<br> 交互式白板 / 交互白板 /交互式电子白板 (cn) {{MainEntry|Interactive white board}}<br> <br> 人工学习环境 / 人工学习环境 / 人工学习环境(cn / sg) {{MainEntry|Artificial learning environment}}<br> <br> 仿真游戏 (cn) / 模拟游戏 (sg) {{MainEntry|Simulation games}}<br> 伙伴系统 / 同伴互助系统 (cn) / 伙伴系统 (sg) {{MainEntry|Buddy systems}}<br> <br> 全纳电子学习 (cn) {{MainEntry|Inclusive e-learning}}<br> <br> 内部脚本 (cn) {{MainEntry|Internal script}}<br> <br> 分布式学习 (cn / sg) {{MainEntry|Distributed learning}}<br> 分布式学习环境 (cn / sg) {{MainEntry|Distributed learning environments}}<br> <br> 创作工具 / 制作工具 (cn) {{MainEntry|Authoring tool}}<br> 创作系统制作工具 / 创作系统 写作系统 (cn) {{MainEntry|Authoring system}}<br> <br> 动态几何 (cn / sg) {{MainEntry|Dynamic geometry}}<br> 动画教学代理 / 动画教学代理(cn) {{MainEntry|Animated pedagogical agent}}<br> <br> 协作学习 (cn / sg) {{MainEntry|Collaborative learning}}<br> '''协作脚本 (cn)''' {{MainEntry|[[Collaboration script]]}}<br> <br> '''叙事学习环境 (cn)''' {{MainEntry|[[Narrative learning environments]]}}<br> <br> 可编程以计算机为基础的学习环境 / 基于可编程计算机的学习环境 (cn) {{MainEntry|Programmable computer-based learning environment}}<br> 可编程课程 (cn) {{MainEntry|Programmable course}}<br> <br> 周围（外部）学习环境 (cn) {{MainEntry|Ambient learning environment}}<br> <br> 在线学习环境 (cn) / 线上学习环境 (sg) {{MainEntry|On-line learning environment}}<br> <br> 基于代理的学习环境 / 基于代理的学习环境 / 基于代理的学习环境 (cn) {{MainEntry|Agent-based learning environment}}<br> 基于代理的教学系统 / 基于代理的导学系统 (cn) {{MainEntry|Agent-based tutoring system}}<br> '''基于仿真的学习环境 / 仿真学习环境 (cn) 模拟学习环境 (sg)''' {{MainEntry|[[Simulation-based learning environment]]}}<br> 基于计算机的学习环境 (cn0 {{MainEntry|Computer-based learning environments}}<br> 基于计算机的实验室 / 计算机实验室 (cn) {{MainEntry|Computer-based laboratory}}<br> <br> 增强的学习环境 / 增量学习环境 (cn) 扩增学习环境 (sg) {{MainEntry|Augmented learning environment}}<br> <br> 外部脚本 /外围脚本 (cn) {{MainEntry|External script}}<br> <br> '''多媒体学习 (cn / sg)''' {{MainEntry|[[Multimedia learning]]}}<br> <br> 学习同伴 /学习伙伴 (cn) {{MainEntry|Learning companion}}<br> '''学习对象 / 学习物件 (cn)''' {{MainEntry|[[Learning objects]]}}<br> '''学习情景 /学习情境 (cn)''' {{MainEntry|[[Learning scenario]]}}<br> 学习环境 (cn / sg) {{MainEntry|Learning environment}}<br> '''学习空间 (cn / sg)''' {{MainEntry|[[Learning space]]}}<br> '''学习管理系统 /网络教学平台 / 网络教学平台 (cn) 学习管理系统 (sg)''' {{MainEntry|[[Learning management systems]]}}<br> '''学习网格 (cn / sg)''' {{MainEntry|[[Learning grid]]}}<br> 学习者模型建构 / 学习者模型 (cn) {{MainEntry|Learner modeling}}<br> '''学习设计 (cn / sg)''' {{MainEntry|[[Learning design]]}}<br> 学习路径 / 学习轨迹 (cn) {{MainEntry|Learning trail}}<br> <br> 寓教于乐的数字化学习 (cn) 教育娱乐 / 教娱 (sg) {{MainEntry|Edutainment}}<br> <br> '''嵌入式现象 /嵌入式行为 (cn)''' {{MainEntry|[[Embedded phenomena]]}}<br> <br> '''建构主义 (cn / sg)''' {{MainEntry|[[Constructionism]]}}<br> <br> 微观世界 /微世界 / 微世界 (cn) {{MainEntry|Microworld}}<br> <br> 情境学习 (cn / sg) {{MainEntry|Situated learning}}<br> <br> 技术促进学习 (cn) {{MainEntry|Technology Enhanced Learning}}<br> '''技术化的数学素养 (cn)''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br> '''探究性学习 (cn)''' {{MainEntry|[[Inquiry learning]]}}<br> <br> '''摹游戏为基础的学习 /游戏化学习 / 游戏化学习 (cn)''' {{MainEntry|[[Game-based learning]]}}<br> <br> 支持学习的计算机编程 / 支持学习的计算机程序设计 (cn) {{MainEntry|Computer programming in support of learning}}<br> <br> 教学代理 (cn) {{MainEntry|Pedagogical agent}}<br> '''教学工程 (cn)''' {{MainEntry|[[Didactical engineering]]}}<br> '''教育可见性 (cn)''' {{MainEntry|[[Educational affordance]]}}<br> '''教育数据挖掘 (cn / sg)''' {{MainEntry|[[Educational data mining]]}}<br> 教育网络学习 / 电子学习 (cn) {{MainEntry|e-learning}}<br> <br> '''无缝学习环境 (cn)''' {{MainEntry|[[Seamless learning environments]]}}<br> <br> 普适学习环境 (cn) {{MainEntry|Pervasive learning environment}}<br> <br> '''智能教学系统 (cn)''' {{MainEntry|[[Intelligent tutoring system]]}}<br> 智能鹰架系统 / 智能脚手架系统 /智能支架系统 (cn) 智能鹰架系统 (sg) {{MainEntry|Intelligent scaffolding system}}<br> <br> 有形的学习环境 (cn) {{MainEntry|Tangible learning environment}}<br> <br> 机助考试 / 计算机辅助考试 (cn) {{MainEntry|Computer-assisted examination}}<br> <br> 泛在学习 (cn) {{MainEntry|Ubiquitous learning}}<br> <br> 混合学习 / 混合式学习 (cn) {{MainEntry|Blended learning}}<br> <br> '''电子化测评''' /'''数字化评估 (cn)''' {{MainEntry|[[e-Assessment]]}}<br> 电子档案袋 / 电子书包 /电子档案袋 / 电子档案袋 (cn) 电子学习历程档案 (sg) {{MainEntry|e-portfolio}}<br> <br> '''移动学习 (cn) 流动学习 (sg)''' {{MainEntry|[[Mobile learning]]}}<br> <br> 综合学习系统 (cn) {{MainEntry|Integrated learning system}}<br> <br> '''网络学习(cn / sg)''' {{MainEntry|[[Networked learning]]}}<br> 网络学习环境 (cn / sg) {{MainEntry|Networked learning environment}}<br> 网络学习社区 / 网络学习共同体 (cn) 网络学习社群 (sg) {{MainEntry|Networked learning communities}}<br> 网络讲课技术 (cn) {{MainEntry|Web-lecturing technologies}}<br> <br> 自动诊断 (cn / sg) {{MainEntry|Automatic diagnosis}}<br> '''自我调节学习 /自我调节的学习 (cn)''' {{MainEntry|[[Self-regulated learning]]}}<br> '''自适应学习环境 / 适应性学习环境 (cn)''' {{MainEntry|[[Adaptive learning environment]]}}<br> <br> 虚拟大学 (cn / sg) {{MainEntry|Virtual universities}}<br> 虚拟学习环境 (cn / sg) {{MainEntry|Virtual learning environment}}<br> 虚拟学习环境 / 虚拟教学代理 (cn) {{MainEntry|Virtual pedagogical agent}}<br> 虚拟校园 (cn / sg) {{MainEntry|Virtual campus}}<br> <br> '''覆盖 / 覆盖物 (cn)''' {{MainEntry|[[Overlay]]}}<br> <br> 计算机支持的协作学习 (cn) {{MainEntry|Computer-supported collaborative learning}}<br> 计算机辅助学习(cn) / 电脑辅助学习 (sg) {{MainEntry|Computer-assisted learning}}<br> 计算机辅助教学 /基于计算机的教学 (cn) {{MainEntry|Computer-based instruction}}<br> 计算机辅助教学 (cn) / 电脑辅助教学 (sg) {{MainEntry|Computer-assisted instruction}}<br> 计算机辅助语言学习 (cn) {{MainEntry|Computer-assisted language learning}}<br> '''认知反馈 (cn)''' {{MainEntry|[[Epistemic feedback]]}}<br> '''知识赋使功能 (cn)''' {{MainEntry|[[Epistemic affordance]]}}<br> '''认知导师 / 认知向导 (cn)''' {{MainEntry|[[Cognitive tutor]]}}<br> 认知工程 (cn) {{MainEntry|Cognitive engineering}}<br> 认知建模 / 认知模型 (cn) {{MainEntry|Cognitive modeling}}<br> 认知诊断 (cn) {{MainEntry|Cognitive diagnosis}}<br> 课件 (cn / sg) {{MainEntry|Courseware}}<br> 课程管理系统课件 /课程管理系统 (cn / sg) {{MainEntry|Course management system}}<br> <br> 远程学习 / 远距学习 (cn) 远程学习 / 远程教育 (sg) {{MainEntry|Distance learning}}<br> 远程实验室 (cn) {{MainEntry|Remote laboratories}}<br> <br> '''非正式学习 (cn)''' {{MainEntry|[[Informal learning]]}}<br> 968 930 2012-09-27T06:22:40Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Simplified chinese entries (cn: Mainland China, sg: Singapore) ''Edited by Carsten Ullrich (Shanghai Jiao Tong University, CN), Denis Gillet (EPFL, CH), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)''<br> ''And thanks to the participants of the SJTU Chinese-European Summer School Matchmaking Event on Technology-Enhanced Learning'' <br> 个人学习环境 (cn) {{MainEntry|Personal learning environment}}<br> <br> 习题自动生成 / 练习的自动生成 (cn) {{MainEntry|Automatic generation of exercises}}<br> <br> 交互学习环境 / 互动学习环境 / 交互式学习环境 (cn) 互动学习环境 (sg) {{MainEntry|Interactive learning environment}}<br> 交互式白板 / 交互白板 /交互式电子白板 (cn) {{MainEntry|Interactive white board}}<br> <br> 人工学习环境 / 人工学习环境 / 人工学习环境(cn / sg) {{MainEntry|Artificial learning environment}}<br> <br> 仿真游戏 (cn) / 模拟游戏 (sg) {{MainEntry|Simulation games}}<br> 伙伴系统 / 同伴互助系统 (cn) / 伙伴系统 (sg) {{MainEntry|Buddy systems}}<br> <br> 全纳电子学习 (cn) {{MainEntry|Inclusive e-learning}}<br> <br> 内部脚本 (cn) {{MainEntry|Internal script}}<br> <br> 分布式学习 (cn / sg) {{MainEntry|Distributed learning}}<br> 分布式学习环境 (cn / sg) {{MainEntry|Distributed learning environments}}<br> <br> 创作工具 / 制作工具 (cn) {{MainEntry|Authoring tool}}<br> 创作系统制作工具 / 创作系统 写作系统 (cn) {{MainEntry|Authoring system}}<br> <br> 动态几何 (cn / sg) {{MainEntry|Dynamic geometry}}<br> 动画教学代理 / 动画教学代理(cn) {{MainEntry|Animated pedagogical agent}}<br> <br> 协作学习 (cn / sg) {{MainEntry|Collaborative learning}}<br> '''协作脚本 (cn)''' {{MainEntry|[[Collaboration script]]}}<br> <br> '''叙事学习环境 (cn)''' {{MainEntry|[[Narrative learning environments]]}}<br> <br> 可编程以计算机为基础的学习环境 / 基于可编程计算机的学习环境 (cn) {{MainEntry|Programmable computer-based learning environment}}<br> 可编程课程 (cn) {{MainEntry|Programmable course}}<br> <br> 周围（外部）学习环境 (cn) {{MainEntry|Ambient learning environment}}<br> <br> 在线学习环境 (cn) / 线上学习环境 (sg) {{MainEntry|On-line learning environment}}<br> <br> 基于代理的学习环境 / 基于代理的学习环境 / 基于代理的学习环境 (cn) {{MainEntry|Agent-based learning environment}}<br> 基于代理的教学系统 / 基于代理的导学系统 (cn) {{MainEntry|Agent-based tutoring system}}<br> '''基于仿真的学习环境 / 仿真学习环境 (cn) 模拟学习环境 (sg)''' {{MainEntry|[[Simulation-based learning environment]]}}<br> 基于计算机的学习环境 (cn0 {{MainEntry|Computer-based learning environments}}<br> 基于计算机的实验室 / 计算机实验室 (cn) {{MainEntry|Computer-based laboratory}}<br> <br> 增强的学习环境 / 增量学习环境 (cn) 扩增学习环境 (sg) {{MainEntry|Augmented learning environment}}<br> <br> 外部脚本 /外围脚本 (cn) {{MainEntry|External script}}<br> <br> '''多媒体学习 (cn / sg)''' {{MainEntry|[[Multimedia learning]]}}<br> <br> 学习同伴 /学习伙伴 (cn) {{MainEntry|Learning companion}}<br> '''学习对象 / 学习物件 (cn)''' {{MainEntry|[[Learning objects]]}}<br> '''学习情景 /学习情境 (cn)''' {{MainEntry|[[Learning scenario]]}}<br> 学习环境 (cn / sg) {{MainEntry|Learning environment}}<br> '''学习空间 (cn / sg)''' {{MainEntry|[[Learning space]]}}<br> '''学习管理系统 /网络教学平台 / 网络教学平台 (cn) 学习管理系统 (sg)''' {{MainEntry|[[Learning management systems]]}}<br> '''学习网格 (cn / sg)''' {{MainEntry|[[Learning grid]]}}<br> 学习者模型建构 / 学习者模型 (cn) {{MainEntry|Learner modeling}}<br> '''学习设计 (cn / sg)''' {{MainEntry|[[Learning design]]}}<br> 学习路径 / 学习轨迹 (cn) {{MainEntry|Learning trail}}<br> <br> 寓教于乐的数字化学习 (cn) 教育娱乐 / 教娱 (sg) {{MainEntry|Edutainment}}<br> <br> '''嵌入式现象 /嵌入式行为 (cn)''' {{MainEntry|[[Embedded phenomena]]}}<br> <br> '''建构主义 (cn / sg)''' {{MainEntry|[[Constructionism]]}}<br> <br> 微观世界 /微世界 / 微世界 (cn) {{MainEntry|Microworld}}<br> <br> 情境学习 (cn / sg) {{MainEntry|Situated learning}}<br> <br> 技术促进学习 (cn) {{MainEntry|Technology Enhanced Learning}}<br> '''技术化的数学素养 (cn)''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br> '''探究性学习 (cn)''' {{MainEntry|[[Inquiry learning]]}}<br> <br> '''摹游戏为基础的学习 /游戏化学习 / 游戏化学习 (cn)''' {{MainEntry|[[Game-based learning]]}}<br> <br> 支持学习的计算机编程 / 支持学习的计算机程序设计 (cn) {{MainEntry|Computer programming in support of learning}}<br> <br> 教学代理 (cn) {{MainEntry|Pedagogical agent}}<br> '''教学工程 (cn)''' {{MainEntry|[[Didactical engineering]]}}<br> '''教育可见性 (cn)''' {{MainEntry|[[Educational affordance]]}}<br> '''教育数据挖掘 (cn / sg)''' {{MainEntry|[[Educational data mining]]}}<br> 教育网络学习 / 电子学习 (cn) {{MainEntry|e-learning}}<br> <br> '''无缝学习环境 (cn)''' {{MainEntry|[[Seamless learning environments]]}}<br> <br> 普适学习环境 (cn) {{MainEntry|Pervasive learning environment}}<br> <br> '''智能教学系统 (cn)''' {{MainEntry|[[Intelligent tutoring system]]}}<br> 智能鹰架系统 / 智能脚手架系统 /智能支架系统 (cn) 智能鹰架系统 (sg) {{MainEntry|Intelligent scaffolding system}}<br> <br> 有形的学习环境 (cn) {{MainEntry|Tangible learning environment}}<br> <br> 机助考试 / 计算机辅助考试 (cn) {{MainEntry|Computer-assisted examination}}<br> <br> 泛在学习 (cn) {{MainEntry|Ubiquitous learning}}<br> <br> 混合学习 / 混合式学习 (cn) {{MainEntry|Blended learning}}<br> <br> 电子化测评 /数字化评估 (cn) {{MainEntry|[[e-Assessment]]}}<br> 电子档案袋 / 电子书包 /电子档案袋 / 电子档案袋 (cn) 电子学习历程档案 (sg) {{MainEntry|e-portfolio}}<br> <br> '''移动学习 (cn) 流动学习 (sg)''' {{MainEntry|[[Mobile learning]]}}<br> <br> 综合学习系统 (cn) {{MainEntry|Integrated learning system}}<br> <br> '''网络学习(cn / sg)''' {{MainEntry|[[Networked learning]]}}<br> 网络学习环境 (cn / sg) {{MainEntry|Networked learning environment}}<br> 网络学习社区 / 网络学习共同体 (cn) 网络学习社群 (sg) {{MainEntry|Networked learning communities}}<br> 网络讲课技术 (cn) {{MainEntry|Web-lecturing technologies}}<br> <br> 自动诊断 (cn / sg) {{MainEntry|Automatic diagnosis}}<br> '''自我调节学习 /自我调节的学习 (cn)''' {{MainEntry|[[Self-regulated learning]]}}<br> '''自适应学习环境 / 适应性学习环境 (cn)''' {{MainEntry|[[Adaptive learning environment]]}}<br> <br> 虚拟大学 (cn / sg) {{MainEntry|Virtual universities}}<br> 虚拟学习环境 (cn / sg) {{MainEntry|Virtual learning environment}}<br> 虚拟学习环境 / 虚拟教学代理 (cn) {{MainEntry|Virtual pedagogical agent}}<br> 虚拟校园 (cn / sg) {{MainEntry|Virtual campus}}<br> <br> '''覆盖 / 覆盖物 (cn)''' {{MainEntry|[[Overlay]]}}<br> <br> 计算机支持的协作学习 (cn) {{MainEntry|Computer-supported collaborative learning}}<br> 计算机辅助学习(cn) / 电脑辅助学习 (sg) {{MainEntry|Computer-assisted learning}}<br> 计算机辅助教学 /基于计算机的教学 (cn) {{MainEntry|Computer-based instruction}}<br> 计算机辅助教学 (cn) / 电脑辅助教学 (sg) {{MainEntry|Computer-assisted instruction}}<br> 计算机辅助语言学习 (cn) {{MainEntry|Computer-assisted language learning}}<br> '''认知反馈 (cn)''' {{MainEntry|[[Epistemic feedback]]}}<br> '''知识赋使功能 (cn)''' {{MainEntry|[[Epistemic affordance]]}}<br> '''认知导师 / 认知向导 (cn)''' {{MainEntry|[[Cognitive tutor]]}}<br> 认知工程 (cn) {{MainEntry|Cognitive engineering}}<br> 认知建模 / 认知模型 (cn) {{MainEntry|Cognitive modeling}}<br> 认知诊断 (cn) {{MainEntry|Cognitive diagnosis}}<br> 课件 (cn / sg) {{MainEntry|Courseware}}<br> 课程管理系统课件 /课程管理系统 (cn / sg) {{MainEntry|Course management system}}<br> <br> 远程学习 / 远距学习 (cn) 远程学习 / 远程教育 (sg) {{MainEntry|Distance learning}}<br> 远程实验室 (cn) {{MainEntry|Remote laboratories}}<br> <br> '''非正式学习 (cn)''' {{MainEntry|[[Informal learning]]}}<br> 930 896 2012-06-05T07:20:00Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Simplified chinese entries (cn: Mainland China, sg: Singapore) ''Edited by Carsten Ullrich (Shanghai Jiao Tong University, CN), Denis Gillet (EPFL, CH), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)''<br> ''And thanks to the participants of the SJTU Chinese-European Summer School Matchmaking Event on Technology-Enhanced Learning'' <br> 个人学习环境 (cn) {{MainEntry|Personal learning environment}}<br> <br> 习题自动生成 / 练习的自动生成 (cn) {{MainEntry|Automatic generation of exercises}}<br> <br> 交互学习环境 / 互动学习环境 / 交互式学习环境 (cn) 互动学习环境 (sg) {{MainEntry|Interactive learning environment}}<br> 交互式白板 / 交互白板 /交互式电子白板 (cn) {{MainEntry|Interactive white board}}<br> <br> 人工学习环境 / 人工学习环境 / 人工学习环境(cn / sg) {{MainEntry|Artificial learning environment}}<br> <br> 仿真游戏 (cn) / 模拟游戏 (sg) {{MainEntry|Simulation games}}<br> 伙伴系统 / 同伴互助系统 (cn) / 伙伴系统 (sg) {{MainEntry|Buddy systems}}<br> <br> 全纳电子学习 (cn) {{MainEntry|Inclusive e-learning}}<br> <br> 内部脚本 (cn) {{MainEntry|Internal script}}<br> <br> 分布式学习 (cn / sg) {{MainEntry|Distributed learning}}<br> 分布式学习环境 (cn / sg) {{MainEntry|Distributed learning environments}}<br> <br> 创作工具 / 制作工具 (cn) {{MainEntry|Authoring tool}}<br> 创作系统制作工具 / 创作系统 写作系统 (cn) {{MainEntry|Authoring system}}<br> <br> 动态几何 (cn / sg) {{MainEntry|Dynamic geometry}}<br> 动画教学代理 / 动画教学代理(cn) {{MainEntry|Animated pedagogical agent}}<br> <br> 协作学习 (cn / sg) {{MainEntry|Collaborative learning}}<br> '''协作脚本 (cn)''' {{MainEntry|[[Collaboration script]]}}<br> <br> '''叙事学习环境 (cn)''' {{MainEntry|[[Narrative learning environments]]}}<br> <br> 可编程以计算机为基础的学习环境 / 基于可编程计算机的学习环境 (cn) {{MainEntry|Programmable computer-based learning environment}}<br> 可编程课程 (cn) {{MainEntry|Programmable course}}<br> <br> 周围（外部）学习环境 (cn) {{MainEntry|Ambient learning environment}}<br> <br> 在线学习环境 (cn) / 线上学习环境 (sg) {{MainEntry|On-line learning environment}}<br> <br> 基于代理的学习环境 / 基于代理的学习环境 / 基于代理的学习环境 (cn) {{MainEntry|Agent-based learning environment}}<br> 基于代理的教学系统 / 基于代理的导学系统 (cn) {{MainEntry|Agent-based tutoring system}}<br> '''基于仿真的学习环境 / 仿真学习环境 (cn) 模拟学习环境 (sg)''' {{MainEntry|[[Simulation-based learning environment]]}}<br> 基于计算机的学习环境 (cn0 {{MainEntry|Computer-based learning environments}}<br> 基于计算机的实验室 / 计算机实验室 (cn) {{MainEntry|Computer-based laboratory}}<br> <br> 增强的学习环境 / 增量学习环境 (cn) 扩增学习环境 (sg) {{MainEntry|Augmented learning environment}}<br> <br> 外部脚本 /外围脚本 (cn) {{MainEntry|External script}}<br> <br> '''多媒体学习 (cn / sg)''' {{MainEntry|[[Multimedia learning]]}}<br> <br> 学习同伴 /学习伙伴 (cn) {{MainEntry|Learning companion}}<br> '''学习对象 / 学习物件 (cn)''' {{MainEntry|[[Learning objects]]}}<br> '''学习情景 /学习情境 (cn)''' {{MainEntry|[[Learning scenario]]}}<br> 学习环境 (cn / sg) {{MainEntry|Learning environment}}<br> '''学习空间 (cn / sg)''' {{MainEntry|[[Learning space]]}}<br> '''学习管理系统 /网络教学平台 / 网络教学平台 (cn) 学习管理系统 (sg)''' {{MainEntry|[[Learning management systems]]}}<br> '''学习网格 (cn / sg)''' {{MainEntry|[[Learning grid]]}}<br> 学习者模型建构 / 学习者模型 (cn) {{MainEntry|Learner modeling}}<br> '''学习设计 (cn / sg)''' {{MainEntry|[[Learning design]]}}<br> 学习路径 / 学习轨迹 (cn) {{MainEntry|Learning trail}}<br> <br> 寓教于乐的数字化学习 (cn) 教育娱乐 / 教娱 (sg) {{MainEntry|Edutainment}}<br> <br> '''嵌入式现象 /嵌入式行为 (cn)''' {{MainEntry|[[Embedded phenomena]]}}<br> <br> '''建构主义 (cn / sg)''' {{MainEntry|[[Constructionism]]}}<br> <br> 微观世界 /微世界 / 微世界 (cn) {{MainEntry|Microworld}}<br> <br> 情境学习 (cn / sg) {{MainEntry|Situated learning}}<br> <br> 技术促进学习 (cn) {{MainEntry|Technology Enhanced Learning}}<br> '''技术化的数学素养 (cn)''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br> '''探究性学习 (cn)''' {{MainEntry|[[Inquiry learning]]}}<br> <br> '''摹游戏为基础的学习 /游戏化学习 / 游戏化学习 (cn)''' {{MainEntry|[[Game-based learning]]}}<br> <br> 支持学习的计算机编程 / 支持学习的计算机程序设计 (cn) {{MainEntry|Computer programming in support of learning}}<br> <br> 教学代理 (cn) {{MainEntry|Pedagogical agent}}<br> '''教学工程 (cn)''' {{MainEntry|[[Didactical engineering]]}}<br> '''教育可见性 (cn)''' {{MainEntry|[[Educational affordance]]}}<br> '''教育数据挖掘 (cn / sg)''' {{MainEntry|[[Educational data mining]]}}<br> 教育网络学习 / 电子学习 (cn) {{MainEntry|e-learning}}<br> <br> '''无缝学习环境 (cn)''' {{MainEntry|[[Seamless learning environments]]}}<br> <br> 普适学习环境 (cn) {{MainEntry|Pervasive learning environment}}<br> <br> '''智能教学系统 (cn)''' {{MainEntry|[[Intelligent tutoring system]]}}<br> 智能鹰架系统 / 智能脚手架系统 /智能支架系统 (cn) 智能鹰架系统 (sg) {{MainEntry|Intelligent scaffolding system}}<br> <br> 有形的学习环境 (cn) {{MainEntry|Tangible learning environment}}<br> <br> 机助考试 / 计算机辅助考试 (cn) {{MainEntry|Computer-assisted examination}}<br> <br> 泛在学习 (cn) {{MainEntry|Ubiquitous learning}}<br> <br> 混合学习 / 混合式学习 (cn) {{MainEntry|Blended learning}}<br> <br> 电子化测评 /数字化评估 (cn) {{MainEntry|e-Assessment}}<br> 电子档案袋 / 电子书包 /电子档案袋 / 电子档案袋 (cn) 电子学习历程档案 (sg) {{MainEntry|e-portfolio}}<br> <br> '''移动学习 (cn) 流动学习 (sg)''' {{MainEntry|[[Mobile learning]]}}<br> <br> 综合学习系统 (cn) {{MainEntry|Integrated learning system}}<br> <br> '''网络学习(cn / sg)''' {{MainEntry|[[Networked learning]]}}<br> 网络学习环境 (cn / sg) {{MainEntry|Networked learning environment}}<br> 网络学习社区 / 网络学习共同体 (cn) 网络学习社群 (sg) {{MainEntry|Networked learning communities}}<br> 网络讲课技术 (cn) {{MainEntry|Web-lecturing technologies}}<br> <br> 自动诊断 (cn / sg) {{MainEntry|Automatic diagnosis}}<br> '''自我调节学习 /自我调节的学习 (cn)''' {{MainEntry|[[Self-regulated learning]]}}<br> '''自适应学习环境 / 适应性学习环境 (cn)''' {{MainEntry|[[Adaptive learning environment]]}}<br> <br> 虚拟大学 (cn / sg) {{MainEntry|Virtual universities}}<br> 虚拟学习环境 (cn / sg) {{MainEntry|Virtual learning environment}}<br> 虚拟学习环境 / 虚拟教学代理 (cn) {{MainEntry|Virtual pedagogical agent}}<br> 虚拟校园 (cn / sg) {{MainEntry|Virtual campus}}<br> <br> '''覆盖 / 覆盖物 (cn)''' {{MainEntry|[[Overlay]]}}<br> <br> 计算机支持的协作学习 (cn) {{MainEntry|Computer-supported collaborative learning}}<br> 计算机辅助学习(cn) / 电脑辅助学习 (sg) {{MainEntry|Computer-assisted learning}}<br> 计算机辅助教学 /基于计算机的教学 (cn) {{MainEntry|Computer-based instruction}}<br> 计算机辅助教学 (cn) / 电脑辅助教学 (sg) {{MainEntry|Computer-assisted instruction}}<br> 计算机辅助语言学习 (cn) {{MainEntry|Computer-assisted language learning}}<br> '''认知反馈 (cn)''' {{MainEntry|[[Epistemic feedback]]}}<br> '''知识赋使功能 (cn)''' {{MainEntry|[[Epistemic affordance]]}}<br> '''认知导师 / 认知向导 (cn)''' {{MainEntry|[[Cognitive tutor]]}}<br> 认知工程 (cn) {{MainEntry|Cognitive engineering}}<br> 认知建模 / 认知模型 (cn) {{MainEntry|Cognitive modeling}}<br> 认知诊断 (cn) {{MainEntry|Cognitive diagnosis}}<br> 课件 (cn / sg) {{MainEntry|Courseware}}<br> 课程管理系统课件 /课程管理系统 (cn / sg) {{MainEntry|Course management system}}<br> <br> 远程学习 / 远距学习 (cn) 远程学习 / 远程教育 (sg) {{MainEntry|Distance learning}}<br> 远程实验室 (cn) {{MainEntry|Remote laboratories}}<br> <br> '''非正式学习 (cn)''' {{MainEntry|[[Informal learning]]}}<br> 896 859 2012-05-24T08:56:09Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Simplified chinese entries (cn: Taiwan, sg: Singapore) ''Edited by Carsten Ullrich (Shanghai Jiao Tong University, CN), Denis Gillet (EPFL, CH), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)''<br> ''And thanks to the participants of the SJTU Chinese-European Summer School Matchmaking Event on Technology-Enhanced Learning'' <br> 个人学习环境 (cn) {{MainEntry|Personal learning environment}}<br> <br> 习题自动生成 / 练习的自动生成 (cn) {{MainEntry|Automatic generation of exercises}}<br> <br> 交互学习环境 / 互动学习环境 / 交互式学习环境 (cn) 互动学习环境 (sg) {{MainEntry|Interactive learning environment}}<br> 交互式白板 / 交互白板 /交互式电子白板 (cn) {{MainEntry|Interactive white board}}<br> <br> 人工学习环境 / 人工学习环境 / 人工学习环境(cn / sg) {{MainEntry|Artificial learning environment}}<br> <br> 仿真游戏 (cn) / 模拟游戏 (sg) {{MainEntry|Simulation games}}<br> 伙伴系统 / 同伴互助系统 (cn) / 伙伴系统 (sg) {{MainEntry|Buddy systems}}<br> <br> 全纳电子学习 (cn) {{MainEntry|Inclusive e-learning}}<br> <br> 内部脚本 (cn) {{MainEntry|Internal script}}<br> <br> 分布式学习 (cn / sg) {{MainEntry|Distributed learning}}<br> 分布式学习环境 (cn / sg) {{MainEntry|Distributed learning environments}}<br> <br> 创作工具 / 制作工具 (cn) {{MainEntry|Authoring tool}}<br> 创作系统制作工具 / 创作系统 写作系统 (cn) {{MainEntry|Authoring system}}<br> <br> 动态几何 (cn / sg) {{MainEntry|Dynamic geometry}}<br> 动画教学代理 / 动画教学代理(cn) {{MainEntry|Animated pedagogical agent}}<br> <br> 协作学习 (cn / sg) {{MainEntry|Collaborative learning}}<br> '''协作脚本 (cn)''' {{MainEntry|[[Collaboration script]]}}<br> <br> '''叙事学习环境 (cn)''' {{MainEntry|[[Narrative learning environments]]}}<br> <br> 可编程以计算机为基础的学习环境 / 基于可编程计算机的学习环境 (cn) {{MainEntry|Programmable computer-based learning environment}}<br> 可编程课程 (cn) {{MainEntry|Programmable course}}<br> <br> 周围（外部）学习环境 (cn) {{MainEntry|Ambient learning environment}}<br> <br> 在线学习环境 (cn) / 线上学习环境 (sg) {{MainEntry|On-line learning environment}}<br> <br> 基于代理的学习环境 / 基于代理的学习环境 / 基于代理的学习环境 (cn) {{MainEntry|Agent-based learning environment}}<br> 基于代理的教学系统 / 基于代理的导学系统 (cn) {{MainEntry|Agent-based tutoring system}}<br> '''基于仿真的学习环境 / 仿真学习环境 (cn) 模拟学习环境 (sg)''' {{MainEntry|[[Simulation-based learning environment]]}}<br> 基于计算机的学习环境 (cn0 {{MainEntry|Computer-based learning environments}}<br> 基于计算机的实验室 / 计算机实验室 (cn) {{MainEntry|Computer-based laboratory}}<br> <br> 增强的学习环境 / 增量学习环境 (cn) 扩增学习环境 (sg) {{MainEntry|Augmented learning environment}}<br> <br> 外部脚本 /外围脚本 (cn) {{MainEntry|External script}}<br> <br> '''多媒体学习 (cn / sg)''' {{MainEntry|[[Multimedia learning]]}}<br> <br> 学习同伴 /学习伙伴 (cn) {{MainEntry|Learning companion}}<br> '''学习对象 / 学习物件 (cn)''' {{MainEntry|[[Learning objects]]}}<br> '''学习情景 /学习情境 (cn)''' {{MainEntry|[[Learning scenario]]}}<br> 学习环境 (cn / sg) {{MainEntry|Learning environment}}<br> '''学习空间 (cn / sg)''' {{MainEntry|[[Learning space]]}}<br> '''学习管理系统 /网络教学平台 / 网络教学平台 (cn) 学习管理系统 (sg)''' {{MainEntry|[[Learning management systems]]}}<br> '''学习网格 (cn / sg)''' {{MainEntry|[[Learning grid]]}}<br> 学习者模型建构 / 学习者模型 (cn) {{MainEntry|Learner modeling}}<br> '''学习设计 (cn / sg)''' {{MainEntry|[[Learning design]]}}<br> 学习路径 / 学习轨迹 (cn) {{MainEntry|Learning trail}}<br> <br> 寓教于乐的数字化学习 (cn) 教育娱乐 / 教娱 (sg) {{MainEntry|Edutainment}}<br> <br> '''嵌入式现象 /嵌入式行为 (cn)''' {{MainEntry|[[Embedded phenomena]]}}<br> <br> '''建构主义 (cn / sg)''' {{MainEntry|[[Constructionism]]}}<br> <br> 微观世界 /微世界 / 微世界 (cn) {{MainEntry|Microworld}}<br> <br> 情境学习 (cn / sg) {{MainEntry|Situated learning}}<br> <br> 技术促进学习 (cn) {{MainEntry|Technology Enhanced Learning}}<br> '''技术化的数学素养 (cn)''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br> '''探究性学习 (cn)''' {{MainEntry|[[Inquiry learning]]}}<br> <br> '''摹游戏为基础的学习 /游戏化学习 / 游戏化学习 (cn)''' {{MainEntry|[[Game-based learning]]}}<br> <br> 支持学习的计算机编程 / 支持学习的计算机程序设计 (cn) {{MainEntry|Computer programming in support of learning}}<br> <br> 教学代理 (cn) {{MainEntry|Pedagogical agent}}<br> '''教学工程 (cn)''' {{MainEntry|[[Didactical engineering]]}}<br> '''教育可见性 (cn)''' {{MainEntry|[[Educational affordance]]}}<br> '''教育数据挖掘 (cn / sg)''' {{MainEntry|[[Educational data mining]]}}<br> 教育网络学习 / 电子学习 (cn) {{MainEntry|e-learning}}<br> <br> '''无缝学习环境 (cn)''' {{MainEntry|[[Seamless learning environments]]}}<br> <br> 普适学习环境 (cn) {{MainEntry|Pervasive learning environment}}<br> <br> '''智能教学系统 (cn)''' {{MainEntry|[[Intelligent tutoring system]]}}<br> 智能鹰架系统 / 智能脚手架系统 /智能支架系统 (cn) 智能鹰架系统 (sg) {{MainEntry|Intelligent scaffolding system}}<br> <br> 有形的学习环境 (cn) {{MainEntry|Tangible learning environment}}<br> <br> 机助考试 / 计算机辅助考试 (cn) {{MainEntry|Computer-assisted examination}}<br> <br> 泛在学习 (cn) {{MainEntry|Ubiquitous learning}}<br> <br> 混合学习 / 混合式学习 (cn) {{MainEntry|Blended learning}}<br> <br> 电子化测评 /数字化评估 (cn) {{MainEntry|e-Assessment}}<br> 电子档案袋 / 电子书包 /电子档案袋 / 电子档案袋 (cn) 电子学习历程档案 (sg) {{MainEntry|e-portfolio}}<br> <br> '''移动学习 (cn) 流动学习 (sg)''' {{MainEntry|[[Mobile learning]]}}<br> <br> 综合学习系统 (cn) {{MainEntry|Integrated learning system}}<br> <br> '''网络学习(cn / sg)''' {{MainEntry|[[Networked learning]]}}<br> 网络学习环境 (cn / sg) {{MainEntry|Networked learning environment}}<br> 网络学习社区 / 网络学习共同体 (cn) 网络学习社群 (sg) {{MainEntry|Networked learning communities}}<br> 网络讲课技术 (cn) {{MainEntry|Web-lecturing technologies}}<br> <br> 自动诊断 (cn / sg) {{MainEntry|Automatic diagnosis}}<br> '''自我调节学习 /自我调节的学习 (cn)''' {{MainEntry|[[Self-regulated learning]]}}<br> '''自适应学习环境 / 适应性学习环境 (cn)''' {{MainEntry|[[Adaptive learning environment]]}}<br> <br> 虚拟大学 (cn / sg) {{MainEntry|Virtual universities}}<br> 虚拟学习环境 (cn / sg) {{MainEntry|Virtual learning environment}}<br> 虚拟学习环境 / 虚拟教学代理 (cn) {{MainEntry|Virtual pedagogical agent}}<br> 虚拟校园 (cn / sg) {{MainEntry|Virtual campus}}<br> <br> '''覆盖 / 覆盖物 (cn)''' {{MainEntry|[[Overlay]]}}<br> <br> 计算机支持的协作学习 (cn) {{MainEntry|Computer-supported collaborative learning}}<br> 计算机辅助学习(cn) / 电脑辅助学习 (sg) {{MainEntry|Computer-assisted learning}}<br> 计算机辅助教学 /基于计算机的教学 (cn) {{MainEntry|Computer-based instruction}}<br> 计算机辅助教学 (cn) / 电脑辅助教学 (sg) {{MainEntry|Computer-assisted instruction}}<br> 计算机辅助语言学习 (cn) {{MainEntry|Computer-assisted language learning}}<br> '''认知反馈 (cn)''' {{MainEntry|[[Epistemic feedback]]}}<br> '''知识赋使功能 (cn)''' {{MainEntry|[[Epistemic affordance]]}}<br> '''认知导师 / 认知向导 (cn)''' {{MainEntry|[[Cognitive tutor]]}}<br> 认知工程 (cn) {{MainEntry|Cognitive engineering}}<br> 认知建模 / 认知模型 (cn) {{MainEntry|Cognitive modeling}}<br> 认知诊断 (cn) {{MainEntry|Cognitive diagnosis}}<br> 课件 (cn / sg) {{MainEntry|Courseware}}<br> 课程管理系统课件 /课程管理系统 (cn / sg) {{MainEntry|Course management system}}<br> <br> 远程学习 / 远距学习 (cn) 远程学习 / 远程教育 (sg) {{MainEntry|Distance learning}}<br> 远程实验室 (cn) {{MainEntry|Remote laboratories}}<br> <br> '''非正式学习 (cn)''' {{MainEntry|[[Informal learning]]}}<br> 859 796 2012-05-04T09:20:20Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Simplified chinese entries (cn: Taiwan, sg: Singapore) ''Edited by Carsten Ullrich (Shanghai Jiao Tong University, CN), Denis Gillet (EPFL, CH), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)''<br> ''And thanks to the participants of the SJTU Chinese-European Summer School Matchmaking Event on Technology-Enhanced Learning'' <br> 个人学习环境 (cn) {{MainEntry|Personal learning environment}}<br> <br> 习题自动生成 / 练习的自动生成 (cn) {{MainEntry|Automatic generation of exercises}}<br> <br> 交互学习环境 / 互动学习环境 / 交互式学习环境 (cn) 互动学习环境 (sg) {{MainEntry|Interactive learning environment}}<br> 交互式白板 / 交互白板 /交互式电子白板 (cn) {{MainEntry|Interactive white board}}<br> <br> 人工学习环境 / 人工学习环境 / 人工学习环境(cn / sg) {{MainEntry|Artificial learning environment}}<br> <br> 仿真游戏 (cn) / 模拟游戏 (sg) {{MainEntry|Simulation games}}<br> 伙伴系统 / 同伴互助系统 (cn) / 伙伴系统 (sg) {{MainEntry|Buddy systems}}<br> <br> 全纳电子学习 (cn) {{MainEntry|Inclusive e-learning}}<br> <br> 内部脚本 (cn) {{MainEntry|Internal script}}<br> <br> 分布式学习 (cn / sg) {{MainEntry|Distributed learning}}<br> 分布式学习环境 (cn / sg) {{MainEntry|Distributed learning environments}}<br> <br> 创作工具 / 制作工具 (cn) {{MainEntry|Authoring tool}}<br> 创作系统制作工具 / 创作系统 写作系统 (cn) {{MainEntry|Authoring system}}<br> <br> 动态几何 (cn / sg) {{MainEntry|Dynamic geometry}}<br> 动画教学代理 / 动画教学代理(cn) {{MainEntry|Animated pedagogical agent}}<br> <br> 协作学习 (cn / sg) {{MainEntry|Collaborative learning}}<br> '''协作脚本 (cn)''' {{MainEntry|[[Collaboration script]]}}<br> <br> '''叙事学习环境 (cn)''' {{MainEntry|[[Narrative learning environments]]}}<br> <br> 可编程以计算机为基础的学习环境 / 基于可编程计算机的学习环境 (cn) {{MainEntry|Programmable computer-based learning environment}}<br> 可编程课程 (cn) {{MainEntry|Programmable course}}<br> <br> 周围（外部）学习环境 (cn) {{MainEntry|Ambient learning environment}}<br> <br> 在线学习环境 (cn) / 线上学习环境 (sg) {{MainEntry|On-line learning environment}}<br> <br> 基于代理的学习环境 / 基于代理的学习环境 / 基于代理的学习环境 (cn) {{MainEntry|Agent-based learning environment}}<br> 基于代理的教学系统 / 基于代理的导学系统 (cn) {{MainEntry|Agent-based tutoring system}}<br> '''基于仿真的学习环境 / 仿真学习环境 (cn) 模拟学习环境 (sg)''' {{MainEntry|[[Simulation-based learning environment]]}}<br> 基于计算机的学习环境 (cn0 {{MainEntry|Computer-based learning environments}}<br> 基于计算机的实验室 / 计算机实验室 (cn) {{MainEntry|Computer-based laboratory}}<br> <br> 增强的学习环境 / 增量学习环境 (cn) 扩增学习环境 (sg) {{MainEntry|Augmented learning environment}}<br> <br> 外部脚本 /外围脚本 (cn) {{MainEntry|External script}}<br> <br> '''多媒体学习 (cn / sg)''' {{MainEntry|[[Multimedia learning]]}}<br> <br> 学习同伴 /学习伙伴 (cn) {{MainEntry|Learning companion}}<br> '''学习对象 / 学习物件 (cn)''' {{MainEntry|[[Learning objects]]}}<br> '''学习情景 /学习情境 (cn)''' {{MainEntry|[[Learning scenario]]}}<br> 学习环境 (cn / sg) {{MainEntry|Learning environment}}<br> '''学习空间 (cn / sg)''' {{MainEntry|[[Learning space]]}}<br> '''学习管理系统 /网络教学平台 / 网络教学平台 (cn) 学习管理系统 (sg)''' {{MainEntry|[[Learning management systems]]}}<br> '''学习网格 (cn / sg)''' {{MainEntry|[[Learning grid]]}}<br> 学习者模型建构 / 学习者模型 (cn) {{MainEntry|Learner modeling}}<br> '''学习设计 (cn / sg)''' {{MainEntry|[[Learning design]]}}<br> 学习路径 / 学习轨迹 (cn) {{MainEntry|Learning trail}}<br> <br> 寓教于乐的数字化学习 (cn) 教育娱乐 / 教娱 (sg) {{MainEntry|Edutainment}}<br> <br> '''嵌入式现象 /嵌入式行为 (cn)''' {{MainEntry|[[Embedded phenomena]]}}<br> <br> '''建构主义 (cn / sg)''' {{MainEntry|[[Constructionism]]}}<br> <br> 微观世界 /微世界 / 微世界 (cn) {{MainEntry|Microworld}}<br> <br> 情境学习 (cn / sg) {{MainEntry|Situated learning}}<br> <br> 技术促进学习 (cn) {{MainEntry|Technology Enhanced Learning}}<br> '''技术化的数学素养 (cn)''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br> '''探究性学习 (cn)''' {{MainEntry|[[Inquiry learning]]}}<br> <br> '''摹游戏为基础的学习 /游戏化学习 / 游戏化学习 (cn)''' {{MainEntry|[[Game-based learning]]}}<br> <br> 支持学习的计算机编程 / 支持学习的计算机程序设计 (cn) {{MainEntry|Computer programming in support of learning}}<br> <br> 教学代理 (cn) {{MainEntry|Pedagogical agent}}<br>'''教学工程 (cn)''' {{MainEntry|[[Didactical engineering]]}}<br> '''教育可见性 (cn)''' {{MainEntry|[[Educational affordance]]}}<br> 教育数据挖掘 (cn / sg) {{MainEntry|Educational data mining}}<br> 教育网络学习 / 电子学习 (cn) {{MainEntry|e-learning}}<br> <br> '''无缝学习环境 (cn)''' {{MainEntry|[[Seamless learning environments]]}}<br> <br> 普适学习环境 (cn) {{MainEntry|Pervasive learning environment}}<br> <br> '''智能教学系统 (cn)''' {{MainEntry|[[Intelligent tutoring system]]}}<br> 智能鹰架系统 / 智能脚手架系统 /智能支架系统 (cn) 智能鹰架系统 (sg) {{MainEntry|Intelligent scaffolding system}}<br> <br> 有形的学习环境 (cn) {{MainEntry|Tangible learning environment}}<br> <br> 机助考试 / 计算机辅助考试 (cn) {{MainEntry|Computer-assisted examination}}<br> <br> 泛在学习 (cn) {{MainEntry|Ubiquitous learning}}<br> <br> 混合学习 / 混合式学习 (cn) {{MainEntry|Blended learning}}<br> <br> 电子化测评 /数字化评估 (cn) {{MainEntry|e-Assessment}}<br> 电子档案袋 / 电子书包 /电子档案袋 / 电子档案袋 (cn) 电子学习历程档案 (sg) {{MainEntry|e-portfolio}}<br> <br> '''移动学习 (cn) 流动学习 (sg)''' {{MainEntry|[[Mobile learning]]}}<br> <br> 综合学习系统 (cn) {{MainEntry|Integrated learning system}}<br> <br> '''网络学习(cn / sg)''' {{MainEntry|[[Networked learning]]}}<br> 网络学习环境 (cn / sg) {{MainEntry|Networked learning environment}}<br> 网络学习社区 / 网络学习共同体 (cn) 网络学习社群 (sg) {{MainEntry|Networked learning communities}}<br> 网络讲课技术 (cn) {{MainEntry|Web-lecturing technologies}}<br> <br> 自动诊断 (cn / sg) {{MainEntry|Automatic diagnosis}}<br> '''自我调节学习 /自我调节的学习 (cn)''' {{MainEntry|[[Self-regulated learning]]}}<br> '''自适应学习环境 / 适应性学习环境 (cn)''' {{MainEntry|[[Adaptive learning environment]]}}<br> <br> 虚拟大学 (cn / sg) {{MainEntry|Virtual universities}}<br> 虚拟学习环境 (cn / sg) {{MainEntry|Virtual learning environment}}<br> 虚拟学习环境 / 虚拟教学代理 (cn) {{MainEntry|Virtual pedagogical agent}}<br> 虚拟校园 (cn / sg) {{MainEntry|Virtual campus}}<br> <br> '''覆盖 / 覆盖物 (cn)''' {{MainEntry|[[Overlay]]}}<br> <br> 计算机支持的协作学习 (cn) {{MainEntry|Computer-supported collaborative learning}}<br> 计算机辅助学习(cn) / 电脑辅助学习 (sg) {{MainEntry|Computer-assisted learning}}<br> 计算机辅助教学 /基于计算机的教学 (cn) {{MainEntry|Computer-based instruction}}<br> 计算机辅助教学 (cn) / 电脑辅助教学 (sg) {{MainEntry|Computer-assisted instruction}}<br> 计算机辅助语言学习 (cn) {{MainEntry|Computer-assisted language learning}}<br> '''认知反馈 (cn)''' {{MainEntry|[[Epistemic feedback]]}}<br> '''知识赋使功能 (cn)''' {{MainEntry|[[Epistemic affordance]]}}<br> '''认知导师 / 认知向导 (cn)''' {{MainEntry|[[Cognitive tutor]]}}<br> 认知工程 (cn) {{MainEntry|Cognitive engineering}}<br> 认知建模 / 认知模型 (cn) {{MainEntry|Cognitive modeling}}<br> 认知诊断 (cn) {{MainEntry|Cognitive diagnosis}}<br> 课件 (cn / sg) {{MainEntry|Courseware}}<br> 课程管理系统课件 /课程管理系统 (cn / sg) {{MainEntry|Course management system}}<br> <br> 远程学习 / 远距学习 (cn) 远程学习 / 远程教育 (sg) {{MainEntry|Distance learning}}<br> 远程实验室 (cn) {{MainEntry|Remote laboratories}}<br> <br> '''非正式学习 (cn)''' {{MainEntry|[[Informal learning]]}}<br> 796 736 2012-02-22T14:09:38Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Simplified chinese entries (cn: Taiwan, sg: Singapore) ''Edited by Carsten Ullrich (Shanghai Jiao Tong University, CN), Denis Gillet (EPFL, CH), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)''<br> ''And thanks to the participants of the SJTU Chinese-European Summer School Matchmaking Event on Technology-Enhanced Learning'' <br> 个人学习环境 (cn) {{MainEntry|Personal learning environment}}<br> <br> 习题自动生成 / 练习的自动生成 (cn) {{MainEntry|Automatic generation of exercises}}<br> <br> 交互学习环境 / 互动学习环境 / 交互式学习环境 (cn) 互动学习环境 (sg) {{MainEntry|Interactive learning environment}}<br> 交互式白板 / 交互白板 /交互式电子白板 (cn) {{MainEntry|Interactive white board}}<br> <br> 人工学习环境 / 人工学习环境 / 人工学习环境(cn / sg) {{MainEntry|Artificial learning environment}}<br> <br> 仿真游戏 (cn) / 模拟游戏 (sg) {{MainEntry|Simulation games}}<br> 伙伴系统 / 同伴互助系统 (cn) / 伙伴系统 (sg) {{MainEntry|Buddy systems}}<br> <br> 全纳电子学习 (cn) {{MainEntry|Inclusive e-learning}}<br> <br> 内部脚本 (cn) {{MainEntry|Internal script}}<br> <br> 分布式学习 (cn / sg) {{MainEntry|Distributed learning}}<br> 分布式学习环境 (cn / sg) {{MainEntry|Distributed learning environments}}<br> <br> 创作工具 / 制作工具 (cn) {{MainEntry|Authoring tool}}<br> 创作系统制作工具 / 创作系统 写作系统 (cn) {{MainEntry|Authoring system}}<br> <br> 动态几何 (cn / sg) {{MainEntry|Dynamic geometry}}<br> 动画教学代理 / 动画教学代理(cn) {{MainEntry|Animated pedagogical agent}}<br> <br> 协作学习 (cn / sg) {{MainEntry|Collaborative learning}}<br> '''协作脚本 (cn)''' {{MainEntry|[[Collaboration script]]}}<br> <br> '''叙事学习环境 (cn)''' {{MainEntry|[[Narrative learning environments]]}}<br> <br> 可编程以计算机为基础的学习环境 / 基于可编程计算机的学习环境 (cn) {{MainEntry|Programmable computer-based learning environment}}<br> 可编程课程 (cn) {{MainEntry|Programmable course}}<br> <br> 周围（外部）学习环境 (cn) {{MainEntry|Ambient learning environment}}<br> <br> 在线学习环境 (cn) / 线上学习环境 (sg) {{MainEntry|On-line learning environment}}<br> <br> 基于代理的学习环境 / 基于代理的学习环境 / 基于代理的学习环境 (cn) {{MainEntry|Agent-based learning environment}}<br> 基于代理的教学系统 / 基于代理的导学系统 (cn) {{MainEntry|Agent-based tutoring system}}<br> '''基于仿真的学习环境 / 仿真学习环境 (cn) 模拟学习环境 (sg)''' {{MainEntry|[[Simulation-based learning environment]]}}<br> 基于计算机的学习环境 (cn0 {{MainEntry|Computer-based learning environments}}<br> 基于计算机的实验室 / 计算机实验室 (cn) {{MainEntry|Computer-based laboratory}}<br> <br> 增强的学习环境 / 增量学习环境 (cn) 扩增学习环境 (sg) {{MainEntry|Augmented learning environment}}<br> <br> 外部脚本 /外围脚本 (cn) {{MainEntry|External script}}<br> <br> '''多媒体学习 (cn / sg)''' {{MainEntry|[[Multimedia learning]]}}<br> <br> 学习同伴 /学习伙伴 (cn) {{MainEntry|Learning companion}}<br> '''学习对象 / 学习物件 (cn)''' {{MainEntry|[[Learning objects]]}}<br> '''学习情景 /学习情境 (cn)''' {{MainEntry|[[Learning scenario]]}}<br> 学习环境 (cn / sg) {{MainEntry|Learning environment}}<br> '''学习空间 (cn / sg)''' {{MainEntry|[[Learning space]]}}<br> '''学习管理系统 /网络教学平台 / 网络教学平台 (cn) 学习管理系统 (sg)''' {{MainEntry|[[Learning management systems]]}}<br> '''学习网格 (cn / sg)''' {{MainEntry|[[Learning grid]]}}<br> 学习者模型建构 / 学习者模型 (cn) {{MainEntry|Learner modeling}}<br> '''学习设计 (cn / sg)''' {{MainEntry|[[Learning design]]}}<br> 学习路径 / 学习轨迹 (cn) {{MainEntry|Learning trail}}<br> <br> 寓教于乐的数字化学习 (cn) 教育娱乐 / 教娱 (sg) {{MainEntry|Edutainment}}<br> <br> '''嵌入式现象 /嵌入式行为 (cn)''' {{MainEntry|[[Embedded phenomena]]}}<br> <br> '''建构主义 (cn / sg)''' {{MainEntry|[[Constructionism]]}}<br> <br> 微观世界 /微世界 / 微世界 (cn) {{MainEntry|Microworld}}<br> <br> 情境学习 (cn / sg) {{MainEntry|Situated learning}}<br> <br> 技术促进学习 (cn) {{MainEntry|Technology Enhanced Learning}}<br> '''技术化的数学素养 (cn)''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br> '''探究性学习 (cn)''' {{MainEntry|[[Inquiry learning]]}}<br> <br> '''摹游戏为基础的学习 /游戏化学习 / 游戏化学习 (cn)''' {{MainEntry|[[Game-based learning]]}}<br> <br> 支持学习的计算机编程 / 支持学习的计算机程序设计 (cn) {{MainEntry|Computer programming in support of learning}}<br> <br> 教学代理 (cn) {{MainEntry|Pedagogical agent}}<br>'''教学工程 (cn)''' {{MainEntry|[[Didactical engineering]]}}<br> '''教育可见性 (cn)''' {{MainEntry|[[Educational affordance]]}}<br> 教育数据挖掘 (cn / sg) {{MainEntry|Educational data mining}}<br> 教育网络学习 / 电子学习 (cn) {{MainEntry|e-learning}}<br> <br> '''无缝学习环境 (cn)''' {{MainEntry|[[Seamless learning environments]]}}<br> <br> 普适学习环境 (cn) {{MainEntry|Pervasive learning environment}}<br> <br> '''智能教学系统 (cn)''' {{MainEntry|[[Intelligent tutoring system]]}}<br> 智能鹰架系统 / 智能脚手架系统 /智能支架系统 (cn) 智能鹰架系统 (sg) {{MainEntry|Intelligent scaffolding system}}<br> <br> 有形的学习环境 (cn) {{MainEntry|Tangible learning environment}}<br> <br> 机助考试 / 计算机辅助考试 (cn) {{MainEntry|Computer-assisted examination}}<br> <br> 泛在学习 (cn) {{MainEntry|Ubiquitous learning}}<br> <br> 混合学习 / 混合式学习 (cn) {{MainEntry|Blended learning}}<br> <br> 电子化测评 /数字化评估 (cn) {{MainEntry|e-Assessment}}<br> 电子档案袋 / 电子书包 /电子档案袋 / 电子档案袋 (cn) 电子学习历程档案 (sg) {{MainEntry|e-portfolio}}<br> <br> '''移动学习 (cn) 流动学习 (sg)''' {{MainEntry|[[Mobile learning]]}}<br> <br> 综合学习系统 (cn) {{MainEntry|Integrated learning system}}<br> <br> '''网络学习(cn / sg)''' {{MainEntry|[[Networked learning]]}}<br> 网络学习环境 (cn / sg) {{MainEntry|Networked learning environment}}<br> 网络学习社区 / 网络学习共同体 (cn) 网络学习社群 (sg) {{MainEntry|Networked learning communities}}<br> 网络讲课技术 (cn) {{MainEntry|Web-lecturing technologies}}<br> <br> 自动诊断 (cn / sg) {{MainEntry|Automatic diagnosis}}<br> '''自我调节学习 /自我调节的学习 (cn)''' {{MainEntry|[[Self-regulated learning]]}}<br> 自适应学习环境 / 适应性学习环境 (cn) {{MainEntry|Adaptive learning environment}}<br> <br> 虚拟大学 (cn / sg) {{MainEntry|Virtual universities}}<br> 虚拟学习环境 (cn / sg) {{MainEntry|Virtual learning environment}}<br> 虚拟学习环境 / 虚拟教学代理 (cn) {{MainEntry|Virtual pedagogical agent}}<br> 虚拟校园 (cn / sg) {{MainEntry|Virtual campus}}<br> <br> '''覆盖 / 覆盖物 (cn)''' {{MainEntry|[[Overlay]]}}<br> <br> 计算机支持的协作学习 (cn) {{MainEntry|Computer-supported collaborative learning}}<br> 计算机辅助学习(cn) / 电脑辅助学习 (sg) {{MainEntry|Computer-assisted learning}}<br> 计算机辅助教学 /基于计算机的教学 (cn) {{MainEntry|Computer-based instruction}}<br> 计算机辅助教学 (cn) / 电脑辅助教学 (sg) {{MainEntry|Computer-assisted instruction}}<br> 计算机辅助语言学习 (cn) {{MainEntry|Computer-assisted language learning}}<br> '''认知反馈 (cn)''' {{MainEntry|[[Epistemic feedback]]}}<br> '''知识赋使功能 (cn)''' {{MainEntry|[[Epistemic affordance]]}}<br> '''认知导师 / 认知向导 (cn)''' {{MainEntry|[[Cognitive tutor]]}}<br> 认知工程 (cn) {{MainEntry|Cognitive engineering}}<br> 认知建模 / 认知模型 (cn) {{MainEntry|Cognitive modeling}}<br> 认知诊断 (cn) {{MainEntry|Cognitive diagnosis}}<br> 课件 (cn / sg) {{MainEntry|Courseware}}<br> 课程管理系统课件 /课程管理系统 (cn / sg) {{MainEntry|Course management system}}<br> <br> 远程学习 / 远距学习 (cn) 远程学习 / 远程教育 (sg) {{MainEntry|Distance learning}}<br> 远程实验室 (cn) {{MainEntry|Remote laboratories}}<br> <br> '''非正式学习 (cn)''' {{MainEntry|[[Informal learning]]}}<br> 736 719 2012-02-10T09:55:05Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Simplified chinese entries (cn: Taiwan, sg: Singapore) ''Edited by Carsten Ullrich (Shanghai Jiao Tong University, CN), Denis Gillet (EPFL, CH), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)''<br> ''And thanks to the participants of the SJTU Chinese-European Summer School Matchmaking Event on Technology-Enhanced Learning'' <br> 个人学习环境 (cn) {{MainEntry|Personal learning environment}}<br> <br> 习题自动生成 / 练习的自动生成 (cn) {{MainEntry|Automatic generation of exercises}}<br> <br> 交互学习环境 / 互动学习环境 / 交互式学习环境 (cn) 互动学习环境 (sg) {{MainEntry|Interactive learning environment}}<br> 交互式白板 / 交互白板 /交互式电子白板 (cn) {{MainEntry|Interactive white board}}<br> <br> 人工学习环境 / 人工学习环境 / 人工学习环境(cn / sg) {{MainEntry|Artificial learning environment}}<br> <br> 仿真游戏 (cn) / 模拟游戏 (sg) {{MainEntry|Simulation games}}<br> 伙伴系统 / 同伴互助系统 (cn) / 伙伴系统 (sg) {{MainEntry|Buddy systems}}<br> <br> 全纳电子学习 (cn) {{MainEntry|Inclusive e-learning}}<br> <br> 内部脚本 (cn) {{MainEntry|Internal script}}<br> <br> 分布式学习 (cn / sg) {{MainEntry|Distributed learning}}<br> 分布式学习环境 (cn / sg) {{MainEntry|Distributed learning environments}}<br> <br> 创作工具 / 制作工具 (cn) {{MainEntry|Authoring tool}}<br> 创作系统制作工具 / 创作系统 写作系统 (cn) {{MainEntry|Authoring system}}<br> <br> 动态几何 (cn / sg) {{MainEntry|Dynamic geometry}}<br> 动画教学代理 / 动画教学代理(cn) {{MainEntry|Animated pedagogical agent}}<br> <br> 协作学习 (cn / sg) {{MainEntry|Collaborative learning}}<br> '''协作脚本 (cn)''' {{MainEntry|[[Collaboration script]]}}<br> <br> '''叙事学习环境 (cn)''' {{MainEntry|[[Narrative learning environments]]}}<br> <br> 可编程以计算机为基础的学习环境 / 基于可编程计算机的学习环境 (cn) {{MainEntry|Programmable computer-based learning environment}}<br> 可编程课程 (cn) {{MainEntry|Programmable course}}<br> <br> 周围（外部）学习环境 (cn) {{MainEntry|Ambient learning environment}}<br> <br> 在线学习环境 (cn) / 线上学习环境 (sg) {{MainEntry|On-line learning environment}}<br> <br> 基于代理的学习环境 / 基于代理的学习环境 / 基于代理的学习环境 (cn) {{MainEntry|Agent-based learning environment}}<br> 基于代理的教学系统 / 基于代理的导学系统 (cn) {{MainEntry|Agent-based tutoring system}}<br> '''基于仿真的学习环境 / 仿真学习环境 (cn) 模拟学习环境 (sg)''' {{MainEntry|[[Simulation-based learning environment]]}}<br> 基于计算机的学习环境 (cn0 {{MainEntry|Computer-based learning environments}}<br> 基于计算机的实验室 / 计算机实验室 (cn) {{MainEntry|Computer-based laboratory}}<br> <br> 增强的学习环境 / 增量学习环境 (cn) 扩增学习环境 (sg) {{MainEntry|Augmented learning environment}}<br> <br> 外部脚本 /外围脚本 (cn) {{MainEntry|External script}}<br> <br> '''多媒体学习 (cn / sg)''' {{MainEntry|[[Multimedia learning]]}}<br> <br> 学习同伴 /学习伙伴 (cn) {{MainEntry|Learning companion}}<br> '''学习对象 / 学习物件 (cn)''' {{MainEntry|[[Learning objects]]}}<br> '''学习情景 /学习情境 (cn)''' {{MainEntry|[[Learning scenario]]}}<br> 学习环境 (cn / sg) {{MainEntry|Learning environment}}<br> '''学习空间 (cn / sg)''' {{MainEntry|[[Learning space]]}}<br> '''学习管理系统 /网络教学平台 / 网络教学平台 (cn) 学习管理系统 (sg)''' {{MainEntry|[[Learning management systems]]}}<br> '''学习网格 (cn / sg)''' {{MainEntry|[[Learning grid]]}}<br> 学习者模型建构 / 学习者模型 (cn) {{MainEntry|Learner modeling}}<br> 学习设计 (cn / sg) {{MainEntry|Learning design}}<br> 学习路径 / 学习轨迹 (cn) {{MainEntry|Learning trail}}<br> <br> 寓教于乐的数字化学习 (cn) 教育娱乐 / 教娱 (sg) {{MainEntry|Edutainment}}<br> <br> '''嵌入式现象 /嵌入式行为 (cn)''' {{MainEntry|[[Embedded phenomena]]}}<br> <br> '''建构主义 (cn / sg)''' {{MainEntry|[[Constructionism]]}}<br> <br> 微观世界 /微世界 / 微世界 (cn) {{MainEntry|Microworld}}<br> <br> 情境学习 (cn / sg) {{MainEntry|Situated learning}}<br> <br> 技术促进学习 (cn) {{MainEntry|Technology Enhanced Learning}}<br> '''技术化的数学素养 (cn)''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br> '''探究性学习 (cn)''' {{MainEntry|[[Inquiry learning]]}}<br> <br> '''摹游戏为基础的学习 /游戏化学习 / 游戏化学习 (cn)''' {{MainEntry|[[Game-based learning]]}}<br> <br> 支持学习的计算机编程 / 支持学习的计算机程序设计 (cn) {{MainEntry|Computer programming in support of learning}}<br> <br> 教学代理 (cn) {{MainEntry|Pedagogical agent}}<br>'''教学工程 (cn)''' {{MainEntry|[[Didactical engineering]]}}<br> '''教育可见性 (cn)''' {{MainEntry|[[Educational affordance]]}}<br> 教育数据挖掘 (cn / sg) {{MainEntry|Educational data mining}}<br> 教育网络学习 / 电子学习 (cn) {{MainEntry|e-learning}}<br> <br> '''无缝学习环境 (cn)''' {{MainEntry|[[Seamless learning environments]]}}<br> <br> 普适学习环境 (cn) {{MainEntry|Pervasive learning environment}}<br> <br> '''智能教学系统 (cn)''' {{MainEntry|[[Intelligent tutoring system]]}}<br> 智能鹰架系统 / 智能脚手架系统 /智能支架系统 (cn) 智能鹰架系统 (sg) {{MainEntry|Intelligent scaffolding system}}<br> <br> 有形的学习环境 (cn) {{MainEntry|Tangible learning environment}}<br> <br> 机助考试 / 计算机辅助考试 (cn) {{MainEntry|Computer-assisted examination}}<br> <br> 泛在学习 (cn) {{MainEntry|Ubiquitous learning}}<br> <br> 混合学习 / 混合式学习 (cn) {{MainEntry|Blended learning}}<br> <br> 电子化测评 /数字化评估 (cn) {{MainEntry|e-Assessment}}<br> 电子档案袋 / 电子书包 /电子档案袋 / 电子档案袋 (cn) 电子学习历程档案 (sg) {{MainEntry|e-portfolio}}<br> <br> '''移动学习 (cn) 流动学习 (sg)''' {{MainEntry|[[Mobile learning]]}}<br> <br> 综合学习系统 (cn) {{MainEntry|Integrated learning system}}<br> <br> '''网络学习(cn / sg)''' {{MainEntry|[[Networked learning]]}}<br> 网络学习环境 (cn / sg) {{MainEntry|Networked learning environment}}<br> 网络学习社区 / 网络学习共同体 (cn) 网络学习社群 (sg) {{MainEntry|Networked learning communities}}<br> 网络讲课技术 (cn) {{MainEntry|Web-lecturing technologies}}<br> <br> 自动诊断 (cn / sg) {{MainEntry|Automatic diagnosis}}<br> '''自我调节学习 /自我调节的学习 (cn)''' {{MainEntry|[[Self-regulated learning]]}}<br> 自适应学习环境 / 适应性学习环境 (cn) {{MainEntry|Adaptive learning environment}}<br> <br> 虚拟大学 (cn / sg) {{MainEntry|Virtual universities}}<br> 虚拟学习环境 (cn / sg) {{MainEntry|Virtual learning environment}}<br> 虚拟学习环境 / 虚拟教学代理 (cn) {{MainEntry|Virtual pedagogical agent}}<br> 虚拟校园 (cn / sg) {{MainEntry|Virtual campus}}<br> <br> '''覆盖 / 覆盖物 (cn)''' {{MainEntry|[[Overlay]]}}<br> <br> 计算机支持的协作学习 (cn) {{MainEntry|Computer-supported collaborative learning}}<br> 计算机辅助学习(cn) / 电脑辅助学习 (sg) {{MainEntry|Computer-assisted learning}}<br> 计算机辅助教学 /基于计算机的教学 (cn) {{MainEntry|Computer-based instruction}}<br> 计算机辅助教学 (cn) / 电脑辅助教学 (sg) {{MainEntry|Computer-assisted instruction}}<br> 计算机辅助语言学习 (cn) {{MainEntry|Computer-assisted language learning}}<br> '''认知反馈 (cn)''' {{MainEntry|[[Epistemic feedback]]}}<br> '''知识赋使功能 (cn)''' {{MainEntry|[[Epistemic affordance]]}}<br> '''认知导师 / 认知向导 (cn)''' {{MainEntry|[[Cognitive tutor]]}}<br> 认知工程 (cn) {{MainEntry|Cognitive engineering}}<br> 认知建模 / 认知模型 (cn) {{MainEntry|Cognitive modeling}}<br> 认知诊断 (cn) {{MainEntry|Cognitive diagnosis}}<br> 课件 (cn / sg) {{MainEntry|Courseware}}<br> 课程管理系统课件 /课程管理系统 (cn / sg) {{MainEntry|Course management system}}<br> <br> 远程学习 / 远距学习 (cn) 远程学习 / 远程教育 (sg) {{MainEntry|Distance learning}}<br> 远程实验室 (cn) {{MainEntry|Remote laboratories}}<br> <br> '''非正式学习 (cn)''' {{MainEntry|[[Informal learning]]}}<br> 719 674 2012-02-09T10:06:21Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Simplified chinese entries (cn: Taiwan, sg: Singapore) ''Edited by Carsten Ullrich (Shanghai Jiao Tong University, CN), Denis Gillet (EPFL, CH), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)''<br> ''And thanks to the participants of the SJTU Chinese-European Summer School Matchmaking Event on Technology-Enhanced Learning'' <br> 个人学习环境 (cn) {{MainEntry|Personal learning environment}}<br> <br> 习题自动生成 / 练习的自动生成 (cn) {{MainEntry|Automatic generation of exercises}}<br> <br> 交互学习环境 / 互动学习环境 / 交互式学习环境 (cn) 互动学习环境 (sg) {{MainEntry|Interactive learning environment}}<br> 交互式白板 / 交互白板 /交互式电子白板 (cn) {{MainEntry|Interactive white board}}<br> <br> 人工学习环境 / 人工学习环境 / 人工学习环境(cn / sg) {{MainEntry|Artificial learning environment}}<br> <br> 仿真游戏 (cn) / 模拟游戏 (sg) {{MainEntry|Simulation games}}<br> 伙伴系统 / 同伴互助系统 (cn) / 伙伴系统 (sg) {{MainEntry|Buddy systems}}<br> <br> 全纳电子学习 (cn) {{MainEntry|Inclusive e-learning}}<br> <br> 内部脚本 (cn) {{MainEntry|Internal script}}<br> <br> 分布式学习 (cn / sg) {{MainEntry|Distributed learning}}<br> 分布式学习环境 (cn / sg) {{MainEntry|Distributed learning environments}}<br> <br> 创作工具 / 制作工具 (cn) {{MainEntry|Authoring tool}}<br> 创作系统制作工具 / 创作系统 写作系统 (cn) {{MainEntry|Authoring system}}<br> <br> 动态几何 (cn / sg) {{MainEntry|Dynamic geometry}}<br> 动画教学代理 / 动画教学代理(cn) {{MainEntry|Animated pedagogical agent}}<br> <br> 协作学习 (cn / sg) {{MainEntry|Collaborative learning}}<br> '''协作脚本 (cn)''' {{MainEntry|[[Collaboration script]]}}<br> <br> '''叙事学习环境 (cn)''' {{MainEntry|[[Narrative learning environments]]}}<br> <br> 可编程以计算机为基础的学习环境 / 基于可编程计算机的学习环境 (cn) {{MainEntry|Programmable computer-based learning environment}}<br> 可编程课程 (cn) {{MainEntry|Programmable course}}<br> <br> 周围（外部）学习环境 (cn) {{MainEntry|Ambient learning environment}}<br> <br> 在线学习环境 (cn) / 线上学习环境 (sg) {{MainEntry|On-line learning environment}}<br> <br> 基于代理的学习环境 / 基于代理的学习环境 / 基于代理的学习环境 (cn) {{MainEntry|Agent-based learning environment}}<br> 基于代理的教学系统 / 基于代理的导学系统 (cn) {{MainEntry|Agent-based tutoring system}}<br> '''基于仿真的学习环境 / 仿真学习环境 (cn) 模拟学习环境 (sg)''' {{MainEntry|[[Simulation-based learning environment]]}}<br> 基于计算机的学习环境 (cn0 {{MainEntry|Computer-based learning environments}}<br> 基于计算机的实验室 / 计算机实验室 (cn) {{MainEntry|Computer-based laboratory}}<br> <br> 增强的学习环境 / 增量学习环境 (cn) 扩增学习环境 (sg) {{MainEntry|Augmented learning environment}}<br> <br> 外部脚本 /外围脚本 (cn) {{MainEntry|External script}}<br> <br> '''多媒体学习 (cn / sg)''' {{MainEntry|[[Multimedia learning]]}}<br> <br> 学习同伴 /学习伙伴 (cn) {{MainEntry|Learning companion}}<br> '''学习对象 / 学习物件 (cn)''' {{MainEntry|[[Learning objects]]}}<br> '''学习情景 /学习情境 (cn)''' {{MainEntry|[[Learning scenario]]}}<br> 学习环境 (cn / sg) {{MainEntry|Learning environment}}<br> '''学习空间 (cn / sg)''' {{MainEntry|[[Learning space]]}}<br> '''学习管理系统 /网络教学平台 / 网络教学平台 (cn) 学习管理系统 (sg)''' {{MainEntry|[[Learning management systems]]}}<br> '''学习网格 (cn / sg)''' {{MainEntry|[[Learning grid]]}}<br> 学习者模型建构 / 学习者模型 (cn) {{MainEntry|Learner modeling}}<br> 学习设计 (cn / sg) {{MainEntry|Learning design}}<br> 学习路径 / 学习轨迹 (cn) {{MainEntry|Learning trail}}<br> <br> 寓教于乐的数字化学习 (cn) 教育娱乐 / 教娱 (sg) {{MainEntry|Edutainment}}<br> <br> '''嵌入式现象 /嵌入式行为 (cn)''' {{MainEntry|[[Embedded phenomena]]}}<br> <br> '''建构主义 (cn / sg)''' {{MainEntry|[[Constructionism]]}}<br> <br> 微观世界 /微世界 / 微世界 (cn) {{MainEntry|Microworld}}<br> <br> 情境学习 (cn / sg) {{MainEntry|Situated learning}}<br> <br> 技术促进学习 (cn) {{MainEntry|Technology Enhanced Learning}}<br> '''技术化的数学素养 (cn)''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br> '''探究性学习 (cn)''' {{MainEntry|[[Inquiry learning]]}}<br> <br> '''摹游戏为基础的学习 /游戏化学习 / 游戏化学习 (cn)''' {{MainEntry|[[Game-based learning]]}}<br> <br> 支持学习的计算机编程 / 支持学习的计算机程序设计 (cn) {{MainEntry|Computer programming in support of learning}}<br> <br> 教学代理 (cn) {{MainEntry|Pedagogical agent}}<br>'''教学工程 (cn)''' {{MainEntry|[[Didactical engineering]]}}<br> '''教育可见性 (cn)''' {{MainEntry|[[Educational affordance]]}}<br> 教育数据挖掘 (cn / sg) {{MainEntry|Educational data mining}}<br> 教育网络学习 / 电子学习 (cn) {{MainEntry|e-learning}}<br> <br> '''无缝学习环境 (cn)''' {{MainEntry|[[Seamless learning environments]]}}<br> <br> 普适学习环境 (cn) {{MainEntry|Pervasive learning environment}}<br> <br> 智能教学系统 (cn) {{MainEntry|Intelligent tutoring system}}<br> 智能鹰架系统 / 智能脚手架系统 /智能支架系统 (cn) 智能鹰架系统 (sg) {{MainEntry|Intelligent scaffolding system}}<br> <br> 有形的学习环境 (cn) {{MainEntry|Tangible learning environment}}<br> <br> 机助考试 / 计算机辅助考试 (cn) {{MainEntry|Computer-assisted examination}}<br> <br> 泛在学习 (cn) {{MainEntry|Ubiquitous learning}}<br> <br> 混合学习 / 混合式学习 (cn) {{MainEntry|Blended learning}}<br> <br> 电子化测评 /数字化评估 (cn) {{MainEntry|e-Assessment}}<br> 电子档案袋 / 电子书包 /电子档案袋 / 电子档案袋 (cn) 电子学习历程档案 (sg) {{MainEntry|e-portfolio}}<br> <br> '''移动学习 (cn) 流动学习 (sg)''' {{MainEntry|[[Mobile learning]]}}<br> <br> 综合学习系统 (cn) {{MainEntry|Integrated learning system}}<br> <br> '''网络学习(cn / sg)''' {{MainEntry|[[Networked learning]]}}<br> 网络学习环境 (cn / sg) {{MainEntry|Networked learning environment}}<br> 网络学习社区 / 网络学习共同体 (cn) 网络学习社群 (sg) {{MainEntry|Networked learning communities}}<br> 网络讲课技术 (cn) {{MainEntry|Web-lecturing technologies}}<br> <br> 自动诊断 (cn / sg) {{MainEntry|Automatic diagnosis}}<br> '''自我调节学习 /自我调节的学习 (cn)''' {{MainEntry|[[Self-regulated learning]]}}<br> 自适应学习环境 / 适应性学习环境 (cn) {{MainEntry|Adaptive learning environment}}<br> <br> 虚拟大学 (cn / sg) {{MainEntry|Virtual universities}}<br> 虚拟学习环境 (cn / sg) {{MainEntry|Virtual learning environment}}<br> 虚拟学习环境 / 虚拟教学代理 (cn) {{MainEntry|Virtual pedagogical agent}}<br> 虚拟校园 (cn / sg) {{MainEntry|Virtual campus}}<br> <br> '''覆盖 / 覆盖物 (cn)''' {{MainEntry|[[Overlay]]}}<br> <br> 计算机支持的协作学习 (cn) {{MainEntry|Computer-supported collaborative learning}}<br> 计算机辅助学习(cn) / 电脑辅助学习 (sg) {{MainEntry|Computer-assisted learning}}<br> 计算机辅助教学 /基于计算机的教学 (cn) {{MainEntry|Computer-based instruction}}<br> 计算机辅助教学 (cn) / 电脑辅助教学 (sg) {{MainEntry|Computer-assisted instruction}}<br> 计算机辅助语言学习 (cn) {{MainEntry|Computer-assisted language learning}}<br> '''认知反馈 (cn)''' {{MainEntry|[[Epistemic feedback]]}}<br> '''知识赋使功能 (cn)''' {{MainEntry|[[Epistemic affordance]]}}<br> '''认知导师 / 认知向导 (cn)''' {{MainEntry|[[Cognitive tutor]]}}<br> 认知工程 (cn) {{MainEntry|Cognitive engineering}}<br> 认知建模 / 认知模型 (cn) {{MainEntry|Cognitive modeling}}<br> 认知诊断 (cn) {{MainEntry|Cognitive diagnosis}}<br> 课件 (cn / sg) {{MainEntry|Courseware}}<br> 课程管理系统课件 /课程管理系统 (cn / sg) {{MainEntry|Course management system}}<br> <br> 远程学习 / 远距学习 (cn) 远程学习 / 远程教育 (sg) {{MainEntry|Distance learning}}<br> 远程实验室 (cn) {{MainEntry|Remote laboratories}}<br> <br> '''非正式学习 (cn)''' {{MainEntry|[[Informal learning]]}}<br> 674 649 2012-01-30T09:57:05Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Simplified chinese entries (cn: Taiwan, sg: Singapore) ''Edited by Carsten Ullrich (Shanghai Jiao Tong University, CN), Denis Gillet (EPFL, CH), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)''<br> ''And thanks to the participants of the SJTU Chinese-European Summer School Matchmaking Event on Technology-Enhanced Learning'' <br> 个人学习环境 (cn) {{MainEntry|Personal learning environment}}<br> <br> 习题自动生成 / 练习的自动生成 (cn) {{MainEntry|Automatic generation of exercises}}<br> <br> 交互学习环境 / 互动学习环境 / 交互式学习环境 (cn) 互动学习环境 (sg) {{MainEntry|Interactive learning environment}}<br> 交互式白板 / 交互白板 /交互式电子白板 (cn) {{MainEntry|Interactive white board}}<br> <br> 人工学习环境 / 人工学习环境 / 人工学习环境(cn / sg) {{MainEntry|Artificial learning environment}}<br> <br> 仿真游戏 (cn) / 模拟游戏 (sg) {{MainEntry|Simulation games}}<br> 伙伴系统 / 同伴互助系统 (cn) / 伙伴系统 (sg) {{MainEntry|Buddy systems}}<br> <br> 全纳电子学习 (cn) {{MainEntry|Inclusive e-learning}}<br> <br> 内部脚本 (cn) {{MainEntry|Internal script}}<br> <br> 分布式学习 (cn / sg) {{MainEntry|Distributed learning}}<br> 分布式学习环境 (cn / sg) {{MainEntry|Distributed learning environments}}<br> <br> 创作工具 / 制作工具 (cn) {{MainEntry|Authoring tool}}<br> 创作系统制作工具 / 创作系统 写作系统 (cn) {{MainEntry|Authoring system}}<br> <br> 动态几何 (cn / sg) {{MainEntry|Dynamic geometry}}<br> 动画教学代理 / 动画教学代理(cn) {{MainEntry|Animated pedagogical agent}}<br> <br> 协作学习 (cn / sg) {{MainEntry|Collaborative learning}}<br> '''协作脚本 (cn)''' {{MainEntry|[[Collaboration script]]}}<br> <br> '''叙事学习环境 (cn)''' {{MainEntry|[[Narrative learning environments]]}}<br> <br> 可编程以计算机为基础的学习环境 / 基于可编程计算机的学习环境 (cn) {{MainEntry|Programmable computer-based learning environment}}<br> 可编程课程 (cn) {{MainEntry|Programmable course}}<br> <br> 周围（外部）学习环境 (cn) {{MainEntry|Ambient learning environment}}<br> <br> 在线学习环境 (cn) / 线上学习环境 (sg) {{MainEntry|On-line learning environment}}<br> <br> 基于代理的学习环境 / 基于代理的学习环境 / 基于代理的学习环境 (cn) {{MainEntry|Agent-based learning environment}}<br> 基于代理的教学系统 / 基于代理的导学系统 (cn) {{MainEntry|Agent-based tutoring system}}<br> 基于仿真的学习环境 / 仿真学习环境 (cn) 模拟学习环境 (sg) {{MainEntry|Simulation-based learning environment}}<br> 基于计算机的学习环境 (cn0 {{MainEntry|Computer-based learning environments}}<br> 基于计算机的实验室 / 计算机实验室 (cn) {{MainEntry|Computer-based laboratory}}<br> <br> 增强的学习环境 / 增量学习环境 (cn) 扩增学习环境 (sg) {{MainEntry|Augmented learning environment}}<br> <br> 外部脚本 /外围脚本 (cn) {{MainEntry|External script}}<br> <br> '''多媒体学习 (cn / sg)''' {{MainEntry|[[Multimedia learning]]}}<br> <br> 学习同伴 /学习伙伴 (cn) {{MainEntry|Learning companion}}<br> '''学习对象 / 学习物件 (cn)''' {{MainEntry|[[Learning objects]]}}<br> '''学习情景 /学习情境 (cn)''' {{MainEntry|[[Learning scenario]]}}<br> 学习环境 (cn / sg) {{MainEntry|Learning environment}}<br> '''学习空间 (cn / sg)''' {{MainEntry|[[Learning space]]}}<br> '''学习管理系统 /网络教学平台 / 网络教学平台 (cn) 学习管理系统 (sg)''' {{MainEntry|[[Learning management systems]]}}<br> '''学习网格 (cn / sg)''' {{MainEntry|[[Learning grid]]}}<br> 学习者模型建构 / 学习者模型 (cn) {{MainEntry|Learner modeling}}<br> 学习设计 (cn / sg) {{MainEntry|Learning design}}<br> 学习路径 / 学习轨迹 (cn) {{MainEntry|Learning trail}}<br> <br> 寓教于乐的数字化学习 (cn) 教育娱乐 / 教娱 (sg) {{MainEntry|Edutainment}}<br> <br> '''嵌入式现象 /嵌入式行为 (cn)''' {{MainEntry|[[Embedded phenomena]]}}<br> <br> '''建构主义 (cn / sg)''' {{MainEntry|[[Constructionism]]}}<br> <br> 微观世界 /微世界 / 微世界 (cn) {{MainEntry|Microworld}}<br> <br> 情境学习 (cn / sg) {{MainEntry|Situated learning}}<br> <br> 技术促进学习 (cn) {{MainEntry|Technology Enhanced Learning}}<br> '''技术化的数学素养 (cn)''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br> '''探究性学习 (cn)''' {{MainEntry|[[Inquiry learning]]}}<br> <br> '''摹游戏为基础的学习 /游戏化学习 / 游戏化学习 (cn)''' {{MainEntry|[[Game-based learning]]}}<br> <br> 支持学习的计算机编程 / 支持学习的计算机程序设计 (cn) {{MainEntry|Computer programming in support of learning}}<br> <br> 教学代理 (cn) {{MainEntry|Pedagogical agent}}<br>'''教学工程 (cn)''' {{MainEntry|[[Didactical engineering]]}}<br> '''教育可见性 (cn)''' {{MainEntry|[[Educational affordance]]}}<br> 教育数据挖掘 (cn / sg) {{MainEntry|Educational data mining}}<br> 教育网络学习 / 电子学习 (cn) {{MainEntry|e-learning}}<br> <br> '''无缝学习环境 (cn)''' {{MainEntry|[[Seamless learning environments]]}}<br> <br> 普适学习环境 (cn) {{MainEntry|Pervasive learning environment}}<br> <br> 智能教学系统 (cn) {{MainEntry|Intelligent tutoring system}}<br> 智能鹰架系统 / 智能脚手架系统 /智能支架系统 (cn) 智能鹰架系统 (sg) {{MainEntry|Intelligent scaffolding system}}<br> <br> 有形的学习环境 (cn) {{MainEntry|Tangible learning environment}}<br> <br> 机助考试 / 计算机辅助考试 (cn) {{MainEntry|Computer-assisted examination}}<br> <br> 泛在学习 (cn) {{MainEntry|Ubiquitous learning}}<br> <br> 混合学习 / 混合式学习 (cn) {{MainEntry|Blended learning}}<br> <br> 电子化测评 /数字化评估 (cn) {{MainEntry|e-Assessment}}<br> 电子档案袋 / 电子书包 /电子档案袋 / 电子档案袋 (cn) 电子学习历程档案 (sg) {{MainEntry|e-portfolio}}<br> <br> '''移动学习 (cn) 流动学习 (sg)''' {{MainEntry|[[Mobile learning]]}}<br> <br> 综合学习系统 (cn) {{MainEntry|Integrated learning system}}<br> <br> '''网络学习(cn / sg)''' {{MainEntry|[[Networked learning]]}}<br> 网络学习环境 (cn / sg) {{MainEntry|Networked learning environment}}<br> 网络学习社区 / 网络学习共同体 (cn) 网络学习社群 (sg) {{MainEntry|Networked learning communities}}<br> 网络讲课技术 (cn) {{MainEntry|Web-lecturing technologies}}<br> <br> 自动诊断 (cn / sg) {{MainEntry|Automatic diagnosis}}<br> '''自我调节学习 /自我调节的学习 (cn)''' {{MainEntry|[[Self-regulated learning]]}}<br> 自适应学习环境 / 适应性学习环境 (cn) {{MainEntry|Adaptive learning environment}}<br> <br> 虚拟大学 (cn / sg) {{MainEntry|Virtual universities}}<br> 虚拟学习环境 (cn / sg) {{MainEntry|Virtual learning environment}}<br> 虚拟学习环境 / 虚拟教学代理 (cn) {{MainEntry|Virtual pedagogical agent}}<br> 虚拟校园 (cn / sg) {{MainEntry|Virtual campus}}<br> <br> '''覆盖 / 覆盖物 (cn)''' {{MainEntry|[[Overlay]]}}<br> <br> 计算机支持的协作学习 (cn) {{MainEntry|Computer-supported collaborative learning}}<br> 计算机辅助学习(cn) / 电脑辅助学习 (sg) {{MainEntry|Computer-assisted learning}}<br> 计算机辅助教学 /基于计算机的教学 (cn) {{MainEntry|Computer-based instruction}}<br> 计算机辅助教学 (cn) / 电脑辅助教学 (sg) {{MainEntry|Computer-assisted instruction}}<br> 计算机辅助语言学习 (cn) {{MainEntry|Computer-assisted language learning}}<br> '''认知反馈 (cn)''' {{MainEntry|[[Epistemic feedback]]}}<br> '''知识赋使功能 (cn)''' {{MainEntry|[[Epistemic affordance]]}}<br> '''认知导师 / 认知向导 (cn)''' {{MainEntry|[[Cognitive tutor]]}}<br> 认知工程 (cn) {{MainEntry|Cognitive engineering}}<br> 认知建模 / 认知模型 (cn) {{MainEntry|Cognitive modeling}}<br> 认知诊断 (cn) {{MainEntry|Cognitive diagnosis}}<br> 课件 (cn / sg) {{MainEntry|Courseware}}<br> 课程管理系统课件 /课程管理系统 (cn / sg) {{MainEntry|Course management system}}<br> <br> 远程学习 / 远距学习 (cn) 远程学习 / 远程教育 (sg) {{MainEntry|Distance learning}}<br> 远程实验室 (cn) {{MainEntry|Remote laboratories}}<br> <br> '''非正式学习 (cn)''' {{MainEntry|[[Informal learning]]}}<br> 649 617 2012-01-23T14:11:07Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Simplified chinese entries (cn: Taiwan, sg: Singapore) ''Edited by Carsten Ullrich (Shanghai Jiao Tong University, CN), Denis Gillet (EPFL, CH), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)''<br> ''And thanks to the participants of the SJTU Chinese-European Summer School Matchmaking Event on Technology-Enhanced Learning'' <br> 个人学习环境 (cn) {{MainEntry|Personal learning environment}}<br> <br> 习题自动生成 / 练习的自动生成 (cn) {{MainEntry|Automatic generation of exercises}}<br> <br> 交互学习环境 / 互动学习环境 / 交互式学习环境 (cn) 互动学习环境 (sg) {{MainEntry|Interactive learning environment}}<br> 交互式白板 / 交互白板 /交互式电子白板 (cn) {{MainEntry|Interactive white board}}<br> <br> 人工学习环境 / 人工学习环境 / 人工学习环境(cn / sg) {{MainEntry|Artificial learning environment}}<br> <br> 仿真游戏 (cn) / 模拟游戏 (sg) {{MainEntry|Simulation games}}<br> 伙伴系统 / 同伴互助系统 (cn) / 伙伴系统 (sg) {{MainEntry|Buddy systems}}<br> <br> 全纳电子学习 (cn) {{MainEntry|Inclusive e-learning}}<br> <br> 内部脚本 (cn) {{MainEntry|Internal script}}<br> <br> 分布式学习 (cn / sg) {{MainEntry|Distributed learning}}<br> 分布式学习环境 (cn / sg) {{MainEntry|Distributed learning environments}}<br> <br> 创作工具 / 制作工具 (cn) {{MainEntry|Authoring tool}}<br> 创作系统制作工具 / 创作系统 写作系统 (cn) {{MainEntry|Authoring system}}<br> <br> 动态几何 (cn / sg) {{MainEntry|Dynamic geometry}}<br> 动画教学代理 / 动画教学代理(cn) {{MainEntry|Animated pedagogical agent}}<br> <br> 协作学习 (cn / sg) {{MainEntry|Collaborative learning}}<br> '''协作脚本 (cn)''' {{MainEntry|[[Collaboration script]]}}<br> <br> '''叙事学习环境 (cn)''' {{MainEntry|[[Narrative learning environments]]}}<br> <br> 可编程以计算机为基础的学习环境 / 基于可编程计算机的学习环境 (cn) {{MainEntry|Programmable computer-based learning environment}}<br> 可编程课程 (cn) {{MainEntry|Programmable course}}<br> <br> 周围（外部）学习环境 (cn) {{MainEntry|Ambient learning environment}}<br> <br> 在线学习环境 (cn) / 线上学习环境 (sg) {{MainEntry|On-line learning environment}}<br> <br> 基于代理的学习环境 / 基于代理的学习环境 / 基于代理的学习环境 (cn) {{MainEntry|Agent-based learning environment}}<br> 基于代理的教学系统 / 基于代理的导学系统 (cn) {{MainEntry|Agent-based tutoring system}}<br> 基于仿真的学习环境 / 仿真学习环境 (cn) 模拟学习环境 (sg) {{MainEntry|Simulation-based learning environment}}<br> 基于计算机的学习环境 (cn0 {{MainEntry|Computer-based learning environments}}<br> 基于计算机的实验室 / 计算机实验室 (cn) {{MainEntry|Computer-based laboratory}}<br> <br> 增强的学习环境 / 增量学习环境 (cn) 扩增学习环境 (sg) {{MainEntry|Augmented learning environment}}<br> <br> 外部脚本 /外围脚本 (cn) {{MainEntry|External script}}<br> <br> 多媒体学习 (cn / sg) {{MainEntry|Multimedia learning}}<br> <br> 学习同伴 /学习伙伴 (cn) {{MainEntry|Learning companion}}<br> '''学习对象 / 学习物件 (cn)''' {{MainEntry|[[Learning objects]]}}<br> '''学习情景 /学习情境 (cn)''' {{MainEntry|[[Learning scenario]]}}<br> 学习环境 (cn / sg) {{MainEntry|Learning environment}}<br> '''学习空间 (cn / sg)''' {{MainEntry|[[Learning space]]}}<br> '''学习管理系统 /网络教学平台 / 网络教学平台 (cn) 学习管理系统 (sg)''' {{MainEntry|[[Learning management systems]]}}<br> '''学习网格 (cn / sg)''' {{MainEntry|[[Learning grid]]}}<br> 学习者模型建构 / 学习者模型 (cn) {{MainEntry|Learner modeling}}<br> 学习设计 (cn / sg) {{MainEntry|Learning design}}<br> 学习路径 / 学习轨迹 (cn) {{MainEntry|Learning trail}}<br> <br> 寓教于乐的数字化学习 (cn) 教育娱乐 / 教娱 (sg) {{MainEntry|Edutainment}}<br> <br> '''嵌入式现象 /嵌入式行为 (cn)''' {{MainEntry|[[Embedded phenomena]]}}<br> <br> '''建构主义 (cn / sg)''' {{MainEntry|[[Constructionism]]}}<br> <br> 微观世界 /微世界 / 微世界 (cn) {{MainEntry|Microworld}}<br> <br> 情境学习 (cn / sg) {{MainEntry|Situated learning}}<br> <br> 技术促进学习 (cn) {{MainEntry|Technology Enhanced Learning}}<br> '''技术化的数学素养 (cn)''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br> '''探究性学习 (cn)''' {{MainEntry|[[Inquiry learning]]}}<br> <br> '''摹游戏为基础的学习 /游戏化学习 / 游戏化学习 (cn)''' {{MainEntry|[[Game-based learning]]}}<br> <br> 支持学习的计算机编程 / 支持学习的计算机程序设计 (cn) {{MainEntry|Computer programming in support of learning}}<br> <br> 教学代理 (cn) {{MainEntry|Pedagogical agent}}<br>'''教学工程 (cn)''' {{MainEntry|[[Didactical engineering]]}}<br> '''教育可见性 (cn)''' {{MainEntry|[[Educational affordance]]}}<br> 教育数据挖掘 (cn / sg) {{MainEntry|Educational data mining}}<br> 教育网络学习 / 电子学习 (cn) {{MainEntry|e-learning}}<br> <br> '''无缝学习环境 (cn)''' {{MainEntry|[[Seamless learning environments]]}}<br> <br> 普适学习环境 (cn) {{MainEntry|Pervasive learning environment}}<br> <br> 智能教学系统 (cn) {{MainEntry|Intelligent tutoring system}}<br> 智能鹰架系统 / 智能脚手架系统 /智能支架系统 (cn) 智能鹰架系统 (sg) {{MainEntry|Intelligent scaffolding system}}<br> <br> 有形的学习环境 (cn) {{MainEntry|Tangible learning environment}}<br> <br> 机助考试 / 计算机辅助考试 (cn) {{MainEntry|Computer-assisted examination}}<br> <br> 泛在学习 (cn) {{MainEntry|Ubiquitous learning}}<br> <br> 混合学习 / 混合式学习 (cn) {{MainEntry|Blended learning}}<br> <br> 电子化测评 /数字化评估 (cn) {{MainEntry|e-Assessment}}<br> 电子档案袋 / 电子书包 /电子档案袋 / 电子档案袋 (cn) 电子学习历程档案 (sg) {{MainEntry|e-portfolio}}<br> <br> '''移动学习 (cn) 流动学习 (sg)''' {{MainEntry|[[Mobile learning]]}}<br> <br> 综合学习系统 (cn) {{MainEntry|Integrated learning system}}<br> <br> '''网络学习(cn / sg)''' {{MainEntry|[[Networked learning]]}}<br> 网络学习环境 (cn / sg) {{MainEntry|Networked learning environment}}<br> 网络学习社区 / 网络学习共同体 (cn) 网络学习社群 (sg) {{MainEntry|Networked learning communities}}<br> 网络讲课技术 (cn) {{MainEntry|Web-lecturing technologies}}<br> <br> 自动诊断 (cn / sg) {{MainEntry|Automatic diagnosis}}<br> '''自我调节学习 /自我调节的学习 (cn)''' {{MainEntry|[[Self-regulated learning]]}}<br> 自适应学习环境 / 适应性学习环境 (cn) {{MainEntry|Adaptive learning environment}}<br> <br> 虚拟大学 (cn / sg) {{MainEntry|Virtual universities}}<br> 虚拟学习环境 (cn / sg) {{MainEntry|Virtual learning environment}}<br> 虚拟学习环境 / 虚拟教学代理 (cn) {{MainEntry|Virtual pedagogical agent}}<br> 虚拟校园 (cn / sg) {{MainEntry|Virtual campus}}<br> <br> '''覆盖 / 覆盖物 (cn)''' {{MainEntry|[[Overlay]]}}<br> <br> 计算机支持的协作学习 (cn) {{MainEntry|Computer-supported collaborative learning}}<br> 计算机辅助学习(cn) / 电脑辅助学习 (sg) {{MainEntry|Computer-assisted learning}}<br> 计算机辅助教学 /基于计算机的教学 (cn) {{MainEntry|Computer-based instruction}}<br> 计算机辅助教学 (cn) / 电脑辅助教学 (sg) {{MainEntry|Computer-assisted instruction}}<br> 计算机辅助语言学习 (cn) {{MainEntry|Computer-assisted language learning}}<br> '''认知反馈 (cn)''' {{MainEntry|[[Epistemic feedback]]}}<br> '''知识赋使功能 (cn)''' {{MainEntry|[[Epistemic affordance]]}}<br> '''认知导师 / 认知向导 (cn)''' {{MainEntry|[[Cognitive tutor]]}}<br> 认知工程 (cn) {{MainEntry|Cognitive engineering}}<br> 认知建模 / 认知模型 (cn) {{MainEntry|Cognitive modeling}}<br> 认知诊断 (cn) {{MainEntry|Cognitive diagnosis}}<br> 课件 (cn / sg) {{MainEntry|Courseware}}<br> 课程管理系统课件 /课程管理系统 (cn / sg) {{MainEntry|Course management system}}<br> <br> 远程学习 / 远距学习 (cn) 远程学习 / 远程教育 (sg) {{MainEntry|Distance learning}}<br> 远程实验室 (cn) {{MainEntry|Remote laboratories}}<br> <br> '''非正式学习 (cn)''' {{MainEntry|[[Informal learning]]}}<br> 617 584 2012-01-16T15:06:54Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Simplified chinese entries (cn: Taiwan, sg: Singapore) ''Edited by Carsten Ullrich (Shanghai Jiao Tong University, CN), Denis Gillet (EPFL, CH), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)''<br> ''And thanks to the participants of the SJTU Chinese-European Summer School Matchmaking Event on Technology-Enhanced Learning'' <br> 个人学习环境 (cn) {{MainEntry|Personal learning environment}}<br> <br> 习题自动生成 / 练习的自动生成 (cn) {{MainEntry|Automatic generation of exercises}}<br> <br> 交互学习环境 / 互动学习环境 / 交互式学习环境 (cn) 互动学习环境 (sg) {{MainEntry|Interactive learning environment}}<br> 交互式白板 / 交互白板 /交互式电子白板 (cn) {{MainEntry|Interactive white board}}<br> <br> 人工学习环境 / 人工学习环境 / 人工学习环境(cn / sg) {{MainEntry|Artificial learning environment}}<br> <br> 仿真游戏 (cn) / 模拟游戏 (sg) {{MainEntry|Simulation games}}<br> 伙伴系统 / 同伴互助系统 (cn) / 伙伴系统 (sg) {{MainEntry|Buddy systems}}<br> <br> 全纳电子学习 (cn) {{MainEntry|Inclusive e-learning}}<br> <br> 内部脚本 (cn) {{MainEntry|Internal script}}<br> <br> 分布式学习 (cn / sg) {{MainEntry|Distributed learning}}<br> 分布式学习环境 (cn / sg) {{MainEntry|Distributed learning environments}}<br> <br> 创作工具 / 制作工具 (cn) {{MainEntry|Authoring tool}}<br> 创作系统制作工具 / 创作系统 写作系统 (cn) {{MainEntry|Authoring system}}<br> <br> 动态几何 (cn / sg) {{MainEntry|Dynamic geometry}}<br> 动画教学代理 / 动画教学代理(cn) {{MainEntry|Animated pedagogical agent}}<br> <br> 协作学习 (cn / sg) {{MainEntry|Collaborative learning}}<br> '''协作脚本 (cn)''' {{MainEntry|[[Collaboration script]]}}<br> <br> '''叙事学习环境 (cn)''' {{MainEntry|[[Narrative learning environments]]}}<br> <br> 可编程以计算机为基础的学习环境 / 基于可编程计算机的学习环境 (cn) {{MainEntry|Programmable computer-based learning environment}}<br> 可编程课程 (cn) {{MainEntry|Programmable course}}<br> <br> 周围（外部）学习环境 (cn) {{MainEntry|Ambient learning environment}}<br> <br> 在线学习环境 (cn) / 线上学习环境 (sg) {{MainEntry|On-line learning environment}}<br> <br> 基于代理的学习环境 / 基于代理的学习环境 / 基于代理的学习环境 (cn) {{MainEntry|Agent-based learning environment}}<br> 基于代理的教学系统 / 基于代理的导学系统 (cn) {{MainEntry|Agent-based tutoring system}}<br> 基于仿真的学习环境 / 仿真学习环境 (cn) 模拟学习环境 (sg) {{MainEntry|Simulation-based learning environment}}<br> 基于计算机的学习环境 (cn0 {{MainEntry|Computer-based learning environments}}<br> 基于计算机的实验室 / 计算机实验室 (cn) {{MainEntry|Computer-based laboratory}}<br> <br> 增强的学习环境 / 增量学习环境 (cn) 扩增学习环境 (sg) {{MainEntry|Augmented learning environment}}<br> <br> 外部脚本 /外围脚本 (cn) {{MainEntry|External script}}<br> <br> 多媒体学习 (cn / sg) {{MainEntry|Multimedia learning}}<br> <br> 学习同伴 /学习伙伴 (cn) {{MainEntry|Learning companion}}<br> '''学习对象 / 学习物件 (cn)''' {{MainEntry|[[Learning objects]]}}<br> '''学习情景 /学习情境 (cn)''' {{MainEntry|[[Learning scenario]]}}<br> 学习环境 (cn / sg) {{MainEntry|Learning environment}}<br> '''学习空间 (cn / sg)''' {{MainEntry|[[Learning space]]}}<br> '''学习管理系统 /网络教学平台 / 网络教学平台 (cn) 学习管理系统 (sg)''' {{MainEntry|[[Learning management systems]]}}<br> '''学习网格 (cn / sg)''' {{MainEntry|[[Learning grid]]}}<br> 学习者模型建构 / 学习者模型 (cn) {{MainEntry|Learner modeling}}<br> 学习设计 (cn / sg) {{MainEntry|Learning design}}<br> 学习路径 / 学习轨迹 (cn) {{MainEntry|Learning trail}}<br> <br> 寓教于乐的数字化学习 (cn) 教育娱乐 / 教娱 (sg) {{MainEntry|Edutainment}}<br> <br> '''嵌入式现象 /嵌入式行为 (cn)''' {{MainEntry|[[Embedded phenomena]]}}<br> <br> '''建构主义 (cn / sg)''' {{MainEntry|[[Constructionism]]}}<br> <br> 微观世界 /微世界 / 微世界 (cn) {{MainEntry|Microworld}}<br> <br> 情境学习 (cn / sg) {{MainEntry|Situated learning}}<br> <br> 技术促进学习 (cn) {{MainEntry|Technology Enhanced Learning}}<br> '''技术化的数学素养 (cn)''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br> '''探究性学习 (cn)''' {{MainEntry|[[Inquiry learning]]}}<br> <br> '''摹游戏为基础的学习 /游戏化学习 / 游戏化学习 (cn)''' {{MainEntry|[[Game-based learning]]}}<br> <br> 支持学习的计算机编程 / 支持学习的计算机程序设计 (cn) {{MainEntry|Computer programming in support of learning}}<br> <br> 教学代理 (cn) {{MainEntry|Pedagogical agent}}<br>'''教学工程 (cn)''' {{MainEntry|[[Didactical engineering]]}}<br> '''教育可见性 (cn)''' {{MainEntry|[[Educational affordance]]}}<br> 教育数据挖掘 (cn / sg) {{MainEntry|Educational data mining}}<br> 教育网络学习 / 电子学习 (cn) {{MainEntry|e-learning}}<br> <br> '''无缝学习环境 (cn)''' {{MainEntry|[[Seamless learning environments]]}}<br> <br> 普适学习环境 (cn) {{MainEntry|Pervasive learning environment}}<br> <br> 智能教学系统 (cn) {{MainEntry|Intelligent tutoring system}}<br> 智能鹰架系统 / 智能脚手架系统 /智能支架系统 (cn) 智能鹰架系统 (sg) {{MainEntry|Intelligent scaffolding system}}<br> <br> 有形的学习环境 (cn) {{MainEntry|Tangible learning environment}}<br> <br> 机助考试 / 计算机辅助考试 (cn) {{MainEntry|Computer-assisted examination}}<br> <br> 泛在学习 (cn) {{MainEntry|Ubiquitous learning}}<br> <br> 混合学习 / 混合式学习 (cn) {{MainEntry|Blended learning}}<br> <br> 电子化测评 /数字化评估 (cn) {{MainEntry|e-Assessment}}<br> 电子档案袋 / 电子书包 /电子档案袋 / 电子档案袋 (cn) 电子学习历程档案 (sg) {{MainEntry|e-portfolio}}<br> <br> '''移动学习 (cn) 流动学习 (sg)''' {{MainEntry|[[Mobile learning]]}}<br> <br> 综合学习系统 (cn) {{MainEntry|Integrated learning system}}<br> <br> '''网络学习(cn / sg)''' {{MainEntry|[[Networked learning]]}}<br> 网络学习环境 (cn / sg) {{MainEntry|Networked learning environment}}<br> 网络学习社区 / 网络学习共同体 (cn) 网络学习社群 (sg) {{MainEntry|Networked learning communities}}<br> 网络讲课技术 (cn) {{MainEntry|Web-lecturing technologies}}<br> <br> 自动诊断 (cn / sg) {{MainEntry|Automatic diagnosis}}<br> '''自我调节学习 /自我调节的学习 (cn)''' {{MainEntry|[[Self-regulated learning]]}}<br> 自适应学习环境 / 适应性学习环境 (cn) {{MainEntry|Adaptive learning environment}}<br> <br> 虚拟大学 (cn / sg) {{MainEntry|Virtual universities}}<br> 虚拟学习环境 (cn / sg) {{MainEntry|Virtual learning environment}}<br> 虚拟学习环境 / 虚拟教学代理 (cn) {{MainEntry|Virtual pedagogical agent}}<br> 虚拟校园 (cn / sg) {{MainEntry|Virtual campus}}<br> <br> '''覆盖 / 覆盖物 (cn)''' {{MainEntry|[[Overlay]]}}<br> <br> 计算机支持的协作学习 (cn) {{MainEntry|Computer-supported collaborative learning}}<br> 计算机辅助学习(cn) / 电脑辅助学习 (sg) {{MainEntry|Computer-assisted learning}}<br> 计算机辅助教学 /基于计算机的教学 (cn) {{MainEntry|Computer-based instruction}}<br> 计算机辅助教学 (cn) / 电脑辅助教学 (sg) {{MainEntry|Computer-assisted instruction}}<br> 计算机辅助语言学习 (cn) {{MainEntry|Computer-assisted language learning}}<br> 认知反馈 (cn) {{MainEntry|Epistemic feedback}}<br> '''知识赋使功能 (cn)''' {{MainEntry|[[Epistemic affordance]]}}<br>'''认知导师 / 认知向导 (cn)''' {{MainEntry|[[Cognitive tutor]]}}<br> 认知工程 (cn) {{MainEntry|Cognitive engineering}}<br> 认知建模 / 认知模型 (cn) {{MainEntry|Cognitive modeling}}<br> 认知诊断 (cn) {{MainEntry|Cognitive diagnosis}}<br> 课件 (cn / sg) {{MainEntry|Courseware}}<br> 课程管理系统课件 /课程管理系统 (cn / sg) {{MainEntry|Course management system}}<br> <br> 远程学习 / 远距学习 (cn) 远程学习 / 远程教育 (sg) {{MainEntry|Distance learning}}<br> 远程实验室 (cn) {{MainEntry|Remote laboratories}}<br> <br> '''非正式学习 (cn)''' {{MainEntry|[[Informal learning]]}}<br> 584 568 2012-01-05T15:53:51Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Simplified chinese entries (cn: Taiwan, sg: Singapore) ''Edited by Carsten Ullrich (Shanghai Jiao Tong University, CN), Denis Gillet (EPFL, CH), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)''<br> ''And thanks to the participants of the SJTU Chinese-European Summer School Matchmaking Event on Technology-Enhanced Learning'' <br> 个人学习环境 (cn) {{MainEntry|Personal learning environment}}<br> <br> 习题自动生成 / 练习的自动生成 (cn) {{MainEntry|Automatic generation of exercises}}<br> <br> 交互学习环境 / 互动学习环境 / 交互式学习环境 (cn) 互动学习环境 (sg) {{MainEntry|Interactive learning environment}}<br> 交互式白板 / 交互白板 /交互式电子白板 (cn) {{MainEntry|Interactive white board}}<br> <br> 人工学习环境 / 人工学习环境 / 人工学习环境(cn / sg) {{MainEntry|Artificial learning environment}}<br> <br> 仿真游戏 (cn) / 模拟游戏 (sg) {{MainEntry|Simulation games}}<br> 伙伴系统 / 同伴互助系统 (cn) / 伙伴系统 (sg) {{MainEntry|Buddy systems}}<br> <br> 全纳电子学习 (cn) {{MainEntry|Inclusive e-learning}}<br> <br> 内部脚本 (cn) {{MainEntry|Internal script}}<br> <br> 分布式学习 (cn / sg) {{MainEntry|Distributed learning}}<br> 分布式学习环境 (cn / sg) {{MainEntry|Distributed learning environments}}<br> <br> 创作工具 / 制作工具 (cn) {{MainEntry|Authoring tool}}<br> 创作系统制作工具 / 创作系统 写作系统 (cn) {{MainEntry|Authoring system}}<br> <br> 动态几何 (cn / sg) {{MainEntry|Dynamic geometry}}<br> 动画教学代理 / 动画教学代理(cn) {{MainEntry|Animated pedagogical agent}}<br> <br> 协作学习 (cn / sg) {{MainEntry|Collaborative learning}}<br> '''协作脚本 (cn)''' {{MainEntry|[[Collaboration script]]}}<br> <br> '''叙事学习环境 (cn)''' {{MainEntry|[[Narrative learning environments]]}}<br> <br> 可编程以计算机为基础的学习环境 / 基于可编程计算机的学习环境 (cn) {{MainEntry|Programmable computer-based learning environment}}<br> 可编程课程 (cn) {{MainEntry|Programmable course}}<br> <br> 周围（外部）学习环境 (cn) {{MainEntry|Ambient learning environment}}<br> <br> 在线学习环境 (cn) / 线上学习环境 (sg) {{MainEntry|On-line learning environment}}<br> <br> 基于代理的学习环境 / 基于代理的学习环境 / 基于代理的学习环境 (cn) {{MainEntry|Agent-based learning environment}}<br> 基于代理的教学系统 / 基于代理的导学系统 (cn) {{MainEntry|Agent-based tutoring system}}<br> 基于仿真的学习环境 / 仿真学习环境 (cn) 模拟学习环境 (sg) {{MainEntry|Simulation-based learning environment}}<br> 基于计算机的学习环境 (cn0 {{MainEntry|Computer-based learning environments}}<br> 基于计算机的实验室 / 计算机实验室 (cn) {{MainEntry|Computer-based laboratory}}<br> <br> 增强的学习环境 / 增量学习环境 (cn) 扩增学习环境 (sg) {{MainEntry|Augmented learning environment}}<br> <br> 外部脚本 /外围脚本 (cn) {{MainEntry|External script}}<br> <br> 多媒体学习 (cn / sg) {{MainEntry|Multimedia learning}}<br> <br> 学习同伴 /学习伙伴 (cn) {{MainEntry|Learning companion}}<br> '''学习对象 / 学习物件 (cn)''' {{MainEntry|[[Learning objects]]}}<br> '''学习情景 /学习情境 (cn)''' {{MainEntry|[[Learning scenario]]}}<br> 学习环境 (cn / sg) {{MainEntry|Learning environment}}<br> '''学习空间 (cn / sg)''' {{MainEntry|[[Learning space]]}}<br> '''学习管理系统 /网络教学平台 / 网络教学平台 (cn) 学习管理系统 (sg)''' {{MainEntry|[[Learning management systems]]}}<br> '''学习网格 (cn / sg)''' {{MainEntry|[[Learning grid]]}}<br> 学习者模型建构 / 学习者模型 (cn) {{MainEntry|Learner modeling}}<br> 学习设计 (cn / sg) {{MainEntry|Learning design}}<br> 学习路径 / 学习轨迹 (cn) {{MainEntry|Learning trail}}<br> <br> 寓教于乐的数字化学习 (cn) 教育娱乐 / 教娱 (sg) {{MainEntry|Edutainment}}<br> <br> '''嵌入式现象 /嵌入式行为 (cn)''' {{MainEntry|[[Embedded phenomena]]}}<br> <br> '''建构主义 (cn / sg)''' {{MainEntry|[[Constructionism]]}}<br> <br> 微观世界 /微世界 / 微世界 (cn) {{MainEntry|Microworld}}<br> <br> 情境学习 (cn / sg) {{MainEntry|Situated learning}}<br> <br> 技术促进学习 (cn) {{MainEntry|Technology Enhanced Learning}}<br> '''技术化的数学素养 (cn)''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br> '''探究性学习 (cn)''' {{MainEntry|[[Inquiry learning]]}}<br> <br> '''摹游戏为基础的学习 /游戏化学习 / 游戏化学习 (cn)''' {{MainEntry|[[Game-based learning]]}}<br> <br> 支持学习的计算机编程 / 支持学习的计算机程序设计 (cn) {{MainEntry|Computer programming in support of learning}}<br> <br> 教学代理 (cn) {{MainEntry|Pedagogical agent}}<br>'''教学工程 (cn)''' {{MainEntry|[[Didactical engineering]]}}<br> '''教育可见性 (cn)''' {{MainEntry|[[Educational affordance]]}}<br> 教育数据挖掘 (cn / sg) {{MainEntry|Educational data mining}}<br> 教育网络学习 / 电子学习 (cn) {{MainEntry|e-learning}}<br> <br> '''无缝学习环境 (cn)''' {{MainEntry|[[Seamless learning environments]]}}<br> <br> 普适学习环境 (cn) {{MainEntry|Pervasive learning environment}}<br> <br> 智能教学系统 (cn) {{MainEntry|Intelligent tutoring system}}<br> 智能鹰架系统 / 智能脚手架系统 /智能支架系统 (cn) 智能鹰架系统 (sg) {{MainEntry|Intelligent scaffolding system}}<br> <br> 有形的学习环境 (cn) {{MainEntry|Tangible learning environment}}<br> <br> 机助考试 / 计算机辅助考试 (cn) {{MainEntry|Computer-assisted examination}}<br> <br> 泛在学习 (cn) {{MainEntry|Ubiquitous learning}}<br> <br> 混合学习 / 混合式学习 (cn) {{MainEntry|Blended learning}}<br> <br> 电子化测评 /数字化评估 (cn) {{MainEntry|e-Assessment}}<br> 电子档案袋 / 电子书包 /电子档案袋 / 电子档案袋 (cn) 电子学习历程档案 (sg) {{MainEntry|e-portfolio}}<br> <br> '''移动学习 (cn) 流动学习 (sg)''' {{MainEntry|[[Mobile learning]]}}<br> <br> 综合学习系统 (cn) {{MainEntry|Integrated learning system}}<br> <br> '''网络学习(cn / sg)''' {{MainEntry|[[Networked learning]]}}<br> 网络学习环境 (cn / sg) {{MainEntry|Networked learning environment}}<br> 网络学习社区 / 网络学习共同体 (cn) 网络学习社群 (sg) {{MainEntry|Networked learning communities}}<br> 网络讲课技术 (cn) {{MainEntry|Web-lecturing technologies}}<br> <br> 自动诊断 (cn / sg) {{MainEntry|Automatic diagnosis}}<br> '''自我调节学习 /自我调节的学习 (cn)''' {{MainEntry|[[Self-regulated learning]]}}<br> 自适应学习环境 / 适应性学习环境 (cn) {{MainEntry|Adaptive learning environment}}<br> <br> 虚拟大学 (cn / sg) {{MainEntry|Virtual universities}}<br> 虚拟学习环境 (cn / sg) {{MainEntry|Virtual learning environment}}<br> 虚拟学习环境 / 虚拟教学代理 (cn) {{MainEntry|Virtual pedagogical agent}}<br> 虚拟校园 (cn / sg) {{MainEntry|Virtual campus}}<br> <br> '''覆盖 / 覆盖物 (cn)''' {{MainEntry|[[Overlay]]}}<br> <br> 计算机支持的协作学习 (cn) {{MainEntry|Computer-supported collaborative learning}}<br> 计算机辅助学习(cn) / 电脑辅助学习 (sg) {{MainEntry|Computer-assisted learning}}<br> 计算机辅助教学 /基于计算机的教学 (cn) {{MainEntry|Computer-based instruction}}<br> 计算机辅助教学 (cn) / 电脑辅助教学 (sg) {{MainEntry|Computer-assisted instruction}}<br> 计算机辅助语言学习 (cn) {{MainEntry|Computer-assisted language learning}}<br> 认知反馈 (cn) {{MainEntry|Epistemic feedback}}<br> '''知识赋使功能 (cn)''' {{MainEntry|[[Epistemic affordance]]}}<br> 认知导师 / 认知向导 (cn) {{MainEntry|Cognitive tutor}}<br> 认知工程 (cn) {{MainEntry|Cognitive engineering}}<br> 认知建模 / 认知模型 (cn) {{MainEntry|Cognitive modeling}}<br> 认知诊断 (cn) {{MainEntry|Cognitive diagnosis}}<br> 课件 (cn / sg) {{MainEntry|Courseware}}<br> 课程管理系统课件 /课程管理系统 (cn / sg) {{MainEntry|Course management system}}<br> <br> 远程学习 / 远距学习 (cn) 远程学习 / 远程教育 (sg) {{MainEntry|Distance learning}}<br> 远程实验室 (cn) {{MainEntry|Remote laboratories}}<br> <br> '''非正式学习 (cn)''' {{MainEntry|[[Informal learning]]}}<br> 568 546 2012-01-05T15:29:03Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Simplified chinese entries (cn: Taiwan, sg: Singapore) ''Edited by Carsten Ullrich (Shanghai Jiao Tong University, CN), Denis Gillet (EPFL, CH), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)''<br> ''And thanks to the participants of the SJTU Chinese-European Summer School Matchmaking Event on Technology-Enhanced Learning'' <br> 个人学习环境 (cn) {{MainEntry|Personal learning environment}}<br> <br> 习题自动生成 / 练习的自动生成 (cn) {{MainEntry|Automatic generation of exercises}}<br> <br> 交互学习环境 / 互动学习环境 / 交互式学习环境 (cn) 互动学习环境 (sg) {{MainEntry|Interactive learning environment}}<br> 交互式白板 / 交互白板 /交互式电子白板 (cn) {{MainEntry|Interactive white board}}<br> <br> 人工学习环境 / 人工学习环境 / 人工学习环境(cn / sg) {{MainEntry|Artificial learning environment}}<br> <br> 仿真游戏 (cn) / 模拟游戏 (sg) {{MainEntry|Simulation games}}<br> 伙伴系统 / 同伴互助系统 (cn) / 伙伴系统 (sg) {{MainEntry|Buddy systems}}<br> <br> 全纳电子学习 (cn) {{MainEntry|Inclusive e-learning}}<br> <br> 内部脚本 (cn) {{MainEntry|Internal script}}<br> <br> 分布式学习 (cn / sg) {{MainEntry|Distributed learning}}<br> 分布式学习环境 (cn / sg) {{MainEntry|Distributed learning environments}}<br> <br> 创作工具 / 制作工具 (cn) {{MainEntry|Authoring tool}}<br> 创作系统制作工具 / 创作系统 写作系统 (cn) {{MainEntry|Authoring system}}<br> <br> 动态几何 (cn / sg) {{MainEntry|Dynamic geometry}}<br> 动画教学代理 / 动画教学代理(cn) {{MainEntry|Animated pedagogical agent}}<br> <br> 协作学习 (cn / sg) {{MainEntry|Collaborative learning}}<br> '''协作脚本 (cn)''' {{MainEntry|[[Collaboration script]]}}<br> <br> '''叙事学习环境 (cn)''' {{MainEntry|[[Narrative learning environments]]}}<br> <br> 可编程以计算机为基础的学习环境 / 基于可编程计算机的学习环境 (cn) {{MainEntry|Programmable computer-based learning environment}}<br> 可编程课程 (cn) {{MainEntry|Programmable course}}<br> <br> 周围（外部）学习环境 (cn) {{MainEntry|Ambient learning environment}}<br> <br> 在线学习环境 (cn) / 线上学习环境 (sg) {{MainEntry|On-line learning environment}}<br> <br> 基于代理的学习环境 / 基于代理的学习环境 / 基于代理的学习环境 (cn) {{MainEntry|Agent-based learning environment}}<br> 基于代理的教学系统 / 基于代理的导学系统 (cn) {{MainEntry|Agent-based tutoring system}}<br> 基于仿真的学习环境 / 仿真学习环境 (cn) 模拟学习环境 (sg) {{MainEntry|Simulation-based learning environment}}<br> 基于计算机的学习环境 (cn0 {{MainEntry|Computer-based learning environments}}<br> 基于计算机的实验室 / 计算机实验室 (cn) {{MainEntry|Computer-based laboratory}}<br> <br> 增强的学习环境 / 增量学习环境 (cn) 扩增学习环境 (sg) {{MainEntry|Augmented learning environment}}<br> <br> 外部脚本 /外围脚本 (cn) {{MainEntry|External script}}<br> <br> 多媒体学习 (cn / sg) {{MainEntry|Multimedia learning}}<br> <br> 学习同伴 /学习伙伴 (cn) {{MainEntry|Learning companion}}<br> 学习对象 / 学习物件 (cn) {{MainEntry|Learning objects}}<br> '''学习情景 /学习情境 (cn)''' {{MainEntry|[[Learning scenario]]}}<br> 学习环境 (cn / sg) {{MainEntry|Learning environment}}<br> '''学习空间 (cn / sg)''' {{MainEntry|[[Learning space]]}}<br> '''学习管理系统 /网络教学平台 / 网络教学平台 (cn) 学习管理系统 (sg)''' {{MainEntry|[[Learning management systems]]}}<br> '''学习网格 (cn / sg)''' {{MainEntry|[[Learning grid]]}}<br> 学习者模型建构 / 学习者模型 (cn) {{MainEntry|Learner modeling}}<br> 学习设计 (cn / sg) {{MainEntry|Learning design}}<br> 学习路径 / 学习轨迹 (cn) {{MainEntry|Learning trail}}<br> <br> 寓教于乐的数字化学习 (cn) 教育娱乐 / 教娱 (sg) {{MainEntry|Edutainment}}<br> <br> '''嵌入式现象 /嵌入式行为 (cn)''' {{MainEntry|[[Embedded phenomena]]}}<br> <br> '''建构主义 (cn / sg)''' {{MainEntry|[[Constructionism]]}}<br> <br> 微观世界 /微世界 / 微世界 (cn) {{MainEntry|Microworld}}<br> <br> 情境学习 (cn / sg) {{MainEntry|Situated learning}}<br> <br> 技术促进学习 (cn) {{MainEntry|Technology Enhanced Learning}}<br> '''技术化的数学素养 (cn)''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br> '''探究性学习 (cn)''' {{MainEntry|[[Inquiry learning]]}}<br> <br> '''摹游戏为基础的学习 /游戏化学习 / 游戏化学习 (cn)''' {{MainEntry|[[Game-based learning]]}}<br> <br> 支持学习的计算机编程 / 支持学习的计算机程序设计 (cn) {{MainEntry|Computer programming in support of learning}}<br> <br> 教学代理 (cn) {{MainEntry|Pedagogical agent}}<br>'''教学工程 (cn)''' {{MainEntry|[[Didactical engineering]]}}<br> '''教育可见性 (cn)''' {{MainEntry|[[Educational affordance]]}}<br> 教育数据挖掘 (cn / sg) {{MainEntry|Educational data mining}}<br> 教育网络学习 / 电子学习 (cn) {{MainEntry|e-learning}}<br> <br> '''无缝学习环境 (cn)''' {{MainEntry|[[Seamless learning environments]]}}<br> <br> 普适学习环境 (cn) {{MainEntry|Pervasive learning environment}}<br> <br> 智能教学系统 (cn) {{MainEntry|Intelligent tutoring system}}<br> 智能鹰架系统 / 智能脚手架系统 /智能支架系统 (cn) 智能鹰架系统 (sg) {{MainEntry|Intelligent scaffolding system}}<br> <br> 有形的学习环境 (cn) {{MainEntry|Tangible learning environment}}<br> <br> 机助考试 / 计算机辅助考试 (cn) {{MainEntry|Computer-assisted examination}}<br> <br> 泛在学习 (cn) {{MainEntry|Ubiquitous learning}}<br> <br> 混合学习 / 混合式学习 (cn) {{MainEntry|Blended learning}}<br> <br> 电子化测评 /数字化评估 (cn) {{MainEntry|e-Assessment}}<br> 电子档案袋 / 电子书包 /电子档案袋 / 电子档案袋 (cn) 电子学习历程档案 (sg) {{MainEntry|e-portfolio}}<br> <br> '''移动学习 (cn) 流动学习 (sg)''' {{MainEntry|[[Mobile learning]]}}<br> <br> 综合学习系统 (cn) {{MainEntry|Integrated learning system}}<br> <br> '''网络学习(cn / sg)''' {{MainEntry|[[Networked learning]]}}<br> 网络学习环境 (cn / sg) {{MainEntry|Networked learning environment}}<br> 网络学习社区 / 网络学习共同体 (cn) 网络学习社群 (sg) {{MainEntry|Networked learning communities}}<br> 网络讲课技术 (cn) {{MainEntry|Web-lecturing technologies}}<br> <br> 自动诊断 (cn / sg) {{MainEntry|Automatic diagnosis}}<br> '''自我调节学习 /自我调节的学习 (cn)''' {{MainEntry|[[Self-regulated learning]]}}<br> 自适应学习环境 / 适应性学习环境 (cn) {{MainEntry|Adaptive learning environment}}<br> <br> 虚拟大学 (cn / sg) {{MainEntry|Virtual universities}}<br> 虚拟学习环境 (cn / sg) {{MainEntry|Virtual learning environment}}<br> 虚拟学习环境 / 虚拟教学代理 (cn) {{MainEntry|Virtual pedagogical agent}}<br> 虚拟校园 (cn / sg) {{MainEntry|Virtual campus}}<br> <br> '''覆盖 / 覆盖物 (cn)''' {{MainEntry|[[Overlay]]}}<br> <br> 计算机支持的协作学习 (cn) {{MainEntry|Computer-supported collaborative learning}}<br> 计算机辅助学习(cn) / 电脑辅助学习 (sg) {{MainEntry|Computer-assisted learning}}<br> 计算机辅助教学 /基于计算机的教学 (cn) {{MainEntry|Computer-based instruction}}<br> 计算机辅助教学 (cn) / 电脑辅助教学 (sg) {{MainEntry|Computer-assisted instruction}}<br> 计算机辅助语言学习 (cn) {{MainEntry|Computer-assisted language learning}}<br> 认知反馈 (cn) {{MainEntry|Epistemic feedback}}<br> '''知识赋使功能 (cn)''' {{MainEntry|[[Epistemic affordance]]}}<br> 认知导师 / 认知向导 (cn) {{MainEntry|Cognitive tutor}}<br> 认知工程 (cn) {{MainEntry|Cognitive engineering}}<br> 认知建模 / 认知模型 (cn) {{MainEntry|Cognitive modeling}}<br> 认知诊断 (cn) {{MainEntry|Cognitive diagnosis}}<br> 课件 (cn / sg) {{MainEntry|Courseware}}<br> 课程管理系统课件 /课程管理系统 (cn / sg) {{MainEntry|Course management system}}<br> <br> 远程学习 / 远距学习 (cn) 远程学习 / 远程教育 (sg) {{MainEntry|Distance learning}}<br> 远程实验室 (cn) {{MainEntry|Remote laboratories}}<br> <br> '''非正式学习 (cn)''' {{MainEntry|[[Informal learning]]}}<br> 546 518 2011-12-15T10:01:01Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Simplified chinese entries (cn: Taiwan, sg: Singapore) ''Edited by Carsten Ullrich (Shanghai Jiao Tong University, CN), Denis Gillet (EPFL, CH), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)''<br> ''And thanks to the participants of the SJTU Chinese-European Summer School Matchmaking Event on Technology-Enhanced Learning'' <br> 个人学习环境 (cn) {{MainEntry|Personal learning environment}}<br> <br> 习题自动生成 / 练习的自动生成 (cn) {{MainEntry|Automatic generation of exercises}}<br> <br> 交互学习环境 / 互动学习环境 / 交互式学习环境 (cn) 互动学习环境 (sg) {{MainEntry|Interactive learning environment}}<br> 交互式白板 / 交互白板 /交互式电子白板 (cn) {{MainEntry|Interactive white board}}<br> <br> 人工学习环境 / 人工学习环境 / 人工学习环境(cn / sg) {{MainEntry|Artificial learning environment}}<br> <br> 仿真游戏 (cn) / 模拟游戏 (sg) {{MainEntry|Simulation games}}<br> 伙伴系统 / 同伴互助系统 (cn) / 伙伴系统 (sg) {{MainEntry|Buddy systems}}<br> <br> 全纳电子学习 (cn) {{MainEntry|Inclusive e-learning}}<br> <br> 内部脚本 (cn) {{MainEntry|Internal script}}<br> <br> 分布式学习 (cn / sg) {{MainEntry|Distributed learning}}<br> 分布式学习环境 (cn / sg) {{MainEntry|Distributed learning environments}}<br> <br> 创作工具 / 制作工具 (cn) {{MainEntry|Authoring tool}}<br> 创作系统制作工具 / 创作系统 写作系统 (cn) {{MainEntry|Authoring system}}<br> <br> 动态几何 (cn / sg) {{MainEntry|Dynamic geometry}}<br> 动画教学代理 / 动画教学代理(cn) {{MainEntry|Animated pedagogical agent}}<br> <br> 协作学习 (cn / sg) {{MainEntry|Collaborative learning}}<br> '''协作脚本 (cn)''' {{MainEntry|[[Collaboration script]]}}<br> <br> '''叙事学习环境 (cn)''' {{MainEntry|[[Narrative learning environments]]}}<br> <br> 可编程以计算机为基础的学习环境 / 基于可编程计算机的学习环境 (cn) {{MainEntry|Programmable computer-based learning environment}}<br> 可编程课程 (cn) {{MainEntry|Programmable course}}<br> <br> 周围（外部）学习环境 (cn) {{MainEntry|Ambient learning environment}}<br> <br> 在线学习环境 (cn) / 线上学习环境 (sg) {{MainEntry|On-line learning environment}}<br> <br> 基于代理的学习环境 / 基于代理的学习环境 / 基于代理的学习环境 (cn) {{MainEntry|Agent-based learning environment}}<br> 基于代理的教学系统 / 基于代理的导学系统 (cn) {{MainEntry|Agent-based tutoring system}}<br> 基于仿真的学习环境 / 仿真学习环境 (cn) 模拟学习环境 (sg) {{MainEntry|Simulation-based learning environment}}<br> 基于计算机的学习环境 (cn0 {{MainEntry|Computer-based learning environments}}<br> 基于计算机的实验室 / 计算机实验室 (cn) {{MainEntry|Computer-based laboratory}}<br> <br> 增强的学习环境 / 增量学习环境 (cn) 扩增学习环境 (sg) {{MainEntry|Augmented learning environment}}<br> <br> 外部脚本 /外围脚本 (cn) {{MainEntry|External script}}<br> <br> 多媒体学习 (cn / sg) {{MainEntry|Multimedia learning}}<br> <br> 学习同伴 /学习伙伴 (cn) {{MainEntry|Learning companion}}<br> 学习对象 / 学习物件 (cn) {{MainEntry|Learning objects}}<br> '''学习情景 /学习情境 (cn)''' {{MainEntry|[[Learning scenario]]}}<br> 学习环境 (cn / sg) {{MainEntry|Learning environment}}<br> '''学习空间 (cn / sg)''' {{MainEntry|[[Learning space]]}}<br> '''学习管理系统 /网络教学平台 / 网络教学平台 (cn) 学习管理系统 (sg)''' {{MainEntry|[[Learning management systems]]}}<br> '''学习网格 (cn / sg)''' {{MainEntry|[[Learning grid]]}}<br> 学习者模型建构 / 学习者模型 (cn) {{MainEntry|Learner modeling}}<br> 学习设计 (cn / sg) {{MainEntry|Learning design}}<br> 学习路径 / 学习轨迹 (cn) {{MainEntry|Learning trail}}<br> <br> 寓教于乐的数字化学习 (cn) 教育娱乐 / 教娱 (sg) {{MainEntry|Edutainment}}<br> <br> '''嵌入式现象 /嵌入式行为 (cn)''' {{MainEntry|[[Embedded phenomena]]}}<br> <br> '''建构主义 (cn / sg)''' {{MainEntry|[[Constructionism]]}}<br> <br> 微观世界 /微世界 / 微世界 (cn) {{MainEntry|Microworld}}<br> <br> 情境学习 (cn / sg) {{MainEntry|Situated learning}}<br> <br> 技术促进学习 (cn) {{MainEntry|Technology Enhanced Learning}}<br> '''技术化的数学素养 (cn)''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br> '''探究性学习 (cn)''' {{MainEntry|[[Inquiry learning]]}}<br> <br> '''摹游戏为基础的学习 /游戏化学习 / 游戏化学习 (cn)''' {{MainEntry|[[Game-based learning]]}}<br> <br> 支持学习的计算机编程 / 支持学习的计算机程序设计 (cn) {{MainEntry|Computer programming in support of learning}}<br> <br> 教学代理 (cn) {{MainEntry|Pedagogical agent}}<br> 教学工程 (cn) {{MainEntry|Didactical engineering}}<br> '''教育可见性 (cn)''' {{MainEntry|[[Educational affordance]]}}<br> 教育数据挖掘 (cn / sg) {{MainEntry|Educational data mining}}<br> 教育网络学习 / 电子学习 (cn) {{MainEntry|e-learning}}<br> <br> '''无缝学习环境 (cn)''' {{MainEntry|[[Seamless learning environments]]}}<br> <br> 普适学习环境 (cn) {{MainEntry|Pervasive learning environment}}<br> <br> 智能教学系统 (cn) {{MainEntry|Intelligent tutoring system}}<br> 智能鹰架系统 / 智能脚手架系统 /智能支架系统 (cn) 智能鹰架系统 (sg) {{MainEntry|Intelligent scaffolding system}}<br> <br> 有形的学习环境 (cn) {{MainEntry|Tangible learning environment}}<br> <br> 机助考试 / 计算机辅助考试 (cn) {{MainEntry|Computer-assisted examination}}<br> <br> 泛在学习 (cn) {{MainEntry|Ubiquitous learning}}<br> <br> 混合学习 / 混合式学习 (cn) {{MainEntry|Blended learning}}<br> <br> 电子化测评 /数字化评估 (cn) {{MainEntry|e-Assessment}}<br> 电子档案袋 / 电子书包 /电子档案袋 / 电子档案袋 (cn) 电子学习历程档案 (sg) {{MainEntry|e-portfolio}}<br> <br> '''移动学习 (cn) 流动学习 (sg)''' {{MainEntry|[[Mobile learning]]}}<br> <br> 综合学习系统 (cn) {{MainEntry|Integrated learning system}}<br> <br> '''网络学习(cn / sg)''' {{MainEntry|[[Networked learning]]}}<br> 网络学习环境 (cn / sg) {{MainEntry|Networked learning environment}}<br> 网络学习社区 / 网络学习共同体 (cn) 网络学习社群 (sg) {{MainEntry|Networked learning communities}}<br> 网络讲课技术 (cn) {{MainEntry|Web-lecturing technologies}}<br> <br> 自动诊断 (cn / sg) {{MainEntry|Automatic diagnosis}}<br> '''自我调节学习 /自我调节的学习 (cn)''' {{MainEntry|[[Self-regulated learning]]}}<br> 自适应学习环境 / 适应性学习环境 (cn) {{MainEntry|Adaptive learning environment}}<br> <br> 虚拟大学 (cn / sg) {{MainEntry|Virtual universities}}<br> 虚拟学习环境 (cn / sg) {{MainEntry|Virtual learning environment}}<br> 虚拟学习环境 / 虚拟教学代理 (cn) {{MainEntry|Virtual pedagogical agent}}<br> 虚拟校园 (cn / sg) {{MainEntry|Virtual campus}}<br> <br> '''覆盖 / 覆盖物 (cn)''' {{MainEntry|[[Overlay]]}}<br> <br> 计算机支持的协作学习 (cn) {{MainEntry|Computer-supported collaborative learning}}<br> 计算机辅助学习(cn) / 电脑辅助学习 (sg) {{MainEntry|Computer-assisted learning}}<br> 计算机辅助教学 /基于计算机的教学 (cn) {{MainEntry|Computer-based instruction}}<br> 计算机辅助教学 (cn) / 电脑辅助教学 (sg) {{MainEntry|Computer-assisted instruction}}<br> 计算机辅助语言学习 (cn) {{MainEntry|Computer-assisted language learning}}<br> 认知反馈 (cn) {{MainEntry|Epistemic feedback}}<br> '''知识赋使功能 (cn)''' {{MainEntry|[[Epistemic affordance]]}}<br> 认知导师 / 认知向导 (cn) {{MainEntry|Cognitive tutor}}<br> 认知工程 (cn) {{MainEntry|Cognitive engineering}}<br> 认知建模 / 认知模型 (cn) {{MainEntry|Cognitive modeling}}<br> 认知诊断 (cn) {{MainEntry|Cognitive diagnosis}}<br> 课件 (cn / sg) {{MainEntry|Courseware}}<br> 课程管理系统课件 /课程管理系统 (cn / sg) {{MainEntry|Course management system}}<br> <br> 远程学习 / 远距学习 (cn) 远程学习 / 远程教育 (sg) {{MainEntry|Distance learning}}<br> 远程实验室 (cn) {{MainEntry|Remote laboratories}}<br> <br> '''非正式学习 (cn)''' {{MainEntry|[[Informal learning]]}}<br> 518 517 2011-11-25T14:44:29Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Simplified chinese entries (cn: Taiwan, sg: Singapore) ''Edited by Carsten Ullrich (Shanghai Jiao Tong University, CN), Denis Gillet (EPFL, CH), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)''<br> ''And thanks to the participants of the SJTU Chinese-European Summer School Matchmaking Event on Technology-Enhanced Learning'' <br> 个人学习环境 (cn) {{MainEntry|Personal learning environment}}<br> <br> 习题自动生成 / 练习的自动生成 (cn) {{MainEntry|Automatic generation of exercises}}<br> <br> 交互学习环境 / 互动学习环境 / 交互式学习环境 (cn) 互动学习环境 (sg) {{MainEntry|Interactive learning environment}}<br> 交互式白板 / 交互白板 /交互式电子白板 (cn) {{MainEntry|Interactive white board}}<br> <br> 人工学习环境 / 人工学习环境 / 人工学习环境(cn / sg) {{MainEntry|Artificial learning environment}}<br> <br> 仿真游戏 (cn) / 模拟游戏 (sg) {{MainEntry|Simulation games}}<br> 伙伴系统 / 同伴互助系统 (cn) / 伙伴系统 (sg) {{MainEntry|Buddy systems}}<br> <br> 全纳电子学习 (cn) {{MainEntry|Inclusive e-learning}}<br> <br> 内部脚本 (cn) {{MainEntry|Internal script}}<br> <br> 分布式学习 (cn / sg) {{MainEntry|Distributed learning}}<br> 分布式学习环境 (cn / sg) {{MainEntry|Distributed learning environments}}<br> <br> 创作工具 / 制作工具 (cn) {{MainEntry|Authoring tool}}<br> 创作系统制作工具 / 创作系统 写作系统 (cn) {{MainEntry|Authoring system}}<br> <br> 动态几何 (cn / sg) {{MainEntry|Dynamic geometry}}<br> 动画教学代理 / 动画教学代理(cn) {{MainEntry|Animated pedagogical agent}}<br> <br> 协作学习 (cn / sg) {{MainEntry|Collaborative learning}}<br> '''协作脚本 (cn)''' {{MainEntry|[[Collaboration script]]}}<br> <br> '''叙事学习环境 (cn)''' {{MainEntry|[[Narrative learning environments]]}}<br> <br> 可编程以计算机为基础的学习环境 / 基于可编程计算机的学习环境 (cn) {{MainEntry|Programmable computer-based learning environment}}<br> 可编程课程 (cn) {{MainEntry|Programmable course}}<br> <br> 周围（外部）学习环境 (cn) {{MainEntry|Ambient learning environment}}<br> <br> 在线学习环境 (cn) / 线上学习环境 (sg) {{MainEntry|On-line learning environment}}<br> <br> 基于代理的学习环境 / 基于代理的学习环境 / 基于代理的学习环境 (cn) {{MainEntry|Agent-based learning environment}}<br> 基于代理的教学系统 / 基于代理的导学系统 (cn) {{MainEntry|Agent-based tutoring system}}<br> 基于仿真的学习环境 / 仿真学习环境 (cn) 模拟学习环境 (sg) {{MainEntry|Simulation-based learning environment}}<br> 基于计算机的学习环境 (cn0 {{MainEntry|Computer-based learning environments}}<br> 基于计算机的实验室 / 计算机实验室 (cn) {{MainEntry|Computer-based laboratory}}<br> <br> 增强的学习环境 / 增量学习环境 (cn) 扩增学习环境 (sg) {{MainEntry|Augmented learning environment}}<br> <br> 外部脚本 /外围脚本 (cn) {{MainEntry|External script}}<br> <br> 多媒体学习 (cn / sg) {{MainEntry|Multimedia learning}}<br> <br> 学习同伴 /学习伙伴 (cn) {{MainEntry|Learning companion}}<br> 学习对象 / 学习物件 (cn) {{MainEntry|Learning objects}}<br> '''学习情景 /学习情境 (cn)''' {{MainEntry|[[Learning scenario]]}}<br> 学习环境 (cn / sg) {{MainEntry|Learning environment}}<br> '''学习空间 (cn / sg)''' {{MainEntry|[[Learning space]]}}<br> '''学习管理系统 /网络教学平台 / 网络教学平台 (cn) 学习管理系统 (sg)''' {{MainEntry|[[Learning management systems]]}}<br> '''学习网格 (cn / sg)''' {{MainEntry|[[Learning grid]]}}<br> 学习者模型建构 / 学习者模型 (cn) {{MainEntry|Learner modeling}}<br> 学习设计 (cn / sg) {{MainEntry|Learning design}}<br> 学习路径 / 学习轨迹 (cn) {{MainEntry|Learning trail}}<br> <br> 寓教于乐的数字化学习 (cn) 教育娱乐 / 教娱 (sg) {{MainEntry|Edutainment}}<br> <br> '''嵌入式现象 /嵌入式行为 (cn)''' {{MainEntry|[[Embedded phenomena]]}}<br> <br> '''建构主义 (cn / sg)''' {{MainEntry|[[Constructionism]]}}<br> <br> 微观世界 /微世界 / 微世界 (cn) {{MainEntry|Microworld}}<br> <br> 情境学习 (cn / sg) {{MainEntry|Situated learning}}<br> <br> 技术促进学习 (cn) {{MainEntry|Technology Enhanced Learning}}<br> '''技术化的数学素养 (cn)''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br> '''探究性学习 (cn)''' {{MainEntry|[[Inquiry learning]]}}<br> <br> '''摹游戏为基础的学习 /游戏化学习 / 游戏化学习 (cn)''' {{MainEntry|[[Game-based learning]]}}<br> <br> 支持学习的计算机编程 / 支持学习的计算机程序设计 (cn) {{MainEntry|Computer programming in support of learning}}<br> <br> 教学代理 (cn) {{MainEntry|Pedagogical agent}}<br> 教学工程 (cn) {{MainEntry|Didactical engineering}}<br> '''教育可见性 (cn)''' {{MainEntry|[[Educational affordance]]}}<br> 教育数据挖掘 (cn / sg) {{MainEntry|Educational data mining}}<br> 教育网络学习 / 电子学习 (cn) {{MainEntry|e-learning}}<br> <br> '''无缝学习环境 (cn)''' {{MainEntry|[[Seamless learning environments]]}}<br> <br> 普适学习环境 (cn) {{MainEntry|Pervasive learning environment}}<br> <br> 智能教学系统 (cn) {{MainEntry|Intelligent tutoring system}}<br> 智能鹰架系统 / 智能脚手架系统 /智能支架系统 (cn) 智能鹰架系统 (sg) {{MainEntry|Intelligent scaffolding system}}<br> <br> 有形的学习环境 (cn) {{MainEntry|Tangible learning environment}}<br> <br> 机助考试 / 计算机辅助考试 (cn) {{MainEntry|Computer-assisted examination}}<br> <br> 泛在学习 (cn) {{MainEntry|Ubiquitous learning}}<br> <br> 混合学习 / 混合式学习 (cn) {{MainEntry|Blended learning}}<br> <br> 电子化测评 /数字化评估 (cn) {{MainEntry|e-Assessment}}<br> 电子档案袋 / 电子书包 /电子档案袋 / 电子档案袋 (cn) 电子学习历程档案 (sg) {{MainEntry|e-portfolio}}<br> <br> '''移动学习 (cn) 流动学习 (sg)''' {{MainEntry|[[Mobile learning]]}}<br> <br> 综合学习系统 (cn) {{MainEntry|Integrated learning system}}<br> <br> '''网络学习(cn / sg)''' {{MainEntry|[[Networked learning]]}}<br> 网络学习环境 (cn / sg) {{MainEntry|Networked learning environment}}<br> 网络学习社区 / 网络学习共同体 (cn) 网络学习社群 (sg) {{MainEntry|Networked learning communities}}<br> 网络讲课技术 (cn) {{MainEntry|Web-lecturing technologies}}<br> <br> 自动诊断 (cn / sg) {{MainEntry|Automatic diagnosis}}<br> '''自我调节学习 /自我调节的学习 (cn)''' {{MainEntry|[[Self-regulated learning]]}}<br> 自适应学习环境 / 适应性学习环境 (cn) {{MainEntry|Adaptive learning environment}}<br> <br> 虚拟大学 (cn / sg) {{MainEntry|Virtual universities}}<br> 虚拟学习环境 (cn / sg) {{MainEntry|Virtual learning environment}}<br> 虚拟学习环境 / 虚拟教学代理 (cn) {{MainEntry|Virtual pedagogical agent}}<br> 虚拟校园 (cn / sg) {{MainEntry|Virtual campus}}<br> <br> '''覆盖 / 覆盖物 (cn)''' {{MainEntry|[[Overlay]]}}<br> <br> 计算机支持的协作学习 (cn) {{MainEntry|Computer-supported collaborative learning}}<br> 计算机辅助学习(cn) / 电脑辅助学习 (sg) {{MainEntry|Computer-assisted learning}}<br> 计算机辅助教学 /基于计算机的教学 (cn) {{MainEntry|Computer-based instruction}}<br> 计算机辅助教学 (cn) / 电脑辅助教学 (sg) {{MainEntry|Computer-assisted instruction}}<br> 计算机辅助语言学习 (cn) {{MainEntry|Computer-assisted language learning}}<br> 认知反馈 (cn) {{MainEntry|Epistemic feedback}}<br> '''知识赋使功能 (cn)''' {{MainEntry|[[Epistemic affordance]]}}<br> 认知导师 / 认知向导 (cn) {{MainEntry|Cognitive tutor}}<br> 认知工程 (cn) {{MainEntry|Cognitive engineering}}<br> 认知建模 / 认知模型 (cn) {{MainEntry|Cognitive modeling}}<br> 认知诊断 (cn) {{MainEntry|Cognitive diagnosis}}<br> 课件 (cn / sg) {{MainEntry|Courseware}}<br> 课程管理系统课件 /课程管理系统 (cn / sg) {{MainEntry|Course management system}}<br> <br> 远程学习 / 远距学习 (cn) 远程学习 / 远程教育 (sg) {{MainEntry|Distance learning}}<br> 远程实验室 (cn) {{MainEntry|Remote laboratories}}<br> <br> 非正式学习 (cn) {{MainEntry|Informal learning}}<br> 517 478 2011-11-25T14:43:52Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Simplified chinese entries (cn: Taiwan, sg: Singapore) ''Edited by Carsten Ullrich (Shanghai Jiao Tong University, CN), Denis Gillet (EPFL, CH), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)''<br> ''And thanks to the participants of the SJTU Chinese-European Summer School Matchmaking Event on Technology-Enhanced Learning'' <br> 个人学习环境 (cn) {{MainEntry|Personal learning environment}}<br> <br> 习题自动生成 / 练习的自动生成 (cn) {{MainEntry|Automatic generation of exercises}}<br> <br> 交互学习环境 / 互动学习环境 / 交互式学习环境 (cn) 互动学习环境 (sg) {{MainEntry|Interactive learning environment}}<br> 交互式白板 / 交互白板 /交互式电子白板 (cn) {{MainEntry|Interactive white board}}<br> <br> 人工学习环境 / 人工学习环境 / 人工学习环境(cn / sg) {{MainEntry|Artificial learning environment}}<br> <br> 仿真游戏 (cn) / 模拟游戏 (sg) {{MainEntry|Simulation games}}<br> 伙伴系统 / 同伴互助系统 (cn) / 伙伴系统 (sg) {{MainEntry|Buddy systems}}<br> <br> 全纳电子学习 (cn) {{MainEntry|Inclusive e-learning}}<br> <br> 内部脚本 (cn) {{MainEntry|Internal script}}<br> <br> 分布式学习 (cn / sg) {{MainEntry|Distributed learning}}<br> 分布式学习环境 (cn / sg) {{MainEntry|Distributed learning environments}}<br> <br> 创作工具 / 制作工具 (cn) {{MainEntry|Authoring tool}}<br> 创作系统制作工具 / 创作系统 写作系统 (cn) {{MainEntry|Authoring system}}<br> <br> 动态几何 (cn / sg) {{MainEntry|Dynamic geometry}}<br> 动画教学代理 / 动画教学代理(cn) {{MainEntry|Animated pedagogical agent}}<br> <br> 协作学习 (cn / sg) {{MainEntry|Collaborative learning}}<br> '''协作脚本 (cn)''' {{MainEntry|[[Collaboration script]]}}<br> <br> '''叙事学习环境 (cn)''' {{MainEntry|[[Narrative learning environments]]}}<br> <br> 可编程以计算机为基础的学习环境 / 基于可编程计算机的学习环境 (cn) {{MainEntry|Programmable computer-based learning environment}}<br> 可编程课程 (cn) {{MainEntry|Programmable course}}<br> <br> 周围（外部）学习环境 (cn) {{MainEntry|Ambient learning environment}}<br> <br> 在线学习环境 (cn) / 线上学习环境 (sg) {{MainEntry|On-line learning environment}}<br> <br> 基于代理的学习环境 / 基于代理的学习环境 / 基于代理的学习环境 (cn) {{MainEntry|Agent-based learning environment}}<br> 基于代理的教学系统 / 基于代理的导学系统 (cn) {{MainEntry|Agent-based tutoring system}}<br> 基于仿真的学习环境 / 仿真学习环境 (cn) 模拟学习环境 (sg) {{MainEntry|Simulation-based learning environment}}<br> 基于计算机的学习环境 (cn0 {{MainEntry|Computer-based learning environments}}<br> 基于计算机的实验室 / 计算机实验室 (cn) {{MainEntry|Computer-based laboratory}}<br> <br> 增强的学习环境 / 增量学习环境 (cn) 扩增学习环境 (sg) {{MainEntry|Augmented learning environment}}<br> <br> 外部脚本 /外围脚本 (cn) {{MainEntry|External script}}<br> <br> 多媒体学习 (cn / sg) {{MainEntry|Multimedia learning}}<br> <br> 学习同伴 /学习伙伴 (cn) {{MainEntry|Learning companion}}<br> 学习对象 / 学习物件 (cn) {{MainEntry|Learning objects}}<br> '''学习情景 /学习情境 (cn)''' {{MainEntry|[[Learning scenario]]}}<br> 学习环境 (cn / sg) {{MainEntry|Learning environment}}<br> '''学习空间 (cn / sg)''' {{MainEntry|[[Learning space]]}}<br> '''学习管理系统 /网络教学平台 / 网络教学平台 (cn) 学习管理系统 (sg)''' {{MainEntry|[[Learning management systems]]}}<br> '''学习网格 (cn / sg)''' {{MainEntry|[[Learning grid]]}}<br> 学习者模型建构 / 学习者模型 (cn) {{MainEntry|Learner modeling}}<br> 学习设计 (cn / sg) {{MainEntry|Learning design}}<br> 学习路径 / 学习轨迹 (cn) {{MainEntry|Learning trail}}<br> <br> 寓教于乐的数字化学习 (cn) 教育娱乐 / 教娱 (sg) {{MainEntry|Edutainment}}<br> <br> '''嵌入式现象 /嵌入式行为 (cn)''' {{MainEntry|[[Embedded phenomena]]}}<br> <br> '''建构主义 (cn / sg)''' {{MainEntry|[[Constructionism]]}}<br> <br> 微观世界 /微世界 / 微世界 (cn) {{MainEntry|Microworld}}<br> <br> 情境学习 (cn / sg) {{MainEntry|Situated learning}}<br> <br> 技术促进学习 (cn) {{MainEntry|Technology Enhanced Learning}}<br> '''技术化的数学素养 (cn)''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br> '''探究性学习 (cn)''' {{MainEntry|[[Inquiry learning]]}}<br> <br> '''摹游戏为基础的学习 /游戏化学习 / 游戏化学习 (cn)''' {{MainEntry|[[Game-based learning]]}}<br> <br> 支持学习的计算机编程 / 支持学习的计算机程序设计 (cn) {{MainEntry|Computer programming in support of learning}}<br> <br> 教学代理 (cn) {{MainEntry|Pedagogical agent}}<br> 教学工程 (cn) {{MainEntry|Didactical engineering}}<br> '''教育可见性 (cn)''' {{MainEntry|[[Educational affordance]]}}<br> 教育数据挖掘 (cn / sg) {{MainEntry|Educational data mining}}<br> 教育网络学习 / 电子学习 (cn) {{MainEntry|e-learning}}<br> <br> '''无缝学习环境 (cn)''' {{MainEntry|[[Seamless learning environments]]}}<br> <br> 普适学习环境 (cn) {{MainEntry|Pervasive learning environment}}<br> <br> 智能教学系统 (cn) {{MainEntry|Intelligent tutoring system}}<br> 智能鹰架系统 / 智能脚手架系统 /智能支架系统 (cn) 智能鹰架系统 (sg) {{MainEntry|Intelligent scaffolding system}}<br> <br> 有形的学习环境 (cn) {{MainEntry|Tangible learning environment}}<br> <br> 机助考试 / 计算机辅助考试 (cn) {{MainEntry|Computer-assisted examination}}<br> <br> 泛在学习 (cn) {{MainEntry|Ubiquitous learning}}<br> <br> 混合学习 / 混合式学习 (cn) {{MainEntry|Blended learning}}<br> <br> 电子化测评 /数字化评估 (cn) {{MainEntry|e-Assessment}}<br> 电子档案袋 / 电子书包 /电子档案袋 / 电子档案袋 (cn) 电子学习历程档案 (sg) {{MainEntry|e-portfolio}}<br> <br> '''移动学习 (cn) 流动学习 (sg)''' {{MainEntry|[[Mobile learning]]}}<br> <br> 综合学习系统 (cn) {{MainEntry|Integrated learning system}}<br> <br> '''网络学习(cn / sg)''' {{MainEntry|[[Networked learning]]}}<br> 网络学习环境 (cn / sg) {{MainEntry|Networked learning environment}}<br> 网络学习社区 / 网络学习共同体 (cn) 网络学习社群 (sg) {{MainEntry|Networked learning communities}}<br> 网络讲课技术 (cn) {{MainEntry|Web-lecturing technologies}}<br> <br> 自动诊断 (cn / sg) {{MainEntry|Automatic diagnosis}}<br> '''自我调节学习 /自我调节的学习 (cn)''' {{MainEntry|[[Self-regulated learning]]}}<br> 自适应学习环境 / 适应性学习环境 (cn) {{MainEntry|Adaptive learning environment}}<br> <br> 虚拟大学 (cn / sg) {{MainEntry|Virtual universities}}<br> 虚拟学习环境 (cn / sg) {{MainEntry|Virtual learning environment}}<br> 虚拟学习环境 / 虚拟教学代理 (cn) {{MainEntry|Virtual pedagogical agent}}<br> 虚拟校园 (cn / sg) {{MainEntry|Virtual campus}}<br> <br> '''覆盖 / 覆盖物 (cn)''' {{MainEntry|[[Overlay]]}}<br> <br> 计算机支持的协作学习 (cn) {{MainEntry|Computer-supported collaborative learning}}<br> 计算机辅助学习(cn) / 电脑辅助学习 (sg) {{MainEntry|Computer-assisted learning}}<br> 计算机辅助教学 /基于计算机的教学 (cn) {{MainEntry|Computer-based instruction}}<br> 计算机辅助教学 (cn) / 电脑辅助教学 (sg) {{MainEntry|Computer-assisted instruction}}<br> 计算机辅助语言学习 (cn) {{MainEntry|Computer-assisted language learning}}<br> 认知反馈 (cn) {{MainEntry|Epistemic feedback}}<br> '''知识赋使功能 (cn)''' {{MainEntry|[[Epistemic affordance]]}}<br> 认知导师 / 认知向导 (cn) {{MainEntry|Cognitive tutor}}<br> 认知工程 (cn) {{MainEntry|Cognitive engineering}}<br> 认知建模 / 认知模型 (cn) {{MainEntry|Cognitive modeling}}<br> 认知诊断 (cn) {{MainEntry|Cognitive diagnosis}}<br> 课件 (cn / sg) {{MainEntry|Courseware}}<br> 课程管理系统课件 /课程管理系统 (cn / sg) {{MainEntry|Course management system}}<br> <br> 远程学习 / 远距学习 (cn) 远程学习 / 远程教育 (sg) {{MainEntry|Distance learning}}<br> 远程实验室 (cn) {{MainEntry|Remote laboratories}}<br> <br> 非正式学习 (cn) {{MainEntry|Informal learning}}<br> 478 477 2011-11-03T08:29:58Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Simplified chinese entries (cn: Taiwan, sg: Singapore) ''Edited by Carsten Ullrich (Shanghai Jiao Tong University, CN), Denis Gillet (EPFL, CH), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)''<br> ''And thanks to the participants of the SJTU Chinese-European Summer School Matchmaking Event on Technology-Enhanced Learning'' <br> 个人学习环境 (cn) {{MainEntry|Personal learning environment}}<br> <br> 习题自动生成 / 练习的自动生成 (cn) {{MainEntry|Automatic generation of exercises}}<br> <br> 交互学习环境 / 互动学习环境 / 交互式学习环境 (cn) 互动学习环境 (sg) {{MainEntry|Interactive learning environment}}<br> 交互式白板 / 交互白板 /交互式电子白板 (cn) {{MainEntry|Interactive white board}}<br> <br> 人工学习环境 / 人工学习环境 / 人工学习环境(cn / sg) {{MainEntry|Artificial learning environment}}<br> <br> 仿真游戏 (cn) / 模拟游戏 (sg) {{MainEntry|Simulation games}}<br> 伙伴系统 / 同伴互助系统 (cn) / 伙伴系统 (sg) {{MainEntry|Buddy systems}}<br> <br> 全纳电子学习 (cn) {{MainEntry|Inclusive e-learning}}<br> <br> 内部脚本 (cn) {{MainEntry|Internal script}}<br> <br> 分布式学习 (cn / sg) {{MainEntry|Distributed learning}}<br> 分布式学习环境 (cn / sg) {{MainEntry|Distributed learning environments}}<br> <br> 创作工具 / 制作工具 (cn) {{MainEntry|Authoring tool}}<br> 创作系统制作工具 / 创作系统 写作系统 (cn) {{MainEntry|Authoring system}}<br> <br> 动态几何 (cn / sg) {{MainEntry|Dynamic geometry}}<br> 动画教学代理 / 动画教学代理(cn) {{MainEntry|Animated pedagogical agent}}<br> <br> 协作学习 (cn / sg) {{MainEntry|Collaborative learning}}<br> '''协作脚本 (cn)''' {{MainEntry|[[Collaboration script]]}}<br> <br> '''叙事学习环境 (cn)''' {{MainEntry|[[Narrative learning environments]]}}<br> <br> 可编程以计算机为基础的学习环境 / 基于可编程计算机的学习环境 (cn) {{MainEntry|Programmable computer-based learning environment}}<br> 可编程课程 (cn) {{MainEntry|Programmable course}}<br> <br> 周围（外部）学习环境 (cn) {{MainEntry|Ambient learning environment}}<br> <br> 在线学习环境 (cn) / 线上学习环境 (sg) {{MainEntry|On-line learning environment}}<br> <br> 基于代理的学习环境 / 基于代理的学习环境 / 基于代理的学习环境 (cn) {{MainEntry|Agent-based learning environment}}<br> 基于代理的教学系统 / 基于代理的导学系统 (cn) {{MainEntry|Agent-based tutoring system}}<br> 基于仿真的学习环境 / 仿真学习环境 (cn) 模拟学习环境 (sg) {{MainEntry|Simulation-based learning environment}}<br> 基于计算机的学习环境 (cn0 {{MainEntry|Computer-based learning environments}}<br> 基于计算机的实验室 / 计算机实验室 (cn) {{MainEntry|Computer-based laboratory}}<br> <br> 增强的学习环境 / 增量学习环境 (cn) 扩增学习环境 (sg) {{MainEntry|Augmented learning environment}}<br> <br> 外部脚本 /外围脚本 (cn) {{MainEntry|External script}}<br> <br> 多媒体学习 (cn / sg) {{MainEntry|Multimedia learning}}<br> <br> 学习同伴 /学习伙伴 (cn) {{MainEntry|Learning companion}}<br> 学习对象 / 学习物件 (cn) {{MainEntry|Learning objects}}<br> '''学习情景 /学习情境 (cn)''' {{MainEntry|[[Learning scenario]]}}<br> 学习环境 (cn / sg) {{MainEntry|Learning environment}}<br> 学习空间 (cn / sg) {{MainEntry|Learning space}}<br> '''学习管理系统 /网络教学平台 / 网络教学平台 (cn) 学习管理系统 (sg)''' {{MainEntry|[[Learning management systems]]}}<br> '''学习网格 (cn / sg)''' {{MainEntry|[[Learning grid]]}}<br> 学习者模型建构 / 学习者模型 (cn) {{MainEntry|Learner modeling}}<br> 学习设计 (cn / sg) {{MainEntry|Learning design}}<br> 学习路径 / 学习轨迹 (cn) {{MainEntry|Learning trail}}<br> <br> 寓教于乐的数字化学习 (cn) 教育娱乐 / 教娱 (sg) {{MainEntry|Edutainment}}<br> <br> '''嵌入式现象 /嵌入式行为 (cn)''' {{MainEntry|[[Embedded phenomena]]}}<br> <br> '''建构主义 (cn / sg)''' {{MainEntry|[[Constructionism]]}}<br> <br> 微观世界 /微世界 / 微世界 (cn) {{MainEntry|Microworld}}<br> <br> 情境学习 (cn / sg) {{MainEntry|Situated learning}}<br> <br> 技术促进学习 (cn) {{MainEntry|Technology Enhanced Learning}}<br> '''技术化的数学素养 (cn)''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br> '''探究性学习 (cn)''' {{MainEntry|[[Inquiry learning]]}}<br> <br> '''摹游戏为基础的学习 /游戏化学习 / 游戏化学习 (cn)''' {{MainEntry|[[Game-based learning]]}}<br> <br> 支持学习的计算机编程 / 支持学习的计算机程序设计 (cn) {{MainEntry|Computer programming in support of learning}}<br> <br> 教学代理 (cn) {{MainEntry|Pedagogical agent}}<br> 教学工程 (cn) {{MainEntry|Didactical engineering}}<br> '''教育可见性 (cn)''' {{MainEntry|[[Educational affordance]]}}<br> 教育数据挖掘 (cn / sg) {{MainEntry|Educational data mining}}<br> 教育网络学习 / 电子学习 (cn) {{MainEntry|e-learning}}<br> <br> '''无缝学习环境 (cn)''' {{MainEntry|[[Seamless learning environments]]}}<br> <br> 普适学习环境 (cn) {{MainEntry|Pervasive learning environment}}<br> <br> 智能教学系统 (cn) {{MainEntry|Intelligent tutoring system}}<br> 智能鹰架系统 / 智能脚手架系统 /智能支架系统 (cn) 智能鹰架系统 (sg) {{MainEntry|Intelligent scaffolding system}}<br> <br> 有形的学习环境 (cn) {{MainEntry|Tangible learning environment}}<br> <br> 机助考试 / 计算机辅助考试 (cn) {{MainEntry|Computer-assisted examination}}<br> <br> 泛在学习 (cn) {{MainEntry|Ubiquitous learning}}<br> <br> 混合学习 / 混合式学习 (cn) {{MainEntry|Blended learning}}<br> <br> 电子化测评 /数字化评估 (cn) {{MainEntry|e-Assessment}}<br> 电子档案袋 / 电子书包 /电子档案袋 / 电子档案袋 (cn) 电子学习历程档案 (sg) {{MainEntry|e-portfolio}}<br> <br> '''移动学习 (cn) 流动学习 (sg)''' {{MainEntry|[[Mobile learning]]}}<br> <br> 综合学习系统 (cn) {{MainEntry|Integrated learning system}}<br> <br> '''网络学习(cn / sg)''' {{MainEntry|[[Networked learning]]}}<br> 网络学习环境 (cn / sg) {{MainEntry|Networked learning environment}}<br> 网络学习社区 / 网络学习共同体 (cn) 网络学习社群 (sg) {{MainEntry|Networked learning communities}}<br> 网络讲课技术 (cn) {{MainEntry|Web-lecturing technologies}}<br> <br> 自动诊断 (cn / sg) {{MainEntry|Automatic diagnosis}}<br> '''自我调节学习 /自我调节的学习 (cn)''' {{MainEntry|[[Self-regulated learning]]}}<br> 自适应学习环境 / 适应性学习环境 (cn) {{MainEntry|Adaptive learning environment}}<br> <br> 虚拟大学 (cn / sg) {{MainEntry|Virtual universities}}<br> 虚拟学习环境 (cn / sg) {{MainEntry|Virtual learning environment}}<br> 虚拟学习环境 / 虚拟教学代理 (cn) {{MainEntry|Virtual pedagogical agent}}<br> 虚拟校园 (cn / sg) {{MainEntry|Virtual campus}}<br> <br> '''覆盖 / 覆盖物 (cn)''' {{MainEntry|[[Overlay]]}}<br> <br> 计算机支持的协作学习 (cn) {{MainEntry|Computer-supported collaborative learning}}<br> 计算机辅助学习(cn) / 电脑辅助学习 (sg) {{MainEntry|Computer-assisted learning}}<br> 计算机辅助教学 /基于计算机的教学 (cn) {{MainEntry|Computer-based instruction}}<br> 计算机辅助教学 (cn) / 电脑辅助教学 (sg) {{MainEntry|Computer-assisted instruction}}<br> 计算机辅助语言学习 (cn) {{MainEntry|Computer-assisted language learning}}<br> 认知反馈 (cn) {{MainEntry|Epistemic feedback}}<br> '''知识赋使功能 (cn)''' {{MainEntry|[[Epistemic affordance]]}}<br> 认知导师 / 认知向导 (cn) {{MainEntry|Cognitive tutor}}<br> 认知工程 (cn) {{MainEntry|Cognitive engineering}}<br> 认知建模 / 认知模型 (cn) {{MainEntry|Cognitive modeling}}<br> 认知诊断 (cn) {{MainEntry|Cognitive diagnosis}}<br> 课件 (cn / sg) {{MainEntry|Courseware}}<br> 课程管理系统课件 /课程管理系统 (cn / sg) {{MainEntry|Course management system}}<br> <br> 远程学习 / 远距学习 (cn) 远程学习 / 远程教育 (sg) {{MainEntry|Distance learning}}<br> 远程实验室 (cn) {{MainEntry|Remote laboratories}}<br> <br> 非正式学习 (cn) {{MainEntry|Informal learning}}<br> 477 468 2011-11-03T08:24:43Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Simplified chinese entries (cn: Taiwan, sg: Singapore) ''Edited by Carsten Ullrich (Shanghai Jiao Tong University, CN), Denis Gillet (EPFL, CH), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)''<br> ''And thanks to the participants of the SJTU Chinese-European Summer School Matchmaking Event on Technology-Enhanced Learning'' <br> 个人学习环境 (cn) {{MainEntry|Personal learning environment}}<br> <br> 习题自动生成 / 练习的自动生成 (cn) {{MainEntry|Automatic generation of exercises}}<br> <br> 交互学习环境 / 互动学习环境 / 交互式学习环境 (cn) 互动学习环境 (sg) {{MainEntry|Interactive learning environment}}<br> 交互式白板 / 交互白板 /交互式电子白板 (cn) {{MainEntry|Interactive white board}}<br> <br> 人工学习环境 / 人工学习环境 / 人工学习环境(cn / sg) {{MainEntry|Artificial learning environment}}<br> <br> 仿真游戏 (cn) / 模拟游戏 (sg) {{MainEntry|Simulation games}}<br> 伙伴系统 / 同伴互助系统 (cn) / 伙伴系统 (sg) {{MainEntry|Buddy systems}}<br> <br> 全纳电子学习 (cn) {{MainEntry|Inclusive e-learning}}<br> <br> 内部脚本 (cn) {{MainEntry|Internal script}}<br> <br> 分布式学习 (cn / sg) {{MainEntry|Distributed learning}}<br> 分布式学习环境 (cn / sg) {{MainEntry|Distributed learning environments}}<br> <br> 创作工具 / 制作工具 (cn) {{MainEntry|Authoring tool}}<br> 创作系统制作工具 / 创作系统 写作系统 (cn) {{MainEntry|Authoring system}}<br> <br> 动态几何 (cn / sg) {{MainEntry|Dynamic geometry}}<br> 动画教学代理 / 动画教学代理(cn) {{MainEntry|Animated pedagogical agent}}<br> <br> 协作学习 (cn / sg) {{MainEntry|Collaborative learning}}<br> '''协作脚本 (cn)''' {{MainEntry|[[Collaboration script]]}}<br> <br> '''叙事学习环境 (cn)''' {{MainEntry|[[Narrative learning environments]]}}<br> <br> 可编程以计算机为基础的学习环境 / 基于可编程计算机的学习环境 (cn) {{MainEntry|Programmable computer-based learning environment}}<br> 可编程课程 (cn) {{MainEntry|Programmable course}}<br> <br> 周围（外部）学习环境 (cn) {{MainEntry|Ambient learning environment}}<br> <br> 在线学习环境 (cn) / 线上学习环境 (sg) {{MainEntry|On-line learning environment}}<br> <br> 基于代理的学习环境 / 基于代理的学习环境 / 基于代理的学习环境 (cn) {{MainEntry|Agent-based learning environment}}<br> 基于代理的教学系统 / 基于代理的导学系统 (cn) {{MainEntry|Agent-based tutoring system}}<br> 基于仿真的学习环境 / 仿真学习环境 (cn) 模拟学习环境 (sg) {{MainEntry|Simulation-based learning environment}}<br> 基于计算机的学习环境 (cn0 {{MainEntry|Computer-based learning environments}}<br> 基于计算机的实验室 / 计算机实验室 (cn) {{MainEntry|Computer-based laboratory}}<br> <br> 增强的学习环境 / 增量学习环境 (cn) 扩增学习环境 (sg) {{MainEntry|Augmented learning environment}}<br> <br> 外部脚本 /外围脚本 (cn) {{MainEntry|External script}}<br> <br> 多媒体学习 (cn / sg) {{MainEntry|Multimedia learning}}<br> <br> 学习同伴 /学习伙伴 (cn) {{MainEntry|Learning companion}}<br> 学习对象 / 学习元 (cn) {{MainEntry|Learning objects}}<br> '''学习情景 /学习情境 (cn)''' {{MainEntry|[[Learning scenario]]}}<br> 学习环境 (cn / sg) {{MainEntry|Learning environment}}<br> 学习空间 (cn / sg) {{MainEntry|Learning space}}<br> '''学习管理系统 /网络教学平台 / 网络教学平台 (cn) 学习管理系统 (sg)''' {{MainEntry|[[Learning management systems]]}}<br> '''学习网格 (cn / sg)''' {{MainEntry|[[Learning grid]]}}<br> 学习者模型建构 / 学习者模型 (cn) {{MainEntry|Learner modeling}}<br> 学习设计 (cn / sg) {{MainEntry|Learning design}}<br> 学习路径 / 学习轨迹 (cn) {{MainEntry|Learning trail}}<br> <br> 寓教于乐的数字化学习 (cn) 教育娱乐 / 教娱 (sg) {{MainEntry|Edutainment}}<br> <br> '''嵌入式现象 /嵌入式行为 (cn)''' {{MainEntry|[[Embedded phenomena]]}}<br> <br> '''建构主义 (cn / sg)''' {{MainEntry|[[Constructionism]]}}<br> <br> 微观世界 /微世界 / 微世界 (cn) {{MainEntry|Microworld}}<br> <br> 情境学习 (cn / sg) {{MainEntry|Situated learning}}<br> <br> 技术促进学习 (cn) {{MainEntry|Technology Enhanced Learning}}<br> '''技术化的数学素养 (cn)''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br> '''探究性学习 (cn)''' {{MainEntry|[[Inquiry learning]]}}<br> <br> '''摹游戏为基础的学习 /游戏化学习 / 游戏化学习 (cn)''' {{MainEntry|[[Game-based learning]]}}<br> <br> 支持学习的计算机编程 / 支持学习的计算机程序设计 (cn) {{MainEntry|Computer programming in support of learning}}<br> <br> 教学代理 (cn) {{MainEntry|Pedagogical agent}}<br> 教学工程 (cn) {{MainEntry|Didactical engineering}}<br> '''教育可见性 (cn)''' {{MainEntry|[[Educational affordance]]}}<br> 教育数据挖掘 (cn / sg) {{MainEntry|Educational data mining}}<br> 教育网络学习 / 电子学习 (cn) {{MainEntry|e-learning}}<br> <br> '''无缝学习环境 (cn)''' {{MainEntry|[[Seamless learning environments]]}}<br> <br> 普适学习环境 (cn) {{MainEntry|Pervasive learning environment}}<br> <br> 智能教学系统 (cn) {{MainEntry|Intelligent tutoring system}}<br> 智能鹰架系统 / 智能脚手架系统 /智能支架系统 (cn) 智能鹰架系统 (sg) {{MainEntry|Intelligent scaffolding system}}<br> <br> 有形的学习环境 (cn) {{MainEntry|Tangible learning environment}}<br> <br> 机助考试 / 计算机辅助考试 (cn) {{MainEntry|Computer-assisted examination}}<br> <br> 泛在学习 (cn) {{MainEntry|Ubiquitous learning}}<br> <br> 混合学习 / 混合式学习 (cn) {{MainEntry|Blended learning}}<br> <br> 电子化测评 /数字化评估 (cn) {{MainEntry|e-Assessment}}<br> 电子档案袋 / 电子书包 /电子档案袋 / 电子档案袋 (cn) 电子学习历程档案 (sg) {{MainEntry|e-portfolio}}<br> <br> '''移动学习 (cn) 流动学习 (sg)''' {{MainEntry|[[Mobile learning]]}}<br> <br> 综合学习系统 (cn) {{MainEntry|Integrated learning system}}<br> <br> '''网络学习(cn / sg)''' {{MainEntry|[[Networked learning]]}}<br> 网络学习环境 (cn / sg) {{MainEntry|Networked learning environment}}<br> 网络学习社区 / 网络学习共同体 (cn) 网络学习社群 (sg) {{MainEntry|Networked learning communities}}<br> 网络讲课技术 (cn) {{MainEntry|Web-lecturing technologies}}<br> <br> 自动诊断 (cn / sg) {{MainEntry|Automatic diagnosis}}<br> '''自我调节学习 /自我调节的学习 (cn)''' {{MainEntry|[[Self-regulated learning]]}}<br> 自适应学习环境 / 适应性学习环境 (cn) {{MainEntry|Adaptive learning environment}}<br> <br> 虚拟大学 (cn / sg) {{MainEntry|Virtual universities}}<br> 虚拟学习环境 (cn / sg) {{MainEntry|Virtual learning environment}}<br> 虚拟学习环境 / 虚拟教学代理 (cn) {{MainEntry|Virtual pedagogical agent}}<br> 虚拟校园 (cn / sg) {{MainEntry|Virtual campus}}<br> <br> '''覆盖 / 覆盖物 (cn)''' {{MainEntry|[[Overlay]]}}<br> <br> 计算机支持的协作学习 (cn) {{MainEntry|Computer-supported collaborative learning}}<br> 计算机辅助学习(cn) / 电脑辅助学习 (sg) {{MainEntry|Computer-assisted learning}}<br> 计算机辅助教学 /基于计算机的教学 (cn) {{MainEntry|Computer-based instruction}}<br> 计算机辅助教学 (cn) / 电脑辅助教学 (sg) {{MainEntry|Computer-assisted instruction}}<br> 计算机辅助语言学习 (cn) {{MainEntry|Computer-assisted language learning}}<br> 认知反馈 (cn) {{MainEntry|Epistemic feedback}}<br> '''知识赋使功能 (cn)''' {{MainEntry|[[Epistemic affordance]]}}<br> 认知导师 / 认知向导 (cn) {{MainEntry|Cognitive tutor}}<br> 认知工程 (cn) {{MainEntry|Cognitive engineering}}<br> 认知建模 / 认知模型 (cn) {{MainEntry|Cognitive modeling}}<br> 认知诊断 (cn) {{MainEntry|Cognitive diagnosis}}<br> 课件 (cn / sg) {{MainEntry|Courseware}}<br> 课程管理系统课件 /课程管理系统 (cn / sg) {{MainEntry|Course management system}}<br> <br> 远程学习 / 远距学习 (cn) 远程学习 / 远程教育 (sg) {{MainEntry|Distance learning}}<br> 远程实验室 (cn) {{MainEntry|Remote laboratories}}<br> <br> 非正式学习 (cn) {{MainEntry|Informal learning}}<br> 468 449 2011-10-25T09:41:22Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Simplified chinese entries (cn: Taiwan, sg: Singapore) ''Edited by Carsten Ullrich (Shanghai Jiao Tong University, CN), Denis Gillet (EPFL, CH), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)''<br> ''And thanks to the participants of the SJTU Chinese-European Summer School Matchmaking Event on Technology-Enhanced Learning'' <br> 个人学习环境 (cn) {{MainEntry|Personal learning environment}}<br> <br> 习题自动生成 / 练习的自动生成 (cn) {{MainEntry|Automatic generation of exercises}}<br> <br> 交互学习环境 / 互动学习环境 / 交互式学习环境 (cn) 互动学习环境 (sg) {{MainEntry|Interactive learning environment}}<br> 交互式白板 / 交互白板 /交互式电子白板 (cn) {{MainEntry|Interactive white board}}<br> <br> 人工学习环境 / 人工学习环境 / 人工学习环境(cn / sg) {{MainEntry|Artificial learning environment}}<br> <br> 仿真游戏 (cn) / 模拟游戏 (sg) {{MainEntry|Simulation games}}<br> 伙伴系统 / 同伴互助系统 (cn) / 伙伴系统 (sg) {{MainEntry|Buddy systems}}<br> <br> 全纳电子学习 (cn) {{MainEntry|Inclusive e-learning}}<br> <br> 内部脚本 (cn) {{MainEntry|Internal script}}<br> <br> 分布式学习 (cn / sg) {{MainEntry|Distributed learning}}<br> 分布式学习环境 (cn / sg) {{MainEntry|Distributed learning environments}}<br> <br> 创作工具 / 制作工具 (cn) {{MainEntry|Authoring tool}}<br> 创作系统制作工具 / 创作系统 写作系统 (cn) {{MainEntry|Authoring system}}<br> <br> 动态几何 (cn / sg) {{MainEntry|Dynamic geometry}}<br> 动画教学代理 / 动画教学代理(cn) {{MainEntry|Animated pedagogical agent}}<br> <br> 协作学习 (cn / sg) {{MainEntry|Collaborative learning}}<br> '''协作脚本 (cn)''' {{MainEntry|[[Collaboration script]]}}<br> <br> '''叙事学习环境 (cn)''' {{MainEntry|[[Narrative learning environments]]}}<br> <br> 可编程以计算机为基础的学习环境 / 基于可编程计算机的学习环境 (cn) {{MainEntry|Programmable computer-based learning environment}}<br> 可编程课程 (cn) {{MainEntry|Programmable course}}<br> <br> 周围（外部）学习环境 (cn) {{MainEntry|Ambient learning environment}}<br> <br> 在线学习环境 (cn) / 线上学习环境 (sg) {{MainEntry|On-line learning environment}}<br> <br> 基于代理的学习环境 / 基于代理的学习环境 / 基于代理的学习环境 (cn) {{MainEntry|Agent-based learning environment}}<br> 基于代理的教学系统 / 基于代理的导学系统 (cn) {{MainEntry|Agent-based tutoring system}}<br> 基于仿真的学习环境 / 仿真学习环境 (cn) 模拟学习环境 (sg) {{MainEntry|Simulation-based learning environment}}<br> 基于计算机的学习环境 (cn0 {{MainEntry|Computer-based learning environments}}<br> 基于计算机的实验室 / 计算机实验室 (cn) {{MainEntry|Computer-based laboratory}}<br> <br> 增强的学习环境 / 增量学习环境 (cn) 扩增学习环境 (sg) {{MainEntry|Augmented learning environment}}<br> <br> 外部脚本 /外围脚本 (cn) {{MainEntry|External script}}<br> <br> 多媒体学习 (cn / sg) {{MainEntry|Multimedia learning}}<br> <br> 学习同伴 /学习伙伴 (cn) {{MainEntry|Learning companion}}<br> 学习对象 / 学习元 (cn) {{MainEntry|Learning objects}}<br> '''学习情景 /学习情境 (cn)''' {{MainEntry|[[Learning scenario]]}}<br> 学习环境 (cn / sg) {{MainEntry|Learning environment}}<br> 学习空间 (cn / sg) {{MainEntry|Learning space}}<br> '''学习管理系统 /网络教学平台 / 网络教学平台 (cn) 学习管理系统 (sg)''' {{MainEntry|[[Learning management systems]]}}<br> '''学习网格 (cn / sg)''' {{MainEntry|[[Learning grid]]}}<br> 学习者模型建构 / 学习者模型 (cn) {{MainEntry|Learner modeling}}<br> 学习设计 (cn / sg) {{MainEntry|Learning design}}<br> 学习路径 / 学习轨迹 (cn) {{MainEntry|Learning trail}}<br> <br> 寓教于乐的数字化学习 (cn) 教育娱乐 / 教娱 (sg) {{MainEntry|Edutainment}}<br> <br> '''嵌入式现象 /嵌入式行为 (cn)''' {{MainEntry|[[Embedded phenomena]]}}<br> <br> '''建构主义 (cn / sg)''' {{MainEntry|[[Constructionism]]}}<br> <br> 微观世界 /微世界 / 微世界 (cn) {{MainEntry|Microworld}}<br> <br> 情境学习 (cn / sg) {{MainEntry|Situated learning}}<br> <br> 技术促进学习 (cn) {{MainEntry|Technology Enhanced Learning}}<br> '''技术化的数学素养 (cn)''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br> '''探究性学习 (cn)''' {{MainEntry|[[Inquiry learning]]}}<br> <br> '''摹游戏为基础的学习 /游戏化学习 / 游戏化学习 (cn)''' {{MainEntry|[[Game-based learning]]}}<br> <br> 支持学习的计算机编程 / 支持学习的计算机程序设计 (cn) {{MainEntry|Computer programming in support of learning}}<br> <br> 教学代理 (cn) {{MainEntry|Pedagogical agent}}<br> 教学工程 (cn) {{MainEntry|Didactical engineering}}<br> '''教育可见性 (cn)''' {{MainEntry|[[Educational affordance]]}}<br> 教育数据挖掘 (cn / sg) {{MainEntry|Educational data mining}}<br> 教育网络学习 / 电子学习 (cn) {{MainEntry|e-learning}}<br> <br> '''无缝学习环境 (cn)''' {{MainEntry|[[Seamless learning environments]]}}<br> <br> 普适学习环境 (cn) {{MainEntry|Pervasive learning environment}}<br> <br> 智能教学系统 (cn) {{MainEntry|Intelligent tutoring system}}<br> 智能鹰架系统 / 智能脚手架系统 /智能支架系统 (cn) 智能鹰架系统 (sg) {{MainEntry|Intelligent scaffolding system}}<br> <br> 有形的学习环境 (cn) {{MainEntry|Tangible learning environment}}<br> <br> 机助考试 / 计算机辅助考试 (cn) {{MainEntry|Computer-assisted examination}}<br> <br> 泛在学习 (cn) {{MainEntry|Ubiquitous learning}}<br> <br> 混合学习 / 混合式学习 (cn) {{MainEntry|Blended learning}}<br> <br> 电子化测评 /数字化评估 (cn) {{MainEntry|e-Assessment}}<br> 电子档案袋 / 电子书包 /电子档案袋 / 电子档案袋 (cn) 电子学习历程档案 (sg) {{MainEntry|e-portfolio}}<br> <br> '''移动学习 (cn) 流动学习 (sg)''' {{MainEntry|[[Mobile learning]]}}<br> <br> 综合学习系统 (cn) {{MainEntry|Integrated learning system}}<br> <br> '''网络学习(cn / sg)''' {{MainEntry|[[Networked learning]]}}<br> 网络学习环境 (cn / sg) {{MainEntry|Networked learning environment}}<br> 网络学习社区 / 网络学习共同体 (cn) 网络学习社群 (sg) {{MainEntry|Networked learning communities}}<br> 网络讲课技术 (cn) {{MainEntry|Web-lecturing technologies}}<br> <br> 自动诊断 (cn / sg) {{MainEntry|Automatic diagnosis}}<br> '''自我调节学习 /自我调节的学习 (cn)''' {{MainEntry|[[Self-regulated learning]]}}<br> 自适应学习环境 / 适应性学习环境 (cn) {{MainEntry|Adaptive learning environment}}<br> <br> 虚拟大学 (cn / sg) {{MainEntry|Virtual universities}}<br> 虚拟学习环境 (cn / sg) {{MainEntry|Virtual learning environment}}<br> 虚拟学习环境 / 虚拟教学代理 (cn) {{MainEntry|Virtual pedagogical agent}}<br> 虚拟校园 (cn / sg) {{MainEntry|Virtual campus}}<br> <br> '''覆盖 / 覆盖物 (cn)''' {{MainEntry|[[Overlay]]}}<br> <br> 计算机支持的协作学习 (cn) {{MainEntry|Computer-supported collaborative learning}}<br> 计算机辅助学习(cn) / 电脑辅助学习 (sg) {{MainEntry|Computer-assisted learning}}<br> 计算机辅助教学 /基于计算机的教学 (cn) {{MainEntry|Computer-based instruction}}<br> 计算机辅助教学 (cn) / 电脑辅助教学 (sg) {{MainEntry|Computer-assisted instruction}}<br> 计算机辅助语言学习 (cn) {{MainEntry|Computer-assisted language learning}}<br> 认知反馈 (cn) {{MainEntry|Epistemic feedback}}<br> '''识赋使功能 (cn)''' {{MainEntry|[[Epistemic affordance]]}}<br> 认知导师 / 认知向导 (cn) {{MainEntry|Cognitive tutor}}<br> 认知工程 (cn) {{MainEntry|Cognitive engineering}}<br> 认知建模 / 认知模型 (cn) {{MainEntry|Cognitive modeling}}<br> 认知诊断 (cn) {{MainEntry|Cognitive diagnosis}}<br> 课件 (cn / sg) {{MainEntry|Courseware}}<br> 课程管理系统课件 /课程管理系统 (cn / sg) {{MainEntry|Course management system}}<br> <br> 远程学习 / 远距学习 (cn) 远程学习 / 远程教育 (sg) {{MainEntry|Distance learning}}<br> 远程实验室 (cn) {{MainEntry|Remote laboratories}}<br> <br> 非正式学习 (cn) {{MainEntry|Informal learning}}<br> 449 448 2011-10-19T17:16:41Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Simplified chinese entries (cn: Taiwan, sg: Singapore) ''Edited by Carsten Ullrich (Shanghai Jiao Tong University, CN), Denis Gillet (EPFL, CH), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)''<br> ''And thanks to the participants of the SJTU Chinese-European Summer School Matchmaking Event on Technology-Enhanced Learning'' <br> 个人学习环境 (cn) {{MainEntry|Personal learning environment}}<br> <br> 习题自动生成 / 练习的自动生成 (cn) {{MainEntry|Automatic generation of exercises}}<br> <br> 交互学习环境 / 互动学习环境 / 交互式学习环境 (cn) 互动学习环境 (sg) {{MainEntry|Interactive learning environment}}<br> 交互式白板 / 交互白板 /交互式电子白板 (cn) {{MainEntry|Interactive white board}}<br> <br> 人工学习环境 / 人工学习环境 / 人工学习环境(cn / sg) {{MainEntry|Artificial learning environment}}<br> <br> 仿真游戏 (cn) / 模拟游戏 (sg) {{MainEntry|Simulation games}}<br> 伙伴系统 / 同伴互助系统 (cn) / 伙伴系统 (sg) {{MainEntry|Buddy systems}}<br> <br> 全纳电子学习 (cn) {{MainEntry|Inclusive e-learning}}<br> <br> 内部脚本 (cn) {{MainEntry|Internal script}}<br> <br> 分布式学习 (cn / sg) {{MainEntry|Distributed learning}}<br> 分布式学习环境 (cn / sg) {{MainEntry|Distributed learning environments}}<br> <br> 创作工具 / 制作工具 (cn) {{MainEntry|Authoring tool}}<br> 创作系统制作工具 / 创作系统 写作系统 (cn) {{MainEntry|Authoring system}}<br> <br> 动态几何 (cn / sg) {{MainEntry|Dynamic geometry}}<br> 动画教学代理 / 动画教学代理(cn) {{MainEntry|Animated pedagogical agent}}<br> <br> 协作学习 (cn / sg) {{MainEntry|Collaborative learning}}<br> '''协作脚本 (cn)''' {{MainEntry|[[Collaboration script]]}}<br> <br> '''叙事学习环境 (cn)''' {{MainEntry|[[Narrative learning environments]]}}<br> <br> 可编程以计算机为基础的学习环境 / 基于可编程计算机的学习环境 (cn) {{MainEntry|Programmable computer-based learning environment}}<br> 可编程课程 (cn) {{MainEntry|Programmable course}}<br> <br> 周围（外部）学习环境 (cn) {{MainEntry|Ambient learning environment}}<br> <br> 在线学习环境 (cn) / 线上学习环境 (sg) {{MainEntry|On-line learning environment}}<br> <br> 基于代理的学习环境 / 基于代理的学习环境 / 基于代理的学习环境 (cn) {{MainEntry|Agent-based learning environment}}<br> 基于代理的教学系统 / 基于代理的导学系统 (cn) {{MainEntry|Agent-based tutoring system}}<br> 基于仿真的学习环境 / 仿真学习环境 (cn) 模拟学习环境 (sg) {{MainEntry|Simulation-based learning environment}}<br> 基于计算机的学习环境 (cn0 {{MainEntry|Computer-based learning environments}}<br> 基于计算机的实验室 / 计算机实验室 (cn) {{MainEntry|Computer-based laboratory}}<br> <br> 增强的学习环境 / 增量学习环境 (cn) 扩增学习环境 (sg) {{MainEntry|Augmented learning environment}}<br> <br> 外部脚本 /外围脚本 (cn) {{MainEntry|External script}}<br> <br> 多媒体学习 (cn / sg) {{MainEntry|Multimedia learning}}<br> <br> 学习同伴 /学习伙伴 (cn) {{MainEntry|Learning companion}}<br> 学习对象 / 学习元 (cn) {{MainEntry|Learning objects}}<br> '''学习情景 /学习情境 (cn)''' {{MainEntry|[[Learning scenario]]}}<br> 学习环境 (cn / sg) {{MainEntry|Learning environment}}<br> 学习空间 (cn / sg) {{MainEntry|Learning space}}<br> '''学习管理系统 /网络教学平台 / 网络教学平台 (cn) 学习管理系统 (sg)''' {{MainEntry|[[Learning management systems]]}}<br> 学习网格 (cn / sg) {{MainEntry|Learning grid}}<br> 学习者模型建构 / 学习者模型 (cn) {{MainEntry|Learner modeling}}<br> 学习设计 (cn / sg) {{MainEntry|Learning design}}<br> 学习路径 / 学习轨迹 (cn) {{MainEntry|Learning trail}}<br> <br> 寓教于乐的数字化学习 (cn) 教育娱乐 / 教娱 (sg) {{MainEntry|Edutainment}}<br> <br> '''嵌入式现象 /嵌入式行为 (cn)''' {{MainEntry|[[Embedded phenomena]]}}<br> <br> '''建构主义 (cn / sg)''' {{MainEntry|[[Constructionism]]}}<br> <br> 微观世界 /微世界 / 微世界 (cn) {{MainEntry|Microworld}}<br> <br> 情境学习 (cn / sg) {{MainEntry|Situated learning}}<br> <br> 技术促进学习 (cn) {{MainEntry|Technology Enhanced Learning}}<br> '''技术化的数学素养 (cn)''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br> '''探究性学习 (cn)''' {{MainEntry|[[Inquiry learning]]}}<br> <br> '''摹游戏为基础的学习 /游戏化学习 / 游戏化学习 (cn)''' {{MainEntry|[[Game-based learning]]}}<br> <br> 支持学习的计算机编程 / 支持学习的计算机程序设计 (cn) {{MainEntry|Computer programming in support of learning}}<br> <br> 教学代理 (cn) {{MainEntry|Pedagogical agent}}<br> 教学工程 (cn) {{MainEntry|Didactical engineering}}<br> '''教育可见性 (cn)''' {{MainEntry|[[Educational affordance]]}}<br> 教育数据挖掘 (cn / sg) {{MainEntry|Educational data mining}}<br> 教育网络学习 / 电子学习 (cn) {{MainEntry|e-learning}}<br> <br> '''无缝学习环境 (cn)''' {{MainEntry|[[Seamless learning environments]]}}<br> <br> 普适学习环境 (cn) {{MainEntry|Pervasive learning environment}}<br> <br> 智能教学系统 (cn) {{MainEntry|Intelligent tutoring system}}<br> 智能鹰架系统 / 智能脚手架系统 /智能支架系统 (cn) 智能鹰架系统 (sg) {{MainEntry|Intelligent scaffolding system}}<br> <br> 有形的学习环境 (cn) {{MainEntry|Tangible learning environment}}<br> <br> 机助考试 / 计算机辅助考试 (cn) {{MainEntry|Computer-assisted examination}}<br> <br> 泛在学习 (cn) {{MainEntry|Ubiquitous learning}}<br> <br> 混合学习 / 混合式学习 (cn) {{MainEntry|Blended learning}}<br> <br> 电子化测评 /数字化评估 (cn) {{MainEntry|e-Assessment}}<br> 电子档案袋 / 电子书包 /电子档案袋 / 电子档案袋 (cn) 电子学习历程档案 (sg) {{MainEntry|e-portfolio}}<br> <br> '''移动学习 (cn) 流动学习 (sg)''' {{MainEntry|[[Mobile learning]]}}<br> <br> 综合学习系统 (cn) {{MainEntry|Integrated learning system}}<br> <br> '''网络学习(cn / sg)''' {{MainEntry|[[Networked learning]]}}<br> 网络学习环境 (cn / sg) {{MainEntry|Networked learning environment}}<br> 网络学习社区 / 网络学习共同体 (cn) 网络学习社群 (sg) {{MainEntry|Networked learning communities}}<br> 网络讲课技术 (cn) {{MainEntry|Web-lecturing technologies}}<br> <br> 自动诊断 (cn / sg) {{MainEntry|Automatic diagnosis}}<br> '''自我调节学习 /自我调节的学习 (cn)''' {{MainEntry|[[Self-regulated learning]]}}<br> 自适应学习环境 / 适应性学习环境 (cn) {{MainEntry|Adaptive learning environment}}<br> <br> 虚拟大学 (cn / sg) {{MainEntry|Virtual universities}}<br> 虚拟学习环境 (cn / sg) {{MainEntry|Virtual learning environment}}<br> 虚拟学习环境 / 虚拟教学代理 (cn) {{MainEntry|Virtual pedagogical agent}}<br> 虚拟校园 (cn / sg) {{MainEntry|Virtual campus}}<br> <br> '''覆盖 / 覆盖物 (cn)''' {{MainEntry|[[Overlay]]}}<br> <br> 计算机支持的协作学习 (cn) {{MainEntry|Computer-supported collaborative learning}}<br> 计算机辅助学习(cn) / 电脑辅助学习 (sg) {{MainEntry|Computer-assisted learning}}<br> 计算机辅助教学 /基于计算机的教学 (cn) {{MainEntry|Computer-based instruction}}<br> 计算机辅助教学 (cn) / 电脑辅助教学 (sg) {{MainEntry|Computer-assisted instruction}}<br> 计算机辅助语言学习 (cn) {{MainEntry|Computer-assisted language learning}}<br> 认知反馈 (cn) {{MainEntry|Epistemic feedback}}<br> '''识赋使功能 (cn)''' {{MainEntry|[[Epistemic affordance]]}}<br> 认知导师 / 认知向导 (cn) {{MainEntry|Cognitive tutor}}<br> 认知工程 (cn) {{MainEntry|Cognitive engineering}}<br> 认知建模 / 认知模型 (cn) {{MainEntry|Cognitive modeling}}<br> 认知诊断 (cn) {{MainEntry|Cognitive diagnosis}}<br> 课件 (cn / sg) {{MainEntry|Courseware}}<br> 课程管理系统课件 /课程管理系统 (cn / sg) {{MainEntry|Course management system}}<br> <br> 远程学习 / 远距学习 (cn) 远程学习 / 远程教育 (sg) {{MainEntry|Distance learning}}<br> 远程实验室 (cn) {{MainEntry|Remote laboratories}}<br> <br> 非正式学习 (cn) {{MainEntry|Informal learning}}<br> 448 447 2011-10-19T17:06:50Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Simplified chinese entries (cn: Taiwan, sg: Singapore) ''Edited by Carsten Ullrich (Shanghai Jiao Tong University, CN), Denis Gillet (EPFL, CH), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)''<br> ''And thanks to the participants of the SJTU Chinese-European Summer School Matchmaking Event on Technology-Enhanced Learning'' <br> 个人学习环境 (cn) {{MainEntry|Personal learning environment}}<br> <br> 习题自动生成 / 练习的自动生成 (cn) {{MainEntry|Automatic generation of exercises}}<br> <br> 交互学习环境 / 互动学习环境 / 交互式学习环境 (cn) 互动学习环境 (sg) {{MainEntry|Interactive learning environment}}<br> 交互式白板 / 交互白板 /交互式电子白板 (cn) {{MainEntry|Interactive white board}}<br> <br> 人工学习环境 / 人工学习环境 / 人工学习环境(cn / sg) {{MainEntry|Artificial learning environment}}<br> <br> 仿真游戏 (cn) / 模拟游戏 (sg) {{MainEntry|Simulation games}}<br> 伙伴系统 / 同伴互助系统 (cn) / 伙伴系统 (sg) {{MainEntry|Buddy systems}}<br> <br> 全纳电子学习 (cn) {{MainEntry|Inclusive e-learning}}<br> <br> 内部脚本 (cn) {{MainEntry|Internal script}}<br> <br> 分布式学习 (cn / sg) {{MainEntry|Distributed learning}}<br> 分布式学习环境 (cn / sg) {{MainEntry|Distributed learning environments}}<br> <br> 创作工具 / 制作工具 (cn) {{MainEntry|Authoring tool}}<br> 创作系统制作工具 / 创作系统 写作系统 (cn) {{MainEntry|Authoring system}}<br> <br> 动态几何 (cn / sg) {{MainEntry|Dynamic geometry}}<br> 动画教学代理 / 动画教学代理(cn) {{MainEntry|Animated pedagogical agent}}<br> <br> 协作学习 (cn / sg) {{MainEntry|Collaborative learning}}<br> '''协作脚本 (cn)''' {{MainEntry|[[Collaboration script]]}}<br> <br> '''叙事学习环境 (cn)''' {{MainEntry|[[Narrative learning environments]]}}<br> <br> 可编程以计算机为基础的学习环境 / 基于可编程计算机的学习环境 (cn) {{MainEntry|Programmable computer-based learning environment}}<br> 可编程课程 (cn) {{MainEntry|Programmable course}}<br> <br> 周围（外部）学习环境 (cn) {{MainEntry|Ambient learning environment}}<br> <br> 在线学习环境 (cn) / 线上学习环境 (sg) {{MainEntry|On-line learning environment}}<br> <br> 基于代理的学习环境 / 基于代理的学习环境 / 基于代理的学习环境 (cn) {{MainEntry|Agent-based learning environment}}<br> 基于代理的教学系统 / 基于代理的导学系统 (cn) {{MainEntry|Agent-based tutoring system}}<br> 基于仿真的学习环境 / 仿真学习环境 (cn) 模拟学习环境 (sg) {{MainEntry|Simulation-based learning environment}}<br> 基于计算机的学习环境 (cn0 {{MainEntry|Computer-based learning environments}}<br> 基于计算机的实验室 / 计算机实验室 (cn) {{MainEntry|Computer-based laboratory}}<br> <br> 增强的学习环境 / 增量学习环境 (cn) 扩增学习环境 (sg) {{MainEntry|Augmented learning environment}}<br> <br> 外部脚本 /外围脚本 (cn) {{MainEntry|External script}}<br> <br> 多媒体学习 (cn / sg) {{MainEntry|Multimedia learning}}<br> <br> 学习同伴 /学习伙伴 (cn) {{MainEntry|Learning companion}}<br> 学习对象 / 学习元 (cn) {{MainEntry|Learning objects}}<br> '''学习情景 /学习情境 (cn)''' {{MainEntry|[[Learning scenario]]}}<br> 学习环境 (cn / sg) {{MainEntry|Learning environment}}<br> 学习空间 (cn / sg) {{MainEntry|Learning space}}<br> '''学习管理系统 /网络教学平台 / 网络教学平台 (cn) 学习管理系统 (sg)''' {{MainEntry|[[Learning management systems]]}}<br> 学习网格 (cn / sg) {{MainEntry|Learning grid}}<br> 学习者模型建构 / 学习者模型 (cn) {{MainEntry|Learner modeling}}<br> 学习设计 (cn / sg) {{MainEntry|Learning design}}<br> 学习路径 / 学习轨迹 (cn) {{MainEntry|Learning trail}}<br> <br> 寓教于乐的数字化学习 (cn) 教育娱乐 / 教娱 (sg) {{MainEntry|Edutainment}}<br> <br> '''嵌入式现象 /嵌入式行为 (cn)''' {{MainEntry|[[Embedded phenomena]]}}<br> <br> '''建构主义 (cn / sg)''' {{MainEntry|[[Constructionism]]}}<br> <br> 微观世界 /微世界 / 微世界 (cn) {{MainEntry|Microworld}}<br> <br> 情境学习 (cn / sg) {{MainEntry|Situated learning}}<br> <br> 技术促进学习 (cn) {{MainEntry|Technology Enhanced Learning}}<br> '''技术化的数学素养 (cn)''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> <br> '''探究性学习 (cn)''' {{MainEntry|[[Inquiry learning]]}}<br> <br> '''摹游戏为基础的学习 /游戏化学习 / 游戏化学习 (cn)''' {{MainEntry|[[Game-based learning]]}}<br> <br> 支持学习的计算机编程 / 支持学习的计算机程序设计 (cn) {{MainEntry|Computer programming in support of learning}}<br> <br> 教学代理 (cn) {{MainEntry|Pedagogical agent}}<br> 教学工程 (cn) {{MainEntry|Didactical engineering}}<br> '''教育可见性 (cn)''' {{MainEntry|[[Educational affordance]]}}<br> 教育数据挖掘 (cn / sg) {{MainEntry|Educational data mining}}<br> 教育网络学习 / 电子学习 (cn) {{MainEntry|e-learning}}<br> <br> '''无缝学习环境 (cn)''' {{MainEntry|[[Seamless learning environments]]}}<br> <br> 普适学习环境 (cn) {{MainEntry|Pervasive learning environment}}<br> <br> 智能教学系统 (cn) {{MainEntry|Intelligent tutoring system}}<br> 智能鹰架系统 / 智能脚手架系统 /智能支架系统 (cn) 智能鹰架系统 (sg) {{MainEntry|Intelligent scaffolding system}}<br> <br> 有形的学习环境 (cn) {{MainEntry|Tangible learning environment}}<br> <br> 机助考试 / 计算机辅助考试 (cn) {{MainEntry|Computer-assisted examination}}<br> <br> 泛在学习 (cn) {{MainEntry|Ubiquitous learning}}<br> <br> 混合学习 / 混合式学习 (cn) {{MainEntry|Blended learning}}<br> <br> 电子化测评 /数字化评估 (cn) {{MainEntry|e-Assessment}}<br> 电子档案袋 / 电子书包 /电子档案袋 / 电子档案袋 (cn) 电子学习历程档案 (sg) {{MainEntry|e-portfolio}}<br> <br> '''移动学习 (cn) 流动学习 (sg)''' {{MainEntry|[[Mobile learning]]}}<br> <br> 综合学习系统 (cn) {{MainEntry|Integrated learning system}}<br> <br> '''网络学习(cn / sg)''' {{MainEntry|[[Networked learning]]}}<br> 网络学习环境 (cn / sg) {{MainEntry|Networked learning environment}}<br> 网络学习社区 / 网络学习共同体 (cn) 网络学习社群 (sg) {{MainEntry|Networked learning communities}}<br> 网络讲课技术 (cn) {{MainEntry|Web-lecturing technologies}}<br> <br> 自动诊断 (cn / sg) {{MainEntry|Automatic diagnosis}}<br> '''自我调节学习 /自我调节的学习 (cn)''' {{MainEntry|[[Self-regulated learning]]}}<br> 自适应学习环境 / 适应性学习环境 (cn) {{MainEntry|Adaptive learning environment}}<br> <br> 虚拟大学 (cn / sg) {{MainEntry|Virtual universities}}<br> 虚拟学习环境 (cn / sg) {{MainEntry|Virtual learning environment}}<br> 虚拟学习环境 / 虚拟教学代理 (cn) {{MainEntry|Virtual pedagogical agent}}<br> 虚拟校园 (cn / sg) {{MainEntry|Virtual campus}}<br> <br> '''覆盖 / 覆盖物 (cn)''' {{MainEntry|[[Overlay]]}}<br> <br> 计算机支持的协作学习 (cn) {{MainEntry|Computer-supported collaborative learning}}<br> 计算机辅助学习(cn) / 电脑辅助学习 (sg) {{MainEntry|Computer-assisted learning}}<br> 计算机辅助教学 /基于计算机的教学 (cn) {{MainEntry|Computer-based instruction}}<br> 计算机辅助教学 (cn) / 电脑辅助教学 (sg) {{MainEntry|Computer-assisted instruction}}<br> 计算机辅助语言学习 (cn) {{MainEntry|Computer-assisted language learning}}<br> 认知反馈 (cn) {{MainEntry|Epistemic feedback}}<br> '''认知可见性 /知识的供给 (cn)''' {{MainEntry|[[Epistemic affordance]]}}<br> 认知导师 / 认知向导 (cn) {{MainEntry|Cognitive tutor}}<br> 认知工程 (cn) {{MainEntry|Cognitive engineering}}<br> 认知建模 / 认知模型 (cn) {{MainEntry|Cognitive modeling}}<br> 认知诊断 (cn) {{MainEntry|Cognitive diagnosis}}<br> 课件 (cn / sg) {{MainEntry|Courseware}}<br> 课程管理系统课件 /课程管理系统 (cn / sg) {{MainEntry|Course management system}}<br> <br> 远程学习 / 远距学习 (cn) 远程学习 / 远程教育 (sg) {{MainEntry|Distance learning}}<br> 远程实验室 (cn) {{MainEntry|Remote laboratories}}<br> <br> 非正式学习 (cn) {{MainEntry|Informal learning}}<br> 447 433 2011-10-19T17:01:30Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Simplified chinese entries (cn: Taiwan, sg: Singapore) ''Edited by Carsten Ullrich (Shanghai Jiao Tong University, CN), Denis Gillet (EPFL, CH), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)''<br> ''And thanks to the participants of the SJTU Chinese-European Summer School Matchmaking Event on Technology-Enhanced Learning'' 个人学习环境 (cn) {{MainEntry|Personal learning environment}}<br> 习题自动生成 / 练习的自动生成 (cn) {{MainEntry|Automatic generation of exercises}}<br> 交互学习环境 / 互动学习环境 / 交互式学习环境 (cn) 互动学习环境 (sg) {{MainEntry|Interactive learning environment}}<br> 交互式白板 / 交互白板 /交互式电子白板 (cn) {{MainEntry|Interactive white board}}<br> 人工学习环境 / 人工学习环境 / 人工学习环境(cn / sg) {{MainEntry|Artificial learning environment}}<br> 仿真游戏 (cn) / 模拟游戏 (sg) {{MainEntry|Simulation games}}<br> 伙伴系统 / 同伴互助系统 (cn) / 伙伴系统 (sg) {{MainEntry|Buddy systems}}<br> 全纳电子学习 (cn) {{MainEntry|Inclusive e-learning}}<br> 内部脚本 (cn) {{MainEntry|Internal script}}<br> 分布式学习 (cn / sg) {{MainEntry|Distributed learning}}<br> 分布式学习环境 (cn / sg) {{MainEntry|Distributed learning environments}}<br> 创作工具 / 著作工具 / 制作工具 (cn) {{MainEntry|Authoring tool}}<br> 创作系统制作工具 / 创作系统 写作系统 (cn) {{MainEntry|Authoring system}}<br> 动态几何 (cn / sg) {{MainEntry|Dynamic geometry}}<br> 动画教学代理 / 动画教学代理(cn) {{MainEntry|Animated pedagogical agent}}<br> 协作学习 (cn / sg) {{MainEntry|Collaborative learning}}<br> '''协作脚本 (cn)''' {{MainEntry|[[Collaboration script]]}}<br> '''叙事学习环境 (cn)''' {{MainEntry|[[Narrative learning environments]]}}<br> 可编程以计算机为基础的学习环境 / 基于可编程计算机的学习环境 (cn) {{MainEntry|Programmable computer-based learning environment}}<br> 可编程课程 (cn) {{MainEntry|Programmable course}}<br> 周围（外部）学习环境 (cn) {{MainEntry|Ambient learning environment}}<br> 在线学习环境 (cn) / 线上学习环境 (sg) {{MainEntry|On-line learning environment}}<br> 基于代理的学习环境 / 基于代理的学习环境 / 基于代理的学习环境 (cn) {{MainEntry|Agent-based learning environment}}<br> 基于代理的教学系统 / 基于代理的导学系统 (cn) {{MainEntry|Agent-based tutoring system}}<br> 基于仿真的学习环境 / 仿真学习环境 (cn) 模拟学习环境 (sg) {{MainEntry|Simulation-based learning environment}}<br> 基于计算机的学习环境 (cn0 {{MainEntry|Computer-based learning environments}}<br> 基于计算机的实验室 / 计算机实验室 (cn) {{MainEntry|Computer-based laboratory}}<br> 增强的学习环境 / 增量学习环境 (cn) 扩增学习环境 (sg) {{MainEntry|Augmented learning environment}}<br> 外部脚本 /外围脚本 (cn) {{MainEntry|External script}}<br> 多媒体学习 (cn / sg) {{MainEntry|Multimedia learning}}<br> 学习同伴 /学习伙伴 (cn) {{MainEntry|Learning companion}}<br> 学习对象 / 学习元 (cn) {{MainEntry|Learning objects}}<br> '''学习情景 /学习情境 (cn)''' {{MainEntry|[[Learning scenario]]}}<br> 学习环境 (cn / sg) {{MainEntry|Learning environment}}<br> 学习空间 (cn / sg) {{MainEntry|Learning space}}<br> '''学习管理系统 /网络教学平台 / 网络教学平台 (cn) 学习管理系统 (sg)''' {{MainEntry|[[Learning management systems]]}}<br> 学习网格 (cn / sg) {{MainEntry|Learning grid}}<br> 学习者模型建构 / 学习者模型 (cn) {{MainEntry|Learner modeling}}<br> 学习设计 (cn / sg) {{MainEntry|Learning design}}<br> 学习路径 / 学习轨迹 (cn) {{MainEntry|Learning trail}}<br> 寓教于乐的数字化学习 (cn) 教育娱乐 / 教娱 (sg) {{MainEntry|Edutainment}}<br> '''嵌入式现象 /嵌入式行为 (cn)''' {{MainEntry|[[Embedded phenomena]]}}<br> '''建构主义 (cn / sg)''' {{MainEntry|[[Constructionism]]}}<br> 微观世界 /微世界 / 微世界 (cn) {{MainEntry|Microworld}}<br> 情境学习 (cn / sg) {{MainEntry|Situated learning}}<br> 技术促进学习 (cn) {{MainEntry|Technology Enhanced Learning}}<br> '''技术化的数学素养 (cn)''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> '''探究性学习 (cn)''' {{MainEntry|[[Inquiry learning]]}}<br> '''摹游戏为基础的学习 /游戏化学习 / 游戏化学习 (cn)''' {{MainEntry|[[Game-based learning]]}}<br> 支持学习的计算机编程 / 支持学习的计算机程序设计 (cn) {{MainEntry|Computer programming in support of learning}}<br> 教学代理 (cn) {{MainEntry|Pedagogical agent}}<br> 教学工程 (cn) {{MainEntry|Didactical engineering}}<br> '''教育可见性 (cn)''' {{MainEntry|[[Educational affordance]]}}<br> 教育数据挖掘 (cn / sg) {{MainEntry|Educational data mining}}<br> 教育网络学习 / 电子学习 (cn) {{MainEntry|e-learning}}<br> '''无缝学习环境 (cn)''' {{MainEntry|[[Seamless learning environments]]}}<br> 普适学习环境 (cn) {{MainEntry|Pervasive learning environment}}<br> 智能教学系统 (cn) {{MainEntry|Intelligent tutoring system}}<br> 智能鹰架系统 / 智能脚手架系统 /智能支架系统 (cn) 智能鹰架系统 (sg) {{MainEntry|Intelligent scaffolding system}}<br> 有形的学习环境 (cn) {{MainEntry|Tangible learning environment}}<br> 机助考试 / 计算机辅助考试 (cn) {{MainEntry|Computer-assisted examination}}<br> 泛在学习 (cn) {{MainEntry|Ubiquitous learning}}<br> 混合学习 / 混合式学习 (cn) {{MainEntry|Blended learning}}<br> 电子化测评 /数字化评估 (cn) {{MainEntry|e-Assessment}}<br> 电子档案袋 / 电子书包 /电子档案袋 / 电子档案袋 (cn) 电子学习历程档案 (sg) {{MainEntry|e-portfolio}}<br> '''移动学习 (cn) 流动学习 (sg)''' {{MainEntry|[[Mobile learning]]}}<br> 综合学习系统 (cn) {{MainEntry|Integrated learning system}}<br> '''网络学习(cn / sg)''' {{MainEntry|[[Networked learning]]}}<br> 网络学习环境 (cn / sg) {{MainEntry|Networked learning environment}}<br> 网络学习社区 / 网络学习共同体 (cn) 网络学习社群 (sg) {{MainEntry|Networked learning communities}}<br> 网络讲课技术 (cn) {{MainEntry|Web-lecturing technologies}}<br> 自动诊断 (cn / sg) {{MainEntry|Automatic diagnosis}}<br> '''自我调节学习 /自我调节的学习 (cn)''' {{MainEntry|[[Self-regulated learning]]}}<br> 自适应学习环境 / 适应性学习环境 (cn) {{MainEntry|Adaptive learning environment}}<br> 虚拟大学 (cn / sg) {{MainEntry|Virtual universities}}<br> 虚拟学习环境 (cn / sg) {{MainEntry|Virtual learning environment}}<br> 虚拟学习环境 / 虚拟教学代理 (cn) {{MainEntry|Virtual pedagogical agent}}<br> 虚拟校园 (cn / sg) {{MainEntry|Virtual campus}}<br> '''覆盖 / 覆盖物 (cn)''' {{MainEntry|[[Overlay]]}}<br> 计算机支持的协作学习 (cn) {{MainEntry|Computer-supported collaborative learning}}<br> 计算机辅助学习(cn) / 电脑辅助学习 (sg) {{MainEntry|Computer-assisted learning}}<br> 计算机辅助教学 /基于计算机的教学 (cn) {{MainEntry|Computer-based instruction}}<br> 计算机辅助教学 (cn) / 电脑辅助教学 (sg) {{MainEntry|Computer-assisted instruction}}<br> 计算机辅助语言学习 (cn) {{MainEntry|Computer-assisted language learning}}<br> 认知反馈 (cn) {{MainEntry|Epistemic feedback}}<br> '''认知可见性 /知识的供给 (cn)''' {{MainEntry|[[Epistemic affordance]]}}<br> 认知导师 / 认知向导 (cn) {{MainEntry|Cognitive tutor}}<br> 认知工程 (cn) {{MainEntry|Cognitive engineering}}<br> 认知建模 / 认知模型 (cn) {{MainEntry|Cognitive modeling}}<br> 认知诊断 (cn) {{MainEntry|Cognitive diagnosis}}<br> 课件 (cn / sg) {{MainEntry|Courseware}}<br> 课程管理系统课件 /课程管理系统 (cn / sg) {{MainEntry|Course management system}}<br> 远程学习 / 远距学习 (cn) 远程学习 / 远程教育 (sg) {{MainEntry|Distance learning}}<br> 远程实验室 (cn) {{MainEntry|Remote laboratories}}<br> 非正式学习 (cn) {{MainEntry|Informal learning}}<br> 433 385 2011-09-26T12:53:20Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Simplified chinese entries (cn: Taiwan, sg: Singapore) ''Edited by Carsten Ullrich (Shanghai Jiao Tong University, CN), Denis Gillet (EPFL, CH), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)''<br> ''And thanks to the participants of the SJTU Chinese-European Summer School Matchmaking Event on Technology-Enhanced Learning'' 个人学习环境 (cn) {{MainEntry|Personal learning environment}}<br> 习题自动生成 / 练习的自动生成 (cn) {{MainEntry|Automatic generation of exercises}}<br> 交互学习环境 / 互动学习环境 / 交互式学习环境 (cn) 互动学习环境 (sg) {{MainEntry|Interactive learning environment}}<br> 交互式白板 / 交互白板 /交互式电子白板 (cn) {{MainEntry|Interactive white board}}<br> 人工学习环境 / 人工学习环境 / 人工学习环境(cn / sg) {{MainEntry|Artificial learning environment}}<br> 仿真游戏 (cn) / 模拟游戏 (sg) {{MainEntry|Simulation games}}<br> 伙伴系统 / 同伴互助系统 (cn) / 伙伴系统 (sg) {{MainEntry|Buddy systems}}<br> 全纳电子学习 (cn) {{MainEntry|Inclusive e-learning}}<br> 内部脚本 (cn) {{MainEntry|Internal script}}<br> 分布式学习 (cn / sg) {{MainEntry|Distributed learning}}<br> 分布式学习环境 (cn / sg) {{MainEntry|Distributed learning environments}}<br> 创作工具 / 著作工具 / 制作工具 (cn) {{MainEntry|Authoring tool}}<br> 创作系统制作工具 / 创作系统 写作系统 (cn) {{MainEntry|Authoring system}}<br> 动态几何 (cn / sg) {{MainEntry|Dynamic geometry}}<br> 动画教学代理 / 动画（动态）教学代理(cn) {{MainEntry|Animated pedagogical agent}}<br> 协作学习 (cn / sg) {{MainEntry|Collaborative learning}}<br> '''协作脚本 (cn)''' {{MainEntry|[[Collaboration script]]}}<br> '''叙事学习环境 (cn)''' {{MainEntry|[[Narrative learning environments]]}}<br> 可编程以计算机为基础的学习环境 / 基于可编程计算机的学习环境 (cn) {{MainEntry|Programmable computer-based learning environment}}<br> 可编程课程 (cn) {{MainEntry|Programmable course}}<br> 周围（外部）学习环境 (cn) {{MainEntry|Ambient learning environment}}<br> 在线学习环境 (cn) / 线上学习环境 (sg) {{MainEntry|On-line learning environment}}<br> 基于代理的学习环境 / 基于代理的学习环境 / 基于代理的学习环境 (cn) {{MainEntry|Agent-based learning environment}}<br> 基于代理的教学系统 / 基于代理的导学系统 (cn) {{MainEntry|Agent-based tutoring system}}<br> 基于仿真的学习环境 / 仿真学习环境 (cn) 模拟学习环境 (sg) {{MainEntry|Simulation-based learning environment}}<br> 基于计算机的学习环境 (cn0 {{MainEntry|Computer-based learning environments}}<br> 基于计算机的实验室 / 计算机实验室 (cn) {{MainEntry|Computer-based laboratory}}<br> 增强的学习环境 / 增量学习环境 (cn) 扩增学习环境 (sg) {{MainEntry|Augmented learning environment}}<br> 外部脚本 /外围脚本 (cn) {{MainEntry|External script}}<br> 多媒体学习 (cn / sg) {{MainEntry|Multimedia learning}}<br> 学习同伴 /学习伙伴 (cn) {{MainEntry|Learning companion}}<br> 学习对象 / 学习元 (cn) {{MainEntry|Learning objects}}<br> '''学习情景 /学习情境 (cn)''' {{MainEntry|[[Learning scenario]]}}<br> 学习环境 (cn / sg) {{MainEntry|Learning environment}}<br> 学习空间 (cn / sg) {{MainEntry|Learning space}}<br> '''学习管理系统 /网络教学平台 / 网络教学平台 (cn) 学习管理系统 (sg)''' {{MainEntry|[[Learning management systems]]}}<br> 学习网格 (cn / sg) {{MainEntry|Learning grid}}<br> 学习者模型建构 / 学习者模型 (cn) {{MainEntry|Learner modeling}}<br> 学习设计 (cn / sg) {{MainEntry|Learning design}}<br> 学习路径 / 学习轨迹 (cn) {{MainEntry|Learning trail}}<br> 寓教于乐的数字化学习 (cn) 教育娱乐 / 教娱 (sg) {{MainEntry|Edutainment}}<br> '''嵌入式现象 /嵌入式行为 (cn)''' {{MainEntry|[[Embedded phenomena]]}}<br> '''建构主义 (cn / sg)''' {{MainEntry|[[Constructionism]]}}<br> 微观世界 /微世界 / 微世界 (cn) {{MainEntry|Microworld}}<br> 情境学习 (cn / sg) {{MainEntry|Situated learning}}<br> 技术促进学习 (cn) {{MainEntry|Technology Enhanced Learning}}<br> '''技术化的数学素养 (cn)''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> '''探究性学习 (cn)''' {{MainEntry|[[Inquiry learning]]}}<br> '''摹游戏为基础的学习 /游戏化学习 / 游戏化学习 (cn)''' {{MainEntry|[[Game-based learning]]}}<br> 支持学习的计算机编程 / 支持学习的计算机程序设计 (cn) {{MainEntry|Computer programming in support of learning}}<br> 教学代理 (cn) {{MainEntry|Pedagogical agent}}<br> 教学工程 (cn) {{MainEntry|Didactical engineering}}<br> '''教育可见性 (cn)''' {{MainEntry|[[Educational affordance]]}}<br> 教育数据挖掘 (cn / sg) {{MainEntry|Educational data mining}}<br> 教育网络学习 / 电子学习 (cn) {{MainEntry|e-learning}}<br> '''无缝学习环境 (cn)''' {{MainEntry|[[Seamless learning environments]]}}<br> 普适学习环境 (cn) {{MainEntry|Pervasive learning environment}}<br> 智能教学系统 (cn) {{MainEntry|Intelligent tutoring system}}<br> 智能鹰架系统 / 智能脚手架系统 /智能支架系统 (cn) 智能鹰架系统 (sg) {{MainEntry|Intelligent scaffolding system}}<br> 有形的学习环境 (cn) {{MainEntry|Tangible learning environment}}<br> 机助考试 / 计算机辅助考试 (cn) {{MainEntry|Computer-assisted examination}}<br> 泛在学习 (cn) {{MainEntry|Ubiquitous learning}}<br> 混合学习 / 混合式学习 (cn) {{MainEntry|Blended learning}}<br> 电子化测评 /数字化评估 (cn) {{MainEntry|e-Assessment}}<br> 电子档案袋 / 电子书包 /电子档案袋 / 电子档案袋 (cn) 电子学习历程档案 (sg) {{MainEntry|e-portfolio}}<br> '''移动学习 (cn) 流动学习 (sg)''' {{MainEntry|[[Mobile learning]]}}<br> 综合学习系统 (cn) {{MainEntry|Integrated learning system}}<br> '''网络学习(cn / sg)''' {{MainEntry|[[Networked learning]]}}<br> 网络学习环境 (cn / sg) {{MainEntry|Networked learning environment}}<br> 网络学习社区 / 网络学习共同体 (cn) 网络学习社群 (sg) {{MainEntry|Networked learning communities}}<br> 网络讲课技术 (cn) {{MainEntry|Web-lecturing technologies}}<br> 自动诊断 (cn / sg) {{MainEntry|Automatic diagnosis}}<br> '''自我调节学习 /自我调节的学习 (cn)''' {{MainEntry|[[Self-regulated learning]]}}<br> 自适应学习环境 / 适应性学习环境 (cn) {{MainEntry|Adaptive learning environment}}<br> 虚拟大学 (cn / sg) {{MainEntry|Virtual universities}}<br> 虚拟学习环境 (cn / sg) {{MainEntry|Virtual learning environment}}<br> 虚拟学习环境 / 虚拟教学代理 (cn) {{MainEntry|Virtual pedagogical agent}}<br> 虚拟校园 (cn / sg) {{MainEntry|Virtual campus}}<br> '''覆盖 / 覆盖物 (cn)''' {{MainEntry|[[Overlay]]}}<br> 计算机支持的协作学习 (cn) {{MainEntry|Computer-supported collaborative learning}}<br> 计算机辅助学习(cn) / 电脑辅助学习 (sg) {{MainEntry|Computer-assisted learning}}<br> 计算机辅助教学 /基于计算机的教学 (cn) {{MainEntry|Computer-based instruction}}<br> 计算机辅助教学 (cn) / 电脑辅助教学 (sg) {{MainEntry|Computer-assisted instruction}}<br> 计算机辅助语言学习 (cn) {{MainEntry|Computer-assisted language learning}}<br> 认知反馈 (cn) {{MainEntry|Epistemic feedback}}<br> '''认知可见性 /知识的供给 (cn)''' {{MainEntry|[[Epistemic affordance]]}}<br> 认知导师 / 认知向导 (cn) {{MainEntry|Cognitive tutor}}<br> 认知工程 (cn) {{MainEntry|Cognitive engineering}}<br> 认知建模 / 认知模型 (cn) {{MainEntry|Cognitive modeling}}<br> 认知诊断 (cn) {{MainEntry|Cognitive diagnosis}}<br> 课件 (cn / sg) {{MainEntry|Courseware}}<br> 课程管理系统课件 /课程管理系统 (cn / sg) {{MainEntry|Course management system}}<br> 远程学习 / 远距学习 (cn) 远程学习 / 远程教育 (sg) {{MainEntry|Distance learning}}<br> 远程实验室 (cn) {{MainEntry|Remote laboratories}}<br> 非正式学习 (cn) {{MainEntry|Informal learning}}<br> 385 384 2011-09-12T15:19:49Z Zeiliger 2 Protected "[[TEL Dictionary entries/zh-hans]]" ([edit=chinese] (indefinite) [move=chinese] (indefinite)) wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Simplified chinese entries (cn: Taiwan, sg: Singapore) ''Edited by Carsten Ullrich (Shanghai Jiao Tong University, CN), Denis Gillet (EPFL, CH), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)''<br> ''And thanks to the participants of the SJTU Chinese-European Summer School Matchmaking Event on Technology-Enhanced Learning'' 个人学习环境 (cn) {{MainEntry|Personal learning environment}}<br> 习题自动生成 / 练习的自动生成 (cn) {{MainEntry|Automatic generation of exercises}}<br> 交互学习环境 / 互动学习环境 / 交互式学习环境 (cn) 互动学习环境 (sg) {{MainEntry|Interactive learning environment}}<br> 交互式白板 / 交互白板 /交互式电子白板 (cn) {{MainEntry|Interactive white board}}<br> 人工学习环境 / 人工学习环境 / 人工学习环境(cn / sg) {{MainEntry|Artificial learning environment}}<br> 仿真游戏 (cn) / 模拟游戏 (sg) {{MainEntry|Simulation games}}<br> 伙伴系统 / 同伴互助系统 (cn) / 伙伴系统 (sg) {{MainEntry|Buddy systems}}<br> 全纳电子学习 (cn) {{MainEntry|Inclusive e-learning}}<br> 内部脚本 (cn) {{MainEntry|Internal script}}<br> 分布式学习 (cn / sg) {{MainEntry|Distributed learning}}<br> 分布式学习环境 (cn / sg) {{MainEntry|Distributed learning environments}}<br> 创作工具 / 著作工具 / 制作工具 (cn) {{MainEntry|Authoring tool}}<br> 创作系统制作工具 / 创作系统 写作系统 (cn) {{MainEntry|Authoring system}}<br> 动态几何 (cn / sg) {{MainEntry|Dynamic geometry}}<br> 动画教学代理 / 动画（动态）教学代理(cn) {{MainEntry|Animated pedagogical agent}}<br> 协作学习 (cn / sg) {{MainEntry|Collaborative learning}}<br> '''协作脚本 (cn)''' {{MainEntry|[[Collaboration script]]}}<br> '''叙事学习环境 (cn)''' {{MainEntry|[[Narrative learning environments]]}}<br> 可编程以计算机为基础的学习环境 / 基于可编程计算机的学习环境 (cn) {{MainEntry|Programmable computer-based learning environment}}<br> 可编程课程 (cn) {{MainEntry|Programmable course}}<br> 周围（外部）学习环境 (cn) {{MainEntry|Ambient learning environment}}<br> 在线学习环境 (cn) / 线上学习环境 (sg) {{MainEntry|On-line learning environment}}<br> 基于代理的学习环境 / 基于代理的学习环境 / 基于代理的学习环境 (cn) {{MainEntry|Agent-based learning environment}}<br> 基于代理的教学系统 / 基于代理的导学系统 (cn) {{MainEntry|Agent-based tutoring system}}<br> 基于仿真的学习环境 / 仿真学习环境 (cn) 模拟学习环境 (sg) {{MainEntry|Simulation-based learning environment}}<br> 基于计算机的学习环境 (cn0 {{MainEntry|Computer-based learning environments}}<br> 基于计算机的实验室 / 计算机实验室 (cn) {{MainEntry|Computer-based laboratory}}<br> 增强的学习环境 / 增量学习环境 (cn) 扩增学习环境 (sg) {{MainEntry|Augmented learning environment}}<br> 外部脚本 /外围脚本 (cn) {{MainEntry|External script}}<br> 多媒体学习 (cn / sg) {{MainEntry|Multimedia learning}}<br> 学习同伴 /学习伙伴 (cn) {{MainEntry|Learning companion}}<br> 学习对象 / 学习元 (cn) {{MainEntry|Learning objects}}<br> '''学习情景 /学习情境 (cn)''' {{MainEntry|[[Learning scenario]]}}<br> 学习环境 (cn / sg) {{MainEntry|Learning environment}}<br> 学习空间 (cn / sg) {{MainEntry|Learning space}}<br> 学习管理系统 /网络教学平台 / 网络教学平台 (cn) 学习管理系统 (sg) {{MainEntry|Learning management systems}}<br> 学习网格 (cn / sg) {{MainEntry|Learning grid}}<br> 学习者模型建构 / 学习者模型 (cn) {{MainEntry|Learner modeling}}<br> 学习设计 (cn / sg) {{MainEntry|Learning design}}<br> 学习路径 / 学习轨迹 (cn) {{MainEntry|Learning trail}}<br> 寓教于乐的数字化学习 (cn) 教育娱乐 / 教娱 (sg) {{MainEntry|Edutainment}}<br> '''嵌入式现象 /嵌入式行为 (cn)''' {{MainEntry|[[Embedded phenomena]]}}<br> '''建构主义 (cn / sg)''' {{MainEntry|[[Constructionism]]}}<br> 微观世界 /微世界 / 微世界 (cn) {{MainEntry|Microworld}}<br> 情境学习 (cn / sg) {{MainEntry|Situated learning}}<br> 技术促进学习 (cn) {{MainEntry|Technology Enhanced Learning}}<br> '''技术化的数学素养 (cn)''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> '''探究性学习 (cn)''' {{MainEntry|[[Inquiry learning]]}}<br> '''摹游戏为基础的学习 /游戏化学习 / 游戏化学习 (cn)''' {{MainEntry|[[Game-based learning]]}}<br> 支持学习的计算机编程 / 支持学习的计算机程序设计 (cn) {{MainEntry|Computer programming in support of learning}}<br> 教学代理 (cn) {{MainEntry|Pedagogical agent}}<br> 教学工程 (cn) {{MainEntry|Didactical engineering}}<br> '''教育可见性 (cn)''' {{MainEntry|[[Educational affordance]]}}<br> 教育数据挖掘 (cn / sg) {{MainEntry|Educational data mining}}<br> 教育网络学习 / 电子学习 (cn) {{MainEntry|e-learning}}<br> '''无缝学习环境 (cn)''' {{MainEntry|[[Seamless learning environments]]}}<br> 普适学习环境 (cn) {{MainEntry|Pervasive learning environment}}<br> 智能教学系统 (cn) {{MainEntry|Intelligent tutoring system}}<br> 智能鹰架系统 / 智能脚手架系统 /智能支架系统 (cn) 智能鹰架系统 (sg) {{MainEntry|Intelligent scaffolding system}}<br> 有形的学习环境 (cn) {{MainEntry|Tangible learning environment}}<br> 机助考试 / 计算机辅助考试 (cn) {{MainEntry|Computer-assisted examination}}<br> 泛在学习 (cn) {{MainEntry|Ubiquitous learning}}<br> 混合学习 / 混合式学习 (cn) {{MainEntry|Blended learning}}<br> 电子化测评 /数字化评估 (cn) {{MainEntry|e-Assessment}}<br> 电子档案袋 / 电子书包 /电子档案袋 / 电子档案袋 (cn) 电子学习历程档案 (sg) {{MainEntry|e-portfolio}}<br> '''移动学习 (cn) 流动学习 (sg)''' {{MainEntry|[[Mobile learning]]}}<br> 综合学习系统 (cn) {{MainEntry|Integrated learning system}}<br> '''网络学习(cn / sg)''' {{MainEntry|[[Networked learning]]}}<br> 网络学习环境 (cn / sg) {{MainEntry|Networked learning environment}}<br> 网络学习社区 / 网络学习共同体 (cn) 网络学习社群 (sg) {{MainEntry|Networked learning communities}}<br> 网络讲课技术 (cn) {{MainEntry|Web-lecturing technologies}}<br> 自动诊断 (cn / sg) {{MainEntry|Automatic diagnosis}}<br> '''自我调节学习 /自我调节的学习 (cn)''' {{MainEntry|[[Self-regulated learning]]}}<br> 自适应学习环境 / 适应性学习环境 (cn) {{MainEntry|Adaptive learning environment}}<br> 虚拟大学 (cn / sg) {{MainEntry|Virtual universities}}<br> 虚拟学习环境 (cn / sg) {{MainEntry|Virtual learning environment}}<br> 虚拟学习环境 / 虚拟教学代理 (cn) {{MainEntry|Virtual pedagogical agent}}<br> 虚拟校园 (cn / sg) {{MainEntry|Virtual campus}}<br> '''覆盖 / 覆盖物 (cn)''' {{MainEntry|[[Overlay]]}}<br> 计算机支持的协作学习 (cn) {{MainEntry|Computer-supported collaborative learning}}<br> 计算机辅助学习(cn) / 电脑辅助学习 (sg) {{MainEntry|Computer-assisted learning}}<br> 计算机辅助教学 /基于计算机的教学 (cn) {{MainEntry|Computer-based instruction}}<br> 计算机辅助教学 (cn) / 电脑辅助教学 (sg) {{MainEntry|Computer-assisted instruction}}<br> 计算机辅助语言学习 (cn) {{MainEntry|Computer-assisted language learning}}<br> 认知反馈 (cn) {{MainEntry|Epistemic feedback}}<br> '''认知可见性 /知识的供给 (cn)''' {{MainEntry|[[Epistemic affordance]]}}<br> 认知导师 / 认知向导 (cn) {{MainEntry|Cognitive tutor}}<br> 认知工程 (cn) {{MainEntry|Cognitive engineering}}<br> 认知建模 / 认知模型 (cn) {{MainEntry|Cognitive modeling}}<br> 认知诊断 (cn) {{MainEntry|Cognitive diagnosis}}<br> 课件 (cn / sg) {{MainEntry|Courseware}}<br> 课程管理系统课件 /课程管理系统 (cn / sg) {{MainEntry|Course management system}}<br> 远程学习 / 远距学习 (cn) 远程学习 / 远程教育 (sg) {{MainEntry|Distance learning}}<br> 远程实验室 (cn) {{MainEntry|Remote laboratories}}<br> 非正式学习 (cn) {{MainEntry|Informal learning}}<br> 384 383 2011-09-12T15:19:14Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Simplified chinese entries (cn: Taiwan, sg: Singapore) ''Edited by Carsten Ullrich (Shanghai Jiao Tong University, CN), Denis Gillet (EPFL, CH), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)''<br> ''And thanks to the participants of the SJTU Chinese-European Summer School Matchmaking Event on Technology-Enhanced Learning'' 个人学习环境 (cn) {{MainEntry|Personal learning environment}}<br> 习题自动生成 / 练习的自动生成 (cn) {{MainEntry|Automatic generation of exercises}}<br> 交互学习环境 / 互动学习环境 / 交互式学习环境 (cn) 互动学习环境 (sg) {{MainEntry|Interactive learning environment}}<br> 交互式白板 / 交互白板 /交互式电子白板 (cn) {{MainEntry|Interactive white board}}<br> 人工学习环境 / 人工学习环境 / 人工学习环境(cn / sg) {{MainEntry|Artificial learning environment}}<br> 仿真游戏 (cn) / 模拟游戏 (sg) {{MainEntry|Simulation games}}<br> 伙伴系统 / 同伴互助系统 (cn) / 伙伴系统 (sg) {{MainEntry|Buddy systems}}<br> 全纳电子学习 (cn) {{MainEntry|Inclusive e-learning}}<br> 内部脚本 (cn) {{MainEntry|Internal script}}<br> 分布式学习 (cn / sg) {{MainEntry|Distributed learning}}<br> 分布式学习环境 (cn / sg) {{MainEntry|Distributed learning environments}}<br> 创作工具 / 著作工具 / 制作工具 (cn) {{MainEntry|Authoring tool}}<br> 创作系统制作工具 / 创作系统 写作系统 (cn) {{MainEntry|Authoring system}}<br> 动态几何 (cn / sg) {{MainEntry|Dynamic geometry}}<br> 动画教学代理 / 动画（动态）教学代理(cn) {{MainEntry|Animated pedagogical agent}}<br> 协作学习 (cn / sg) {{MainEntry|Collaborative learning}}<br> '''协作脚本 (cn)''' {{MainEntry|[[Collaboration script]]}}<br> '''叙事学习环境 (cn)''' {{MainEntry|[[Narrative learning environments]]}}<br> 可编程以计算机为基础的学习环境 / 基于可编程计算机的学习环境 (cn) {{MainEntry|Programmable computer-based learning environment}}<br> 可编程课程 (cn) {{MainEntry|Programmable course}}<br> 周围（外部）学习环境 (cn) {{MainEntry|Ambient learning environment}}<br> 在线学习环境 (cn) / 线上学习环境 (sg) {{MainEntry|On-line learning environment}}<br> 基于代理的学习环境 / 基于代理的学习环境 / 基于代理的学习环境 (cn) {{MainEntry|Agent-based learning environment}}<br> 基于代理的教学系统 / 基于代理的导学系统 (cn) {{MainEntry|Agent-based tutoring system}}<br> 基于仿真的学习环境 / 仿真学习环境 (cn) 模拟学习环境 (sg) {{MainEntry|Simulation-based learning environment}}<br> 基于计算机的学习环境 (cn0 {{MainEntry|Computer-based learning environments}}<br> 基于计算机的实验室 / 计算机实验室 (cn) {{MainEntry|Computer-based laboratory}}<br> 增强的学习环境 / 增量学习环境 (cn) 扩增学习环境 (sg) {{MainEntry|Augmented learning environment}}<br> 外部脚本 /外围脚本 (cn) {{MainEntry|External script}}<br> 多媒体学习 (cn / sg) {{MainEntry|Multimedia learning}}<br> 学习同伴 /学习伙伴 (cn) {{MainEntry|Learning companion}}<br> 学习对象 / 学习元 (cn) {{MainEntry|Learning objects}}<br> '''学习情景 /学习情境 (cn)''' {{MainEntry|[[Learning scenario]]}}<br> 学习环境 (cn / sg) {{MainEntry|Learning environment}}<br> 学习空间 (cn / sg) {{MainEntry|Learning space}}<br> 学习管理系统 /网络教学平台 / 网络教学平台 (cn) 学习管理系统 (sg) {{MainEntry|Learning management systems}}<br> 学习网格 (cn / sg) {{MainEntry|Learning grid}}<br> 学习者模型建构 / 学习者模型 (cn) {{MainEntry|Learner modeling}}<br> 学习设计 (cn / sg) {{MainEntry|Learning design}}<br> 学习路径 / 学习轨迹 (cn) {{MainEntry|Learning trail}}<br> 寓教于乐的数字化学习 (cn) 教育娱乐 / 教娱 (sg) {{MainEntry|Edutainment}}<br> '''嵌入式现象 /嵌入式行为 (cn)''' {{MainEntry|[[Embedded phenomena]]}}<br> '''建构主义 (cn / sg)''' {{MainEntry|[[Constructionism]]}}<br> 微观世界 /微世界 / 微世界 (cn) {{MainEntry|Microworld}}<br> 情境学习 (cn / sg) {{MainEntry|Situated learning}}<br> 技术促进学习 (cn) {{MainEntry|Technology Enhanced Learning}}<br> '''技术化的数学素养 (cn)''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> '''探究性学习 (cn)''' {{MainEntry|[[Inquiry learning]]}}<br> '''摹游戏为基础的学习 /游戏化学习 / 游戏化学习 (cn)''' {{MainEntry|[[Game-based learning]]}}<br> 支持学习的计算机编程 / 支持学习的计算机程序设计 (cn) {{MainEntry|Computer programming in support of learning}}<br> 教学代理 (cn) {{MainEntry|Pedagogical agent}}<br> 教学工程 (cn) {{MainEntry|Didactical engineering}}<br> '''教育可见性 (cn)''' {{MainEntry|[[Educational affordance]]}}<br> 教育数据挖掘 (cn / sg) {{MainEntry|Educational data mining}}<br> 教育网络学习 / 电子学习 (cn) {{MainEntry|e-learning}}<br> '''无缝学习环境 (cn)''' {{MainEntry|[[Seamless learning environments]]}}<br> 普适学习环境 (cn) {{MainEntry|Pervasive learning environment}}<br> 智能教学系统 (cn) {{MainEntry|Intelligent tutoring system}}<br> 智能鹰架系统 / 智能脚手架系统 /智能支架系统 (cn) 智能鹰架系统 (sg) {{MainEntry|Intelligent scaffolding system}}<br> 有形的学习环境 (cn) {{MainEntry|Tangible learning environment}}<br> 机助考试 / 计算机辅助考试 (cn) {{MainEntry|Computer-assisted examination}}<br> 泛在学习 (cn) {{MainEntry|Ubiquitous learning}}<br> 混合学习 / 混合式学习 (cn) {{MainEntry|Blended learning}}<br> 电子化测评 /数字化评估 (cn) {{MainEntry|e-Assessment}}<br> 电子档案袋 / 电子书包 /电子档案袋 / 电子档案袋 (cn) 电子学习历程档案 (sg) {{MainEntry|e-portfolio}}<br> '''移动学习 (cn) 流动学习 (sg)''' {{MainEntry|[[Mobile learning]]}}<br> 综合学习系统 (cn) {{MainEntry|Integrated learning system}}<br> '''网络学习(cn / sg)''' {{MainEntry|[[Networked learning]]}}<br> 网络学习环境 (cn / sg) {{MainEntry|Networked learning environment}}<br> 网络学习社区 / 网络学习共同体 (cn) 网络学习社群 (sg) {{MainEntry|Networked learning communities}}<br> 网络讲课技术 (cn) {{MainEntry|Web-lecturing technologies}}<br> 自动诊断 (cn / sg) {{MainEntry|Automatic diagnosis}}<br> '''自我调节学习 /自我调节的学习 (cn)''' {{MainEntry|[[Self-regulated learning]]}}<br> 自适应学习环境 / 适应性学习环境 (cn) {{MainEntry|Adaptive learning environment}}<br> 虚拟大学 (cn / sg) {{MainEntry|Virtual universities}}<br> 虚拟学习环境 (cn / sg) {{MainEntry|Virtual learning environment}}<br> 虚拟学习环境 / 虚拟教学代理 (cn) {{MainEntry|Virtual pedagogical agent}}<br> 虚拟校园 (cn / sg) {{MainEntry|Virtual campus}}<br> '''覆盖 / 覆盖物 (cn)''' {{MainEntry|[[Overlay]]}}<br> 计算机支持的协作学习 (cn) {{MainEntry|Computer-supported collaborative learning}}<br> 计算机辅助学习(cn) / 电脑辅助学习 (sg) {{MainEntry|Computer-assisted learning}}<br> 计算机辅助教学 /基于计算机的教学 (cn) {{MainEntry|Computer-based instruction}}<br> 计算机辅助教学 (cn) / 电脑辅助教学 (sg) {{MainEntry|Computer-assisted instruction}}<br> 计算机辅助语言学习 (cn) {{MainEntry|Computer-assisted language learning}}<br> 认知反馈 (cn) {{MainEntry|Epistemic feedback}}<br> '''认知可见性 /知识的供给 (cn)''' {{MainEntry|[[Epistemic affordance]]}}<br> 认知导师 / 认知向导 (cn) {{MainEntry|Cognitive tutor}}<br> 认知工程 (cn) {{MainEntry|Cognitive engineering}}<br> 认知建模 / 认知模型 (cn) {{MainEntry|Cognitive modeling}}<br> 认知诊断 (cn) {{MainEntry|Cognitive diagnosis}}<br> 课件 (cn / sg) {{MainEntry|Courseware}}<br> 课程管理系统课件 /课程管理系统 (cn / sg) {{MainEntry|Course management system}}<br> 远程学习 / 远距学习 (cn) 远程学习 / 远程教育 (sg) {{MainEntry|Distance learning}}<br> 远程实验室 (cn) {{MainEntry|Remote laboratories}}<br> 非正式学习 (cn) {{MainEntry|Informal learning}}<br> 383 380 2011-09-12T15:18:01Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Simplified chinese entries (cn: Taiwan, sg: Singapore) ''Edited by Carsten Ullrich (Shanghai Jiao Tong University, CN), Denis Gillet (EPFL, CH), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)''<br> ''And thanks to the participants of the SJTU Chinese-European Summer School Matchmaking Event on Technology-Enhanced Learning'' 个人学习环境 (cn) {{MainEntry|Personal learning environment}}<br> 习题自动生成 / 练习的自动生成 (cn) {{MainEntry|Automatic generation of exercises}}<br> 交互学习环境 / 互动学习环境 / 交互式学习环境 (cn) 互动学习环境 (sg) {{MainEntry|Interactive learning environment}}<br> 交互式白板 / 交互白板 /交互式电子白板 (cn) {{MainEntry|Interactive white board}}<br> 人工学习环境 / 人工学习环境 / 人工学习环境(cn / sg) {{MainEntry|Artificial learning environment}}<br> 仿真游戏 (cn) / 模拟游戏 (sg) {{MainEntry|Simulation games}}<br> 伙伴系统 / 同伴互助系统 (cn) / 伙伴系统 (sg) {{MainEntry|Buddy systems}}<br> 全纳电子学习 (cn) {{MainEntry|Inclusive e-learning}}<br> 内部脚本 (cn) {{MainEntry|Internal script}}<br> 分布式学习 (cn / sg) {{MainEntry|Distributed learning}}<br> 分布式学习环境 (cn / sg) {{MainEntry|Distributed learning environments}}<br> 创作工具 / 著作工具 / 制作工具 (cn) {{MainEntry|Authoring tool}}<br> 创作系统制作工具 / 创作系统 写作系统 (cn) {{MainEntry|Authoring system}}<br> 动态几何 (cn / sg) {{MainEntry|Dynamic geometry}}<br> 动画教学代理 / 动画（动态）教学代理(cn) {{MainEntry|Animated pedagogical agent}}<br> 协作学习 (cn / sg) {{MainEntry|Collaborative learning}}<br> '''协作脚本 (cn)''' {{MainEntry|[[Collaboration script]]}}<br> '''叙事学习环境 (cn)''' {{MainEntry|[[Narrative learning environments]]}}<br> 可编程以计算机为基础的学习环境 / 基于可编程计算机的学习环境 (cn) {{MainEntry|Programmable computer-based learning environment}}<br> 可编程课程 (cn) {{MainEntry|Programmable course}}<br> 周围（外部）学习环境 (cn) {{MainEntry|Ambient learning environment}}<br> 在线学习环境 (cn) / 线上学习环境 (sg) {{MainEntry|On-line learning environment}}<br> 基于代理的学习环境 / 基于代理的学习环境 / 基于代理的学习环境 (cn) {{MainEntry|Agent-based learning environment}}<br> 基于代理的教学系统 / 基于代理的导学系统 (cn) {{MainEntry|Agent-based tutoring system}}<br> 基于仿真的学习环境 / 仿真学习环境 (cn) 模拟学习环境 (sg) {{MainEntry|Simulation-based learning environment}}<br> 基于计算机的学习环境 (cn0 {{MainEntry|Computer-based learning environments}}<br> 基于计算机的实验室 / 计算机实验室 (cn) {{MainEntry|Computer-based laboratory}}<br> 增强的学习环境 / 增量学习环境 (cn) 扩增学习环境 (sg) {{MainEntry|Augmented learning environment}}<br> 外部脚本 /外围脚本 (cn) {{MainEntry|External script}}<br> 多媒体学习 (cn / sg) {{MainEntry|Multimedia learning}}<br> 学习同伴 /学习伙伴 (cn) {{MainEntry|Learning companion}}<br> 学习对象 / 学习元 (cn) {{MainEntry|Learning objects}}<br> '''学习情景 /学习情境 (cn)''' {{MainEntry|[[Learning scenario]]}}<br> 学习环境 (cn / sg) {{MainEntry|Learning environment}}<br> 学习空间 (cn / sg) {{MainEntry|Learning space}}<br> 学习管理系统 /网络教学平台 / 网络教学平台 (cn) 学习管理系统 (sg) {{MainEntry|Learning management systems}}<br> 学习网格 (cn / sg) {{MainEntry|Learning grid}}<br> 学习者模型建构 / 学习者模型 (cn) {{MainEntry|Learner modeling}}<br> 学习设计 (cn / sg) {{MainEntry|Learning design}}<br> 学习路径 / 学习轨迹 (cn) {{MainEntry|Learning trail}}<br> 寓教于乐的数字化学习 (cn) 教育娱乐 / 教娱 (sg) {{MainEntry|Edutainment}}<br> '''嵌入式现象 /嵌入式行为 (cn)''' {{MainEntry|[[Embedded phenomena]]}}<br> '''建构主义 (cn / sg)''' {{MainEntry|[[Constructionism]]}}<br> 微观世界 /微世界 / 微世界 (cn) {{MainEntry|Microworld}}<br> 情境学习 (cn / sg) {{MainEntry|Situated learning}}<br> 技术促进学习 (cn) {{MainEntry|Technology Enhanced Learning}}<br> '''技术化的数学素养 (cn)''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> '''探究性学习 (cn)''' {{MainEntry|[[Inquiry learning]]}}<br> '''摹游戏为基础的学习 /游戏化学习 / 游戏化学习 (cn)''' {{MainEntry|[[Game-based learning]]}}<br> 支持学习的计算机编程 / 支持学习的计算机程序设计 (cn) {{MainEntry|Computer programming in support of learning}}<br> 教学代理 (cn) {{MainEntry|Pedagogical agent}}<br> 教学工程 (cn) {{MainEntry|Didactical engineering}}<br> '''教育可见性 (cn)''' {{MainEntry|[[Educational affordance]]}}<br> 教育数据挖掘 (cn / sg) {{MainEntry|Educational data mining}}<br> 教育网络学习 / 电子学习 (cn) {{MainEntry|e-learning}}<br> '''无缝学习环境 (cn)''' {{MainEntry|[[Seamless learning environments]]}}<br> 普适学习环境 (cn) {{MainEntry|Pervasive learning environment}}<br> 智能教学系统 (cn) {{MainEntry|Intelligent tutoring system}}<br> 智能鹰架系统 / 智能脚手架系统 /智能支架系统 (cn) 智能鹰架系统 (sg) {{MainEntry|Intelligent scaffolding system}}<br> 有形的学习环境 (cn) {{MainEntry|Tangible learning environment}}<br> 机助考试 / 计算机辅助考试 (cn) {{MainEntry|Computer-assisted examination}}<br> 泛在学习 (cn) {{MainEntry|Ubiquitous learning}}<br> 混合学习 / 混合式学习 (cn) {{MainEntry|Blended learning}}<br> 电子化测评 /数字化评估 (cn) {{MainEntry|e-Assessment}}<br> 电子档案袋 / 电子书包 /电子档案袋 / 电子档案袋 (cn) 电子学习历程档案 (sg) {{MainEntry|e-portfolio}}<br> '''移动学习 (cn) 流动学习 (sg)''' {{MainEntry|[[Mobile learning]]}}<br> 综合学习系统 (cn) {{MainEntry|Integrated learning system}}<br> '''网络学习(cn / sg)''' {{MainEntry|[[Networked learning]]}}<br> 网络学习环境 (cn / sg) {{MainEntry|Networked learning environment}}<br> 网络学习社区 / 网络学习共同体 (cn) 网络学习社群 (sg) {{MainEntry|Networked learning communities}}<br> 网络讲课技术 (cn) {{MainEntry|Web-lecturing technologies}}<br> 自动诊断 (cn / sg) {{MainEntry|Automatic diagnosis}}<br> '''自我调节学习 /自我调节的学习 (cn)''' {{MainEntry|[[Self-regulated learning]]}}<br> 自适应学习环境 / 适应性学习环境 (cn) {{MainEntry|Adaptive learning environment}}<br> 虚拟大学 (cn / sg) {{MainEntry|Virtual universities}}<br> 虚拟学习环境 (cn / sg) {{MainEntry|Virtual learning environment}}<br> 虚拟学习环境 / 虚拟教学代理 (cn) {{MainEntry|Virtual pedagogical agent}}<br> 虚拟校园 (cn / sg) {{MainEntry|Virtual campus}}<br> '''覆盖 / 覆盖物 (cn)''' {{MainEntry|[[Overlay]]}}<br> 计算机支持的协作学习 (cn) {{MainEntry|Computer-supported collaborative learning}}<br> 计算机辅助学习(cn) / 电脑辅助学习 (sg) {{MainEntry|Computer-assisted learning}}<br> 计算机辅助教学 /基于计算机的教学 (cn) {{MainEntry|Computer-based instruction}}<br> 计算机辅助教学 (cn) / 电脑辅助教学 (sg) {{MainEntry|Computer-assisted instruction}}<br> 计算机辅助语言学习 (cn) {{MainEntry|Computer-assisted language learning}}<br> 认知反馈 (cn) {{MainEntry|Epistemic feedback}}<br> '''认知可见性 /知识的供给 (cn)''' {{MainEntry|[[Epistemic affordance]]}}<br> 认知导师 / 认知向导 (cn) {{MainEntry|Cognitive tutor}}<br> 认知工程 (cn) {{MainEntry|Cognitive engineering}}<br> 认知建模 / 认知模型 (cn) {{MainEntry|Cognitive modeling}}<br> 认知诊断 (cn) {{MainEntry|Cognitive diagnosis}}<br> 课件 (cn / sg) {{MainEntry|Courseware}}<br> 课程管理系统课件 /课程管理系统 (cn / sg) {{MainEntry|Course management system}}<br> 远程学习 / 远距学习 (cn) 远程学习 / 远程教育 (sg) {{MainEntry|Distance learning}}<br> 远程实验室 (cn) {{MainEntry|Remote laboratories}}<br> 非正式学习 (cn) {{MainEntry|Informal learning}}<br> 380 2011-09-12T15:11:16Z Zeiliger 2 Created page with "{{languages}}<br> TEL Dictionary: Simplified chinese entries (cn: Taiwan, sg: Singapore) ''Edited by Carsten Ullrich (Shanghai Jiao Tong University, CN), Denis Gillet (EPFL, C..." wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Simplified chinese entries (cn: Taiwan, sg: Singapore) ''Edited by Carsten Ullrich (Shanghai Jiao Tong University, CN), Denis Gillet (EPFL, CH), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)''<br> ''And thanks to the participants of the SJTU Chinese-European Summer School Matchmaking Event on Technology-Enhanced Learning'' 个人学习环境 (cn) {{MainEntry|Personal learning environment}}<br> 习题自动生成 / 练习的自动生成 (cn) {{MainEntry|Automatic generation of exercises}}<br> 交互学习环境 / 互动学习环境 / 交互式学习环境 (cn) 互动学习环境 (sg) {{MainEntry|Interactive learning environment}}<br> 交互式白板 / 交互白板 /交互式电子白板 (cn) {{MainEntry|Interactive white board}}<br> 人工学习环境 / 人工学习环境 / 人工学习环境(cn / sg) {{MainEntry|Artificial learning environment}}<br> 仿真游戏 (cn) / 模拟游戏 (sg) {{MainEntry|Simulation games}}<br> 伙伴系统 / 同伴互助系统 (cn) / 伙伴系统 (sg) {{MainEntry|Buddy systems}}<br> 全纳电子学习 (cn) {{MainEntry|Inclusive e-learning}}<br> 内部脚本 (cn) {{MainEntry|Internal script}}<br> 分布式学习 (cn / sg) {{MainEntry|Distributed learning}}<br> 分布式学习环境 (cn / sg) {{MainEntry|Distributed learning environments}}<br> 创作工具 / 著作工具 / 制作工具 (cn) {{MainEntry|Authoring tool}}<br> 创作系统制作工具 / 创作系统 写作系统 (cn) {{MainEntry|Authoring system}}<br> 动态几何 (cn / sg) {{MainEntry|Dynamic geometry}}<br> 动画教学代理 / 动画（动态）教学代理(cn) {{MainEntry|Animated pedagogical agent}}<br> 协作学习 (cn / sg) {{MainEntry|Collaborative learning}}<br> '''协作脚本 (cn)''' {{MainEntry|[[Collaboration script]]}}<br> '''叙事学习环境 (cn)''' {{MainEntry|[[Narrative learning environments]]}}<br> 可编程以计算机为基础的学习环境 / 基于可编程计算机的学习环境 (cn) {{MainEntry|Programmable computer-based learning environment}}<br> 可编程课程 (cn) {{MainEntry|Programmable course}}<br> 周围（外部）学习环境 (cn) {{MainEntry|Ambient learning environment}}<br> 在线学习环境 (cn) / 线上学习环境 (sg) {{MainEntry|On-line learning environment}}<br> 基于代理的学习环境 / 基于代理的学习环境 / 基于代理的学习环境 (cn) {{MainEntry|Agent-based learning environment}}<br> 基于代理的教学系统 / 基于代理的导学系统 (cn) {{MainEntry|Agent-based tutoring system}}<br> 基于仿真的学习环境 / 仿真学习环境 (cn) 模拟学习环境 (sg) {{MainEntry|Simulation-based learning environment}}<br> 基于计算机的学习环境 (cn0 {{MainEntry|Computer-based learning environments}}<br> 基于计算机的实验室 / 计算机实验室 (cn) {{MainEntry|Computer-based laboratory}}<br> 增强的学习环境 / 增量学习环境 (cn) 扩增学习环境 (sg) {{MainEntry|Augmented learning environment}}<br> 外部脚本 /外围脚本 (cn) {{MainEntry|External script}}<br> 多媒体学习 (cn / sg) {{MainEntry|Multimedia learning}}<br> 学习同伴 /学习伙伴 (cn) {{MainEntry|Learning companion}}<br> 学习对象 / 学习元 (cn) {{MainEntry|Learning objects}}<br> '''学习情景 /学习情境 (cn)''' {{MainEntry|[[Learning scenario]]}}<br> 学习环境 (cn / sg) {{MainEntry|Learning environment}}<br> 学习空间 (cn / sg) {{MainEntry|Learning space}}<br> 学习管理系统 /网络教学平台 / 网络教学平台 (cn) 学习管理系统 (sg) {{MainEntry|Learning management systems}}<br> 学习网格 (cn / sg) {{MainEntry|Learning grid}}<br> 学习者模型建构 / 学习者模型 (cn) {{MainEntry|Learner modeling}}<br> 学习设计 (cn / sg) {{MainEntry|Learning design}}<br> 学习路径 / 学习轨迹 (cn) {{MainEntry|Learning trail}}<br> 寓教于乐的数字化学习 (cn) 教育娱乐 / 教娱 (sg) {{MainEntry|Edutainment}}<br> '''嵌入式现象 /嵌入式行为 (cn)''' {{MainEntry|[[Embedded phenomena]]}}<br> '''建构主义 (cn / sg)''' {{MainEntry|[[Constructionism]]}}<br> 微观世界 /微世界 / 微世界 (cn) {{MainEntry|Microworld}}<br> 情境学习 (cn / sg) {{MainEntry|Situated learning}}<br> 技术促进学习 (cn) {{MainEntry|Technology Enhanced Learning}}<br> '''技术化的数学素养 (cn)''' {{MainEntry|[[Techno-mathematical literacies]]}}<br> '''探究性学习 (cn)''' {{MainEntry|[[Inquiry learning]]}}<br> '''摹游戏为基础的学习 /游戏化学习 / 游戏化学习 (cn)''' {{MainEntry|[[Game-based learning]]}}<br> 支持学习的计算机编程 / 支持学习的计算机程序设计 (cn) {{MainEntry|Computer programming in support of learning}}<br> 教学代理 (cn) {{MainEntry|Pedagogical agent}}<br> 教学工程 (cn) {{MainEntry|Didactical engineering}}<br> '''教育可见性 (cn)''' {{MainEntry|[[Educational affordance]]}}<br> 教育数据挖掘 (cn / sg) {{MainEntry|Educational data mining}}<br> 教育网络学习 / 电子学习 (cn) {{MainEntry|e-learning}}<br> '''无缝学习环境 (cn)''' {{MainEntry|[[Seamless learning environments]]}}<br> 普适学习环境 (cn) {{MainEntry|Pervasive learning environment}}<br> 智能教学系统 (cn) {{MainEntry|Intelligent tutoring system}}<br> 智能鹰架系统 / 智能脚手架系统 /智能支架系统 (cn) 智能鹰架系统 (sg) {{MainEntry|Intelligent scaffolding system}}<br> 有形的学习环境 (cn) {{MainEntry|Tangible learning environment}}<br> 机助考试 / 计算机辅助考试 (cn) {{MainEntry|Computer-assisted examination}}<br> 泛在学习 (cn) {{MainEntry|Ubiquitous learning}}<br> 混合学习 / 混合式学习 (cn) {{MainEntry|Blended learning}}<br> 电子化测评 /数字化评估 (cn) {{MainEntry|e-Assessment}}<br> 电子档案袋 / 电子书包 /电子档案袋 / 电子档案袋 (cn) 电子学习历程档案 (sg) {{MainEntry|e-portfolio}}<br> '''移动学习 (cn) 流动学习 (sg)''' {{MainEntry|[[Mobile learning]]}}<br> 综合学习系统 (cn) {{MainEntry|Integrated learning system}}<br> '''网络学习(cn / sg)''' {{MainEntry|[[Networked learning]]}}<br> 网络学习环境 (cn / sg) {{MainEntry|Networked learning environment}}<br> 网络学习社区 / 网络学习共同体 (cn) 网络学习社群 (sg) {{MainEntry|Networked learning communities}}<br> 网络讲课技术 (cn) {{MainEntry|Web-lecturing technologies}}<br> 自动诊断 (cn / sg) {{MainEntry|Automatic diagnosis}}<br> '''自我调节学习 /自我调节的学习 (cn)''' {{MainEntry|[[Self-regulated learning]]}}<br> 自适应学习环境 / 适应性学习环境 (cn) {{MainEntry|Adaptive learning environment}}<br> 虚拟大学 (cn / sg) {{MainEntry|Virtual universities}}<br> 虚拟学习环境 (cn / sg) {{MainEntry|Virtual learning environment}}<br> 虚拟学习环境 / 虚拟教学代理 (cn) {{MainEntry|Virtual pedagogical agent}}<br> 虚拟校园 (cn / sg) {{MainEntry|Virtual campus}}<br> '''覆盖 / 覆盖物 (cn)''' {{MainEntry|[[Overlay]]}}<br> 计算机支持的协作学习 (cn) {{MainEntry|Computer-supported collaborative learning}}<br> 计算机辅助学习(cn) / 电脑辅助学习 (sg) {{MainEntry|Computer-assisted learning}}<br> 计算机辅助教学 /基于计算机的教学 (cn) {{MainEntry|Computer-based instruction}}<br> 计算机辅助教学 (cn) / 电脑辅助教学 (sg) {{MainEntry|Computer-assisted instruction}}<br> 计算机辅助语言学习 (cn) {{MainEntry|Computer-assisted language learning}}<br> 认知反馈 (cn) {{MainEntry|Epistemic feedback}}<br> '''认知可见性 /知识的供给 (cn)''' {{MainEntry|[[Epistemic affordance]]}}<br> 认知导师 / 认知向导 (cn) {{MainEntry|Cognitive tutor}}<br> 认知工程 (cn) {{MainEntry|Cognitive engineering}}<br> 认知建模 / 认知模型 (cn) {{MainEntry|Cognitive modeling}}<br> 认知诊断 (cn) {{MainEntry|Cognitive diagnosis}}<br> 课件 (cn / sg) {{MainEntry|Courseware}}<br> 课程管理系统课件 /课程管理系统 (cn / sg) {{MainEntry|Course management system}}<br> 远程学习 / 远距学习 (cn) 远程学习 / 远程教育 (sg) {{MainEntry|Distance learning}}<br> 远程实验室 (cn) {{MainEntry|Remote laboratories}}<br> 非正式学习 (cn) {{MainEntry|Informal learning}}<br> 0 77 1194 980 2013-03-01T12:48:06Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Traditional chinese entries (tw: Taiwan, hk: Hong-Kong) ''Edited by Tak-Wai Chan (National Central University, Taiwan, TW), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)'' 互動學習環境 (tw / hk) {{MainEntry|Interactive learning environment}}<br> 互動白板 (tw) {{MainEntry|Interactive white board}}<br> 人工學習環境(tw / hk) {{MainEntry|Artificial learning environment}}<br> 代理人輔助學習環境 (tw) {{MainEntry|Agent-based learning environment}}<br> 代理人輔助教學系統 (tw) {{MainEntry|Agent-based tutoring system}}<br> 個人學習環境 (tw / hk) {{MainEntry|Personal learning environment}}<br> 內部腳本 (tw) {{MainEntry|Internal script}}<br> 分散式學習 (tw) / 分佈式學習 (hk) {{MainEntry|Distributed learning}}<br> 分散式學習環境 (tw) / 分佈式學習環境 (hk) {{MainEntry|Distributed learning environments}}<br> 動態幾何 (tw / hk) {{MainEntry|Dynamic geometry}}<br> 動畫型教學代理人(tw) {{MainEntry|Animated pedagogical agent}}<br> 可程式控制學習環境 (tw) / 可編程電腦輔助學習環境 (hk) {{MainEntry|Programmable computer-based learning environment}}<br> 可程式課程 (tw) / 可編程課程 (hk) {{MainEntry|Programmable course }}<br> 合作學習 (tw) / 協作學習 (hk) {{MainEntry|Collaborative learning}}<br> '''合作腳本 (tw)''' {{MainEntry|[[Collaboration script]]}}<br> 基於教學法的代理/教學代理人/教育代理人 (tw) {{MainEntry|Pedagogical agent}}<br> 外部腳本 (tw) {{MainEntry|External script}}<br> '''多媒體學習 (tw / hk)''' {{MainEntry|[[Multimedia learning]]}}<br> 夥伴系統 (tw / hk) {{MainEntry|Buddy systems}}<br> '''學習元件/學習物件 (tw)''' {{MainEntry|[[Learning objects]]}}<br> 學習同伴/學習夥伴 (tw) {{MainEntry|Learning companion}}<br> 學習徑/學習步道 (tw) {{MainEntry|Learning trail }}<br> '''學習情境 (tw / hk)''' {{MainEntry|[[Learning scenario]]}}<br> 學習支持程式 (tw) {{MainEntry|Computer programming in support of learning}}<br> '''學習格網 (tw) / 學習網格 (hk)''' {{MainEntry|[[Learning grid]]}}<br> 學習環境 (tw / hk) {{MainEntry|Learning environment}}<br> '''學習空間 (tw / hk)''' {{MainEntry|[[Learning space]]}}<br> '''學習管理系統 (tw / hk)''' {{MainEntry|[[Learning management systems]]}}<br> 學習者模型 (tw / hk) {{MainEntry|Learner modeling}}<br> '''學習設計 (tw / hk)''' {{MainEntry|[[Learning design]]}}<br> 實體學習環境 (tw) {{MainEntry|Tangible learning environment}}<br> '''嵌入現象 (tw)''' {{MainEntry|[[Embedded phenomena]]}}<br> '''建構主義 (tw / hk)''' {{MainEntry|[[Constructionism]]}}<br> 微世界/微型世界/縮影世界 (tw) {{MainEntry|Microworld}}<br> 悅趣化學習(tw) {{MainEntry|Edutainment}}<br> 情境學習 (tw) / 情境學習, 情景式學習 (hk) {{MainEntry|Situated learning }}<br> '''探索學習 (tw)''' {{MainEntry|[[Inquiry learning]]}}<br> 擴增學習環境 (tw) / 擴張學習環境 (hk) {{MainEntry|Augmented learning environment}}<br> '''敘事學習環境/敘說學習環境 (tw)''' {{MainEntry|[[Narrative learning environments]]}}<br> '''教學工程 (tw)''' {{MainEntry|[[Didactical engineering]]}}<br> 教材 (tw) / 課件 (hk) {{MainEntry|Courseware }}<br> 教材製作工具 (tw) {{MainEntry|Authoring tool}}<br> '''教材製作系統''' (tw) {{MainEntry|[[Authoring system]]}}<br> '''教育支援性 (tw)''' {{MainEntry|[[Educational affordance]]}}<br> '''教育資料探勘 (tw) / 教育數據挖掘 (hk)''' {{MainEntry|[[Educational data mining]]}}<br> 整合學習系統 (tw) / 融合學習系統 (hk) {{MainEntry|Integrated learning system }}<br> 整合式學習/混成式學習 (tw) {{MainEntry|Blended learning}}<br> 數位學習 / 網路學習 / 電子學習 (tw) {{MainEntry|e-learning}}<br> 普及學習環境 (tw) {{MainEntry|Pervasive learning environment}}<br> '''智慧型家教系統 (tw) / 智能教學系統 (hk)''' {{MainEntry|[[Intelligent tutoring system]]}}<br> 智慧型鷹架系統 (tw) / 智能鷹架系統 (hk) {{MainEntry|Intelligent scaffolding system}}<br> '''模擬學習環境 (tw / hk)''' {{MainEntry|[[Simulation-based learning environment]]}}<br> 模擬遊戲 (tw / hk) {{MainEntry|Simulation games}}<br> 無所不在學習 (tw) {{MainEntry|Ubiquitous learning}}<br> '''無縫學習環境/無縫隙學習環境 (tw)''' {{MainEntry|[[Seamless learning environments]]}}<br> 現代化實驗室 (tw) {{MainEntry|Computer-based laboratory}}<br> 環罩式學習環境/情境感知學習環境/感知學習環境 (tw) {{MainEntry|Ambient learning environment}}<br> '''疊置/重疊/疊蓋/疊對 (tw)''' {{MainEntry|[[Overlay]]}}<br> '''知識回饋 (tw)''' {{MainEntry|[[Epistemic feedback]]}}<br> '''知識支援性 (tw)''' {{MainEntry|[[Epistemic affordance]]}}<br> 科技增進學習/技術增強學習/數位學習/科技支援學習 (tw) {{MainEntry|Technology Enhanced Learning}}<br> '''網路學習 (tw) / 網络學習 (hk)''' {{MainEntry|[[Networked learning]]}}<br> 網路學習環境 (tw / hk) {{MainEntry|Networked learning environment }}<br> 網路學習社群 (tw / hk) {{MainEntry|Networked learning communities}}<br> 網路授課科技 (tw) {{MainEntry|Web-lecturing technologies}}<br> 線上學習環境 (tw) {{MainEntry|On-line learning environment}}<br> 自動檢測 (tw) / 自動診斷 (hk) {{MainEntry|Automatic diagnosis}}<br> 自動產生練習 (tw) {{MainEntry|Automatic generation of exercises }}<br> '''自我調整學習 (tw / hk)''' {{MainEntry|[[Self-regulated learning]]}}<br> 虛擬大學 (tw / hk) {{MainEntry|Virtual universities }}<br> 虛擬學習實境 (tw) / 虚擬學習環境 (hk) {{MainEntry|Virtual learning environment}}<br> 虛擬校園 (tw / hk) {{MainEntry|Virtual campus}}<br> 虛擬課程代理人 (tw) {{MainEntry|Virtual pedagogical agent}}<br> 融合數位學習 (tw) {{MainEntry|Inclusive e-learning}}<br> '''行動學習 (tw)''' {{MainEntry|[[Mobile learning]]}}<br> '''認知導引 (tw)''' {{MainEntry|[[Cognitive tutor]]}}<br> 認知工程 (tw) {{MainEntry|Cognitive engineering}}<br> 認知模型 (tw / hk) {{MainEntry|Cognitive modeling}}<br> 認知診斷 (tw) {{MainEntry|Cognitive diagnosis}}<br> 課程管理系統 (tw / hk) {{MainEntry|Course management system}}<br> '''遊戲式學習 (tw) / 遊戲化學習 (hk)''' {{MainEntry|[[Game-based learning]]}}<br> 遠距學習 (tw) {{MainEntry|Distance learning}}<br> 遠距實驗室/遠端實驗室 (tw) {{MainEntry|Remote laboratories }}<br> '''適性式學習環境/適性化學習環境 (tw)''' {{MainEntry|[[Adaptive learning environment]]}}<br> 電子學習歷程檔案 (tw) / 電子學習檔案 (hk) {{MainEntry|e-portfolio}}<br> 電腦學習環境 (tw) {{MainEntry|Computer-based learning environments}}<br> 電腦支援的協作學習 (tw) {{MainEntry|Computer-supported collaborative learning}}<br> '''電腦測驗 (tw)''' {{MainEntry|[[e-Assessment]]}}<br> 電腦輔助學習 (tw / hk) {{MainEntry|Computer-assisted learning}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-assisted instruction}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-based instruction}}<br> 電腦輔助測驗 (tw) {{MainEntry|Computer-assisted examination}}<br> 電腦輔助語言學習 (tw / hk) {{MainEntry|Computer-assisted language learning}}<br> '''非正規學習 (tw)''' {{MainEntry|[[Informal learning]]}}<br> () {{MainEntry|Techno-mathematical literacies}}<br> 980 967 2012-09-27T06:30:45Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Traditional chinese entries (tw: Taiwan, hk: Hong-Kong) ''Edited by Tak-Wai Chan (National Central University, Taiwan, TW), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)'' 互動學習環境 (tw / hk) {{MainEntry|Interactive learning environment}}<br> 互動白板 (tw) {{MainEntry|Interactive white board}}<br> 人工學習環境(tw / hk) {{MainEntry|Artificial learning environment}}<br> 代理人輔助學習環境 (tw) {{MainEntry|Agent-based learning environment}}<br> 代理人輔助教學系統 (tw) {{MainEntry|Agent-based tutoring system}}<br> 個人學習環境 (tw / hk) {{MainEntry|Personal learning environment}}<br> 內部腳本 (tw) {{MainEntry|Internal script}}<br> 分散式學習 (tw) / 分佈式學習 (hk) {{MainEntry|Distributed learning}}<br> 分散式學習環境 (tw) / 分佈式學習環境 (hk) {{MainEntry|Distributed learning environments}}<br> 動態幾何 (tw / hk) {{MainEntry|Dynamic geometry}}<br> 動畫型教學代理人(tw) {{MainEntry|Animated pedagogical agent}}<br> 可程式控制學習環境 (tw) / 可編程電腦輔助學習環境 (hk) {{MainEntry|Programmable computer-based learning environment}}<br> 可程式課程 (tw) / 可編程課程 (hk) {{MainEntry|Programmable course }}<br> 合作學習 (tw) / 協作學習 (hk) {{MainEntry|Collaborative learning}}<br> '''合作腳本 (tw)''' {{MainEntry|[[Collaboration script]]}}<br> 基於教學法的代理/教學代理人/教育代理人 (tw) {{MainEntry|Pedagogical agent}}<br> 外部腳本 (tw) {{MainEntry|External script}}<br> '''多媒體學習 (tw / hk)''' {{MainEntry|[[Multimedia learning]]}}<br> 夥伴系統 (tw / hk) {{MainEntry|Buddy systems}}<br> '''學習元件/學習物件 (tw)''' {{MainEntry|[[Learning objects]]}}<br> 學習同伴/學習夥伴 (tw) {{MainEntry|Learning companion}}<br> 學習徑/學習步道 (tw) {{MainEntry|Learning trail }}<br> '''學習情境 (tw / hk)''' {{MainEntry|[[Learning scenario]]}}<br> 學習支持程式 (tw) {{MainEntry|Computer programming in support of learning}}<br> '''學習格網 (tw) / 學習網格 (hk)''' {{MainEntry|[[Learning grid]]}}<br> 學習環境 (tw / hk) {{MainEntry|Learning environment}}<br> '''學習空間 (tw / hk)''' {{MainEntry|[[Learning space]]}}<br> '''學習管理系統 (tw / hk)''' {{MainEntry|[[Learning management systems]]}}<br> 學習者模型 (tw / hk) {{MainEntry|Learner modeling}}<br> '''學習設計 (tw / hk)''' {{MainEntry|[[Learning design]]}}<br> 實體學習環境 (tw) {{MainEntry|Tangible learning environment}}<br> '''嵌入現象 (tw)''' {{MainEntry|[[Embedded phenomena]]}}<br> '''建構主義 (tw / hk)''' {{MainEntry|[[Constructionism]]}}<br> 微世界/微型世界/縮影世界 (tw) {{MainEntry|Microworld}}<br> 悅趣化學習(tw) {{MainEntry|Edutainment}}<br> 情境學習 (tw) / 情境學習, 情景式學習 (hk) {{MainEntry|Situated learning }}<br> '''探索學習 (tw)''' {{MainEntry|[[Inquiry learning]]}}<br> 擴增學習環境 (tw) / 擴張學習環境 (hk) {{MainEntry|Augmented learning environment}}<br> '''敘事學習環境/敘說學習環境 (tw)''' {{MainEntry|[[Narrative learning environments]]}}<br> '''教學工程 (tw)''' {{MainEntry|[[Didactical engineering]]}}<br> 教材 (tw) / 課件 (hk) {{MainEntry|Courseware }}<br> 教材製作工具 (tw) {{MainEntry|Authoring tool}}<br> 教材製作系統 (tw) {{MainEntry|Authoring system}}<br> '''教育支援性 (tw)''' {{MainEntry|[[Educational affordance]]}}<br> '''教育資料探勘 (tw) / 教育數據挖掘 (hk)''' {{MainEntry|[[Educational data mining]]}}<br> 整合學習系統 (tw) / 融合學習系統 (hk) {{MainEntry|Integrated learning system }}<br> 整合式學習/混成式學習 (tw) {{MainEntry|Blended learning}}<br> 數位學習 / 網路學習 / 電子學習 (tw) {{MainEntry|e-learning}}<br> 普及學習環境 (tw) {{MainEntry|Pervasive learning environment}}<br> '''智慧型家教系統 (tw) / 智能教學系統 (hk)''' {{MainEntry|[[Intelligent tutoring system]]}}<br> 智慧型鷹架系統 (tw) / 智能鷹架系統 (hk) {{MainEntry|Intelligent scaffolding system}}<br> '''模擬學習環境 (tw / hk)''' {{MainEntry|[[Simulation-based learning environment]]}}<br> 模擬遊戲 (tw / hk) {{MainEntry|Simulation games}}<br> 無所不在學習 (tw) {{MainEntry|Ubiquitous learning}}<br> '''無縫學習環境/無縫隙學習環境 (tw)''' {{MainEntry|[[Seamless learning environments]]}}<br> 現代化實驗室 (tw) {{MainEntry|Computer-based laboratory}}<br> 環罩式學習環境/情境感知學習環境/感知學習環境 (tw) {{MainEntry|Ambient learning environment}}<br> '''疊置/重疊/疊蓋/疊對 (tw)''' {{MainEntry|[[Overlay]]}}<br> '''知識回饋 (tw)''' {{MainEntry|[[Epistemic feedback]]}}<br> '''知識支援性 (tw)''' {{MainEntry|[[Epistemic affordance]]}}<br> 科技增進學習/技術增強學習/數位學習/科技支援學習 (tw) {{MainEntry|Technology Enhanced Learning}}<br> '''網路學習 (tw) / 網络學習 (hk)''' {{MainEntry|[[Networked learning]]}}<br> 網路學習環境 (tw / hk) {{MainEntry|Networked learning environment }}<br> 網路學習社群 (tw / hk) {{MainEntry|Networked learning communities}}<br> 網路授課科技 (tw) {{MainEntry|Web-lecturing technologies}}<br> 線上學習環境 (tw) {{MainEntry|On-line learning environment}}<br> 自動檢測 (tw) / 自動診斷 (hk) {{MainEntry|Automatic diagnosis}}<br> 自動產生練習 (tw) {{MainEntry|Automatic generation of exercises }}<br> '''自我調整學習 (tw / hk)''' {{MainEntry|[[Self-regulated learning]]}}<br> 虛擬大學 (tw / hk) {{MainEntry|Virtual universities }}<br> 虛擬學習實境 (tw) / 虚擬學習環境 (hk) {{MainEntry|Virtual learning environment}}<br> 虛擬校園 (tw / hk) {{MainEntry|Virtual campus}}<br> 虛擬課程代理人 (tw) {{MainEntry|Virtual pedagogical agent}}<br> 融合數位學習 (tw) {{MainEntry|Inclusive e-learning}}<br> '''行動學習 (tw)''' {{MainEntry|[[Mobile learning]]}}<br> '''認知導引 (tw)''' {{MainEntry|[[Cognitive tutor]]}}<br> 認知工程 (tw) {{MainEntry|Cognitive engineering}}<br> 認知模型 (tw / hk) {{MainEntry|Cognitive modeling}}<br> 認知診斷 (tw) {{MainEntry|Cognitive diagnosis}}<br> 課程管理系統 (tw / hk) {{MainEntry|Course management system}}<br> '''遊戲式學習 (tw) / 遊戲化學習 (hk)''' {{MainEntry|[[Game-based learning]]}}<br> 遠距學習 (tw) {{MainEntry|Distance learning}}<br> 遠距實驗室/遠端實驗室 (tw) {{MainEntry|Remote laboratories }}<br> '''適性式學習環境/適性化學習環境 (tw)''' {{MainEntry|[[Adaptive learning environment]]}}<br> 電子學習歷程檔案 (tw) / 電子學習檔案 (hk) {{MainEntry|e-portfolio}}<br> 電腦學習環境 (tw) {{MainEntry|Computer-based learning environments}}<br> 電腦支援的協作學習 (tw) {{MainEntry|Computer-supported collaborative learning}}<br> '''電腦測驗 (tw)''' {{MainEntry|[[e-Assessment]]}}<br> 電腦輔助學習 (tw / hk) {{MainEntry|Computer-assisted learning}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-assisted instruction}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-based instruction}}<br> 電腦輔助測驗 (tw) {{MainEntry|Computer-assisted examination}}<br> 電腦輔助語言學習 (tw / hk) {{MainEntry|Computer-assisted language learning}}<br> '''非正規學習 (tw)''' {{MainEntry|[[Informal learning]]}}<br> () {{MainEntry|Techno-mathematical literacies}}<br> 967 895 2012-09-27T06:21:54Z Balacheff 4 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Traditional chinese entries (tw: Taiwan, hk: Hong-Kong) ''Edited by Tak-Wai Chan (National Central University, Taiwan, TW), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)'' 互動學習環境 (tw / hk) {{MainEntry|Interactive learning environment}}<br> 互動白板 (tw) {{MainEntry|Interactive white board}}<br> 人工學習環境(tw / hk) {{MainEntry|Artificial learning environment}}<br> 代理人輔助學習環境 (tw) {{MainEntry|Agent-based learning environment}}<br> 代理人輔助教學系統 (tw) {{MainEntry|Agent-based tutoring system}}<br> 個人學習環境 (tw / hk) {{MainEntry|Personal learning environment}}<br> 內部腳本 (tw) {{MainEntry|Internal script}}<br> 分散式學習 (tw) / 分佈式學習 (hk) {{MainEntry|Distributed learning}}<br> 分散式學習環境 (tw) / 分佈式學習環境 (hk) {{MainEntry|Distributed learning environments}}<br> 動態幾何 (tw / hk) {{MainEntry|Dynamic geometry}}<br> 動畫型教學代理人(tw) {{MainEntry|Animated pedagogical agent}}<br> 可程式控制學習環境 (tw) / 可編程電腦輔助學習環境 (hk) {{MainEntry|Programmable computer-based learning environment}}<br> 可程式課程 (tw) / 可編程課程 (hk) {{MainEntry|Programmable course }}<br> 合作學習 (tw) / 協作學習 (hk) {{MainEntry|Collaborative learning}}<br> '''合作腳本 (tw)''' {{MainEntry|[[Collaboration script]]}}<br> 基於教學法的代理/教學代理人/教育代理人 (tw) {{MainEntry|Pedagogical agent}}<br> 外部腳本 (tw) {{MainEntry|External script}}<br> '''多媒體學習 (tw / hk)''' {{MainEntry|[[Multimedia learning]]}}<br> 夥伴系統 (tw / hk) {{MainEntry|Buddy systems}}<br> '''學習元件/學習物件 (tw)''' {{MainEntry|[[Learning objects]]}}<br> 學習同伴/學習夥伴 (tw) {{MainEntry|Learning companion}}<br> 學習徑/學習步道 (tw) {{MainEntry|Learning trail }}<br> '''學習情境 (tw / hk)''' {{MainEntry|[[Learning scenario]]}}<br> 學習支持程式 (tw) {{MainEntry|Computer programming in support of learning}}<br> '''學習格網 (tw) / 學習網格 (hk)''' {{MainEntry|[[Learning grid]]}}<br> 學習環境 (tw / hk) {{MainEntry|Learning environment}}<br> '''學習空間 (tw / hk)''' {{MainEntry|[[Learning space]]}}<br> '''學習管理系統 (tw / hk)''' {{MainEntry|[[Learning management systems]]}}<br> 學習者模型 (tw / hk) {{MainEntry|Learner modeling}}<br> '''學習設計 (tw / hk)''' {{MainEntry|[[Learning design]]}}<br> 實體學習環境 (tw) {{MainEntry|Tangible learning environment}}<br> '''嵌入現象 (tw)''' {{MainEntry|[[Embedded phenomena]]}}<br> '''建構主義 (tw / hk)''' {{MainEntry|[[Constructionism]]}}<br> 微世界/微型世界/縮影世界 (tw) {{MainEntry|Microworld}}<br> 悅趣化學習(tw) {{MainEntry|Edutainment}}<br> 情境學習 (tw) / 情境學習, 情景式學習 (hk) {{MainEntry|Situated learning }}<br> '''探索學習 (tw)''' {{MainEntry|[[Inquiry learning]]}}<br> 擴增學習環境 (tw) / 擴張學習環境 (hk) {{MainEntry|Augmented learning environment}}<br> '''敘事學習環境/敘說學習環境 (tw)''' {{MainEntry|[[Narrative learning environments]]}}<br> '''教學工程 (tw)''' {{MainEntry|[[Didactical engineering]]}}<br> 教材 (tw) / 課件 (hk) {{MainEntry|Courseware }}<br> 教材製作工具 (tw) {{MainEntry|Authoring tool}}<br> 教材製作系統 (tw) {{MainEntry|Authoring system}}<br> '''教育支援性 (tw)''' {{MainEntry|[[Educational affordance]]}}<br> '''教育資料探勘 (tw) / 教育數據挖掘 (hk)''' {{MainEntry|[[Educational data mining]]}}<br> 整合學習系統 (tw) / 融合學習系統 (hk) {{MainEntry|Integrated learning system }}<br> 整合式學習/混成式學習 (tw) {{MainEntry|Blended learning}}<br> 數位學習 / 網路學習 / 電子學習 (tw) {{MainEntry|e-learning}}<br> 普及學習環境 (tw) {{MainEntry|Pervasive learning environment}}<br> '''智慧型家教系統 (tw) / 智能教學系統 (hk)''' {{MainEntry|[[Intelligent tutoring system]]}}<br> 智慧型鷹架系統 (tw) / 智能鷹架系統 (hk) {{MainEntry|Intelligent scaffolding system}}<br> '''模擬學習環境 (tw / hk)''' {{MainEntry|[[Simulation-based learning environment]]}}<br> 模擬遊戲 (tw / hk) {{MainEntry|Simulation games}}<br> 無所不在學習 (tw) {{MainEntry|Ubiquitous learning}}<br> '''無縫學習環境/無縫隙學習環境 (tw)''' {{MainEntry|[[Seamless learning environments]]}}<br> 現代化實驗室 (tw) {{MainEntry|Computer-based laboratory}}<br> 環罩式學習環境/情境感知學習環境/感知學習環境 (tw) {{MainEntry|Ambient learning environment}}<br> '''疊置/重疊/疊蓋/疊對 (tw)''' {{MainEntry|[[Overlay]]}}<br> '''知識回饋 (tw)''' {{MainEntry|[[Epistemic feedback]]}}<br> '''知識支援性 (tw)''' {{MainEntry|[[Epistemic affordance]]}}<br> 科技增進學習/技術增強學習/數位學習/科技支援學習 (tw) {{MainEntry|Technology Enhanced Learning}}<br> '''網路學習 (tw) / 網络學習 (hk)''' {{MainEntry|[[Networked learning]]}}<br> 網路學習環境 (tw / hk) {{MainEntry|Networked learning environment }}<br> 網路學習社群 (tw / hk) {{MainEntry|Networked learning communities}}<br> 網路授課科技 (tw) {{MainEntry|Web-lecturing technologies}}<br> 線上學習環境 (tw) {{MainEntry|On-line learning environment}}<br> 自動檢測 (tw) / 自動診斷 (hk) {{MainEntry|Automatic diagnosis}}<br> 自動產生練習 (tw) {{MainEntry|Automatic generation of exercises }}<br> '''自我調整學習 (tw / hk)''' {{MainEntry|[[Self-regulated learning]]}}<br> 虛擬大學 (tw / hk) {{MainEntry|Virtual universities }}<br> 虛擬學習實境 (tw) / 虚擬學習環境 (hk) {{MainEntry|Virtual learning environment}}<br> 虛擬校園 (tw / hk) {{MainEntry|Virtual campus}}<br> 虛擬課程代理人 (tw) {{MainEntry|Virtual pedagogical agent}}<br> 融合數位學習 (tw) {{MainEntry|Inclusive e-learning}}<br> '''行動學習 (tw)''' {{MainEntry|[[Mobile learning]]}}<br> '''認知導引 (tw)''' {{MainEntry|[[Cognitive tutor]]}}<br> 認知工程 (tw) {{MainEntry|Cognitive engineering}}<br> 認知模型 (tw / hk) {{MainEntry|Cognitive modeling}}<br> 認知診斷 (tw) {{MainEntry|Cognitive diagnosis}}<br> 課程管理系統 (tw / hk) {{MainEntry|Course management system}}<br> '''遊戲式學習 (tw) / 遊戲化學習 (hk)''' {{MainEntry|[[Game-based learning]]}}<br> 遠距學習 (tw) {{MainEntry|Distance learning}}<br> 遠距實驗室/遠端實驗室 (tw) {{MainEntry|Remote laboratories }}<br> '''適性式學習環境/適性化學習環境 (tw)''' {{MainEntry|[[Adaptive learning environment]]}}<br> 電子學習歷程檔案 (tw) / 電子學習檔案 (hk) {{MainEntry|e-portfolio}}<br> 電腦學習環境 (tw) {{MainEntry|Computer-based learning environments}}<br> 電腦支援的協作學習 (tw) {{MainEntry|Computer-supported collaborative learning}}<br> 電腦測驗 (tw) {{MainEntry|[[e-Assessment]]}}<br> 電腦輔助學習 (tw / hk) {{MainEntry|Computer-assisted learning}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-assisted instruction}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-based instruction}}<br> 電腦輔助測驗 (tw) {{MainEntry|Computer-assisted examination}}<br> 電腦輔助語言學習 (tw / hk) {{MainEntry|Computer-assisted language learning}}<br> '''非正規學習 (tw)''' {{MainEntry|[[Informal learning]]}}<br> () {{MainEntry|Techno-mathematical literacies}}<br> 895 858 2012-05-24T08:54:42Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Traditional chinese entries (tw: Taiwan, hk: Hong-Kong) ''Edited by Tak-Wai Chan (National Central University, Taiwan, TW), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)'' 互動學習環境 (tw / hk) {{MainEntry|Interactive learning environment}}<br> 互動白板 (tw) {{MainEntry|Interactive white board}}<br> 人工學習環境(tw / hk) {{MainEntry|Artificial learning environment}}<br> 代理人輔助學習環境 (tw) {{MainEntry|Agent-based learning environment}}<br> 代理人輔助教學系統 (tw) {{MainEntry|Agent-based tutoring system}}<br> 個人學習環境 (tw / hk) {{MainEntry|Personal learning environment}}<br> 內部腳本 (tw) {{MainEntry|Internal script}}<br> 分散式學習 (tw) / 分佈式學習 (hk) {{MainEntry|Distributed learning}}<br> 分散式學習環境 (tw) / 分佈式學習環境 (hk) {{MainEntry|Distributed learning environments}}<br> 動態幾何 (tw / hk) {{MainEntry|Dynamic geometry}}<br> 動畫型教學代理人(tw) {{MainEntry|Animated pedagogical agent}}<br> 可程式控制學習環境 (tw) / 可編程電腦輔助學習環境 (hk) {{MainEntry|Programmable computer-based learning environment}}<br> 可程式課程 (tw) / 可編程課程 (hk) {{MainEntry|Programmable course }}<br> 合作學習 (tw) / 協作學習 (hk) {{MainEntry|Collaborative learning}}<br> '''合作腳本 (tw)''' {{MainEntry|[[Collaboration script]]}}<br> 基於教學法的代理/教學代理人/教育代理人 (tw) {{MainEntry|Pedagogical agent}}<br> 外部腳本 (tw) {{MainEntry|External script}}<br> '''多媒體學習 (tw / hk)''' {{MainEntry|[[Multimedia learning]]}}<br> 夥伴系統 (tw / hk) {{MainEntry|Buddy systems}}<br> '''學習元件/學習物件 (tw)''' {{MainEntry|[[Learning objects]]}}<br> 學習同伴/學習夥伴 (tw) {{MainEntry|Learning companion}}<br> 學習徑/學習步道 (tw) {{MainEntry|Learning trail }}<br> '''學習情境 (tw / hk)''' {{MainEntry|[[Learning scenario]]}}<br> 學習支持程式 (tw) {{MainEntry|Computer programming in support of learning}}<br> '''學習格網 (tw) / 學習網格 (hk)''' {{MainEntry|[[Learning grid]]}}<br> 學習環境 (tw / hk) {{MainEntry|Learning environment}}<br> '''學習空間 (tw / hk)''' {{MainEntry|[[Learning space]]}}<br> '''學習管理系統 (tw / hk)''' {{MainEntry|[[Learning management systems]]}}<br> 學習者模型 (tw / hk) {{MainEntry|Learner modeling}}<br> '''學習設計 (tw / hk)''' {{MainEntry|[[Learning design]]}}<br> 實體學習環境 (tw) {{MainEntry|Tangible learning environment}}<br> '''嵌入現象 (tw)''' {{MainEntry|[[Embedded phenomena]]}}<br> '''建構主義 (tw / hk)''' {{MainEntry|[[Constructionism]]}}<br> 微世界/微型世界/縮影世界 (tw) {{MainEntry|Microworld}}<br> 悅趣化學習(tw) {{MainEntry|Edutainment}}<br> 情境學習 (tw) / 情境學習, 情景式學習 (hk) {{MainEntry|Situated learning }}<br> '''探索學習 (tw)''' {{MainEntry|[[Inquiry learning]]}}<br> 擴增學習環境 (tw) / 擴張學習環境 (hk) {{MainEntry|Augmented learning environment}}<br> '''敘事學習環境/敘說學習環境 (tw)''' {{MainEntry|[[Narrative learning environments]]}}<br> '''教學工程 (tw)''' {{MainEntry|[[Didactical engineering]]}}<br> 教材 (tw) / 課件 (hk) {{MainEntry|Courseware }}<br> 教材製作工具 (tw) {{MainEntry|Authoring tool}}<br> 教材製作系統 (tw) {{MainEntry|Authoring system}}<br> '''教育支援性 (tw)''' {{MainEntry|[[Educational affordance]]}}<br> '''教育資料探勘 (tw) / 教育數據挖掘 (hk)''' {{MainEntry|[[Educational data mining]]}}<br> 整合學習系統 (tw) / 融合學習系統 (hk) {{MainEntry|Integrated learning system }}<br> 整合式學習/混成式學習 (tw) {{MainEntry|Blended learning}}<br> 數位學習 / 網路學習 / 電子學習 (tw) {{MainEntry|e-learning}}<br> 普及學習環境 (tw) {{MainEntry|Pervasive learning environment}}<br> '''智慧型家教系統 (tw) / 智能教學系統 (hk)''' {{MainEntry|[[Intelligent tutoring system]]}}<br> 智慧型鷹架系統 (tw) / 智能鷹架系統 (hk) {{MainEntry|Intelligent scaffolding system}}<br> '''模擬學習環境 (tw / hk)''' {{MainEntry|[[Simulation-based learning environment]]}}<br> 模擬遊戲 (tw / hk) {{MainEntry|Simulation games}}<br> 無所不在學習 (tw) {{MainEntry|Ubiquitous learning}}<br> '''無縫學習環境/無縫隙學習環境 (tw)''' {{MainEntry|[[Seamless learning environments]]}}<br> 現代化實驗室 (tw) {{MainEntry|Computer-based laboratory}}<br> 環罩式學習環境/情境感知學習環境/感知學習環境 (tw) {{MainEntry|Ambient learning environment}}<br> '''疊置/重疊/疊蓋/疊對 (tw)''' {{MainEntry|[[Overlay]]}}<br> '''知識回饋 (tw)''' {{MainEntry|[[Epistemic feedback]]}}<br> '''知識支援性 (tw)''' {{MainEntry|[[Epistemic affordance]]}}<br> 科技增進學習/技術增強學習/數位學習/科技支援學習 (tw) {{MainEntry|Technology Enhanced Learning}}<br> '''網路學習 (tw) / 網络學習 (hk)''' {{MainEntry|[[Networked learning]]}}<br> 網路學習環境 (tw / hk) {{MainEntry|Networked learning environment }}<br> 網路學習社群 (tw / hk) {{MainEntry|Networked learning communities}}<br> 網路授課科技 (tw) {{MainEntry|Web-lecturing technologies}}<br> 線上學習環境 (tw) {{MainEntry|On-line learning environment}}<br> 自動檢測 (tw) / 自動診斷 (hk) {{MainEntry|Automatic diagnosis}}<br> 自動產生練習 (tw) {{MainEntry|Automatic generation of exercises }}<br> '''自我調整學習 (tw / hk)''' {{MainEntry|[[Self-regulated learning]]}}<br> 虛擬大學 (tw / hk) {{MainEntry|Virtual universities }}<br> 虛擬學習實境 (tw) / 虚擬學習環境 (hk) {{MainEntry|Virtual learning environment}}<br> 虛擬校園 (tw / hk) {{MainEntry|Virtual campus}}<br> 虛擬課程代理人 (tw) {{MainEntry|Virtual pedagogical agent}}<br> 融合數位學習 (tw) {{MainEntry|Inclusive e-learning}}<br> '''行動學習 (tw)''' {{MainEntry|[[Mobile learning]]}}<br> '''認知導引 (tw)''' {{MainEntry|[[Cognitive tutor]]}}<br> 認知工程 (tw) {{MainEntry|Cognitive engineering}}<br> 認知模型 (tw / hk) {{MainEntry|Cognitive modeling}}<br> 認知診斷 (tw) {{MainEntry|Cognitive diagnosis}}<br> 課程管理系統 (tw / hk) {{MainEntry|Course management system}}<br> '''遊戲式學習 (tw) / 遊戲化學習 (hk)''' {{MainEntry|[[Game-based learning]]}}<br> 遠距學習 (tw) {{MainEntry|Distance learning}}<br> 遠距實驗室/遠端實驗室 (tw) {{MainEntry|Remote laboratories }}<br> '''適性式學習環境/適性化學習環境 (tw)''' {{MainEntry|[[Adaptive learning environment]]}}<br> 電子學習歷程檔案 (tw) / 電子學習檔案 (hk) {{MainEntry|e-portfolio}}<br> 電腦學習環境 (tw) {{MainEntry|Computer-based learning environments}}<br> 電腦支援的協作學習 (tw) {{MainEntry|Computer-supported collaborative learning}}<br> 電腦測驗 (tw) {{MainEntry|e-Assessment}}<br> 電腦輔助學習 (tw / hk) {{MainEntry|Computer-assisted learning}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-assisted instruction}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-based instruction}}<br> 電腦輔助測驗 (tw) {{MainEntry|Computer-assisted examination}}<br> 電腦輔助語言學習 (tw / hk) {{MainEntry|Computer-assisted language learning}}<br> '''非正規學習 (tw)''' {{MainEntry|[[Informal learning]]}}<br> () {{MainEntry|Techno-mathematical literacies}}<br> 858 795 2012-05-04T09:18:45Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Traditional chinese entries (tw: Taiwan, hk: Hong-Kong) ''Edited by Tak-Wai Chan (National Central University, Taiwan, TW), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)'' 互動學習環境 (tw / hk) {{MainEntry|Interactive learning environment}}<br> 互動白板 (tw) {{MainEntry|Interactive white board}}<br> 人工學習環境(tw / hk) {{MainEntry|Artificial learning environment}}<br> 代理人輔助學習環境 (tw) {{MainEntry|Agent-based learning environment}}<br> 代理人輔助教學系統 (tw) {{MainEntry|Agent-based tutoring system}}<br> 個人學習環境 (tw / hk) {{MainEntry|Personal learning environment}}<br> 內部腳本 (tw) {{MainEntry|Internal script}}<br> 分散式學習 (tw) / 分佈式學習 (hk) {{MainEntry|Distributed learning}}<br> 分散式學習環境 (tw) / 分佈式學習環境 (hk) {{MainEntry|Distributed learning environments}}<br> 動態幾何 (tw / hk) {{MainEntry|Dynamic geometry}}<br> 動畫型教學代理人(tw) {{MainEntry|Animated pedagogical agent}}<br> 可程式控制學習環境 (tw) / 可編程電腦輔助學習環境 (hk) {{MainEntry|Programmable computer-based learning environment}}<br> 可程式課程 (tw) / 可編程課程 (hk) {{MainEntry|Programmable course }}<br> 合作學習 (tw) / 協作學習 (hk) {{MainEntry|Collaborative learning}}<br> '''合作腳本 (tw)''' {{MainEntry|[[Collaboration script]]}}<br> 基於教學法的代理/教學代理人/教育代理人 (tw) {{MainEntry|Pedagogical agent}}<br> 外部腳本 (tw) {{MainEntry|External script}}<br> '''多媒體學習 (tw / hk)''' {{MainEntry|[[Multimedia learning]]}}<br> 夥伴系統 (tw / hk) {{MainEntry|Buddy systems}}<br> '''學習元件/學習物件 (tw)''' {{MainEntry|[[Learning objects]]}}<br> 學習同伴/學習夥伴 (tw) {{MainEntry|Learning companion}}<br> 學習徑/學習步道 (tw) {{MainEntry|Learning trail }}<br> '''學習情境 (tw / hk)''' {{MainEntry|[[Learning scenario]]}}<br> 學習支持程式 (tw) {{MainEntry|Computer programming in support of learning}}<br> '''學習格網 (tw) / 學習網格 (hk)''' {{MainEntry|[[Learning grid]]}}<br> 學習環境 (tw / hk) {{MainEntry|Learning environment}}<br> '''學習空間 (tw / hk)''' {{MainEntry|[[Learning space]]}}<br> '''學習管理系統 (tw / hk)''' {{MainEntry|[[Learning management systems]]}}<br> 學習者模型 (tw / hk) {{MainEntry|Learner modeling}}<br> '''學習設計 (tw / hk)''' {{MainEntry|[[Learning design]]}}<br> 實體學習環境 (tw) {{MainEntry|Tangible learning environment}}<br> '''嵌入現象 (tw)''' {{MainEntry|[[Embedded phenomena]]}}<br> '''建構主義 (tw / hk)''' {{MainEntry|[[Constructionism]]}}<br> 微世界/微型世界/縮影世界 (tw) {{MainEntry|Microworld}}<br> 悅趣化學習(tw) {{MainEntry|Edutainment}}<br> 情境學習 (tw) / 情境學習, 情景式學習 (hk) {{MainEntry|Situated learning }}<br> '''探索學習 (tw)''' {{MainEntry|[[Inquiry learning]]}}<br> 擴增學習環境 (tw) / 擴張學習環境 (hk) {{MainEntry|Augmented learning environment}}<br> '''敘事學習環境/敘說學習環境 (tw)''' {{MainEntry|[[Narrative learning environments]]}}<br> '''教學工程 (tw)''' {{MainEntry|[[Didactical engineering]]}}<br> 教材 (tw) / 課件 (hk) {{MainEntry|Courseware }}<br> 教材製作工具 (tw) {{MainEntry|Authoring tool}}<br> 教材製作系統 (tw) {{MainEntry|Authoring system}}<br> '''教育支援性 (tw)''' {{MainEntry|[[Educational affordance]]}}<br> 教育資料探勘 (tw) / 教育數據挖掘 (hk) {{MainEntry|Educational data mining}}<br> 整合學習系統 (tw) / 融合學習系統 (hk) {{MainEntry|Integrated learning system }}<br> 整合式學習/混成式學習 (tw) {{MainEntry|Blended learning}}<br> 數位學習 / 網路學習 / 電子學習 (tw) {{MainEntry|e-learning}}<br> 普及學習環境 (tw) {{MainEntry|Pervasive learning environment}}<br> '''智慧型家教系統 (tw) / 智能教學系統 (hk)''' {{MainEntry|[[Intelligent tutoring system]]}}<br> 智慧型鷹架系統 (tw) / 智能鷹架系統 (hk) {{MainEntry|Intelligent scaffolding system}}<br> '''模擬學習環境 (tw / hk)''' {{MainEntry|[[Simulation-based learning environment]]}}<br> 模擬遊戲 (tw / hk) {{MainEntry|Simulation games}}<br> 無所不在學習 (tw) {{MainEntry|Ubiquitous learning}}<br> '''無縫學習環境/無縫隙學習環境 (tw)''' {{MainEntry|[[Seamless learning environments]]}}<br> 現代化實驗室 (tw) {{MainEntry|Computer-based laboratory}}<br> 環罩式學習環境/情境感知學習環境/感知學習環境 (tw) {{MainEntry|Ambient learning environment}}<br> '''疊置/重疊/疊蓋/疊對 (tw)''' {{MainEntry|[[Overlay]]}}<br> '''知識回饋 (tw)''' {{MainEntry|[[Epistemic feedback]]}}<br> '''知識支援性 (tw)''' {{MainEntry|[[Epistemic affordance]]}}<br> 科技增進學習/技術增強學習/數位學習/科技支援學習 (tw) {{MainEntry|Technology Enhanced Learning}}<br> '''網路學習 (tw) / 網络學習 (hk)''' {{MainEntry|[[Networked learning]]}}<br> 網路學習環境 (tw / hk) {{MainEntry|Networked learning environment }}<br> 網路學習社群 (tw / hk) {{MainEntry|Networked learning communities}}<br> 網路授課科技 (tw) {{MainEntry|Web-lecturing technologies}}<br> 線上學習環境 (tw) {{MainEntry|On-line learning environment}}<br> 自動檢測 (tw) / 自動診斷 (hk) {{MainEntry|Automatic diagnosis}}<br> 自動產生練習 (tw) {{MainEntry|Automatic generation of exercises }}<br> '''自我調整學習 (tw / hk)''' {{MainEntry|[[Self-regulated learning]]}}<br> 虛擬大學 (tw / hk) {{MainEntry|Virtual universities }}<br> 虛擬學習實境 (tw) / 虚擬學習環境 (hk) {{MainEntry|Virtual learning environment}}<br> 虛擬校園 (tw / hk) {{MainEntry|Virtual campus}}<br> 虛擬課程代理人 (tw) {{MainEntry|Virtual pedagogical agent}}<br> 融合數位學習 (tw) {{MainEntry|Inclusive e-learning}}<br> '''行動學習 (tw)''' {{MainEntry|[[Mobile learning]]}}<br> '''認知導引 (tw)''' {{MainEntry|[[Cognitive tutor]]}}<br> 認知工程 (tw) {{MainEntry|Cognitive engineering}}<br> 認知模型 (tw / hk) {{MainEntry|Cognitive modeling}}<br> 認知診斷 (tw) {{MainEntry|Cognitive diagnosis}}<br> 課程管理系統 (tw / hk) {{MainEntry|Course management system}}<br> '''遊戲式學習 (tw) / 遊戲化學習 (hk)''' {{MainEntry|[[Game-based learning]]}}<br> 遠距學習 (tw) {{MainEntry|Distance learning}}<br> 遠距實驗室/遠端實驗室 (tw) {{MainEntry|Remote laboratories }}<br> '''適性式學習環境/適性化學習環境 (tw)''' {{MainEntry|[[Adaptive learning environment]]}}<br> 電子學習歷程檔案 (tw) / 電子學習檔案 (hk) {{MainEntry|e-portfolio}}<br> 電腦學習環境 (tw) {{MainEntry|Computer-based learning environments}}<br> 電腦支援的協作學習 (tw) {{MainEntry|Computer-supported collaborative learning}}<br> 電腦測驗 (tw) {{MainEntry|e-Assessment}}<br> 電腦輔助學習 (tw / hk) {{MainEntry|Computer-assisted learning}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-assisted instruction}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-based instruction}}<br> 電腦輔助測驗 (tw) {{MainEntry|Computer-assisted examination}}<br> 電腦輔助語言學習 (tw / hk) {{MainEntry|Computer-assisted language learning}}<br> '''非正規學習 (tw)''' {{MainEntry|[[Informal learning]]}}<br> () {{MainEntry|Techno-mathematical literacies}}<br> 795 735 2012-02-22T14:03:45Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Traditional chinese entries (tw: Taiwan, hk: Hong-Kong) ''Edited by Tak-Wai Chan (National Central University, Taiwan, TW), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)'' 互動學習環境 (tw / hk) {{MainEntry|Interactive learning environment}}<br> 互動白板 (tw) {{MainEntry|Interactive white board}}<br> 人工學習環境(tw / hk) {{MainEntry|Artificial learning environment}}<br> 代理人輔助學習環境 (tw) {{MainEntry|Agent-based learning environment}}<br> 代理人輔助教學系統 (tw) {{MainEntry|Agent-based tutoring system}}<br> 個人學習環境 (tw / hk) {{MainEntry|Personal learning environment}}<br> 內部腳本 (tw) {{MainEntry|Internal script}}<br> 分散式學習 (tw) / 分佈式學習 (hk) {{MainEntry|Distributed learning}}<br> 分散式學習環境 (tw) / 分佈式學習環境 (hk) {{MainEntry|Distributed learning environments}}<br> 動態幾何 (tw / hk) {{MainEntry|Dynamic geometry}}<br> 動畫型教學代理人(tw) {{MainEntry|Animated pedagogical agent}}<br> 可程式控制學習環境 (tw) / 可編程電腦輔助學習環境 (hk) {{MainEntry|Programmable computer-based learning environment}}<br> 可程式課程 (tw) / 可編程課程 (hk) {{MainEntry|Programmable course }}<br> 合作學習 (tw) / 協作學習 (hk) {{MainEntry|Collaborative learning}}<br> '''合作腳本 (tw)''' {{MainEntry|[[Collaboration script]]}}<br> 基於教學法的代理/教學代理人/教育代理人 (tw) {{MainEntry|Pedagogical agent}}<br> 外部腳本 (tw) {{MainEntry|External script}}<br> '''多媒體學習 (tw / hk)''' {{MainEntry|[[Multimedia learning]]}}<br> 夥伴系統 (tw / hk) {{MainEntry|Buddy systems}}<br> '''學習元件/學習物件 (tw)''' {{MainEntry|[[Learning objects]]}}<br> 學習同伴/學習夥伴 (tw) {{MainEntry|Learning companion}}<br> 學習徑/學習步道 (tw) {{MainEntry|Learning trail }}<br> '''學習情境 (tw / hk)''' {{MainEntry|[[Learning scenario]]}}<br> 學習支持程式 (tw) {{MainEntry|Computer programming in support of learning}}<br> '''學習格網 (tw) / 學習網格 (hk)''' {{MainEntry|[[Learning grid]]}}<br> 學習環境 (tw / hk) {{MainEntry|Learning environment}}<br> '''學習空間 (tw / hk)''' {{MainEntry|[[Learning space]]}}<br> '''學習管理系統 (tw / hk)''' {{MainEntry|[[Learning management systems]]}}<br> 學習者模型 (tw / hk) {{MainEntry|Learner modeling}}<br> '''學習設計 (tw / hk)''' {{MainEntry|[[Learning design]]}}<br> 實體學習環境 (tw) {{MainEntry|Tangible learning environment}}<br> '''嵌入現象 (tw)''' {{MainEntry|[[Embedded phenomena]]}}<br> '''建構主義 (tw / hk)''' {{MainEntry|[[Constructionism]]}}<br> 微世界/微型世界/縮影世界 (tw) {{MainEntry|Microworld}}<br> 悅趣化學習(tw) {{MainEntry|Edutainment}}<br> 情境學習 (tw) / 情境學習, 情景式學習 (hk) {{MainEntry|Situated learning }}<br> '''探索學習 (tw)''' {{MainEntry|[[Inquiry learning]]}}<br> 擴增學習環境 (tw) / 擴張學習環境 (hk) {{MainEntry|Augmented learning environment}}<br> '''敘事學習環境/敘說學習環境 (tw)''' {{MainEntry|[[Narrative learning environments]]}}<br> '''教學工程 (tw)''' {{MainEntry|[[Didactical engineering]]}}<br> 教材 (tw) / 課件 (hk) {{MainEntry|Courseware }}<br> 教材製作工具 (tw) {{MainEntry|Authoring tool}}<br> 教材製作系統 (tw) {{MainEntry|Authoring system}}<br> '''教育支援性 (tw)''' {{MainEntry|[[Educational affordance]]}}<br> 教育資料探勘 (tw) / 教育數據挖掘 (hk) {{MainEntry|Educational data mining}}<br> 整合學習系統 (tw) / 融合學習系統 (hk) {{MainEntry|Integrated learning system }}<br> 整合式學習/混成式學習 (tw) {{MainEntry|Blended learning}}<br> 數位學習 / 網路學習 / 電子學習 (tw) {{MainEntry|e-learning}}<br> 普及學習環境 (tw) {{MainEntry|Pervasive learning environment}}<br> '''智慧型家教系統 (tw) / 智能教學系統 (hk)''' {{MainEntry|[[Intelligent tutoring system]]}}<br> 智慧型鷹架系統 (tw) / 智能鷹架系統 (hk) {{MainEntry|Intelligent scaffolding system}}<br> '''模擬學習環境 (tw / hk)''' {{MainEntry|[[Simulation-based learning environment]]}}<br> 模擬遊戲 (tw / hk) {{MainEntry|Simulation games}}<br> 無所不在學習 (tw) {{MainEntry|Ubiquitous learning}}<br> '''無縫學習環境/無縫隙學習環境 (tw)''' {{MainEntry|[[Seamless learning environments]]}}<br> 現代化實驗室 (tw) {{MainEntry|Computer-based laboratory}}<br> 環罩式學習環境/情境感知學習環境/感知學習環境 (tw) {{MainEntry|Ambient learning environment}}<br> '''疊置/重疊/疊蓋/疊對 (tw)''' {{MainEntry|[[Overlay]]}}<br> '''知識回饋 (tw)''' {{MainEntry|[[Epistemic feedback]]}}<br> '''知識支援性 (tw)''' {{MainEntry|[[Epistemic affordance]]}}<br> 科技增進學習/技術增強學習/數位學習/科技支援學習 (tw) {{MainEntry|Technology Enhanced Learning}}<br> '''網路學習 (tw) / 網络學習 (hk)''' {{MainEntry|[[Networked learning]]}}<br> 網路學習環境 (tw / hk) {{MainEntry|Networked learning environment }}<br> 網路學習社群 (tw / hk) {{MainEntry|Networked learning communities}}<br> 網路授課科技 (tw) {{MainEntry|Web-lecturing technologies}}<br> 線上學習環境 (tw) {{MainEntry|On-line learning environment}}<br> 自動檢測 (tw) / 自動診斷 (hk) {{MainEntry|Automatic diagnosis}}<br> 自動產生練習 (tw) {{MainEntry|Automatic generation of exercises }}<br> '''自我調整學習 (tw / hk)''' {{MainEntry|[[Self-regulated learning]]}}<br> 虛擬大學 (tw / hk) {{MainEntry|Virtual universities }}<br> 虛擬學習實境 (tw) / 虚擬學習環境 (hk) {{MainEntry|Virtual learning environment}}<br> 虛擬校園 (tw / hk) {{MainEntry|Virtual campus}}<br> 虛擬課程代理人 (tw) {{MainEntry|Virtual pedagogical agent}}<br> 融合數位學習 (tw) {{MainEntry|Inclusive e-learning}}<br> '''行動學習 (tw)''' {{MainEntry|[[Mobile learning]]}}<br> '''認知導引 (tw)''' {{MainEntry|[[Cognitive tutor]]}}<br> 認知工程 (tw) {{MainEntry|Cognitive engineering}}<br> 認知模型 (tw / hk) {{MainEntry|Cognitive modeling}}<br> 認知診斷 (tw) {{MainEntry|Cognitive diagnosis}}<br> 課程管理系統 (tw / hk) {{MainEntry|Course management system}}<br> '''遊戲式學習 (tw) / 遊戲化學習 (hk)''' {{MainEntry|[[Game-based learning]]}}<br> 遠距學習 (tw) {{MainEntry|Distance learning}}<br> 遠距實驗室/遠端實驗室 (tw) {{MainEntry|Remote laboratories }}<br> 適性式學習環境/適性化學習環境 (tw) {{MainEntry|Adaptive learning environment}}<br> 電子學習歷程檔案 (tw) / 電子學習檔案 (hk) {{MainEntry|e-portfolio}}<br> 電腦學習環境 (tw) {{MainEntry|Computer-based learning environments}}<br> 電腦支援的協作學習 (tw) {{MainEntry|Computer-supported collaborative learning}}<br> 電腦測驗 (tw) {{MainEntry|e-Assessment}}<br> 電腦輔助學習 (tw / hk) {{MainEntry|Computer-assisted learning}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-assisted instruction}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-based instruction}}<br> 電腦輔助測驗 (tw) {{MainEntry|Computer-assisted examination}}<br> 電腦輔助語言學習 (tw / hk) {{MainEntry|Computer-assisted language learning}}<br> '''非正規學習 (tw)''' {{MainEntry|[[Informal learning]]}}<br> () {{MainEntry|Techno-mathematical literacies}}<br> 735 718 2012-02-10T09:53:49Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Traditional chinese entries (tw: Taiwan, hk: Hong-Kong) ''Edited by Tak-Wai Chan (National Central University, Taiwan, TW), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)'' 互動學習環境 (tw / hk) {{MainEntry|Interactive learning environment}}<br> 互動白板 (tw) {{MainEntry|Interactive white board}}<br> 人工學習環境(tw / hk) {{MainEntry|Artificial learning environment}}<br> 代理人輔助學習環境 (tw) {{MainEntry|Agent-based learning environment}}<br> 代理人輔助教學系統 (tw) {{MainEntry|Agent-based tutoring system}}<br> 個人學習環境 (tw / hk) {{MainEntry|Personal learning environment}}<br> 內部腳本 (tw) {{MainEntry|Internal script}}<br> 分散式學習 (tw) / 分佈式學習 (hk) {{MainEntry|Distributed learning}}<br> 分散式學習環境 (tw) / 分佈式學習環境 (hk) {{MainEntry|Distributed learning environments}}<br> 動態幾何 (tw / hk) {{MainEntry|Dynamic geometry}}<br> 動畫型教學代理人(tw) {{MainEntry|Animated pedagogical agent}}<br> 可程式控制學習環境 (tw) / 可編程電腦輔助學習環境 (hk) {{MainEntry|Programmable computer-based learning environment}}<br> 可程式課程 (tw) / 可編程課程 (hk) {{MainEntry|Programmable course }}<br> 合作學習 (tw) / 協作學習 (hk) {{MainEntry|Collaborative learning}}<br> '''合作腳本 (tw)''' {{MainEntry|[[Collaboration script]]}}<br> 基於教學法的代理/教學代理人/教育代理人 (tw) {{MainEntry|Pedagogical agent}}<br> 外部腳本 (tw) {{MainEntry|External script}}<br> '''多媒體學習 (tw / hk)''' {{MainEntry|[[Multimedia learning]]}}<br> 夥伴系統 (tw / hk) {{MainEntry|Buddy systems}}<br> '''學習元件/學習物件 (tw)''' {{MainEntry|[[Learning objects]]}}<br> 學習同伴/學習夥伴 (tw) {{MainEntry|Learning companion}}<br> 學習徑/學習步道 (tw) {{MainEntry|Learning trail }}<br> '''學習情境 (tw / hk)''' {{MainEntry|[[Learning scenario]]}}<br> 學習支持程式 (tw) {{MainEntry|Computer programming in support of learning}}<br> '''學習格網 (tw) / 學習網格 (hk)''' {{MainEntry|[[Learning grid]]}}<br> 學習環境 (tw / hk) {{MainEntry|Learning environment}}<br> '''學習空間 (tw / hk)''' {{MainEntry|[[Learning space]]}}<br> '''學習管理系統 (tw / hk)''' {{MainEntry|[[Learning management systems]]}}<br> 學習者模型 (tw / hk) {{MainEntry|Learner modeling}}<br> 學習設計 (tw / hk) {{MainEntry|Learning design}}<br> 實體學習環境 (tw) {{MainEntry|Tangible learning environment}}<br> '''嵌入現象 (tw)''' {{MainEntry|[[Embedded phenomena]]}}<br> '''建構主義 (tw / hk)''' {{MainEntry|[[Constructionism]]}}<br> 微世界/微型世界/縮影世界 (tw) {{MainEntry|Microworld}}<br> 悅趣化學習(tw) {{MainEntry|Edutainment}}<br> 情境學習 (tw) / 情境學習, 情景式學習 (hk) {{MainEntry|Situated learning }}<br> '''探索學習 (tw)''' {{MainEntry|[[Inquiry learning]]}}<br> 擴增學習環境 (tw) / 擴張學習環境 (hk) {{MainEntry|Augmented learning environment}}<br> '''敘事學習環境/敘說學習環境 (tw)''' {{MainEntry|[[Narrative learning environments]]}}<br> '''教學工程 (tw)''' {{MainEntry|[[Didactical engineering]]}}<br> 教材 (tw) / 課件 (hk) {{MainEntry|Courseware }}<br> 教材製作工具 (tw) {{MainEntry|Authoring tool}}<br> 教材製作系統 (tw) {{MainEntry|Authoring system}}<br> '''教育支援性 (tw)''' {{MainEntry|[[Educational affordance]]}}<br> 教育資料探勘 (tw) / 教育數據挖掘 (hk) {{MainEntry|Educational data mining}}<br> 整合學習系統 (tw) / 融合學習系統 (hk) {{MainEntry|Integrated learning system }}<br> 整合式學習/混成式學習 (tw) {{MainEntry|Blended learning}}<br> 數位學習 / 網路學習 / 電子學習 (tw) {{MainEntry|e-learning}}<br> 普及學習環境 (tw) {{MainEntry|Pervasive learning environment}}<br> '''智慧型家教系統 (tw) / 智能教學系統 (hk)''' {{MainEntry|[[Intelligent tutoring system]]}}<br> 智慧型鷹架系統 (tw) / 智能鷹架系統 (hk) {{MainEntry|Intelligent scaffolding system}}<br> '''模擬學習環境 (tw / hk)''' {{MainEntry|[[Simulation-based learning environment]]}}<br> 模擬遊戲 (tw / hk) {{MainEntry|Simulation games}}<br> 無所不在學習 (tw) {{MainEntry|Ubiquitous learning}}<br> '''無縫學習環境/無縫隙學習環境 (tw)''' {{MainEntry|[[Seamless learning environments]]}}<br> 現代化實驗室 (tw) {{MainEntry|Computer-based laboratory}}<br> 環罩式學習環境/情境感知學習環境/感知學習環境 (tw) {{MainEntry|Ambient learning environment}}<br> '''疊置/重疊/疊蓋/疊對 (tw)''' {{MainEntry|[[Overlay]]}}<br> '''知識回饋 (tw)''' {{MainEntry|[[Epistemic feedback]]}}<br> '''知識支援性 (tw)''' {{MainEntry|[[Epistemic affordance]]}}<br> 科技增進學習/技術增強學習/數位學習/科技支援學習 (tw) {{MainEntry|Technology Enhanced Learning}}<br> '''網路學習 (tw) / 網络學習 (hk)''' {{MainEntry|[[Networked learning]]}}<br> 網路學習環境 (tw / hk) {{MainEntry|Networked learning environment }}<br> 網路學習社群 (tw / hk) {{MainEntry|Networked learning communities}}<br> 網路授課科技 (tw) {{MainEntry|Web-lecturing technologies}}<br> 線上學習環境 (tw) {{MainEntry|On-line learning environment}}<br> 自動檢測 (tw) / 自動診斷 (hk) {{MainEntry|Automatic diagnosis}}<br> 自動產生練習 (tw) {{MainEntry|Automatic generation of exercises }}<br> '''自我調整學習 (tw / hk)''' {{MainEntry|[[Self-regulated learning]]}}<br> 虛擬大學 (tw / hk) {{MainEntry|Virtual universities }}<br> 虛擬學習實境 (tw) / 虚擬學習環境 (hk) {{MainEntry|Virtual learning environment}}<br> 虛擬校園 (tw / hk) {{MainEntry|Virtual campus}}<br> 虛擬課程代理人 (tw) {{MainEntry|Virtual pedagogical agent}}<br> 融合數位學習 (tw) {{MainEntry|Inclusive e-learning}}<br> '''行動學習 (tw)''' {{MainEntry|[[Mobile learning]]}}<br> '''認知導引 (tw)''' {{MainEntry|[[Cognitive tutor]]}}<br> 認知工程 (tw) {{MainEntry|Cognitive engineering}}<br> 認知模型 (tw / hk) {{MainEntry|Cognitive modeling}}<br> 認知診斷 (tw) {{MainEntry|Cognitive diagnosis}}<br> 課程管理系統 (tw / hk) {{MainEntry|Course management system}}<br> '''遊戲式學習 (tw) / 遊戲化學習 (hk)''' {{MainEntry|[[Game-based learning]]}}<br> 遠距學習 (tw) {{MainEntry|Distance learning}}<br> 遠距實驗室/遠端實驗室 (tw) {{MainEntry|Remote laboratories }}<br> 適性式學習環境/適性化學習環境 (tw) {{MainEntry|Adaptive learning environment}}<br> 電子學習歷程檔案 (tw) / 電子學習檔案 (hk) {{MainEntry|e-portfolio}}<br> 電腦學習環境 (tw) {{MainEntry|Computer-based learning environments}}<br> 電腦支援的協作學習 (tw) {{MainEntry|Computer-supported collaborative learning}}<br> 電腦測驗 (tw) {{MainEntry|e-Assessment}}<br> 電腦輔助學習 (tw / hk) {{MainEntry|Computer-assisted learning}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-assisted instruction}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-based instruction}}<br> 電腦輔助測驗 (tw) {{MainEntry|Computer-assisted examination}}<br> 電腦輔助語言學習 (tw / hk) {{MainEntry|Computer-assisted language learning}}<br> '''非正規學習 (tw)''' {{MainEntry|[[Informal learning]]}}<br> () {{MainEntry|Techno-mathematical literacies}}<br> 718 675 2012-02-09T10:05:07Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Traditional chinese entries (tw: Taiwan, hk: Hong-Kong) ''Edited by Tak-Wai Chan (National Central University, Taiwan, TW), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)'' 互動學習環境 (tw / hk) {{MainEntry|Interactive learning environment}}<br> 互動白板 (tw) {{MainEntry|Interactive white board}}<br> 人工學習環境(tw / hk) {{MainEntry|Artificial learning environment}}<br> 代理人輔助學習環境 (tw) {{MainEntry|Agent-based learning environment}}<br> 代理人輔助教學系統 (tw) {{MainEntry|Agent-based tutoring system}}<br> 個人學習環境 (tw / hk) {{MainEntry|Personal learning environment}}<br> 內部腳本 (tw) {{MainEntry|Internal script}}<br> 分散式學習 (tw) / 分佈式學習 (hk) {{MainEntry|Distributed learning}}<br> 分散式學習環境 (tw) / 分佈式學習環境 (hk) {{MainEntry|Distributed learning environments}}<br> 動態幾何 (tw / hk) {{MainEntry|Dynamic geometry}}<br> 動畫型教學代理人(tw) {{MainEntry|Animated pedagogical agent}}<br> 可程式控制學習環境 (tw) / 可編程電腦輔助學習環境 (hk) {{MainEntry|Programmable computer-based learning environment}}<br> 可程式課程 (tw) / 可編程課程 (hk) {{MainEntry|Programmable course }}<br> 合作學習 (tw) / 協作學習 (hk) {{MainEntry|Collaborative learning}}<br> '''合作腳本 (tw)''' {{MainEntry|[[Collaboration script]]}}<br> 基於教學法的代理/教學代理人/教育代理人 (tw) {{MainEntry|Pedagogical agent}}<br> 外部腳本 (tw) {{MainEntry|External script}}<br> '''多媒體學習 (tw / hk)''' {{MainEntry|[[Multimedia learning]]}}<br> 夥伴系統 (tw / hk) {{MainEntry|Buddy systems}}<br> '''學習元件/學習物件 (tw)''' {{MainEntry|[[Learning objects]]}}<br> 學習同伴/學習夥伴 (tw) {{MainEntry|Learning companion}}<br> 學習徑/學習步道 (tw) {{MainEntry|Learning trail }}<br> '''學習情境 (tw / hk)''' {{MainEntry|[[Learning scenario]]}}<br> 學習支持程式 (tw) {{MainEntry|Computer programming in support of learning}}<br> '''學習格網 (tw) / 學習網格 (hk)''' {{MainEntry|[[Learning grid]]}}<br> 學習環境 (tw / hk) {{MainEntry|Learning environment}}<br> '''學習空間 (tw / hk)''' {{MainEntry|[[Learning space]]}}<br> '''學習管理系統 (tw / hk)''' {{MainEntry|[[Learning management systems]]}}<br> 學習者模型 (tw / hk) {{MainEntry|Learner modeling}}<br> 學習設計 (tw / hk) {{MainEntry|Learning design}}<br> 實體學習環境 (tw) {{MainEntry|Tangible learning environment}}<br> '''嵌入現象 (tw)''' {{MainEntry|[[Embedded phenomena]]}}<br> '''建構主義 (tw / hk)''' {{MainEntry|[[Constructionism]]}}<br> 微世界/微型世界/縮影世界 (tw) {{MainEntry|Microworld}}<br> 悅趣化學習(tw) {{MainEntry|Edutainment}}<br> 情境學習 (tw) / 情境學習, 情景式學習 (hk) {{MainEntry|Situated learning }}<br> '''探索學習 (tw)''' {{MainEntry|[[Inquiry learning]]}}<br> 擴增學習環境 (tw) / 擴張學習環境 (hk) {{MainEntry|Augmented learning environment}}<br> '''敘事學習環境/敘說學習環境 (tw)''' {{MainEntry|[[Narrative learning environments]]}}<br> '''教學工程 (tw)''' {{MainEntry|[[Didactical engineering]]}}<br> 教材 (tw) / 課件 (hk) {{MainEntry|Courseware }}<br> 教材製作工具 (tw) {{MainEntry|Authoring tool}}<br> 教材製作系統 (tw) {{MainEntry|Authoring system}}<br> '''教育支援性 (tw)''' {{MainEntry|[[Educational affordance]]}}<br> 教育資料探勘 (tw) / 教育數據挖掘 (hk) {{MainEntry|Educational data mining}}<br> 整合學習系統 (tw) / 融合學習系統 (hk) {{MainEntry|Integrated learning system }}<br> 整合式學習/混成式學習 (tw) {{MainEntry|Blended learning}}<br> 數位學習 / 網路學習 / 電子學習 (tw) {{MainEntry|e-learning}}<br> 普及學習環境 (tw) {{MainEntry|Pervasive learning environment}}<br> 智慧型家教系統 (tw) / 智能教學系統 (hk) {{MainEntry|Intelligent tutoring system}}<br> 智慧型鷹架系統 (tw) / 智能鷹架系統 (hk) {{MainEntry|Intelligent scaffolding system}}<br> '''模擬學習環境 (tw / hk)''' {{MainEntry|[[Simulation-based learning environment]]}}<br> 模擬遊戲 (tw / hk) {{MainEntry|Simulation games}}<br> 無所不在學習 (tw) {{MainEntry|Ubiquitous learning}}<br> '''無縫學習環境/無縫隙學習環境 (tw)''' {{MainEntry|[[Seamless learning environments]]}}<br> 現代化實驗室 (tw) {{MainEntry|Computer-based laboratory}}<br> 環罩式學習環境/情境感知學習環境/感知學習環境 (tw) {{MainEntry|Ambient learning environment}}<br> '''疊置/重疊/疊蓋/疊對 (tw)''' {{MainEntry|[[Overlay]]}}<br> '''知識回饋 (tw)''' {{MainEntry|[[Epistemic feedback]]}}<br> '''知識支援性 (tw)''' {{MainEntry|[[Epistemic affordance]]}}<br> 科技增進學習/技術增強學習/數位學習/科技支援學習 (tw) {{MainEntry|Technology Enhanced Learning}}<br> '''網路學習 (tw) / 網络學習 (hk)''' {{MainEntry|[[Networked learning]]}}<br> 網路學習環境 (tw / hk) {{MainEntry|Networked learning environment }}<br> 網路學習社群 (tw / hk) {{MainEntry|Networked learning communities}}<br> 網路授課科技 (tw) {{MainEntry|Web-lecturing technologies}}<br> 線上學習環境 (tw) {{MainEntry|On-line learning environment}}<br> 自動檢測 (tw) / 自動診斷 (hk) {{MainEntry|Automatic diagnosis}}<br> 自動產生練習 (tw) {{MainEntry|Automatic generation of exercises }}<br> '''自我調整學習 (tw / hk)''' {{MainEntry|[[Self-regulated learning]]}}<br> 虛擬大學 (tw / hk) {{MainEntry|Virtual universities }}<br> 虛擬學習實境 (tw) / 虚擬學習環境 (hk) {{MainEntry|Virtual learning environment}}<br> 虛擬校園 (tw / hk) {{MainEntry|Virtual campus}}<br> 虛擬課程代理人 (tw) {{MainEntry|Virtual pedagogical agent}}<br> 融合數位學習 (tw) {{MainEntry|Inclusive e-learning}}<br> '''行動學習 (tw)''' {{MainEntry|[[Mobile learning]]}}<br> '''認知導引 (tw)''' {{MainEntry|[[Cognitive tutor]]}}<br> 認知工程 (tw) {{MainEntry|Cognitive engineering}}<br> 認知模型 (tw / hk) {{MainEntry|Cognitive modeling}}<br> 認知診斷 (tw) {{MainEntry|Cognitive diagnosis}}<br> 課程管理系統 (tw / hk) {{MainEntry|Course management system}}<br> '''遊戲式學習 (tw) / 遊戲化學習 (hk)''' {{MainEntry|[[Game-based learning]]}}<br> 遠距學習 (tw) {{MainEntry|Distance learning}}<br> 遠距實驗室/遠端實驗室 (tw) {{MainEntry|Remote laboratories }}<br> 適性式學習環境/適性化學習環境 (tw) {{MainEntry|Adaptive learning environment}}<br> 電子學習歷程檔案 (tw) / 電子學習檔案 (hk) {{MainEntry|e-portfolio}}<br> 電腦學習環境 (tw) {{MainEntry|Computer-based learning environments}}<br> 電腦支援的協作學習 (tw) {{MainEntry|Computer-supported collaborative learning}}<br> 電腦測驗 (tw) {{MainEntry|e-Assessment}}<br> 電腦輔助學習 (tw / hk) {{MainEntry|Computer-assisted learning}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-assisted instruction}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-based instruction}}<br> 電腦輔助測驗 (tw) {{MainEntry|Computer-assisted examination}}<br> 電腦輔助語言學習 (tw / hk) {{MainEntry|Computer-assisted language learning}}<br> '''非正規學習 (tw)''' {{MainEntry|[[Informal learning]]}}<br> () {{MainEntry|Techno-mathematical literacies}}<br> 675 648 2012-01-30T09:57:58Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Traditional chinese entries (tw: Taiwan, hk: Hong-Kong) ''Edited by Tak-Wai Chan (National Central University, Taiwan, TW), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)'' 互動學習環境 (tw / hk) {{MainEntry|Interactive learning environment}}<br> 互動白板 (tw) {{MainEntry|Interactive white board}}<br> 人工學習環境(tw / hk) {{MainEntry|Artificial learning environment}}<br> 代理人輔助學習環境 (tw) {{MainEntry|Agent-based learning environment}}<br> 代理人輔助教學系統 (tw) {{MainEntry|Agent-based tutoring system}}<br> 個人學習環境 (tw / hk) {{MainEntry|Personal learning environment}}<br> 內部腳本 (tw) {{MainEntry|Internal script}}<br> 分散式學習 (tw) / 分佈式學習 (hk) {{MainEntry|Distributed learning}}<br> 分散式學習環境 (tw) / 分佈式學習環境 (hk) {{MainEntry|Distributed learning environments}}<br> 動態幾何 (tw / hk) {{MainEntry|Dynamic geometry}}<br> 動畫型教學代理人(tw) {{MainEntry|Animated pedagogical agent}}<br> 可程式控制學習環境 (tw) / 可編程電腦輔助學習環境 (hk) {{MainEntry|Programmable computer-based learning environment}}<br> 可程式課程 (tw) / 可編程課程 (hk) {{MainEntry|Programmable course }}<br> 合作學習 (tw) / 協作學習 (hk) {{MainEntry|Collaborative learning}}<br> '''合作腳本 (tw)''' {{MainEntry|[[Collaboration script]]}}<br> 基於教學法的代理/教學代理人/教育代理人 (tw) {{MainEntry|Pedagogical agent}}<br> 外部腳本 (tw) {{MainEntry|External script}}<br> '''多媒體學習 (tw / hk)''' {{MainEntry|[[Multimedia learning]]}}<br> 夥伴系統 (tw / hk) {{MainEntry|Buddy systems}}<br> '''學習元件/學習物件 (tw)''' {{MainEntry|[[Learning objects]]}}<br> 學習同伴/學習夥伴 (tw) {{MainEntry|Learning companion}}<br> 學習徑/學習步道 (tw) {{MainEntry|Learning trail }}<br> '''學習情境 (tw / hk)''' {{MainEntry|[[Learning scenario]]}}<br> 學習支持程式 (tw) {{MainEntry|Computer programming in support of learning}}<br> '''學習格網 (tw) / 學習網格 (hk)''' {{MainEntry|[[Learning grid]]}}<br> 學習環境 (tw / hk) {{MainEntry|Learning environment}}<br> '''學習空間 (tw / hk)''' {{MainEntry|[[Learning space]]}}<br> '''學習管理系統 (tw / hk)''' {{MainEntry|[[Learning management systems]]}}<br> 學習者模型 (tw / hk) {{MainEntry|Learner modeling}}<br> 學習設計 (tw / hk) {{MainEntry|Learning design}}<br> 實體學習環境 (tw) {{MainEntry|Tangible learning environment}}<br> '''嵌入現象 (tw)''' {{MainEntry|[[Embedded phenomena]]}}<br> '''建構主義 (tw / hk)''' {{MainEntry|[[Constructionism]]}}<br> 微世界/微型世界/縮影世界 (tw) {{MainEntry|Microworld}}<br> 悅趣化學習(tw) {{MainEntry|Edutainment}}<br> 情境學習 (tw) / 情境學習, 情景式學習 (hk) {{MainEntry|Situated learning }}<br> '''探索學習 (tw)''' {{MainEntry|[[Inquiry learning]]}}<br> 擴增學習環境 (tw) / 擴張學習環境 (hk) {{MainEntry|Augmented learning environment}}<br> '''敘事學習環境/敘說學習環境 (tw)''' {{MainEntry|[[Narrative learning environments]]}}<br> '''教學工程 (tw)''' {{MainEntry|[[Didactical engineering]]}}<br> 教材 (tw) / 課件 (hk) {{MainEntry|Courseware }}<br> 教材製作工具 (tw) {{MainEntry|Authoring tool}}<br> 教材製作系統 (tw) {{MainEntry|Authoring system}}<br> '''教育支援性 (tw)''' {{MainEntry|[[Educational affordance]]}}<br> 教育資料探勘 (tw) / 教育數據挖掘 (hk) {{MainEntry|Educational data mining}}<br> 整合學習系統 (tw) / 融合學習系統 (hk) {{MainEntry|Integrated learning system }}<br> 整合式學習/混成式學習 (tw) {{MainEntry|Blended learning}}<br> 數位學習 / 網路學習 / 電子學習 (tw) {{MainEntry|e-learning}}<br> 普及學習環境 (tw) {{MainEntry|Pervasive learning environment}}<br> 智慧型家教系統 (tw) / 智能教學系統 (hk) {{MainEntry|Intelligent tutoring system}}<br> 智慧型鷹架系統 (tw) / 智能鷹架系統 (hk) {{MainEntry|Intelligent scaffolding system}}<br> 模擬學習環境 (tw / hk) {{MainEntry|Simulation-based learning environment}}<br> 模擬遊戲 (tw / hk) {{MainEntry|Simulation games}}<br> 無所不在學習 (tw) {{MainEntry|Ubiquitous learning}}<br> '''無縫學習環境/無縫隙學習環境 (tw)''' {{MainEntry|[[Seamless learning environments]]}}<br> 現代化實驗室 (tw) {{MainEntry|Computer-based laboratory}}<br> 環罩式學習環境/情境感知學習環境/感知學習環境 (tw) {{MainEntry|Ambient learning environment}}<br> '''疊置/重疊/疊蓋/疊對 (tw)''' {{MainEntry|[[Overlay]]}}<br> '''知識回饋 (tw)''' {{MainEntry|[[Epistemic feedback]]}}<br> '''知識支援性 (tw)''' {{MainEntry|[[Epistemic affordance]]}}<br> 科技增進學習/技術增強學習/數位學習/科技支援學習 (tw) {{MainEntry|Technology Enhanced Learning}}<br> '''網路學習 (tw) / 網络學習 (hk)''' {{MainEntry|[[Networked learning]]}}<br> 網路學習環境 (tw / hk) {{MainEntry|Networked learning environment }}<br> 網路學習社群 (tw / hk) {{MainEntry|Networked learning communities}}<br> 網路授課科技 (tw) {{MainEntry|Web-lecturing technologies}}<br> 線上學習環境 (tw) {{MainEntry|On-line learning environment}}<br> 自動檢測 (tw) / 自動診斷 (hk) {{MainEntry|Automatic diagnosis}}<br> 自動產生練習 (tw) {{MainEntry|Automatic generation of exercises }}<br> '''自我調整學習 (tw / hk)''' {{MainEntry|[[Self-regulated learning]]}}<br> 虛擬大學 (tw / hk) {{MainEntry|Virtual universities }}<br> 虛擬學習實境 (tw) / 虚擬學習環境 (hk) {{MainEntry|Virtual learning environment}}<br> 虛擬校園 (tw / hk) {{MainEntry|Virtual campus}}<br> 虛擬課程代理人 (tw) {{MainEntry|Virtual pedagogical agent}}<br> 融合數位學習 (tw) {{MainEntry|Inclusive e-learning}}<br> '''行動學習 (tw)''' {{MainEntry|[[Mobile learning]]}}<br> '''認知導引 (tw)''' {{MainEntry|[[Cognitive tutor]]}}<br> 認知工程 (tw) {{MainEntry|Cognitive engineering}}<br> 認知模型 (tw / hk) {{MainEntry|Cognitive modeling}}<br> 認知診斷 (tw) {{MainEntry|Cognitive diagnosis}}<br> 課程管理系統 (tw / hk) {{MainEntry|Course management system}}<br> '''遊戲式學習 (tw) / 遊戲化學習 (hk)''' {{MainEntry|[[Game-based learning]]}}<br> 遠距學習 (tw) {{MainEntry|Distance learning}}<br> 遠距實驗室/遠端實驗室 (tw) {{MainEntry|Remote laboratories }}<br> 適性式學習環境/適性化學習環境 (tw) {{MainEntry|Adaptive learning environment}}<br> 電子學習歷程檔案 (tw) / 電子學習檔案 (hk) {{MainEntry|e-portfolio}}<br> 電腦學習環境 (tw) {{MainEntry|Computer-based learning environments}}<br> 電腦支援的協作學習 (tw) {{MainEntry|Computer-supported collaborative learning}}<br> 電腦測驗 (tw) {{MainEntry|e-Assessment}}<br> 電腦輔助學習 (tw / hk) {{MainEntry|Computer-assisted learning}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-assisted instruction}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-based instruction}}<br> 電腦輔助測驗 (tw) {{MainEntry|Computer-assisted examination}}<br> 電腦輔助語言學習 (tw / hk) {{MainEntry|Computer-assisted language learning}}<br> '''非正規學習 (tw)''' {{MainEntry|[[Informal learning]]}}<br> () {{MainEntry|Techno-mathematical literacies}}<br> 648 616 2012-01-23T14:08:52Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Traditional chinese entries (tw: Taiwan, hk: Hong-Kong) ''Edited by Tak-Wai Chan (National Central University, Taiwan, TW), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)'' 互動學習環境 (tw / hk) {{MainEntry|Interactive learning environment}}<br> 互動白板 (tw) {{MainEntry|Interactive white board}}<br> 人工學習環境(tw / hk) {{MainEntry|Artificial learning environment}}<br> 代理人輔助學習環境 (tw) {{MainEntry|Agent-based learning environment}}<br> 代理人輔助教學系統 (tw) {{MainEntry|Agent-based tutoring system}}<br> 個人學習環境 (tw / hk) {{MainEntry|Personal learning environment}}<br> 內部腳本 (tw) {{MainEntry|Internal script}}<br> 分散式學習 (tw) / 分佈式學習 (hk) {{MainEntry|Distributed learning}}<br> 分散式學習環境 (tw) / 分佈式學習環境 (hk) {{MainEntry|Distributed learning environments}}<br> 動態幾何 (tw / hk) {{MainEntry|Dynamic geometry}}<br> 動畫型教學代理人(tw) {{MainEntry|Animated pedagogical agent}}<br> 可程式控制學習環境 (tw) / 可編程電腦輔助學習環境 (hk) {{MainEntry|Programmable computer-based learning environment}}<br> 可程式課程 (tw) / 可編程課程 (hk) {{MainEntry|Programmable course }}<br> 合作學習 (tw) / 協作學習 (hk) {{MainEntry|Collaborative learning}}<br> '''合作腳本 (tw)''' {{MainEntry|[[Collaboration script]]}}<br> 基於教學法的代理/教學代理人/教育代理人 (tw) {{MainEntry|Pedagogical agent}}<br> 外部腳本 (tw) {{MainEntry|External script}}<br> 多媒體學習 (tw / hk) {{MainEntry|Multimedia learning}}<br> 夥伴系統 (tw / hk) {{MainEntry|Buddy systems}}<br> '''學習元件/學習物件 (tw)''' {{MainEntry|[[Learning objects]]}}<br> 學習同伴/學習夥伴 (tw) {{MainEntry|Learning companion}}<br> 學習徑/學習步道 (tw) {{MainEntry|Learning trail }}<br> '''學習情境 (tw / hk)''' {{MainEntry|[[Learning scenario]]}}<br> 學習支持程式 (tw) {{MainEntry|Computer programming in support of learning}}<br> '''學習格網 (tw) / 學習網格 (hk)''' {{MainEntry|[[Learning grid]]}}<br> 學習環境 (tw / hk) {{MainEntry|Learning environment}}<br> '''學習空間 (tw / hk)''' {{MainEntry|[[Learning space]]}}<br> '''學習管理系統 (tw / hk)''' {{MainEntry|[[Learning management systems]]}}<br> 學習者模型 (tw / hk) {{MainEntry|Learner modeling}}<br> 學習設計 (tw / hk) {{MainEntry|Learning design}}<br> 實體學習環境 (tw) {{MainEntry|Tangible learning environment}}<br> '''嵌入現象 (tw)''' {{MainEntry|[[Embedded phenomena]]}}<br> '''建構主義 (tw / hk)''' {{MainEntry|[[Constructionism]]}}<br> 微世界/微型世界/縮影世界 (tw) {{MainEntry|Microworld}}<br> 悅趣化學習(tw) {{MainEntry|Edutainment}}<br> 情境學習 (tw) / 情境學習, 情景式學習 (hk) {{MainEntry|Situated learning }}<br> '''探索學習 (tw)''' {{MainEntry|[[Inquiry learning]]}}<br> 擴增學習環境 (tw) / 擴張學習環境 (hk) {{MainEntry|Augmented learning environment}}<br> '''敘事學習環境/敘說學習環境 (tw)''' {{MainEntry|[[Narrative learning environments]]}}<br> '''教學工程 (tw)''' {{MainEntry|[[Didactical engineering]]}}<br> 教材 (tw) / 課件 (hk) {{MainEntry|Courseware }}<br> 教材製作工具 (tw) {{MainEntry|Authoring tool}}<br> 教材製作系統 (tw) {{MainEntry|Authoring system}}<br> '''教育支援性 (tw)''' {{MainEntry|[[Educational affordance]]}}<br> 教育資料探勘 (tw) / 教育數據挖掘 (hk) {{MainEntry|Educational data mining}}<br> 整合學習系統 (tw) / 融合學習系統 (hk) {{MainEntry|Integrated learning system }}<br> 整合式學習/混成式學習 (tw) {{MainEntry|Blended learning}}<br> 數位學習 / 網路學習 / 電子學習 (tw) {{MainEntry|e-learning}}<br> 普及學習環境 (tw) {{MainEntry|Pervasive learning environment}}<br> 智慧型家教系統 (tw) / 智能教學系統 (hk) {{MainEntry|Intelligent tutoring system}}<br> 智慧型鷹架系統 (tw) / 智能鷹架系統 (hk) {{MainEntry|Intelligent scaffolding system}}<br> 模擬學習環境 (tw / hk) {{MainEntry|Simulation-based learning environment}}<br> 模擬遊戲 (tw / hk) {{MainEntry|Simulation games}}<br> 無所不在學習 (tw) {{MainEntry|Ubiquitous learning}}<br> '''無縫學習環境/無縫隙學習環境 (tw)''' {{MainEntry|[[Seamless learning environments]]}}<br> 現代化實驗室 (tw) {{MainEntry|Computer-based laboratory}}<br> 環罩式學習環境/情境感知學習環境/感知學習環境 (tw) {{MainEntry|Ambient learning environment}}<br> '''疊置/重疊/疊蓋/疊對 (tw)''' {{MainEntry|[[Overlay]]}}<br> '''知識回饋 (tw)''' {{MainEntry|[[Epistemic feedback]]}}<br> '''知識支援性 (tw)''' {{MainEntry|[[Epistemic affordance]]}}<br> 科技增進學習/技術增強學習/數位學習/科技支援學習 (tw) {{MainEntry|Technology Enhanced Learning}}<br> '''網路學習 (tw) / 網络學習 (hk)''' {{MainEntry|[[Networked learning]]}}<br> 網路學習環境 (tw / hk) {{MainEntry|Networked learning environment }}<br> 網路學習社群 (tw / hk) {{MainEntry|Networked learning communities}}<br> 網路授課科技 (tw) {{MainEntry|Web-lecturing technologies}}<br> 線上學習環境 (tw) {{MainEntry|On-line learning environment}}<br> 自動檢測 (tw) / 自動診斷 (hk) {{MainEntry|Automatic diagnosis}}<br> 自動產生練習 (tw) {{MainEntry|Automatic generation of exercises }}<br> '''自我調整學習 (tw / hk)''' {{MainEntry|[[Self-regulated learning]]}}<br> 虛擬大學 (tw / hk) {{MainEntry|Virtual universities }}<br> 虛擬學習實境 (tw) / 虚擬學習環境 (hk) {{MainEntry|Virtual learning environment}}<br> 虛擬校園 (tw / hk) {{MainEntry|Virtual campus}}<br> 虛擬課程代理人 (tw) {{MainEntry|Virtual pedagogical agent}}<br> 融合數位學習 (tw) {{MainEntry|Inclusive e-learning}}<br> '''行動學習 (tw)''' {{MainEntry|[[Mobile learning]]}}<br> '''認知導引 (tw)''' {{MainEntry|[[Cognitive tutor]]}}<br> 認知工程 (tw) {{MainEntry|Cognitive engineering}}<br> 認知模型 (tw / hk) {{MainEntry|Cognitive modeling}}<br> 認知診斷 (tw) {{MainEntry|Cognitive diagnosis}}<br> 課程管理系統 (tw / hk) {{MainEntry|Course management system}}<br> '''遊戲式學習 (tw) / 遊戲化學習 (hk)''' {{MainEntry|[[Game-based learning]]}}<br> 遠距學習 (tw) {{MainEntry|Distance learning}}<br> 遠距實驗室/遠端實驗室 (tw) {{MainEntry|Remote laboratories }}<br> 適性式學習環境/適性化學習環境 (tw) {{MainEntry|Adaptive learning environment}}<br> 電子學習歷程檔案 (tw) / 電子學習檔案 (hk) {{MainEntry|e-portfolio}}<br> 電腦學習環境 (tw) {{MainEntry|Computer-based learning environments}}<br> 電腦支援的協作學習 (tw) {{MainEntry|Computer-supported collaborative learning}}<br> 電腦測驗 (tw) {{MainEntry|e-Assessment}}<br> 電腦輔助學習 (tw / hk) {{MainEntry|Computer-assisted learning}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-assisted instruction}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-based instruction}}<br> 電腦輔助測驗 (tw) {{MainEntry|Computer-assisted examination}}<br> 電腦輔助語言學習 (tw / hk) {{MainEntry|Computer-assisted language learning}}<br> '''非正規學習 (tw)''' {{MainEntry|[[Informal learning]]}}<br> () {{MainEntry|Techno-mathematical literacies}}<br> 616 583 2012-01-16T15:05:42Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Traditional chinese entries (tw: Taiwan, hk: Hong-Kong) ''Edited by Tak-Wai Chan (National Central University, Taiwan, TW), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)'' 互動學習環境 (tw / hk) {{MainEntry|Interactive learning environment}}<br> 互動白板 (tw) {{MainEntry|Interactive white board}}<br> 人工學習環境(tw / hk) {{MainEntry|Artificial learning environment}}<br> 代理人輔助學習環境 (tw) {{MainEntry|Agent-based learning environment}}<br> 代理人輔助教學系統 (tw) {{MainEntry|Agent-based tutoring system}}<br> 個人學習環境 (tw / hk) {{MainEntry|Personal learning environment}}<br> 內部腳本 (tw) {{MainEntry|Internal script}}<br> 分散式學習 (tw) / 分佈式學習 (hk) {{MainEntry|Distributed learning}}<br> 分散式學習環境 (tw) / 分佈式學習環境 (hk) {{MainEntry|Distributed learning environments}}<br> 動態幾何 (tw / hk) {{MainEntry|Dynamic geometry}}<br> 動畫型教學代理人(tw) {{MainEntry|Animated pedagogical agent}}<br> 可程式控制學習環境 (tw) / 可編程電腦輔助學習環境 (hk) {{MainEntry|Programmable computer-based learning environment}}<br> 可程式課程 (tw) / 可編程課程 (hk) {{MainEntry|Programmable course }}<br> 合作學習 (tw) / 協作學習 (hk) {{MainEntry|Collaborative learning}}<br> '''合作腳本 (tw)''' {{MainEntry|[[Collaboration script]]}}<br> 基於教學法的代理/教學代理人/教育代理人 (tw) {{MainEntry|Pedagogical agent}}<br> 外部腳本 (tw) {{MainEntry|External script}}<br> 多媒體學習 (tw / hk) {{MainEntry|Multimedia learning}}<br> 夥伴系統 (tw / hk) {{MainEntry|Buddy systems}}<br> '''學習元件/學習物件 (tw)''' {{MainEntry|[[Learning objects]]}}<br> 學習同伴/學習夥伴 (tw) {{MainEntry|Learning companion}}<br> 學習徑/學習步道 (tw) {{MainEntry|Learning trail }}<br> '''學習情境 (tw / hk)''' {{MainEntry|[[Learning scenario]]}}<br> 學習支持程式 (tw) {{MainEntry|Computer programming in support of learning}}<br> '''學習格網 (tw) / 學習網格 (hk)''' {{MainEntry|[[Learning grid]]}}<br> 學習環境 (tw / hk) {{MainEntry|Learning environment}}<br> '''學習空間 (tw / hk)''' {{MainEntry|[[Learning space]]}}<br> '''學習管理系統 (tw / hk)''' {{MainEntry|[[Learning management systems]]}}<br> 學習者模型 (tw / hk) {{MainEntry|Learner modeling}}<br> 學習設計 (tw / hk) {{MainEntry|Learning design}}<br> 實體學習環境 (tw) {{MainEntry|Tangible learning environment}}<br> '''嵌入現象 (tw)''' {{MainEntry|[[Embedded phenomena]]}}<br> '''建構主義 (tw / hk)''' {{MainEntry|[[Constructionism]]}}<br> 微世界/微型世界/縮影世界 (tw) {{MainEntry|Microworld}}<br> 悅趣化學習(tw) {{MainEntry|Edutainment}}<br> 情境學習 (tw) / 情境學習, 情景式學習 (hk) {{MainEntry|Situated learning }}<br> '''探索學習 (tw)''' {{MainEntry|[[Inquiry learning]]}}<br> 擴增學習環境 (tw) / 擴張學習環境 (hk) {{MainEntry|Augmented learning environment}}<br> '''敘事學習環境/敘說學習環境 (tw)''' {{MainEntry|[[Narrative learning environments]]}}<br> '''教學工程 (tw)''' {{MainEntry|[[Didactical engineering]]}}<br> 教材 (tw) / 課件 (hk) {{MainEntry|Courseware }}<br> 教材製作工具 (tw) {{MainEntry|Authoring tool}}<br> 教材製作系統 (tw) {{MainEntry|Authoring system}}<br> '''教育支援性 (tw)''' {{MainEntry|[[Educational affordance]]}}<br> 教育資料探勘 (tw) / 教育數據挖掘 (hk) {{MainEntry|Educational data mining}}<br> 整合學習系統 (tw) / 融合學習系統 (hk) {{MainEntry|Integrated learning system }}<br> 整合式學習/混成式學習 (tw) {{MainEntry|Blended learning}}<br> 數位學習 / 網路學習 / 電子學習 (tw) {{MainEntry|e-learning}}<br> 普及學習環境 (tw) {{MainEntry|Pervasive learning environment}}<br> 智慧型家教系統 (tw) / 智能教學系統 (hk) {{MainEntry|Intelligent tutoring system}}<br> 智慧型鷹架系統 (tw) / 智能鷹架系統 (hk) {{MainEntry|Intelligent scaffolding system}}<br> 模擬學習環境 (tw / hk) {{MainEntry|Simulation-based learning environment}}<br> 模擬遊戲 (tw / hk) {{MainEntry|Simulation games}}<br> 無所不在學習 (tw) {{MainEntry|Ubiquitous learning}}<br> '''無縫學習環境/無縫隙學習環境 (tw)''' {{MainEntry|[[Seamless learning environments]]}}<br> 現代化實驗室 (tw) {{MainEntry|Computer-based laboratory}}<br> 環罩式學習環境/情境感知學習環境/感知學習環境 (tw) {{MainEntry|Ambient learning environment}}<br> '''疊置/重疊/疊蓋/疊對 (tw)''' {{MainEntry|[[Overlay]]}}<br> 知識回饋 (tw) {{MainEntry|Epistemic feedback}}<br> '''知識支援性 (tw)''' {{MainEntry|[[Epistemic affordance]]}}<br> 科技增進學習/技術增強學習/數位學習/科技支援學習 (tw) {{MainEntry|Technology Enhanced Learning}}<br> '''網路學習 (tw) / 網络學習 (hk)''' {{MainEntry|[[Networked learning]]}}<br> 網路學習環境 (tw / hk) {{MainEntry|Networked learning environment }}<br> 網路學習社群 (tw / hk) {{MainEntry|Networked learning communities}}<br> 網路授課科技 (tw) {{MainEntry|Web-lecturing technologies}}<br> 線上學習環境 (tw) {{MainEntry|On-line learning environment}}<br> 自動檢測 (tw) / 自動診斷 (hk) {{MainEntry|Automatic diagnosis}}<br> 自動產生練習 (tw) {{MainEntry|Automatic generation of exercises }}<br> '''自我調整學習 (tw / hk)''' {{MainEntry|[[Self-regulated learning]]}}<br> 虛擬大學 (tw / hk) {{MainEntry|Virtual universities }}<br> 虛擬學習實境 (tw) / 虚擬學習環境 (hk) {{MainEntry|Virtual learning environment}}<br> 虛擬校園 (tw / hk) {{MainEntry|Virtual campus}}<br> 虛擬課程代理人 (tw) {{MainEntry|Virtual pedagogical agent}}<br> 融合數位學習 (tw) {{MainEntry|Inclusive e-learning}}<br> '''行動學習 (tw)''' {{MainEntry|[[Mobile learning]]}}<br> '''認知導引 (tw)''' {{MainEntry|[[Cognitive tutor]]}}<br> 認知工程 (tw) {{MainEntry|Cognitive engineering}}<br> 認知模型 (tw / hk) {{MainEntry|Cognitive modeling}}<br> 認知診斷 (tw) {{MainEntry|Cognitive diagnosis}}<br> 課程管理系統 (tw / hk) {{MainEntry|Course management system}}<br> '''遊戲式學習 (tw) / 遊戲化學習 (hk)''' {{MainEntry|[[Game-based learning]]}}<br> 遠距學習 (tw) {{MainEntry|Distance learning}}<br> 遠距實驗室/遠端實驗室 (tw) {{MainEntry|Remote laboratories }}<br> 適性式學習環境/適性化學習環境 (tw) {{MainEntry|Adaptive learning environment}}<br> 電子學習歷程檔案 (tw) / 電子學習檔案 (hk) {{MainEntry|e-portfolio}}<br> 電腦學習環境 (tw) {{MainEntry|Computer-based learning environments}}<br> 電腦支援的協作學習 (tw) {{MainEntry|Computer-supported collaborative learning}}<br> 電腦測驗 (tw) {{MainEntry|e-Assessment}}<br> 電腦輔助學習 (tw / hk) {{MainEntry|Computer-assisted learning}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-assisted instruction}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-based instruction}}<br> 電腦輔助測驗 (tw) {{MainEntry|Computer-assisted examination}}<br> 電腦輔助語言學習 (tw / hk) {{MainEntry|Computer-assisted language learning}}<br> '''非正規學習 (tw)''' {{MainEntry|[[Informal learning]]}}<br> () {{MainEntry|Techno-mathematical literacies}}<br> 583 567 2012-01-05T15:52:49Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Traditional chinese entries (tw: Taiwan, hk: Hong-Kong) ''Edited by Tak-Wai Chan (National Central University, Taiwan, TW), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)'' 互動學習環境 (tw / hk) {{MainEntry|Interactive learning environment}}<br> 互動白板 (tw) {{MainEntry|Interactive white board}}<br> 人工學習環境(tw / hk) {{MainEntry|Artificial learning environment}}<br> 代理人輔助學習環境 (tw) {{MainEntry|Agent-based learning environment}}<br> 代理人輔助教學系統 (tw) {{MainEntry|Agent-based tutoring system}}<br> 個人學習環境 (tw / hk) {{MainEntry|Personal learning environment}}<br> 內部腳本 (tw) {{MainEntry|Internal script}}<br> 分散式學習 (tw) / 分佈式學習 (hk) {{MainEntry|Distributed learning}}<br> 分散式學習環境 (tw) / 分佈式學習環境 (hk) {{MainEntry|Distributed learning environments}}<br> 動態幾何 (tw / hk) {{MainEntry|Dynamic geometry}}<br> 動畫型教學代理人(tw) {{MainEntry|Animated pedagogical agent}}<br> 可程式控制學習環境 (tw) / 可編程電腦輔助學習環境 (hk) {{MainEntry|Programmable computer-based learning environment}}<br> 可程式課程 (tw) / 可編程課程 (hk) {{MainEntry|Programmable course }}<br> 合作學習 (tw) / 協作學習 (hk) {{MainEntry|Collaborative learning}}<br> '''合作腳本 (tw)''' {{MainEntry|[[Collaboration script]]}}<br> 基於教學法的代理/教學代理人/教育代理人 (tw) {{MainEntry|Pedagogical agent}}<br> 外部腳本 (tw) {{MainEntry|External script}}<br> 多媒體學習 (tw / hk) {{MainEntry|Multimedia learning}}<br> 夥伴系統 (tw / hk) {{MainEntry|Buddy systems}}<br> '''學習元件/學習物件 (tw)''' {{MainEntry|[[Learning objects]]}}<br> 學習同伴/學習夥伴 (tw) {{MainEntry|Learning companion}}<br> 學習徑/學習步道 (tw) {{MainEntry|Learning trail }}<br> '''學習情境 (tw / hk)''' {{MainEntry|[[Learning scenario]]}}<br> 學習支持程式 (tw) {{MainEntry|Computer programming in support of learning}}<br> '''學習格網 (tw) / 學習網格 (hk)''' {{MainEntry|[[Learning grid]]}}<br> 學習環境 (tw / hk) {{MainEntry|Learning environment}}<br> '''學習空間 (tw / hk)''' {{MainEntry|[[Learning space]]}}<br> '''學習管理系統 (tw / hk)''' {{MainEntry|[[Learning management systems]]}}<br> 學習者模型 (tw / hk) {{MainEntry|Learner modeling}}<br> 學習設計 (tw / hk) {{MainEntry|Learning design}}<br> 實體學習環境 (tw) {{MainEntry|Tangible learning environment}}<br> '''嵌入現象 (tw)''' {{MainEntry|[[Embedded phenomena]]}}<br> '''建構主義 (tw / hk)''' {{MainEntry|[[Constructionism]]}}<br> 微世界/微型世界/縮影世界 (tw) {{MainEntry|Microworld}}<br> 悅趣化學習(tw) {{MainEntry|Edutainment}}<br> 情境學習 (tw) / 情境學習, 情景式學習 (hk) {{MainEntry|Situated learning }}<br> '''探索學習 (tw)''' {{MainEntry|[[Inquiry learning]]}}<br> 擴增學習環境 (tw) / 擴張學習環境 (hk) {{MainEntry|Augmented learning environment}}<br> '''敘事學習環境/敘說學習環境 (tw)''' {{MainEntry|[[Narrative learning environments]]}}<br> '''教學工程 (tw)''' {{MainEntry|[[Didactical engineering]]}}<br> 教材 (tw) / 課件 (hk) {{MainEntry|Courseware }}<br> 教材製作工具 (tw) {{MainEntry|Authoring tool}}<br> 教材製作系統 (tw) {{MainEntry|Authoring system}}<br> '''教育支援性 (tw)''' {{MainEntry|[[Educational affordance]]}}<br> 教育資料探勘 (tw) / 教育數據挖掘 (hk) {{MainEntry|Educational data mining}}<br> 整合學習系統 (tw) / 融合學習系統 (hk) {{MainEntry|Integrated learning system }}<br> 整合式學習/混成式學習 (tw) {{MainEntry|Blended learning}}<br> 數位學習 / 網路學習 / 電子學習 (tw) {{MainEntry|e-learning}}<br> 普及學習環境 (tw) {{MainEntry|Pervasive learning environment}}<br> 智慧型家教系統 (tw) / 智能教學系統 (hk) {{MainEntry|Intelligent tutoring system}}<br> 智慧型鷹架系統 (tw) / 智能鷹架系統 (hk) {{MainEntry|Intelligent scaffolding system}}<br> 模擬學習環境 (tw / hk) {{MainEntry|Simulation-based learning environment}}<br> 模擬遊戲 (tw / hk) {{MainEntry|Simulation games}}<br> 無所不在學習 (tw) {{MainEntry|Ubiquitous learning}}<br> '''無縫學習環境/無縫隙學習環境 (tw)''' {{MainEntry|[[Seamless learning environments]]}}<br> 現代化實驗室 (tw) {{MainEntry|Computer-based laboratory}}<br> 環罩式學習環境/情境感知學習環境/感知學習環境 (tw) {{MainEntry|Ambient learning environment}}<br> '''疊置/重疊/疊蓋/疊對 (tw)''' {{MainEntry|[[Overlay]]}}<br> 知識回饋 (tw) {{MainEntry|Epistemic feedback}}<br> '''知識支援性 (tw)''' {{MainEntry|[[Epistemic affordance]]}}<br> 科技增進學習/技術增強學習/數位學習/科技支援學習 (tw) {{MainEntry|Technology Enhanced Learning}}<br> '''網路學習 (tw) / 網络學習 (hk)''' {{MainEntry|[[Networked learning]]}}<br> 網路學習環境 (tw / hk) {{MainEntry|Networked learning environment }}<br> 網路學習社群 (tw / hk) {{MainEntry|Networked learning communities}}<br> 網路授課科技 (tw) {{MainEntry|Web-lecturing technologies}}<br> 線上學習環境 (tw) {{MainEntry|On-line learning environment}}<br> 自動檢測 (tw) / 自動診斷 (hk) {{MainEntry|Automatic diagnosis}}<br> 自動產生練習 (tw) {{MainEntry|Automatic generation of exercises }}<br> '''自我調整學習 (tw / hk)''' {{MainEntry|[[Self-regulated learning]]}}<br> 虛擬大學 (tw / hk) {{MainEntry|Virtual universities }}<br> 虛擬學習實境 (tw) / 虚擬學習環境 (hk) {{MainEntry|Virtual learning environment}}<br> 虛擬校園 (tw / hk) {{MainEntry|Virtual campus}}<br> 虛擬課程代理人 (tw) {{MainEntry|Virtual pedagogical agent}}<br> 融合數位學習 (tw) {{MainEntry|Inclusive e-learning}}<br> '''行動學習 (tw)''' {{MainEntry|[[Mobile learning]]}}<br> 認知導引 (tw) {{MainEntry|Cognitive tutor}}<br> 認知工程 (tw) {{MainEntry|Cognitive engineering}}<br> 認知模型 (tw / hk) {{MainEntry|Cognitive modeling}}<br> 認知診斷 (tw) {{MainEntry|Cognitive diagnosis}}<br> 課程管理系統 (tw / hk) {{MainEntry|Course management system}}<br> '''遊戲式學習 (tw) / 遊戲化學習 (hk)''' {{MainEntry|[[Game-based learning]]}}<br> 遠距學習 (tw) {{MainEntry|Distance learning}}<br> 遠距實驗室/遠端實驗室 (tw) {{MainEntry|Remote laboratories }}<br> 適性式學習環境/適性化學習環境 (tw) {{MainEntry|Adaptive learning environment}}<br> 電子學習歷程檔案 (tw) / 電子學習檔案 (hk) {{MainEntry|e-portfolio}}<br> 電腦學習環境 (tw) {{MainEntry|Computer-based learning environments}}<br> 電腦支援的協作學習 (tw) {{MainEntry|Computer-supported collaborative learning}}<br> 電腦測驗 (tw) {{MainEntry|e-Assessment}}<br> 電腦輔助學習 (tw / hk) {{MainEntry|Computer-assisted learning}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-assisted instruction}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-based instruction}}<br> 電腦輔助測驗 (tw) {{MainEntry|Computer-assisted examination}}<br> 電腦輔助語言學習 (tw / hk) {{MainEntry|Computer-assisted language learning}}<br> '''非正規學習 (tw)''' {{MainEntry|[[Informal learning]]}}<br> () {{MainEntry|Techno-mathematical literacies}}<br> 567 545 2012-01-05T15:27:43Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Traditional chinese entries (tw: Taiwan, hk: Hong-Kong) ''Edited by Tak-Wai Chan (National Central University, Taiwan, TW), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)'' 互動學習環境 (tw / hk) {{MainEntry|Interactive learning environment}}<br> 互動白板 (tw) {{MainEntry|Interactive white board}}<br> 人工學習環境(tw / hk) {{MainEntry|Artificial learning environment}}<br> 代理人輔助學習環境 (tw) {{MainEntry|Agent-based learning environment}}<br> 代理人輔助教學系統 (tw) {{MainEntry|Agent-based tutoring system}}<br> 個人學習環境 (tw / hk) {{MainEntry|Personal learning environment}}<br> 內部腳本 (tw) {{MainEntry|Internal script}}<br> 分散式學習 (tw) / 分佈式學習 (hk) {{MainEntry|Distributed learning}}<br> 分散式學習環境 (tw) / 分佈式學習環境 (hk) {{MainEntry|Distributed learning environments}}<br> 動態幾何 (tw / hk) {{MainEntry|Dynamic geometry}}<br> 動畫型教學代理人(tw) {{MainEntry|Animated pedagogical agent}}<br> 可程式控制學習環境 (tw) / 可編程電腦輔助學習環境 (hk) {{MainEntry|Programmable computer-based learning environment}}<br> 可程式課程 (tw) / 可編程課程 (hk) {{MainEntry|Programmable course }}<br> 合作學習 (tw) / 協作學習 (hk) {{MainEntry|Collaborative learning}}<br> '''合作腳本 (tw)''' {{MainEntry|[[Collaboration script]]}}<br> 基於教學法的代理/教學代理人/教育代理人 (tw) {{MainEntry|Pedagogical agent}}<br> 外部腳本 (tw) {{MainEntry|External script}}<br> 多媒體學習 (tw / hk) {{MainEntry|Multimedia learning}}<br> 夥伴系統 (tw / hk) {{MainEntry|Buddy systems}}<br> 學習元件/學習物件 (tw) {{MainEntry|Learning objects}}<br> 學習同伴/學習夥伴 (tw) {{MainEntry|Learning companion}}<br> 學習徑/學習步道 (tw) {{MainEntry|Learning trail }}<br> '''學習情境 (tw / hk)''' {{MainEntry|[[Learning scenario]]}}<br> 學習支持程式 (tw) {{MainEntry|Computer programming in support of learning}}<br> '''學習格網 (tw) / 學習網格 (hk)''' {{MainEntry|[[Learning grid]]}}<br> 學習環境 (tw / hk) {{MainEntry|Learning environment}}<br> '''學習空間 (tw / hk)''' {{MainEntry|[[Learning space]]}}<br> '''學習管理系統 (tw / hk)''' {{MainEntry|[[Learning management systems]]}}<br> 學習者模型 (tw / hk) {{MainEntry|Learner modeling}}<br> 學習設計 (tw / hk) {{MainEntry|Learning design}}<br> 實體學習環境 (tw) {{MainEntry|Tangible learning environment}}<br> '''嵌入現象 (tw)''' {{MainEntry|[[Embedded phenomena]]}}<br> '''建構主義 (tw / hk)''' {{MainEntry|[[Constructionism]]}}<br> 微世界/微型世界/縮影世界 (tw) {{MainEntry|Microworld}}<br> 悅趣化學習(tw) {{MainEntry|Edutainment}}<br> 情境學習 (tw) / 情境學習, 情景式學習 (hk) {{MainEntry|Situated learning }}<br> '''探索學習 (tw)''' {{MainEntry|[[Inquiry learning]]}}<br> 擴增學習環境 (tw) / 擴張學習環境 (hk) {{MainEntry|Augmented learning environment}}<br> '''敘事學習環境/敘說學習環境 (tw)''' {{MainEntry|[[Narrative learning environments]]}}<br> '''教學工程 (tw)''' {{MainEntry|[[Didactical engineering]]}}<br> 教材 (tw) / 課件 (hk) {{MainEntry|Courseware }}<br> 教材製作工具 (tw) {{MainEntry|Authoring tool}}<br> 教材製作系統 (tw) {{MainEntry|Authoring system}}<br> '''教育支援性 (tw)''' {{MainEntry|[[Educational affordance]]}}<br> 教育資料探勘 (tw) / 教育數據挖掘 (hk) {{MainEntry|Educational data mining}}<br> 整合學習系統 (tw) / 融合學習系統 (hk) {{MainEntry|Integrated learning system }}<br> 整合式學習/混成式學習 (tw) {{MainEntry|Blended learning}}<br> 數位學習 / 網路學習 / 電子學習 (tw) {{MainEntry|e-learning}}<br> 普及學習環境 (tw) {{MainEntry|Pervasive learning environment}}<br> 智慧型家教系統 (tw) / 智能教學系統 (hk) {{MainEntry|Intelligent tutoring system}}<br> 智慧型鷹架系統 (tw) / 智能鷹架系統 (hk) {{MainEntry|Intelligent scaffolding system}}<br> 模擬學習環境 (tw / hk) {{MainEntry|Simulation-based learning environment}}<br> 模擬遊戲 (tw / hk) {{MainEntry|Simulation games}}<br> 無所不在學習 (tw) {{MainEntry|Ubiquitous learning}}<br> '''無縫學習環境/無縫隙學習環境 (tw)''' {{MainEntry|[[Seamless learning environments]]}}<br> 現代化實驗室 (tw) {{MainEntry|Computer-based laboratory}}<br> 環罩式學習環境/情境感知學習環境/感知學習環境 (tw) {{MainEntry|Ambient learning environment}}<br> '''疊置/重疊/疊蓋/疊對 (tw)''' {{MainEntry|[[Overlay]]}}<br> 知識回饋 (tw) {{MainEntry|Epistemic feedback}}<br> '''知識支援性 (tw)''' {{MainEntry|[[Epistemic affordance]]}}<br> 科技增進學習/技術增強學習/數位學習/科技支援學習 (tw) {{MainEntry|Technology Enhanced Learning}}<br> '''網路學習 (tw) / 網络學習 (hk)''' {{MainEntry|[[Networked learning]]}}<br> 網路學習環境 (tw / hk) {{MainEntry|Networked learning environment }}<br> 網路學習社群 (tw / hk) {{MainEntry|Networked learning communities}}<br> 網路授課科技 (tw) {{MainEntry|Web-lecturing technologies}}<br> 線上學習環境 (tw) {{MainEntry|On-line learning environment}}<br> 自動檢測 (tw) / 自動診斷 (hk) {{MainEntry|Automatic diagnosis}}<br> 自動產生練習 (tw) {{MainEntry|Automatic generation of exercises }}<br> '''自我調整學習 (tw / hk)''' {{MainEntry|[[Self-regulated learning]]}}<br> 虛擬大學 (tw / hk) {{MainEntry|Virtual universities }}<br> 虛擬學習實境 (tw) / 虚擬學習環境 (hk) {{MainEntry|Virtual learning environment}}<br> 虛擬校園 (tw / hk) {{MainEntry|Virtual campus}}<br> 虛擬課程代理人 (tw) {{MainEntry|Virtual pedagogical agent}}<br> 融合數位學習 (tw) {{MainEntry|Inclusive e-learning}}<br> '''行動學習 (tw)''' {{MainEntry|[[Mobile learning]]}}<br> 認知導引 (tw) {{MainEntry|Cognitive tutor}}<br> 認知工程 (tw) {{MainEntry|Cognitive engineering}}<br> 認知模型 (tw / hk) {{MainEntry|Cognitive modeling}}<br> 認知診斷 (tw) {{MainEntry|Cognitive diagnosis}}<br> 課程管理系統 (tw / hk) {{MainEntry|Course management system}}<br> '''遊戲式學習 (tw) / 遊戲化學習 (hk)''' {{MainEntry|[[Game-based learning]]}}<br> 遠距學習 (tw) {{MainEntry|Distance learning}}<br> 遠距實驗室/遠端實驗室 (tw) {{MainEntry|Remote laboratories }}<br> 適性式學習環境/適性化學習環境 (tw) {{MainEntry|Adaptive learning environment}}<br> 電子學習歷程檔案 (tw) / 電子學習檔案 (hk) {{MainEntry|e-portfolio}}<br> 電腦學習環境 (tw) {{MainEntry|Computer-based learning environments}}<br> 電腦支援的協作學習 (tw) {{MainEntry|Computer-supported collaborative learning}}<br> 電腦測驗 (tw) {{MainEntry|e-Assessment}}<br> 電腦輔助學習 (tw / hk) {{MainEntry|Computer-assisted learning}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-assisted instruction}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-based instruction}}<br> 電腦輔助測驗 (tw) {{MainEntry|Computer-assisted examination}}<br> 電腦輔助語言學習 (tw / hk) {{MainEntry|Computer-assisted language learning}}<br> '''非正規學習 (tw)''' {{MainEntry|[[Informal learning]]}}<br> () {{MainEntry|Techno-mathematical literacies}}<br> 545 516 2011-12-15T10:00:14Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Traditional chinese entries (tw: Taiwan, hk: Hong-Kong) ''Edited by Tak-Wai Chan (National Central University, Taiwan, TW), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)'' 互動學習環境 (tw / hk) {{MainEntry|Interactive learning environment}}<br> 互動白板 (tw) {{MainEntry|Interactive white board}}<br> 人工學習環境(tw / hk) {{MainEntry|Artificial learning environment}}<br> 代理人輔助學習環境 (tw) {{MainEntry|Agent-based learning environment}}<br> 代理人輔助教學系統 (tw) {{MainEntry|Agent-based tutoring system}}<br> 個人學習環境 (tw / hk) {{MainEntry|Personal learning environment}}<br> 內部腳本 (tw) {{MainEntry|Internal script}}<br> 分散式學習 (tw) / 分佈式學習 (hk) {{MainEntry|Distributed learning}}<br> 分散式學習環境 (tw) / 分佈式學習環境 (hk) {{MainEntry|Distributed learning environments}}<br> 動態幾何 (tw / hk) {{MainEntry|Dynamic geometry}}<br> 動畫型教學代理人(tw) {{MainEntry|Animated pedagogical agent}}<br> 可程式控制學習環境 (tw) / 可編程電腦輔助學習環境 (hk) {{MainEntry|Programmable computer-based learning environment}}<br> 可程式課程 (tw) / 可編程課程 (hk) {{MainEntry|Programmable course }}<br> 合作學習 (tw) / 協作學習 (hk) {{MainEntry|Collaborative learning}}<br> '''合作腳本 (tw)''' {{MainEntry|[[Collaboration script]]}}<br> 基於教學法的代理/教學代理人/教育代理人 (tw) {{MainEntry|Pedagogical agent}}<br> 外部腳本 (tw) {{MainEntry|External script}}<br> 多媒體學習 (tw / hk) {{MainEntry|Multimedia learning}}<br> 夥伴系統 (tw / hk) {{MainEntry|Buddy systems}}<br> 學習元件/學習物件 (tw) {{MainEntry|Learning objects}}<br> 學習同伴/學習夥伴 (tw) {{MainEntry|Learning companion}}<br> 學習徑/學習步道 (tw) {{MainEntry|Learning trail }}<br> '''學習情境 (tw / hk)''' {{MainEntry|[[Learning scenario]]}}<br> 學習支持程式 (tw) {{MainEntry|Computer programming in support of learning}}<br> '''學習格網 (tw) / 學習網格 (hk)''' {{MainEntry|[[Learning grid]]}}<br> 學習環境 (tw / hk) {{MainEntry|Learning environment}}<br> '''學習空間 (tw / hk)''' {{MainEntry|[[Learning space]]}}<br> '''學習管理系統 (tw / hk)''' {{MainEntry|[[Learning management systems]]}}<br> 學習者模型 (tw / hk) {{MainEntry|Learner modeling}}<br> 學習設計 (tw / hk) {{MainEntry|Learning design}}<br> 實體學習環境 (tw) {{MainEntry|Tangible learning environment}}<br> '''嵌入現象 (tw)''' {{MainEntry|[[Embedded phenomena]]}}<br> '''建構主義 (tw / hk)''' {{MainEntry|[[Constructionism]]}}<br> 微世界/微型世界/縮影世界 (tw) {{MainEntry|Microworld}}<br> 悅趣化學習(tw) {{MainEntry|Edutainment}}<br> 情境學習 (tw) / 情境學習, 情景式學習 (hk) {{MainEntry|Situated learning }}<br> '''探索學習 (tw)''' {{MainEntry|[[Inquiry learning]]}}<br> 擴增學習環境 (tw) / 擴張學習環境 (hk) {{MainEntry|Augmented learning environment}}<br> '''敘事學習環境/敘說學習環境 (tw)''' {{MainEntry|[[Narrative learning environments]]}}<br> 教學工程 (tw) {{MainEntry|Didactical engineering}}<br> 教材 (tw) / 課件 (hk) {{MainEntry|Courseware }}<br> 教材製作工具 (tw) {{MainEntry|Authoring tool}}<br> 教材製作系統 (tw) {{MainEntry|Authoring system}}<br> '''教育支援性 (tw)''' {{MainEntry|[[Educational affordance]]}}<br> 教育資料探勘 (tw) / 教育數據挖掘 (hk) {{MainEntry|Educational data mining}}<br> 整合學習系統 (tw) / 融合學習系統 (hk) {{MainEntry|Integrated learning system }}<br> 整合式學習/混成式學習 (tw) {{MainEntry|Blended learning}}<br> 數位學習 / 網路學習 / 電子學習 (tw) {{MainEntry|e-learning}}<br> 普及學習環境 (tw) {{MainEntry|Pervasive learning environment}}<br> 智慧型家教系統 (tw) / 智能教學系統 (hk) {{MainEntry|Intelligent tutoring system}}<br> 智慧型鷹架系統 (tw) / 智能鷹架系統 (hk) {{MainEntry|Intelligent scaffolding system}}<br> 模擬學習環境 (tw / hk) {{MainEntry|Simulation-based learning environment}}<br> 模擬遊戲 (tw / hk) {{MainEntry|Simulation games}}<br> 無所不在學習 (tw) {{MainEntry|Ubiquitous learning}}<br> '''無縫學習環境/無縫隙學習環境 (tw)''' {{MainEntry|[[Seamless learning environments]]}}<br> 現代化實驗室 (tw) {{MainEntry|Computer-based laboratory}}<br> 環罩式學習環境/情境感知學習環境/感知學習環境 (tw) {{MainEntry|Ambient learning environment}}<br> '''疊置/重疊/疊蓋/疊對 (tw)''' {{MainEntry|[[Overlay]]}}<br> 知識回饋 (tw) {{MainEntry|Epistemic feedback}}<br> '''知識支援性 (tw)''' {{MainEntry|[[Epistemic affordance]]}}<br> 科技增進學習/技術增強學習/數位學習/科技支援學習 (tw) {{MainEntry|Technology Enhanced Learning}}<br> '''網路學習 (tw) / 網络學習 (hk)''' {{MainEntry|[[Networked learning]]}}<br> 網路學習環境 (tw / hk) {{MainEntry|Networked learning environment }}<br> 網路學習社群 (tw / hk) {{MainEntry|Networked learning communities}}<br> 網路授課科技 (tw) {{MainEntry|Web-lecturing technologies}}<br> 線上學習環境 (tw) {{MainEntry|On-line learning environment}}<br> 自動檢測 (tw) / 自動診斷 (hk) {{MainEntry|Automatic diagnosis}}<br> 自動產生練習 (tw) {{MainEntry|Automatic generation of exercises }}<br> '''自我調整學習 (tw / hk)''' {{MainEntry|[[Self-regulated learning]]}}<br> 虛擬大學 (tw / hk) {{MainEntry|Virtual universities }}<br> 虛擬學習實境 (tw) / 虚擬學習環境 (hk) {{MainEntry|Virtual learning environment}}<br> 虛擬校園 (tw / hk) {{MainEntry|Virtual campus}}<br> 虛擬課程代理人 (tw) {{MainEntry|Virtual pedagogical agent}}<br> 融合數位學習 (tw) {{MainEntry|Inclusive e-learning}}<br> '''行動學習 (tw)''' {{MainEntry|[[Mobile learning]]}}<br> 認知導引 (tw) {{MainEntry|Cognitive tutor}}<br> 認知工程 (tw) {{MainEntry|Cognitive engineering}}<br> 認知模型 (tw / hk) {{MainEntry|Cognitive modeling}}<br> 認知診斷 (tw) {{MainEntry|Cognitive diagnosis}}<br> 課程管理系統 (tw / hk) {{MainEntry|Course management system}}<br> '''遊戲式學習 (tw) / 遊戲化學習 (hk)''' {{MainEntry|[[Game-based learning]]}}<br> 遠距學習 (tw) {{MainEntry|Distance learning}}<br> 遠距實驗室/遠端實驗室 (tw) {{MainEntry|Remote laboratories }}<br> 適性式學習環境/適性化學習環境 (tw) {{MainEntry|Adaptive learning environment}}<br> 電子學習歷程檔案 (tw) / 電子學習檔案 (hk) {{MainEntry|e-portfolio}}<br> 電腦學習環境 (tw) {{MainEntry|Computer-based learning environments}}<br> 電腦支援的協作學習 (tw) {{MainEntry|Computer-supported collaborative learning}}<br> 電腦測驗 (tw) {{MainEntry|e-Assessment}}<br> 電腦輔助學習 (tw / hk) {{MainEntry|Computer-assisted learning}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-assisted instruction}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-based instruction}}<br> 電腦輔助測驗 (tw) {{MainEntry|Computer-assisted examination}}<br> 電腦輔助語言學習 (tw / hk) {{MainEntry|Computer-assisted language learning}}<br> '''非正規學習 (tw)''' {{MainEntry|[[Informal learning]]}}<br> () {{MainEntry|Techno-mathematical literacies}}<br> 516 467 2011-11-25T14:42:37Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Traditional chinese entries (tw: Taiwan, hk: Hong-Kong) ''Edited by Tak-Wai Chan (National Central University, Taiwan, TW), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)'' 互動學習環境 (tw / hk) {{MainEntry|Interactive learning environment}}<br> 互動白板 (tw) {{MainEntry|Interactive white board}}<br> 人工學習環境(tw / hk) {{MainEntry|Artificial learning environment}}<br> 代理人輔助學習環境 (tw) {{MainEntry|Agent-based learning environment}}<br> 代理人輔助教學系統 (tw) {{MainEntry|Agent-based tutoring system}}<br> 個人學習環境 (tw / hk) {{MainEntry|Personal learning environment}}<br> 內部腳本 (tw) {{MainEntry|Internal script}}<br> 分散式學習 (tw) / 分佈式學習 (hk) {{MainEntry|Distributed learning}}<br> 分散式學習環境 (tw) / 分佈式學習環境 (hk) {{MainEntry|Distributed learning environments}}<br> 動態幾何 (tw / hk) {{MainEntry|Dynamic geometry}}<br> 動畫型教學代理人(tw) {{MainEntry|Animated pedagogical agent}}<br> 可程式控制學習環境 (tw) / 可編程電腦輔助學習環境 (hk) {{MainEntry|Programmable computer-based learning environment}}<br> 可程式課程 (tw) / 可編程課程 (hk) {{MainEntry|Programmable course }}<br> 合作學習 (tw) / 協作學習 (hk) {{MainEntry|Collaborative learning}}<br> '''合作腳本 (tw)''' {{MainEntry|[[Collaboration script]]}}<br> 基於教學法的代理/教學代理人/教育代理人 (tw) {{MainEntry|Pedagogical agent}}<br> 外部腳本 (tw) {{MainEntry|External script}}<br> 多媒體學習 (tw / hk) {{MainEntry|Multimedia learning}}<br> 夥伴系統 (tw / hk) {{MainEntry|Buddy systems}}<br> 學習元件/學習物件 (tw) {{MainEntry|Learning objects}}<br> 學習同伴/學習夥伴 (tw) {{MainEntry|Learning companion}}<br> 學習徑/學習步道 (tw) {{MainEntry|Learning trail }}<br> '''學習情境 (tw / hk)''' {{MainEntry|[[Learning scenario]]}}<br> 學習支持程式 (tw) {{MainEntry|Computer programming in support of learning}}<br> '''學習格網 (tw) / 學習網格 (hk)''' {{MainEntry|[[Learning grid]]}}<br> 學習環境 (tw / hk) {{MainEntry|Learning environment}}<br> '''學習空間 (tw / hk)''' {{MainEntry|[[Learning space]]}}<br> '''學習管理系統 (tw / hk)''' {{MainEntry|[[Learning management systems]]}}<br> 學習者模型 (tw / hk) {{MainEntry|Learner modeling}}<br> 學習設計 (tw / hk) {{MainEntry|Learning design}}<br> 實體學習環境 (tw) {{MainEntry|Tangible learning environment}}<br> '''嵌入現象 (tw)''' {{MainEntry|[[Embedded phenomena]]}}<br> '''建構主義 (tw / hk)''' {{MainEntry|[[Constructionism]]}}<br> 微世界/微型世界/縮影世界 (tw) {{MainEntry|Microworld}}<br> 悅趣化學習(tw) {{MainEntry|Edutainment}}<br> 情境學習 (tw) / 情境學習, 情景式學習 (hk) {{MainEntry|Situated learning }}<br> '''探索學習 (tw)''' {{MainEntry|[[Inquiry learning]]}}<br> 擴增學習環境 (tw) / 擴張學習環境 (hk) {{MainEntry|Augmented learning environment}}<br> '''敘事學習環境/敘說學習環境 (tw)''' {{MainEntry|[[Narrative learning environments]]}}<br> 教學工程 (tw) {{MainEntry|Didactical engineering}}<br> 教材 (tw) / 課件 (hk) {{MainEntry|Courseware }}<br> 教材製作工具 (tw) {{MainEntry|Authoring tool}}<br> 教材製作系統 (tw) {{MainEntry|Authoring system}}<br> '''教育支援性 (tw)''' {{MainEntry|[[Educational affordance]]}}<br> 教育資料探勘 (tw) / 教育數據挖掘 (hk) {{MainEntry|Educational data mining}}<br> 整合學習系統 (tw) / 融合學習系統 (hk) {{MainEntry|Integrated learning system }}<br> 整合式學習/混成式學習 (tw) {{MainEntry|Blended learning}}<br> 數位學習 / 網路學習 / 電子學習 (tw) {{MainEntry|e-learning}}<br> 普及學習環境 (tw) {{MainEntry|Pervasive learning environment}}<br> 智慧型家教系統 (tw) / 智能教學系統 (hk) {{MainEntry|Intelligent tutoring system}}<br> 智慧型鷹架系統 (tw) / 智能鷹架系統 (hk) {{MainEntry|Intelligent scaffolding system}}<br> 模擬學習環境 (tw / hk) {{MainEntry|Simulation-based learning environment}}<br> 模擬遊戲 (tw / hk) {{MainEntry|Simulation games}}<br> 無所不在學習 (tw) {{MainEntry|Ubiquitous learning}}<br> '''無縫學習環境/無縫隙學習環境 (tw)''' {{MainEntry|[[Seamless learning environments]]}}<br> 現代化實驗室 (tw) {{MainEntry|Computer-based laboratory}}<br> 環罩式學習環境/情境感知學習環境/感知學習環境 (tw) {{MainEntry|Ambient learning environment}}<br> '''疊置/重疊/疊蓋/疊對 (tw)''' {{MainEntry|[[Overlay]]}}<br> 知識回饋 (tw) {{MainEntry|Epistemic feedback}}<br> '''知識支援性 (tw)''' {{MainEntry|[[Epistemic affordance]]}}<br> 科技增進學習/技術增強學習/數位學習/科技支援學習 (tw) {{MainEntry|Technology Enhanced Learning}}<br> '''網路學習 (tw) / 網络學習 (hk)''' {{MainEntry|[[Networked learning]]}}<br> 網路學習環境 (tw / hk) {{MainEntry|Networked learning environment }}<br> 網路學習社群 (tw / hk) {{MainEntry|Networked learning communities}}<br> 網路授課科技 (tw) {{MainEntry|Web-lecturing technologies}}<br> 線上學習環境 (tw) {{MainEntry|On-line learning environment}}<br> 自動檢測 (tw) / 自動診斷 (hk) {{MainEntry|Automatic diagnosis}}<br> 自動產生練習 (tw) {{MainEntry|Automatic generation of exercises }}<br> '''自我調整學習 (tw / hk)''' {{MainEntry|[[Self-regulated learning]]}}<br> 虛擬大學 (tw / hk) {{MainEntry|Virtual universities }}<br> 虛擬學習實境 (tw) / 虚擬學習環境 (hk) {{MainEntry|Virtual learning environment}}<br> 虛擬校園 (tw / hk) {{MainEntry|Virtual campus}}<br> 虛擬課程代理人 (tw) {{MainEntry|Virtual pedagogical agent}}<br> 融合數位學習 (tw) {{MainEntry|Inclusive e-learning}}<br> '''行動學習 (tw)''' {{MainEntry|[[Mobile learning]]}}<br> 認知導引 (tw) {{MainEntry|Cognitive tutor}}<br> 認知工程 (tw) {{MainEntry|Cognitive engineering}}<br> 認知模型 (tw / hk) {{MainEntry|Cognitive modeling}}<br> 認知診斷 (tw) {{MainEntry|Cognitive diagnosis}}<br> 課程管理系統 (tw / hk) {{MainEntry|Course management system}}<br> '''遊戲式學習 (tw) / 遊戲化學習 (hk)''' {{MainEntry|[[Game-based learning]]}}<br> 遠距學習 (tw) {{MainEntry|Distance learning}}<br> 遠距實驗室/遠端實驗室 (tw) {{MainEntry|Remote laboratories }}<br> 適性式學習環境/適性化學習環境 (tw) {{MainEntry|Adaptive learning environment}}<br> 電子學習歷程檔案 (tw) / 電子學習檔案 (hk) {{MainEntry|e-portfolio}}<br> 電腦學習環境 (tw) {{MainEntry|Computer-based learning environments}}<br> 電腦支援的協作學習 (tw) {{MainEntry|Computer-supported collaborative learning}}<br> 電腦測驗 (tw) {{MainEntry|e-Assessment}}<br> 電腦輔助學習 (tw / hk) {{MainEntry|Computer-assisted learning}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-assisted instruction}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-based instruction}}<br> 電腦輔助測驗 (tw) {{MainEntry|Computer-assisted examination}}<br> 電腦輔助語言學習 (tw / hk) {{MainEntry|Computer-assisted language learning}}<br> 非正規學習 (tw) {{MainEntry|Informal learning}}<br> () {{MainEntry|Techno-mathematical literacies}}<br> 467 432 2011-10-25T09:39:43Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Traditional chinese entries (tw: Taiwan, hk: Hong-Kong) ''Edited by Tak-Wai Chan (National Central University, Taiwan, TW), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)'' 互動學習環境 (tw / hk) {{MainEntry|Interactive learning environment}}<br> 互動白板 (tw) {{MainEntry|Interactive white board}}<br> 人工學習環境(tw / hk) {{MainEntry|Artificial learning environment}}<br> 代理人輔助學習環境 (tw) {{MainEntry|Agent-based learning environment}}<br> 代理人輔助教學系統 (tw) {{MainEntry|Agent-based tutoring system}}<br> 個人學習環境 (tw / hk) {{MainEntry|Personal learning environment}}<br> 內部腳本 (tw) {{MainEntry|Internal script}}<br> 分散式學習 (tw) / 分佈式學習 (hk) {{MainEntry|Distributed learning}}<br> 分散式學習環境 (tw) / 分佈式學習環境 (hk) {{MainEntry|Distributed learning environments}}<br> 動態幾何 (tw / hk) {{MainEntry|Dynamic geometry}}<br> 動畫型教學代理人(tw) {{MainEntry|Animated pedagogical agent}}<br> 可程式控制學習環境 (tw) / 可編程電腦輔助學習環境 (hk) {{MainEntry|Programmable computer-based learning environment}}<br> 可程式課程 (tw) / 可編程課程 (hk) {{MainEntry|Programmable course }}<br> 合作學習 (tw) / 協作學習 (hk) {{MainEntry|Collaborative learning}}<br> '''合作腳本 (tw)''' {{MainEntry|[[Collaboration script]]}}<br> 基於教學法的代理/教學代理人/教育代理人 (tw) {{MainEntry|Pedagogical agent}}<br> 外部腳本 (tw) {{MainEntry|External script}}<br> 多媒體學習 (tw / hk) {{MainEntry|Multimedia learning}}<br> 夥伴系統 (tw / hk) {{MainEntry|Buddy systems}}<br> 學習元件/學習物件 (tw) {{MainEntry|Learning objects}}<br> 學習同伴/學習夥伴 (tw) {{MainEntry|Learning companion}}<br> 學習徑/學習步道 (tw) {{MainEntry|Learning trail }}<br> '''學習情境 (tw / hk)''' {{MainEntry|[[Learning scenario]]}}<br> 學習支持程式 (tw) {{MainEntry|Computer programming in support of learning}}<br> '''學習格網 (tw) / 學習網格 (hk)''' {{MainEntry|[[Learning grid]]}}<br> 學習環境 (tw / hk) {{MainEntry|Learning environment}}<br> 學習空間 (tw / hk) {{MainEntry|Learning space}}<br> '''學習管理系統 (tw / hk)''' {{MainEntry|[[Learning management systems]]}}<br> 學習者模型 (tw / hk) {{MainEntry|Learner modeling}}<br> 學習設計 (tw / hk) {{MainEntry|Learning design}}<br> 實體學習環境 (tw) {{MainEntry|Tangible learning environment}}<br> '''嵌入現象 (tw)''' {{MainEntry|[[Embedded phenomena]]}}<br> '''建構主義 (tw / hk)''' {{MainEntry|[[Constructionism]]}}<br> 微世界/微型世界/縮影世界 (tw) {{MainEntry|Microworld}}<br> 悅趣化學習(tw) {{MainEntry|Edutainment}}<br> 情境學習 (tw) / 情境學習, 情景式學習 (hk) {{MainEntry|Situated learning }}<br> '''探索學習 (tw)''' {{MainEntry|[[Inquiry learning]]}}<br> 擴增學習環境 (tw) / 擴張學習環境 (hk) {{MainEntry|Augmented learning environment}}<br> '''敘事學習環境/敘說學習環境 (tw)''' {{MainEntry|[[Narrative learning environments]]}}<br> 教學工程 (tw) {{MainEntry|Didactical engineering}}<br> 教材 (tw) / 課件 (hk) {{MainEntry|Courseware }}<br> 教材製作工具 (tw) {{MainEntry|Authoring tool}}<br> 教材製作系統 (tw) {{MainEntry|Authoring system}}<br> '''教育支援性 (tw)''' {{MainEntry|[[Educational affordance]]}}<br> 教育資料探勘 (tw) / 教育數據挖掘 (hk) {{MainEntry|Educational data mining}}<br> 整合學習系統 (tw) / 融合學習系統 (hk) {{MainEntry|Integrated learning system }}<br> 整合式學習/混成式學習 (tw) {{MainEntry|Blended learning}}<br> 數位學習 / 網路學習 / 電子學習 (tw) {{MainEntry|e-learning}}<br> 普及學習環境 (tw) {{MainEntry|Pervasive learning environment}}<br> 智慧型家教系統 (tw) / 智能教學系統 (hk) {{MainEntry|Intelligent tutoring system}}<br> 智慧型鷹架系統 (tw) / 智能鷹架系統 (hk) {{MainEntry|Intelligent scaffolding system}}<br> 模擬學習環境 (tw / hk) {{MainEntry|Simulation-based learning environment}}<br> 模擬遊戲 (tw / hk) {{MainEntry|Simulation games}}<br> 無所不在學習 (tw) {{MainEntry|Ubiquitous learning}}<br> '''無縫學習環境/無縫隙學習環境 (tw)''' {{MainEntry|[[Seamless learning environments]]}}<br> 現代化實驗室 (tw) {{MainEntry|Computer-based laboratory}}<br> 環罩式學習環境/情境感知學習環境/感知學習環境 (tw) {{MainEntry|Ambient learning environment}}<br> '''疊置/重疊/疊蓋/疊對 (tw)''' {{MainEntry|[[Overlay]]}}<br> 知識回饋 (tw) {{MainEntry|Epistemic feedback}}<br> '''知識支援性 (tw)''' {{MainEntry|[[Epistemic affordance]]}}<br> 科技增進學習/技術增強學習/數位學習/科技支援學習 (tw) {{MainEntry|Technology Enhanced Learning}}<br> '''網路學習 (tw) / 網络學習 (hk)''' {{MainEntry|[[Networked learning]]}}<br> 網路學習環境 (tw / hk) {{MainEntry|Networked learning environment }}<br> 網路學習社群 (tw / hk) {{MainEntry|Networked learning communities}}<br> 網路授課科技 (tw) {{MainEntry|Web-lecturing technologies}}<br> 線上學習環境 (tw) {{MainEntry|On-line learning environment}}<br> 自動檢測 (tw) / 自動診斷 (hk) {{MainEntry|Automatic diagnosis}}<br> 自動產生練習 (tw) {{MainEntry|Automatic generation of exercises }}<br> '''自我調整學習 (tw / hk)''' {{MainEntry|[[Self-regulated learning]]}}<br> 虛擬大學 (tw / hk) {{MainEntry|Virtual universities }}<br> 虛擬學習實境 (tw) / 虚擬學習環境 (hk) {{MainEntry|Virtual learning environment}}<br> 虛擬校園 (tw / hk) {{MainEntry|Virtual campus}}<br> 虛擬課程代理人 (tw) {{MainEntry|Virtual pedagogical agent}}<br> 融合數位學習 (tw) {{MainEntry|Inclusive e-learning}}<br> '''行動學習 (tw)''' {{MainEntry|[[Mobile learning]]}}<br> 認知導引 (tw) {{MainEntry|Cognitive tutor}}<br> 認知工程 (tw) {{MainEntry|Cognitive engineering}}<br> 認知模型 (tw / hk) {{MainEntry|Cognitive modeling}}<br> 認知診斷 (tw) {{MainEntry|Cognitive diagnosis}}<br> 課程管理系統 (tw / hk) {{MainEntry|Course management system}}<br> '''遊戲式學習 (tw) / 遊戲化學習 (hk)''' {{MainEntry|[[Game-based learning]]}}<br> 遠距學習 (tw) {{MainEntry|Distance learning}}<br> 遠距實驗室/遠端實驗室 (tw) {{MainEntry|Remote laboratories }}<br> 適性式學習環境/適性化學習環境 (tw) {{MainEntry|Adaptive learning environment}}<br> 電子學習歷程檔案 (tw) / 電子學習檔案 (hk) {{MainEntry|e-portfolio}}<br> 電腦學習環境 (tw) {{MainEntry|Computer-based learning environments}}<br> 電腦支援的協作學習 (tw) {{MainEntry|Computer-supported collaborative learning}}<br> 電腦測驗 (tw) {{MainEntry|e-Assessment}}<br> 電腦輔助學習 (tw / hk) {{MainEntry|Computer-assisted learning}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-assisted instruction}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-based instruction}}<br> 電腦輔助測驗 (tw) {{MainEntry|Computer-assisted examination}}<br> 電腦輔助語言學習 (tw / hk) {{MainEntry|Computer-assisted language learning}}<br> 非正規學習 (tw) {{MainEntry|Informal learning}}<br> () {{MainEntry|Techno-mathematical literacies}}<br> 432 379 2011-09-26T12:51:41Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Traditional chinese entries (tw: Taiwan, hk: Hong-Kong) ''Edited by Tak-Wai Chan (National Central University, Taiwan, TW), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)'' 互動學習環境 (tw / hk) {{MainEntry|Interactive learning environment}}<br> 互動白板 (tw) {{MainEntry|Interactive white board}}<br> 人工學習環境(tw / hk) {{MainEntry|Artificial learning environment}}<br> 代理人輔助學習環境 (tw) {{MainEntry|Agent-based learning environment}}<br> 代理人輔助教學系統 (tw) {{MainEntry|Agent-based tutoring system}}<br> 個人學習環境 (tw / hk) {{MainEntry|Personal learning environment}}<br> 內部腳本 (tw) {{MainEntry|Internal script}}<br> 分散式學習 (tw) / 分佈式學習 (hk) {{MainEntry|Distributed learning}}<br> 分散式學習環境 (tw) / 分佈式學習環境 (hk) {{MainEntry|Distributed learning environments}}<br> 動態幾何 (tw / hk) {{MainEntry|Dynamic geometry}}<br> 動畫型教學代理人(tw) {{MainEntry|Animated pedagogical agent}}<br> 可程式控制學習環境 (tw) / 可編程電腦輔助學習環境 (hk) {{MainEntry|Programmable computer-based learning environment}}<br> 可程式課程 (tw) / 可編程課程 (hk) {{MainEntry|Programmable course }}<br> 合作學習 (tw) / 協作學習 (hk) {{MainEntry|Collaborative learning}}<br> '''合作腳本 (tw)''' {{MainEntry|[[Collaboration script]]}}<br> 基於教學法的代理/教學代理人/教育代理人 (tw) {{MainEntry|Pedagogical agent}}<br> 外部腳本 (tw) {{MainEntry|External script}}<br> 多媒體學習 (tw / hk) {{MainEntry|Multimedia learning}}<br> 夥伴系統 (tw / hk) {{MainEntry|Buddy systems}}<br> 學習元件/學習物件 (tw) {{MainEntry|Learning objects}}<br> 學習同伴/學習夥伴 (tw) {{MainEntry|Learning companion}}<br> 學習徑/學習步道 (tw) {{MainEntry|Learning trail }}<br> '''學習情境 (tw / hk)''' {{MainEntry|[[Learning scenario]]}}<br> 學習支持程式 (tw) {{MainEntry|Computer programming in support of learning}}<br> 學習格網 (tw) / 學習網格 (hk) {{MainEntry|Learning grid}}<br> 學習環境 (tw / hk) {{MainEntry|Learning environment}}<br> 學習空間 (tw / hk) {{MainEntry|Learning space}}<br> '''學習管理系統 (tw / hk)''' {{MainEntry|[[Learning management systems]]}}<br> 學習者模型 (tw / hk) {{MainEntry|Learner modeling}}<br> 學習設計 (tw / hk) {{MainEntry|Learning design}}<br> 實體學習環境 (tw) {{MainEntry|Tangible learning environment}}<br> '''嵌入現象 (tw)''' {{MainEntry|[[Embedded phenomena]]}}<br> '''建構主義 (tw / hk)''' {{MainEntry|[[Constructionism]]}}<br> 微世界/微型世界/縮影世界 (tw) {{MainEntry|Microworld}}<br> 悅趣化學習(tw) {{MainEntry|Edutainment}}<br> 情境學習 (tw) / 情境學習, 情景式學習 (hk) {{MainEntry|Situated learning }}<br> '''探索學習 (tw)''' {{MainEntry|[[Inquiry learning]]}}<br> 擴增學習環境 (tw) / 擴張學習環境 (hk) {{MainEntry|Augmented learning environment}}<br> '''敘事學習環境/敘說學習環境 (tw)''' {{MainEntry|[[Narrative learning environments]]}}<br> 教學工程 (tw) {{MainEntry|Didactical engineering}}<br> 教材 (tw) / 課件 (hk) {{MainEntry|Courseware }}<br> 教材製作工具 (tw) {{MainEntry|Authoring tool}}<br> 教材製作系統 (tw) {{MainEntry|Authoring system}}<br> '''教育支援性 (tw)''' {{MainEntry|[[Educational affordance]]}}<br> 教育資料探勘 (tw) / 教育數據挖掘 (hk) {{MainEntry|Educational data mining}}<br> 整合學習系統 (tw) / 融合學習系統 (hk) {{MainEntry|Integrated learning system }}<br> 整合式學習/混成式學習 (tw) {{MainEntry|Blended learning}}<br> 數位學習 / 網路學習 / 電子學習 (tw) {{MainEntry|e-learning}}<br> 普及學習環境 (tw) {{MainEntry|Pervasive learning environment}}<br> 智慧型家教系統 (tw) / 智能教學系統 (hk) {{MainEntry|Intelligent tutoring system}}<br> 智慧型鷹架系統 (tw) / 智能鷹架系統 (hk) {{MainEntry|Intelligent scaffolding system}}<br> 模擬學習環境 (tw / hk) {{MainEntry|Simulation-based learning environment}}<br> 模擬遊戲 (tw / hk) {{MainEntry|Simulation games}}<br> 無所不在學習 (tw) {{MainEntry|Ubiquitous learning}}<br> '''無縫學習環境/無縫隙學習環境 (tw)''' {{MainEntry|[[Seamless learning environments]]}}<br> 現代化實驗室 (tw) {{MainEntry|Computer-based laboratory}}<br> 環罩式學習環境/情境感知學習環境/感知學習環境 (tw) {{MainEntry|Ambient learning environment}}<br> '''疊置/重疊/疊蓋/疊對 (tw)''' {{MainEntry|[[Overlay]]}}<br> 知識回饋 (tw) {{MainEntry|Epistemic feedback}}<br> '''知識支援性 (tw)''' {{MainEntry|[[Epistemic affordance]]}}<br> 科技增進學習/技術增強學習/數位學習/科技支援學習 (tw) {{MainEntry|Technology Enhanced Learning}}<br> '''網路學習 (tw) / 網络學習 (hk)''' {{MainEntry|[[Networked learning]]}}<br> 網路學習環境 (tw / hk) {{MainEntry|Networked learning environment }}<br> 網路學習社群 (tw / hk) {{MainEntry|Networked learning communities}}<br> 網路授課科技 (tw) {{MainEntry|Web-lecturing technologies}}<br> 線上學習環境 (tw) {{MainEntry|On-line learning environment}}<br> 自動檢測 (tw) / 自動診斷 (hk) {{MainEntry|Automatic diagnosis}}<br> 自動產生練習 (tw) {{MainEntry|Automatic generation of exercises }}<br> '''自我調整學習 (tw / hk)''' {{MainEntry|[[Self-regulated learning]]}}<br> 虛擬大學 (tw / hk) {{MainEntry|Virtual universities }}<br> 虛擬學習實境 (tw) / 虚擬學習環境 (hk) {{MainEntry|Virtual learning environment}}<br> 虛擬校園 (tw / hk) {{MainEntry|Virtual campus}}<br> 虛擬課程代理人 (tw) {{MainEntry|Virtual pedagogical agent}}<br> 融合數位學習 (tw) {{MainEntry|Inclusive e-learning}}<br> '''行動學習 (tw)''' {{MainEntry|[[Mobile learning]]}}<br> 認知導引 (tw) {{MainEntry|Cognitive tutor}}<br> 認知工程 (tw) {{MainEntry|Cognitive engineering}}<br> 認知模型 (tw / hk) {{MainEntry|Cognitive modeling}}<br> 認知診斷 (tw) {{MainEntry|Cognitive diagnosis}}<br> 課程管理系統 (tw / hk) {{MainEntry|Course management system}}<br> '''遊戲式學習 (tw) / 遊戲化學習 (hk)''' {{MainEntry|[[Game-based learning]]}}<br> 遠距學習 (tw) {{MainEntry|Distance learning}}<br> 遠距實驗室/遠端實驗室 (tw) {{MainEntry|Remote laboratories }}<br> 適性式學習環境/適性化學習環境 (tw) {{MainEntry|Adaptive learning environment}}<br> 電子學習歷程檔案 (tw) / 電子學習檔案 (hk) {{MainEntry|e-portfolio}}<br> 電腦學習環境 (tw) {{MainEntry|Computer-based learning environments}}<br> 電腦支援的協作學習 (tw) {{MainEntry|Computer-supported collaborative learning}}<br> 電腦測驗 (tw) {{MainEntry|e-Assessment}}<br> 電腦輔助學習 (tw / hk) {{MainEntry|Computer-assisted learning}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-assisted instruction}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-based instruction}}<br> 電腦輔助測驗 (tw) {{MainEntry|Computer-assisted examination}}<br> 電腦輔助語言學習 (tw / hk) {{MainEntry|Computer-assisted language learning}}<br> 非正規學習 (tw) {{MainEntry|Informal learning}}<br> () {{MainEntry|Techno-mathematical literacies}}<br> 379 378 2011-09-12T14:17:25Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Traditional chinese entries (tw: Taiwan, hk: Hong-Kong) ''Edited by Tak-Wai Chan (National Central University, Taiwan, TW), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)'' 互動學習環境 (tw / hk) {{MainEntry|Interactive learning environment}}<br> 互動白板 (tw) {{MainEntry|Interactive white board}}<br> 人工學習環境(tw / hk) {{MainEntry|Artificial learning environment}}<br> 代理人輔助學習環境 (tw) {{MainEntry|Agent-based learning environment}}<br> 代理人輔助教學系統 (tw) {{MainEntry|Agent-based tutoring system}}<br> 個人學習環境 (tw / hk) {{MainEntry|Personal learning environment}}<br> 內部腳本 (tw) {{MainEntry|Internal script}}<br> 分散式學習 (tw) / 分佈式學習 (hk) {{MainEntry|Distributed learning}}<br> 分散式學習環境 (tw) / 分佈式學習環境 (hk) {{MainEntry|Distributed learning environments}}<br> 動態幾何 (tw / hk) {{MainEntry|Dynamic geometry}}<br> 動畫型教學代理人(tw) {{MainEntry|Animated pedagogical agent}}<br> 可程式控制學習環境 (tw) / 可編程電腦輔助學習環境 (hk) {{MainEntry|Programmable computer-based learning environment}}<br> 可程式課程 (tw) / 可編程課程 (hk) {{MainEntry|Programmable course }}<br> 合作學習 (tw) / 協作學習 (hk) {{MainEntry|Collaborative learning}}<br> '''合作腳本 (tw)''' {{MainEntry|[[Collaboration script]]}}<br> 基於教學法的代理/教學代理人/教育代理人 (tw) {{MainEntry|Pedagogical agent}}<br> 外部腳本 (tw) {{MainEntry|External script}}<br> 多媒體學習 (tw / hk) {{MainEntry|Multimedia learning}}<br> 夥伴系統 (tw / hk) {{MainEntry|Buddy systems}}<br> 學習元件/學習物件 (tw) {{MainEntry|Learning objects}}<br> 學習同伴/學習夥伴 (tw) {{MainEntry|Learning companion}}<br> 學習徑/學習步道 (tw) {{MainEntry|Learning trail }}<br> '''學習情境 (tw / hk)''' {{MainEntry|[[Learning scenario]]}}<br> 學習支持程式 (tw) {{MainEntry|Computer programming in support of learning}}<br> 學習格網 (tw) / 學習網格 (hk) {{MainEntry|Learning grid}}<br> 學習環境 (tw / hk) {{MainEntry|Learning environment}}<br> 學習空間 (tw / hk) {{MainEntry|Learning space}}<br> 學習管理系統 (tw / hk) {{MainEntry|Learning management systems}}<br> 學習者模型 (tw / hk) {{MainEntry|Learner modeling}}<br> 學習設計 (tw / hk) {{MainEntry|Learning design}}<br> 實體學習環境 (tw) {{MainEntry|Tangible learning environment}}<br> '''嵌入現象 (tw)''' {{MainEntry|[[Embedded phenomena]]}}<br> '''建構主義 (tw / hk)''' {{MainEntry|[[Constructionism]]}}<br> 微世界/微型世界/縮影世界 (tw) {{MainEntry|Microworld}}<br> 悅趣化學習(tw) {{MainEntry|Edutainment}}<br> 情境學習 (tw) / 情境學習, 情景式學習 (hk) {{MainEntry|Situated learning }}<br> '''探索學習 (tw)''' {{MainEntry|[[Inquiry learning]]}}<br> 擴增學習環境 (tw) / 擴張學習環境 (hk) {{MainEntry|Augmented learning environment}}<br> '''敘事學習環境/敘說學習環境 (tw)''' {{MainEntry|[[Narrative learning environments]]}}<br> 教學工程 (tw) {{MainEntry|Didactical engineering}}<br> 教材 (tw) / 課件 (hk) {{MainEntry|Courseware }}<br> 教材製作工具 (tw) {{MainEntry|Authoring tool}}<br> 教材製作系統 (tw) {{MainEntry|Authoring system}}<br> '''教育支援性 (tw)''' {{MainEntry|[[Educational affordance]]}}<br> 教育資料探勘 (tw) / 教育數據挖掘 (hk) {{MainEntry|Educational data mining}}<br> 整合學習系統 (tw) / 融合學習系統 (hk) {{MainEntry|Integrated learning system }}<br> 整合式學習/混成式學習 (tw) {{MainEntry|Blended learning}}<br> 數位學習 / 網路學習 / 電子學習 (tw) {{MainEntry|e-learning}}<br> 普及學習環境 (tw) {{MainEntry|Pervasive learning environment}}<br> 智慧型家教系統 (tw) / 智能教學系統 (hk) {{MainEntry|Intelligent tutoring system}}<br> 智慧型鷹架系統 (tw) / 智能鷹架系統 (hk) {{MainEntry|Intelligent scaffolding system}}<br> 模擬學習環境 (tw / hk) {{MainEntry|Simulation-based learning environment}}<br> 模擬遊戲 (tw / hk) {{MainEntry|Simulation games}}<br> 無所不在學習 (tw) {{MainEntry|Ubiquitous learning}}<br> '''無縫學習環境/無縫隙學習環境 (tw)''' {{MainEntry|[[Seamless learning environments]]}}<br> 現代化實驗室 (tw) {{MainEntry|Computer-based laboratory}}<br> 環罩式學習環境/情境感知學習環境/感知學習環境 (tw) {{MainEntry|Ambient learning environment}}<br> '''疊置/重疊/疊蓋/疊對 (tw)''' {{MainEntry|[[Overlay]]}}<br> 知識回饋 (tw) {{MainEntry|Epistemic feedback}}<br> '''知識支援性 (tw)''' {{MainEntry|[[Epistemic affordance]]}}<br> 科技增進學習/技術增強學習/數位學習/科技支援學習 (tw) {{MainEntry|Technology Enhanced Learning}}<br> '''網路學習 (tw) / 網络學習 (hk)''' {{MainEntry|[[Networked learning]]}}<br> 網路學習環境 (tw / hk) {{MainEntry|Networked learning environment }}<br> 網路學習社群 (tw / hk) {{MainEntry|Networked learning communities}}<br> 網路授課科技 (tw) {{MainEntry|Web-lecturing technologies}}<br> 線上學習環境 (tw) {{MainEntry|On-line learning environment}}<br> 自動檢測 (tw) / 自動診斷 (hk) {{MainEntry|Automatic diagnosis}}<br> 自動產生練習 (tw) {{MainEntry|Automatic generation of exercises }}<br> '''自我調整學習 (tw / hk)''' {{MainEntry|[[Self-regulated learning]]}}<br> 虛擬大學 (tw / hk) {{MainEntry|Virtual universities }}<br> 虛擬學習實境 (tw) / 虚擬學習環境 (hk) {{MainEntry|Virtual learning environment}}<br> 虛擬校園 (tw / hk) {{MainEntry|Virtual campus}}<br> 虛擬課程代理人 (tw) {{MainEntry|Virtual pedagogical agent}}<br> 融合數位學習 (tw) {{MainEntry|Inclusive e-learning}}<br> '''行動學習 (tw)''' {{MainEntry|[[Mobile learning]]}}<br> 認知導引 (tw) {{MainEntry|Cognitive tutor}}<br> 認知工程 (tw) {{MainEntry|Cognitive engineering}}<br> 認知模型 (tw / hk) {{MainEntry|Cognitive modeling}}<br> 認知診斷 (tw) {{MainEntry|Cognitive diagnosis}}<br> 課程管理系統 (tw / hk) {{MainEntry|Course management system}}<br> '''遊戲式學習 (tw) / 遊戲化學習 (hk)''' {{MainEntry|[[Game-based learning]]}}<br> 遠距學習 (tw) {{MainEntry|Distance learning}}<br> 遠距實驗室/遠端實驗室 (tw) {{MainEntry|Remote laboratories }}<br> 適性式學習環境/適性化學習環境 (tw) {{MainEntry|Adaptive learning environment}}<br> 電子學習歷程檔案 (tw) / 電子學習檔案 (hk) {{MainEntry|e-portfolio}}<br> 電腦學習環境 (tw) {{MainEntry|Computer-based learning environments}}<br> 電腦支援的協作學習 (tw) {{MainEntry|Computer-supported collaborative learning}}<br> 電腦測驗 (tw) {{MainEntry|e-Assessment}}<br> 電腦輔助學習 (tw / hk) {{MainEntry|Computer-assisted learning}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-assisted instruction}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-based instruction}}<br> 電腦輔助測驗 (tw) {{MainEntry|Computer-assisted examination}}<br> 電腦輔助語言學習 (tw / hk) {{MainEntry|Computer-assisted language learning}}<br> 非正規學習 (tw) {{MainEntry|Informal learning}}<br> () {{MainEntry|Techno-mathematical literacies}}<br> 378 377 2011-09-12T14:15:57Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Traditional chinese entries ''Edited by Tak-Wai Chan (National Central University, Taiwan, TW), Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)'' 互動學習環境 (tw / hk) {{MainEntry|Interactive learning environment}}<br> 互動白板 (tw) {{MainEntry|Interactive white board}}<br> 人工學習環境(tw / hk) {{MainEntry|Artificial learning environment}}<br> 代理人輔助學習環境 (tw) {{MainEntry|Agent-based learning environment}}<br> 代理人輔助教學系統 (tw) {{MainEntry|Agent-based tutoring system}}<br> 個人學習環境 (tw / hk) {{MainEntry|Personal learning environment}}<br> 內部腳本 (tw) {{MainEntry|Internal script}}<br> 分散式學習 (tw) / 分佈式學習 (hk) {{MainEntry|Distributed learning}}<br> 分散式學習環境 (tw) / 分佈式學習環境 (hk) {{MainEntry|Distributed learning environments}}<br> 動態幾何 (tw / hk) {{MainEntry|Dynamic geometry}}<br> 動畫型教學代理人(tw) {{MainEntry|Animated pedagogical agent}}<br> 可程式控制學習環境 (tw) / 可編程電腦輔助學習環境 (hk) {{MainEntry|Programmable computer-based learning environment}}<br> 可程式課程 (tw) / 可編程課程 (hk) {{MainEntry|Programmable course }}<br> 合作學習 (tw) / 協作學習 (hk) {{MainEntry|Collaborative learning}}<br> '''合作腳本 (tw)''' {{MainEntry|[[Collaboration script]]}}<br> 基於教學法的代理/教學代理人/教育代理人 (tw) {{MainEntry|Pedagogical agent}}<br> 外部腳本 (tw) {{MainEntry|External script}}<br> 多媒體學習 (tw / hk) {{MainEntry|Multimedia learning}}<br> 夥伴系統 (tw / hk) {{MainEntry|Buddy systems}}<br> 學習元件/學習物件 (tw) {{MainEntry|Learning objects}}<br> 學習同伴/學習夥伴 (tw) {{MainEntry|Learning companion}}<br> 學習徑/學習步道 (tw) {{MainEntry|Learning trail }}<br> '''學習情境 (tw / hk)''' {{MainEntry|[[Learning scenario]]}}<br> 學習支持程式 (tw) {{MainEntry|Computer programming in support of learning}}<br> 學習格網 (tw) / 學習網格 (hk) {{MainEntry|Learning grid}}<br> 學習環境 (tw / hk) {{MainEntry|Learning environment}}<br> 學習空間 (tw / hk) {{MainEntry|Learning space}}<br> 學習管理系統 (tw / hk) {{MainEntry|Learning management systems}}<br> 學習者模型 (tw / hk) {{MainEntry|Learner modeling}}<br> 學習設計 (tw / hk) {{MainEntry|Learning design}}<br> 實體學習環境 (tw) {{MainEntry|Tangible learning environment}}<br> '''嵌入現象 (tw)''' {{MainEntry|[[Embedded phenomena]]}}<br> '''建構主義 (tw / hk)''' {{MainEntry|[[Constructionism]]}}<br> 微世界/微型世界/縮影世界 (tw) {{MainEntry|Microworld}}<br> 悅趣化學習(tw) {{MainEntry|Edutainment}}<br> 情境學習 (tw) / 情境學習, 情景式學習 (hk) {{MainEntry|Situated learning }}<br> '''探索學習 (tw)''' {{MainEntry|[[Inquiry learning]]}}<br> 擴增學習環境 (tw) / 擴張學習環境 (hk) {{MainEntry|Augmented learning environment}}<br> '''敘事學習環境/敘說學習環境 (tw)''' {{MainEntry|[[Narrative learning environments]]}}<br> 教學工程 (tw) {{MainEntry|Didactical engineering}}<br> 教材 (tw) / 課件 (hk) {{MainEntry|Courseware }}<br> 教材製作工具 (tw) {{MainEntry|Authoring tool}}<br> 教材製作系統 (tw) {{MainEntry|Authoring system}}<br> '''教育支援性 (tw)''' {{MainEntry|[[Educational affordance]]}}<br> 教育資料探勘 (tw) / 教育數據挖掘 (hk) {{MainEntry|Educational data mining}}<br> 整合學習系統 (tw) / 融合學習系統 (hk) {{MainEntry|Integrated learning system }}<br> 整合式學習/混成式學習 (tw) {{MainEntry|Blended learning}}<br> 數位學習 / 網路學習 / 電子學習 (tw) {{MainEntry|e-learning}}<br> 普及學習環境 (tw) {{MainEntry|Pervasive learning environment}}<br> 智慧型家教系統 (tw) / 智能教學系統 (hk) {{MainEntry|Intelligent tutoring system}}<br> 智慧型鷹架系統 (tw) / 智能鷹架系統 (hk) {{MainEntry|Intelligent scaffolding system}}<br> 模擬學習環境 (tw / hk) {{MainEntry|Simulation-based learning environment}}<br> 模擬遊戲 (tw / hk) {{MainEntry|Simulation games}}<br> 無所不在學習 (tw) {{MainEntry|Ubiquitous learning}}<br> '''無縫學習環境/無縫隙學習環境 (tw)''' {{MainEntry|[[Seamless learning environments]]}}<br> 現代化實驗室 (tw) {{MainEntry|Computer-based laboratory}}<br> 環罩式學習環境/情境感知學習環境/感知學習環境 (tw) {{MainEntry|Ambient learning environment}}<br> '''疊置/重疊/疊蓋/疊對 (tw)''' {{MainEntry|[[Overlay]]}}<br> 知識回饋 (tw) {{MainEntry|Epistemic feedback}}<br> '''知識支援性 (tw)''' {{MainEntry|[[Epistemic affordance]]}}<br> 科技增進學習/技術增強學習/數位學習/科技支援學習 (tw) {{MainEntry|Technology Enhanced Learning}}<br> '''網路學習 (tw) / 網络學習 (hk)''' {{MainEntry|[[Networked learning]]}}<br> 網路學習環境 (tw / hk) {{MainEntry|Networked learning environment }}<br> 網路學習社群 (tw / hk) {{MainEntry|Networked learning communities}}<br> 網路授課科技 (tw) {{MainEntry|Web-lecturing technologies}}<br> 線上學習環境 (tw) {{MainEntry|On-line learning environment}}<br> 自動檢測 (tw) / 自動診斷 (hk) {{MainEntry|Automatic diagnosis}}<br> 自動產生練習 (tw) {{MainEntry|Automatic generation of exercises }}<br> '''自我調整學習 (tw / hk)''' {{MainEntry|[[Self-regulated learning]]}}<br> 虛擬大學 (tw / hk) {{MainEntry|Virtual universities }}<br> 虛擬學習實境 (tw) / 虚擬學習環境 (hk) {{MainEntry|Virtual learning environment}}<br> 虛擬校園 (tw / hk) {{MainEntry|Virtual campus}}<br> 虛擬課程代理人 (tw) {{MainEntry|Virtual pedagogical agent}}<br> 融合數位學習 (tw) {{MainEntry|Inclusive e-learning}}<br> '''行動學習 (tw)''' {{MainEntry|[[Mobile learning]]}}<br> 認知導引 (tw) {{MainEntry|Cognitive tutor}}<br> 認知工程 (tw) {{MainEntry|Cognitive engineering}}<br> 認知模型 (tw / hk) {{MainEntry|Cognitive modeling}}<br> 認知診斷 (tw) {{MainEntry|Cognitive diagnosis}}<br> 課程管理系統 (tw / hk) {{MainEntry|Course management system}}<br> '''遊戲式學習 (tw) / 遊戲化學習 (hk)''' {{MainEntry|[[Game-based learning]]}}<br> 遠距學習 (tw) {{MainEntry|Distance learning}}<br> 遠距實驗室/遠端實驗室 (tw) {{MainEntry|Remote laboratories }}<br> 適性式學習環境/適性化學習環境 (tw) {{MainEntry|Adaptive learning environment}}<br> 電子學習歷程檔案 (tw) / 電子學習檔案 (hk) {{MainEntry|e-portfolio}}<br> 電腦學習環境 (tw) {{MainEntry|Computer-based learning environments}}<br> 電腦支援的協作學習 (tw) {{MainEntry|Computer-supported collaborative learning}}<br> 電腦測驗 (tw) {{MainEntry|e-Assessment}}<br> 電腦輔助學習 (tw / hk) {{MainEntry|Computer-assisted learning}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-assisted instruction}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-based instruction}}<br> 電腦輔助測驗 (tw) {{MainEntry|Computer-assisted examination}}<br> 電腦輔助語言學習 (tw / hk) {{MainEntry|Computer-assisted language learning}}<br> 非正規學習 (tw) {{MainEntry|Informal learning}}<br> () {{MainEntry|Techno-mathematical literacies}}<br> 377 376 2011-09-12T14:15:29Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Traditional chinese entries ''Edited by Tak-Wai Chan (National Central University, Taiwan, TW)''<br> ''Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)'' 互動學習環境 (tw / hk) {{MainEntry|Interactive learning environment}}<br> 互動白板 (tw) {{MainEntry|Interactive white board}}<br> 人工學習環境(tw / hk) {{MainEntry|Artificial learning environment}}<br> 代理人輔助學習環境 (tw) {{MainEntry|Agent-based learning environment}}<br> 代理人輔助教學系統 (tw) {{MainEntry|Agent-based tutoring system}}<br> 個人學習環境 (tw / hk) {{MainEntry|Personal learning environment}}<br> 內部腳本 (tw) {{MainEntry|Internal script}}<br> 分散式學習 (tw) / 分佈式學習 (hk) {{MainEntry|Distributed learning}}<br> 分散式學習環境 (tw) / 分佈式學習環境 (hk) {{MainEntry|Distributed learning environments}}<br> 動態幾何 (tw / hk) {{MainEntry|Dynamic geometry}}<br> 動畫型教學代理人(tw) {{MainEntry|Animated pedagogical agent}}<br> 可程式控制學習環境 (tw) / 可編程電腦輔助學習環境 (hk) {{MainEntry|Programmable computer-based learning environment}}<br> 可程式課程 (tw) / 可編程課程 (hk) {{MainEntry|Programmable course }}<br> 合作學習 (tw) / 協作學習 (hk) {{MainEntry|Collaborative learning}}<br> '''合作腳本 (tw)''' {{MainEntry|[[Collaboration script]]}}<br> 基於教學法的代理/教學代理人/教育代理人 (tw) {{MainEntry|Pedagogical agent}}<br> 外部腳本 (tw) {{MainEntry|External script}}<br> 多媒體學習 (tw / hk) {{MainEntry|Multimedia learning}}<br> 夥伴系統 (tw / hk) {{MainEntry|Buddy systems}}<br> 學習元件/學習物件 (tw) {{MainEntry|Learning objects}}<br> 學習同伴/學習夥伴 (tw) {{MainEntry|Learning companion}}<br> 學習徑/學習步道 (tw) {{MainEntry|Learning trail }}<br> '''學習情境 (tw / hk)''' {{MainEntry|[[Learning scenario]]}}<br> 學習支持程式 (tw) {{MainEntry|Computer programming in support of learning}}<br> 學習格網 (tw) / 學習網格 (hk) {{MainEntry|Learning grid}}<br> 學習環境 (tw / hk) {{MainEntry|Learning environment}}<br> 學習空間 (tw / hk) {{MainEntry|Learning space}}<br> 學習管理系統 (tw / hk) {{MainEntry|Learning management systems}}<br> 學習者模型 (tw / hk) {{MainEntry|Learner modeling}}<br> 學習設計 (tw / hk) {{MainEntry|Learning design}}<br> 實體學習環境 (tw) {{MainEntry|Tangible learning environment}}<br> '''嵌入現象 (tw)''' {{MainEntry|[[Embedded phenomena]]}}<br> '''建構主義 (tw / hk)''' {{MainEntry|[[Constructionism]]}}<br> 微世界/微型世界/縮影世界 (tw) {{MainEntry|Microworld}}<br> 悅趣化學習(tw) {{MainEntry|Edutainment}}<br> 情境學習 (tw) / 情境學習, 情景式學習 (hk) {{MainEntry|Situated learning }}<br> '''探索學習 (tw)''' {{MainEntry|[[Inquiry learning]]}}<br> 擴增學習環境 (tw) / 擴張學習環境 (hk) {{MainEntry|Augmented learning environment}}<br> '''敘事學習環境/敘說學習環境 (tw)''' {{MainEntry|[[Narrative learning environments]]}}<br> 教學工程 (tw) {{MainEntry|Didactical engineering}}<br> 教材 (tw) / 課件 (hk) {{MainEntry|Courseware }}<br> 教材製作工具 (tw) {{MainEntry|Authoring tool}}<br> 教材製作系統 (tw) {{MainEntry|Authoring system}}<br> '''教育支援性 (tw)''' {{MainEntry|[[Educational affordance]]}}<br> 教育資料探勘 (tw) / 教育數據挖掘 (hk) {{MainEntry|Educational data mining}}<br> 整合學習系統 (tw) / 融合學習系統 (hk) {{MainEntry|Integrated learning system }}<br> 整合式學習/混成式學習 (tw) {{MainEntry|Blended learning}}<br> 數位學習 / 網路學習 / 電子學習 (tw) {{MainEntry|e-learning}}<br> 普及學習環境 (tw) {{MainEntry|Pervasive learning environment}}<br> 智慧型家教系統 (tw) / 智能教學系統 (hk) {{MainEntry|Intelligent tutoring system}}<br> 智慧型鷹架系統 (tw) / 智能鷹架系統 (hk) {{MainEntry|Intelligent scaffolding system}}<br> 模擬學習環境 (tw / hk) {{MainEntry|Simulation-based learning environment}}<br> 模擬遊戲 (tw / hk) {{MainEntry|Simulation games}}<br> 無所不在學習 (tw) {{MainEntry|Ubiquitous learning}}<br> '''無縫學習環境/無縫隙學習環境 (tw)''' {{MainEntry|[[Seamless learning environments]]}}<br> 現代化實驗室 (tw) {{MainEntry|Computer-based laboratory}}<br> 環罩式學習環境/情境感知學習環境/感知學習環境 (tw) {{MainEntry|Ambient learning environment}}<br> '''疊置/重疊/疊蓋/疊對 (tw)''' {{MainEntry|[[Overlay]]}}<br> 知識回饋 (tw) {{MainEntry|Epistemic feedback}}<br> '''知識支援性 (tw)''' {{MainEntry|[[Epistemic affordance]]}}<br> 科技增進學習/技術增強學習/數位學習/科技支援學習 (tw) {{MainEntry|Technology Enhanced Learning}}<br> '''網路學習 (tw) / 網络學習 (hk)''' {{MainEntry|[[Networked learning]]}}<br> 網路學習環境 (tw / hk) {{MainEntry|Networked learning environment }}<br> 網路學習社群 (tw / hk) {{MainEntry|Networked learning communities}}<br> 網路授課科技 (tw) {{MainEntry|Web-lecturing technologies}}<br> 線上學習環境 (tw) {{MainEntry|On-line learning environment}}<br> 自動檢測 (tw) / 自動診斷 (hk) {{MainEntry|Automatic diagnosis}}<br> 自動產生練習 (tw) {{MainEntry|Automatic generation of exercises }}<br> '''自我調整學習 (tw / hk)''' {{MainEntry|[[Self-regulated learning]]}}<br> 虛擬大學 (tw / hk) {{MainEntry|Virtual universities }}<br> 虛擬學習實境 (tw) / 虚擬學習環境 (hk) {{MainEntry|Virtual learning environment}}<br> 虛擬校園 (tw / hk) {{MainEntry|Virtual campus}}<br> 虛擬課程代理人 (tw) {{MainEntry|Virtual pedagogical agent}}<br> 融合數位學習 (tw) {{MainEntry|Inclusive e-learning}}<br> '''行動學習 (tw)''' {{MainEntry|[[Mobile learning]]}}<br> 認知導引 (tw) {{MainEntry|Cognitive tutor}}<br> 認知工程 (tw) {{MainEntry|Cognitive engineering}}<br> 認知模型 (tw / hk) {{MainEntry|Cognitive modeling}}<br> 認知診斷 (tw) {{MainEntry|Cognitive diagnosis}}<br> 課程管理系統 (tw / hk) {{MainEntry|Course management system}}<br> '''遊戲式學習 (tw) / 遊戲化學習 (hk)''' {{MainEntry|[[Game-based learning]]}}<br> 遠距學習 (tw) {{MainEntry|Distance learning}}<br> 遠距實驗室/遠端實驗室 (tw) {{MainEntry|Remote laboratories }}<br> 適性式學習環境/適性化學習環境 (tw) {{MainEntry|Adaptive learning environment}}<br> 電子學習歷程檔案 (tw) / 電子學習檔案 (hk) {{MainEntry|e-portfolio}}<br> 電腦學習環境 (tw) {{MainEntry|Computer-based learning environments}}<br> 電腦支援的協作學習 (tw) {{MainEntry|Computer-supported collaborative learning}}<br> 電腦測驗 (tw) {{MainEntry|e-Assessment}}<br> 電腦輔助學習 (tw / hk) {{MainEntry|Computer-assisted learning}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-assisted instruction}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-based instruction}}<br> 電腦輔助測驗 (tw) {{MainEntry|Computer-assisted examination}}<br> 電腦輔助語言學習 (tw / hk) {{MainEntry|Computer-assisted language learning}}<br> 非正規學習 (tw) {{MainEntry|Informal learning}}<br> () {{MainEntry|Techno-mathematical literacies}}<br> 376 375 2011-09-12T14:14:52Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Traditional chinese entries ''Edited by Tak-Wai Chan (National Central University, Taiwan, TW)<br> Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)'' 互動學習環境 (tw / hk) {{MainEntry|Interactive learning environment}}<br> 互動白板 (tw) {{MainEntry|Interactive white board}}<br> 人工學習環境(tw / hk) {{MainEntry|Artificial learning environment}}<br> 代理人輔助學習環境 (tw) {{MainEntry|Agent-based learning environment}}<br> 代理人輔助教學系統 (tw) {{MainEntry|Agent-based tutoring system}}<br> 個人學習環境 (tw / hk) {{MainEntry|Personal learning environment}}<br> 內部腳本 (tw) {{MainEntry|Internal script}}<br> 分散式學習 (tw) / 分佈式學習 (hk) {{MainEntry|Distributed learning}}<br> 分散式學習環境 (tw) / 分佈式學習環境 (hk) {{MainEntry|Distributed learning environments}}<br> 動態幾何 (tw / hk) {{MainEntry|Dynamic geometry}}<br> 動畫型教學代理人(tw) {{MainEntry|Animated pedagogical agent}}<br> 可程式控制學習環境 (tw) / 可編程電腦輔助學習環境 (hk) {{MainEntry|Programmable computer-based learning environment}}<br> 可程式課程 (tw) / 可編程課程 (hk) {{MainEntry|Programmable course }}<br> 合作學習 (tw) / 協作學習 (hk) {{MainEntry|Collaborative learning}}<br> '''合作腳本 (tw)''' {{MainEntry|[[Collaboration script]]}}<br> 基於教學法的代理/教學代理人/教育代理人 (tw) {{MainEntry|Pedagogical agent}}<br> 外部腳本 (tw) {{MainEntry|External script}}<br> 多媒體學習 (tw / hk) {{MainEntry|Multimedia learning}}<br> 夥伴系統 (tw / hk) {{MainEntry|Buddy systems}}<br> 學習元件/學習物件 (tw) {{MainEntry|Learning objects}}<br> 學習同伴/學習夥伴 (tw) {{MainEntry|Learning companion}}<br> 學習徑/學習步道 (tw) {{MainEntry|Learning trail }}<br> '''學習情境 (tw / hk)''' {{MainEntry|[[Learning scenario]]}}<br> 學習支持程式 (tw) {{MainEntry|Computer programming in support of learning}}<br> 學習格網 (tw) / 學習網格 (hk) {{MainEntry|Learning grid}}<br> 學習環境 (tw / hk) {{MainEntry|Learning environment}}<br> 學習空間 (tw / hk) {{MainEntry|Learning space}}<br> 學習管理系統 (tw / hk) {{MainEntry|Learning management systems}}<br> 學習者模型 (tw / hk) {{MainEntry|Learner modeling}}<br> 學習設計 (tw / hk) {{MainEntry|Learning design}}<br> 實體學習環境 (tw) {{MainEntry|Tangible learning environment}}<br> '''嵌入現象 (tw)''' {{MainEntry|[[Embedded phenomena]]}}<br> '''建構主義 (tw / hk)''' {{MainEntry|[[Constructionism]]}}<br> 微世界/微型世界/縮影世界 (tw) {{MainEntry|Microworld}}<br> 悅趣化學習(tw) {{MainEntry|Edutainment}}<br> 情境學習 (tw) / 情境學習, 情景式學習 (hk) {{MainEntry|Situated learning }}<br> '''探索學習 (tw)''' {{MainEntry|[[Inquiry learning]]}}<br> 擴增學習環境 (tw) / 擴張學習環境 (hk) {{MainEntry|Augmented learning environment}}<br> '''敘事學習環境/敘說學習環境 (tw)''' {{MainEntry|[[Narrative learning environments]]}}<br> 教學工程 (tw) {{MainEntry|Didactical engineering}}<br> 教材 (tw) / 課件 (hk) {{MainEntry|Courseware }}<br> 教材製作工具 (tw) {{MainEntry|Authoring tool}}<br> 教材製作系統 (tw) {{MainEntry|Authoring system}}<br> '''教育支援性 (tw)''' {{MainEntry|[[Educational affordance]]}}<br> 教育資料探勘 (tw) / 教育數據挖掘 (hk) {{MainEntry|Educational data mining}}<br> 整合學習系統 (tw) / 融合學習系統 (hk) {{MainEntry|Integrated learning system }}<br> 整合式學習/混成式學習 (tw) {{MainEntry|Blended learning}}<br> 數位學習 / 網路學習 / 電子學習 (tw) {{MainEntry|e-learning}}<br> 普及學習環境 (tw) {{MainEntry|Pervasive learning environment}}<br> 智慧型家教系統 (tw) / 智能教學系統 (hk) {{MainEntry|Intelligent tutoring system}}<br> 智慧型鷹架系統 (tw) / 智能鷹架系統 (hk) {{MainEntry|Intelligent scaffolding system}}<br> 模擬學習環境 (tw / hk) {{MainEntry|Simulation-based learning environment}}<br> 模擬遊戲 (tw / hk) {{MainEntry|Simulation games}}<br> 無所不在學習 (tw) {{MainEntry|Ubiquitous learning}}<br> '''無縫學習環境/無縫隙學習環境 (tw)''' {{MainEntry|[[Seamless learning environments]]}}<br> 現代化實驗室 (tw) {{MainEntry|Computer-based laboratory}}<br> 環罩式學習環境/情境感知學習環境/感知學習環境 (tw) {{MainEntry|Ambient learning environment}}<br> '''疊置/重疊/疊蓋/疊對 (tw)''' {{MainEntry|[[Overlay]]}}<br> 知識回饋 (tw) {{MainEntry|Epistemic feedback}}<br> '''知識支援性 (tw)''' {{MainEntry|[[Epistemic affordance]]}}<br> 科技增進學習/技術增強學習/數位學習/科技支援學習 (tw) {{MainEntry|Technology Enhanced Learning}}<br> '''網路學習 (tw) / 網络學習 (hk)''' {{MainEntry|[[Networked learning]]}}<br> 網路學習環境 (tw / hk) {{MainEntry|Networked learning environment }}<br> 網路學習社群 (tw / hk) {{MainEntry|Networked learning communities}}<br> 網路授課科技 (tw) {{MainEntry|Web-lecturing technologies}}<br> 線上學習環境 (tw) {{MainEntry|On-line learning environment}}<br> 自動檢測 (tw) / 自動診斷 (hk) {{MainEntry|Automatic diagnosis}}<br> 自動產生練習 (tw) {{MainEntry|Automatic generation of exercises }}<br> '''自我調整學習 (tw / hk)''' {{MainEntry|[[Self-regulated learning]]}}<br> 虛擬大學 (tw / hk) {{MainEntry|Virtual universities }}<br> 虛擬學習實境 (tw) / 虚擬學習環境 (hk) {{MainEntry|Virtual learning environment}}<br> 虛擬校園 (tw / hk) {{MainEntry|Virtual campus}}<br> 虛擬課程代理人 (tw) {{MainEntry|Virtual pedagogical agent}}<br> 融合數位學習 (tw) {{MainEntry|Inclusive e-learning}}<br> '''行動學習 (tw)''' {{MainEntry|[[Mobile learning]]}}<br> 認知導引 (tw) {{MainEntry|Cognitive tutor}}<br> 認知工程 (tw) {{MainEntry|Cognitive engineering}}<br> 認知模型 (tw / hk) {{MainEntry|Cognitive modeling}}<br> 認知診斷 (tw) {{MainEntry|Cognitive diagnosis}}<br> 課程管理系統 (tw / hk) {{MainEntry|Course management system}}<br> '''遊戲式學習 (tw) / 遊戲化學習 (hk)''' {{MainEntry|[[Game-based learning]]}}<br> 遠距學習 (tw) {{MainEntry|Distance learning}}<br> 遠距實驗室/遠端實驗室 (tw) {{MainEntry|Remote laboratories }}<br> 適性式學習環境/適性化學習環境 (tw) {{MainEntry|Adaptive learning environment}}<br> 電子學習歷程檔案 (tw) / 電子學習檔案 (hk) {{MainEntry|e-portfolio}}<br> 電腦學習環境 (tw) {{MainEntry|Computer-based learning environments}}<br> 電腦支援的協作學習 (tw) {{MainEntry|Computer-supported collaborative learning}}<br> 電腦測驗 (tw) {{MainEntry|e-Assessment}}<br> 電腦輔助學習 (tw / hk) {{MainEntry|Computer-assisted learning}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-assisted instruction}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-based instruction}}<br> 電腦輔助測驗 (tw) {{MainEntry|Computer-assisted examination}}<br> 電腦輔助語言學習 (tw / hk) {{MainEntry|Computer-assisted language learning}}<br> 非正規學習 (tw) {{MainEntry|Informal learning}}<br> () {{MainEntry|Techno-mathematical literacies}}<br> 375 363 2011-09-12T14:04:25Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Traditional chinese entries ''Edited by Tak-Wai Chan (National Central University, Taiwan, TW)<br> Lung Hsiang Wong (Learning Sciences Laboratory, Singapore, SG)'' 互動學習環境 (tw / hk) {{MainEntry|Interactive learning environment}}<br> 互動白板 (tw) {{MainEntry|Interactive white board}}<br> 人工學習環境(tw / hk) {{MainEntry|Artificial learning environment}}<br> 代理人輔助學習環境 (tw) {{MainEntry|Agent-based learning environment}}<br> 代理人輔助教學系統 (tw) {{MainEntry|Agent-based tutoring system}}<br> 個人學習環境 (tw / hk) {{MainEntry|Personal learning environment}}<br> 內部腳本 (tw) {{MainEntry|Internal script}}<br> 分散式學習 (tw) / 分佈式學習 (hk) {{MainEntry|Distributed learning}}<br> 分散式學習環境 (tw) / 分佈式學習環境 (hk) {{MainEntry|Distributed learning environments}}<br> 動態幾何 (tw / hk) {{MainEntry|Dynamic geometry}}<br> 動畫型教學代理人(tw) {{MainEntry|Animated pedagogical agent}}<br> 可程式控制學習環境 (tw) / 可編程電腦輔助學習環境 (hk) {{MainEntry|Programmable computer-based learning environment}}<br> 可程式課程 (tw) / 可編程課程 (hk) {{MainEntry|Programmable course }}<br> 合作學習 (tw) / 協作學習 (hk) {{MainEntry|Collaborative learning}}<br> '''合作腳本 (tw)''' {{MainEntry|[[Collaboration script]]}}<br> 基於教學法的代理/教學代理人/教育代理人 (tw) {{MainEntry|Pedagogical agent}}<br> 外部腳本 (tw) {{MainEntry|External script}}<br> 多媒體學習 (tw / hk) {{MainEntry|Multimedia learning}}<br> 夥伴系統 (tw / hk) {{MainEntry|Buddy systems}}<br> 學習元件/學習物件 (tw) {{MainEntry|Learning objects}}<br> 學習同伴/學習夥伴 (tw) {{MainEntry|Learning companion}}<br> 學習徑/學習步道 (tw) {{MainEntry|Learning trail }}<br> '''學習情境 (tw / hk)''' {{MainEntry|[[Learning scenario]]}}<br> 學習支持程式 (tw) {{MainEntry|Computer programming in support of learning}}<br> 學習格網 (tw) / 學習網格 (hk) {{MainEntry|Learning grid}}<br> 學習環境 (tw / hk) {{MainEntry|Learning environment}}<br> 學習空間 (tw / hk) {{MainEntry|Learning space}}<br> 學習管理系統 (tw / hk) {{MainEntry|Learning management systems}}<br> 學習者模型 (tw / hk) {{MainEntry|Learner modeling}}<br> 學習設計 (tw / hk) {{MainEntry|Learning design}}<br> 實體學習環境 (tw) {{MainEntry|Tangible learning environment}}<br> '''嵌入現象 (tw)''' {{MainEntry|[[Embedded phenomena]]}}<br> '''建構主義 (tw / hk)''' {{MainEntry|[[Constructionism]]}}<br> 微世界/微型世界/縮影世界 (tw) {{MainEntry|Microworld}}<br> 悅趣化學習(tw) {{MainEntry|Edutainment}}<br> 情境學習 (tw) / 情境學習, 情景式學習 (hk) {{MainEntry|Situated learning }}<br> '''探索學習 (tw)''' {{MainEntry|[[Inquiry learning]]}}<br> 擴增學習環境 (tw) / 擴張學習環境 (hk) {{MainEntry|Augmented learning environment}}<br> '''敘事學習環境/敘說學習環境 (tw)''' {{MainEntry|[[Narrative learning environments]]}}<br> 教學工程 (tw) {{MainEntry|Didactical engineering}}<br> 教材 (tw) / 課件 (hk) {{MainEntry|Courseware }}<br> 教材製作工具 (tw) {{MainEntry|Authoring tool}}<br> 教材製作系統 (tw) {{MainEntry|Authoring system}}<br> '''教育支援性 (tw)''' {{MainEntry|[[Educational affordance]]}}<br> 教育資料探勘 (tw) / 教育數據挖掘 (hk) {{MainEntry|Educational data mining}}<br> 整合學習系統 (tw) / 融合學習系統 (hk) {{MainEntry|Integrated learning system }}<br> 整合式學習/混成式學習 (tw) {{MainEntry|Blended learning}}<br> 數位學習 / 網路學習 / 電子學習 (tw) {{MainEntry|e-learning}}<br> 普及學習環境 (tw) {{MainEntry|Pervasive learning environment}}<br> 智慧型家教系統 (tw) / 智能教學系統 (hk) {{MainEntry|Intelligent tutoring system}}<br> 智慧型鷹架系統 (tw) / 智能鷹架系統 (hk) {{MainEntry|Intelligent scaffolding system}}<br> 模擬學習環境 (tw / hk) {{MainEntry|Simulation-based learning environment}}<br> 模擬遊戲 (tw / hk) {{MainEntry|Simulation games}}<br> 無所不在學習 (tw) {{MainEntry|Ubiquitous learning}}<br> '''無縫學習環境/無縫隙學習環境 (tw)''' {{MainEntry|[[Seamless learning environments]]}}<br> 現代化實驗室 (tw) {{MainEntry|Computer-based laboratory}}<br> 環罩式學習環境/情境感知學習環境/感知學習環境 (tw) {{MainEntry|Ambient learning environment}}<br> '''疊置/重疊/疊蓋/疊對 (tw)''' {{MainEntry|[[Overlay]]}}<br> 知識回饋 (tw) {{MainEntry|Epistemic feedback}}<br> '''知識支援性 (tw)''' {{MainEntry|[[Epistemic affordance]]}}<br> 科技增進學習/技術增強學習/數位學習/科技支援學習 (tw) {{MainEntry|Technology Enhanced Learning}}<br> '''網路學習 (tw) / 網络學習 (hk)''' {{MainEntry|[[Networked learning]]}}<br> 網路學習環境 (tw / hk) {{MainEntry|Networked learning environment }}<br> 網路學習社群 (tw / hk) {{MainEntry|Networked learning communities}}<br> 網路授課科技 (tw) {{MainEntry|Web-lecturing technologies}}<br> 線上學習環境 (tw) {{MainEntry|On-line learning environment}}<br> 自動檢測 (tw) / 自動診斷 (hk) {{MainEntry|Automatic diagnosis}}<br> 自動產生練習 (tw) {{MainEntry|Automatic generation of exercises }}<br> '''自我調整學習 (tw / hk)''' {{MainEntry|[[Self-regulated learning]]}}<br> 虛擬大學 (tw / hk) {{MainEntry|Virtual universities }}<br> 虛擬學習實境 (tw) / 虚擬學習環境 (hk) {{MainEntry|Virtual learning environment}}<br> 虛擬校園 (tw / hk) {{MainEntry|Virtual campus}}<br> 虛擬課程代理人 (tw) {{MainEntry|Virtual pedagogical agent}}<br> 融合數位學習 (tw) {{MainEntry|Inclusive e-learning}}<br> '''行動學習 (tw)''' {{MainEntry|[[Mobile learning]]}}<br> 認知導引 (tw) {{MainEntry|Cognitive tutor}}<br> 認知工程 (tw) {{MainEntry|Cognitive engineering}}<br> 認知模型 (tw / hk) {{MainEntry|Cognitive modeling}}<br> 認知診斷 (tw) {{MainEntry|Cognitive diagnosis}}<br> 課程管理系統 (tw / hk) {{MainEntry|Course management system}}<br> '''遊戲式學習 (tw) / 遊戲化學習 (hk)''' {{MainEntry|[[Game-based learning]]}}<br> 遠距學習 (tw) {{MainEntry|Distance learning}}<br> 遠距實驗室/遠端實驗室 (tw) {{MainEntry|Remote laboratories }}<br> 適性式學習環境/適性化學習環境 (tw) {{MainEntry|Adaptive learning environment}}<br> 電子學習歷程檔案 (tw) / 電子學習檔案 (hk) {{MainEntry|e-portfolio}}<br> 電腦學習環境 (tw) {{MainEntry|Computer-based learning environments}}<br> 電腦支援的協作學習 (tw) {{MainEntry|Computer-supported collaborative learning}}<br> 電腦測驗 (tw) {{MainEntry|e-Assessment}}<br> 電腦輔助學習 (tw / hk) {{MainEntry|Computer-assisted learning}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-assisted instruction}}<br> 電腦輔助教學 (tw / hk) {{MainEntry|Computer-based instruction}}<br> 電腦輔助測驗 (tw) {{MainEntry|Computer-assisted examination}}<br> 電腦輔助語言學習 (tw / hk) {{MainEntry|Computer-assisted language learning}}<br> 非正規學習 (tw) {{MainEntry|Informal learning}}<br> () {{MainEntry|Techno-mathematical literacies}}<br> 363 362 2011-09-05T09:05:54Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Traditional chinese entries ''Edited by Tak-Wai Chan (National Central University, Taiwan, TW)'' 互動學習環境 {{MainEntry|Interactive learning environment}}<br> 互動白板 {{MainEntry|Interactive white board}}<br> <br> 人工學習環境 {{MainEntry|Artificial learning environment}}<br> <br> 代理人輔助學習環境 {{MainEntry|Agent-based learning environment}}<br> 代理人輔助教學系統 {{MainEntry|Agent-based tutoring system}}<br> <br> 個人學習環境 {{MainEntry|Personal learning environment}}<br> <br> 內部腳本 {{MainEntry|Internal script}}<br> <br> 分散式學習 {{MainEntry|Distributed learning}}<br> 分散式學習環境 {{MainEntry|Distributed learning environments}}<br> <br> 動態幾和 {{MainEntry|Dynamic geometry}}<br> 動畫型教學代理人 {{MainEntry|Animated pedagogical agent}}<br> <br> 可程式控制學習環境 {{MainEntry|Programmable computer-based learning environment}}<br> 可程式課程 {{MainEntry|Programmable course }}<br> <br> 合作學習 {{MainEntry|Collaborative learning}}<br> '''合作腳本''' {{MainEntry|[[Collaboration script]]}}<br> <br> 基於教學法的代理/教學代理人/教育代理人 {{MainEntry|Pedagogical agent}}<br> <br> 外部腳本 {{MainEntry|External script}}<br> <br> 多媒體學習 {{MainEntry|Multimedia learning}}<br> <br> 夥伴系統 {{MainEntry|Buddy systems}}<br> <br> 學習元件/學習物件 {{MainEntry|Learning objects}}<br> 學習同伴/學習夥伴 {{MainEntry|Learning companion}}<br> 學習徑/學習步道 {{MainEntry|Learning trail }}<br> '''學習情境''' {{MainEntry|[[Learning scenario]]}}<br> 學習支持程式 {{MainEntry|Computer programming in support of learning}}<br> 學習格網 {{MainEntry|Learning grid}}<br> 學習環境 {{MainEntry|Learning environment}}<br> 學習空間 {{MainEntry|Learning space}}<br> 學習管理系統 {{MainEntry|Learning management systems}}<br> 學習者模型 {{MainEntry|Learner modeling}}<br> 學習設計 {{MainEntry|Learning design}}<br> <br> 實體學習環境 {{MainEntry|Tangible learning environment}}<br> <br> '''嵌入現象''' {{MainEntry|[[Embedded phenomena]]}}<br> <br> '''建構主義''' {{MainEntry|[[Constructionism]]}}<br> <br> 微世界/微型世界/縮影世界 {{MainEntry|Microworld}}<br> <br> 悅趣化學習 {{MainEntry|Edutainment}}<br> <br> 情境學習 {{MainEntry|Situated learning }}<br> <br> '''探索學習''' {{MainEntry|[[Inquiry learning]]}}<br> <br> 擴增學習環境 {{MainEntry|Augmented learning environment}}<br> <br> '''敘事學習環境/敘說學習環境''' {{MainEntry|[[Narrative learning environments]]}}<br> <br> 教學工程 {{MainEntry|Didactical engineering}}<br> 教材 {{MainEntry|Courseware }}<br> 教材製作工具 {{MainEntry|Authoring tool}}<br> 教材製作系統 {{MainEntry|Authoring system}}<br> '''教育支援性''' {{MainEntry|[[Educational affordance]]}}<br> 教育資料探勘 {{MainEntry|Educational data mining}}<br> <br> 整合學習系統 {{MainEntry|Integrated learning system }}<br> 整合式學習/混成式學習 {{MainEntry|Blended learning}}<br> <br> 數位學習 {{MainEntry|e-learning}}<br> <br> 普及學習環境 {{MainEntry|Pervasive learning environment}}<br> <br> 智慧型家教系統 {{MainEntry|Intelligent tutoring system}}<br> 智慧型鷹架系統 {{MainEntry|Intelligent scaffolding system}}<br> <br> 模擬學習環境 {{MainEntry|Simulation-based learning environment}}<br> 模擬遊戲 {{MainEntry|Simulation games}}<br> <br> 無所不在學習 {{MainEntry|Ubiquitous learning}}<br> '''無縫學習環境/無縫隙學習環境''' {{MainEntry|[[Seamless learning environments]]}}<br> <br> 現代化實驗室 {{MainEntry|Computer-based laboratory}}<br> 環罩式學習環境/情境感知學習環境/感知學習環境 {{MainEntry|Ambient learning environment}}<br> <br> '''疊置/重疊/疊蓋/疊對''' {{MainEntry|[[Overlay]]}}<br> <br> 知識回饋 {{MainEntry|Epistemic feedback}}<br> '''知識支援性''' {{MainEntry|[[Epistemic affordance]]}}<br> <br> 科技增進學習/技術增強學習/數位學習/科技支援學習 {{MainEntry|Technology Enhanced Learning}}<br> <br> '''網路學習''' {{MainEntry|[[Networked learning]]}}<br> 網路學習環境 {{MainEntry|Networked learning environment }}<br> 網路學習社群 {{MainEntry|Networked learning communities}}<br> 網路授課科技 {{MainEntry|Web-lecturing technologies}}<br> <br> 線上學習環境 {{MainEntry|On-line learning environment}}<br> <br> 自動檢測 {{MainEntry|Automatic diagnosis}}<br> 自動產生練習 {{MainEntry|Automatic generation of exercises }}<br> '''自我調整學習''' {{MainEntry|[[Self-regulated learning]]}}<br> <br> 虛擬大學 {{MainEntry|Virtual universities }}<br> 虛擬學習實境 {{MainEntry|Virtual learning environment}}<br> 虛擬校園 {{MainEntry|Virtual campus}}<br> 虛擬課程代理人 {{MainEntry|Virtual pedagogical agent}}<br> <br> 融合數位學習 {{MainEntry|Inclusive e-learning}}<br> <br> '''行動學習''' {{MainEntry|[[Mobile learning]]}}<br> <br> 認知導引 {{MainEntry|Cognitive tutor}}<br> 認知工程 {{MainEntry|Cognitive engineering}}<br> 認知模型 {{MainEntry|Cognitive modeling}}<br> 認知診斷 {{MainEntry|Cognitive diagnosis}}<br> <br> 課程管理系統 {{MainEntry|Course management system}}<br> <br> '''遊戲式學習''' {{MainEntry|[[Game-based learning]]}}<br> <br> 遠距實驗室/遠端實驗室 {{MainEntry|Remote laboratories }}<br> <br> 適性式學習環境/適性化學習環境 {{MainEntry|Adaptive learning environment}}<br> <br> 電子學習歷程檔案 {{MainEntry|e-portfolio}}<br> 電腦學習環境 {{MainEntry|Computer-based learning environments}}<br> 電腦支援的協作學習 {{MainEntry|Computer-supported collaborative learning}}<br> 電腦測驗 {{MainEntry|e-Assessment}}<br> 電腦輔助學習 {{MainEntry|Computer-assisted learning}}<br> 電腦輔助教學 {{MainEntry|Computer-assisted instruction}}<br> 電腦輔助教學 {{MainEntry|Computer-based instruction}}<br> 電腦輔助測驗 {{MainEntry|Computer-assisted examination}}<br> 電腦輔助語言學習 {{MainEntry|Computer-assisted language learning}}<br> <br> 非正規學習 {{MainEntry|Informal learning}}<br> <br> - {{MainEntry|Distance learning}}<br> - {{MainEntry|Techno-mathematical literacies}}<br> 362 361 2011-09-05T08:50:04Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Traditional chinese entries ''Edited by Carsten Ullrich (Shanghai Jiao Tong University, CN), Denis Gillet (EPFL, CH), Tak-Wai Chan (National Central University, Taiwan, TW)''<br> ''And thanks to the participants of the SJTU Chinese-European Summer School Matchmaking Event on Technology-Enhanced Learning'' 互動學習環境 {{MainEntry|Interactive learning environment}}<br> 互動白板 {{MainEntry|Interactive white board}}<br> <br> 人工學習環境 {{MainEntry|Artificial learning environment}}<br> <br> 代理人輔助學習環境 {{MainEntry|Agent-based learning environment}}<br> 代理人輔助教學系統 {{MainEntry|Agent-based tutoring system}}<br> <br> 個人學習環境 {{MainEntry|Personal learning environment}}<br> <br> 內部腳本 {{MainEntry|Internal script}}<br> <br> 分散式學習 {{MainEntry|Distributed learning}}<br> 分散式學習環境 {{MainEntry|Distributed learning environments}}<br> <br> 動態幾和 {{MainEntry|Dynamic geometry}}<br> 動畫型教學代理人 {{MainEntry|Animated pedagogical agent}}<br> <br> 可程式控制學習環境 {{MainEntry|Programmable computer-based learning environment}}<br> 可程式課程 {{MainEntry|Programmable course }}<br> <br> 合作學習 {{MainEntry|Collaborative learning}}<br> '''合作腳本''' {{MainEntry|[[Collaboration script]]}}<br> <br> 基於教學法的代理/教學代理人/教育代理人 {{MainEntry|Pedagogical agent}}<br> <br> 外部腳本 {{MainEntry|External script}}<br> <br> 多媒體學習 {{MainEntry|Multimedia learning}}<br> <br> 夥伴系統 {{MainEntry|Buddy systems}}<br> <br> 學習元件/學習物件 {{MainEntry|Learning objects}}<br> 學習同伴/學習夥伴 {{MainEntry|Learning companion}}<br> 學習徑/學習步道 {{MainEntry|Learning trail }}<br> '''學習情境''' {{MainEntry|[[Learning scenario]]}}<br> 學習支持程式 {{MainEntry|Computer programming in support of learning}}<br> 學習格網 {{MainEntry|Learning grid}}<br> 學習環境 {{MainEntry|Learning environment}}<br> 學習空間 {{MainEntry|Learning space}}<br> 學習管理系統 {{MainEntry|Learning management systems}}<br> 學習者模型 {{MainEntry|Learner modeling}}<br> 學習設計 {{MainEntry|Learning design}}<br> <br> 實體學習環境 {{MainEntry|Tangible learning environment}}<br> <br> '''嵌入現象''' {{MainEntry|[[Embedded phenomena]]}}<br> <br> '''建構主義''' {{MainEntry|[[Constructionism]]}}<br> <br> 微世界/微型世界/縮影世界 {{MainEntry|Microworld}}<br> <br> 悅趣化學習 {{MainEntry|Edutainment}}<br> <br> 情境學習 {{MainEntry|Situated learning }}<br> <br> '''探索學習''' {{MainEntry|[[Inquiry learning]]}}<br> <br> 擴增學習環境 {{MainEntry|Augmented learning environment}}<br> <br> '''敘事學習環境/敘說學習環境''' {{MainEntry|[[Narrative learning environments]]}}<br> <br> 教學工程 {{MainEntry|Didactical engineering}}<br> 教材 {{MainEntry|Courseware }}<br> 教材製作工具 {{MainEntry|Authoring tool}}<br> 教材製作系統 {{MainEntry|Authoring system}}<br> '''教育支援性''' {{MainEntry|[[Educational affordance]]}}<br> 教育資料探勘 {{MainEntry|Educational data mining}}<br> <br> 整合學習系統 {{MainEntry|Integrated learning system }}<br> 整合式學習/混成式學習 {{MainEntry|Blended learning}}<br> <br> 數位學習 {{MainEntry|e-learning}}<br> <br> 普及學習環境 {{MainEntry|Pervasive learning environment}}<br> <br> 智慧型家教系統 {{MainEntry|Intelligent tutoring system}}<br> 智慧型鷹架系統 {{MainEntry|Intelligent scaffolding system}}<br> <br> 模擬學習環境 {{MainEntry|Simulation-based learning environment}}<br> 模擬遊戲 {{MainEntry|Simulation games}}<br> <br> 無所不在學習 {{MainEntry|Ubiquitous learning}}<br> '''無縫學習環境/無縫隙學習環境''' {{MainEntry|[[Seamless learning environments]]}}<br> <br> 現代化實驗室 {{MainEntry|Computer-based laboratory}}<br> 環罩式學習環境/情境感知學習環境/感知學習環境 {{MainEntry|Ambient learning environment}}<br> <br> '''疊置/重疊/疊蓋/疊對''' {{MainEntry|[[Overlay]]}}<br> <br> 知識回饋 {{MainEntry|Epistemic feedback}}<br> '''知識支援性''' {{MainEntry|[[Epistemic affordance]]}}<br> <br> 科技增進學習/技術增強學習/數位學習/科技支援學習 {{MainEntry|Technology Enhanced Learning}}<br> <br> '''網路學習''' {{MainEntry|[[Networked learning]]}}<br> 網路學習環境 {{MainEntry|Networked learning environment }}<br> 網路學習社群 {{MainEntry|Networked learning communities}}<br> 網路授課科技 {{MainEntry|Web-lecturing technologies}}<br> <br> 線上學習環境 {{MainEntry|On-line learning environment}}<br> <br> 自動檢測 {{MainEntry|Automatic diagnosis}}<br> 自動產生練習 {{MainEntry|Automatic generation of exercises }}<br> '''自我調整學習''' {{MainEntry|[[Self-regulated learning]]}}<br> <br> 虛擬大學 {{MainEntry|Virtual universities }}<br> 虛擬學習實境 {{MainEntry|Virtual learning environment}}<br> 虛擬校園 {{MainEntry|Virtual campus}}<br> 虛擬課程代理人 {{MainEntry|Virtual pedagogical agent}}<br> <br> 融合數位學習 {{MainEntry|Inclusive e-learning}}<br> <br> '''行動學習''' {{MainEntry|[[Mobile learning]]}}<br> <br> 認知導引 {{MainEntry|Cognitive tutor}}<br> 認知工程 {{MainEntry|Cognitive engineering}}<br> 認知模型 {{MainEntry|Cognitive modeling}}<br> 認知診斷 {{MainEntry|Cognitive diagnosis}}<br> <br> 課程管理系統 {{MainEntry|Course management system}}<br> <br> '''遊戲式學習''' {{MainEntry|[[Game-based learning]]}}<br> <br> 遠距實驗室/遠端實驗室 {{MainEntry|Remote laboratories }}<br> <br> 適性式學習環境/適性化學習環境 {{MainEntry|Adaptive learning environment}}<br> <br> 電子學習歷程檔案 {{MainEntry|e-portfolio}}<br> 電腦學習環境 {{MainEntry|Computer-based learning environments}}<br> 電腦支援的協作學習 {{MainEntry|Computer-supported collaborative learning}}<br> 電腦測驗 {{MainEntry|e-Assessment}}<br> 電腦輔助學習 {{MainEntry|Computer-assisted learning}}<br> 電腦輔助教學 {{MainEntry|Computer-assisted instruction}}<br> 電腦輔助教學 {{MainEntry|Computer-based instruction}}<br> 電腦輔助測驗 {{MainEntry|Computer-assisted examination}}<br> 電腦輔助語言學習 {{MainEntry|Computer-assisted language learning}}<br> <br> 非正規學習 {{MainEntry|Informal learning}}<br> <br> - {{MainEntry|Distance learning}}<br> - {{MainEntry|Techno-mathematical literacies}}<br> 361 340 2011-09-05T08:49:12Z Zeiliger 2 wikitext text/x-wiki {{languages}}<br> TEL Dictionary: Traditional chinese entries ''Edited by Carsten Ullrich (Shanghai Jiao Tong University, CN), Denis Gillet (EPFL, CH), Tak-Wai Chan (National Central University, Taiwan, TW)''<br> ''And thanks to the participants of the SJTU Chinese-European Summer School Matchmaking Event on Technology-Enhanced Learning'' - {{MainEntry|Distance learning}}<br> - {{MainEntry|Techno-mathematical literacies}}<br> 互動學習環境 {{MainEntry|Interactive learning environment}}<br> 互動白板 {{MainEntry|Interactive white board}}<br> <br> 人工學習環境 {{MainEntry|Artificial learning environment}}<br> <br> 代理人輔助學習環境 {{MainEntry|Agent-based learning environment}}<br> 代理人輔助教學系統 {{MainEntry|Agent-based tutoring system}}<br> <br> 個人學習環境 {{MainEntry|Personal learning environment}}<br> <br> 內部腳本 {{MainEntry|Internal script}}<br> <br> 分散式學習 {{MainEntry|Distributed learning}}<br> 分散式學習環境 {{MainEntry|Distributed learning environments}}<br> <br> 動態幾和 {{MainEntry|Dynamic geometry}}<br> 動畫型教學代理人 {{MainEntry|Animated pedagogical agent}}<br> <br> 可程式控制學習環境 {{MainEntry|Programmable computer-based learning environment}}<br> 可程式課程 {{MainEntry|Programmable course }}<br> <br> 合作學習 {{MainEntry|Collaborative learning}}<br> '''合作腳本''' {{MainEntry|[[Collaboration script]]}}<br> <br> 基於教學法的代理/教學代理人/教育代理人 {{MainEntry|Pedagogical agent}}<br> <br> 外部腳本 {{MainEntry|External script}}<br> <br> 多媒體學習 {{MainEntry|Multimedia learning}}<br> <br> 夥伴系統 {{MainEntry|Buddy systems}}<br> <br> 學習元件/學習物件 {{MainEntry|Learning objects}}<br> 學習同伴/學習夥伴 {{MainEntry|Learning companion}}<br> 學習徑/學習步道 {{MainEntry|Learning trail }}<br> '''學習情境''' {{MainEntry|[[Learning 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environment}}<br> <br> 電子學習歷程檔案 {{MainEntry|e-portfolio}}<br> 電腦學習環境 {{MainEntry|Computer-based learning environments}}<br> 電腦支援的協作學習 {{MainEntry|Computer-supported collaborative learning}}<br> 電腦測驗 {{MainEntry|e-Assessment}}<br> 電腦輔助學習 {{MainEntry|Computer-assisted learning}}<br> 電腦輔助教學 {{MainEntry|Computer-assisted instruction}}<br> 電腦輔助教學 {{MainEntry|Computer-based instruction}}<br> 電腦輔助測驗 {{MainEntry|Computer-assisted examination}}<br> 電腦輔助語言學習 {{MainEntry|Computer-assisted language learning}}<br> <br> 非正規學習 {{MainEntry|Informal learning}}<br> 0 8 1242 1241 2013-03-10T20:38:03Z Balacheff 4 /* Key references */ wikitext text/x-wiki {{languages}} <u>Draft 1</u> '''Editor''': Richard Noss, London Knowledge Lab | Institute of Education | University of London '''Contributors''' .../... ==== Definition ==== The term captures two important aspects of the ways that mathematics surfaces in workplace situations. First, that the knowledge involved is much closer to a literacy than a skill; and second, that it is almost always represented as knowledge mediated by a computer. Why literacy? A literate person is someone who is competent in using language, both written and verbal, across different contexts and working with different rules and conventions. This core idea of literacy is crucial for mathematics as well: individuals need to be able to understand and use mathematics as a language that increasingly pervades the workplace through IT-based control and administration systems as much as conventional literacy (reading and writing) has pervaded working life for the last century. Why techno? This literacy is expressed through technological artefacts. It is the particular nature of mathematical skills in workplaces, where IT is pervasive, which distinguishes the kind of knowledge involved: a computer graph, for example, has properties different to a pencil-and-paper graph, and a column of numbers on a spreadsheet can be manipulated as an object in ways in which it's paper-and-pencil "equivalent" cannot. The idea of techno-mathematical literacies is related to other approaches that have taken a general perspective of the education process as it is experienced by young people - cf. (OECD, 2003) and the Quantitative Literacy movement in the USA (e.g., Steen, 1997). For example, the OECD's Programme of International Student Assessment (PISA) defines it as follows: :Mathematical literacy is an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned and reflective citizen. (OECD, 2003, p. 24). In workplaces, as much as in the broader culture, this kind of necessary mathematical literacy is supplemented by the ubiquity of the computer: Noss (1998) and diSessa (2000) offer extensive discussion of the idea of mathematical literacy, showing how the new forms of computational technology that are used for doing mathematics are connected with new ‘mathematical literacies'. The most complete description and examples techno-mathematical literacies is to be found in Hoyles, Noss, Kent and Bakker (2010): for a review, see Gainsburg, 2011). ==== Related terms ==== Literacy, literacies ==== Translation issues ==== .../... ==== Disciplinary issues ==== Not to be confused with technomathematics: [http://www.tmrfindia.org/ TMRF Technomathematics Research Foundation] ==== Key references ==== [http://books.google.fr/books?id=DfNaW4zvJVgC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] diSessa, A. (2000). Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. [https://www.csun.edu/education/personnel-directory/view.php?type=articles&id=14] Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., &amp; Bakker. A. (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 [http://books.google.fr/books/about/Improving_Mathematics_at_Work.html?hl=fr&id=Gcm6g9TIG5wC] Hoyles, C, Noss, R., Kent, P. and Bakker, A. (2010). Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge [http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ590354&ERICExtSearch_SearchType_0=no&accno=EJ590354] Noss, R. (1998), New numeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. [http://www.oecd.org/edu/school/programmeforinternationalstudentassessmentpisa/33694881.pdf] OECD (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. [http://telearn.archives-ouvertes.fr/hal-00699761/] Steen, L. A. (Ed.) (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board. ► [[TEL Dictionary entries]] 1241 1240 2013-03-10T20:24:11Z Balacheff 4 /* Translation issues */ wikitext text/x-wiki {{languages}} <u>Draft 1</u> '''Editor''': Richard Noss, London Knowledge Lab | Institute of Education | University of London '''Contributors''' .../... ==== Definition ==== The term captures two important aspects of the ways that mathematics surfaces in workplace situations. First, that the knowledge involved is much closer to a literacy than a skill; and second, that it is almost always represented as knowledge mediated by a computer. Why literacy? A literate person is someone who is competent in using language, both written and verbal, across different contexts and working with different rules and conventions. This core idea of literacy is crucial for mathematics as well: individuals need to be able to understand and use mathematics as a language that increasingly pervades the workplace through IT-based control and administration systems as much as conventional literacy (reading and writing) has pervaded working life for the last century. Why techno? This literacy is expressed through technological artefacts. It is the particular nature of mathematical skills in workplaces, where IT is pervasive, which distinguishes the kind of knowledge involved: a computer graph, for example, has properties different to a pencil-and-paper graph, and a column of numbers on a spreadsheet can be manipulated as an object in ways in which it's paper-and-pencil "equivalent" cannot. The idea of techno-mathematical literacies is related to other approaches that have taken a general perspective of the education process as it is experienced by young people - cf. (OECD, 2003) and the Quantitative Literacy movement in the USA (e.g., Steen, 1997). For example, the OECD's Programme of International Student Assessment (PISA) defines it as follows: :Mathematical literacy is an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned and reflective citizen. (OECD, 2003, p. 24). In workplaces, as much as in the broader culture, this kind of necessary mathematical literacy is supplemented by the ubiquity of the computer: Noss (1998) and diSessa (2000) offer extensive discussion of the idea of mathematical literacy, showing how the new forms of computational technology that are used for doing mathematics are connected with new ‘mathematical literacies'. The most complete description and examples techno-mathematical literacies is to be found in Hoyles, Noss, Kent and Bakker (2010): for a review, see Gainsburg, 2011). ==== Related terms ==== Literacy, literacies ==== Translation issues ==== .../... ==== Disciplinary issues ==== Not to be confused with technomathematics: [http://www.tmrfindia.org/ TMRF Technomathematics Research Foundation] ==== Key references ==== diSessa, A. [http://www.telearn.org/open-archive/browse?resource=7249_v1] (2000). Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., &amp; Bakker. A. [http://www.telearn.org/open-archive/browse?resource=7282_v1] (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 Hoyles, C, Noss, R., Kent, P. and Bakker, A. [http://www.telearn.org/open-archive/browse?resource=7250_v1] (2010). Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge Noss, R. [http://www.telearn.org/open-archive/browse?resource=7278_v1] (1998), New numeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. OECD [http://www.telearn.org/open-archive/browse?resource=7251_v1] (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. Steen, L. A. (Ed.) [http://www.telearn.org/open-archive/browse?resource=7053_v1] (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board. ► [[TEL Dictionary entries]] 1240 1239 2013-03-10T20:23:34Z Balacheff 4 wikitext text/x-wiki {{languages}} <u>Draft 1</u> '''Editor''': Richard Noss, London Knowledge Lab | Institute of Education | University of London '''Contributors''' .../... ==== Definition ==== The term captures two important aspects of the ways that mathematics surfaces in workplace situations. First, that the knowledge involved is much closer to a literacy than a skill; and second, that it is almost always represented as knowledge mediated by a computer. Why literacy? A literate person is someone who is competent in using language, both written and verbal, across different contexts and working with different rules and conventions. This core idea of literacy is crucial for mathematics as well: individuals need to be able to understand and use mathematics as a language that increasingly pervades the workplace through IT-based control and administration systems as much as conventional literacy (reading and writing) has pervaded working life for the last century. Why techno? This literacy is expressed through technological artefacts. It is the particular nature of mathematical skills in workplaces, where IT is pervasive, which distinguishes the kind of knowledge involved: a computer graph, for example, has properties different to a pencil-and-paper graph, and a column of numbers on a spreadsheet can be manipulated as an object in ways in which it's paper-and-pencil "equivalent" cannot. The idea of techno-mathematical literacies is related to other approaches that have taken a general perspective of the education process as it is experienced by young people - cf. (OECD, 2003) and the Quantitative Literacy movement in the USA (e.g., Steen, 1997). For example, the OECD's Programme of International Student Assessment (PISA) defines it as follows: :Mathematical literacy is an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned and reflective citizen. (OECD, 2003, p. 24). In workplaces, as much as in the broader culture, this kind of necessary mathematical literacy is supplemented by the ubiquity of the computer: Noss (1998) and diSessa (2000) offer extensive discussion of the idea of mathematical literacy, showing how the new forms of computational technology that are used for doing mathematics are connected with new ‘mathematical literacies'. The most complete description and examples techno-mathematical literacies is to be found in Hoyles, Noss, Kent and Bakker (2010): for a review, see Gainsburg, 2011). ==== Translation issues ==== .../... ==== Disciplinary issues ==== Not to be confused with technomathematics: [http://www.tmrfindia.org/ TMRF Technomathematics Research Foundation] ==== Key references ==== diSessa, A. [http://www.telearn.org/open-archive/browse?resource=7249_v1] (2000). Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., &amp; Bakker. A. [http://www.telearn.org/open-archive/browse?resource=7282_v1] (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 Hoyles, C, Noss, R., Kent, P. and Bakker, A. [http://www.telearn.org/open-archive/browse?resource=7250_v1] (2010). Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge Noss, R. [http://www.telearn.org/open-archive/browse?resource=7278_v1] (1998), New numeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. OECD [http://www.telearn.org/open-archive/browse?resource=7251_v1] (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. Steen, L. A. (Ed.) [http://www.telearn.org/open-archive/browse?resource=7053_v1] (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board. ► [[TEL Dictionary entries]] 1239 816 2013-03-10T20:23:05Z Balacheff 4 wikitext text/x-wiki {{languages}} <u>Draft 1</u> '''Editor''': Richard Noss, London Knowledge Lab | Institute of Education | University of London '''Contributors''' .../... ==== Definition ==== The term captures two important aspects of the ways that mathematics surfaces in workplace situations. First, that the knowledge involved is much closer to a literacy than a skill; and second, that it is almost always represented as knowledge mediated by a computer. Why literacy? A literate person is someone who is competent in using language, both written and verbal, across different contexts and working with different rules and conventions. This core idea of literacy is crucial for mathematics as well: individuals need to be able to understand and use mathematics as a language that increasingly pervades the workplace through IT-based control and administration systems as much as conventional literacy (reading and writing) has pervaded working life for the last century. Why techno? This literacy is expressed through technological artefacts. It is the particular nature of mathematical skills in workplaces, where IT is pervasive, which distinguishes the kind of knowledge involved: a computer graph, for example, has properties different to a pencil-and-paper graph, and a column of numbers on a spreadsheet can be manipulated as an object in ways in which it's paper-and-pencil "equivalent" cannot. The idea of techno-mathematical literacies is related to other approaches that have taken a general perspective of the education process as it is experienced by young people - cf. (OECD, 2003) and the Quantitative Literacy movement in the USA (e.g., Steen, 1997). For example, the OECD's Programme of International Student Assessment (PISA) defines it as follows: :Mathematical literacy is an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned and reflective citizen. (OECD, 2003, p. 24). In workplaces, as much as in the broader culture, this kind of necessary mathematical literacy is supplemented by the ubiquity of the computer: Noss (1998) and diSessa (2000) offer extensive discussion of the idea of mathematical literacy, showing how the new forms of computational technology that are used for doing mathematics are connected with new ‘mathematical literacies'. The most complete description and examples techno-mathematical literacies is to be found in Hoyles, Noss, Kent and Bakker (2010): for a review, see Gainsburg, 2011). ==== Translation issues ==== .../... ==== Disciplinary issues ==== Not to be confused with technomathematics: [http://www.tmrfindia.org/ TMRF Technomathematics Research Foundation] ==== Key references ==== diSessa, A. [http://www.telearn.org/open-archive/browse?resource=7249_v1] (2000). Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., &amp; Bakker. A. [http://www.telearn.org/open-archive/browse?resource=7282_v1] (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 Hoyles, C, Noss, R., Kent, P. and Bakker, A. [http://www.telearn.org/open-archive/browse?resource=7250_v1] (2010). Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge Noss, R. [http://www.telearn.org/open-archive/browse?resource=7278_v1] (1998), New numeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. OECD [http://www.telearn.org/open-archive/browse?resource=7251_v1] (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. Steen, L. A. (Ed.) [http://www.telearn.org/open-archive/browse?resource=7053_v1] (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board. ==== Related terms ==== Literacy, literacies ► [[TEL Dictionary entries]] 816 807 2012-03-08T15:42:52Z Manon 3 /* Key references */ wikitext text/x-wiki {{languages}} <u>Draft 1</u> '''Editor''': Richard Noss, London Knowledge Lab | Institute of Education | University of London '''Contributors''' .../... ==== Definition ==== The term captures two important aspects of the ways that mathematics surfaces in workplace situations. First, that the knowledge involved is much closer to a literacy than a skill; and second, that it is almost always represented as knowledge mediated by a computer. Why literacy? A literate person is someone who is competent in using language, both written and verbal, across different contexts and working with different rules and conventions. This core idea of literacy is crucial for mathematics as well: individuals need to be able to understand and use mathematics as a language that increasingly pervades the workplace through IT-based control and administration systems as much as conventional literacy (reading and writing) has pervaded working life for the last century. Why techno? This literacy is expressed through technological artefacts. It is the particular nature of mathematical skills in workplaces, where IT is pervasive, which distinguishes the kind of knowledge involved: a computer graph, for example, has properties different to a pencil-and-paper graph, and a column of numbers on a spreadsheet can be manipulated as an object in ways in which it's paper-and-pencil "equivalent" cannot. The idea of techno-mathematical literacies is related to other approaches that have taken a general perspective of the education process as it is experienced by young people - cf. (OECD, 2003) and the Quantitative Literacy movement in the USA (e.g., Steen, 1997). For example, the OECD's Programme of International Student Assessment (PISA) defines it as follows: :Mathematical literacy is an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned and reflective citizen. (OECD, 2003, p. 24). In workplaces, as much as in the broader culture, this kind of necessary mathematical literacy is supplemented by the ubiquity of the computer: Noss (1998) and diSessa (2000) offer extensive discussion of the idea of mathematical literacy, showing how the new forms of computational technology that are used for doing mathematics are connected with new ‘mathematical literacies'. The most complete description and examples techno-mathematical literacies is to be found in Hoyles, Noss, Kent and Bakker (2010): for a review, see Gainsburg, 2011). ==== Translation issues ==== .../... ==== Disciplinary issues ==== Not to be confused with technomathematics: [http://www.tmrfindia.org/ TMRF Technomathematics Research Foundation] ==== Key references ==== diSessa, A. [http://www.telearn.org/open-archive/browse?resource=7249_v1] (2000). Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., &amp; Bakker. A. [http://www.telearn.org/open-archive/browse?resource=7282_v1] (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 Hoyles, C, Noss, R., Kent, P. and Bakker, A. [http://www.telearn.org/open-archive/browse?resource=7250_v1] (2010). Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge Noss, R. [http://www.telearn.org/open-archive/browse?resource=7278_v1] (1998), New numeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. OECD [http://www.telearn.org/open-archive/browse?resource=7251_v1] (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. Steen, L. A. (Ed.) [http://www.telearn.org/open-archive/browse?resource=7053_v1] (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board. ==== Related terms ==== Literacy, literacies ==== Related documents ==== http://www.esrc.ac.uk/my-esrc/grants/RES-139-25-0119/outputs/read/569d549c-1c39-4f82-9efe-a368981416bf <br> ► [[TEL Dictionary entries]] 807 781 2012-03-02T14:03:00Z Manon 3 /* Key references */ wikitext text/x-wiki {{languages}} <u>Draft 1</u> '''Editor''': Richard Noss, London Knowledge Lab | Institute of Education | University of London '''Contributors''' .../... ==== Definition ==== The term captures two important aspects of the ways that mathematics surfaces in workplace situations. First, that the knowledge involved is much closer to a literacy than a skill; and second, that it is almost always represented as knowledge mediated by a computer. Why literacy? A literate person is someone who is competent in using language, both written and verbal, across different contexts and working with different rules and conventions. This core idea of literacy is crucial for mathematics as well: individuals need to be able to understand and use mathematics as a language that increasingly pervades the workplace through IT-based control and administration systems as much as conventional literacy (reading and writing) has pervaded working life for the last century. Why techno? This literacy is expressed through technological artefacts. It is the particular nature of mathematical skills in workplaces, where IT is pervasive, which distinguishes the kind of knowledge involved: a computer graph, for example, has properties different to a pencil-and-paper graph, and a column of numbers on a spreadsheet can be manipulated as an object in ways in which it's paper-and-pencil "equivalent" cannot. The idea of techno-mathematical literacies is related to other approaches that have taken a general perspective of the education process as it is experienced by young people - cf. (OECD, 2003) and the Quantitative Literacy movement in the USA (e.g., Steen, 1997). For example, the OECD's Programme of International Student Assessment (PISA) defines it as follows: :Mathematical literacy is an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned and reflective citizen. (OECD, 2003, p. 24). In workplaces, as much as in the broader culture, this kind of necessary mathematical literacy is supplemented by the ubiquity of the computer: Noss (1998) and diSessa (2000) offer extensive discussion of the idea of mathematical literacy, showing how the new forms of computational technology that are used for doing mathematics are connected with new ‘mathematical literacies'. The most complete description and examples techno-mathematical literacies is to be found in Hoyles, Noss, Kent and Bakker (2010): for a review, see Gainsburg, 2011). ==== Translation issues ==== .../... ==== Disciplinary issues ==== Not to be confused with technomathematics: [http://www.tmrfindia.org/ TMRF Technomathematics Research Foundation] ==== Key references ==== diSessa, A. [http://www.telearn.org/open-archive/browse?resource=7249_v1] (2000). Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., &amp; Bakker. A. (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 Hoyles, C, Noss, R., Kent, P. and Bakker, A. [http://www.telearn.org/open-archive/browse?resource=7250_v1] (2010). Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge Noss, R. [http://www.telearn.org/open-archive/browse?resource=7278_v1] (1998), New numeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. OECD [http://www.telearn.org/open-archive/browse?resource=7251_v1] (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. Steen, L. A. (Ed.) [http://www.telearn.org/open-archive/browse?resource=7053_v1] (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board. ==== Related terms ==== Literacy, literacies ==== Related documents ==== http://www.esrc.ac.uk/my-esrc/grants/RES-139-25-0119/outputs/read/569d549c-1c39-4f82-9efe-a368981416bf <br> ► [[TEL Dictionary entries]] 781 780 2012-02-16T10:43:34Z Manon 3 /* Key references */ wikitext text/x-wiki {{languages}} <u>Draft 1</u> '''Editor''': Richard Noss, London Knowledge Lab | Institute of Education | University of London '''Contributors''' .../... ==== Definition ==== The term captures two important aspects of the ways that mathematics surfaces in workplace situations. First, that the knowledge involved is much closer to a literacy than a skill; and second, that it is almost always represented as knowledge mediated by a computer. Why literacy? A literate person is someone who is competent in using language, both written and verbal, across different contexts and working with different rules and conventions. This core idea of literacy is crucial for mathematics as well: individuals need to be able to understand and use mathematics as a language that increasingly pervades the workplace through IT-based control and administration systems as much as conventional literacy (reading and writing) has pervaded working life for the last century. Why techno? This literacy is expressed through technological artefacts. It is the particular nature of mathematical skills in workplaces, where IT is pervasive, which distinguishes the kind of knowledge involved: a computer graph, for example, has properties different to a pencil-and-paper graph, and a column of numbers on a spreadsheet can be manipulated as an object in ways in which it's paper-and-pencil "equivalent" cannot. The idea of techno-mathematical literacies is related to other approaches that have taken a general perspective of the education process as it is experienced by young people - cf. (OECD, 2003) and the Quantitative Literacy movement in the USA (e.g., Steen, 1997). For example, the OECD's Programme of International Student Assessment (PISA) defines it as follows: :Mathematical literacy is an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned and reflective citizen. (OECD, 2003, p. 24). In workplaces, as much as in the broader culture, this kind of necessary mathematical literacy is supplemented by the ubiquity of the computer: Noss (1998) and diSessa (2000) offer extensive discussion of the idea of mathematical literacy, showing how the new forms of computational technology that are used for doing mathematics are connected with new ‘mathematical literacies'. The most complete description and examples techno-mathematical literacies is to be found in Hoyles, Noss, Kent and Bakker (2010): for a review, see Gainsburg, 2011). ==== Translation issues ==== .../... ==== Disciplinary issues ==== Not to be confused with technomathematics: [http://www.tmrfindia.org/ TMRF Technomathematics Research Foundation] ==== Key references ==== diSessa, A. [http://www.telearn.org/open-archive/browse?resource=7249_v1] (2000). Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., &amp; Bakker. A. (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 Hoyles, C, Noss, R., Kent, P. and Bakker, A. [http://www.telearn.org/open-archive/browse?resource=7250_v1] (2010). Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge Noss, R. (1998), New numeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. OECD [http://www.telearn.org/open-archive/browse?resource=7251_v1] (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. Steen, L. A. (Ed.) [http://www.telearn.org/open-archive/browse?resource=7053_v1] (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board. ==== Related terms ==== Literacy, literacies ==== Related documents ==== http://www.esrc.ac.uk/my-esrc/grants/RES-139-25-0119/outputs/read/569d549c-1c39-4f82-9efe-a368981416bf <br> ► [[TEL Dictionary entries]] 780 779 2012-02-16T10:03:40Z Manon 3 /* Key references */ wikitext text/x-wiki {{languages}} <u>Draft 1</u> '''Editor''': Richard Noss, London Knowledge Lab | Institute of Education | University of London '''Contributors''' .../... ==== Definition ==== The term captures two important aspects of the ways that mathematics surfaces in workplace situations. First, that the knowledge involved is much closer to a literacy than a skill; and second, that it is almost always represented as knowledge mediated by a computer. Why literacy? A literate person is someone who is competent in using language, both written and verbal, across different contexts and working with different rules and conventions. This core idea of literacy is crucial for mathematics as well: individuals need to be able to understand and use mathematics as a language that increasingly pervades the workplace through IT-based control and administration systems as much as conventional literacy (reading and writing) has pervaded working life for the last century. Why techno? This literacy is expressed through technological artefacts. It is the particular nature of mathematical skills in workplaces, where IT is pervasive, which distinguishes the kind of knowledge involved: a computer graph, for example, has properties different to a pencil-and-paper graph, and a column of numbers on a spreadsheet can be manipulated as an object in ways in which it's paper-and-pencil "equivalent" cannot. The idea of techno-mathematical literacies is related to other approaches that have taken a general perspective of the education process as it is experienced by young people - cf. (OECD, 2003) and the Quantitative Literacy movement in the USA (e.g., Steen, 1997). For example, the OECD's Programme of International Student Assessment (PISA) defines it as follows: :Mathematical literacy is an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned and reflective citizen. (OECD, 2003, p. 24). In workplaces, as much as in the broader culture, this kind of necessary mathematical literacy is supplemented by the ubiquity of the computer: Noss (1998) and diSessa (2000) offer extensive discussion of the idea of mathematical literacy, showing how the new forms of computational technology that are used for doing mathematics are connected with new ‘mathematical literacies'. The most complete description and examples techno-mathematical literacies is to be found in Hoyles, Noss, Kent and Bakker (2010): for a review, see Gainsburg, 2011). ==== Translation issues ==== .../... ==== Disciplinary issues ==== Not to be confused with technomathematics: [http://www.tmrfindia.org/ TMRF Technomathematics Research Foundation] ==== Key references ==== diSessa, A. [http://www.telearn.org/open-archive/browse?resource=7249_v1] (2000). Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., &amp; Bakker. A. (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 Hoyles, C, Noss, R., Kent, P. and Bakker, A. [http://www.telearn.org/open-archive/browse?resource=7250_v1] (2010). Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge Noss, R. (1998), New numeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. OECD (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. Steen, L. A. (Ed.) [http://www.telearn.org/open-archive/browse?resource=7053_v1] (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board. ==== Related terms ==== Literacy, literacies ==== Related documents ==== http://www.esrc.ac.uk/my-esrc/grants/RES-139-25-0119/outputs/read/569d549c-1c39-4f82-9efe-a368981416bf <br> ► [[TEL Dictionary entries]] 779 778 2012-02-16T09:48:46Z Manon 3 /* Key references */ wikitext text/x-wiki {{languages}} <u>Draft 1</u> '''Editor''': Richard Noss, London Knowledge Lab | Institute of Education | University of London '''Contributors''' .../... ==== Definition ==== The term captures two important aspects of the ways that mathematics surfaces in workplace situations. First, that the knowledge involved is much closer to a literacy than a skill; and second, that it is almost always represented as knowledge mediated by a computer. Why literacy? A literate person is someone who is competent in using language, both written and verbal, across different contexts and working with different rules and conventions. This core idea of literacy is crucial for mathematics as well: individuals need to be able to understand and use mathematics as a language that increasingly pervades the workplace through IT-based control and administration systems as much as conventional literacy (reading and writing) has pervaded working life for the last century. Why techno? This literacy is expressed through technological artefacts. It is the particular nature of mathematical skills in workplaces, where IT is pervasive, which distinguishes the kind of knowledge involved: a computer graph, for example, has properties different to a pencil-and-paper graph, and a column of numbers on a spreadsheet can be manipulated as an object in ways in which it's paper-and-pencil "equivalent" cannot. The idea of techno-mathematical literacies is related to other approaches that have taken a general perspective of the education process as it is experienced by young people - cf. (OECD, 2003) and the Quantitative Literacy movement in the USA (e.g., Steen, 1997). For example, the OECD's Programme of International Student Assessment (PISA) defines it as follows: :Mathematical literacy is an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned and reflective citizen. (OECD, 2003, p. 24). In workplaces, as much as in the broader culture, this kind of necessary mathematical literacy is supplemented by the ubiquity of the computer: Noss (1998) and diSessa (2000) offer extensive discussion of the idea of mathematical literacy, showing how the new forms of computational technology that are used for doing mathematics are connected with new ‘mathematical literacies'. The most complete description and examples techno-mathematical literacies is to be found in Hoyles, Noss, Kent and Bakker (2010): for a review, see Gainsburg, 2011). ==== Translation issues ==== .../... ==== Disciplinary issues ==== Not to be confused with technomathematics: [http://www.tmrfindia.org/ TMRF Technomathematics Research Foundation] ==== Key references ==== diSessa, A. [http://www.telearn.org/open-archive/browse?resource=7249_v1] (2000). Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., &amp; Bakker. A. (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 Hoyles, C, Noss, R., Kent, P. and Bakker, A. [http://www.telearn.org/open-archive/browse?resource=7250_v1] (2010). Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge Noss, R. (1998), New mumeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. OECD (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. Steen, L. A. (Ed.) [http://www.telearn.org/open-archive/browse?resource=7053_v1] (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board. ==== Related terms ==== Literacy, literacies ==== Related documents ==== http://www.esrc.ac.uk/my-esrc/grants/RES-139-25-0119/outputs/read/569d549c-1c39-4f82-9efe-a368981416bf <br> ► [[TEL Dictionary entries]] 778 603 2012-02-16T09:06:05Z Manon 3 /* Key references */ wikitext text/x-wiki {{languages}} <u>Draft 1</u> '''Editor''': Richard Noss, London Knowledge Lab | Institute of Education | University of London '''Contributors''' .../... ==== Definition ==== The term captures two important aspects of the ways that mathematics surfaces in workplace situations. First, that the knowledge involved is much closer to a literacy than a skill; and second, that it is almost always represented as knowledge mediated by a computer. Why literacy? A literate person is someone who is competent in using language, both written and verbal, across different contexts and working with different rules and conventions. This core idea of literacy is crucial for mathematics as well: individuals need to be able to understand and use mathematics as a language that increasingly pervades the workplace through IT-based control and administration systems as much as conventional literacy (reading and writing) has pervaded working life for the last century. Why techno? This literacy is expressed through technological artefacts. It is the particular nature of mathematical skills in workplaces, where IT is pervasive, which distinguishes the kind of knowledge involved: a computer graph, for example, has properties different to a pencil-and-paper graph, and a column of numbers on a spreadsheet can be manipulated as an object in ways in which it's paper-and-pencil "equivalent" cannot. The idea of techno-mathematical literacies is related to other approaches that have taken a general perspective of the education process as it is experienced by young people - cf. (OECD, 2003) and the Quantitative Literacy movement in the USA (e.g., Steen, 1997). For example, the OECD's Programme of International Student Assessment (PISA) defines it as follows: :Mathematical literacy is an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned and reflective citizen. (OECD, 2003, p. 24). In workplaces, as much as in the broader culture, this kind of necessary mathematical literacy is supplemented by the ubiquity of the computer: Noss (1998) and diSessa (2000) offer extensive discussion of the idea of mathematical literacy, showing how the new forms of computational technology that are used for doing mathematics are connected with new ‘mathematical literacies'. The most complete description and examples techno-mathematical literacies is to be found in Hoyles, Noss, Kent and Bakker (2010): for a review, see Gainsburg, 2011). ==== Translation issues ==== .../... ==== Disciplinary issues ==== Not to be confused with technomathematics: [http://www.tmrfindia.org/ TMRF Technomathematics Research Foundation] ==== Key references ==== diSessa, A. [http://www.telearn.org/open-archive/browse?resource=7249_v1] (2000). Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., &amp; Bakker. A. (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 Hoyles, C, Noss, R., Kent, P. and Bakker, A., 2010. Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge Noss, R. (1998), New mumeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. OECD (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. Steen, L. A. (Ed.) [http://www.telearn.org/open-archive/browse?resource=7053_v1] (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board. ==== Related terms ==== Literacy, literacies ==== Related documents ==== http://www.esrc.ac.uk/my-esrc/grants/RES-139-25-0119/outputs/read/569d549c-1c39-4f82-9efe-a368981416bf <br> ► [[TEL Dictionary entries]] 603 589 2012-01-12T10:55:39Z Zeiliger 2 /* Disciplinary issues */ wikitext text/x-wiki {{languages}} <u>Draft 1</u> '''Editor''': Richard Noss, London Knowledge Lab | Institute of Education | University of London '''Contributors''' .../... ==== Definition ==== The term captures two important aspects of the ways that mathematics surfaces in workplace situations. First, that the knowledge involved is much closer to a literacy than a skill; and second, that it is almost always represented as knowledge mediated by a computer. Why literacy? A literate person is someone who is competent in using language, both written and verbal, across different contexts and working with different rules and conventions. This core idea of literacy is crucial for mathematics as well: individuals need to be able to understand and use mathematics as a language that increasingly pervades the workplace through IT-based control and administration systems as much as conventional literacy (reading and writing) has pervaded working life for the last century. Why techno? This literacy is expressed through technological artefacts. It is the particular nature of mathematical skills in workplaces, where IT is pervasive, which distinguishes the kind of knowledge involved: a computer graph, for example, has properties different to a pencil-and-paper graph, and a column of numbers on a spreadsheet can be manipulated as an object in ways in which it's paper-and-pencil "equivalent" cannot. The idea of techno-mathematical literacies is related to other approaches that have taken a general perspective of the education process as it is experienced by young people - cf. (OECD, 2003) and the Quantitative Literacy movement in the USA (e.g., Steen, 1997). For example, the OECD's Programme of International Student Assessment (PISA) defines it as follows: :Mathematical literacy is an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned and reflective citizen. (OECD, 2003, p. 24). In workplaces, as much as in the broader culture, this kind of necessary mathematical literacy is supplemented by the ubiquity of the computer: Noss (1998) and diSessa (2000) offer extensive discussion of the idea of mathematical literacy, showing how the new forms of computational technology that are used for doing mathematics are connected with new ‘mathematical literacies'. The most complete description and examples techno-mathematical literacies is to be found in Hoyles, Noss, Kent and Bakker (2010): for a review, see Gainsburg, 2011). ==== Translation issues ==== .../... ==== Disciplinary issues ==== Not to be confused with technomathematics: [http://www.tmrfindia.org/ TMRF Technomathematics Research Foundation] ==== Key references ==== diSessa, A. (2000), Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., &amp; Bakker. A. (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 Hoyles, C, Noss, R., Kent, P. and Bakker, A., 2010. Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge Noss, R. (1998), New mumeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. OECD (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. Steen, L. A. (Ed.) [http://www.telearn.org/open-archive/browse?resource=7053_v1] (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board. ==== Related terms ==== Literacy, literacies ==== Related documents ==== http://www.esrc.ac.uk/my-esrc/grants/RES-139-25-0119/outputs/read/569d549c-1c39-4f82-9efe-a368981416bf <br> ► [[TEL Dictionary entries]] 589 335 2012-01-09T08:43:53Z Manon 3 /* Key references */ wikitext text/x-wiki {{languages}} <u>Draft 1</u> '''Editor''': Richard Noss, London Knowledge Lab | Institute of Education | University of London '''Contributors''' .../... ==== Definition ==== The term captures two important aspects of the ways that mathematics surfaces in workplace situations. First, that the knowledge involved is much closer to a literacy than a skill; and second, that it is almost always represented as knowledge mediated by a computer. Why literacy? A literate person is someone who is competent in using language, both written and verbal, across different contexts and working with different rules and conventions. This core idea of literacy is crucial for mathematics as well: individuals need to be able to understand and use mathematics as a language that increasingly pervades the workplace through IT-based control and administration systems as much as conventional literacy (reading and writing) has pervaded working life for the last century. Why techno? This literacy is expressed through technological artefacts. It is the particular nature of mathematical skills in workplaces, where IT is pervasive, which distinguishes the kind of knowledge involved: a computer graph, for example, has properties different to a pencil-and-paper graph, and a column of numbers on a spreadsheet can be manipulated as an object in ways in which it's paper-and-pencil "equivalent" cannot. The idea of techno-mathematical literacies is related to other approaches that have taken a general perspective of the education process as it is experienced by young people - cf. (OECD, 2003) and the Quantitative Literacy movement in the USA (e.g., Steen, 1997). For example, the OECD's Programme of International Student Assessment (PISA) defines it as follows: :Mathematical literacy is an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned and reflective citizen. (OECD, 2003, p. 24). In workplaces, as much as in the broader culture, this kind of necessary mathematical literacy is supplemented by the ubiquity of the computer: Noss (1998) and diSessa (2000) offer extensive discussion of the idea of mathematical literacy, showing how the new forms of computational technology that are used for doing mathematics are connected with new ‘mathematical literacies'. The most complete description and examples techno-mathematical literacies is to be found in Hoyles, Noss, Kent and Bakker (2010): for a review, see Gainsburg, 2011). ==== Translation issues ==== .../... ==== Disciplinary issues ==== Not to be confused with technomathematics: http://www.tmrfindia.org/ ==== Key references ==== diSessa, A. (2000), Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., &amp; Bakker. A. (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 Hoyles, C, Noss, R., Kent, P. and Bakker, A., 2010. Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge Noss, R. (1998), New mumeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. OECD (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. Steen, L. A. (Ed.) [http://www.telearn.org/open-archive/browse?resource=7053_v1] (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board. ==== Related terms ==== Literacy, literacies ==== Related documents ==== http://www.esrc.ac.uk/my-esrc/grants/RES-139-25-0119/outputs/read/569d549c-1c39-4f82-9efe-a368981416bf <br> ► [[TEL Dictionary entries]] 335 188 2011-09-01T12:29:10Z Zeiliger 2 wikitext text/x-wiki {{languages}} <u>Draft 1</u> '''Editor''': Richard Noss, London Knowledge Lab | Institute of Education | University of London '''Contributors''' .../... ==== Definition ==== The term captures two important aspects of the ways that mathematics surfaces in workplace situations. First, that the knowledge involved is much closer to a literacy than a skill; and second, that it is almost always represented as knowledge mediated by a computer. Why literacy? A literate person is someone who is competent in using language, both written and verbal, across different contexts and working with different rules and conventions. This core idea of literacy is crucial for mathematics as well: individuals need to be able to understand and use mathematics as a language that increasingly pervades the workplace through IT-based control and administration systems as much as conventional literacy (reading and writing) has pervaded working life for the last century. Why techno? This literacy is expressed through technological artefacts. It is the particular nature of mathematical skills in workplaces, where IT is pervasive, which distinguishes the kind of knowledge involved: a computer graph, for example, has properties different to a pencil-and-paper graph, and a column of numbers on a spreadsheet can be manipulated as an object in ways in which it's paper-and-pencil "equivalent" cannot. The idea of techno-mathematical literacies is related to other approaches that have taken a general perspective of the education process as it is experienced by young people - cf. (OECD, 2003) and the Quantitative Literacy movement in the USA (e.g., Steen, 1997). For example, the OECD's Programme of International Student Assessment (PISA) defines it as follows: :Mathematical literacy is an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned and reflective citizen. (OECD, 2003, p. 24). In workplaces, as much as in the broader culture, this kind of necessary mathematical literacy is supplemented by the ubiquity of the computer: Noss (1998) and diSessa (2000) offer extensive discussion of the idea of mathematical literacy, showing how the new forms of computational technology that are used for doing mathematics are connected with new ‘mathematical literacies'. The most complete description and examples techno-mathematical literacies is to be found in Hoyles, Noss, Kent and Bakker (2010): for a review, see Gainsburg, 2011). ==== Translation issues ==== .../... ==== Disciplinary issues ==== Not to be confused with technomathematics: http://www.tmrfindia.org/ ==== Key references ==== diSessa, A. (2000), Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., &amp; Bakker. A. (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 Hoyles, C, Noss, R., Kent, P. and Bakker, A., 2010. Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge Noss, R. (1998), New mumeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. OECD (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. Steen, L. A. (Ed.) (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board. ==== Related terms ==== Literacy, literacies ==== Related documents ==== http://www.esrc.ac.uk/my-esrc/grants/RES-139-25-0119/outputs/read/569d549c-1c39-4f82-9efe-a368981416bf <br> ► [[TEL Dictionary entries]] 188 144 2011-05-27T14:13:10Z Admin 1 wikitext text/x-wiki <u>Draft 1</u> '''Editor''': Richard Noss, London Knowledge Lab | Institute of Education | University of London '''Contributors''' .../... ==== Definition ==== The term captures two important aspects of the ways that mathematics surfaces in workplace situations. First, that the knowledge involved is much closer to a literacy than a skill; and second, that it is almost always represented as knowledge mediated by a computer. Why literacy? A literate person is someone who is competent in using language, both written and verbal, across different contexts and working with different rules and conventions. This core idea of literacy is crucial for mathematics as well: individuals need to be able to understand and use mathematics as a language that increasingly pervades the workplace through IT-based control and administration systems as much as conventional literacy (reading and writing) has pervaded working life for the last century. Why techno? This literacy is expressed through technological artefacts. It is the particular nature of mathematical skills in workplaces, where IT is pervasive, which distinguishes the kind of knowledge involved: a computer graph, for example, has properties different to a pencil-and-paper graph, and a column of numbers on a spreadsheet can be manipulated as an object in ways in which it's paper-and-pencil "equivalent" cannot. The idea of techno-mathematical literacies is related to other approaches that have taken a general perspective of the education process as it is experienced by young people - cf. (OECD, 2003) and the Quantitative Literacy movement in the USA (e.g., Steen, 1997). For example, the OECD's Programme of International Student Assessment (PISA) defines it as follows: :Mathematical literacy is an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned and reflective citizen. (OECD, 2003, p. 24). In workplaces, as much as in the broader culture, this kind of necessary mathematical literacy is supplemented by the ubiquity of the computer: Noss (1998) and diSessa (2000) offer extensive discussion of the idea of mathematical literacy, showing how the new forms of computational technology that are used for doing mathematics are connected with new ‘mathematical literacies'. The most complete description and examples techno-mathematical literacies is to be found in Hoyles, Noss, Kent and Bakker (2010): for a review, see Gainsburg, 2011). ==== Translation issues ==== .../... ==== Disciplinary issues ==== Not to be confused with technomathematics: http://www.tmrfindia.org/ ==== Key references ==== diSessa, A. (2000), Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., &amp; Bakker. A. (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 Hoyles, C, Noss, R., Kent, P. and Bakker, A., 2010. Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge Noss, R. (1998), New mumeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. OECD (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. Steen, L. A. (Ed.) (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board. ==== Related terms ==== Literacy, literacies ==== Related documents ==== http://www.esrc.ac.uk/my-esrc/grants/RES-139-25-0119/outputs/read/569d549c-1c39-4f82-9efe-a368981416bf <br> ► [[TEL Dictionary entries]] 144 104 2011-05-26T08:32:51Z Admin 1 wikitext text/x-wiki '''Editor''': Richard Noss, London Knowledge Lab | Institute of Education | University of London '''Contributors''' .../... ==== Definition ==== The term captures two important aspects of the ways that mathematics surfaces in workplace situations. First, that the knowledge involved is much closer to a literacy than a skill; and second, that it is almost always represented as knowledge mediated by a computer. Why literacy? A literate person is someone who is competent in using language, both written and verbal, across different contexts and working with different rules and conventions. This core idea of literacy is crucial for mathematics as well: individuals need to be able to understand and use mathematics as a language that increasingly pervades the workplace through IT-based control and administration systems as much as conventional literacy (reading and writing) has pervaded working life for the last century. Why techno? This literacy is expressed through technological artefacts. It is the particular nature of mathematical skills in workplaces, where IT is pervasive, which distinguishes the kind of knowledge involved: a computer graph, for example, has properties different to a pencil-and-paper graph, and a column of numbers on a spreadsheet can be manipulated as an object in ways in which it's paper-and-pencil "equivalent" cannot. The idea of techno-mathematical literacies is related to other approaches that have taken a general perspective of the education process as it is experienced by young people - cf. (OECD, 2003) and the Quantitative Literacy movement in the USA (e.g., Steen, 1997). For example, the OECD's Programme of International Student Assessment (PISA) defines it as follows: :Mathematical literacy is an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned and reflective citizen. (OECD, 2003, p. 24). In workplaces, as much as in the broader culture, this kind of necessary mathematical literacy is supplemented by the ubiquity of the computer: Noss (1998) and diSessa (2000) offer extensive discussion of the idea of mathematical literacy, showing how the new forms of computational technology that are used for doing mathematics are connected with new ‘mathematical literacies'. The most complete description and examples techno-mathematical literacies is to be found in Hoyles, Noss, Kent and Bakker (2010): for a review, see Gainsburg, 2011). ==== Translation issues ==== .../... <br> ==== Disciplinary issues ==== Not to be confused with technomathematics: http://www.tmrfindia.org/ ==== Key references ==== diSessa, A. (2000), Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., &amp; Bakker. A. (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 Hoyles, C, Noss, R., Kent, P. and Bakker, A., 2010. Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge Noss, R. (1998), New mumeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. OECD (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. Steen, L. A. (Ed.) (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board. ==== Related terms ==== Literacy, literacies ==== Related documents ==== http://www.esrc.ac.uk/my-esrc/grants/RES-139-25-0119/outputs/read/569d549c-1c39-4f82-9efe-a368981416bf <br> ► [[TEL Dictionary entries]] 104 24 2011-05-24T10:13:06Z Admin 1 wikitext text/x-wiki {{Languages}} '''Editor''': Richard Noss, London Knowledge Lab | Institute of Education | University of London '''Contributors''' .../... ==== Definition ==== The term captures two important aspects of the ways that mathematics surfaces in workplace situations. First, that the knowledge involved is much closer to a literacy than a skill; and second, that it is almost always represented as knowledge mediated by a computer. Why literacy? A literate person is someone who is competent in using language, both written and verbal, across different contexts and working with different rules and conventions. This core idea of literacy is crucial for mathematics as well: individuals need to be able to understand and use mathematics as a language that increasingly pervades the workplace through IT-based control and administration systems as much as conventional literacy (reading and writing) has pervaded working life for the last century. Why techno? This literacy is expressed through technological artefacts. It is the particular nature of mathematical skills in workplaces, where IT is pervasive, which distinguishes the kind of knowledge involved: a computer graph, for example, has properties different to a pencil-and-paper graph, and a column of numbers on a spreadsheet can be manipulated as an object in ways in which it's paper-and-pencil "equivalent" cannot. The idea of techno-mathematical literacies is related to other approaches that have taken a general perspective of the education process as it is experienced by young people - cf. (OECD, 2003) and the Quantitative Literacy movement in the USA (e.g., Steen, 1997). For example, the OECD's Programme of International Student Assessment (PISA) defines it as follows: :Mathematical literacy is an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned and reflective citizen. (OECD, 2003, p. 24). In workplaces, as much as in the broader culture, this kind of necessary mathematical literacy is supplemented by the ubiquity of the computer: Noss (1998) and diSessa (2000) offer extensive discussion of the idea of mathematical literacy, showing how the new forms of computational technology that are used for doing mathematics are connected with new ‘mathematical literacies'. The most complete description and examples techno-mathematical literacies is to be found in Hoyles, Noss, Kent and Bakker (2010): for a review, see Gainsburg, 2011). ==== Translation issues ==== .../... ==== Disciplinary issues ==== Not to be confused with technomathematics: http://www.tmrfindia.org/ ==== Key references ==== diSessa, A. (2000), Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., &amp; Bakker. A. (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 Hoyles, C, Noss, R., Kent, P. and Bakker, A., 2010. Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge Noss, R. (1998), New mumeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. OECD (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. Steen, L. A. (Ed.) (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board. ==== Related terms ==== Literacy, literacies ==== Related documents ==== http://www.esrc.ac.uk/my-esrc/grants/RES-139-25-0119/outputs/read/569d549c-1c39-4f82-9efe-a368981416bf <br> ► [[TEL Dictionary entries]] 24 23 2011-05-17T13:15:14Z Zeiliger 2 wikitext text/x-wiki '''Editor''': Richard Noss, London Knowledge Lab | Institute of Education | University of London<br>'''Contributors''' .../...<br> ==== Definition ==== The term captures two important aspects of the ways that mathematics surfaces in workplace situations. First, that the knowledge involved is much closer to a literacy than a skill; and second, that it is almost always represented as knowledge mediated by a computer. Why literacy? A literate person is someone who is competent in using language, both written and verbal, across different contexts and working with different rules and conventions. This core idea of literacy is crucial for mathematics as well: individuals need to be able to understand and use mathematics as a language that increasingly pervades the workplace through IT-based control and administration systems as much as conventional literacy (reading and writing) has pervaded working life for the last century. Why techno? This literacy is expressed through technological artefacts. It is the particular nature of mathematical skills in workplaces, where IT is pervasive, which distinguishes the kind of knowledge involved: a computer graph, for example, has properties different to a pencil-and-paper graph, and a column of numbers on a spreadsheet can be manipulated as an object in ways in which it's paper-and-pencil "equivalent" cannot. The idea of techno-mathematical literacies is related to other approaches that have taken a general perspective of the education process as it is experienced by young people - cf. (OECD, 2003) and the Quantitative Literacy movement in the USA (e.g., Steen, 1997). For example, the OECD's Programme of International Student Assessment (PISA) defines it as follows: :Mathematical literacy is an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned and reflective citizen. (OECD, 2003, p. 24). In workplaces, as much as in the broader culture, this kind of necessary mathematical literacy is supplemented by the ubiquity of the computer: Noss (1998) and diSessa (2000) offer extensive discussion of the idea of mathematical literacy, showing how the new forms of computational technology that are used for doing mathematics are connected with new ‘mathematical literacies'. The most complete description and examples techno-mathematical literacies is to be found in Hoyles, Noss, Kent and Bakker (2010): for a review, see Gainsburg, 2011). ==== Translation issues ==== .../... <br> ==== Disciplinary issues ==== Not to be confused with technomathematics: http://www.tmrfindia.org/ ==== Key references ==== diSessa, A. (2000), Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., &amp; Bakker. A. (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 Hoyles, C, Noss, R., Kent, P. and Bakker, A., 2010. Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge Noss, R. (1998), New mumeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. OECD (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. Steen, L. A. (Ed.) (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board. ==== Related terms ==== Literacy, literacies ==== Related documents ==== http://www.esrc.ac.uk/my-esrc/grants/RES-139-25-0119/outputs/read/569d549c-1c39-4f82-9efe-a368981416bf<br> <br> ► [[TEL Dictionary entries]] 23 2011-05-17T13:14:21Z 129.88.27.200 0 Created page with "'''Authors''': Richard Noss, London Knowledge Lab | Institute of Education | University of London<br>'''Contributors''' .../...<br> ==== Definition ==== The term captures two i..." wikitext text/x-wiki '''Authors''': Richard Noss, London Knowledge Lab | Institute of Education | University of London<br>'''Contributors''' .../...<br> ==== Definition ==== The term captures two important aspects of the ways that mathematics surfaces in workplace situations. First, that the knowledge involved is much closer to a literacy than a skill; and second, that it is almost always represented as knowledge mediated by a computer. Why literacy? A literate person is someone who is competent in using language, both written and verbal, across different contexts and working with different rules and conventions. This core idea of literacy is crucial for mathematics as well: individuals need to be able to understand and use mathematics as a language that increasingly pervades the workplace through IT-based control and administration systems as much as conventional literacy (reading and writing) has pervaded working life for the last century. Why techno? This literacy is expressed through technological artefacts. It is the particular nature of mathematical skills in workplaces, where IT is pervasive, which distinguishes the kind of knowledge involved: a computer graph, for example, has properties different to a pencil-and-paper graph, and a column of numbers on a spreadsheet can be manipulated as an object in ways in which it's paper-and-pencil "equivalent" cannot. The idea of techno-mathematical literacies is related to other approaches that have taken a general perspective of the education process as it is experienced by young people - cf. (OECD, 2003) and the Quantitative Literacy movement in the USA (e.g., Steen, 1997). For example, the OECD's Programme of International Student Assessment (PISA) defines it as follows: :Mathematical literacy is an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned and reflective citizen. (OECD, 2003, p. 24). In workplaces, as much as in the broader culture, this kind of necessary mathematical literacy is supplemented by the ubiquity of the computer: Noss (1998) and diSessa (2000) offer extensive discussion of the idea of mathematical literacy, showing how the new forms of computational technology that are used for doing mathematics are connected with new ‘mathematical literacies'. The most complete description and examples techno-mathematical literacies is to be found in Hoyles, Noss, Kent and Bakker (2010): for a review, see Gainsburg, 2011). ==== Translation issues ==== .../... <br> ==== Disciplinary issues ==== Not to be confused with technomathematics: http://www.tmrfindia.org/ ==== Key references ==== diSessa, A. (2000), Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., &amp; Bakker. A. (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 Hoyles, C, Noss, R., Kent, P. and Bakker, A., 2010. Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge Noss, R. (1998), New mumeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. OECD (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. Steen, L. A. (Ed.) (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board. ==== Related terms ==== Literacy, literacies ==== Related documents ==== http://www.esrc.ac.uk/my-esrc/grants/RES-139-25-0119/outputs/read/569d549c-1c39-4f82-9efe-a368981416bf<br> <br> ► [[TEL Dictionary entries]] 0 155 1279 1278 2013-03-13T12:02:39Z Vdimitrova 15 /* Сродни термини */ wikitext text/x-wiki = Техно-математическа грамотност = <u>раб. версия 1</u> '''Editor''': Richard Noss, London Knowledge Lab | Institute of Education | University of London '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== Терминът обхваща два важни аспекта на начина, по който математиката се среща в ситуациите на работното място. Първо, нужното знание е много по-близко до грамотност отколкото до умение; и второ, то е почти винаги представено като знание опосредствано от компютър. Защо ‘грамотност’? Грамотният човек е човек, който притежава езикова компетентност, писменa и устна, в различни ситуации, работейки с различни правила и възприети начини на поведение. Тази ключова идея е изключително важна и за математиката: хората трябва да могат да разбират и използват математиката като език, който все повече и повече срещат на работното място чрез базираните на информационни технологии системи за контрол и администрация по същия начин, по който конвенционалната идея за грамотност (четене и писане) е вече широкоразпространена на работното място. Защо ‘техно’? Тази грамотност се изразява посредством технологичните артефакти. Тя е конкретизирания характер на математическите умения на работното място, където информационните технологии са широко застъпени. Сам по себе си този факт подчертава вида на нужното познание: една компютърна графика например има различни качествата от направена с молив и химикалка графика и следователно колоните от цифри в една електронна таблица могат да бъдат обработвани като предмет по начини, по които нехният ‘еквивалент’, направен с молив и химикал, не може. Идеята на техно-математическата грамотност е свързана с други подходи, които са възприели гледната точка на образователния процес така както той бива преживяван от младите хора – вж. ОИСР ( 2003) и Движението за математическа грамотност в САЩ (напр. Steen, 1997). Така например Програмата за международна оценка на учащи определя тази гледна точка по следния начин: Математическата грамотност отразява способностите на един индивид да отчита и разбира ролята, която математиката играе в света, да прави добре аргументирани преценки, както и да използва и да се анагжира с математика по начини, по които това да отговаря на нуждите на индивида като конструктивен, заинтересован и мислещ гражданин (ОИСР, 2003, стр. 24). На работното място, както и в културата в широк план, този вид необходима математическа грамотност е допълнително наложена от повсеместния достъп до компютри: Нос (1998) и диСеса (2000) дискутират широко идеята за математическата грамотност, показвайки как новите форми на изчислителни технологии, които се използват в правенето на математика, са сързани с новата ‘математическа грамотност’. Най-пълно описание и примери за техно-математическа грамотност могат да бъдат намерени в Хойлс, Нос, Кент и Бакър (2010), а за преглед вж. Гейнсбърг (2011). ==== Проблематика на превода ==== -/- ==== Предметна проблематика ==== Да не се бърка с термина техноматематика: [http://www.tmrfindia.org/ TMRF Technomathematics Research Foundation] ==== Сродни термини ==== Грамотност (literacy); видове грамотност (literacies) ==== Основна литература ==== [http://books.google.fr/books?id=DfNaW4zvJVgC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] diSessa, A. (2000). Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. [https://www.csun.edu/education/personnel-directory/view.php?type=articles&id=14] Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., &amp; Bakker. A. (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 [http://books.google.fr/books/about/Improving_Mathematics_at_Work.html?hl=fr&id=Gcm6g9TIG5wC] Hoyles, C, Noss, R., Kent, P. and Bakker, A. (2010). Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge [http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ590354&ERICExtSearch_SearchType_0=no&accno=EJ590354] Noss, R. (1998), New numeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. [http://www.oecd.org/edu/school/programmeforinternationalstudentassessmentpisa/33694881.pdf] OECD (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. [http://telearn.archives-ouvertes.fr/hal-00699761/] Steen, L. A. (Ed.) (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board. 1278 1277 2013-03-13T12:01:43Z Vdimitrova 15 /* Определение */ wikitext text/x-wiki = Техно-математическа грамотност = <u>раб. версия 1</u> '''Editor''': Richard Noss, London Knowledge Lab | Institute of Education | University of London '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== Терминът обхваща два важни аспекта на начина, по който математиката се среща в ситуациите на работното място. Първо, нужното знание е много по-близко до грамотност отколкото до умение; и второ, то е почти винаги представено като знание опосредствано от компютър. Защо ‘грамотност’? Грамотният човек е човек, който притежава езикова компетентност, писменa и устна, в различни ситуации, работейки с различни правила и възприети начини на поведение. Тази ключова идея е изключително важна и за математиката: хората трябва да могат да разбират и използват математиката като език, който все повече и повече срещат на работното място чрез базираните на информационни технологии системи за контрол и администрация по същия начин, по който конвенционалната идея за грамотност (четене и писане) е вече широкоразпространена на работното място. Защо ‘техно’? Тази грамотност се изразява посредством технологичните артефакти. Тя е конкретизирания характер на математическите умения на работното място, където информационните технологии са широко застъпени. Сам по себе си този факт подчертава вида на нужното познание: една компютърна графика например има различни качествата от направена с молив и химикалка графика и следователно колоните от цифри в една електронна таблица могат да бъдат обработвани като предмет по начини, по които нехният ‘еквивалент’, направен с молив и химикал, не може. Идеята на техно-математическата грамотност е свързана с други подходи, които са възприели гледната точка на образователния процес така както той бива преживяван от младите хора – вж. ОИСР ( 2003) и Движението за математическа грамотност в САЩ (напр. Steen, 1997). Така например Програмата за международна оценка на учащи определя тази гледна точка по следния начин: Математическата грамотност отразява способностите на един индивид да отчита и разбира ролята, която математиката играе в света, да прави добре аргументирани преценки, както и да използва и да се анагжира с математика по начини, по които това да отговаря на нуждите на индивида като конструктивен, заинтересован и мислещ гражданин (ОИСР, 2003, стр. 24). На работното място, както и в културата в широк план, този вид необходима математическа грамотност е допълнително наложена от повсеместния достъп до компютри: Нос (1998) и диСеса (2000) дискутират широко идеята за математическата грамотност, показвайки как новите форми на изчислителни технологии, които се използват в правенето на математика, са сързани с новата ‘математическа грамотност’. Най-пълно описание и примери за техно-математическа грамотност могат да бъдат намерени в Хойлс, Нос, Кент и Бакър (2010), а за преглед вж. Гейнсбърг (2011). ==== Проблематика на превода ==== -/- ==== Предметна проблематика ==== Да не се бърка с термина техноматематика: [http://www.tmrfindia.org/ TMRF Technomathematics Research Foundation] ==== Сродни термини ==== Грамотност; видове грамотност ==== Основна литература ==== [http://books.google.fr/books?id=DfNaW4zvJVgC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] diSessa, A. (2000). Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. [https://www.csun.edu/education/personnel-directory/view.php?type=articles&id=14] Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., &amp; Bakker. A. (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 [http://books.google.fr/books/about/Improving_Mathematics_at_Work.html?hl=fr&id=Gcm6g9TIG5wC] Hoyles, C, Noss, R., Kent, P. and Bakker, A. (2010). Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge [http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ590354&ERICExtSearch_SearchType_0=no&accno=EJ590354] Noss, R. (1998), New numeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. [http://www.oecd.org/edu/school/programmeforinternationalstudentassessmentpisa/33694881.pdf] OECD (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. [http://telearn.archives-ouvertes.fr/hal-00699761/] Steen, L. A. (Ed.) (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board. 1277 1276 2013-03-13T12:00:31Z Vdimitrova 15 /* Определение */ wikitext text/x-wiki = Техно-математическа грамотност = <u>раб. версия 1</u> '''Editor''': Richard Noss, London Knowledge Lab | Institute of Education | University of London '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== Терминът обхваща два важни аспекта на начина, по който математиката се среща в ситуациите на работното място. Първо, нужното знание е много по-близко до грамотност отколкото до умение; и второ, то е почти винаги представено като знание опосредствано от компютър. Защо ‘грамотност’? Грамотният човек е човек, който притежава езикова компетентност, писменa и устна, в различни ситуации, работейки с различни правила и възприети начини на поведение. Тази ключова идея е изключително важна и за математиката: хората трябва да могат да разбират и използват математиката като език, който все повече и повече срещат на работното място чрез базираните на информационни технологии системи за контрол и администрация по същия начин, по който конвенционалната идея за грамотност (четене и писане) е вече широкоразпространена на работното място. Защо ‘техно’? Тази грамотност се изразява посредством технологичните артефакти. Тя е конкретизирания характер на математическите умения на работното място, където информационните технологии са широко застъпени. Сам по себе си този факт подчертава вида на нужното познание: една компютърна графика например има различни качествата от направена с молив и химикалка графика и следователно колоните от цифри в една електронна таблица могат да бъдат обработвани като предмет по начини, по които нехният ‘еквивалент’, направен с молив и химикал, не може. Идеята на техно-математическата грамотност е свързана с други подходи, които са възприели гледната точка на образователния процес така както той бива преживяван от младите хора – вж. ОИСР ( 2003) и Движението за математическа грамотност в САЩ (напр. Steen, 1997). Така например Програмата за международна оценка на учащи определя тази гледна точка по следния начин: Математическата грамотност отразява способностите на един индивид да отчита и разбира ролята, която математиката играе в света, да прави добре аргументирани преценки, както и да използва и да се анагжира с математика по начини, по които това да отговаря на нуждите на индивида като конструктивен, заинтересован и мислещ гражданин (ОИСР, 2003, стр. 24). На работното място, както и в културата в широк план, този вид необходима математематическа грамотност е допълнително наложена от повсеместния достъп до компютри: Нос (1998) и диСеса (2000) дискутират широко идеята за математическата грамотност, показвайки как новите форми на изчислителни технологии, които се използват в правенето на математика, са сързани с новата ‘математическа грамотност’. Най-пълно описание и примери за техно-математическа грамотност могат да бъдат намерени в Хойлс, Нос, Кент и Бакър (2010), а за преглед вж. Гейнсбърг (2011). ==== Проблематика на превода ==== -/- ==== Предметна проблематика ==== Да не се бърка с термина техноматематика: [http://www.tmrfindia.org/ TMRF Technomathematics Research Foundation] ==== Сродни термини ==== Грамотност; видове грамотност ==== Основна литература ==== [http://books.google.fr/books?id=DfNaW4zvJVgC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] diSessa, A. (2000). Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. [https://www.csun.edu/education/personnel-directory/view.php?type=articles&id=14] Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., &amp; Bakker. A. (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 [http://books.google.fr/books/about/Improving_Mathematics_at_Work.html?hl=fr&id=Gcm6g9TIG5wC] Hoyles, C, Noss, R., Kent, P. and Bakker, A. (2010). Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge [http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ590354&ERICExtSearch_SearchType_0=no&accno=EJ590354] Noss, R. (1998), New numeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. [http://www.oecd.org/edu/school/programmeforinternationalstudentassessmentpisa/33694881.pdf] OECD (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. [http://telearn.archives-ouvertes.fr/hal-00699761/] Steen, L. A. (Ed.) (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board. 1276 1275 2013-03-13T11:58:24Z Vdimitrova 15 /* Определение */ wikitext text/x-wiki = Техно-математическа грамотност = <u>раб. версия 1</u> '''Editor''': Richard Noss, London Knowledge Lab | Institute of Education | University of London '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== Терминът обхваща два важни аспекта на начина, по който математиката се среща в ситуациите на работното място. Първо, нужното знание е много по-близко до грамотност отколкото до умение; и второ, то е почти винаги представено като знание опосредствано от компютър. Защо ‘грамотност’? Грамотният човек е човек, който притежава езикова компетентност, писменa и устна, в различни ситуации, работейки с различни правила и възприети начини на поведение. Тази ключова идея е изключително важна и за математиката: хората трябва да могат да разбират и използват математиката като език, който все повече и повече срещат на работното място чрез базираните на информационни технологии системи за контрол и администрация по същия начин, по който конвенционалната идея за грамотност (четене и писане) е вече широкоразпространена на работното място. Защо ‘техно’? Тази грамотност се изразява посредством технологичните артефакти. Тя е конкретизирания характер на математическите умения на работното място, където информационните технологии са широко застъпени. Само по себе си това подчертава вида на изискваното познание: една компютърна графика например има различни качествата от направена с молив и химикалка графика и следователно колоните от цифри в една електронна таблица могат да бъдат обработвани като предмет по начини, по които нехният ‘еквивалент’, направен с молив и химикал, не може. Идеята на техно-математическата грамотност е свързана с други подходи, които са възприели гледната точка на образователния процес така както той бива преживяван от младите хора – вж. ОИСР ( 2003) и Движението за математическа грамотност в САЩ (напр. Steen, 1997). Така например Програмата за международна оценка на учащи определя тази гледна точка по следния начин: Математическата грамотност отразява способностите на един индивид да отчита и разбира ролята, която математиката играе в света, да прави добре аргументирани преценки, както и да използва и да се анагжира с математика по начини, по които това да отговаря на нуждите на индивида като конструктивен, заинтересован и мислещ гражданин (ОИСР, 2003, стр. 24). На работното място, както и в културата в широк план, този вид необходима математематическа грамотност е допълнително наложена от повсеместния достъп до компютри: Нос (1998) и диСеса (2000) дискутират широко идеята за математическата грамотност, показвайки как новите форми на изчислителни технологии, които се използват в правенето на математика, са сързани с новата ‘математическа грамотност’. Най-пълно описание и примери за техно-математическа грамотност могат да бъдат намерени в Хойлс, Нос, Кент и Бакър (2010), а за преглед вж. Гейнсбърг (2011). ==== Проблематика на превода ==== -/- ==== Предметна проблематика ==== Да не се бърка с термина техноматематика: [http://www.tmrfindia.org/ TMRF Technomathematics Research Foundation] ==== Сродни термини ==== Грамотност; видове грамотност ==== Основна литература ==== [http://books.google.fr/books?id=DfNaW4zvJVgC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] diSessa, A. (2000). Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. [https://www.csun.edu/education/personnel-directory/view.php?type=articles&id=14] Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., &amp; Bakker. A. (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 [http://books.google.fr/books/about/Improving_Mathematics_at_Work.html?hl=fr&id=Gcm6g9TIG5wC] Hoyles, C, Noss, R., Kent, P. and Bakker, A. (2010). Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge [http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ590354&ERICExtSearch_SearchType_0=no&accno=EJ590354] Noss, R. (1998), New numeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. [http://www.oecd.org/edu/school/programmeforinternationalstudentassessmentpisa/33694881.pdf] OECD (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. [http://telearn.archives-ouvertes.fr/hal-00699761/] Steen, L. A. (Ed.) (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board. 1275 1244 2013-03-13T11:56:25Z Vdimitrova 15 /* Определение */ wikitext text/x-wiki = Техно-математическа грамотност = <u>раб. версия 1</u> '''Editor''': Richard Noss, London Knowledge Lab | Institute of Education | University of London '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== Терминът обхваща два важни аспекта на наична, по койо математиката се среща в ситуациите на работното място. Първо, нужното знание е много по-близко до грамотност отколкото до умение; и второ, то е почти винаги представено като знание опосредствано от компютър. Защо ‘грамотност’? Грамотният човек е човек, който притежава езикова компетентност, писменa и устна, в различни ситуации, работейки с различни правила и възприети начини на поведение. Тази ключова идея е изключително важна и за математиката: хората трябва да могат да разбират и използват математиката като език, който все повече и повече срещат на работното място чрез базирани на информационни технологии системи за контрол и администрация по същия начин, по който конвенционалната идея за грамотност (четене и писане) е вече широкоразпространена на работното място. Защо ‘техно’? Тази грамотност се изразява посредством технологичните артефакти. Тя е конкретизирания характер на математическите умения на работното място, където информационните технологии са широко застъпени. Само по себе си това подчертава вида на изискваното познание: една компютърна графика например има различни качествата от направена с молив и химикалка графика и следователно колоните от цифри в една електронна таблица могат да бъдат обработвани като предмет по начини, по които нехният ‘еквивалент’, направен с молив и химикал, не може. Идеята на техно-математическата грамотност е свързана с други подходи, които са възприели гледната точка на образователния процес така както той бива преживяван от младите хора – вж. ОИСР ( 2003) и Движението за математическа грамотност в САЩ (напр. Steen, 1997). Така например Програмата за международна оценка на учащи определя тази гледна точка по следния начин: Математическата грамотност отразява способностите на един индивид да отчита и разбира ролята, която математиката играе в света, да прави добре аргументирани преценки, както и да използва и да се анагжира с математика по начини, по които това да отговаря на нуждите на индивида като конструктивен, заинтересован и мислещ гражданин (ОИСР, 2003, стр. 24). На работното място, както и в културата в широк план, този вид необходима математематическа грамотност е допълнително наложена от повсеместния достъп до компютри: Нос (1998) и диСеса (2000) дискутират широко идеята за математическата грамотност, показвайки как новите форми на изчислителни технологии, които се използват в правенето на математика, са сързани с новата ‘математическа грамотност’. Най-пълно описание и примери за техно-математическа грамотност могат да бъдат намерени в Хойлс, Нос, Кент и Бакър (2010), а за преглед вж. Гейнсбърг (2011). ==== Проблематика на превода ==== -/- ==== Предметна проблематика ==== Да не се бърка с термина техноматематика: [http://www.tmrfindia.org/ TMRF Technomathematics Research Foundation] ==== Сродни термини ==== Грамотност; видове грамотност ==== Основна литература ==== [http://books.google.fr/books?id=DfNaW4zvJVgC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] diSessa, A. (2000). Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. [https://www.csun.edu/education/personnel-directory/view.php?type=articles&id=14] Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., &amp; Bakker. A. (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 [http://books.google.fr/books/about/Improving_Mathematics_at_Work.html?hl=fr&id=Gcm6g9TIG5wC] Hoyles, C, Noss, R., Kent, P. and Bakker, A. (2010). Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge [http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ590354&ERICExtSearch_SearchType_0=no&accno=EJ590354] Noss, R. (1998), New numeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. [http://www.oecd.org/edu/school/programmeforinternationalstudentassessmentpisa/33694881.pdf] OECD (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. [http://telearn.archives-ouvertes.fr/hal-00699761/] Steen, L. A. (Ed.) (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board. 1244 1243 2013-03-10T20:39:30Z Balacheff 4 /* Предметна проблематика */ wikitext text/x-wiki = Техно-математическа грамотност = <u>раб. версия 1</u> '''Editor''': Richard Noss, London Knowledge Lab | Institute of Education | University of London '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== Терминът обхваща два важни аспекта на наична, по койо математиката се среща в ситуациите на работното място. Първо, нужното знание е много по-близко до грамотност отколкото умение; и второ, то е почти винаги представено като знание опосредствано от компютър. Защо грамотност? Грамотният човек е човек, който притежава езикова компетентност, писменa и устна, в различни ситуации, работейки с различни правила и възприети начини на поведение. Тази ключова идея е изключително важна и за математиката: хората трябва да могат да разбират и използват математиката като език, който все повече и повече срещат на работното място чрез базирани на информационни технологии системи за контрол и администрация по същия начин, по който конвенционалната идея за грамотност (четене и писане) е вече широкоразпространена на работното място. Защо техно? Тази грамотност се изразява посредством технологичните артефакти. Тя е конкретизирания характер на математическите умения на работното място, където информационните технологии са широко застъпени. Само по себе си това подчертава вида на изискваното познание: една компютърна графика например има различни качествата от направена с молив и химикалка графика и следователно колоните от цифри в електронна таблица могат да бъдат обработвани като предмет по начини, по които нейният ‘еквивалент’, направен с молив и химикал, не може. Идеята на техно-математическата грамотност е свързана с други подходи, които са възприели гледната точка на образователния процес , така както той бива преживяван от младите хора – вж. ОИСР ( 2003) и Движението за математическа грамотност в САЩ (напр. Steen, 1997). Така например Програмата за международна оценка на учащи определя тази гледна точка по следния начин: <blockquote> Математическата грамотност отразява способностите на един индивид да отчита и разбира ролята, която математиката играе в света, да прави добре аргументирани преценки, както и да използва и да се анагжира с математика по начини, по които това да отговаря на нуждите на индивида като конструктивен, заинтересован и мислещ гражданин (ОИСР, 2003, стр. 24). </blockquote> На работното място, както и в културата в широк план, този вид необходима математематическа грамотност е допълнително наложена от повсеместния достъп до компютри: Нос (1998) и диСеса (2000) дискутират широко идеята за математическа грамотност, показвайки как новите форми на изчислителни технологии, които се използват в правенето на математика, са сързани с новата ‘математическа грамотност’. Най-пълното описание и примери за техно-математическа грамотност могат да бъдат намерени в Хойлс, Нос, Кент и Бакър (2010), а за преглед вж. Гейнсбърг (2011). ==== Проблематика на превода ==== -/- ==== Предметна проблематика ==== Да не се бърка с термина техноматематика: [http://www.tmrfindia.org/ TMRF Technomathematics Research Foundation] ==== Сродни термини ==== Грамотност; видове грамотност ==== Основна литература ==== [http://books.google.fr/books?id=DfNaW4zvJVgC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] diSessa, A. (2000). Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. [https://www.csun.edu/education/personnel-directory/view.php?type=articles&id=14] Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., &amp; Bakker. A. (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 [http://books.google.fr/books/about/Improving_Mathematics_at_Work.html?hl=fr&id=Gcm6g9TIG5wC] Hoyles, C, Noss, R., Kent, P. and Bakker, A. (2010). Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge [http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ590354&ERICExtSearch_SearchType_0=no&accno=EJ590354] Noss, R. (1998), New numeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. [http://www.oecd.org/edu/school/programmeforinternationalstudentassessmentpisa/33694881.pdf] OECD (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. [http://telearn.archives-ouvertes.fr/hal-00699761/] Steen, L. A. (Ed.) (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board. 1243 1238 2013-03-10T20:38:52Z Balacheff 4 /* Основна литература */ wikitext text/x-wiki = Техно-математическа грамотност = <u>раб. версия 1</u> '''Editor''': Richard Noss, London Knowledge Lab | Institute of Education | University of London '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== Терминът обхваща два важни аспекта на наична, по койо математиката се среща в ситуациите на работното място. Първо, нужното знание е много по-близко до грамотност отколкото умение; и второ, то е почти винаги представено като знание опосредствано от компютър. Защо грамотност? Грамотният човек е човек, който притежава езикова компетентност, писменa и устна, в различни ситуации, работейки с различни правила и възприети начини на поведение. Тази ключова идея е изключително важна и за математиката: хората трябва да могат да разбират и използват математиката като език, който все повече и повече срещат на работното място чрез базирани на информационни технологии системи за контрол и администрация по същия начин, по който конвенционалната идея за грамотност (четене и писане) е вече широкоразпространена на работното място. Защо техно? Тази грамотност се изразява посредством технологичните артефакти. Тя е конкретизирания характер на математическите умения на работното място, където информационните технологии са широко застъпени. Само по себе си това подчертава вида на изискваното познание: една компютърна графика например има различни качествата от направена с молив и химикалка графика и следователно колоните от цифри в електронна таблица могат да бъдат обработвани като предмет по начини, по които нейният ‘еквивалент’, направен с молив и химикал, не може. Идеята на техно-математическата грамотност е свързана с други подходи, които са възприели гледната точка на образователния процес , така както той бива преживяван от младите хора – вж. ОИСР ( 2003) и Движението за математическа грамотност в САЩ (напр. Steen, 1997). Така например Програмата за международна оценка на учащи определя тази гледна точка по следния начин: <blockquote> Математическата грамотност отразява способностите на един индивид да отчита и разбира ролята, която математиката играе в света, да прави добре аргументирани преценки, както и да използва и да се анагжира с математика по начини, по които това да отговаря на нуждите на индивида като конструктивен, заинтересован и мислещ гражданин (ОИСР, 2003, стр. 24). </blockquote> На работното място, както и в културата в широк план, този вид необходима математематическа грамотност е допълнително наложена от повсеместния достъп до компютри: Нос (1998) и диСеса (2000) дискутират широко идеята за математическа грамотност, показвайки как новите форми на изчислителни технологии, които се използват в правенето на математика, са сързани с новата ‘математическа грамотност’. Най-пълното описание и примери за техно-математическа грамотност могат да бъдат намерени в Хойлс, Нос, Кент и Бакър (2010), а за преглед вж. Гейнсбърг (2011). ==== Проблематика на превода ==== -/- ==== Предметна проблематика ==== Да не се бърка с термина техноматематика: TMRF Technomathematics Research Foundation ==== Сродни термини ==== Грамотност; видове грамотност ==== Основна литература ==== [http://books.google.fr/books?id=DfNaW4zvJVgC&lpg=PP1&hl=fr&pg=PP1#v=onepage&q&f=false] diSessa, A. (2000). Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. [https://www.csun.edu/education/personnel-directory/view.php?type=articles&id=14] Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., &amp; Bakker. A. (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 [http://books.google.fr/books/about/Improving_Mathematics_at_Work.html?hl=fr&id=Gcm6g9TIG5wC] Hoyles, C, Noss, R., Kent, P. and Bakker, A. (2010). Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge [http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ590354&ERICExtSearch_SearchType_0=no&accno=EJ590354] Noss, R. (1998), New numeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. [http://www.oecd.org/edu/school/programmeforinternationalstudentassessmentpisa/33694881.pdf] OECD (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. [http://telearn.archives-ouvertes.fr/hal-00699761/] Steen, L. A. (Ed.) (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board. 1238 2013-03-10T20:22:05Z Balacheff 4 Created page with "= Техно-математическа грамотност = <u>раб. версия 1</u> '''Editor''': Richard Noss, London Knowledge Lab | Institute of Education | Univer..." wikitext text/x-wiki = Техно-математическа грамотност = <u>раб. версия 1</u> '''Editor''': Richard Noss, London Knowledge Lab | Institute of Education | University of London '''Contributors''': …/… '''Adaptation''': Vyara Dimitrova, Centre for Learning Sciences and Technologies, Open University of the Netherlands ==== Определение ==== Терминът обхваща два важни аспекта на наична, по койо математиката се среща в ситуациите на работното място. Първо, нужното знание е много по-близко до грамотност отколкото умение; и второ, то е почти винаги представено като знание опосредствано от компютър. Защо грамотност? Грамотният човек е човек, който притежава езикова компетентност, писменa и устна, в различни ситуации, работейки с различни правила и възприети начини на поведение. Тази ключова идея е изключително важна и за математиката: хората трябва да могат да разбират и използват математиката като език, който все повече и повече срещат на работното място чрез базирани на информационни технологии системи за контрол и администрация по същия начин, по който конвенционалната идея за грамотност (четене и писане) е вече широкоразпространена на работното място. Защо техно? Тази грамотност се изразява посредством технологичните артефакти. Тя е конкретизирания характер на математическите умения на работното място, където информационните технологии са широко застъпени. Само по себе си това подчертава вида на изискваното познание: една компютърна графика например има различни качествата от направена с молив и химикалка графика и следователно колоните от цифри в електронна таблица могат да бъдат обработвани като предмет по начини, по които нейният ‘еквивалент’, направен с молив и химикал, не може. Идеята на техно-математическата грамотност е свързана с други подходи, които са възприели гледната точка на образователния процес , така както той бива преживяван от младите хора – вж. ОИСР ( 2003) и Движението за математическа грамотност в САЩ (напр. Steen, 1997). Така например Програмата за международна оценка на учащи определя тази гледна точка по следния начин: <blockquote> Математическата грамотност отразява способностите на един индивид да отчита и разбира ролята, която математиката играе в света, да прави добре аргументирани преценки, както и да използва и да се анагжира с математика по начини, по които това да отговаря на нуждите на индивида като конструктивен, заинтересован и мислещ гражданин (ОИСР, 2003, стр. 24). </blockquote> На работното място, както и в културата в широк план, този вид необходима математематическа грамотност е допълнително наложена от повсеместния достъп до компютри: Нос (1998) и диСеса (2000) дискутират широко идеята за математическа грамотност, показвайки как новите форми на изчислителни технологии, които се използват в правенето на математика, са сързани с новата ‘математическа грамотност’. Най-пълното описание и примери за техно-математическа грамотност могат да бъдат намерени в Хойлс, Нос, Кент и Бакър (2010), а за преглед вж. Гейнсбърг (2011). ==== Проблематика на превода ==== -/- ==== Предметна проблематика ==== Да не се бърка с термина техноматематика: TMRF Technomathematics Research Foundation ==== Сродни термини ==== Грамотност; видове грамотност ==== Основна литература ==== 0 28 106 105 2011-05-24T10:14:43Z Admin 1 wikitext text/x-wiki {{Languages}} == Techno-mathematical literacies == '''Editeur''': '''Contributeurs''': ==== Définition ==== ==== Questions de traduction ==== ==== Questions disciplinaires ==== ==== Références ==== ==== Termes en rapport ==== ==== Documents en rapport ==== 105 2011-05-24T10:14:39Z Admin 1 Created page with "{{Languages}} == Techno-mathematical literacies == '''Editeur''': '''Contributeurs''': ==== Définition ==== ==== Questions de traduction ==== ==== Questions disciplina..." wikitext text/x-wiki {{Languages}} == Techno-mathematical literacies == '''Editeur''': '''Contributeurs''': ==== Définition ==== ==== Questions de traduction ==== ==== Questions disciplinaires ==== ==== Références ==== ==== Termes en rapport ==== ==== Documents en rapport ==== 0 76 347 336 2011-09-02T08:27:48Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''''Techno-matematikai műveltség (techno-mathematical literacies)''''' '''Szerkesztő''': Richard Noss, London Knowledge Lab | Institute of Education | University of London ==== Definíció ==== Ez a fogalom a munkahelyi helyzetekben megjelenő matematika két fontos tényezőjét foglalja magában. Egyrészről ez a tudás sokkal inkább műveltség, mint képesség, másrészről szinte mindig számítógép által közvetített tudásról van szó. Miért műveltség? Arra mondjuk, hogy művelt, aki mind az írott, mind az olvasott nyelvet képes sokféle környezetben használni, különféle szabályok és konvenciók szerint. A műveltség ilyen megfogalmazása alapvető a matematika esetében is, hiszen a munkahelyen elterjedő informatikai rendszerek használata legalább annyira megköveteli a matematikai nyelv megértését és használatát, mint a munkát az elmúlt században meghatározó hagyományos műveltségét (írás és olvasás). Miért techno? Ez a műveltség technikai tárgyakon keresztül fejeződik ki. Ez a matematikai készségek sajátos természete a munkahelyeken széles körben alkalmazott informatikai rendszerek esetében. Például egy számítógépes grafikon a papíros változattól eltérő tulajdonságokkal rendelkezik, és egy táblázatban lévő számoszlopot lehet úgy módosítani, ahogy egy papíros változatot nem. A techno-matematikai műveltség alapgondolata a fiatalok által tapasztalt oktatási folyamat általánosan leíró megközelítésekhez kapcsolódik, ahogy a PISA mérések (OECD, 2003), és a Kvantatív Műveltség mozgalom (Quantative Literacy, Steen, 1997) is. Például az OECD Nemzetközi tanulói teljesítménymérése (Programme of International Student Assessment, PISA) a következő definíciót tartalmazza:'' :A matematikai műveltség az egyén képessége, amely segítségével azonosítja és megérti a matematika szerepét a világban, megalapozott döntéseket hozhat, és a matematikát olyan módon használja és alkalmazza, hogy a konstruktív, érintett és reflektáló egyén életének igényeit kielégítse. (OECD, 2003, p. 24) A tágabb értelemben vett kultúrához hasonlóan munkahelyeken is ezt a szükséges matematikai műveltséget egészítik ki a mindenütt jelenlévő számítógépek. Részletesen tárgyalja Noss (1998) és diSessa (2000) a matematikai műveltség gondolatát, megmutatva, hogy a matematikával foglalkozó számítástechnikai eszközök új formái kapcsolatban vannak az újfajta matematikai műveltséggel. A techno-matematikai műveltség legrészletesebb leírása és példái Hoyles, Noss, Kent és Bakker (2010) írásában található, további ismertetéshez lásd Gainsburg (2011). ==== Fordítási problémák ==== ../.. ==== Egyéb kérdések ==== Nem összetévesztendő a technomatematikával: http://www.tmrfindia.org/ ==== Irodalomjegyzék ==== diSessa, A. (2000), Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., & Bakker. A. (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 Hoyles, C, Noss, R., Kent, P. and Bakker, A., 2010. Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge Noss, R. (1998), New mumeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. OECD (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. Steen, L. A. (Ed.) (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board. ==== Kapcsolódó fogalmak ==== Műveltség, műveltségek ==== Kapcsolódó dokumentumok ==== http://www.esrc.ac.uk/my-esrc/grants/RES-139-25-0119/outputs/read/569d549c-1c39-4f82-9efe-a368981416bf 336 334 2011-09-01T12:30:16Z Zeiliger 2 wikitext text/x-wiki {{languages}} '''''Techno-matematikai műveltség (techno-mathematical literacies)''' '''Szerkesztő''': Richard Noss, London Knowledge Lab | Institute of Education | University of London ==== Definíció ==== Ez a fogalom a munkahelyi helyzetekben megjelenő matematika két fontos tényezőjét foglalja magában. Egyrészről ez a tudás sokkal inkább műveltség, mint képesség, másrészről szinte mindig számítógép által közvetített tudásról van szó. Miért műveltség? Arra mondjuk, hogy művelt, aki mind az írott, mind az olvasott nyelvet képes sokféle környezetben használni, különféle szabályok és konvenciók szerint. A műveltség ilyen megfogalmazása alapvető a matematika esetében is, hiszen a munkahelyen elterjedő informatikai rendszerek használata legalább annyira megköveteli a matematikai nyelv megértését és használatát, mint a munkát az elmúlt században meghatározó hagyományos műveltségét (írás és olvasás). Miért techno? Ez a műveltség technikai tárgyakon keresztül fejeződik ki. Ez a matematikai készségek sajátos természete a munkahelyeken széles körben alkalmazott informatikai rendszerek esetében. Például egy számítógépes grafikon a papíros változattól eltérő tulajdonságokkal rendelkezik, és egy táblázatban lévő számoszlopot lehet úgy módosítani, ahogy egy papíros változatot nem. A techno-matematikai műveltség alapgondolata a fiatalok által tapasztalt oktatási folyamat általánosan leíró megközelítésekhez kapcsolódik, ahogy a PISA mérések (OECD, 2003), és a Kvantatív Műveltség mozgalom (Quantative Literacy, Steen, 1997) is. Például az OECD Nemzetközi tanulói teljesítménymérése (Programme of International Student Assessment, PISA) a következő definíciót tartalmazza:'' :A matematikai műveltség az egyén képessége, amely segítségével azonosítja és megérti a matematika szerepét a világban, megalapozott döntéseket hozhat, és a matematikát olyan módon használja és alkalmazza, hogy a konstruktív, érintett és reflektáló egyén életének igényeit kielégítse. (OECD, 2003, p. 24) A tágabb értelemben vett kultúrához hasonlóan munkahelyeken is ezt a szükséges matematikai műveltséget egészítik ki a mindenütt jelenlévő számítógépek. Részletesen tárgyalja Noss (1998) és diSessa (2000) a matematikai műveltség gondolatát, megmutatva, hogy a matematikával foglalkozó számítástechnikai eszközök új formái kapcsolatban vannak az újfajta matematikai műveltséggel. A techno-matematikai műveltség legrészletesebb leírása és példái Hoyles, Noss, Kent és Bakker (2010) írásában található, további ismertetéshez lásd Gainsburg (2011). ==== Fordítási problémák ==== ../.. ==== Egyéb kérdések ==== Nem összetévesztendő a technomatematikával: http://www.tmrfindia.org/ ==== Irodalomjegyzék ==== diSessa, A. (2000), Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., & Bakker. A. (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 Hoyles, C, Noss, R., Kent, P. and Bakker, A., 2010. Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge Noss, R. (1998), New mumeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. OECD (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. Steen, L. A. (Ed.) (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board. ==== Kapcsolódó fogalmak ==== Műveltség, műveltségek ==== Kapcsolódó dokumentumok ==== http://www.esrc.ac.uk/my-esrc/grants/RES-139-25-0119/outputs/read/569d549c-1c39-4f82-9efe-a368981416bf 334 2011-09-01T12:27:28Z Zeiliger 2 Created page with "'''''Techno-matematikai műveltség (techno-mathematical literacies)''' '''Szerkesztő''': Richard Noss, London Knowledge Lab | Institute of Education | University of London ==..." wikitext text/x-wiki '''''Techno-matematikai műveltség (techno-mathematical literacies)''' '''Szerkesztő''': Richard Noss, London Knowledge Lab | Institute of Education | University of London ==== Definíció ==== Ez a fogalom a munkahelyi helyzetekben megjelenő matematika két fontos tényezőjét foglalja magában. Egyrészről ez a tudás sokkal inkább műveltség, mint képesség, másrészről szinte mindig számítógép által közvetített tudásról van szó. Miért műveltség? Arra mondjuk, hogy művelt, aki mind az írott, mind az olvasott nyelvet képes sokféle környezetben használni, különféle szabályok és konvenciók szerint. A műveltség ilyen megfogalmazása alapvető a matematika esetében is, hiszen a munkahelyen elterjedő informatikai rendszerek használata legalább annyira megköveteli a matematikai nyelv megértését és használatát, mint a munkát az elmúlt században meghatározó hagyományos műveltségét (írás és olvasás). Miért techno? Ez a műveltség technikai tárgyakon keresztül fejeződik ki. Ez a matematikai készségek sajátos természete a munkahelyeken széles körben alkalmazott informatikai rendszerek esetében. Például egy számítógépes grafikon a papíros változattól eltérő tulajdonságokkal rendelkezik, és egy táblázatban lévő számoszlopot lehet úgy módosítani, ahogy egy papíros változatot nem. A techno-matematikai műveltség alapgondolata a fiatalok által tapasztalt oktatási folyamat általánosan leíró megközelítésekhez kapcsolódik, ahogy a PISA mérések (OECD, 2003), és a Kvantatív Műveltség mozgalom (Quantative Literacy, Steen, 1997) is. Például az OECD Nemzetközi tanulói teljesítménymérése (Programme of International Student Assessment, PISA) a következő definíciót tartalmazza:'' :A matematikai műveltség az egyén képessége, amely segítségével azonosítja és megérti a matematika szerepét a világban, megalapozott döntéseket hozhat, és a matematikát olyan módon használja és alkalmazza, hogy a konstruktív, érintett és reflektáló egyén életének igényeit kielégítse. (OECD, 2003, p. 24) A tágabb értelemben vett kultúrához hasonlóan munkahelyeken is ezt a szükséges matematikai műveltséget egészítik ki a mindenütt jelenlévő számítógépek. Részletesen tárgyalja Noss (1998) és diSessa (2000) a matematikai műveltség gondolatát, megmutatva, hogy a matematikával foglalkozó számítástechnikai eszközök új formái kapcsolatban vannak az újfajta matematikai műveltséggel. A techno-matematikai műveltség legrészletesebb leírása és példái Hoyles, Noss, Kent és Bakker (2010) írásában található, további ismertetéshez lásd Gainsburg (2011). ==== Fordítási problémák ==== ../.. ==== Egyéb kérdések ==== Nem összetévesztendő a technomatematikával: http://www.tmrfindia.org/ ==== Irodalomjegyzék ==== diSessa, A. (2000), Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: The MIT Press. Gainsburg J. Book Review: Hoyles, C., Noss, R., Kent, P., & Bakker. A. (2010). Improving mathematics at work: The need for techno-mathematical literacies (2011) Educ Stud Math 76:117-122 Hoyles, C, Noss, R., Kent, P. and Bakker, A., 2010. Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routledge Noss, R. (1998), New mumeracies for a technological culture, For the Learning of Mathematics, 18, 2, 2-12. OECD (2003), PISA 2003 assessment framework, Paris: Organisation for Economic Co-operation and Development. Steen, L. A. (Ed.) (1997). Why Numbers Count: Quantitative Literacy for Tomorrow's America. New York: The College Board. ==== Kapcsolódó fogalmak ==== Műveltség, műveltségek ==== Kapcsolódó dokumentumok ==== http://www.esrc.ac.uk/my-esrc/grants/RES-139-25-0119/outputs/read/569d549c-1c39-4f82-9efe-a368981416bf 0 1 1440 1439 2020-06-15T15:52:42Z Sharples 16 wikitext text/x-wiki The TEL Thesaurus and Dictionary meta-project intends to create an intellectual platform to support the conceptual and theoretical integration of TEL research. The TEL Thesaurus establishes a list of the key words currently used across TEL research (based on the corpus provided by journals and conferences). The idea is to structure this set by... :*reviewing the list of keywords and identifying those which are specific to TEL research, from those which are in fact disciplinary keywords :*reviewing the TEL specific keywords to cluster them from a conceptual and/or theoretical and/or a methodological perspective. The TEL dictionary provides definitions with key references exploiting preferably open access resources, and in particular the TEL open archive. <br> [[TEL Dictionary entries]]<br> 28ab39d6a7b80350af4e3fb14b056def7f3d4c0d 1439 1426 2020-06-15T15:52:30Z Sharples 16 wikitext text/x-wiki The TEL Thesaurus and Dictionary meta-project intends to create an intellectual platform to support the conceptual and theoretical integration of TEL research. The TEL Thesaurus establishes a list of the key words currently used across TEL research (based on the corpus provided by journals and conferences). The idea is to structure this set by... :*reviewing the list of keywords and identifying those which are specific to TEL research, from those which are in fact disciplinary keywords :*reviewing the TEL specific keywords to cluster them from a conceptual and/or theoretical and/or a methodological perspective. The TEL dictionary provides definitions with key references exploiting preferably open access resources, and in particular the TEL open archive. <br> MKL [[TEL Dictionary entries]]<br> 65453035c34765ffcea53e24d359c9d3420c95cb 1426 246 2019-06-21T08:41:12Z Sharples 16 wikitext text/x-wiki The TEL Thesaurus and Dictionary meta-project intends to create an intellectual platform to support the conceptual and theoretical integration of TEL research. The TEL Thesaurus establishes a list of the key words currently used across TEL research (based on the corpus provided by journals and conferences). The idea is to structure this set by... :*reviewing the list of keywords and identifying those which are specific to TEL research, from those which are in fact disciplinary keywords :*reviewing the TEL specific keywords to cluster them from a conceptual and/or theoretical and/or a methodological perspective. The TEL dictionary provides definitions with key references exploiting preferably open access resources, and in particular the TEL open archive. <br> [[TEL Dictionary entries]]<br> 12fdd5aa2d514aaa2f80e5f018c0873ddd0330c3 246 162 2011-07-04T14:13:20Z Admin 1 Protected "[[The TEL Thesaurus and Dictionary meta-project]]" ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki The TEL Thesaurus and Dictionary meta-project intends to create an intellectual platform to support the conceptual and theoretical integration of TEL research. The TEL Thesaurus establishes a list of the key words currently used across TEL research (based on the corpus provided by journals and conferences). The idea is to structure this set by... :*reviewing the list of keywords and identifying those which are specific to TEL research, from those which are in fact disciplinary keywords :*reviewing the TEL specific keywords to cluster them from a conceptual and/or theoretical and/or a methodological perspective. The TEL dictionary will provide definitions with key references exploiting preferably open access resources, and in particular the TEL open archive. <br> [[TEL Dictionary entries]]<br> 162 160 2011-05-27T09:00:00Z Admin 1 wikitext text/x-wiki The TEL Thesaurus and Dictionary meta-project intends to create an intellectual platform to support the conceptual and theoretical integration of TEL research. The TEL Thesaurus establishes a list of the key words currently used across TEL research (based on the corpus provided by journals and conferences). The idea is to structure this set by... :*reviewing the list of keywords and identifying those which are specific to TEL research, from those which are in fact disciplinary keywords :*reviewing the TEL specific keywords to cluster them from a conceptual and/or theoretical and/or a methodological perspective. The TEL dictionary will provide definitions with key references exploiting preferably open access resources, and in particular the TEL open archive. <br> [[TEL Dictionary entries]]<br> 160 5 2011-05-27T08:59:27Z Admin 1 moved [[Main Page]] to [[The TEL Thesaurus and Dictionary meta-project]] wikitext text/x-wiki = The TEL Thesaurus and Dictionary meta-project<br> = The TEL Thesaurus and Dictionary meta-project intends to create an intellectual platform to support the conceptual and theoretical integration of TEL research. The TEL Thesaurus establishes a list of the key words currently used across TEL research (based on the corpus provided by journals and conferences). The idea is to structure this set by... :*reviewing the list of keywords and identifying those which are specific to TEL research, from those which are in fact disciplinary keywords :*reviewing the TEL specific keywords to cluster them from a conceptual and/or theoretical and/or a methodological perspective. The TEL dictionary will provide definitions with key references exploiting preferably open access resources, and in particular the TEL open archive. <br> <br> [[TEL Dictionary entries]]<br> 5 2 2011-05-16T12:51:47Z Admin 1 wikitext text/x-wiki = The TEL Thesaurus and Dictionary meta-project<br> = The TEL Thesaurus and Dictionary meta-project intends to create an intellectual platform to support the conceptual and theoretical integration of TEL research. The TEL Thesaurus establishes a list of the key words currently used across TEL research (based on the corpus provided by journals and conferences). The idea is to structure this set by... :*reviewing the list of keywords and identifying those which are specific to TEL research, from those which are in fact disciplinary keywords :*reviewing the TEL specific keywords to cluster them from a conceptual and/or theoretical and/or a methodological perspective. The TEL dictionary will provide definitions with key references exploiting preferably open access resources, and in particular the TEL open archive. <br> <br> [[TEL Dictionary entries]]<br> 2 1 2011-05-16T12:39:56Z Admin 1 wikitext text/x-wiki = The TEL Thesaurus and Dictionary meta-project<br> = The TEL Thesaurus and Dictionary meta-project intends to create an intellectual platform to support the conceptual and theoretical integration of TEL research. The TEL Thesaurus establishes a list of the key words currently used across TEL research (based on the corpus provided by journals and conferences). The idea is to structure this set by... *reviewing the list of keywords and identifying those which are specific to TEL research, from those which are in fact disciplinary keywords *reviewing the TEL specific keywords to cluster them from a conceptual and/or theoretical and/or a methodological perspective. The TEL dictionary will provide definitions with key references exploiting preferably open access resources, and in particular the TEL open archive. <br> <br> [[TEL Dictionary entries]]<br> 1 2011-05-16T11:31:32Z MediaWiki default 0 wikitext text/x-wiki '''MediaWiki has been successfully installed.''' Consult the [http://meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software. == Getting started == * [http://www.mediawiki.org/wiki/Manual:Configuration_settings Configuration settings list] * [http://www.mediawiki.org/wiki/Manual:FAQ MediaWiki FAQ] * [https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list] 4 56 236 235 2011-06-23T12:40:52Z Zeiliger 2 wikitext text/x-wiki The TEL Thesaurus and Dictionary meta-project intends to create an intellectual platform to support the conceptual and theoretical integration of TEL research. This project is supported by the FP7 Network of Excellence [http://www.stellarnet.eu STELLAR] and the Technology Enhanced Learning European Advanced Research Consortium [http://www.noe-kaleidoscope.org/telearc/ TELEARC]. 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This project is ..." wikitext text/x-wiki The TEL Thesaurus and Dictionary meta-project intends to create an intellectual platform to support the conceptual and theoretical integration of TEL research. This project is supported by the FP7 Network of Excellence [http://www.stellarnet.eu|STELLAR] and [http://www.noe-kaleidoscope.org/telearc/|TELEARC] (the Technology Enhanced Learning European Advanced Research Consortium). 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2011-09-12T15:13:47Z Zeiliger 2 wikitext text/x-wiki {{nmbox | header = '''[[Project:Language policy|{{Languages/Title|{{SUBPAGENAME}}}}]]''' | text = '''[[{{{1|:{{NAMESPACE}}:{{BASEPAGENAME}}}}}|English]]''' {{Languages/Lang|bg|{{{1|}}}| }}{{Languages/Lang|es|{{{1|}}}| }}{{Languages/Lang|el|{{{1|}}}| }}{{Languages/Lang|fr|{{{1|}}}| }}{{Languages/Lang|hu|{{{1|}}}| }}{{Languages/Lang|it|{{{1|}}}| }}{{Languages/Lang|zh-hant|{{{1|}}}| }}{{Languages/Lang|zh-hans|{{{1|}}}}}| }}<noinclude> {{documentation}} </noinclude> 381 339 2011-09-12T15:12:48Z Zeiliger 2 wikitext text/x-wiki {{nmbox | header = '''[[Project:Language policy|{{Languages/Title|{{SUBPAGENAME}}}}]]''' | text = '''[[{{{1|:{{NAMESPACE}}:{{BASEPAGENAME}}}}}|English]]''' {{Languages/Lang|bg|{{{1|}}}| }}{{Languages/Lang|es|{{{1|}}}| }}{{Languages/Lang|el|{{{1|}}}| }}{{Languages/Lang|fr|{{{1|}}}| }}{{Languages/Lang|hu|{{{1|}}}| }}{{Languages/Lang|it|{{{1|}}}| }}{{Languages/Lang|zh-hant|{{{1|}}}}}| }}{{Languages/Lang|zh-hans|{{{1|}}}}}| }}<noinclude> {{documentation}} </noinclude> 339 306 2011-09-01T14:15:40Z Zeiliger 2 wikitext text/x-wiki {{nmbox | header = '''[[Project:Language policy|{{Languages/Title|{{SUBPAGENAME}}}}]]''' | text = '''[[{{{1|:{{NAMESPACE}}:{{BASEPAGENAME}}}}}|English]]''' {{Languages/Lang|bg|{{{1|}}}| }}{{Languages/Lang|es|{{{1|}}}| }}{{Languages/Lang|el|{{{1|}}}| }}{{Languages/Lang|fr|{{{1|}}}| }}{{Languages/Lang|hu|{{{1|}}}| }}{{Languages/Lang|it|{{{1|}}}| }}{{Languages/Lang|zh-hant|{{{1|}}}}}| }}<noinclude> {{documentation}} </noinclude> 306 305 2011-08-26T13:00:09Z Zeiliger 2 wikitext text/x-wiki {{nmbox | header = '''[[Project:Language policy|{{Languages/Title|{{SUBPAGENAME}}}}]]''' | text = '''[[{{{1|:{{NAMESPACE}}:{{BASEPAGENAME}}}}}|English]]''' {{Languages/Lang|bg|{{{1|}}}| }}{{Languages/Lang|es|{{{1|}}}| }}{{Languages/Lang|el|{{{1|}}}| }}{{Languages/Lang|fr|{{{1|}}}| }}{{Languages/Lang|hu|{{{1|}}}| }}{{Languages/Lang|it|{{{1|}}}| }}{{Languages/Lang|zh|{{{1|}}}}}| }}<noinclude> {{documentation}} </noinclude> 305 72 2011-08-26T12:54:37Z Zeiliger 2 wikitext text/x-wiki {{nmbox | header = '''[[Project:Language policy|{{Languages/Title|{{SUBPAGENAME}}}}]]''' | text = '''[[{{{1|:{{NAMESPACE}}:{{BASEPAGENAME}}}}}|English]]''' {{Languages/Lang|bg|{{{1|}}}| }}{{Languages/Lang|es|{{{1|}}}| }}{{Languages/Lang|fr|{{{1|}}}| }}{{Languages/Lang|gr|{{{1|}}}| }}{{Languages/Lang|hu|{{{1|}}}| }}{{Languages/Lang|it|{{{1|}}}| }}{{Languages/Lang|zh|{{{1|}}}}}| }}<noinclude> {{documentation}} </noinclude> 72 68 2011-05-23T08:50:56Z Admin 1 wikitext text/x-wiki {{nmbox | header = '''[[Project:Language policy|{{Languages/Title|{{SUBPAGENAME}}}}]]''' | text = '''[[{{{1|:{{NAMESPACE}}:{{BASEPAGENAME}}}}}|English]]''' {{Languages/Lang|bg|{{{1|}}}| }}{{Languages/Lang|es|{{{1|}}}| }}{{Languages/Lang|fr|{{{1|}}}| }}{{Languages/Lang|hu|{{{1|}}}| }}{{Languages/Lang|it|{{{1|}}}| }}{{Languages/Lang|zh|{{{1|}}}}}| }}<noinclude> {{documentation}} </noinclude> 68 66 2011-05-23T07:59:40Z Admin 1 wikitext text/x-wiki {{nmbox | header = '''[[Project:Language policy|{{Languages/Title|{{SUBPAGENAME}}}}]]''' | text = '''[[{{{1|:{{NAMESPACE}}:{{BASEPAGENAME}}}}}| English]]''' {{Languages/Lang|bg|{{{1|}}}| }}{{Languages/Lang|es|{{{1|}}}| }}{{Languages/Lang|fr|{{{1|}}}| }}{{Languages/Lang|hu|{{{1|}}}| }}{{Languages/Lang|it|{{{1|}}}| }}{{Languages/Lang|zh|{{{1|}}}}}| }}<noinclude> {{documentation}} </noinclude> 66 64 2011-05-23T06:50:33Z Admin 1 wikitext text/x-wiki {{nmbox | header = '''[[Project:Language policy|{{Languages/Title|{{SUBPAGENAME}}}}]]''' | text = '''[[{{{1|:{{NAMESPACE}}:{{BASEPAGENAME}}}}}| English]]''' {{Languages/Lang|af|{{{1|}}}| }}{{Languages/Lang|ar|{{{1|}}}| }}{{Languages/Lang|bg|{{{1|}}}| }}{{Languages/Lang|es|{{{1|}}}| }}{{Languages/Lang|fr|{{{1|}}}| }}{{Languages/Lang|hu|{{{1|}}}| }}{{Languages/Lang|it|{{{1|}}}| }}{{Languages/Lang|zh|{{{1|}}}| }}{{Languages/Lang|zh-tw|{{{1|}}}}}| }}<noinclude> {{documentation}} </noinclude> 64 62 2011-05-20T10:51:07Z Admin 1 wikitext text/x-wiki {{nmbox | header = '''[[Telearn Thesaurus:Language policy|{{Languages/Title|{{SUBPAGENAME}}}}]]''' | text = '''[[{{{1|:{{NAMESPACE}}:{{BASEPAGENAME}}}}}|English]]''' {{Languages/Lang|bg|{{{1|}}}| }}{{Languages/Lang|es|{{{1|}}}| }}{{Languages/Lang|fr|{{{1|}}}| }}{{Languages/Lang|hu|{{{1|}}}| }}{{Languages/Lang|it|{{{1|}}}| }}{{Languages/Lang|zh|{{{1|}}}| }}<noinclude> {{documentation}} </noinclude> 62 2011-05-20T10:43:21Z Admin 1 Created page with "{{nmbox | header = '''[[Project:Language policy|{{Languages/Title|{{SUBPAGENAME}}}}]]''' | text = '''[[{{{1|:{{NAMESPACE}}:{{BASEPAGENAME}}}}}|English]]''' {{Languages/Lang|af..." wikitext text/x-wiki {{nmbox | header = '''[[Project:Language policy|{{Languages/Title|{{SUBPAGENAME}}}}]]''' | text = '''[[{{{1|:{{NAMESPACE}}:{{BASEPAGENAME}}}}}|English]]''' {{Languages/Lang|af|{{{1|}}}| }}{{Languages/Lang|bg|{{{1|}}}| }}{{Languages/Lang|es|{{{1|}}}| }}{{Languages/Lang|fr|{{{1|}}}| }}{{Languages/Lang|hu|{{{1|}}}| }}{{Languages/Lang|it|{{{1|}}}| }}{{Languages/Lang|zh|{{{1|}}}| }}<noinclude> {{documentation}} </noinclude> 10 17 71 63 2011-05-23T08:41:57Z Admin 1 wikitext text/x-wiki <includeonly>{{#ifexist: {{#if: {{{2|}}} | {{{2}}} | {{#if: {{NAMESPACE}} | {{NAMESPACE}}:}}{{BASEPAGENAME}}}}/{{{1}}} | &nbsp;&bull;&#32;<span lang="{{{1}}}">{{#if: {{{2|}}}|[[{{{2}}}/{{{1}}}|{{#language:{{{1}}}}}]]| [[:{{NAMESPACE}}:{{BASEPAGENAME}}/{{{1}}}|{{#language:{{{1}}}}}]]}}</span>|<span></span>}}</includeonly><noinclude> == Template == ''This sub-template doesn't display properly when not included. Please see [[Template:Languages]] for the complete version.'' == Usage == This template is designed to simplify [[Template:Languages]], by allowing a simpler syntax for adding new languages. Each language is included by calling this template with the following parameters: * '''Language code''' (e.g. fr) * (optional) '''Page name''' - if not supplied the page is automatically worked out based on where the language template is included. This template should not be used anywhere except in the Languages template. [[Category:Language templates]] </noinclude> 63 2011-05-20T10:44:06Z Admin 1 Created page with " <includeonly>{{#ifexist: {{#if: {{{2|}}} | {{{2}}} | {{#if: {{NAMESPACE}} | {{NAMESPACE}}:}}{{BASEPAGENAME}}}}/{{{1}}} | &nbsp;&bull;&#32;<span lang="{{{1}}}">{{#if: {{{2|}}}|[[..." wikitext text/x-wiki <includeonly>{{#ifexist: {{#if: {{{2|}}} | {{{2}}} | {{#if: {{NAMESPACE}} | {{NAMESPACE}}:}}{{BASEPAGENAME}}}}/{{{1}}} | &nbsp;&bull;&#32;<span lang="{{{1}}}">{{#if: {{{2|}}}|[[{{{2}}}/{{{1}}}|{{#language:{{{1}}}}}]]| [[:{{NAMESPACE}}:{{BASEPAGENAME}}/{{{1}}}|{{#language:{{{1}}}}}]]}}</span>|<span></span>}}</includeonly><noinclude> == Template == ''This sub-template doesn't display properly when not included. Please see [[Template:Languages]] for the complete version.'' == Usage == This template is designed to simplify [[Template:Languages]], by allowing a simpler syntax for adding new languages. Each language is included by calling this template with the following parameters: * '''Language code''' (e.g. fr) * (optional) '''Page name''' - if not supplied the page is automatically worked out based on where the language template is included. This template should not be used anywhere except in the Languages template. [[Category:Language templates]] </noinclude> 10 18 73 65 2011-05-23T09:00:44Z Admin 1 wikitext text/x-wiki <onlyinclude>{{#switch:{{{1}}} |=Languages: |Languages=Languages: |MediaWiki=Languages: |af=Taal: |aln=Gjuha: |am=ቋምቋ፦ |an=Idioma: |ang=Sprǣc: |ar=:اللغة |arc=ܠܫܢܐ: |arn=Dungun: |arz=:اللغة |as=ভাষা: |ast=Llingua: |avk=Ava: |ay=Aru: |az=Dil: |bat-smg=Kalba: |bcc=:زبان |bcl=Tataramon: |be=Мова: |be-tarask=Мова: |bg=Език: |bn=ভাষা: |br=Yezh : |bs=Jezik: |ca=Llengua: |cdo=Ngṳ̄-ngiòng: |ce=Мотт: |ceb=Pinulongan: |ch=Lengguahe: |ckb-arab=:زمان |co=Lingua: |crh-cyrl=Тиль: |crh-latn=Til: |cs=Jazyk: |cu=ѩꙁꙑ́къ : |cv=Чĕлхе: |cy=Iaith: |da=Sprog: |de=Sprache: |diq=Zıwan: |dsb=Rěc: |ee=Gbe: |el=Γλώσσα: |en=Language: |eo=Lingvo: |es=Idioma: |et=Keel: |eu=Hizkuntza: |ext=Palra: |fa=:زبان |fi=Kieli: |fo=Mál: |fr=Langue: |frc=Langue: |frp=Lengoua: |fur=Lenghe: |fy=Taal: |ga=Teanga: |gag=Dil: |gan-hans=语言: |gan-hant=語言: |gl=Lingua: |gn=Ñe'ẽ: |got=Razda: |grc=Γλῶσσα: |gsw=Sproch: |gu=ભાષા: |gv=Çhengey: |hak=Ngî-ngièn: |haw=Kou 'ōlelo: |he=שפה: |hi=भाषा: |hif-latn=Bhasa: |hr=Jezik: |hsb=Rěč: |ht=Lang: |hu=Nyelv: |hy=Լեզու. |ia=Lingua: |id=Bahasa: |ie=Lingue: |ilo=Lengguahe: |io=Linguo: |is=Tungumál: |it=Lingua: |ja=言語: |jv=Basa: |ka=ენა: |kaa=Til: |kab=Tutlayt: |kg=Ndinga: |kiu=Zon: |kk-arab=:ٴتىل |kk-cyrl=Тіл: |kk-latn=Til: |km=ភាសា៖ |kn=ಭಾಷೆ: |ko=언어: |ksh=Sproch: |ku-latn=Ziman: |kv=Кыв: |kw=Yeth: |ky=Тил: |la=Lingua: |lb=Sprooch: |lfn=Lingua: |li=Taol: |lij=Lengoa: |loz=Zwa Siselect: |lt=Kalba: |lv=Valoda: |lzh=語： |mdf=Кяль: |mg=fiteny: |mhr=Йылме: |mk=Јазик: |ml=ഭാഷ: |mn=Хэл: |mr=भाषा: |ms=Bahasa: |mt=Lingwa: |mwl=Lhéngua: |my=ဘာသာ: |myv=Кель: |nah=Tlahtōlli: |nap=Lengua: |nds=Spraak: |nds-nl=Taal: |ne=भाषा: |new=भाषा: |nl=Taal: |nn=Språk: |no=Språk: |nso=Polelo: |oc=Lenga: |os=Æвзаг: |pa=ਭਾਸ਼ਾ: |pam=Amanu: |pdc=Schprooch: |pdt=Sproak: |pl=Język: |pms=Lenga: |pnb=بولی: |pnt=Γλώσσαν: |prg=Bilā: |ps=ژبه: |pt|pt-br=Língua: |qu=Rimay: |rm=Lingua: |ro=Limba: |roa-tara=Lénga: |ru=Язык: |sa=भाषा: |sah=Омугун тыла: |sc=Limba: |scn=Lingua: |sco=Leid: |sdc=Linga: |se=Giella: |sei=Itom: |sh=Jezik: |shi=tutlayt: |si=භාෂාව: |sk=Jazyk: |sl=Jezik: |sli=Sproache: |so=Luqada: |sq=Gjuha: |sr-ec=Језик: |sr-el=Jezik: |srn=Tongo: |ss=Lúlwîmi: |stq=Sproake: |su=Basa: |sv=Språk: |sw=Lugha: |szl=Godka: |ta=மொழி: |te=భాష: |tet=Lian: |tg-cyrl=Забон: |th=ภาษา: |ti=ቋንቋ: |tk=Dil: |tl=Wika: |to=Lea: |tr=Dil: |tt-cyrl=Тел: |tyv=Дыл: |ug-arab=:تىل |ug-latn=Til: |uk=Мова: |vec=Lengua: |vep=Kel’: |vi=Ngôn ngữ: |vo=Pük: |vro=Kiil: |wa=Lingaedje: |war=Yinaknan: |wo=Làkk: |wuu=语言: |xal=Келн: |xh=Ulwimi: |xmf=ნინა: |yi=שפראך: |yo=Èdè: |yue=語言: |zea=Taele: |zh-hans=语言: |zh-hant=語言: |zu=Ulimi: |#default=Language: }}</onlyinclude> == Documentation == The cases are all poached from [http://translatewiki.net/w/i.php?title=Special:Translations/loginlanguagelabel&namespace=8 here]. We can't just transclude that system message, because it includes a <tt>$1</tt>. 65 2011-05-23T06:46:13Z Admin 1 Created page with "Languages:<br>" wikitext text/x-wiki Languages:<br> 10 55 225 215 2011-06-21T09:50:51Z Zeiliger 2 wikitext text/x-wiki <span class="MainEntry">{{{1}}}</span> 215 2011-06-21T08:34:44Z Zeiliger 2 Created page with "<span class="mainEntry">{{{1}}}</span>" wikitext text/x-wiki <span class="mainEntry">{{{1}}}</span> 10 19 79 78 2011-05-23T09:19:05Z Admin 1 wikitext text/x-wiki <table class="nmbox" style="border:1px solid #AAAAAA; border-collapse:collapse; clear:both; font-size:85%; margin: 0.25em 0;"> <tr style="background: #DAE5F7"> {{#if:{{{image|}}}{{{header|}}} | <th class="mbox-image" style="white-space: nowrap; padding: 4px 1em; border-right: 1px solid #aaaaaa;">{{{image|}}} {{{header|}}}</th> | <td class="mbox-empty-cell"></td> <!-- No image. Cell with some width or padding necessary for text cell to have 100% width. --> }} <td class="mbox-text" style="background: #F6F6F6; padding: 4px 1em;"> {{{text|}}} </td> </tr></table> <noinclude> {{documentation}} </noinclude> 78 74 2011-05-23T09:18:52Z Admin 1 Blanked the page wikitext text/x-wiki 74 67 2011-05-23T09:03:48Z Admin 1 wikitext text/x-wiki <table class="nmbox" style="border:1px solid #AAAAAA; border-collapse:collapse; clear:both; font-size:85%; margin: 0.25em 0;"> <tr style="background: #DAE5F7"> {{#if:{{{image|}}}{{{header|}}} | <th class="mbox-image" style="white-space: nowrap; padding: 4px 1em; border-right: 1px solid #aaaaaa;">{{{image|}}} {{{header|}}}</th> | <td class="mbox-empty-cell"></td> <!-- No image. Cell with some width or padding necessary for text cell to have 100% width. --> }} <td class="mbox-text" style="background: #F6F6F6;"> {{{text|}}} </td> </tr></table> <noinclude> {{documentation}} </noinclude> 67 2011-05-23T06:56:49Z Admin 1 Created page with "<table class="nmbox" style="border:1px solid #AAAAAA; border-collapse:collapse; clear:both; font-size:85%; margin: 0.25em 0;"> <tr style="background: #DAEBFE"> {{#if:{{{image|}}}..." wikitext text/x-wiki <table class="nmbox" style="border:1px solid #AAAAAA; border-collapse:collapse; clear:both; font-size:85%; margin: 0.25em 0;"> <tr style="background: #DAEBFE"> {{#if:{{{image|}}}{{{header|}}} | <th class="mbox-image" style="white-space: nowrap; padding: 4px 1em; border-right: 1px solid #aaaaaa;">{{{image|}}} {{{header|}}}</th> | <td class="mbox-empty-cell"></td> <!-- No image. Cell with some width or padding necessary for text cell to have 100% width. --> }} <td class="mbox-text" style="background: #F6F6F6;"> {{{text|}}} </td> </tr></table> <noinclude> {{documentation}} </noinclude>